Nursing Elites

1. How does a double-blind experiment work?

• A. Both subject groups take turns receiving each treatment.
• B. Neither subjects nor researchers know which subjects are in the control or experimental group.
• C. Neither group of subjects knows whether they are in the control or experimental group, but the researchers do not know.
• D. Both subject groups know whether they are in the control or experimental group, but the researchers do not know.

Correct answer: B

Rationale: The correct answer is B. In a double-blind experiment, neither the subjects nor the researchers know which subjects are in the control or experimental group. This helps to eliminate bias and ensure that the results are more objective. Choice A is incorrect as in a double-blind experiment, subjects do not take turns receiving each treatment; it is about masking the treatment allocation. Choice C is incorrect because it implies that the researchers are aware of the group allocation, which goes against the principle of blinding in a double-blind study. Choice D is incorrect as both subject groups should not know whether they are in the control or experimental group to maintain the blindness of the study.

2. Why must a child with acute laryngotracheobronchitis be kept NPO?

• A. The epinephrine administration may cause nausea and vomiting
• B. The child is being hydrated with IV fluids
• C. The child may not feel hungry
• D. Rapid respirations pose a risk for aspiration

Correct answer: D

Rationale: In acute laryngotracheobronchitis, rapid respirations increase the risk of aspiration due to compromised airway protection and potential for secretions to enter the lungs. Keeping the child NPO helps prevent the risk of aspiration pneumonia. Choice A is incorrect because epinephrine is not typically used for laryngotracheobronchitis. Choice B is incorrect as hydration with IV fluids does not eliminate the risk of aspiration. Choice C is also incorrect because the child being hungry is not the primary reason for keeping them NPO in this condition.

3. What is a common symptom of a urinary tract infection in children?

• A. Fever
• B. Weight loss
• C. Abdominal pain
• D. Increased appetite

Correct answer: A

Rationale: Fever is a common symptom of a urinary tract infection in children. It is often accompanied by other symptoms such as pain or discomfort. Weight loss (choice B) is not a typical symptom of a urinary tract infection in children. Abdominal pain (choice C) can be present but is not as specific as fever. Increased appetite (choice D) is not a common symptom of a urinary tract infection.

4. What is a key aspect of managing a child with cystic fibrosis?

• A. Regular pulmonary function tests
• B. Daily administration of antibiotics only
• C. High-sugar diet
• D. Limiting all physical activities

Correct answer: A

Rationale: Regular pulmonary function tests are a key aspect of managing a child with cystic fibrosis. These tests help monitor lung function and disease progression effectively, providing valuable information for healthcare providers to make timely interventions and adjustments to treatment plans. Daily administration of antibiotics alone (Choice B) is important but not the sole key aspect of managing cystic fibrosis. A high-sugar diet (Choice C) is not recommended for individuals with cystic fibrosis as it can exacerbate health issues. Limiting all physical activities (Choice D) is not beneficial as regular exercise is important for overall health and lung function in individuals with cystic fibrosis.

5. What should be assessed first in a child with suspected head trauma?

• A. Response to verbal stimuli
• B. Pupillary reaction
• C. Skin color
• D. Heart rate

Correct answer: A

Rationale: The correct answer is to assess the response to verbal stimuli first in a child with suspected head trauma. This assessment helps in determining the child's level of consciousness and neurological status. Assessing the response to verbal stimuli allows healthcare providers to quickly evaluate if the child is alert, oriented, and able to communicate effectively. This initial assessment is crucial in identifying any immediate concerns related to the child's neurological function. Choices B, C, and D are not the primary assessments in cases of suspected head trauma. While pupillary reaction, skin color, and heart rate are important assessments in trauma situations, assessing the response to verbal stimuli takes precedence in evaluating the neurological status of a child with head trauma.

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