An experienced nurse has moved to a new state and is applying for a nursing position. The nurse has moved several times in the past few years and held several different positions. Which of the following resume types most appropriate?

A. The student's asthma is not well controlled: Being in the yellow zone indicates that the student's asthma is not well controlled and that their peak expiratory flow rate (PEFR) is lower than usual. This is a crucial point for the nurse to recognize, as it suggests that the student may need to adjust their management plan to prevent an exacerbation.
B. The nurse should obtain a second expiratory flow rate: While it can be helpful to reassess peak flow rates, it is not always necessary unless there is a concern about the accuracy of the initial measurement. The initial yellow zone result provides sufficient information for the nurse to take appropriate action regarding the student's asthma management.
C. The student needs to go to the hospital: Being in the yellow zone does not automatically require hospitalization. The yellow zone typically indicates that the student is experiencing some worsening of asthma symptoms but can often be managed at home with appropriate interventions. Hospitalization is usually reserved for the red zone, where severe symptoms or a significant decrease in peak flow occurs.
D. The student should use his quick-relief inhaler: This is an appropriate action for a student in the yellow zone. The yellow zone often indicates the need for the use of a quick-relief inhaler to alleviate symptoms and improve airflow. The nurse should advise the student to use their inhaler as per their asthma action plan.
E. The student's peak flow is 50% to 80% of his best peak flow: This statement accurately describes the yellow zone, where the peak flow is between 50% and 80% of the student's personal best. This information is essential for determining the appropriate response to the current asthma status and guides the nurse's actions.

A. Self-administer prescribed antibiotics on time and don't skip doses: This statement is not applicable for viral pharyngitis, as antibiotics are ineffective against viral infections. Teaching should clarify that antibiotics are only prescribed for bacterial infections. Therefore, this information should not be included in the teaching plan for viral pharyngitis.
B. Contact HCP promptly for drooling or inability to fully open mouth: This is an important teaching point, as these symptoms may indicate a severe throat infection or complications that require immediate medical attention. Prompt contact with the healthcare provider is essential for any signs of difficulty in swallowing or mouth opening, which may suggest a need for further evaluation and treatment.
C. Drink at least 2-3 liters of fluid/day unless contraindicated: Encouraging adequate hydration is critical for clients with viral pharyngitis, as it helps soothe the throat, thin mucus, and prevent dehydration. This recommendation is appropriate and should be included in the teaching plan, ensuring students understand the importance of hydration in managing symptoms.
D. Do not share beverage cups or food utensils with other individuals: This is a vital precaution to prevent the spread of the viral infection to others. Educating clients on the importance of hygiene and avoiding sharing personal items can help limit transmission and protect others from becoming infected.
E. Inspect body for skin rash development twice per day: While it is important to monitor for any unusual symptoms, this specific action may not be necessary for viral pharyngitis unless there are other clinical indicators that suggest a possible rash. Viral pharyngitis typically does not warrant routine skin inspections for rash development, making this point less relevant in the context of the teaching plan.