The patient has a colostomy but has not yet been able to look at it. The nurse teaches the patient how to care for the colostomy. The nurse sits with the patient and together they form a plan on how to approach dealing with colostomy care. Which caring process is the nurse performing?
Knowing.
Doing for.
Enabling.
Maintaining belief.
The Correct Answer is C
Choice A reason: Knowing involves understanding the patient’s experiences and needs, not actively forming a care plan together. Enabling focuses on empowering the patient through collaboration, as seen here. Assuming knowing risks underemphasizing the patient’s active role, potentially limiting empowerment and self-efficacy critical for colostomy care acceptance and management.
Choice B reason: Doing for involves performing tasks for the patient, not collaborating on a plan, as with enabling. The nurse’s joint planning empowers the patient to manage colostomy care. Assuming doing for overlooks patient autonomy, risking dependency and reduced confidence in self-care, critical for long-term colostomy management and adaptation.
Choice C reason: Enabling, per Swanson’s caring theory, involves facilitating the patient’s capacity to manage their care through collaboration, as seen in forming a colostomy care plan together. This empowers the patient, fostering confidence and acceptance. Enabling supports self-efficacy, critical for psychological adjustment and practical management of a new colostomy, enhancing patient outcomes.
Choice D reason: Maintaining belief sustains hope and values but doesn’t involve collaborative planning, unlike enabling. The nurse’s focus is empowering practical colostomy care, not spiritual support. Assuming maintaining belief misaligns with the action, potentially neglecting the patient’s need for active involvement in learning and adapting to colostomy self-care.
Nursing Test Bank
Naxlex Comprehensive Predictor Exams
Related Questions
Correct Answer is B
Explanation
Choice A reason: Stating most preschoolers sleep soundly all night is inaccurate, as many experience disruptions like nightmares or bedtime resistance due to developmental stages. This oversimplification risks misleading parents, potentially causing frustration when addressing common sleep challenges, and may delay establishing effective bedtime routines critical for healthy sleep patterns.
Choice B reason: Preschoolers often struggle to settle down after busy days due to overstimulation or developmental changes affecting self-regulation. This accurate information helps parents anticipate challenges, encouraging consistent bedtime routines to promote restful sleep. Addressing this supports healthy sleep hygiene, critical for cognitive and emotional development in preschool-aged children.
Choice C reason: Preschoolers typically need 10-11 hours of sleep nightly, but stating exactly 10 hours is imprecise and overlooks individual variation. This risks setting rigid expectations, potentially causing parental concern if sleep needs differ. Accurate guidance focuses on flexible ranges and behavioral factors like settling difficulties for optimal sleep.
Choice D reason: Daily naps are not essential for all 5-year-olds, as many transition out of napping by this age, relying on nighttime sleep. Mandating naps risks disrupting nighttime rest or causing unnecessary parental pressure. Flexible guidance on sleep needs better supports preschoolers’ developmental changes and individual sleep patterns.
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.
Whether you are a student looking to ace your exams or a practicing nurse seeking to enhance your expertise , our nursing education contents will empower you with the confidence and competence to make a difference in the lives of patients and become a respected leader in the healthcare field.
Visit Naxlex, invest in your future and unlock endless possibilities with our unparalleled nursing education contents today
Report Wrong Answer on the Current Question
Do you disagree with the answer? If yes, what is your expected answer? Explain.
Kindly be descriptive with the issue you are facing.