A nurse is teaching a school-age child who has type 1 diabetes mellitus and his parents about illness management. Which of the following instructions should the nurse include?
"Limit fluid intake during meal time."
"Notify the provider if blood glucose levels are over 350 milligrams/decilitre
Test the urine for ketones.
"Withhold insulin dose if feeling nauseous"
The Correct Answer is C
A) "Limit fluid intake during mealtime":
Limiting fluid intake during meals is not a standard practice for managing type 1 diabetes. Proper hydration is important for overall health, and fluids should be consumed as needed.
B) "Notify the provider if blood glucose levels are over 350 milligrams/deciliter":
Blood glucose levels over 350 mg/dL can indicate hyperglycemia, which requires prompt attention. High blood glucose levels can lead to complications if not addressed promptly. Contacting the healthcare provider is an appropriate step. However, consistent Blood Glucose Levels Above 240 mg/dL (13.3 mmol/L) or presence of symptoms like frequent urination, thirst, blurry vision, or fatigue) are concerning. The client should have contacted the health care provider by this point.
C) "Test the urine for ketones":
Testing urine for ketones is an important instruction. Ketones are produced when the body breaks down fat for energy, often in the absence of sufficient insulin. High ketone levels can indicate diabetic ketoacidosis (DKA), a serious complication. Regular ketone testing, especially during illness or high blood glucose levels, helps monitor for DKA.
D) "Withhold insulin dose if feeling nauseous":
This instruction is not accurate. Nausea could be a sign of various conditions, including illness. Insulin should not be withheld without consulting a healthcare provider. Managing insulin doses appropriately is crucial to maintaining blood glucose control
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Naxlex Comprehensive Predictor Exams
Related Questions
Correct Answer is D
Explanation
A. Elevated blood glucose is remarkable with Cushing's Triad:
Elevated blood glucose is not one of the components of Cushing's Triad. The triad focuses on cardiovascular and respiratory changes associated with increased intracranial pressure, not blood glucose levels.
B. Cushing's Triad includes a positive Macawen's sign:
Macawen's sign is not part of Cushing's Triad. Cushing's Triad is specifically related to the physiological responses seen in response to increased intracranial pressure and is not associated with Macawen's sign.
C. Cushing's Triad includes tachycardia, seizures and rapid respirations:
This option is not accurate. Cushing's Triad involves bradycardia (slow heart rate), irregular respirations, and a widening pulse pressure. Tachycardia (rapid heart rate) and seizures are not part of Cushing's Triad but might be indicative of other medical conditions or complications.
D. Bradycardia, irregular respirations and a widening pulse pressure.
Explanation: Cushing's Triad is a set of three clinical signs that are indicative of increased intracranial pressure (ICP) and are considered ominous as they suggest serious brain injury or pathology. The triad consists of:
Bradycardia: This refers to a slow heart rate. As intracranial pressure increases, it can lead to a decreased heart rate due to pressure on the brainstem, which is involved in regulating heart rate.
Irregular Respirations: Increased ICP can affect the brainstem's control over breathing, leading to irregular patterns of breathing, often known as Cheyne-Stokes respiration. This is characterized by periods of rapid breathing followed by apnea (temporary cessation of breathing).
Widening Pulse Pressure: Pulse pressure is the difference between systolic and diastolic blood pressure. An increase in ICP can cause an increase in systolic blood pressure and a decrease in diastolic blood pressure, leading to a widening pulse pressure.
Correct Answer is C
Explanation
Autism Spectrum Disorder (ASD) is a complex neurodevelopmental disorder that affects communication, social interaction, and behavior. When planning care for a child with ASD, it's important to consider their individual needs and strengths.
A) Allow for adjustment of rules to correlate with the child's behavior:
Children with ASD often benefit from consistent routines and clear expectations. Adjusting rules based on behavior might confuse the child and undermine the structure they rely on for understanding their environment.
B) Allow for imaginative play with peers without supervision:
Children with ASD can struggle with social interactions and may need guidance to engage in play with peers successfully. Unsupervised imaginative play might lead to challenges or misunderstandings, making supervision and support important.
C) Provide a flexible schedule that adjusts to the child's interests:
This is a crucial intervention. Many children with ASD find comfort in routines, but rigidity can be detrimental. A flexible schedule that incorporates the child's interests can enhance engagement, motivation, and learning. It provides structure while accommodating the child's preferences.
D) Establish a reward system for positive behavior:
Reward systems can be effective for motivating positive behaviors in children with ASD. Visual cues and rewards are often helpful in reinforcing desired behaviors. This intervention can encourage appropriate social interactions and communication.
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