a nurse is preparing a teaching plan for a client with generalized anxiety disorder which information should the nurse include a nurse is preparing a teaching plan for a client with generalized anxiety disorder which information should the nurse include
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Nursing Elites

ATI RN

ATI Mental Health Proctored Exam 2019

1. When preparing a teaching plan for a client with generalized anxiety disorder, which information should a healthcare professional include?

Correct answer: C

Rationale: The correct answer is C: Practicing relaxation techniques. This is a crucial aspect of managing generalized anxiety disorder. Techniques like deep breathing, progressive muscle relaxation, and mindfulness can effectively reduce anxiety levels and promote calmness. These techniques provide valuable coping mechanisms to help individuals with generalized anxiety disorder deal with stress and anxiety.\nChoice A, avoiding caffeine and other stimulants, can be beneficial but is not as central to managing generalized anxiety disorder as practicing relaxation techniques.\nChoice B, engaging in regular physical activity, is also helpful for managing anxiety, but relaxation techniques are more specific and targeted for addressing symptoms of generalized anxiety disorder.\nChoice D, keeping a journal of anxiety triggers, may be a useful strategy to identify triggers but does not directly address the immediate management of anxiety symptoms, unlike practicing relaxation techniques.

2. A nurse is observing the closed chest drainage system of a client who is 24 hr post thoracotomy. The nurse notes slow, steady bubbling in the suction control chamber. Which of the following actions should the nurse take?

Correct answer: Continue to monitor the client's respiratory status.

Rationale: In a closed chest drainage system, slow, steady bubbling in the suction control chamber is an expected finding, indicating proper functioning of the system. There is no immediate need for intervention as this indicates the system is working as intended. The nurse should continue to monitor the client's respiratory status for any signs of distress or changes. Checking tubing connections for leaks or clamping the chest tube are unnecessary actions based on the information provided. Checking the suction control outlet on the wall is also not indicated in this scenario.

3. The Four M's framework for Age-Friendly Health Systems includes all of the following concepts except:

Correct answer: D

Rationale: The Four M's framework for Age-Friendly Health Systems consists of medication, mentation, mobility, and what matters. Managed care is not part of this framework, making it the correct answer.

4. The two members of the health care team who work closely to monitor drug-nutrient interactions are:

Correct answer: D

Rationale: Clinical dietitians and pharmacists work together to manage drug-nutrient interactions. They have the expertise to understand how medications and nutrients can interact in the body, potentially affecting the effectiveness of treatment. Physicians and nurses may be involved in patient care, but when it comes to monitoring drug-nutrient interactions, the specialized knowledge of clinical dietitians and pharmacists is crucial. Nurses and physicians typically focus more on administering medications and managing overall patient care, rather than the specific interactions between drugs and nutrients.

5. How will taking an oral contraceptive affect the physiologically of an insulin-dependent diabetic patient?

Correct answer: C

Rationale: Taking an oral contraceptive can lead to an increase in blood glucose levels in insulin-dependent diabetic patients. This occurs due to the hormonal changes induced by the contraceptive, which can impact insulin sensitivity. Therefore, diabetic patients need to closely monitor their blood glucose levels when starting an oral contraceptive to prevent complications. The other choices are incorrect as oral contraceptives do not typically lead to an increase in heart rate, risk of hypoglycemia, or risk of metabolic alkalosis in this context.

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