During antibiotic therapy, the nurse will monitor closely for signs and symptoms of a hypersensitivity reaction. Which of these assessment findings may be an indication of a hypersensitivity reaction? (Select all that apply.)

Choice A rationale:

Waiting to see if the fever gets worse is not the best course of action. Fever is a symptom that the body is fighting off an infection, and it can cause discomfort in children. However, the main concern with chickenpox and fever is not the fever itself, but the risk of complications from the chickenpox. Therefore, it’s important to manage the fever for the child’s comfort but also monitor for any signs of complications.

Choice B rationale:

Aspirin should not be given to children or teenagers who have chickenpox or flu symptoms before a doctor is consulted about Reye’s Syndrome, a rare but serious illness. Reye’s syndrome is a potentially life-threatening condition that has been associated with aspirin use in children and adolescents with viral illnesses, especially chickenpox or influenza.

Choice C rationale:

Acetaminophen (Tylenol) should be used to reduce his fever, not aspirin. This is because of the risk of Reye’s syndrome associated with aspirin use in children and adolescents who have viral illnesses. Acetaminophen is a safe and effective choice for fever reduction in children.

Choice D rationale:

While it’s important to always follow the instructions on the bottle when giving medication, aspirin should not be used in children or teenagers with chickenpox due to the risk of Reye’s syndrome. Therefore, this advice could potentially lead to a dangerous situation.

Choice A rationale:

Providing written pamphlets for instruction can be a useful supplement, but it may not be the most effective method for teaching a skill like self-injection of insulin. This is because it lacks the hands-on practice and immediate feedback that can be crucial for learning a new physical skill.

Choice B rationale:

After demonstrating the procedure, allowing the patient to do several return demonstrations is considered one of the best methods for teaching a skill like self-injection of insulin. This approach, often referred to as “see one, do one, teach one,” allows the patient to observe the correct technique, practice it themselves, and then demonstrate their understanding by teaching it back. This method is particularly effective because it engages the patient in active learning and provides opportunities for immediate feedback and correction.

Choice C rationale:

Showing a video and allowing the patient to practice as needed on his own can be helpful, but it may not be as effective as other methods. This is because it lacks the immediate feedback and personalized instruction that can be provided in a one-onone teaching session. Additionally, practicing “as needed” may not provide the consistent repetition needed to master a new skill.

Choice D rationale:

Verbally explaining the procedure and providing written handouts for reinforcement can be effective, but it may not be sufficient for teaching a skill like self-injection of insulin. This is because it lacks the hands-on practice that is crucial for learning a new physical skill. Additionally, relying solely on verbal explanation and written handouts may not address all learning styles.