A nurse is caring for a client.

• Medication Administration Record:

  • Budesonide 6 mg PO daily.

• Laboratory Results:

  • Hematocrit (Hct): 47% (Normal range: 37% to 52%)
  • Hemoglobin (Hgb): 16 g/dL (Normal range: 12 to 18 g/dL)
  • Potassium: 3.6 mEq/L (Normal range: 3.5 to 5.0 mEq/L)

• History and Physical:

  • BMI: 16 (Reference Range:18.5 - 24.9)
  • History of type 2 diabetes mellitus.
  • Nonsmoker.
  • New diagnosis of Crohn's disease.

Click to highlight the findings that increase the client's susceptibility to infection.

To deselect a finding, click on the finding again.

Choice A rationale:
Givingtheclientprintedinformationisaneducationalmethodthatinvolvesreadingandcomprehension,whicharekeycomponentsofthecognitivedomain.
Choice B rationale:
Teaching about expected reference ranges and target blood glucose levels is based on the cognitive domain of learning. This involves understanding and comprehending information, which is a key aspect of cognitive learning. It's important for a client with diabetes to know what their blood glucose levels should be and what values to aim for to manage their condition effectively.
Choice C rationale:
Asking the client how they feel about checking their blood glucose levels is related to the affective domain of learning. It focuses on the client's emotions and attitudes rather than cognitive understanding, which is not directly mentioned in the question.
Choice D rationale:
Asking the client to demonstrate checking their blood glucose level is based on the psychomotor domain of learning. This involves physical skills and actions, which are not explicitly mentioned in the question.
Choice E rationale:
Giving the client a fill-in-the-blank quiz is also based on the cognitive domain of learning. Quizzes and assessments are tools that help assess a client's understanding and retention of information, which aligns with cognitive learning.
Choice F rationale:
Asking the client to describe the manifestations of hypoglycemia and hyperglycemia is also based on the cognitive domain of learning. It requires the client to recall and explain information, which is a cognitive process.

Choice A rationale:
Quality of practice involves the nurse's competence in providing care to patients and ensuring that the care meets established standards. Violating the quality of practice standard would typically involve issues related to the quality and safety of care provided. In this scenario, the nurse's violation is related to accessing a client's medical record without being involved in their care, which is an ethical breach rather than a violation of the quality of practice standard.
Choice B rationale:
Code of ethics is the standard of professional performance that the nurse is violating. Accessing a client's medical record without being involved in their care is a violation of the ethical principles outlined in the Code of Ethics for Nurses. This action breaches patient confidentiality and privacy, which are fundamental ethical obligations for nurses.
Choice C rationale:
Collaboration involves working effectively with other healthcare professionals to provide optimal patient care. Violations of the collaboration standard would typically involve issues related to teamwork, communication, and interdisciplinary relationships. The scenario described does not pertain to collaboration but rather concerns ethical conduct.
Choice D rationale:
Evidence-based practice refers to the integration of current research evidence into clinical decision-making and patient care. Violations of evidence-based practice would involve not following the latest research and best practices in patient care. In this case, the nurse's violation is related to ethical principles and patient privacy rather than evidence-based practice.