A nurse is planning to administer medications to a client who weighs 198 lb. The prescription reads, "filgrastim 5 mcg/kg, subcutaneous, daily." Available is filgrastim 300 mcg/mL. How many mL should the nurse plan to give with each dose? (Round the answer to the nearest tenth. Use a leading zero if it applies. Do not use a trailing zero.)
The Correct Answer is ["1.5"]
Convert the client's weight from pounds to kilograms by dividing by 2.2. 198 lb / 2.2 = 90 kg
Calculate the dose of filgrastim in micrograms by multiplying the client's weight in kilograms by the prescribed dose per kilogram. 90 kg x 5 mcg/kg = 450 mcg
Calculate the volume of filgrastim in milliliters by dividing the dose in micrograms by the concentration of the available solution. 450 mcg / 300 mcg/mL = 1.5 mL
Round the answer to the nearest tenth. The nurse should plan to give 1.5 mL of filgrastim with each dose.
Nursing Test Bank
Naxlex Comprehensive Predictor Exams
Related Questions
Correct Answer is C
Explanation
A.While medication verification is important, this is not specific to administering an intermittent IV bolus. It is standard practice for high-alert medications, not routine antibiotics.
B. Flushing the IV site with sterile water prior to connecting the secondary infusion is not standard practice. Normal saline is typically used to maintain patency, but it is not necessary before connecting the secondary infusion.
C.To administer a secondary infusion (e.g., antibiotic), the secondary bag must be hung higher than the primary infusion. This allows gravity to prioritize the secondary infusion through the Y-site.
D. Disconnecting the primary IV infusion to connect the secondary infusion is not correct. The secondary infusion should connect to the primary line without disrupting the ongoing infusion unless otherwise indicated.
Correct Answer is A
Explanation
A. Asking the adolescent to describe the quality of their pain can provide valuable information about the characteristics of the pain, such as sharp, dull, throbbing, or burning.
B. Asking the adolescent to point to the area of most severe pain assesses location, not quality.
C. Asking about pain level assesses intensity, not quality.
D. Asking about the timing of pain increasing assesses onset, not quality.
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