NR-224: Fundamentals Skills Course Assignments & Discussions Study Guide

NR-224: Fundamentals Skills Course Assignments & Discussions Study Guide

NR-224: Fundamentals Skills Course Description

Contact Hours: Lecture – 32, Lab – 32, Clinical – 0

Semester Hours: Theory 2, Lab 1

Students are introduced to the fundamental skills of professional nursing. An introductory unit of physics provides the basis for understanding concepts such as body mechanics, positioning and mobility. The laboratory component provides practice of selected fundamental nursing skills, as well as psychomotor skills necessary for care of individuals requiring assistance with mobility, hygiene and comfort. Included are basic principles of drug administration, teaching-learning and vital-sign assessment. Students have the opportunity to develop the beginning skills of a professional nurse through experiential learning.

Prerequisites: BIOS-242, BIOS-251, BIOS-252, BIOS-255, BIOS-256, CHEM-120, MATH-105N, or MATH-114N, NR-103, NR-222

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NR-224: Fundamentals Skills Course Syllabus & Assignments Summary

NR224 fundamentals exam 1 chamberlain

NR224 quiz 1

NR224 edapt week 1

NR224 final exam

NR224 chamberlain

NR224 exam 1 key concepts

NR224 quiz 3

NR224 quiz 4

NR224 Week 8 Final Exam (Cumulative Exam)

You can also read another study guide on nursing assignments for students from another post on NR-222: Health and Wellness Course Assignments & Discussions.

Syllabus Overview

Course Number:	NR224
Course Title:	Fundamentals: Skills
Credit Hours:	3 credits
Theory Hours:	2
Laboratory Hours:	1
Clinical Hours:	0
Place in Curriculum	Year 2; Semester 1
Prerequisite:	BIOS242, BIOS251, BIOS252, BIOS255, BIOS256, CHEM120, MATH114, NR101 or NR103, NR222
Corequisite:	None

Course Description

Students are introduced to the fundamental skills of professional nursing. An introductory unit of physics provides the basis for understanding concepts such as body mechanics, positioning, and mobility. The laboratory component provides practice of selected fundamental nursing skills, as well as psychomotor skills necessary for care of individuals requiring assistance with mobility, hygiene, and comfort. Included are basic principles of drug administration, teaching-learning and vital-sign assessment. Students have the opportunity to develop the beginning skills of a professional nurse through experiential learning.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Optional Textbooks

The following books are required for this course:

Access E-Book

Stedman, J. K. (2011). Stedman’s medical dictionary for the health professions and nursing. (7th ed.). Baltimore, MD: Lippincott Williams & Wilkins.

 

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Carpenito-Moyet, L. (2016). Handbook of nursing diagnosis (15th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

 

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Vallerand, A. H., & Sanoski, C. A. (2014). Davis’s drug guide for nurses. (14th ed.). Philadelphia, PA: F.A. Davis.

 

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Potter, P. A., Perry, A. G., Stockert, P. & Hall, A. (2017). Study guide for fundamentals of nursing (9th ed.). St. Louis, MO: Mosby Elsevier.

 

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Pagana, K. D., & Pagana, T. J. (2015). Mosby’s diagnostic and laboratory test reference. (12th ed.). St. Louis, MO: Mosby Elsevier.

 

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Potter, P. A., Perry, A. G., Stockert, P. & Hall, A. (2017). Fundamentals of nursing (9th ed.). St. Louis, MO: Elsevier.

 

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Physical Books and Supplies

To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.

eBook Details

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1. Click the cover or title of your eBook. A new window will open.
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Step 3: Access the Desktop and Mobile Versions

You must complete Step 2 prior to using the desktop or mobile versions.

Already Registered?   3 Ways to Access Your eBooks

Online

Access your eBook by clicking on the book cover or title in the syllabus page. Bookshelf Online will open.

Desktop

Download your eBooks and use them whether you’re connected to the Internet or not.

Mobile

Download the app and get your eBooks on your iPhone, iPad, or Android device.

Program Outcomes

The outcomes for the Bachelor of Science in Nursing (BSN) degree program are as follows:

1. Provides individualized comprehensive care based on theories and principles of nursing and related disciplines to individuals, families, aggregates and communities, from entry to the healthcare system through long-term planning.
2. Demonstrates leadership and collaboration with consumers and other healthcare providers in providing care and/or delegating responsibilities for health promotion, illness prevention, health restoration, health maintenance and rehabilitative activities.
3. Communicates effectively with patient populations and other healthcare providers in managing the healthcare of individuals, families, aggregates and communities.
4. Integrates clinical judgment in professional decision making and implementation of the nursing process.
5. Demonstrates responsibility for continued personal and professional development through enrollment in graduate education, continuing education degree programs, professional reading and participation in professional organizations and community service.
6. Implements professional nursing standards by practicing within the legal definitions of nursing practice and acts in accordance with the nursing code of ethics and American Nurses Association (ANA) standards of practice.
7. Practices in established professional roles consistent with entry-level BSN graduates to provide cost-effective, quality healthcare to consumers in structured and unstructured settings.
8. Incorporates evidence-based practice in the provision of professional nursing care to individuals, families, aggregates and communities.

Course Outcomes

Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. Unit outcomes provide further detail to support learner achievement of specific COs and are listed within each unit under the introduction. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.

Upon completion of this course, the student will be able to do the following.

1. Differentiate between the components and apply the principles of the nursing process in the learning laboratory setting using simulated patient care scenarios. (PO 1)
2. Apply the concepts of health promotion and illness prevention in the laboratory setting. (PO 2)
3. Demonstrate communication skills necessary for interaction with other health team members and for providing basic nursing care in a simulated environment. (PO 3)
4. Employ critical thinking skills in the simulated laboratory setting. (PO 4)
5. Assume responsibility and accountability for identifying own personal, educational, and professional goals. (PO 5)
6. Explain and apply principles of legal, ethical, and professional standards in planning for and delivering patient care. (PO 6)
7. Demonstrate beginning roles and responsibilities associated with professional nursing while planning for cost-effective basic nursing care to individuals and families. (PO 7)
8. Explain the rationale for selected nursing interventions based upon current nursing literature. (PO 8)

Key Concepts

1. Clinical Reasoning

1. 1. Introduction to the Nursing Process
   2. Concept Mapping

2. Vital Signs
3. Nutrition and Metabolism

1. 1. Infection Control
   2. Tissue Integrity
   3. Gastrointestinal

4. Activity and Exercise

1. 1. Mobility
   2. Oxygenation

5. Elimination

1. 1. Bowel
   2. Urinary

6. Medication Administration
7. Person’s rights

Learning Plan

Download and review the NR224 Fundamentals – Skills Learning Plan. This learning plan provides a list of unit outcomes and detailed key topics covered in the course.

Required Uniform Assignments (RUAs)

Required Uniform Assignments (RUAs) are essential elements of assessment that are consistent across the curriculum at Chamberlain College of Nursing. These assessments help measure and track students’ progress in meeting the BSN Program Outcomes. Each RUA is course-specific and required in both online and campus courses. Download the Safety Goals Assignment guidelines and grading rubric to begin planning for the successful completion of this assignment.

If you have any questions about the assignment please speak to your instructor.

Course Schedule

Unit, COs, and Topics	Readings	Assignments
Unit 1 COs 1, 2, 3, 4, 6, and 7Clinical Reasoning and Infection Control	Potter, P. A., Perry, A. G., Stockert, P. & Hall, A. (2013). Fundamentals of nursing (8th ed.). St. Louis, MO: Elsevier. Chapter 15: Critical Thinking in Nursing Practice Chapter 16: Nursing Assessment Chapter 29: Infection Prevention and Control Suggested reading: Chapter 26: Documentation & Informatics	Discussions SimCare Center (Lab) Activities Evolve Online NCLEX-Style Review Questions Nursing Physics Modules Examination Affirmation
Unit 2 COs 1, 3, 4, 7, and 8Vital Signs and Mobility	Potter, P. A., Perry, A. G., Stockert, P. & Hall, A. (2013). Fundamentals of nursing (8th ed.). St. Louis, MO: Elsevier. Chapter 30: Vital Signs Chapter 39: Activity and Exercise, pp. 760–765 Chapter 28: Immobility Suggested reading: Chapter 27: Patient Safety and Quality	Discussions SimCare Center (Lab) Activities Evolve Online NCLEX-Style Review Questions Nursing Physics Modules HESI RN Case Study
Exam #1 (Units 1, 2, & 3)
Unit 3 COs 1, 3, 4, 6, 7, and 8Tissue Integrity	Potter, P. A., Perry, A. G., Stockert, P. & Hall, A. (2013). Fundamentals of nursing (8th ed.). St. Louis, MO: Elsevier. Chapter 48: Skin Integrity and Wound Care	Discussions SimCare Center (Lab) Activities Evolve Online NCLEX-Style Review Questions Nursing Physics Modules HESI RN Case Study
Unit 4 CO 1, 3, 4, 7, and 8Oxygenation and Urinary Elimination	Potter, P. A., Perry, A. G., Stockert, P. & Hall, A. (2013). Fundamentals of nursing (8th ed.). St. Louis, MO: Elsevier. Chapter 41: Oxygenation Chapter 46: Urinary Elimination	Discussions SimCare Center (Lab) Activities Evolve Online NCLEX-Style Review Questions Nursing Physics Modules HESI RN Case Study Conquering Calculations
Exam #2 (Units 4 & 5)
Unit 5 CO 1, 3, 4, 7, and 8Gastrointestinal	Potter, P. A., Perry, A. G., Stockert, P. & Hall, A. (2013). Fundamentals ofnursing (8th ed.). St. Louis, MO: Elsevier. Chapter 45: Nutrition	Discussions SimCare Center (Lab) Activities Evolve Online NCLEX-Style Review Questions HESI RN Case Study Conquering Calculations
Unit 6 COs 1, 3, 4, 6, 7, and 8Medication Administration	Potter, P. A., Perry, A. G., Stockert, P. & Hall, A. (2013). Fundamentals of nursing (8th ed.). St. Louis, MO: Elsevier. Chapter 32: Medication Administration	Discussions Standardized Clinical Experience (SCE) Safety Goals Assignment (RUA) SimCare Center (Lab) Activities Evolve Online NCLEX-Style Review Questions HESI RN Case Study Conquering Calculations
Exam #3 (Units 6 & 7)
Unit 7 COs 1, 3, 4, 7, and 8Bowel Elimination	Potter, P. A., Perry, A. G., Stockert, P. & Hall, A. (2013). Fundamentals of nursing (8th ed.). St. Louis, MO: Elsevier. Chapter 47: Bowel Elimination	Discussions Standardized Clinical Experience (SCE) SimCare Center (Lab) Activities Evolve Online NCLEX-Style Review Questions HESI RN Case Study Conquering Calculations
Unit 8 All COsAll Topics	Review all previously assigned readings in preparation for the final exam.	Discussions Standardized Clinical Experience (SCE) Conquering Calculations Final Exam

Attendance Policy

Regular attendance and consistent participation within the classroom, lab, and clinical experiences facilitate the achievement of course outcomes set forth in the course syllabi. Students must arrive on time and stay for the duration of the class meeting, lab, and/or clinical experience. Late arrival may result in denied access to the class.  Absences and/or tardiness from lecture, pre-clinical, clinical (including pre- and post-conferences), and/or lab experiences (including pre- and debriefing) may prohibit students from completing all components of the nursing course, resulting in course failure.

Attendance is tracked for all eight weeks of the session on a course-by-course basis and is recorded daily based on academic events. An academic event for onsite courses is defined by attending scheduled class meetings. An academic event for online courses is defined by submitting a class assignment, participating in threaded discussions, or completing quizzes and exams. An academic event for blended courses is defined by attendance in the onsite component or by submitting a class assignment, participating in threaded discussions or completing quizzes and exams in the online component.

Laboratory Class and Clinical Experiences

Lab time is utilized to practice and master skills to meet criteria that demonstrate completion of course outcomes. Students must complete all required lab, clinical and pre-clinical experiences in order to satisfy the clinical hours for each course. Demonstration of nursing skills and/or required competencies must be performed satisfactorily to pass the lab component of the course (see Skills Checklist for criteria).

In cases of emergency or severe illness, equivalent learning opportunities for absences may be offered, at the discretion of the faculty member and contingent upon availability of resources. Make- up experiences are not guaranteed and supporting documentation may be required. Students must notify the instructor and clinical agency in a manner specified by the instructor within the requested time frame. Students who are not in the appropriate attire and/or are not prepared for clinical practice may be dismissed from the clinical setting.

Due Dates for Assignments and Exams

Unless otherwise specified, the following applies.

• Access to the course begins on Sunday at 12:01 a.m. (MT) during preview week.
• All completed assignments are to be submitted to the Dropbox on or before Friday by 5:00 p.m. Mountain Time (MT) or as specified by your faculty.
• All quizzes and exams, if applicable in your course, are offered at specific times.
  • Campus Courses: Campus faculty will share the date, time, and location with students at the beginning of each session.
  • Online Courses: Online faculty will share online exam schedule with students during preview week in a course announcement. Students should refer to the posted announcement for the specific dates and times for their exam schedule.

Note: In Unit 8 the assignments will be due by Wednesday at 11:59 p.m. MT.

If you are taking this course on campus, a course calendar includes detailed information related to activities and due dates may be available for downloading from Doc Sharing. Please check with your instructor for more information.

If you are taking this course online, Please be advised that you may be required to take your tests on the campus in a proctored environment. Your campus will post the date, time and location of exams. If testing will take place online, the online faculty will share the exam schedule with students during preview week in a course announcement. Students should refer to the posted announcement for the specific dates and times for their exam schedule.

Assignment Values and Letter Grades

All course assignments and examinations must be completed in order to pass the course.

The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.

Assignment		Points		Weighting
Examinations*
Exam 1		180		18%
Exam 2		200		20%
Exam 3		200		20%
Final Exam		200		20%
Physics Module Quizzes		Satisfactory/Unsatisfactory		0%
*Must achieve an average of 76% to pass the course
Assignments
Discussions Units 1–8, 15 points each		120		12%
Safety Goals Assignment (RUA)		50		5%
Conquering Calculations		50		5%
SimCare Center (Lab) Activities Units 1–7		Satisfactory/Unsatisfactory		0%
Totals		1,000		100%
Letter Grade	Points		Percentage
A	940–1,000		94% to 100%
A-	920–939		92% to 93%
B+	890–919		89% to 91%
B	860–889		86% to 88%
B-	840–859		84% to 85%
C+	810–839		81% to 83%
C	760–809		76% to 80%
F	759 and below		75% and below

Teaching/Learning Methods

Examples include, but are not limited to

• assignments;
• case studies;
• discussion;
• experiential learning
• group assignments;
• lectures; and
• Multimedia presentations.

NR 224 Fundamentals: Skills Entire Class Help

Question: A nurse is teaching a client how to perform personal ileostomy care prior to discharge.  The client says “I don’t think that I am going to be able to take care of this myself.”  Which is the most appropriate response from the nurse?

Question: The adult child of a client who has had a colon resection will be caring for their parent at home.  The client’s son tells the nurse “I don’t know how I am going to care for my mom now”.  Which is the best nursing response?

Question: A nurse in the medical-surgical unit is assigning client care to a nurse who is floating from PACU.  The float nurse is most qualified to care for which client?

Question: A client asks the nurse what causes constipation.  Choose the best response by the nurse.

Question: The nurse caring for a post-operative client performs an abdominal assessment.  The nurse does not hear any bowel sounds over the left lower quadrant of the abdomen.  What is the most likely reason for this?

Question: The nurse admits a client who is to undergo a colonoscopy.  The nurse understands that this will be required in preparation for the procedure.

Question: A nurse is teaching a client about colorectal cancer testing.  The nurse expects the provider to firs perform this test for colorectal screening.

Question: A nurse is caring for a client with a newly placed colostomy.  The nurse teaches the client they may have formed stool after the bowel has healed because the surgeon placed the stoma where?

Question: The nurse is administering a tap water enema to a client in preparation for bowel surgery.  The nurse correctly positions the enema bag containing the fluid where?

Question: The nurse correctly positions a client for a fleets enema by placing them in this position:

Question: The nurse is preparing a new ostomy flange for the client’s abdomen.  Choose the correct action by the nurse.

Question: The nurse would plan to perform more frequent perineal care to prevent skin breakdown for this client.

Question: A female nurse is upset because a male client has requested only a male nurse help them with personal care.  What is the best response from the charge nurse?

Question: Select the priority nursing intervention for performing a complete bed bath on a client.

Question: Choose the adjunct therapy that can help improve circulation and assist in debridement of wounds.

Question: A nurse is providing oral care for a client who is immobile.  Choose the correct nursing action for this client.

Question: The nurse caring for a client with C. Difficile must use which personal protective equipment?

Question: The nurse is providing enteric feeding to a client.  A priority action on the part of the nurse to prevent infection is this:

Question: Choose the correct statement regarding sterile gloves.

Question: A student nurse notices a family member walking into a room under contact isolation.  The student stops the visitor and instructs them how to don the appropriate protective equipment.  The student is practicing this:

Question: A nurse is caring for a client who has a Clostridium difficile infection.  Which cleansing agent should the nurse use for hand hygiene?

Question: The nurse is teaching a nursing assistant on correct use of personal protective equipment (PPE).  The nurse knows the teaching was understood when the NA demonstrates this:

Question: The nurse is teaching students the importance of hand hygiene.  Choose the most correct statement.

Question: The nurse is preparing to exit the room of a client who has been placed on contact precautions.  Identify the sequence to be followed when removing the personal protective equipment (PPE).

Question: The nurse uses medical asepsis when caring for clients when they do this.

Question: A nurse is teaching a group of new mothers on infant care.  The nurse includes which information on teaching about infection prevention.

Question: An older client tells the nurse that they never get a flu shot because at their age, they’ve had every kind of flu there is.  Choose the best response from the nurse.

Question: The nurse is caring for an older adult who complains they don’t eat as much as they used to.  Their overall physical and mental condition is good.  Choose the best response from the nurse.

Question: A nurse is assessing a young woman diagnosed with anorexia nervosa.  The nurse suspects the client is not eating all of the food on their prescribed diet when they observe this:

Question: The nurse caring for a new mother is teaching about proper nutrition for the infant.  Choose the best statement regarding infant nutrition.

Question: The nurse is performing a mini-nutritional assessment for a newly admitted client from a nursing home.  The best description of this type of assessment is what?

Question: The nurse is assessing a client’s peripheral circulation.  Choose where the nurse will palpate a popliteal pulse.

Question: The nursing assistant reports these vital signs to a nurse:   tympanic temperature 98.8ºF, pulse 92 bpm, respiratory rate 18 breaths/min, blood pressure 98/58.  What does the nurse do next?

Question: A nurse instructs a group of new mothers to make sure the infant is covered up whenever in an air-conditioned space.  Choose the best rationale for this action.

Question: The nurse is caring for a client with an irregular radial pulse.  What action should the nurse take next?

Question: A client is prescribed a medication that has adrenergic effects.  Choose the effect on the vital signs that this drug can have.

Question: A nurse is preparing to administer a medication prescribed to treat the client’s tachycardia.  The nurse should perform this action before giving the medication.

Question: A nurse assigns the nursing assistant the task of collecting vital signs on several clients.  Select the client for whom the nurse should assess vital signs.

Question: A group of student nurses is learning about adrenergic cardiovascular effects.  Choose the chemicals most likely to cause these effects.

Question: A nurse caring for an older client who has been a smoker for several years can expect to assess this abnormal vital sign.

Question: A young teen is injured playing football when he is shoved into a goalpost and suffers a head injury.  The nurse is concerned that this part of the brain may have suffered damage that can impact respirations.

Question: A nursing assistant has just taken a client’s blood pressure and suspects the reading is not accurate.  Choose a valid reason for blood pressure error.

Question: A nurse caring for a client who is short of breath places the client in this position to facilitate lung expansion.

Question: A nurse is caring for a client who is on fall precautions.  An appropriate alternate solution to the use of restraints would be what?

Question: A nurse is teaching other healthcare workers about the acronym for fire safety:  R.A.C.E.  The nurse explains that the letter “E” stand for what?

Question: A nurse witnesses a client having a seizure.  What is the nurse’s priority action?

Question: The nurse prepares to help a client with crutch-walking.  The nurse correctly places the crutches in this position:

Question: The nurse is caring for a client with a deep, infected wound.  The provider has prescribed wound irrigations be performed with each dressing change.  Choose the best nursing action.

Question: A nurse is preparing to discharge a client who has been hospitalized to treat a Stage IV decubitus ulcer.  Select the best statement from the nurse regarding the client’s wound.

Question: A nurse caring for a client with a Stage III pressure ulcer notes a foul odor coming from the room.  What does the nurse do next?

Question: The nurse is preparing to teach a client how to do their own wound care once discharged home.  Choose the best statement regarding wound packing.

Question: A nurse is discharging a client following surgical removal of the gall bladder.  The nurse defines this type of wound healing as what? 

Question: A nurse has admitted a client to the hospital from home.  During assessment the nurse notes a reddened, warm spot on the client’s coccyx.  Choose an appropriate nursing action to address this finding. 

Question: A clinic nurse is assessing a client who complains of a large blister on their left heel following participation in a 5K race.  Choose the best nursing action to treat this wound.

Question: A nurse is caring for a client with a Stage III pressure ulcer.  The nurse will measure and record what data in the client’s medical record?

Question: A client asks the nurse about bilevel positive airway pressure (BiPap) devices as the provider just prescribed one for them.  Choose the best explanation from the nurse.

Question: The nurse is preparing to perform tracheal suctioning on a client.  Select the best position in which to place this client.

Question: The nurse is suctioning a client when the oxygen saturation drops below 90%.  Select the action the nurse should perform next.

Question: The nurse assesses a client having an anxiety attack who complains of numbness around the lips and tingling in the fingers.  The nurse correctly recognizes these as signs of what?

Question: A nurse is teaching a group of post-operative clients how to correctly use the incentive spirometer.  What does the nurse include in the teaching? 

Question: The nurse is preparing to discharge a client home who will be using an oxygen concentrator.  The nurse teaches the client to do what to maintain safety while using oxygen?

Question: A nurse admits a client with bacterial pneumonia.  The nurse recognizes the client is most at risk for this:

Question: The nurse is caring for several clients in the urgent care clinic.  The nurse understands that this group is most likely to suffer oxygenation problems.

Question: The nursing student is developing a plan of care for a client whose diagnosis is ineffective airway clearance related to retained pulmonary secretions as evidenced by the production of thick, yellow sputum.  An appropriate nursing action for this client is what?

Question: The nurse teaching a group of students explains the purpose of postural drainage for a client with oxygenation problems.  The best explanation for the use of postural drainage is what?

Question: The nurse is caring for a client who is able to cough productively, but unable to expectorate or swallow the sputum.  Choose the appropriate nursing intervention and device.

Question: The nurse must select a prescribed oxygen delivery device that provides low flow oxygen at 60%.  Select the correct device.

Question: A nurse in a long-term care facility instructs nurses about using an assistive device during ambulation.  Choose the correct way to instruct ambulating with a cane.

Question: A nurse is preparing to move a client who is only partially able to assist up in bed.  Which method should the nurse plan to use?

Question: Plantar flexion contractures can best be prevented through the use of this device.

Question: A nurse who is applying a gait belt before ambulating a client will correctly place the belt in this position:

Question: A nurse is helping to ambulate a client who frequently loses balance while walking.  Choose the best device to aid in safety for this client. 

Question: A client frequently attempts to remove his intravenous catheter.  A family member asks the nurse to apply restraints.  Choose the most appropriate response from the nurse.

Question: A nurse is caring for a client who is postoperative and has an indwelling urinary catheter to gravity drainage.  The nurse notes no urine output in the past 2 hours.  Which action should the nurse take first?

Question: The nurse is preparing a client for a diagnostic testing of urinary function.  The nurse must make sure a consent form is on the client’s chart for this test:

Question: The nurse receives intake and output reports on several clients from the nursing assistant.  Select the output which the nurse should report to the provider.

Question: A client reports to the nurse that they feel the need to urinate but can’t.  Select the priority nursing intervention for this client.

Question: The nurse is assigning care to a nursing assistant (NA) for a client with an indwelling urinary catheter.  The nurse instructs the NA to do this in order to best prevent catheter associated urinary tract infection:

Question: A client with this type of urinary diversion requires the nurse to instruct them how to self-catheterize.

Question: The nurse can delegate this intervention to the nursing assistant.

Question: While caring for a post-procedure client who underwent a cystoscopy a few hours ago, the nurse notes pink-tinged urine in the client’s urinal.  Select the priority nursing action.

Question: A nurse caring for an older adult male client understands that this is an expected physiological change.

Question: The nurse is teaching a group of home care providers about caring for the older adult with urine incontinence.  The nurse includes this statement in the teaching:

Question: A nurse is doing preoperative teaching for a client about to undergo abdominal surgery.  The nurse will insert a foley catheter prior to taking the client to the preoperative area.  The best rationale for this intervention is what?

Question: The nurse is caring for a female client who requires the insertion of an indwelling urinary catheter.  The nurse will place the client in this position to best facilitate catheter insertion.

Question: The nurse is caring for a post-operative client and notes a moderate amount of serous drainage on the dressing 24 hours after surgery.  What is an appropriate nursing action?

Question: The nurse is assessing a wound that is 75% covered with eschar.  What treatment does the nurse expect to be ordered?

Question: The nurse is preparing to administer enteric feeding through a nasogastric tube.  What does the nurse do after checking the placement of the tube?

Question: The nurse is inserting a nasogastric tube when the client begins to gag.  What does the nurse do next after stopping the insertion?

Question: The nurse is preparing to insert a straight catheter into a male client.  Which action is appropriate?

Question: The nurse is teaching teen-age girls about nutrition.  Which nutrient do teen girls need more of that teen boys do not?

Question: The nurse is assessing an older client for dysphagia.  What sign indicates the client may have dysphagia?

Question: The nursing assistant is feeding a client with dysphagia.  What can the nurse teach the assistant to help prevent choking during feeding?

Question: A client tells the nurse they are still constipated despite increasing fiber in their diet.  What is an appropriate question to ask the client?

Question: The nurse is providing a bath for a client who is bedbound.  The nurse understands these care benefits from good hygiene:  {Select all that apply}

Question: The nurse is teaching a group of home care workers about pressure ulcer formation.  Choose the condition(s) that place a client at risk for pressure ulcer formation.  {Select all that apply}

Question: A nurse is caring for a group of clients.  Choose the client most likely to suffer from inadequate oxygenation {Select all that apply}

Question: A client suddenly starts to slide down to the floor while ambulating.  Choose the correct actions by the nurse to prevent injury to both themselves and the client. {Select all that apply}

Question: The nurse is preparing to collect a sterile urine specimen from a client’s foley catheter.  Choose the correct actions the nurse will perform. {Select all that apply}

Question: The nurse is helping a client select items for lunch from a clear liquid diet menu.  Which items are allowed on this diet?  {Select all that apply}

NR-224: Fundamentals Skills Course FAQs

Question: A nurse is teaching a client how to perform personal ileostomy care prior to discharge. The client says, “I don’t think that I am going to be able to take care of this myself.” Which is the most appropriate response from the nurse?

Answer: The most appropriate response from the nurse would be to provide reassurance and offer support to the client. The nurse can acknowledge the client’s concerns and validate their feelings, while also emphasizing that learning to care for an ileostomy takes time and practice. The nurse can say something like, “It’s completely normal to feel overwhelmed at first, but I’m here to help you learn and gain confidence in taking care of your ileostomy. We will go through the steps together, and I’ll provide you with all the necessary information and resources to support you in managing it successfully. It may seem challenging at first, but with time and practice, I’m confident that you’ll be able to take care of it yourself.”

Question: The adult child of a client who has had a colon resection will be caring for their parent at home. The client’s son tells the nurse, “I don’t know how I am going to care for my mom now.” Which is the best nursing response?

Answer: The best nursing response would be to provide support and offer resources to assist the client’s son in caring for his parent. The nurse can say something like, “Caring for a loved one after surgery can be challenging, but you don’t have to do it alone. We have resources and support available to help you navigate this new role as a caregiver. I can provide you with information, instructions, and demonstrations on how to care for your mom at home. Additionally, we have support groups and home health services that can offer further assistance. Together, we’ll ensure that you have the knowledge and support you need to provide the best care for your mom.”

Question: A nurse in the medical-surgical unit is assigning client care to a nurse who is floating from PACU. The float nurse is most qualified to care for which client?

Answer: The nurse who is floating from the PACU (Post-Anesthesia Care Unit) is most qualified to care for a client who has just undergone surgery and is in the immediate post-operative phase. The nurse from the PACU has experience in monitoring vital signs, assessing post-operative complications, managing pain, and providing care to clients recovering from anesthesia. Therefore, assigning this nurse to a post-operative client would be the most appropriate choice.

Question: A client asks the nurse what causes constipation. Choose the best response by the nurse.

Answer: The nurse should explain that constipation has many causes:

“Constipation has many causes. Lack of fiber, poor hydration intake, sedentary lifestyle, adverse effects of drugs, changes in habit or lifestyle, and medical problems including irritable bowel syndrome or hypothyroidism are major causes. To treat and prevent constipation, we must determine the cause.

Question: The nurse caring for a post-operative client performs an abdominal assessment. The nurse does not hear any bowel sounds over the left lower quadrant of the abdomen. What is the most likely reason for this?

Answer: Surgical manipulation or aesthetic effects are likely to prevent post-operative patients from hearing bowel noises in the left lower quadrant of the abdomen. Post-operative manipulation and anesthetic can reduce or eliminate bowel noises. The nurse must monitor the client’s bowel sounds and look for additional indicators of bowel dysfunction.

Question: The nurse admits a client who is to undergo a colonoscopy. The nurse understands that this will be required in preparation for the procedure.

Answer: The nurse knows colonoscopy patients need bowel preparation. Cleansing the colon before colonoscopy ensures good visibility. It usually entails a specific diet, clear drinks, and laxatives or bowel-cleansing products to empty the colon and remove feces. To ensure bowel preparation success, the nurse should give explicit instructions.

Question: A nurse is teaching a client about colorectal cancer testing. The nurse expects the provider to first perform this test for colorectal screening.

Answer: Colorectal cancer screening requires a colonoscopy, according to the nurse. Colonoscopy detects colorectal cancer and precancerous polyps best. A flexible tube with a camera is inserted into the colon to view the whole colon and rectum. Biopsies and polyp removal can be done during the colonoscopy. FOBT, FIT, sigmoidoscopy, and virtual colonoscopy (CT colonography) are other colorectal cancer screening modalities.

Question: A nurse is caring for a client with a newly placed colostomy. The nurse teaches the client they may have formed stool after the bowel has healed because the surgeon placed the stoma where?

Answer: The nurse informs the client that the surgeon placed the stoma in the descending or sigmoid colon, which may induce stool formation once the bowel heals. Water absorption solidifies stool in the descending and sigmoid colons. Stool can be collected in an ostomy pouch by placing the stoma here.

Question: The nurse is administering a tap water enema to a client in preparation for bowel surgery. The nurse correctly positions the enema bag containing the fluid where?

Answer: The nurse informs the client that the surgeon placed the stoma in the descending or sigmoid colon, which may induce stool formation once the bowel heals. Water absorption solidifies stool in the descending and sigmoid colons. Stool can be collected in an ostomy pouch by placing the stoma here.

Question: The nurse correctly positions a client for a fleets enema by placing them in this position:

Answer: The nurse informs the client that the surgeon placed the stoma in the descending or sigmoid colon, which may induce stool formation once the bowel heals. Water absorption solidifies stool in the descending and sigmoid colons. Stool can be collected in an ostomy pouch by placing the stoma here.

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