Professional Documents
Culture Documents
(Download PDF) Clinical Nursing Skills and Techniques 6th Edition Perry Test Bank Full Chapter
(Download PDF) Clinical Nursing Skills and Techniques 6th Edition Perry Test Bank Full Chapter
https://testbankfan.com/product/clinical-nursing-skills-and-
techniques-7th-edition-perry-test-bank/
https://testbankfan.com/product/clinical-nursing-skills-and-
techniques-8th-edition-perry-test-bank/
https://testbankfan.com/product/clinical-nursing-skills-and-
techniques-9th-edition-perry-test-bank/
https://testbankfan.com/product/nursing-interventions-and-
clinical-skills-6th-edition-perry-test-bank/
Nursing Interventions and Clinical Skills 5th Edition
Perry Test Bank
https://testbankfan.com/product/nursing-interventions-and-
clinical-skills-5th-edition-perry-test-bank/
https://testbankfan.com/product/clinical-nursing-skills-8th-
edition-smith-test-bank/
https://testbankfan.com/product/skills-in-clinical-nursing-8th-
edition-berman-test-bank/
https://testbankfan.com/product/basic-clinical-laboratory-
techniques-6th-edition-estridge-test-bank/
https://testbankfan.com/product/maternal-and-child-nursing-
care-6th-edition-perry-test-bank/
This online resource is from the US edition of Medical-Surgical Nursing: Assessment and Man-
agement of Clinical Problems 9e. Drug names and dosages should be checked carefully for ANZ
regulations and requirements.
Test Bank
MULTIPLE CHOICE
1. The nurse provides discharge instructions to a patient who has an immune deficiency
involving the T lymphocytes. Which screening should the nurse include in the teaching plan
for this patient?
ANS: B
Cell-mediated immunity is responsible for the recognition and destruction of cancer cells. Al-
lergic reactions, autoimmune disorders, and antibody deficiencies are mediated primarily by B
lymphocytes and humoral immunity.
2. A new mother expresses concern about her baby developing allergies and asks what the
health care provider meant by “passive immunity.” Which example should the nurse use to
explain this type of immunity?
a. Early immunization
b. Bone marrow donation
c. Breastfeeding her infant
d. Exposure to communicable diseases
ANS: C
Colostrum provides passive immunity through antibodies from the mother. These antibodies
protect the infant for a few months. However, memory cells are not retained, so the protection
is not permanent. Active immunity is acquired by being immunized with vaccinations or hav-
ing an infection. It requires that the infant has an immune response after exposure to an anti-
gen. Cell-mediated immunity is acquired through T lymphocytes and is a form of active im-
munity.
3. A patient is being evaluated for possible atopic dermatitis. The nurse expects elevation of
which laboratory value?
a. IgE
b. IgA
c. Basophils
d. Neutrophils
ANS: A
Serum IgE is elevated in an allergic response (type 1 hypersensitivity disorders). The eosino-
phil level will be elevated rather than neutrophil or basophil counts. IgA is located in body
secretions and would not be tested when evaluating a patient who has symptoms of atopic
dermatitis.
4. An older adult patient who is having an annual check-up tells the nurse, “I feel fine, and I
don’t want to pay for all these unnecessary cancer screening tests!” Which information should
the nurse plan to teach this patient?
ANS: A
The primary impact of aging on immune function is on T cells, which are important for im-
mune surveillance and tumor immunity. Antibody function is not affected as much by aging.
Poor nutrition can also contribute to decreased immunity, but there is no evidence that it is a
contributing factor for this patient. Although some types of cancer are associated with specific
infections, this patient does not have an active infection.
5. A patient who collects honey to earn supplemental income has developed a hypersensitivity to
bee stings. Which statement, if made by the patient, would indicate a need for additional
teaching?
ANS: C
Because the patient is at risk for bee stings and the severity of allergic reactions tends to in-
crease with added exposure to allergen, taking oral antihistamines will not adequately control
the patient’s hypersensitivity reaction. The other patient statements indicate a good under-
standing of management of the problem.
6. Which teaching should the nurse provide about intradermal skin testing to a patient with
possible allergies?
a. “Do not eat anything for about 6 hours before the testing.”
b. “Take an oral antihistamine about an hour before the testing.”
c. “Plan to wait in the clinic for 20 to 30 minutes after the testing.”
d. “Reaction to the testing will take about 48 to 72 hours to occur.”
ANS: C
Allergic reactions usually occur within minutes after injection of an allergen, and the patient
will be monitored for at least 20 minutes for anaphylactic reactions after the testing. Medica-
tions that might modify the response, such as antihistamines, should be avoided before allergy
testing. There is no reason to be NPO for skin testing. Results with intradermal testing occur
within minutes.
7. The nurse, who is reviewing a clinic patient’s medical record, notes that the patient missed the
previous appointment for weekly immunotherapy. Which action by the nurse is most appro-
priate?
ANS: C
Because there is an increased risk for adverse reactions after a patient misses a scheduled dose
of allergen, the nurse should check with the health care provider before administration of the
injection. A skin test is used to identify the allergen and would not be used at this time. An
additional dose for the week may increase the risk for a reaction.
8. While obtaining a health history from a patient, the nurse learns that the patient has a history
of allergic rhinitis and multiple food allergies. Which action by the nurse is most appropriate?
a. Encourage the patient to carry an epinephrine kit in case a type IV allergic reaction to latex
develops.
b. Advise the patient to use oil-based hand creams to decrease contact with natural proteins in
latex gloves.
c. Document the patient’s allergy history and be alert for any clinical manifestations of a type
I latex allergy.
d. Recommend that the patient use vinyl gloves instead of latex gloves in preventing
blood-borne pathogen contact.
ANS: C
The patient’s allergy history and occupation indicate a risk of developing a latex allergy. The
nurse should be prepared to manage any symptoms that may occur. Epinephrine is not an ap-
propriate treatment for contact dermatitis that is caused by a type IV allergic reaction to latex.
Oil-based creams will increase the exposure to latex from latex gloves. Vinyl gloves are ap-
propriate to use when exposure to body fluids is unlikely.
9. The nurse teaches a patient diagnosed with systemic lupus erythematosus (SLE) about
plasmapheresis. What instructions about plasmapheresis should the nurse include in the
teaching plan?
ANS: B
plement from blood. T lymphocytes, foreign antibodies, eosinophils, and basophils do not di-
rectly contribute to the tissue damage in SLE.
10. The nurse is caring for a patient undergoing plasmapheresis. The nurse should assess the
patient for which clinical manifestation?
a. Shortness of breath
b. High blood pressure
c. Transfusion reaction
d. Numbness and tingling
ANS: D
Numbness and tingling may occur as the result of the hypocalcemia caused by the citrate used
to prevent coagulation. The other clinical manifestations are not associated with plasmaphere-
sis.
11. Which statement by a patient would alert the nurse to a possible immunodeficiency
disorder?
ANS: C
Splenectomy increases the risk for septicemia from bacterial infections. The patient’s protein
intake is good and should improve immune function. Daily aspirin use does not affect immune
function. A chest x-ray does not have enough radiation to suppress immune function.
ANS: C
Sneezing after subcutaneous immunotherapy may indicate impending anaphylaxis and as-
sessment and emergency measures should be initiated. The other patients also have findings
that need assessment and intervention by the nurse, but do not have evidence of
life-threatening complications.
13. Ten days after receiving a bone marrow transplant, a patient develops a skin rash. What
would the nurse suspect is the cause of this patient’s skin rash?
ANS: A
The patient’s history and symptoms indicate that the patient is experiencing graft-versus-host
disease, in which the donated T cells attack the patient’s tissues. The history and symptoms
are not consistent with rejection or delayed hypersensitivity.
14. An adolescent patient seeks care in the emergency department after sharing needles for
heroin injection with a friend who has hepatitis B. To provide immediate protection from in-
fection, what medication will the nurse administer?
a. Corticosteroids
b. Gamma globulin
c. Hepatitis B vaccine
d. Fresh frozen plasma
ANS: B
The patient should first receive antibodies for hepatitis B from injection of gamma globulin.
The hepatitis B vaccination series should be started to provide active immunity. Fresh frozen
plasma and corticosteroids will not be effective in preventing hepatitis B in the patient.
15. The nurse teaches a patient about drug therapy after a kidney transplant. Which statement by
the patient would indicate a need for further instructions?
a. “After a couple of years, it is likely that I will be able to stop taking the cyclosporine.”
b. “If I develop an acute rejection episode, I will need to have other types of drugs given IV.”
c. “I need to be monitored closely because I have a greater chance of developing malignant
tumors.”
d. “The drugs are given in combination because they inhibit different ways the kidney can be
rejected.”
ANS: A
Cyclosporine, a calcineurin inhibitor, will need to be continued for life. The other patient
statements are accurate and indicate that no further teaching is necessary about those topics.
16. An older adult patient has a prescription for cyclosporine following a kidney transplant.
Which information in the patient’s health history has the most implications for planning pa-
tient teaching about the medication at this time?
ANS: D
Grapefruit juice can increase the toxicity of cyclosporine. The patient should be taught to
avoid grapefruit juice. High fluid intake will not affect cyclosporine levels or renal function.
Cyclosporine may cause hypertension, and the patient’s many concerns should be addressed,
but these are not potentially life-threatening problems.
17. A patient is admitted to the hospital with acute rejection of a kidney transplant. Which
intervention will the nurse prepare for this patient?
ANS: A
Acute rejection is treated with the administration of additional immunosuppressant drugs such
as corticosteroids. Because acute rejection is potentially reversible, there is no indication that
the patient will require another transplant or hemodialysis. There is no indication for repeat
HLA testing.
18. The charge nurse is assigning rooms for new admissions. Which patient would be the most
appropriate roommate for a patient who has acute rejection of an organ transplant?
ANS: C
Treatment for a patient with acute rejection includes administration of additional immunosup-
pressants, and the patient should not be exposed to increased risk for infection as would occur
from patients with viral pneumonia, graft-versus-host disease, and burns. There is no in-
creased exposure to infection from a patient who had an anaphylactic reaction.
19. A patient who has received allergen testing using the cutaneous scratch method has
developed itching and swelling at the skin site. Which action should the nurse take first?
a. Administer epinephrine.
b. Apply topical hydrocortisone.
c. Monitor the patient for lower extremity edema.
d. Ask the patient about exposure to any new lotions or soaps.
ANS: A
The initial symptoms of anaphylaxis are itching and edema at the site of the exposure. Hypo-
tension, tachycardia, dilated pupils, and wheezes occur later. Rapid administration of epineph-
rine when excessive itching or swelling at the skin site is observed can prevent the progression
to anaphylaxis. Topical hydrocortisone would not deter an anaphylactic reaction. Exposure to
lotions and soaps does not address the immediate concern of a possible anaphylactic reaction.
The nurse should not wait and observe for edema. The nurse should act immediately in order
to prevent progression to anaphylaxis.
20. A patient who is anxious and has difficulty breathing seeks treatment after being stung by a
wasp. What is the nurse’s priority action?
ANS: B
The initial action with any patient with difficulty breathing is to assess and maintain the air-
way. The other actions also are part of the emergency management protocol for anaphylaxis,
but the priority is airway maintenance.
21. Immediately after the nurse administers an intracutaneous injection of an allergen on the
forearm, a patient complains of itching at the site and of weakness and dizziness. What action
should the nurse take first?
ANS: C
Application of a tourniquet will decrease systemic circulation of the allergen and should be
the first reaction. A local antiinflammatory cream may be applied to the site of a cutaneous
test if the itching persists. Epinephrine will be needed if the allergic reaction progresses to
anaphylaxis. The nurse should assist the patient to remain calm, but this is not an adequate
initial nursing action.
22. A clinic patient is experiencing an allergic reaction to an unknown allergen. Which action is
most appropriate for the registered nurse (RN) to delegate to a licensed practical/vocational
nurse (LPN/LVN)?
ANS: D
LPN/LVNs are educated and licensed to administer medications under the supervision of an
RN. RN-level education and the scope of practice include assessment of health history, fo-
cused physical assessment, and patient teaching.
23. The health care provider asks the nurse whether a patient’s angioedema has responded to
prescribed therapies. Which assessment should the nurse perform?
ANS: C
Angioedema is characterized by swelling of the eyelids, lips, and tongue. Wheal and flare le-
sions, clear nasal drainage, and hypotension and tachycardia are characteristic of other allergic
reactions.
24. A nurse has obtained donor tissue typing information about a patient who is waiting for a
kidney transplant. Which results should be reported to the transplant surgeon?
ANS: C
25. A patient who is receiving immunotherapy has just received an allergen injection. Which
assessment finding is most important to communicate to the health care provider?
ANS: D
A local reaction larger than quarter size may indicate that a decrease in the allergen dose is
needed. An increase in IgG indicates that the therapy is effective. Redness and swelling at the
site are not unusual. Because immunotherapy usually takes 1 to 2 years to achieve an effect,
an improvement in the patient’s symptoms is not expected after a few months.
OTHER
1. A patient who is receiving an IV antibiotic develops wheezes and dyspnea. In which order
should the nurse implement these prescribed actions? (Put a comma and a space between
each answer choice [A, B, C, D, E]).
ANS: A, E, C, B, D
The nurse should initially discontinue the antibiotic because it is the likely cause of the aller-
gic reaction. Next, oxygen delivery should be maximized, followed by treatment of broncho-
constriction with epinephrine administered IM or IV. Diphenhydramine will work more
slowly than epinephrine, but will help prevent progression of the reaction. Because the patient
currently does not have evidence of hypotension, the dopamine infusion can be prepared last.
CONSTRUCTIVE TREATMENT
One simple rule applies here: develop a consistent policy and cling
to it. If grades are low, get behind the team in every way and you can
usually swing the backward students into line on their studies, even
when there is no danger of losing place because of lame lessons.
Move the players around and use substitutes frequently so that no
one will fasten on a given post as personal property.
A strong man can organize the town folks so that their support will
be always helpful. In any case the appearance of a milk and water
policy must be avoided.
COMMENTS
CONSTRUCTIVE TREATMENT
Quit the bluff game; it’s playing with fire. Call in the boys who are
behind in their work and settle up the matter of studies without any
reference to playing. Talk very little about what you are going to do
in checking up deficiencies. Do a few of these things and let the talk
come the other way. Hold out natural inducements to good work and
spare the threats for rare occasions. “Barking dogs seldom bite,” is an
old saying that applies to those fearsome teachers who forecast a
terrible punishment and then let the matter pass without further
attention. Each occurrence of a situation such as this is a loosened
spoke in your wheel of fortune. Don’t put yourself in the hands of a
conspiracy by playing a loose game in discipline.
COMMENTS
Shrewd pupils can catch a rash superintendent and trip him into a
heavy fall.
Miss McCord, of the Benton High School, was very unpopular one
winter because she had failed two star basketball performers, and
thus kept them from remaining on the team. These players were in
her advanced algebra class, with about twenty other students, all
ardent basketball enthusiasts. One day she said to Coith Burgess,
who was not one of the players, but who had been especially
indignant at her firmness, “I should like to see you for a moment,
Coith, after class.”
“Oh, would you?” Coith shaped the words Sacrificing
with his mouth, but uttered no sound, and Scholarship
Miss McCord did not see the disrespectful response. When the class
was dismissed he started to go with the rest. Miss McCord, seeing
him go and thinking he had forgotten her request, said to him, “Don’t
forget, Coith,” and went on with her conversation with another pupil.
When she had finished it, Coith was nowhere in sight. He had gone
on to the assembly room, where he was explaining to all the
disaffected his reasons for not doing as “the old crank” had asked
him.
Miss McCord had no mind to pass over the matter lightly. She
talked at once to the principal, and the two arranged a plan of
treatment. Nothing was said to Coith, but he was not asked to recite
the next day, nor did Miss McCord appear to hear him when he
volunteered. The next day the same thing happened; Miss McCord
did not seem to hear or see him at all. That afternoon, Coith met Mr.
Stacey, the principal, in the hall. “How’s this, Burgess?” he inquired,
“You’re reported absent two days in succession in advanced algebra.”
“Absent? Not a bit of it. I’ve been there all right, but Miss McCord
hasn’t asked me to recite. She doesn’t give a fellow a chance.”
“Were you there?... All right.” Mr. Stacey was looking gravely at
Coith. “What reason could Miss McCord have had for not paying any
attention to you?”
Coith began to flush and stammer. Finally, he told the story of his
disobedience, rather sullenly but frankly.
“Why did you do it?”
“I don’t know. Just natural meanness, I guess.”
“I’ll tell you why you did it, Coith. You thought it would make a
little hero of you with all the basketball crowd to be rude and
insubordinate to Miss McCord, just now when they all dislike her,
because she had the courage to stand by her guns in that affair. It
was a case of posing, and the thing has happened to you that does
happen sometimes to the poseur—she took you at your word. If you
chose to put an end to your relations as teacher and student, she
agreed to accept the situation. As I see it, you are out of the class and
your own fault it is, too.”
Of course in the end Coith came back into the class, after making
all due apologies. He had learned the lesson of coöperation; he had
learned, too, to subject his love of approbation to a standard of
fairness and reciprocity.
The instinct for self-gratification often takes the form of a
pathological fondness for prominence and the approval of others. In
Coith’s case his sense of fairness, courtesy, and submission to
rightful authority had all become subordinate to promptings of his
vanity and resentment. The course of Mr. Stacey and Miss McCord
restored in him the proper sense of the relative importance of the
admiration of his fellows and a sound working relation with his
teacher.
CONSTRUCTIVE TREATMENT
COMMENTS
Those who had offered their services were hurt at not being
chosen. Had the teacher said: “Will you please carry my basket,
Tom?” there would have been a less poignant feeling among the
others that favoritism had been shown by the teacher.
CONSTRUCTIVE TREATMENT
Talk with two or three of the leading boys, including Darrow, and
ask them about the fishing trip. Show them that you understand “the
call of the wild” that comes with May sunshine. But “put it up to
them” if playing truant is the square thing to do, either to the school
or to their parents. Why should one attend school regularly? Is it
honorable to sneak off without permission? What is to be done about
it? Assume that of course the boys will do something about it. Who
can suggest a fair way of making this wrong right? Probably some
one will suggest that the time be made up, or that the lessons missed
be written out and handed in. Arrange with this small group what is
to be suggested to the larger group. As to Darrow, without telling him
that he is the leader, enlist him in some project that will identify him
with school interests. Perhaps he can plan an outdoor gymnasium,
lay out a tennis court, or superintend the putting up of bird-houses.
By this means get him gradually to work with you until you and he
have formed a solid friendship. Identify him with your own
leadership; form a partnership with him. Truancy will disappear
under such conditions, for real friendship will develop between
teacher and pupils.
Some pupil leaders are useful allies, others are worthy enemies
who may outgeneral the ranking officer. A wise teacher sets himself
first of all to win to his loyal support the natural leaders of the pupils.
This is done by first winning their admiration and respect, then by
stressing some interest which the teacher and student leaders have in
common, thus making common cause with them until sympathetic
relations are established. Study your leading pupils; find out their
hobbies, their friends, their ambitions.
COMMENTS
ILLUSTRATION 1
CONSTRUCTIVE TREATMENT
COMMENTS
This time the children laughed more, and two or three put down
the couplet before they forgot it, in the flyleaves of their books. Again
they teased Mildred at recess, and Mildred began to see that she
must overcome her curiosity or endure continual teasing. The next
day and the next she studied assiduously, and had good lessons. On
the next day, feeling very sure of herself, she fell from grace. When
Miss Ware saw her leaning forward eagerly to hear the advanced
spelling lesson, she stopped long enough to chant—
COMMENTS