Nursing Elites

1. What are the fine, down-like hairs on the newborn's ears, shoulders, lower back, and/or forehead known as?

• A. Vernix.
• B. Lanugo.
• C. Milia.
• D. Vibrissae.

Correct answer: B

Rationale: Lanugo is the term used to describe the fine, down-like hairs found on a newborn's ears, shoulders, lower back, and/or forehead. These hairs are different from vernix, which is a waxy or cheese-like white substance covering the skin of newborns. Milia are small, white, or yellowish cysts that commonly appear on a newborn's face, while vibrissae are the thick, stiff hairs commonly found around the nose and other parts of the face.

2. Which of the following foods enhances the absorption of an iron supplement?

• A. Orange juice
• B. Green beans
• C. Fortified milk
• D. Baked potato

Correct answer: A

Rationale: The correct answer is Orange juice. Orange juice enhances the absorption of an iron supplement due to its high vitamin C content. Vitamin C helps in the absorption of non-heme iron, the type of iron found in plant-based foods and iron supplements. Green beans, fortified milk, and baked potato do not have the same level of vitamin C as orange juice, making them less effective in enhancing iron absorption.

3. When developing an educational program for staff regarding a new intravenous pump, what is the correct sequence of actions for a nurse to take?

• A. Develop learning objectives for the program
• B. Identify what skills to teach the staff members
• C. Conduct program evaluation with staff members
• D. Schedule several sessions of the program

Correct answer: B

Rationale: The correct sequence of actions when developing an educational program for staff regarding a new intravenous pump is to first identify what skills to teach the staff members. This step is essential as it sets the foundation for the learning objectives to be developed next. Once the learning objectives are established, scheduling several sessions of the program can be planned accordingly. Finally, after the program has been conducted, program evaluation with staff members should take place to assess the effectiveness of the educational program. Therefore, options A, C, and D are out of sequence, making them incorrect choices.

4. A client with DM states, 'I cannot eat big meals; I prefer to snack throughout the day.' The nurse should carefully explain that the:

• A. Regulated food intake is crucial for control
• B. Restricting salt and sugar is the main concern
• C. Opting for small, frequent meals aids digestion
• D. Consuming large meals can contribute to weight issues

Correct answer: A

Rationale: In clients with diabetes, regulated food intake is crucial for controlling blood glucose levels. Choice A is the correct answer because maintaining consistent meal sizes and timings helps in managing blood sugar levels effectively. Choice B is incorrect because while monitoring salt and sugar intake is important, it is not the primary consideration in this scenario. Choice C is incorrect as the focus is on regulating food intake rather than aiding digestion. Choice D is also incorrect because consuming large meals can indeed lead to fluctuations in blood glucose levels, but the primary concern in this case is the regulation of food intake for better control of diabetes.

5. Which of the following best describes cultural competence in healthcare?

• A. Ignoring cultural differences
• B. Understanding and respecting cultural differences
• C. Enforcing cultural norms
• D. Focusing solely on medical knowledge

Correct answer: B

Rationale: Cultural competence in healthcare involves understanding and respecting cultural differences to provide effective and respectful care to patients from diverse backgrounds. Choice A is incorrect as ignoring cultural differences goes against the principles of cultural competence. Choice C is wrong because enforcing cultural norms can be culturally insensitive and may not align with the patient's beliefs. Choice D is also incorrect as cultural competence encompasses more than just medical knowledge, including communication, empathy, and awareness of cultural factors.

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