ATI LEADERSHIP PROCTORED REMEDIATION

CHAPTER 3 – UNDERSTANDING CLIENT ADVOCACY

It is the nurses’ role in supporting clients by ensuring they are properly informed, that their rights
are respected, and that they are receiving the proper level of care.
The complex health care system puts clients in a vulnerable position. Nurses are clients’ voices
when the system is not acting in their best interest.
Do not direct or control their decisions.

CHAPTER 1 – USING TIME APPROPRIATELY

“Life before limb”
Acute before chronic
Actual problems before potential future problems
Listen carefully to clients and don’t assume.
Recognize and respond to trends vs. transient findings: recognizing a gradual deterioration in a
client’s level of consciousness and/or Glasgow Coma Scale score
Recognizing indications of increasing intracranial pressure in a client who has a new diagnosis of
a stroke vs. the findings expected following a stroke
Recognize the timing of administration of antidiabetic and antimicrobial medications is more
important than administration of some other medications

CHAPTER 1 – INTERVENTION FOR INCORRECT TRANSFER TECHNIQUE

Intervene if only necessary (unsafe clinical practice)
Right supervision: delegate the ambulation of a client to an AP. Observe the AP to ensure safe
ambulation of the client and provide positive feedback to the AP after completion of the task

CHAPTER 1 – RESOLVING STAFF CONFLICT

Use I statements and remember to focus on the problem, not on personal differences
Listen carefully to what others are saying, and try to understand their perspective
Move a conflict that is escalating to a private location or post pone the discussion until a later
time to give everyone a chance to regain control of their emotions

CHPT 1 – CLIENT TRIAGE IN EMERGENCY DEPARTMENT

Give priority to clients who have a reasonable chance of survival with prompt intervention.
Clients who have a limited likelihood of survival even with intense intervention are assigned the
lowest priority.
ABCDE

CHPT 3 – decision making in end-of-life care

The purpose of advance directives is to communicate a client’s wishes regarding end-of life care
should the client become unable to do so.
Two components of Advance directives: living will and DPOA for health care
Living will = expresses client’s wishes regarding medical treatment of CPR, mechanical
ventilation or feeding by artificial means. Treatments that have the capacity to prolong life
DPOA = person who serves in the role of health care surrogate to make decisions for the client
should be very familiar with the client’s wishes

CHPT 3 – Verifying Informed Consent

Emancipated minors (minors who are independent from their parents such as a married minor)
can provide informed consent for themselves
A trained medical interpreter must be provided if patient is unable to communicate due to a
language barrier

CHPT 17 – Assessing a Client’s understanding a pulmonary function tests

PFTs determine lung function and breathing difficulties
Measures lung volumes and capacities, diffusion capacity, gas exchange, flow rates, and airway
resistance, along with distribution of ventilation
Helpful in identifying clients who have lung disease
Commonly performed for clients who have dyspnea

CHPT 2 – Objectives of telehealth

Distribution of health-related services and information via electronic information and
telecommunication technologies.
Collaboration with the interprofessional team

CHPT 5 – Responding to unsafe medication administration

Incident report should be completed by the person who identifies that an unexpected event has
occurred. This might not be the individual most directly involved in the incident.
Should be completed as soon as possible and within 24 hours of the incident

CHPT 6- Reportable infectious diseases

Anthrax
●
Botulism
●
Cholera
●
Congenital rubella syndrome (CRS)
●
Diphtheria
●
Giardiasis
●
Gonorrhea
●
Hepatitis A, B, C
●
HIV infection
●
Influenza-associated pediatric mortality
●
Legionellosis/Legionnaires’ disease
●
Lyme disease
●
Malaria
●
Meningococcal disease
●
Mumps
●
Pertussis (whooping cough)
●
Poliomyelitis, paralytic
●
Poliovirus infection, nonparalytic
●
Rabies (human or animal)
●
Rubella (German measles)
●
Salmonellosis
●
Severe acute respiratory syndrome-associated
coronavirus disease (SARS-CoV)
●
Shigellosis
●
Smallpox
●
Syphilis
●
Tetanus/C. tetani
●
Toxic shock syndrome (TSS) (other than Streptococcal)
●
Tuberculosis (TB)
●
Typhoid fever
●
Vancomycin-intermediate and vancomycin-resistant
Staphylococcus aureus
(VISA/VRSA)

CHPT 10- Evaluating Sterile Technique

Top flap away from body, grasp tip of top flap of the package and with arm positioned away
from the sterile field, unfold the top flap away from body
Open side flaps using right hand and left hand
Grab last flap and turn it down toward the body
Additional sterile packages: pull back on top flap and add them directly to the sterile field by
holding it 6 inches above sterile field and dropping it onto the field
Pouring sterile solutions: remove bottle cap, placing the bottle cap face up on a clean (nonsterile)
surface, hold the bottle with the label in the palm
Do not touch bottle to the site
Don sterile gloves

CHPT 4 – Teaching newly licensed nurse on restraint protocol

The provider must rewrite the prescription, specifying type of restraint, every 24 hour or the
frequency time specified by facility policy
Conduct neurosensory checks every 2 hour: circulation, sensation, mobility
Offer food and fluids
Use a quick-release knot to tie the restraint to a bed frame