When mixing NPH and regular insulin in a syringe, what is the correct sequence?
Mix both insulins in the vial before drawing them up.
It does not matter which insulin is drawn up first.
Draw up regular insulin first, then NPH insulin.
Draw up NPH insulin first, then regular insulin.
The Correct Answer is C
A. Mix both insulins in the vial before drawing them up: Mixing insulins directly in the vial is unsafe and can alter their pharmacokinetics, potentially causing unpredictable blood glucose control.
B. It does not matter which insulin is drawn up first: The order of drawing up insulins matters because improper sequence can contaminate the short-acting insulin with intermediate-acting insulin, affecting onset and duration of action.
C. Draw up regular insulin first, then NPH insulin: Regular insulin (short-acting) should always be drawn up before NPH insulin (intermediate-acting) to prevent contaminating the regular insulin with NPH, maintaining the intended onset and duration of both insulins.
D. Draw up NPH insulin first, then regular insulin: Drawing up NPH first increases the risk of contaminating the short-acting insulin with intermediate-acting insulin, which can delay its onset and compromise glycemic control.
Nursing Test Bank
Naxlex Comprehensive Predictor Exams
Related Questions
Correct Answer is A
Explanation
A. 15 mL: One tablespoon is equivalent to 15 milliliters in the metric system, which is the standard conversion used in clinical practice for accurate measurement of liquid medications.
B. 5 mL: This volume corresponds to one teaspoon, not a tablespoon, and using it would underdose the patient if a tablespoon is required.
C. 10 mL: Ten milliliters does not equal a tablespoon. Administering this amount would result in an insufficient dose.
D. 30 mL: Thirty milliliters corresponds to approximately 2 tablespoons or 1 fluid ounce, which would double the intended dose if used incorrectly.
Correct Answer is B
Explanation
A. Document the refusal in the patient's medical record: Documentation is essential but should follow an attempt to understand the reason for the refusal, not precede it. Recording alone does not address the underlying issue.
B. Ask the patient about their reasons for refusing the medication: Understanding the patient’s rationale—such as concerns about side effects, swallowing difficulties, or personal beliefs—allows the nurse to address barriers, provide education, or explore alternative options before escalating the situation.
C. Immediately notify the health care provider of the refusal: The provider should be informed if necessary, but the first step is to assess and understand the patient’s reason for refusal to determine the appropriate response.
D. Administer the medication later without informing the patient: Administering medication without the patient’s consent violates patient rights and ethical principles, and it is unsafe and unacceptable practice.
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