The nurse recognizes that a function of the Mental Status Exam is:
to obtain information about the client's medical history.
to establish limit setting.
to determine the client's IQ.
a method of organizing clinical observations.
The Correct Answer is D
a. To obtain information about the client's medical history: While the MSE might reveal medical history clues, its primary focus is on mental status.
b. To establish limit setting: Limit setting is a separate therapeutic technique, not a function of the MSE.
c. To determine the client's IQ: IQ tests are separate assessments used to measure intelligence, not a function of the MSE.
d. a method of organizing clinical observations: A Mental Status Exam (MSE) is a structured way to assess a client's cognitive and emotional state. It focuses on areas like orientation, memory, attention, mood, and thought processes.
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Related Questions
Correct Answer is D
Explanation
a. restating: Restating involves repeating the client's message to ensure understanding and encourage further communication. It is a therapeutic technique.
b. maintaining neutral responses. Neutral responses can be therapeutic as they provide nonjudgmental listening and support.
c. listening: Active listening is a fundamental therapeutic communication technique, essential for understanding the client's concerns and building rapport.
d. asking the client, "Why?" Asking "Why?" can be non-therapeutic as it may make the client feel defensive and pressured to justify their feelings or actions. It can hinder open communication.
Correct Answer is A
Explanation
a. "Focus on the feelings generated by the hallucinations and present reality." This approach validates the child's experience and feelings while gently orienting them to reality, which is a therapeutic communication technique.
b. "Ignore what they are saying, while attempting to discover the underlying cause." Ignoring the child’s statements can make them feel dismissed and could increase their distress. It is important to address their experience directly and compassionately.
c. "Present objective evidence that the voices are not real." Presenting objective evidence may not be effective as the child’s belief in the voices can be very strong, and this approach may lead to further agitation.
d. "Tell them to stop discussing the voices." This approach is dismissive and does not help the child manage their symptoms or feel understood. It is important to engage with the child’s experience constructively.
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