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- Anatomy and Physiology 0%
- Basic Care and Comfort 0%
- Case Studies 0%
- Health Promotion and Maintenance 0%
- Management of Care 0%
- Pharmacological and Parenteral Therapies 0%
- Physiological Adaptation 0%
- Psychosocial Integrity 0%
- Reduction of Risk Potential 0%
- Safety and Infection Control 0%
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Question 1 of 75
1. Question
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Hint: Think about skin layers from the surface inward: which layer is the outer protective barrier, which contains blood vessels and nerves, and which is the deeper fatty/subcutaneous layer?
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Question 2 of 75
2. Question
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Hint: Think about the nephron, the functional unit responsible for filtering blood and concentrating urine—where in the body are nephrons found?
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Question 3 of 75
3. Question
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Hint: Use the Adam’s forward bend test—have the child flex at the waist so you can inspect the spine and ribcage for asymmetry or a rib hump indicating scoliosis.
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Question 4 of 75
4. Question
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Hint: Natural family planning methods are fertility-awareness strategies that monitor physiological signs (like temperature changes) and time intercourse accordingly, rather than using devices or hormonal intervention.
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Question 5 of 75
5. Question
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Hint: Think of drugs that cross the placenta and are associated with fetal malformations and bleeding — particularly certain anticoagulants are classic teratogens.
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Question 6 of 75
6. Question
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Hint: Remember infectious conjunctivitis spreads easily by hand-to-eye contact, so emphasize prevention measures like diligent hand hygiene and avoiding touching the eyes to limit transmission.
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Question 7 of 75
7. Question
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Hint: Remember that “ringworm” is a misnomer—it’s a dermatophyte (fungal) infection, not a worm, and it can spread between people and through contact with pets or contaminated objects.
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Question 8 of 75
8. Question
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Hint: Focus on environmental control—recommend high-heat laundering or isolation of bedding/towels to eliminate lice and nits, and remember exclusion from school is not routinely required once appropriate measures are started.
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Question 9 of 75
9. Question
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Hint: Consider typical toddler behavior—at about 2 years old children often resist unfamiliar touch and procedures, showing protest and pushing away rather than cooperative or curious responses.
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Question 10 of 75
10. Question
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Hint: Use Erikson’s psychosocial stages—match each age with its core developmental challenge; school‑age children focus on gaining competence, mastery, and a sense of achievement through learning and work-like activities.
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Question 11 of 75
11. Question
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Hint: Prioritize the patient’s immediate clinical needs—conduct a focused assessment and address pain—while leaving legal questioning to law enforcement and using restraints only if the patient is an imminent threat to safety.
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Question 12 of 75
12. Question
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Hint: Think about which team member specializes in psychosocial assessment, counseling, and connecting older adults with supportive resources when they withdraw and won’t talk.
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Question 13 of 75
13. Question
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Hint: Engage the bedside nurses who already know the patients’ current conditions—shared input on assignments helps match acuity and promotes buy-in before posting them.
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Question 14 of 75
14. Question
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Hint: Think about using collaborative, unit-level quality improvement and product evaluation processes—engaging frontline staff to systematically assess and compare devices before changing supplies or relying on stopgap measures.
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Question 15 of 75
15. Question
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Hint: Consider how staffing levels and nurse-to-patient ratios, an organizational decision, influence staff stress, response time, and exposure to violent situations.
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Question 16 of 75
16. Question
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Hint: The patient is worried about financial protection and stability related to their care; think about which level of Maslow’s hierarchy addresses safety, security, and protection from harm or uncertainty.
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Question 17 of 75
17. Question
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Hint: Think about the Maslow level that involves social connections, acceptance, and feeling included—verbal attacks most directly undermine a child’s sense of belonging and emotional support.
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Question 18 of 75
18. Question
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Hint: Consider how physical harm not only endangers a child’s bodily security but also undermines their sense of safety and their social connections—Maslow’s hierarchy includes multiple levels that can be affected simultaneously.
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Question 19 of 75
19. Question
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Hint: Think about Maslow’s hierarchy and the term used for reaching one’s fullest potential and peak personal fulfillment—the highest level of needs.
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Question 20 of 75
20. Question
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Hint: Think of the legal document that records a person’s wishes about future medical treatments and life-sustaining measures, used to guide care when they cannot communicate.
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Question 21 of 75
21. Question
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Hint: Think of the document that appoints an agent specifically to make health care decisions for you if you lose capacity—it’s focused on medical decision-making rather than listing treatment preferences.
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Question 22 of 75
22. Question
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Hint: Multiply the number of doses per day by the total number of days to determine how many single-dose capsules are needed.
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Question 23 of 75
23. Question
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Hint: Recall US customary volume conversions: one cup equals half a pint and corresponds to a single-digit number of fluid ounces, far fewer than a pint or quart.
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Question 24 of 75
24. Question
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Hint: Recall the common household weight conversion: the number of ounces in a pound equals 2 raised to the fourth power (think binary grouping of ounces).
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Question 25 of 75
25. Question
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Hint: Recall common metric prefixes: centi is 10^-2 and micro is 10^-6, so milli fits between them on the scale of 10-based negative powers.
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Question 26 of 75
26. Question
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Hint: Remember common household-to-metric conversions used in medication dosing—1 tablespoon equals 15 mL, so two tablespoons (one fluid ounce) is approximately how many milliliters?
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Question 27 of 75
27. Question
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Hint: Think of common metric conversions—kilo- denotes a power of ten; recall whether it increases or decreases the base unit and by what exponent (e.g., kilo = 10^__).
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Question 28 of 75
28. Question
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Hint: Use common volume conversions: 1 pint = 2 cups and 1 cup ≈ 240 cc—multiply to find the total cc in a pint.
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Question 29 of 75
29. Question
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Hint: Remember that “quart” derives from the Latin for “fourth”—a gallon is divided into four equal quarts; you can also verify by converting ounces (128 oz ÷ 32 oz = 4).
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Question 30 of 75
30. Question
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Hint: Convert both prefixes to grams using powers of ten (milli = 10^-3, micro = 10^-6) and calculate the factor between them to find how many micros are in one milli.
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Question 31 of 75
31. Question
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Hint: Recall metric prefixes: “milli-” denotes one thousandth, so convert grams to milligrams by multiplying or dividing by the appropriate factor of 10³.
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Question 32 of 75
32. Question
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Hint: Remember the standard household-to-metric oral liquid conversion used in medication dosing: one teaspoon is equal to a small but commonly used 5 mL measure.
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Question 33 of 75
33. Question
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Hint: Convert 7 liters to milliliters and 10 hours to minutes, then divide total mL by total minutes to get the infusion rate in mL/min—round to one decimal place.
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Question 34 of 75
34. Question
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Hint: Convert the volume from liters to milliliters, divide by the infusion rate to find total minutes, then convert minutes to hours to get the duration.
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Question 35 of 75
35. Question
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Hint: When assessing suicide risk, use direct, specific questions about intent and any plan and pair that assessment with formal safety planning—multiple actions together form appropriate care.
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Question 36 of 75
36. Question
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Hint: Blistering with partial-thickness skin loss that involves the epidermis and possibly dermis—but without full-thickness tissue loss or exposed subcutaneous fat—characterizes this stage.
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Question 37 of 75
37. Question
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Hint: Before transfusing any blood product, visually inspect the unit for integrity—look for leaks, damage, clots, discoloration, or compromised packaging that would contraindicate administration.
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Question 38 of 75
38. Question
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Hint: Remember AHA emphasizes minimizing interruptions—aim for continuous, high-quality compressions and avoid pausing for interventions whenever possible, including during medication administration.
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Question 39 of 75
39. Question
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Hint: Identify the outlet that is tied to the facility’s emergency/backup power system—life‑support devices should be switched to that secured circuit immediately in a power outage.
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Question 40 of 75
40. Question
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Hint: Start by quickly assessing the patient’s level of responsiveness—use a firm stimulus and verbal check to determine if they are conscious before calling for emergency interventions.
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Question 41 of 75
41. Question
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Hint: Use current CPR guidelines for compression rate—target roughly a little over 100 compressions per minute (not too slow, not excessively fast) while maintaining adequate depth and recoil.
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Question 42 of 75
42. Question
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Hint: Remember the primary survey sequence—assess and secure the airway first, then evaluate breathing, followed by circulation when approaching an unresponsive patient.
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Question 43 of 75
43. Question
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Hint: Focus on interventions that address the highest-risk areas for falls in older adults—think slip-resistant measures for wet surfaces and bathroom safety.
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Question 44 of 75
44. Question
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Hint: Prioritize immobilizing the wheelchair to prevent unexpected movement during transfer; securing the chair is a basic safety step before assisting a client into or out of it.
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Question 45 of 75
45. Question
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Hint: Consider “overflow” or paradoxical watery stools that can seep around a hard stool mass in an elderly postoperative patient, especially if risk factors like immobility or opioid use are present.
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Question 46 of 75
46. Question
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Hint: Think about a somatic education approach that uses slow, mindful movement and increased self-awareness of posture and movement patterns rather than needles, injections, or magnetic devices.
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Question 47 of 75
47. Question
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Hint: Consider age-related reductions in salivary gland function and common medications that increase fluid loss—such as drugs that promote diuresis—which together predispose older adults to xerostomia.
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Question 48 of 75
48. Question
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Hint: Use therapeutic communication—prioritize active listening and empathetic validation of the resident’s feelings rather than dismissing or immediately attempting to fix the situation.
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Question 49 of 75
49. Question
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Hint: Consider disturbances in cognition—problems with thinking, perception, or orientation (such as delirium or dementia) are common drivers of disruptive behavior in healthcare settings.
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Question 50 of 75
50. Question
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Hint: Focus on proactive strategies—early identification, clear policies, staff training, and de-escalation techniques are the primary means to minimize disruptive behavior rather than reactive measures.
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Question 51 of 75
51. Question
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Hint: Consider unmet physiological needs—acute or chronic bodily distress is a common physical trigger that often precipitates agitation or other disturbed behaviors.
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Question 52 of 75
52. Question
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Hint: Focus on a disorder marked by distinct mood episodes — particularly manic periods that can produce irritability, agitation, and aggressive or violent behavior even with psychotic features.
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Question 53 of 75
53. Question
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Hint: Consider the principle of person-centered care—promoting autonomy and involving the patient in decision-making usually improves engagement, whereas overly restricting options can undermine it.
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Question 54 of 75
54. Question
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Hint: Think about what action is most likely to provoke a power struggle or a perception of lost autonomy in a patient prone to agitation—strict limit-setting or correction can escalate behavior quickly.
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Question 55 of 75
55. Question
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Hint: Use patient-centered, low-stimulation strategies that increase perceived control—simple choices such as privacy, access to supportive conversation, or calming activities can all serve as appropriate tension-reduction interventions.
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Question 56 of 75
56. Question
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Hint: Consider which presentation involves a loss of reality or active psychosis that increases immediate risk to the patient or others and often requires urgent psychiatric intervention.
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Question 57 of 75
57. Question
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Hint: For a 6‑second strip, multiply the number of QRS complexes by 10 to estimate beats per minute—focus on that conversion step.
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Question 58 of 75
58. Question
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Hint: Consider how hypothermia affects renal perfusion and protein metabolism—impaired kidney function and decreased clearance would more likely raise, not lower, nitrogenous waste levels.
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Question 59 of 75
59. Question
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Hint: Consider which latent virus commonly reactivates within the first few weeks after transplant and causes mucocutaneous lesions and stomatitis in severely immunosuppressed patients.
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Question 60 of 75
60. Question
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Hint: Inspect the incision carefully for intact wound edges before proceeding—if the wound is separating (dehiscence), do not continue and seek immediate clinical guidance.
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Question 61 of 75
61. Question
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Hint: Think about how positioning and gravity are used in chest physiotherapy to mobilize secretions from different lung segments before coughing or suctioning.
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Question 62 of 75
62. Question
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Hint: In traumatic tension pneumothorax, air in the pleural space creates pressure that shifts the mediastinum away from the injured side — correlate the direction of tracheal deviation with the side of lung injury.
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Question 63 of 75
63. Question
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Hint: Emphasize minimizing client movement and respiratory excursions during needle insertion—brief, controlled breathing and avoiding talking or coughing helps prevent complications.
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Question 64 of 75
64. Question
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Hint: Remember the systolic cutoffs: prehypertension ends below 140 mm Hg and Stage I hypertension begins at 140 mm Hg, so classify based on where 145 falls in those ranges.
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Question 65 of 75
65. Question
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Hint: Think about a condition where the heart’s decreased pumping leads to fluid retention, so nurses monitor daily weights and restrict intake to assess and manage fluid volume.
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Question 66 of 75
66. Question
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Hint: Remember the principle of “standard/universal precautions” — they apply to all patients, living or deceased, because of potential exposure to blood and body fluids regardless of known infection status.
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Question 67 of 75
67. Question
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Hint: For collecting respiratory secretions, prioritize standard and droplet precautions—protect mucous membranes and hands with a mask and gloves rather than full bio-containment or only peripheral barriers.
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Question 68 of 75
68. Question
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Hint: Surgical asepsis refers to creating or maintaining a sterile environment that destroys all microorganisms, so think about which action achieves true sterilization rather than just cleaning or barrier protection.
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Question 69 of 75
69. Question
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Hint: Focus on the technique that physically removes microbes—mechanical action (rubbing/friction) is the critical element that dislodges pathogens from skin surfaces.
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Question 70 of 75
70. Question
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Hint: Think about workplace safety regulations that require hazard information to be readily available to staff—MSDS/SDS are intended to inform and protect employees, not to provide treatment protocols or ordering details.
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Question 71 of 75
71. Question
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Hint: Think of the bloodborne virus that is an RNA virus notable for frequently causing chronic, often asymptomatic liver infection and was historically known as non-A, non-B hepatitis.
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Question 72 of 75
72. Question
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Hint: Remember the NFPA diamond color codes: blue identifies the health hazard rating (with numbers indicating severity), while red is flammability, yellow is reactivity, and white is for special/safety information.
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Question 73 of 75
73. Question
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Hint: Focus on the finding that represents an acute cardiac rhythm disturbance capable of rapid deterioration and hemodynamic compromise — that should take priority over localized injuries or anxiety.
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Question 74 of 75
74. Question
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Hint: Establish the client’s past medical history and current medications—knowing baseline conditions (like chronic hypertension or cardiac disease) is essential to interpret acute tachycardia, high BP, and severe pain.
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Question 75 of 75
75. Question
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Hint: Consider what pre-transfusion or perioperative precautionary lab is essential when establishing IV access for a patient who may need emergent blood replacement or surgical intervention.
