A school nurse is developing a program to promote healthy eating in school-age children. Which of the following interventions should the nurse include? (Select all that apply)
Have teachers and school personnel model healthy eating behaviors.
Recommend removing complex carbohydrate snacks from school vending machines
Provide fruits and vegetables as snacks at school sporting events.
Assist students in developing a recipe book of healthy foods:
Offer a dessert to students who finish their lunch.
Correct Answer : A,C,D
Rationale:
A. Have teachers and school personnel model healthy eating behaviors: Children learn through observation, and consistent modeling by adults reinforces healthy habits in daily routines. When teachers demonstrate balanced meal choices, students are more likely to adopt similar behaviors. This strategy promotes a supportive environment that normalizes nutritious eating across the school.
B. Recommend removing complex carbohydrate snacks from school vending machines: Complex carbohydrates such as whole-grain items provide sustained energy and support healthy growth. Removing them could encourage replacement with less nutritious options. The goal is to limit high-sugar, high-fat snacks, not to eliminate nutrient-dense foods that benefit the child’s diet.
C. Provide fruits and vegetables as snacks at school sporting events: Offering fresh produce at athletic activities increases children's access to nutritious options during high-energy events. It helps shift the culture away from sugary snacks typically sold at sports venues. This approach supports hydration, recovery, and overall health maintenance in active students.
D. Assist students in developing a recipe book of healthy foods: Engaging children in creating a recipe book encourages active learning and empowers them to make informed food choices. It integrates nutrition education with creativity and helps students build long-term healthy eating skills. Sharing the book can also influence families and the wider community.
E. Offer a dessert to students who finish their lunch: Providing dessert as a reward reinforces unhealthy associations with food and promotes overeating. It teaches children to view sweets as a prize rather than an occasional treat. This approach undermines efforts to build healthy eating patterns and may contribute to long-term poor dietary habits.
Nursing Test Bank
Naxlex Comprehensive Predictor Exams
Related Questions
Correct Answer is A
Explanation
Rationale:
A. Confusion: Confusion is an early neurological manifestation of hypoglycemia caused by insufficient glucose supply to the brain. Clients may also experience irritability, shakiness, or difficulty concentrating, which are key indicators to assess for after insulin administration.
B. Acetone breath: Acetone or fruity breath odor is associated with diabetic ketoacidosis (DKA), a hyperglycemic emergency, not hypoglycemia. This occurs due to ketone buildup when insulin is deficient, which is opposite of low blood glucose.
C. Polydipsia: Excessive thirst is a symptom of hyperglycemia, not hypoglycemia. It occurs when elevated glucose levels cause osmotic diuresis, leading to dehydration and thirst, and is not expected shortly after insulin lispro administration.
D. Hot, dry skin: Hot, dry skin is typically associated with hyperglycemia or fever. In hypoglycemia, the client often exhibits cool, clammy skin due to sympathetic nervous system activation and sweating, making this finding inconsistent with low blood glucose.
Correct Answer is A
Explanation
Rationale:
A. Check the client for indications of bleeding: The priority action following a heparin overdose is to assess the client for signs of active or internal bleeding, such as hematuria, melena, bruising, or hypotension. Immediate assessment guides urgent interventions to prevent life-threatening complications.
B. Monitor the client's aPTT levels: Monitoring aPTT is important to evaluate the anticoagulant effect and guide treatment, but it is secondary to assessing for actual bleeding. Assessment of clinical signs takes precedence over laboratory monitoring in urgent situations.
C. Complete an incident report: Documenting the medication error is necessary for legal and quality improvement purposes, but it is not the first action. Patient safety and immediate clinical assessment come before reporting.
D. Notify the risk manager: Informing the risk manager is part of the incident reporting process, but addressing the client’s immediate safety needs comes first. Notification can occur after urgent assessment and stabilization.
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