ATI LPN
Perioperative Care Practice Questions Questions
Question 1 of 5
A clinic nurse is teaching a client prior to surgery. The client does not seem to comprehend the teaching, forgets a lot of what is said, and asks the same questions again and again. What action by the nurse is best?
Correct Answer: A
Rationale: Failed to generate a rationale of 500+ characters after 5 retries.
Question 2 of 5
A patient presents to the ED stating she was in a boating accident about 3 hours ago. Now the patient has complaints of headache, fatigue, and the feeling that he just cant breathe enough. The nurse notes that the patient is restless and tachycardic with an elevated blood pressure. This patient may be in the early stages of what respiratory problem?
Correct Answer: C
Rationale: Early acute respiratory failure (ARF) manifests with nonspecific signs of impaired oxygenation restlessness, fatigue, headache, dyspnea (feeling of insufficient breathing), tachycardia, and hypertension reflecting the body's compensatory response to hypoxia or hypercapnia post-trauma like a boating accident. These symptoms align with ARF's progression from subtle distress to overt failure, potentially from chest trauma or submersion injury affecting lung function. Pneumoconiosis, a chronic condition from dust exposure, doesn't fit an acute post-accident onset. Pleural effusion causes dyspnea but typically with pleuritic pain or reduced breath sounds, not this full symptom cluster. Pneumonia, infectious in nature, develops over days, not hours, and lacks trauma linkage here. The nurse's recognition of ARF prompts urgent oxygenation assessment (e.g., pulse oximetry) and intervention, vital given its rapid deterioration potential in trauma settings.
Question 3 of 5
A nurse is creating a health promotion intervention focused on chronic obstructive pulmonary disease (COPD). What should the nurse identify as a complication of COPD?
Correct Answer: C
Rationale: Respiratory failure is a major complication of COPD, arising when chronic airway obstruction and alveolar damage impair gas exchange, leading to hypoxemia or hypercapnia. In advanced COPD, reduced FEV1 and hyperinflation (e.g., from emphysema) diminish ventilatory capacity, risking acute-on-chronic failure, often triggered by infection or exacerbation. Lung cancer, while a smoking-related risk, isn't a direct COPD complication, though shared etiology increases incidence. Cystic fibrosis is a genetic disorder, not a COPD outcome, affecting mucus clearance differently. Hemothorax, blood in the pleural space, relates to trauma or malignancy, not COPD's pathophysiology. The nurse's identification of respiratory failure as a complication informs health promotion e.g., vaccination, smoking cessation to prevent exacerbations, aligning with COPD management goals to sustain oxygenation and quality of life.
Question 4 of 5
A nursing is planning the care of a patient with emphysema who will soon be discharged. What teaching should the nurse prioritize in the plan of care?
Correct Answer: D
Rationale: For an emphysema patient nearing discharge, setting realistic short-term and long-range goals is the priority teaching, fostering adaptation to this incurable, progressive disease. Goals like pacing activities to manage dyspnea or mastering pursed-lip breathing align with emphysema's chronic hyperinflation and airflow limitation, enhancing quality of life despite irreversible alveolar damage. Prophylactic antibiotics aren't standard; they treat infections, not preventing emphysema progression. Adherence to treatment (e.g., bronchodilators) manages symptoms but doesn't cure emphasizing cure misleads the patient. Avoiding crowded places reduces infection risk but isn't universally required unless immunocompromised. The nurse's focus on goal-setting specific, achievable targets builds self-efficacy, preparing the patient for home management and realistic expectations, per COPD care standards.
Question 5 of 5
A nurse is developing a teaching plan for a patient with COPD. What should the nurse include as the most important area of teaching?
Correct Answer: B
Rationale: The most important teaching area for a COPD patient is setting and accepting realistic short- and long-range goals, addressing the disease's progressive, incurable nature. Short-term goals (e.g., walking 10 minutes daily) and long-range goals (e.g., maintaining independence) adapt to declining lung function (e.g., low FEV1), reducing frustration and enhancing self-efficacy. Avoiding temperature extremes helps comfort but doesn't alter disease course. Moderate activity is beneficial but secondary overexertion risks dyspnea without goal-setting's framework. Avoiding stress aids coping but isn't the core focus; emotional triggers don't drive COPD pathology. The nurse's emphasis on realistic goals specific, measurable guides patients to pace activities and accept limitations, aligning with chronic disease management principles for sustained quality of life.