A client requires an IV antibiotic piggyback. The nurse understands that the primary IV solution with gravity flow tubing needs to be hung:
higher than the piggyback medication.
lower than the piggyback medication.
at the same height as the the piggyback bag.
lower than the IV insertion site.
The Correct Answer is A
A. Positioning the primary IV solution bag higher than the piggyback medication bag creates a pressure gradient, allowing the primary solution to infuse first. Once the primary solution has finished, the secondary piggyback medication automatically starts infusing. This setup ensures that the primary solution is fully infused before the piggyback medication begins.
B. Placing the primary IV solution bag lower than the piggyback medication bag is not the standard practice. This setup would create a pressure gradient that could result in the piggyback medication infusing before the primary solution, which is not desirable. It could lead to incomplete infusion of the primary solution and compromise the effectiveness of the treatment.
C. Positioning the primary IV solution bag at the same height as the piggyback bag does not create a pressure gradient for sequential infusion. As a result, both solutions would flow at the same rate, and it would be challenging to control the order of infusion. This setup is not appropriate for administering IV antibiotics via piggyback because it does not ensure the proper sequence of infusion.
D. The height of the IV solution relative to the insertion site is essential for proper infusion and preventing complications such as infiltration or phlebitis. Ideally, the IV solution should be hung at a height that allows for a gentle flow of fluid into the vein without causing excessive pressure or backflow. Placing the IV solution lower than the insertion site helps facilitate gravity-assisted flow into the vein.
Nursing Test Bank
Naxlex Comprehensive Predictor Exams
Related Questions
Correct Answer is B
Explanation
B. Adapting to a stressor involves adjusting one's thoughts, feelings, or behaviors in response to the stressor. The nursing instructor's advice to the student to think of each clinical day as an opportunity to learn new things is an example of adapting to the stressor of clinical anxiety. By reframing the clinical experience as an opportunity for growth and learning, the student can change their perspective and better cope with their anxiety.
A. Eliminating a stressor involves completely removing the source of stress from the situation. In this scenario, the nursing instructor is not removing the clinical experience itself, which may be causing the student's anxiety, but rather providing a coping strategy to help the student manage their anxiety and view the clinical day in a more positive light.
C. Altering a stressor involves making changes to the stressor itself to reduce its impact or eliminate it altogether. In this scenario, the nursing instructor is not directly altering the clinical experience but rather providing a cognitive coping strategy to help the student manage their anxiety. While altering the clinical experience itself may not be feasible, altering one's perception of the experience can be an effective way to cope with stress.
D. Avoiding a stressor involves deliberately avoiding or withdrawing from the situation or activity that is causing stress. In this scenario, the nursing instructor is not advising the student to avoid clinical altogether but rather providing guidance on how to approach and cope with the clinical experience in a more positive and constructive manner.
Correct Answer is B
Explanation
B. This client's excitement to learn about a new prosthesis indicates a positive attitude towards rehabilitation and a willingness to engage in the learning process. Their enthusiasm suggests a high level of motivation to adapt to their new prosthesis and incorporate it into their daily life. Therefore, this client exhibits a high motivation to learn.
A. This client's struggle with following nursing directives regarding discharge goals suggests a lack of motivation or difficulty engaging in the rehabilitation process. They may be experiencing challenges or barriers that are impeding their progress. Therefore, they do not exhibit the highest motivation to learn at this time.
C. While this client may have valuable experience and insights to share with newcomers, being a "coach" does not necessarily indicate a high motivation to learn for themselves. While they may be motivated to help others, it doesn't necessarily reflect their own eagerness to engage in learning activities for their own rehabilitation goals.
D. This client's eagerness to be discharged may suggest a desire to move on from the rehabilitation facility rather than a motivation to engage in learning activities related to their rehabilitation. They may be more focused on the end goal of leaving the facility rather than actively participating in the rehabilitation process.
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