A nurse is teaching a client who has a new prescription for zolpidem. The nurse should instruct the client that which of the following is an adverse effect of zolpidem?
Memory loss
Dry mouth
Hypertension
Urinary retention
The Correct Answer is A
A) Memory loss:
Zolpidem, a sedative-hypnotic commonly prescribed for insomnia, can cause memory problems, including short-term memory loss. This is a known adverse effect of zolpidem, especially when taken in higher doses or when a person is not able to get a full night’s sleep after taking the medication. This side effect can manifest as amnesia or difficulty recalling events that occurred while under the influence of the medication.
B) Dry mouth:
While dry mouth is a common side effect of many medications, including some antihistamines and antidepressants, it is not a typical or major adverse effect associated with zolpidem. Though less common, it may occur in some individuals, but it is not considered a primary or significant adverse effect of this drug.
C) Hypertension:
Zolpidem does not typically cause hypertension. In fact, it is more likely to cause a calming effect that may lead to a decrease in blood pressure, particularly in individuals who experience sedation. It is important for the nurse to monitor for any unusual changes in vital signs, but hypertension is not a known adverse effect of zolpidem.
D) Urinary retention:
Urinary retention is more commonly associated with medications that affect the autonomic nervous system, such as antihistamines, anticholinergics, or certain opioids. Zolpidem is not typically associated with urinary retention. While any sedative could potentially cause mild disruptions in normal bladder function due to its sedative properties, urinary retention is not a frequent or well-known side effect of zolpidem.
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Naxlex Comprehensive Predictor Exams
Related Questions
Correct Answer is D
Explanation
A) A client who has heart failure and peripheral edema:
While heart failure and peripheral edema are significant conditions that require medical attention, they are chronic issues that, in most cases, are not immediately life-threatening in an emergency department setting unless there is acute decompensated heart failure or signs of severe fluid overload or respiratory distress.
B) A client who reports urinary burning and a temperature of 29.2° C (102.5°F):
This client is febrile, which suggests an infection, possibly a urinary tract infection (UTI). Although fever and urinary burning are concerning, infection-related fevers generally don't pose an immediate life threat unless there is sepsis or severe systemic involvement. A temperature of 102.5°F is significant, but the client's condition is not as urgent as other life-threatening emergencies like an arrhythmia or severe cardiovascular instability.
C) A client who has cirrhosis of the liver and bruising on their arms:
Bruising in a client with cirrhosis of the liver could indicate bleeding tendencies, which is an important concern. However, unless there is active bleeding or signs of severe liver failure (e.g., confusion, ascites, jaundice), this is not an immediate, life-threatening situation.
D) A client who has a new onset of atrial fibrillation and a heart rate of 152/min:
A new onset of atrial fibrillation (AF) with a heart rate of 152/min is an immediate priority. This is a life-threatening arrhythmia that can lead to decreased cardiac output, risk of stroke, and hemodynamic instability. A heart rate of 152 beats per minute is dangerously high, which could lead to tachycardia-induced cardiomyopathy or cardiogenic shock. Immediate intervention is needed to manage the arrhythmia and prevent further complications.
Correct Answer is D
Explanation
A) Describe the steps of walking with crutches for the client:
Describing the steps of walking with crutches involves cognitive learning, where the focus is on understanding and acquiring knowledge. In this case, the nurse is providing verbal information to the client about how to use crutches, but this does not engage the psychomotor domain, which involves the physical performance of tasks or skills.
B) Encourage the client to ask questions about walking with crutches:
Encouraging questions is part of the affective domain of learning, which focuses on attitudes, feelings, and the ability to value or appreciate information. By encouraging the client to ask questions, the nurse is promoting understanding and engagement, but this is not related to the psychomotor domain, which requires physical action or skill development.
C) Show the client a video on walking with crutches:
Showing a video involves cognitive learning as it provides the client with visual information and demonstrations. While this helps with understanding how to walk with crutches, it is still a passive form of learning where the client is watching but not physically engaging with the task.
D) Ask the client to demonstrate walking with crutches:
Asking the client to demonstrate walking with crutches directly involves the psychomotor domain of learning, which is concerned with the physical act of performing tasks or skills. By demonstrating how to walk with crutches, the client is actively engaging in the skill, allowing for hands-on practice and the development of muscle memory.
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