Choice A rationale
Pharmacists are healthcare professionals who specialize in the preparation and dispensing of medications. While they have extensive knowledge about drugs and their interactions, they are not typically responsible for providing dietary or nutrition education to clients with diabetes.
Their primary role is to ensure that patients receive the correct medications and understand how to take them properly.
Choice B rationale
Radiologic technologists are trained to perform diagnostic imaging examinations, such as X- rays, MRI scans, and CT scans. They do not have the expertise or training to provide dietary or nutrition education to clients with diabetes. Their focus is on capturing accurate images to assist in the diagnosis and treatment of medical conditions.
Choice C rationale
Respiratory therapists specialize in the assessment and treatment of patients with breathing or cardiopulmonary disorders. They are skilled in providing respiratory care, such as administering oxygen therapy and managing ventilators. However, they do not have the training or expertise to provide dietary or nutrition education to clients with diabetes.
Choice D rationale
Registered dietitians are healthcare professionals who specialize in nutrition and dietary management. They are trained to provide individualized dietary education and counseling to clients with various medical conditions, including diabetes. Registered dietitians can help clients understand how to manage their blood glucose levels through proper nutrition and meal planning, making them the most appropriate choice for providing dietary or nutrition education to clients with diabetes.

Choice A rationale
Planning is the phase of the nursing process where the nurse develops a plan of care based on the assessment data and identified nursing diagnoses. It involves setting goals and determining the appropriate interventions to achieve those goals. In this scenario, the nurse is not developing a plan but rather observing the effects of an intervention that has already been implemented.
Choice B rationale
Assessment is the initial phase of the nursing process where the nurse collects and analyzes data about the client’s health status. This includes gathering information through observation, interviews, physical examinations, and diagnostic tests. In this scenario, the nurse is not collecting new data but rather observing the outcome of a previously administered medication.
Choice C rationale
Evaluation is the phase of the nursing process where the nurse assesses the client’s response to the interventions and determines whether the goals of care have been met. In this scenario, the nurse is evaluating the effectiveness of the antihypertensive medication by noting the decrease in the client’s blood pressure. This assessment helps determine if the medication is achieving the desired therapeutic effect.
Choice D rationale
Analysis is the phase of the nursing process where the nurse interprets the assessment data to identify the client’s health problems and needs. It involves critical thinking and clinical judgment to determine the underlying causes of the client’s condition. In this scenario, the nurse is not analyzing data but rather evaluating the outcome of an intervention.

Choice A rationale
Providing all information at once to ensure understanding is not an effective teaching strategy, especially for clients newly diagnosed with diabetes. This approach can overwhelm the client and make it difficult for them to retain and comprehend the information. Effective teaching involves breaking down the information into manageable segments and reinforcing key concepts over time.
Choice B rationale
Avoiding repetition to prevent boredom is not an effective teaching strategy. Repetition is essential for reinforcing important concepts and ensuring that the client fully understands the information. Repetition helps to reinforce learning and improve retention, especially for complex topics such as diabetes management.
Choice C rationale
Tailoring teaching strategies to the client’s learning style is the most effective approach for teaching clients newly diagnosed with diabetes. Each client has a unique learning style, and adapting the teaching methods to match their preferences can enhance understanding and retention. This personalized approach ensures that the client receives the information in a way that is most meaningful and effective for them.
Choice D rationale
Using medical terminology to enhance credibility is not an effective teaching strategy for clients newly diagnosed with diabetes. Medical jargon can be confusing and intimidating for clients, making it difficult for them to understand the information. It is important to use clear, simple language that the client can easily comprehend.

Choice A rationale
Feeding a stroke client who has difficulty in swallowing is a task that requires careful attention to prevent aspiration and choking. While this task is important, it can be delegated to a trained nursing assistant or a licensed practical nurse (LPN) under the supervision of an RN. The RN should focus on tasks that require higher levels of clinical judgment and expertise.
Choice B rationale
Completing a sterile dressing change to a pressure ulcer is a task that requires the expertise and clinical judgment of an RN. Sterile dressing changes involve maintaining a sterile field, assessing the wound, and applying appropriate dressings. This task is critical for preventing infection and promoting wound healing, making it appropriate for the RN to perform.
Choice C rationale
Reapplying a condom catheter for a client with urinary incontinence is a routine procedure that can be delegated to a trained nursing assistant or an LPN. This task does not require the advanced clinical skills and judgment of an RN, allowing the RN to focus on more complex and critical tasks.
Choice D rationale
Reinforcing teaching with a client who is learning how to administer insulin is an important task, but it can be delegated to an LPN under the supervision of an RN. The RN should prioritize tasks that require higher levels of clinical expertise and judgment, such as sterile dressing changes and complex assessments.

Choice A rationale
A common adverse event that occurs frequently is not considered a sentinel event. Sentinel events are rare and unexpected occurrences that result in severe harm or death. Common adverse events, while important to address, do not meet the criteria for sentinel events.
Choice B rationale
A minor incident that does not require reporting is not considered a sentinel event. Sentinel events are serious and significant occurrences that require immediate investigation and response. Minor incidents, while important to address, do not meet the criteria for sentinel events.
Choice C rationale
An unexpected occurrence involving death or serious physical or psychological injury is the definition of a sentinel event. These events are significant and require immediate investigation and response to prevent recurrence. Sentinel events signal the need for a thorough review of the processes and systems involved to identify and address the root causes.
Choice D rationale
A situation where the patient experiences temporary discomfort is not considered a sentinel event. Sentinel events involve severe and lasting harm, such as death or permanent injury.
Temporary discomfort, while important to address, does not meet the criteria for sentinel events.

Choice A rationale
Quasi-experimental research involves the manipulation of an independent variable to determine its effect on a dependent variable, similar to experimental research. However, quasi-experimental designs lack random assignment to groups, which can limit the ability to infer causality. Despite this limitation, quasi-experimental designs are valuable for studying causal relationships in real-world settings where random assignment is not feasible.
Choice B rationale

Correlational research examines the relationship between two or more variables without manipulating any variables. It does not involve the manipulation of an independent variable or the use of control groups, making it distinct from quasi-experimental research.
Choice C rationale
Qualitative research focuses on exploring and understanding the meaning and experiences of individuals through methods such as interviews, observations, and content analysis. It does not involve the manipulation of variables or the use of experimental designs, making it distinct from quasi-experimental research.
Choice D rationale
Quantitative research involves the collection and analysis of numerical data to identify patterns, relationships, and trends. While quasi-experimental research is a type of quantitative research, not all quantitative research involves quasi-experimental designs. Quantitative research can also include experimental, correlational, and descriptive designs.

Choice A rationale
Confining a patient to a room without provisions for their care is not the best definition of false imprisonment. While it may be considered neglect or abuse, false imprisonment specifically involves restraining a person against their will without legal justification.
Choice B rationale
Restraining a patient against their will is the correct definition of false imprisonment. False imprisonment occurs when a person is intentionally confined or restrained without their consent and without legal authority.
Choice C rationale
Applying physical restraints to prevent falls is not considered false imprisonment if done with proper consent and following legal and medical guidelines. It is a safety measure, not an unlawful restraint.
Choice D rationale
Implementing a care plan without patient consent may be considered a violation of patient rights, but it does not fit the definition of false imprisonment. False imprisonment specifically involves physical restraint or confinement.

Choice A rationale
Providing written handouts for reference can be helpful, but it is not the most effective strategy for fall prevention education among older adults. Interactive methods are generally more engaging and effective.
Choice B rationale
Using complex medical terminology to explain concepts is not effective for older adults. It can lead to confusion and misunderstanding, reducing the effectiveness of the education.
Choice C rationale
Using interactive demonstrations and group discussions is the most effective strategy for teaching fall prevention to older adults. These methods engage the audience, making the information more relatable and easier to understand.
Choice D rationale
Speaking quickly to maintain attention is not effective for older adults. It can lead to information being missed or misunderstood. Clear, slow, and interactive communication is more effective.

Choice A rationale
Tertiary prevention involves managing and rehabilitating patients with established diseases to prevent complications and improve quality of life. Referring a client to a specialist for further evaluation does not fit this category.
Choice B rationale
Primary prevention aims to prevent the onset of disease by reducing risk factors and promoting health. Referring a client to a specialist for further evaluation is not primary prevention.
Choice C rationale
Secondary prevention involves early detection and treatment of disease to prevent progression. Referring a client to a specialist for further evaluation fits this category as it aims to identify and address health issues early.
Choice D rationale
“Disease process” is not a recognized level of prevention. The correct levels are primary, secondary, and tertiary.

Choice A rationale
Implementing the order immediately without verifying is unsafe and can lead to errors. Nurses must ensure clarity and accuracy before carrying out any orders.
Choice B rationale
Writing down the order and reading it back to the physician is the correct action. This ensures that the order is understood correctly and reduces the risk of errors.
Choice C rationale
Asking the physician to repeat the order multiple times is unnecessary and can be seen as unprofessional. Writing down and reading back the order is a more effective method.
Choice D rationale
Ignoring the order if it seems unclear is not appropriate. Nurses have a responsibility to clarify any unclear orders to ensure patient safety.