ATI RN
ATI Capstone Fundamentals Assessment Proctored
1. A nurse is preparing to perform a routine abdominal assessment. Which action should the nurse take first?
- A. Percuss the abdomen
- B. Auscultate bowel sounds
- C. Inspect the abdomen
- D. Palpate the abdomen
Correct answer: B
Rationale: The correct answer is to auscultate bowel sounds. Auscultation should be performed before palpation during an abdominal assessment to avoid altering bowel sounds. Inspecting the abdomen is important but should follow auscultation. Percussion and palpation should be done after auscultation and inspection to ensure an accurate assessment.
2. A healthcare provider is performing a cultural assessment of a group of clients to maintain respect for their value systems and beliefs. Which of the following should the provider identify as examples of cultural variables?
- A. Health literacy, income, gender
- B. Eye contact, personal space, touch
- C. Physical activity, ethnicity, eye contact
- D. Body language, facial expressions, religion
Correct answer: B
Rationale: The correct answer is B: Eye contact, personal space, and touch are cultural variables that can influence healthcare interactions. These factors vary across cultures and can impact how individuals perceive communication and interactions. Choices A, C, and D include elements that are not specifically cultural variables affecting communication and interactions in the same way as eye contact, personal space, and touch.
3. A nurse is performing a focused assessment on a client with a history of chronic obstructive pulmonary disease (COPD). What finding should the nurse expect?
- A. Increased breath sounds
- B. Flushed skin
- C. Nasal flaring
- D. Decreased respiratory rate
Correct answer: B
Rationale: The correct answer is B: Flushed skin. Flushed skin is a common finding in clients with COPD who are experiencing dyspnea. Increased breath sounds (choice A) are not typically associated with COPD; they may indicate conditions like pneumonia. Nasal flaring (choice C) is more commonly seen in respiratory distress in pediatric patients. Decreased respiratory rate (choice D) is not a typical finding in COPD and could indicate respiratory depression.
4. A nurse is caring for a client who is experiencing fluid volume deficit (FVD). What clinical finding should the nurse expect?
- A. Decreased hematocrit
- B. Increased heart rate
- C. Increased blood pressure
- D. Decreased respiratory rate
Correct answer: B
Rationale: Increased heart rate is a common sign of fluid volume deficit (FVD) as the body compensates for decreased fluid levels. When a client is experiencing FVD, the body tries to maintain perfusion to vital organs by increasing the heart rate. This compensatory mechanism helps to improve cardiac output and maintain blood pressure. Choices A, C, and D are incorrect because in FVD, hematocrit may be increased due to hemoconcentration, blood pressure tends to decrease as a compensatory response to FVD, and respiratory rate is usually unaffected or may increase due to attempts to maintain oxygenation.
5. A nurse is reviewing a client's health history and identifies chronic constipation as a potential complication of immobility. What intervention should the nurse include in the plan of care?
- A. Increase fiber intake
- B. Encourage the client to walk daily
- C. Use a stool softener as needed
- D. Use a laxative daily
Correct answer: A
Rationale: Increasing fiber intake is the appropriate intervention to include in the plan of care for a client with chronic constipation due to immobility. Fiber helps add bulk to the stool, making it easier to pass, thereby preventing constipation. Encouraging the client to walk daily (choice B) is also beneficial as it promotes mobility and can help alleviate constipation associated with immobility. Using a stool softener as needed (choice C) and using a laxative daily (choice D) are not the first-line interventions for managing constipation related to immobility. Stool softeners and laxatives should be used judiciously and under healthcare provider guidance.
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