Question Answered step-by-step what percentage of abdominal aortic aneurysms are infrarenal in… what percentage of abdominal aortic aneurysms are infrarenal in location?A. 10%B. 30%C. 60%D. 90% Health Science Science Nursing NURS 6560 Share QuestionEmailCopy link Comments (0)

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Question Mr. D is an 80-year-old male widower with diabetes and high bloodpressure. He has limited left-side mobility following a stroke. Mr. D’s has difficulty opening his medication bottle. Mr. D takes Adalat twice a day for his blood pressure; he takes 2 tablets each time. His medication is taken each day at 10:00 and again at 17:00. As the PSW caring for Mr. D, he asks you for your assistance in taking his medication. He told you his medication is in the washroom medicine cabinet. As the PSW explain what you would do. Health Science Science Nursing HITC 156 Share QuestionEmailCopy link Comments (0)

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Question Answered step-by-step Varcarolis: Essentials of Psychiatric Mental Health Nursing, 2nd Edition Chapter 17: Schizophrenia Spectrum Disorders Case Studies and Nursing Care Plans   Disorganized ThinkingMartin Taylor, a 36-year-old white, unemployed man, has been referred to the mental health center. He is accompanied by his mother and sister. He had been hospitalized for 3 years in a state hospital with the diagnosis of chronic schizophrenia and was doing well at home until 2 months ago. His only employment was for 5 months as a janitor after high school graduation. Other significant family history includes a twin brother who died of a cerebral aneurysm in his teens. Martin tells the nurse he has used every street drug available, including LSD and intravenous heroin. His mother states that as a teenager, before his substance abuse, he was an excellent athlete who received average grades. At 17 years of age, he had his first psychotic break when taking a variety of street drugs. His behavior became markedly bizarre (e.g., eating cat food, swallowing a rubber-soled shoe that required an emergency laparotomy). Ms. Lamb, a clinical nurse specialist, meets with Martin after speaking with his mother and sister. Martin is unshaven, and his appearance is disheveled. He is wearing a red headband in which he has placed popsicle sticks and scraps of paper. He chain smokes during the interview and frequently gets up and paces back and forth. He tells the nurse that he is Alice from Alice in the Underground and that people from space hurt him with needles. His speech pattern is marked by associative looseness and occasional blocking. For example, he often stops in the middle of a phrase and giggles to himself. At one point, when he starts to giggle, Ms. Lamb asks him what he is thinking about. He stated, “You interrupted me.” At that point, he began to shake his head while repeating in a sing-song voice “Shake them tigers . . . shake them tigers . . . shake them tigers.” He denies suicidal or homicidal ideation. Ms. Lamb notes that Martin has a great deal of difficulty accurately perceiving what is going on around him. He has markedly regressed social behaviors. For example, he eats with his hands and picks his nose in public. He has no apparent insight into his problems; he tells Ms. Lamb that his biggest problem is the people in space. AssessmentObjective Data  Subjective Data  Self-AssessmentWorking with a patient who has limited potential for relating, poorly defined ego boundaries, and limited social skills and who demonstrates regressed bizarre behavior requires a great deal of skill, patience, and peer support. In the presence of delusions, bizarre behaviors, and regressed social skills, health care workers can experience helplessness, can feel overwhelmed, and can become anxious. Some anxiety may be caused by empathizing or acknowledging the patient’s deeply repressed feelings of inferiority, fear, and anger. At times, nurses may have similar repressed feelings that they have difficulty dealing with; these feelings may cause them to withdraw from the patient in an attempt to minimize their awareness of uncomfortable feelings. Often, the more withdrawn and regressed the patient is, the more taxing he or she is to health care workers. Diagnosis   Outcomes Identification  Implementation  Shorts Terms Goals Interventions Rationale EvaluationEvaluation                                                                                                                                              Health Science Science Nursing NUR 2310 Share QuestionEmailCopy link Comments (0)

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Question Answered step-by-step A 69-year-old client presents to the emergency department reporting… A 69-year-old client presents to the emergency department reporting fatigue, muscle aches, weakness. and severe cramping for 2 days. He reports being ill recently with nausea, vomiting and diarrhea that lasted 3 days. The client has a history of rheumatic fever, congestive heart failure (CHF) and hypertension. The client states that he follows a low-sodium diet, weighs himself daily and has continued this regiment throughout the current illness. The client has no known allergies and his current medication list includes:Toprol-XL 100 mg dailyZestril 5 mg dailyLanoxin 0.25 mg dailyAspirin 81 mg dailyK-Lor 20 mEq dailyLasix 40 mg daily Nursing Assessment:1. Alert, oriented to person, place, and time2. Heart sounds S1 and S2 present but irregular, no murmur3. Orthostatic hypotension4. Pedal and radial pulses irregular, 1+, and weak bilaterally5. Deep tendon reflexes 1+, and weak bilaterally6. Bowel sounds hypoactive in all 4 quadrants7. Chest x-ray: cardiomegaly; no evidence of CHF8. ECG: sinus tachycardia, occasional to frequent PVCs, depressed ST segment Vital Signs B/P: 115/65 supine 92/54 standing 106/58 sitting, Heart rate:112 bpm, irregularRespiratory rate:20O2 saturation:96%Temperature:97.8° F orallyCurrent weight:135 lbBlood glucose80 mg/dl Laboratory Results Serum K+2.7 mEq/L Serum Na140 mEq/L Serum BUN30 mg/dL  Serum creatinine1.3 mg/dL Digoxin level2.3 ng/mL (normal 0.5 to 2 ng/mL)  Health Care Provider Prescription1. Place on telemetry2. Fall precautions3. Vital signs every 15 minutes x 1 hour and then every 30 minutes x 1 hour, then every 4 hours if stable4. Monitor intake and output5. Administer IV solution now; 40 mEq of potassium chloride diluted in 500 mL of normal saline solution at 10 mEq/hr6. Hold digoxin, metoprolol and lisinopril7. Clear liquid diet8. Repeat ECG, serum potassium, glucose, and electrolytes in 4 hours and notify HCP of results9. Refer to primary HCP to restart digoxin and adjust potassium chloride, furosemide, metoprolol and lisinopril dosages Analyze the etiology/risk factors and symptoms (don’t overlook the lab results!) related to hypokalemia in this client.  What primary nursing diagnosis (problem statement) should the nurse assign to this client? Health Science Science Nursing HHPS MISC Share QuestionEmailCopy link Comments (0)

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Question Answered step-by-step Developmental age groups chosen – Preschoolers and School-agers,… Developmental age groups chosen – Preschoolers and School-agers, A) For the preschooler developmental age group selected above, what actions/signs are usually exhibited/expected and how can these actions be compared to the developmental stages below? (at least two for each stage). Psychosocial (Erikson’s) Development Stage:  Cognitive (Piaget’s) Development Stage:  Language: Motor Development (gross & fine motor):  Type of Play: B) For the school-agers developmental age group selected above, what actions/signs are usually exhibited/expected and how can these actions be compared to the developmental stages below? (at least two for each stage). Psychosocial (Erikson’s) Development Stage:  Cognitive (Piaget’s) Development Stage:  Language: Motor Development (gross & fine motor):  Type of Play:  A) For the preschooler developmental age group selected, how can you promote these stages? (at least two for each stage) Psychosocial (Erikson’s) Development Stage: Cognitive (Piaget’s) Development Stage: Language: Motor Development (gross & fine motor: Type of Play:  B) For the school- agers developmental age group selected; how can you promote these stages? (at least two for each stage) Psychosocial (Erikson’s) Development Stage: Cognitive (Piaget’s) Development Stage: Language: Motor Development (gross & fine motor: Type of Play:  Health Science Science Nursing RNSG 2261 Share QuestionEmailCopy link Comments (0)

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