a nurse is teaching a client who has hypothyroidism about dietary management which of the following statements by the client indicates an understandin
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ATI LPN

LPN Fundamentals Practice Questions

1. A client with hypothyroidism is being taught about dietary management. Which statement by the client indicates an understanding of the teaching?

Correct answer: A

Rationale: The correct answer is A. Increasing intake of iodine-rich foods is beneficial for clients with hypothyroidism as iodine is essential for thyroid hormone synthesis. Adequate iodine intake helps to support thyroid function in individuals with hypothyroidism, making choice A the most appropriate response indicating an understanding of the dietary management for this condition. Choices B, C, and D are incorrect because decreasing iodine-rich foods, increasing potassium-rich foods, or decreasing sodium-rich foods are not the recommended dietary modifications for hypothyroidism. In fact, decreasing iodine-rich foods could exacerbate hypothyroidism due to the essential role of iodine in thyroid hormone production.

2. A client has a new prescription for a metered-dose inhaler (MDI). Which of the following statements indicates an understanding of the teaching?

Correct answer: A

Rationale: The correct answer is A: 'I will shake the inhaler before use.' Shaking the inhaler before use is crucial to ensure proper mixing of the medication inside the inhaler. This action helps to disperse the medication evenly, allowing for consistent dosing during inhalation. Choices B, C, and D are incorrect. Breathing out forcefully after inhaling the medication, taking the medication with food, and using a spacer with the inhaler are not related to the correct use of a metered-dose inhaler. These actions may not lead to optimal medication delivery and do not demonstrate an understanding of the proper technique for using an MDI.

3. A client with a new prescription for a dry-powder inhaler (DPI) is receiving teaching from a healthcare provider. Which of the following statements indicates an understanding of the teaching?

Correct answer: C

Rationale: Choosing option C, 'I will inhale the medication quickly,' demonstrates an understanding of DPI use. Inhaling the medication quickly ensures effective delivery of the dry powder to the lungs, maximizing its therapeutic effects. Options A, B, and D are incorrect as shaking the DPI, taking it with food, and using a spacer are not recommended practices for DPI administration. Shaking a DPI can cause clumping or uneven dispersion of the medication, taking it with food may not affect its efficacy but can increase the risk of side effects, and using a spacer is not necessary for DPIs which are breath-actuated and do not require coordination with inhalation through a spacer.

4. When educating a client on the proper use of a metered-dose inhaler (MDI), which of the following instructions should be included?

Correct answer: A

Rationale: Shaking the inhaler before use is crucial to ensure proper mixing of the medication. This action helps distribute the medication evenly, allowing for consistent dosing with each use. It is a vital step in using a metered-dose inhaler correctly to optimize its effectiveness in managing respiratory conditions.

5. A client has a new diagnosis of hyperlipidemia and is receiving teaching from a nurse about dietary management. Which of the following statements should the nurse include in the teaching?

Correct answer: C

Rationale: The correct statement the nurse should include in teaching the client with hyperlipidemia is to avoid foods that are high in cholesterol. Foods high in cholesterol, like those high in saturated and trans fats, can contribute to elevated lipid levels and increase cardiovascular risk. Decreasing intake of these foods can help improve lipid profiles and reduce the risk of complications. Choices A, B, and D are incorrect because increasing intake of trans fats, decreasing fiber-rich foods, and increasing intake of high-fat foods can exacerbate hyperlipidemia and worsen the lipid profile.

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