A nurse is caring for a client who is newly diagnosed with type 1 diabetes mellitus. The nurse should recognize that the client needs a referral for diabetic education when the client does which of the following?
Draws up regular insulin before NPH when demonstrating injection technique
Says that he will see a primary care provider to treat corns on his feet
States that he will treat hypoglycemic reactions with 15 g of carbohydrates
Lists sweating, shaking, and palpitations as symptoms of hyperglycemia
The Correct Answer is D
The nurse should recognize that the client needs a referral for diabetic education when the client lists sweating, shaking, and palpitations as symptoms of hyperglycemia. These symptoms are actually associated with hypoglycemia, not hyperglycemia. Hyperglycemia is characterized by symptoms such as increased thirst, frequent urination, and fatigue.
Option a is incorrect because drawing up regular insulin before NPH when demonstrating injection technique is the correct procedure.
Option b is incorrect because seeing a primary care provider to treat corns on the feet is an appropriate action for a client with diabetes.
Option c is incorrect because treating hypoglycemic reactions with 15 g of carbohydrates is the recommended treatment.
Nursing Test Bank
Naxlex Comprehensive Predictor Exams
Related Questions
Correct Answer is D
Explanation
The nurse should expect the provider to discontinue phenelzine 2 weeks before starting fluoxetine treatment. Phenelzine is a monoamine oxidase inhibitor (MAOI) and should not be taken with fluoxetine, which is a selective serotonin reuptake inhibitor (SSRI). Taking these two medications together can cause a dangerous drug interaction known as serotonin syndrome.
a) Levothyroxine is a thyroid hormone replacement medication and does not interact with fluoxetine.
b) Acetaminophen is a pain reliever and does not interact with fluoxetine.
c) Simvastatin is a cholesterol- lowering medication and does not interact with fluoxetine.
Correct Answer is B
Explanation
B. The school-age sister views death as being a type of temporary sleep:
This response aligns with developmental stages. School-age children (around ages 5-9) often have a more concrete understanding of death but may still see it as reversible or temporary, such as a long sleep. This is a normal way children in this age group might conceptualize death before they fully understand its permanence. It's common for them to express the idea that the person who has died will wake up or return in some way, as their cognitive understanding is still developing.
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