A nurse is caring for a client who is receiving fluid replacement therapy following a postpartum hemorrhage. Which of the following findings Indicate the client's fluid balance has been restored?

Rationale for Correct Choices

• Intravenous antibiotics: The client presents with uterine tenderness, dark foul-smelling lochia, a mildly elevated temperature, and an elevated WBC count, all of which point to endometritis, a common postpartum infection. The first-line treatment for endometritis is broad-spectrum IV antibiotics to prevent complications like sepsis.
• Increase in daily fluid intake: Infection and fever can increase fluid loss through insensible means, and fluids support circulation, renal function, and antibiotic delivery. Encouraging increased fluid intake also helps address dehydration from fever and supports healing and lactation.

Rationale for Incorrect Choices

• Kleihauer-Betke test: This test detects fetal-to-maternal hemorrhage and is used in trauma or suspected placental abruption in Rh-negative mothers. There is no indication of bleeding or Rh incompatibility in this case, so it is not appropriate here.
• Tocolytic medication: Tocolytics are used to suppress uterine contractions in preterm labor. This client is postpartum and has no signs of preterm labor or uterine hyperstimulation, so this medication is not warranted.
• Intrauterine tamponade balloon: This device is used for severe postpartum hemorrhage due to uterine atony that doesn’t respond to medical treatment. The client has moderate lochia but no signs of active hemorrhage or hemodynamic instability, so it is not indicated.

Rationale:

A. Have teachers and school personnel model healthy eating behaviors: Children learn through observation, and consistent modeling by adults reinforces healthy habits in daily routines. When teachers demonstrate balanced meal choices, students are more likely to adopt similar behaviors. This strategy promotes a supportive environment that normalizes nutritious eating across the school.

B. Recommend removing complex carbohydrate snacks from school vending machines: Complex carbohydrates such as whole-grain items provide sustained energy and support healthy growth. Removing them could encourage replacement with less nutritious options. The goal is to limit high-sugar, high-fat snacks, not to eliminate nutrient-dense foods that benefit the child’s diet.

C. Provide fruits and vegetables as snacks at school sporting events: Offering fresh produce at athletic activities increases children's access to nutritious options during high-energy events. It helps shift the culture away from sugary snacks typically sold at sports venues. This approach supports hydration, recovery, and overall health maintenance in active students.

D. Assist students in developing a recipe book of healthy foods: Engaging children in creating a recipe book encourages active learning and empowers them to make informed food choices. It integrates nutrition education with creativity and helps students build long-term healthy eating skills. Sharing the book can also influence families and the wider community.

E. Offer a dessert to students who finish their lunch: Providing dessert as a reward reinforces unhealthy associations with food and promotes overeating. It teaches children to view sweets as a prize rather than an occasional treat. This approach undermines efforts to build healthy eating patterns and may contribute to long-term poor dietary habits.