A nurse is teaching the staff about the sleep cycle. Which period lasts 10 to 30 minutes?

Pre-sleep.

NREM Stage 2.

REM.

NREM Stage 1.

Answer and Explanation

The Correct Answer is B

Choice A reason: Pre-sleep, the transition to sleep, is not a distinct sleep cycle stage and varies widely, not consistently lasting 10-30 minutes. NREM Stage 2 has a defined duration. Misidentifying pre-sleep risks confusing staff, potentially leading to inaccurate sleep assessments and interventions in patients with sleep disorders.

Choice B reason: NREM Stage 2, lasting 10-30 minutes per cycle, involves light sleep with sleep spindles and K-complexes, consolidating memory and transitioning to deeper sleep. Accurate teaching ensures staff recognize this stage’s role in restorative sleep, guiding monitoring and interventions for patients with disrupted sleep patterns in clinical settings.

Choice C reason: REM sleep, lasting 10-20 minutes initially but up to 60 minutes later in the night, does not consistently fall within 10-30 minutes. NREM Stage 2 is more accurate. Misidentifying REM risks staff misunderstanding sleep cycles, potentially affecting sleep assessments and management in patients with insomnia or neurological conditions.

Choice D reason: NREM Stage 1, lasting 5-10 minutes, is shorter than 10-30 minutes, involving light sleep and easy arousability. NREM Stage 2 better fits the duration. Misidentifying Stage 1 confuses sleep cycle education, risking inaccurate monitoring and interventions for sleep quality, critical for patient recovery and health outcomes.

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Correct Answer is C

Explanation

Choice A reason: Health promotion involves teaching lifestyle changes, not physical touch or emotional support, as seen here. Presence focuses on being with the patient empathetically. Assuming health promotion misaligns with the action, risking neglect of the patient’s emotional and spiritual needs, critical for comfort in terminal illness care settings.

Choice B reason: Offering transcendence involves fostering spiritual meaning, not physical touch or presence. The nurse’s hand-touching establishes emotional connection, not existential exploration. Assuming transcendence overlooks the relational aspect of presence, potentially missing the patient’s immediate need for comfort and connection in the context of terminal illness care.

Choice C reason: Establishing presence involves being physically and emotionally available, as shown by sitting and touching the patient’s hand. This empathetic connection, rooted in Watson’s caring theory, fosters comfort and trust, critical for terminally ill patients. Presence supports emotional well-being, ensuring holistic care and dignity in end-of-life situations.

Choice D reason: Doing for involves performing tasks like bathing, not emotional support through touch. The nurse’s action establishes presence, not task-oriented care. Assuming doing for risks misinterpreting the action, potentially neglecting the patient’s need for empathetic connection, essential for psychological comfort in terminal illness care.

A. Choices: B. Cultural knowledge C. Cultural encounters D. Cultural skills E. Cultural desire F. Cultural transition

Correct Answer is ["A","B","C","D"]

Explanation

Choice A reason: Cultural knowledge involves understanding diverse cultural beliefs, values, and practices, a core component of Campinha-Bacote’s model. This knowledge enables the nurse to provide informed, sensitive care, reducing misunderstandings and improving outcomes, making it a critical focus for achieving cultural competency.

Choice B reason: Cultural encounters involve direct interactions with diverse patients, fostering experiential learning and reducing stereotypes. In Campinha-Bacote’s model, these encounters build confidence in cross-cultural care, making it an essential area for the nurse to develop competency through real-world application.

Choice C reason: Cultural skills include the ability to assess and communicate effectively with diverse patients, a key element of Campinha-Bacote’s model. Skills like culturally sensitive interviewing ensure tailored care, making this a vital focus for the nurse to achieve competency in delivering equitable healthcare.

Choice D reason: Cultural desire reflects the nurse’s genuine motivation to engage in culturally competent care, a foundational aspect of Campinha-Bacote’s model. This intrinsic drive fuels learning and practice, making it a critical area for the nurse to cultivate to achieve and sustain cultural competency.

Choice E reason: Cultural transition is not part of Campinha-Bacote’s model, which includes knowledge, encounters, skills, desire, and awareness. This term is unrelated to the framework’s components, making it an incorrect focus for the nurse aiming to achieve cultural competency.

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A nurse is teaching the staff about the sleep cycle. Which period lasts 10 to 30 minutes?

Nursing Test Bank

Naxlex Comprehensive Predictor Exams

The nurse caring for a terminally ill patient sits down and lightly touches the patient’s hand. Which technique is the nurse using?

Correct Answer is C

Explanation

A nurse is using Campinha-Bacote’s model of cultural competency. Which areas will the nurse focus on to become competent? (Select all that apply)

Correct Answer is ["A","B","C","D"]

Explanation

A parent is discussing the sleep needs of a preschooler with the nurse. Which information will the nurse share with the parent?

A nurse is discussing the changing demographics of the US population. What is expected to be the fastest growing racial/ethnic group by 2060?

A severely depressed patient cannot state any positive attributes to life. The nurse patiently sits with this patient and assists the patient to identify several activities the patient is actually looking forward to in life. Which spiritual concept is the nurse trying to promote?

Which action indicates the nurse is meeting a primary goal of culturally competent care for marginalized patients?

A trauma survivor is requesting sleep medication because of "bad dreams." The nurse is concerned that the patient may be experiencing posttraumatic stress disorder (PTSD). Which question is a priority for the nurse to ask the patient?

The home health nurse is caring for a patient with tactile and visual deficits. The nurse is concerned about injury related to inability to feel harmful stimuli and teaches the patient safety strategies to maintain independence. Which action by the patient indicates successful learning?

The nurse adds a nursing diagnosis of Ineffective Breathing Pattern to a patient’s care plan. Which sleep condition likely caused the nurse to assign this nursing diagnosis?

The nurse is completing an assessment on an older-adult patient who is having difficulty falling asleep. Which condition will the nurse further assess for in this patient?