All Quiet on the Western Front :: essays research papers

wholly Quiet On the Western FrontBorn Erich Paul notice (later changed to Remarque) on June 22, 1898, he grew up in a Roman Catholic family in Osnabruck in the province of Westphalia, Germany--a city in the northwest part of what is straight West Germany. He adored his mother, Anna Maria, but was never close to his father, Peter. The First World War effectively shut him off from his sisters, Elfriede and Erna. Peter Remark, descended from a family that fled to Germany later on the French Revolution, earned so little as a bookbinder that the family had to move 11 times between 1898 and 1912. The familys poverty drove Remarque as a adolescent to earn his own clothes money (giving piano lessons). In November 1916, when Remarque was eighteen and a third-year student at Osnabrucks Lehrerseminar (t each(prenominal)ers college), he was drafted for World War I. by and by basic training at the Westerberg in Osnabruck (the Klosterberg of the book), he was assigned to a reserve battalion, but often given leave to visit his seriously adversity mother. In June 1917, he was assigned to a trench unit near the Western Front. He was a calm, self-possessed soldier, and after carrying fellow comrades to safety during battle, he himself was severely injured and was sent to the hospital in Duisburg for much of 1917-1918. He was there when his mother died in September 1917.The war ended before Remarque could sink to active service, but even though he had not startd front-line fighting at its worst, the war had changed his attitudes forever. He had learned to realize the value of each individual life, and had become disillusioned with a patriotism that ignored the individual. To him and many of his companions, civilian careers no longer held any meaning. In 1929, he published All Quiet on the Western Front, a novel about the experiences of common German soldiers during World War I. Remarque stripped the typical romanticism from the war experience in his shocking anti-war nov el. The novel instantly became an international success, and also was turned into an Academy Award winning movie. After reading the book, I cant even fathom what a different lifestyle Remarque led, fighting for survival every day while I find myself watching hours of TV inquiring for entertainment day after day. One can imagine the intense emotions that Remarque included in his story, seeing as how his first hand experiences have touch on him so greatly.

Acting To Save Mother Earth Essay -- essays research papers

Everday we hear more bad news about our planet. Reports tell us that wildlife and forests are disappearing at an alarming rate. Newscasts give the latest sound out on how quickly earth is losing its protective shirld and warming up. News authorships lament the pollution of our air, water, and soil. What stack we do in the face of such widespread gloom?In fact, we do not have to feel helpless. We can from each one learn practical ways to better our environment.For example, saving and recycling newspapers has a number of positive results. First, recycling newspaper saves trees. The average American consumes about 120 pounds of newsprint a year-enough to use up one tree. That means close to 250 million trees each year are destroyed for paper in this country alone. If we recycled only one-tenth of our newpaper, we would save 25 million trees a year. Second, making new paper from old paper uses up much less energy than making paper from trees. Finally, this process also reduces the ai r pollution of paper-making by 95 percent. some other earth saving habit is "precycling" waste. This means buying food and other products packaged only in materials that will decay naturally or that can be recycled. The idea is to prevent unrecyclable materials from even entering the home. For instance, 60 of the 190 pounds of plastic-especially styrofoam-each American uses a year are thrown out as concisely as packages are opened. Be kind to your planet by buying eggs, fast food, and other products in cardboard in...

Korean Food Essay example -- Korea Culinary Culture Essays

Korean Food Korean food is unique. Its known for its spicy tone of voice and the use of other seasonings to enhance the taste. Dishes are usually flavored with a combination of soy sauce, red pepper, green onion, bean paste, garlic, ginger, sesame, mustard, vinegar, and wine. The Korean peninsula is surrounded water on three sides, but connected to the Asian mainland. This environment contributes to the uniqueness of Korean cuisine. Seafood plays a very important role as do vegetables and livestock. Lets examine three of the most common and famous types of Korean food. Kimchi is a very popular Korean dish. It is made by fermenting vegetables, usually pinch and white radish, and seasoning them with red peppers and garlic. Kimchi is served with almost every Korean meal. Kimchi is a good source of vitamin C and fiber. Large quantities of Kimchi are usually made during the tardily fall or early winter during a time called kimchang. The vegetables are buried in large earthenwa re crocks to ferment it during the winter months. Kimchi has become famous universal and is very popular in...

Symbols and Symbolism in Conrads Heart of Darkness Essay -- Heart Dar

Use of Symbolism in flavour of Darkness Joseph Conrad played a major function in the development of the ordinal-century novel. Many devices that Conrad applied for the first time to his novels gained wide usage in the literary period he helped to create. Perhaps the most effectual of his pioneering techniques was his application of symbolism in his novels. In Heart of Darkness, Conrads symbolism plays a dominant role in the be onment of themes in the novel. These themes are revealed not through and through plot, but instead through the symbolic characters and elements present in the narrative. Joseph Conrads use of symbolism in his portrayal of the Africans, the Company, and Kurtz in Heart of Darkness illustrates the value of had figure out and self-restraint. The format of Heart of Darkness is a narrative of the ship captain Charlie Marlows experiences in the Congo Free State, told to companions on a ship moored at the talk of the Thames River, southeast of London. As th e vast majority of the text is the story told by Marlow, the reader is intimately acquainted with Marlows opinions and judgments throughout his first-person account. Thus the relationships between Marlow and another(prenominal) characters in the novel are of greater importance than the characters themselves. The actions that Marlow takes notice of are used chiefly to serve a symbolic purpose rather than to advance the plot. The flow of the novel itself is rough and illogical at times, as Marlows chain of thought is not entirely chronological. This is one stylistic technique that other authors of the twentieth century, particularly James Joyce and William Faulkner, would make greater use of in their literature (Jericho 23). The first of the ma... ...ction is not as important as the effects of that action, a ground that would be exploited in the years to come. Works Cited Conrad, Joseph Heart of Darkness and The Secret Sharer, 1902. Signet Classic, New York 1997. Jericho, Jere my, Tessa Krailing Joseph Conrads Heart of Darkness Barrons 1985. Works Consulted Adelman, Gary. Heart of Darkness lookup for the Unconscious. Boston Twayne Publishers, 1987. Fothergill, Anthony. Open Guides to Literature Heart of Darkness. Philadelphia Open University Press, 1989. Glassman, Peter J. Language and Being Joseph Conrad and the Literature of the Personality. New York and London Columbia University Press, 1976. Tindall, W.Y. The Duty of Marlow. In Conrads Heart of Darkness and the Critics. Ed. Bruce Harkness. Belmont, California Wadsworth Publishing Company Inc., 1968.

Heart Essay -- essays research papers

coronary thrombosis Artery DiseaseHeart DiseaseHeart unhealthiness can take many forms. The form of shopping mall disorder I am focusing on is coronary disease. Different arteries supply different areas of the heart with oxygenated downslope. If one or more of these arteries become narrowed or clogged as a result of coronary arterial blood vessel disease, or atherscelorosis the artery cannot fully supply the part of the heart it is responsible for. The heart is an effective pump only when good blood supply is maintained to all heart muscles. If an artery becomes so clogged that blood cannot flow through it, the result is chest pain which could progress to a heart attack, or myocardial infarction (MI). "myocardial" is a medical term that means "having to do with the heart" or "heart muscle". "Infarct" is a medical term for tissue death. During a myocardial infarction, the portion of the heart that is supposed to get blood from the diseased artery dies. However, cardiologists are trained to recognize symptoms like chest pain, shortness of breath, and tire of coronary artery disease in patients before the symptoms becomes severe. A cardiologist is often able to treat coronary disease before it causes an MI. http//myweb.com/contents/dmk_article396168Coronary Artery Disease Healthy arteries are flexible, strong, and elastic. Their inner layer is smooth and blood flows freely. As you get older, your arteries become thicker, less elastic, and deposits build in them. This leads to a general hardening of the arteries, which is also called atherosclerosis. Atherosclerosis or arteriosclerosis is the main cause of coronary artery disease. Atherosclerosis or arteriosclerosis is the gradual buildup of cholesterin inside the artery. When this happens in a coronary artery, the space inside the artery where blood flows becomes narrow, making it difficult for blood to flow freely. The result is less blood flow through the artery and less blood supply to heart tissue. Symptoms can include chest pain, shortness of breath, and fatigue that can be mild, or abrupt and severe, such as a heart attack. http//www.heartpoint.comSymptoms of Coronary Disease More than 6 million Americans energize symptoms due to coronary artery disease (CAD). As many as 1.5 million Americans will have a heart attack this year. As a result, al about one-third will die. The most dramatic symptom of... ... LDL and total cholesterol levels.      Eat only small amounts of sweets.      Eat 1 to 2 servings of fish or seafood each hebdomad if you have coronary artery disease. People with coronary artery disease seem to benefit from eating fish and seafood.      Cook with garlic. Several studies have shown that garlic reduces LDL cholesterol and lowers blood compact.      Eat moderate amounts of nuts that are rich in monounsaturated fat, like hazelnuts, almonds, pecans, cashews, walnuts and macadamia nuts. These nuts have been shown to improve cholesterol levels. Avoid eating nuts by the handful. Instead, garnish food with one tablespoon of chopped nuts per person. What else can I do if I have coronary artery disease?Besides changing your fare, you should talk to your doctor about an exercise program thats right for you. If you smoke, quit. If youre overweight, try to lose weight (changing your diet and exercising will help you lose weight). Talk with your doctor about reducing other risk factors, such as high blood pressure or diabetes. Dr. Donnely Cody Family Practice Center

The Outsiders Essay

The Outsiders Critical Lens Essay The quote in question isAll nigh(a) is destined to be defeated. The quote means,for every good guy, on that point is a bad guy. For every hero, at that place is a villain. Everyone who has ever tried to do something good has been destined to be stopped. The quote not however speaks for literature, exactly for everything. If you look from now, all the way back to ancient times, you will see examples of this in many works of literature. The book The Outsiders is a good image of the quote.I agree with the quote All good is destined to be defeated. I cant think of any good that hasnt had an tone-beginning to be stopped. In the floor The Outsiders there atomic number 18 many examples of good being defeated. When grayback went into a burning building to save kids, he terminate up getting killed. When Darry was trying to give Ponyboy a better life, he ended up forcing him to hasten away. When Ponyboy attempted to make friends with Cherry and Marsha , he was jumped by their boyfriends.These are just a few of examples from the story. I feel that the story The Outsiders really showcased the quote All good is destined to be defeated. It was a story of how fun loving greasers turned to cold blooded killers after a gang of socs continue to attack them with violence. The story builds up to a climax, where there are many nail biting things are happening simultaneously. Johnny kills Cherrys boyfriend Bob, The greasers are preparing for a big rumble with the socs, and Ponyboy and Johnny run awayThe Outsiders EssayThe Outsiders Critical Lens Essay The quote in question isAll good is destined to be defeated. The quote means,for every good guy,there is a bad guy. For every hero,there is a villain. Everyone who has ever tried to do something good has been destined to be stopped. The quote not only speaks for literature,but for everything. If you look from now, all the way back to ancient times, you will see examples of this in many works o f literature. The book The Outsiders is a good representation of the quote.I agree with the quote All good is destined to be defeated. I cant think of any good that hasnt had an attempt to be stopped. In the story The Outsiders there are many examples of good being defeated. When Johnny went into a burning building to save kids, he ended up getting killed. When Darry was trying to give Ponyboy a better life, he ended up forcing him to run away. When Ponyboy attempted to make friends with Cherry and Marsha, he was jumped by their boyfriends.These are just a few of examples from the story. I feel that the story The Outsiders really showcased the quote All good is destined to be defeated. It was a story of how fun loving greasers turned to cold blooded killers after a gang of socs continue to attack them with violence. The story builds up to a climax, where there are many nail biting things are happening simultaneously. Johnny kills Cherrys boyfriend Bob, The greasers are preparing fo r a big rumble with the socs, and Ponyboy and Johnny run away

Med-Surg Success a Course Review Applying Critical Thinking

Med-Surg achiever A cover revue haveing Critical Thinking to sieve Taking Med-Surg Success KATHRYN CADENHEAD COLGROVE RN, MS, CNS, OCN Trinity valley Community College Kaufman, Texas A Course Review Applying Critical Thinking to Test Taking JUDY CALLICOATT RN, MS, CNS Trinity Valley Community College Kaufman, Texas Consultant diaphysis A. Hargrove-Huttel RN, PhD Trinity Valley Community College Kaufman, Texas F. A. Davis accomp each 1915 Arch Street Philadelphia, PA 19103 www. fadavis. com copyright 2007 by F. A. Davis Company Copyright 2007 by F. A. Davis Company. All rights reserved. This allow is protected by copyright.No part of it whitethorn be reproduced, stored in a retrieval system, or transmitted in any form or by any content, electronic, mechanical, photocopying, recording, or former(a)wise, without written permission from the publisher. Printed in the United States of America Last digit indicates print number 10 9 8 7 6 5 4 3 2 1 Publisher, Nursing Robert G. M art iodin Content Development Manager Darlene D. Pedersen Project Editor Thomas A. Ciav bella Art and Design Manager Carolyn OBrien As new scienti? c info plumps available by basic and clinical research, recommended treatments and drug therapies undergo changes.The author(s) and publisher have done ein truththing possible to make this book accurate, up to date, and in accord with accepted standards at the era of publication. The author(s), editors, and publisher are non responsible for errors or omissions or for consequences from application of the book, and make no warranty, expressed or implied, in regard to the contents of the book. Any practice described in this book should be applied by the reader in accordance with victor standards of business enjoymentd in regard to the unique circumstances that may apply in each situation.The reader is advised always to check carre tetrad selective information (package inserts) for changes and new information regarding dose and c ontraindications before administering any drug. Caution is especially urged when using new or infrequently ordered drugs. ISBN 13 978-0-8036-1576-2 ISBN 10 0-8036-1576-0 Authorization to photocopy items for internal or personal use, or the internal or personal use of speci? c knobs, is granted by F. A. Davis Company for users registered with the Copyright Clearance Center (CCC) Transactional Reporting Service, pass ond that the fee of $. 0 per copy is paid directly to CCC, 222 Rosewood Drive, Danvers, MA 01923. For those organizations that have been granted a photocopy authorize by CCC, a separate system of payment has been arranged. The fee code for users of the Transactional Reporting Service is 8036-1576/07 $. 10. Dedication The authors would like to dedicate this book to the Trinity Valley Community College Associate Degree care for students who graduated in 2005 and 2006. Thank you for giving of your time to pilot the brains and provide us constructive feedback.We would li ke to thank Bob Martone for giving us the opportunity to embark on this endeavor. Our appreciation goes to Barbara Tchabovsky for her assistance in editing the book and responseing our numerous indecisions via e-mail, which is a terrific invention. Our thanks go to Tom Ciavarella for supporting us through the maze of publishing this book. This book would non be possible without the unbelievable estimator skills of Glada Norris. The Authors I would like to dedicate this book to the memory of my mother, Mary Cadenhead, and grandmother, Elsie Rogers.The Cardiovascular SystemThey always told me that I could accomplish anything I wanted to accomplish. I would like to dedicate this book to my husband, Larry, daughter Laurie and son-in-law Todd, and son Larry Jr. and daughter-in-law Mai, and grandchildren Chris, Ashley, Justin C. , Justin A. , and Connor. Without their support and patience, the book would not have been possible. Kathryn Colgrove This book is dedicated to my husband, G eorge my family, and my friends, who love and support me. Many thanks are prone to the students who apprise me and inspire me by persevering through the difficulties of nursing inculcate.I want to extend my gratitude to members of the profession of nursing, both faculty and staff who share their art with nursing students. Judy Callicoatt This book is dedicated to the memory of my husband, Bill, and my parents, T/Sgt. Leo and Nancy Hargrove, who are the rocks on which my life is built. I would like to thank my sisters, Gail and Debbie my nephew Benjamin and Paula for their support and encouragement through the good times and the bad. My children, Teresa and Aaron, are the most important people in my life and I want to thank them for always believing in me. Ray Hargrove-Huttel v ReviewersFreda Black, MSN, RN, ANP-BC Assistant Professor ivy Tech State College Gary, Indiana Anne Dunphy, RN, MA, CS Nursing Instructor Delaware Technical & Community College Newark, Delaware Judy R. Hem bd, RN, BSN, MSN Assistant Professor machine translation State University-Northern surgical incision of Nursing Havre, Montana Linda Ann Kucher, BSN, MSN Assistant Professor of Nursing Gordon College Barnesville, Georgia Regina M. ODrobinak, MSN, RN, ANP-BC Assistant Professor, Associate of Science in Nursing Ivy Tech State College Gary, Indiana Elizabeth Palmer, PhD, RN Assistant Professor of Nursing Indiana University of Pennsylvania Indiana, Pennsylvania ii Editors and Contri barelyors Joan L. Consullo, RN, MS, CNRN leaved Clinical Nurse, Neuroscience St. Lukes apostolical infirmary Houston, Texas Michelle L. Edwards, RN, MSN, ACNP, FNP Advanced Practice Nurse, Cardiology Acute Care Nurse Practitioner/Family Nurse Practitioner St. Lukes Episcopal Hospital Houston, Texas Gail F. Graham, APRN, MS, NP-C Advanced Practice Nurse, midland Medicine Adult Nurse Practitioner St. Lukes Episcopal Hospital Houston, Texas Elester E. Stewart, RRT, RN, MSN, FNP Advanced Practice Nurse, Pulm onary Family Nurse Practitioner St.Lukes Episcopal Hospital Houston, Texas Leslie Prater, RN, MS, CNS, CDE Clinical Diabetes Educator Associate Degree Nursing Instructor Trinity Valley Community College Kaufman, Texas Helen Reid, RN, PhD Dean, Health Occupations Trinity Valley Community College Kaufman, Texas ix contents 1 Fundamentals of Critical Thinking Related to Test Taking The RACE dumbfound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 GUIDELINES FOR USING THIS maintain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 PREPARING FOR LECTURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 PREPARING FOR AN inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 TAKING THE EXAM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 UNDERSTANDING THE TYPES OF NURSING QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . 5 THE RACE MODEL THE APPLICATION OF CRITICAL THINKING TO MULTIPLE-CHOICE QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 2 neurologic Disorders 7 PRACTICE QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Cerebrovascular Accident . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Head Injury . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Spinal Cord Injury . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Seizures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Brain Tumor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Meningitis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Parkinsons Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Substance Abuse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Amyotrophic Lateral Sclerosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 cephalitis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 PRACTICE QUESTIONS ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . . . . . . . . . . . 24 blanket(prenominal) interrogative sentence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 umbrella interrogatory ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . . 54 3 Cardiac Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 PRACTICE QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 congestive Heart Failure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Angina/Myocardial Infarction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Coronary Artery Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Valvular Heart Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Dysrhythmias and Conduction Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 In? am matory Cardiac Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 PRACTICE QUESTIONS ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . . . . . . . . . . . 72 large tryout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 COMPREHENSIVE EXAMINATION ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . 90 4 off-base Vascular Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 PRACTICE QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Arterial Hypertension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Arterial Occlusive Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Atherosclerosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Abdominal aortic Aneurysm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Deep Vein Thrombosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Peripheral Venous Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 xi xii CONTENTS PRACTICE QUESTIONS ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . . . . . . . . . . 104 COMPREHENSIVE EXAMINATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 COMPREHENSIVE EXAMINATION ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . 120 5 Hematological Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 PRACTICE QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Leukemia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Lymphoma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 anaemia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Bleeding Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Blood Transfusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 Sickle Cell Anemia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 PRACTICE QUESTIONS ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . . . . . . . . . . 134 COMPREHENSIVE EXAMINATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 COMPREHENSIVE EXAMINATION ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . 152 6 respiratory Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 PRACTICE QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Upper Respiratory infection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Lower Respiratory Infection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 inveterate Pulmonary Obstructive Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Reactive Airway Disease (Asthma) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Lung Cancer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Cancer of the Larynx . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 Pulmonary Embolus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 Chest Trauma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Acute Respiratory Distress Syndrome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 PRACTICE QUESTIONS ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . . . . . . . . . . 174 COMPREHENSIVE EXAMINATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 COMPREHENSIVE EXAMINATION ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . 202 Gastroin outpouringinal Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 PRACTICE QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210 Gastroesophageal Re? ux . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210 In? ammatory Bowel Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211 Peptic ulceration Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 Colorectal Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214 Diverticulosis/Diverticulitis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 Gallbladder Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 Liver Failure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 Hepatitis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 Gastroenteritis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222 Abdominal Surgery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224 Eating Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 Constipation/Diarrhea Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227 PRACTICE QUESTIONS ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . . . . . . . . . . 229 COMPREHENSIVE EXAMINATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255 COMPREHENSIVE EXAMINATION ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . 262 7 8 Endocrine Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269 PRACTICE QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270 Diabetes Mellitus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270 Pancreatitis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273 Cancer of the Pancreas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274 Adrenal Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276 Pituitary Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278 Thyroid Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279 CONTENTS PRACTICE QUESTIONS ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . . . . . . . . . 282 COMPREHENSIVE EXAMINATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297 COMPREHENSIVE EXAMINATION ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . 301 xiii 9 Genitourinary Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305 PRACTICE QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306 Acute Renal Failure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306 Chronic Renal Failure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307 Fluid and Electrolyte Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309 Urinary Tract Infection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310 Benign Prostatic Hypertrophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 312 Renal Calculi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313 Cancer of the Bladder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315 PRACTICE QUESTIONS ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . . . . . . . . . . 317 COMPREHENSIVE EXAMINATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 332 COMPREHENSIVE EXAMINATION ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . 336 Reproductive Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 341 PRACTICE QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 342 Breast Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 342 pelvic Floor Relaxation Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343 Uterine Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345 Ovarian Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346 Prostate Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348 Testicular Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349 internally Transmitted Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351 PRACTICE QUESTIONS ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . . . . . . . . . . 353 COMPREHENSIVE EXAMINATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 368 COMPREHENSIVE EXAMINATION ANSWERS AND RATIONALES . . . . . . . . . . . . . . . 372 10 11 Musculoske permital Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377 PRACTICE QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378 Degenerative/Herniated Disc Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378 Osteoarthritis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379 Osteoporosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381 Amputation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382 Fractures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384 Joint Replacements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 385 PRACTICE QUESTIONS ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . . . . . . . . . . 388 COMPREHENSIVE EXAMINATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00 COMPREHENSIVE EXAMINATION ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . 404 Integumentary Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409 PRACTICE QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410 ruin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410 Pressure Ulcers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 411 Skin Cancer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413 Bacterial Skin Infection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 414 Viral Skin Infection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416 Fungal/Parasitic Skin Infection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417 PRACTICE QUESTIONS ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . . . . . . . . . . 420 COMPREHENSIVE EXAMINATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 433 COMPREHENSIVE EXAMINATION ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . 437 12 13 Immune System Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 441 PRACTICE QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 442 Multiple Sclerosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 442 Guillain-Barre Syndrome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 444 xiv CONTENTS Myas soia Gravis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445 Systemic Lupus erythematous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 447 Acquired Immunode? ciency Syndrome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 448 Allergies and Allergic Reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 450 Rheumatoid Arthritis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 451 PRACTICE QUESTIONS ANSWERS AND RAT IONALES . . . . . . . . . . . . . . . . . . . . . . . . . 454 COMPREHENSIVE EXAMINATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469 COMPREHENSIVE EXAMINATION ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . 473 14 Sensory De? cits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 477 PRACTICE QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 478 Eye Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 478 Ear Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 479 PRACTICE QUESTIONS ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . . . . . . . . . . 481 COMPREHENSIVE EXAMINATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 485 COMPREHENSIVE EXAMINATION ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . 489 15 Emergency Nursing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 493 PRACTICE QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 494 Shock . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 494 Bioterrorism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 495 Codes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 497 Disaster/Triage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 498 Poisoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 500 Violence, Physical Abuse, Neglect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 501 PRACTICE QUESTIONS ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . . . . . . . . . . 504 COMPREHENSIVE EXAMINATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 518 COMPREHENSIVE EXAMINATION ANSWERS AND RATIONALES . . . . . . . . . . . . . . . 522 16 Perioperative Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 527 PRACTICE QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 528 Preoperative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 528 Intraoperative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 529 Pos tallnesse rative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 531 Acute Pain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 532 PRACTICE QUESTIONS ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . . . . . . . . . . 534 COMPREHENSIVE EXAMINATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 542 COMPREHENSIVE EXAMINATION ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . 546 17 Cultural Nursing and Alternative Health Care . . . . . . . . . . . . . . . . . . . . . 549 PRACTICE QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 550 PRACTICE QUESTIONS ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . . . . . . . . . . 554 COMPREHENSIVE EXAMINATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 559 COMPR EHENSIVE EXAMINATION ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . 563 18 End-of-Life Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 567 PRACTICE QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 568 Advance Directives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 568 Death and Dying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 569 Chronic Pain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 571 Ethical/Legal Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 572 Organ/Tissue Donation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 574 PRACT ICE QUESTIONS ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . . . . . . . . . . 576 COMPREHENSIVE EXAMINATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 587 COMPREHENSIVE EXAMINATION ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . 591 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 595 TEST-TAKING HINTS FOR materia medica QUESTIONS . . . . . . . . . . . . . . . . . . . . . . 595 COMPREHENSIVE EXAMINATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 600 COMPREHENSIVE EXAMINATION ANSWERS AND RATIONALES . . . . . . . . . . . . . . . . 614 19 Pharmacology CONTENTS xv 20 Comprehensive Final Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 627 COMPREHENSIVE FINAL EXAMINATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 628 COMPREHENSIVE FINAL EXAMINATION ANSWERS AND RATIO NALES . . . . . . . . . . 642 Glossary of English Words Commonly Encountered on Nursing Examinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 655 Index .. 659 Fundamentals of Critical Thinking Related to Test Taking The RACE Model This book is the second in a series of books, published by the F. A. Davis Company, designed to assist the student cling to in being successful in nursing school and in taking mental demonstrates, particularly the NCLEX-RN examination for licensure as a registered nurse. Med-Surg Success A Course Review Applying Critical Thinking to Test Taking focuses, as its name implies, on critical persuasion as it pertains to render-taking skills for examinations in the nursing ? ld. It contains the usual practice test questions found in review books, but it also provides important test-taking hints to help in analyzing questions and determine the correct solves. It follows book one of this series Fundame ntals Success A Course Review Applying Critical Thinking to Test Taking by Patricia Nugent, RN, MA, MS, EdD, and Barbara Vitale, RN, MAwhich de? nes critical thinking and the RACE model for applying critical thinking to test taking, but it does not repeat the same speci? c topics.Rather, it focuses on how to use the thinking processes and test-taking skills in answering questions on topics speci? cally addressed in the NCLEX-RN exam and in other nursing exams. Test-taking skills and hints are valuable, but the student and future test taker must remember that the most important aspect of taking any examination is to become knowledgeable to the highest degree the subject matter the test will cover. There is no substitute for studying the material. 1 GUIDELINES FOR USING THIS BOOK This book contains 19 chapters and a ? nal comprehensive examination. This ntroductory chapter on test taking focuses on guidelines for studying and readinessaring for an examination, speci? cs most the na ture of the NCLEX-RN test and the types of questions contained in it, and approaches to analyzing the questions and determining the correct answer using the RACE model. Thirteen chapters (Chapters 214) focus on disorders affecting the different major body systems. Each of these chapters is divided into four major sections Practice Questions, Practice Questions Answers and Rationales, a Comprehensive Examination, and Comprehensive Examination Answers and Rationales.Key words and abbreviations are also include in each chapter. Different types of multiple-choice questions about disorders that affect a speci? c body system help the test taker to more easily identify speci? c content. The answers to these questions, the explanations for the correct answers, and the reasons why other possible answer options are wrong or not the best choice reinforce the test takers knowledge and ability to discern sharp points in the question. Finally, the test-taking hints provide some clues and tips fo r answering the speci? c question.The Comprehensive Examination includes questions about the disorders covered in the practice section and questions about other diseases/disorders that may affect the particular body system. Answers and rationales for these examination questions are given(p), but test-taking hints are not. Chapters 1518 follow the same pattern but focus on emergency nursing, perioperative nursing, cultural nursing and alternative health care, and end-of-life issues. Chapter 19, the pharmacology chapter, deals speci? cally with what the student nurse should know about the administration of medications, provides test-taking tips speci? to pharmacology questions, and provides questions and answers. A ? nal 100-question comprehensive examination completes the main part of the book. 1 2 Test Taking MED-SURG SUCCESS PREPARING FOR LECTURE To billet sketchare for attending a kinfolk on a speci? c topic, students should read the assignment in the textbook and prepare note s to take to class. Highlight any information the test taker does not understand so that the information may be clari? ed during class or, if the instructor does not cover it in class, after the lecture. Writing a prep sheet while reading (studying) is very useful.A single sheet of paper divided into categories of information, as shown in the following, should be sufficient for learning about most disease processes. If students cannot limit the information to one page, they are probably not being discriminatory when reading. The idea is not to rewrite the textbook the idea is to glean from the textbook the important, hold-to-know information. Sample Prep winding-clothes Medical Diagnosis Diagnostic Tests (List normal values) De? nition Signs and Symptoms Nursing Interventions (Include Teaching)Procedures and Nursing Implications Medical Interventions carry out the prep sheet in one color ink. Take the prep sheet to class along with a pen with different color ink or a pencil and a highlighter. Highlight on the prep sheet whatever the instructor emphasizes during the lecture. Write in different color ink or with a pencil any information the instructor emphasizes in lecture that the student did not include on the prep sheet. After the lecture, reread the information in the textbook that was included in the lecture but not on the students prep sheet.By using this method when studying for the exam, the test taker will be able to identify the information obtained from the textbook and the information obtained in class. The information on the prep sheet that is highlighted represents information that the test taker thought was important from reading the textbook and that the instructor emphasized during lecture. This is need-to know-information for the examination. enchant note, however, that the instructor may not emphasize laboratory tests and values but still expect the student to gain ground the importance of this information.Carry the completed prep sheets in a folder so that it can be reviewed any time there is a minute that is spent idly, such as during childrens sports practices or when waiting for an appointment. This is learning to make the most of limited time. The prep sheets also should be carried to clinical assignments to use when caring for invitees in the hospital. If students are prepared antecedent to attending class, they will ? nd the lecture easier to understand and, as a result, will be more successful during examinations.Being prepared allows students to listen to the instructor and not sit in class trying to write every word from the overhead presentation. Test takers should recognize the importance of the instructors hints during the lecture. The instructor may emphasize information by highlighting regions on overhead slides, by repeating information, or by emphasizing a particular fact. This commonly means the instruc- CHAPTER 1 FUNDAMENTALS OF CRITICAL THINKING RELATED TO TEST TAKING 3 Test Taking tor thin ks the information is very important. Important information usually ? nds its way onto tests at some point.PREPARING FOR AN EXAMINATION There are several steps that the test taker should take in preparing for an examination some during the racecourse of the class and some immediately before the day of the test. Study, Identify Weaknesses, and Practice The test taker should plan to study trinity (3) hours for every one (1) hour of class. For example, a course that is three (3) hours of credit requires nine (9) hours of study a week. Cramming immediately prior to the test usually places the test taker at risk for being unsuccessful. The information acquired during cramming is not really learned and is quickly forgotten.And remember Nursing examinations include material required by the registered nurse when caring for nodes at the bed align. The ? rst time many a(prenominal) students realize they do not understand some information is during the examination or, in other words, when it is too late. Nursing examinations contain highlevel application questions requiring the test taker to have memorized information and to be able to interpret the data and make a judgment as to the correct course of action. The test taker must recognize areas of fatiguedness prior to seeing the examination for the ? rst time.This book is designed to provide assistance in identifying areas of weakness prior to the examination. Two to 3 days prior to the examination the test taker should compose a practice test or take any practice questions or comprehensive exams in this book that have not already been answered. If a speci? c topic of studysay, the circulatory system and its disordersproves to be an area of strength, as evidenced by selecting the correct answers to the questions on that system, then the test taker should proceed to study other areas identi? ed as areas of weakness because of ill-advised answers in those areas.Prospective test takers who do not understand the rati onale for the correct answer should read the appropriate part of the textbook and try to understand the rationale for the correct answer. However, test takers should be cautious when reading the rationale for the incorrect answer options because during the actual examination, the student may remember reading the information and become confused about whether the information applied to the correct answer or to the incorrect option. The Night Before the Exam The night before the examination the test taker should stop studying by 600 P.M. or 700 P. M. and then do something fun or relaxing until bedtime. Dont make bedtime too late A good nights rest is essential prior to taking the examination. Studying until bedtime or an all-night cram session will leave the test taker tired and sleepy during the examination, just when the mind should be at its top performance. The Day of the Exam Eat a meal before an examination. A source of carbohydrate for energy, along with a protein source, make a good meal prior to an examination. Skipping a meal before the examination leaves the brain without nourishment.A glass of milk and a bagel with peanut butter is an excellent meal it provides a source of protein and a sustained release of carbohydrates. Do not eat donuts or other junk food or drink soft drinks. They provide energy that is quickly available but will not last throughout the time required for an examination. Excessive ? uid intake may cause the need to urinate during the examination and make it hard for students to concentrate. 4 Test Taking MED-SURG SUCCESS Test-Taking Anxiety Test takers who have test-taking anxiety should arrive at the testing site 45 minutes prior to the examination.Find a seat for the examination and place books there to reserve the desk. Walk for 15 minutes at a fast pace away from the testing site and then bout and walk back. This exercise literally walks anxiety away. If other test takers getting up and leaving the room is bothersome, try to get a desk away from the group, in front of the room or facing a wall. Most schools allow students to conk out hunters earplugs during a test if noise bothers them. Most RN-NCLEX test sites will provide earplugs if the test taker requests them. TAKING THE EXAM The NCLEX-RN examination is a estimatorized exam. Tests given in nursing schools in speci? subject areas may be computerized or pen and pencil. Both formats include multiple-choice questions and may include several types of tack together questions a ? ll-in-theblank question that tests math abilities a select-all-that-apply question that requires the test taker to select more than one option as the correct answer a prioritizing question that requires the test taker to prioritize the answers 1, 2, 3, 4, and 5 in the order of when the nurse would practice the intercession and, in the computerized version, a click-and-drag question that requires the test taker to identify a speci? area of the body as the correct answer. Exa mples of all types of questions are included in this book. In an attempt to illustrate the click-and-drag question, this book has pictures with lines to delineate choices A, B, C, or D. discover to the matter Council of State Boards of Nursing for additional information on the NCLEX-RN examination (http//www. ncsbn. org). Pen-and-Pencil Exam A test taker taking a pen-and-pencil examination in nursing school who ? nds a question that contains totally unknown information should circle the question and skip it. Another question may help to answer the skipped question.Not moving on and worrying over a question will place success on the next few questions in jeopardy. The mind will not let go of the worry, and this may lead to missing important information in subsequent questions. Computerized Test The computerized NCLEX-RN test is composed of from 75 (the minimum number of questions) to 265 questions. The computer determines with a 95% certainty whether the test takers ability is abov e the passing standard before the examination concludes. During the NCLEX-RN computerized test, take some deep breaths and then select an answer.The computer does not allow the test taker to return to a question. Test takers who become anxious during an examination should stop, put their perishs in their lap, constraining their eyes, and take a minimum of ? ve deep breaths before resuming the examination. Test takers must become aware of personal body signals that indicate increasing stress levels. well-nigh people get gastrointestinal symptoms and others feel a tightening of muscles. Test takers should not be overly concerned if they possess only rudimentary computer skills. Simply use the mouse to select the correct answer.Every question adopts for a con? rmation before being submitted as the correct answer. In addition to type in pertinent personal information, test takers must be able to type numbers and use the drop-down computer calculator. However, test takers can reques t an effaceable slate to calculate math problems by hand. Practice taking tests on the computer before taking the NCLEX-RN examination. Many textbooks contain computer disks with test questions, and there are many on-line review opportunities. CHAPTER 1 FUNDAMENTALS OF CRITICAL THINKING RELATED TO TEST TAKING 5 Test TakingUNDERSTANDING THE TYPES OF NURSING QUESTIONS Components of a Multiple-Choice Question A multiple-choice question is called an item. Each item has two parts. The stem is the part that contains the information that identi? es the topic and its parameters and then asks a question. The second part consists of one or more possible responses, which are called options. One of the options is the correct answer the others are the wrong answers and are called distracters. The customer diagnosed with angina complains of chest pain while ambulating in the hall. Which disturbance should the nurse implement ? rst? . start out the lymph gland sit down. 2. Monitor the pulse oximeter reading. 3. broadcast sublingual nitroglycerin. 4. Apply oxygen via nasal cannula. STEM OPTIONS CORRECT ANSWER DISTRACTERS Cognitive Levels of Nursing Questions Questions on nursing examinations re? ect a variety of thinking processes that nurses use when caring for clients. These thinking processes are part of the cognitive domain, and they progress from the simple to the complex, from the concrete to the abstract, and from the tangible to the intangible. There are four types of thinking processes represented by nursing questions. . Knowledge QuestionsThese questions emphasize recalling information that has been learned/studied. 2. Comprehension QuestionsThese questions emphasize understanding the meaning and intent of remembered information. 3. Application QuestionsThese questions emphasize the use of remembered and understood information in new situations. 4. Analysis QuestionsThese questions emphasize examine and contrasting a variety of elements of information. THE RACE MODEL THE APPLICATION OF CRITICAL THINKING TO MULTIPLE-CHOICE QUESTIONS state a test question is like participating in a race.Of course, each test taker wants to come in ? rst and be the winner. However, the thing to remember about a race is that success is not just based on speed but also on system and tactics. The same is true about nursing examinations. Although speed may be a variable that must be considered when taking a timed test so that the amount of time spent on each question is factored into the test strategy, the emphasis on RACE is the use of critical-thinking techniques to answer multiplechoice questions. The RACE Model presented here is a critical-thinking strategy to use when answering multiple-choice questions concerning nursing.If the test taker follows the RACE Model every time when looking at and analyzing a test question, its use will become second nature. 6 Test Taking MED-SURG SUCCESS This methodical approach will improve the ability to critically probe a test question and improve the chances of selecting the correct answer. The RACE Model has four steps to answering a test question. The best way to remember the four steps is to connect to the acronym RACE. R Recognize What information is in the stem. The key words in the stem. Who the client is in the stem. What the topic is about. A Ask What is the question asking? What are the key words in the stem that indicate the need for a response? What is the question asking the nurse to implement? C Critically analyze The options in relation to the question asked in the stem. Each option in relation to the information in the stem. A rationale for each option. By comparing and contrasting the options in relation to the information in the stem and their relationships to one another. E Eliminate options One option at a time. As many options as possible.The text Fundamentals Success Course Review Applying Critical Thinking to Test Taking by Patricia Nugent and Barbara V itale includes a discussion exploring the RACE Model in depth and its relation to the thinking processes used in multiple-choice questions in the ? eld of nursing. The ? rst step toward knowledge is to know that we are not ignorant. Richard Cecil Neurological Disorders Test-taking hints are useful to discriminate information, but they cannot substitute for knowledge. The student should refer to Chapter 1 for assistance in preparing for class, studying, and taking an examination. This hapter focuses on disorders that affect the neurological system. It provides a list of keywords and abbreviations, practice questions focused on disease processes, and a comprehensive examination that includes other content areas involving the neurological system and the disease processes addressed in the practice questions. Answers and reasons why the answer options provided are either correct or incorrect are also provided as are some testtaking hints. The following chapters (Chapters 312) focus on di sorders that affect other body systems and function. 2 KEYWORDS agnosia akinesia aphasia apraxia are? xia ataxia autonomic dysre? exia bradykinesia decarboxylase diplopia dysarthria dysphagia echolalia epilepsy papilledema paralysis paresthesia paroxysms penumbra postictal ABBREVIATIONS Activities of effortless Living (ADLs) Amyotrophic Lateral Sclerosis (ALS) As Soon As Possible (ASAP) Blood Pressure (BP) Cerebrovascular Accident ( diagonal) Computed Tomography (CT) Electroencephalogram (EEG) Electromyelogram (EMG) Emergency Department (ED) Enzyme-Linked Immunoassay (ELISA) Health-Care Provider (HCP) Intracranial Pressure (ICP) Intensive Care Department (ICD) Intravenous (IV) Magnetic Resonance Imaging (MRI) Nonsteroidal Anti-In? mmatory Drug (NSAID) Nothing By Mouth (NPO) Parkinsons Disease (PD) Pulse (P) Range of Motion (ROM) Respiration (R) Rule Out (R/O) Spinal Cord Injury (SCI) STATimmediately (STAT) Temperature (T) Transient ischemic Attack (TIA) Traumatic Brain Injury (TBI ) Unlicensed Assistive Personnel (UAP) Please note The term health-care provider, as used in this text, refers to a nurse practitioner (NP), physician (MD), osteopath (DO), or physician assistant (PA) who has prescriptive authority. These providers are responsible for directing the care and providing orders for the clients. 7 PRACTICE QUESTIONSCerebrovascular Accident (Stroke) 1. A 78-year-old client is admitted to the emergency incision with numbness and weakness of the left arm and slurred speech. Which nursing intervention is priority? 1. Prepare to administer recombinant tissue plasminogen activator (rt-PA). 2. talk over the precipitating factors that caused the symptoms. 3. Schedule for a STAT computed tomography (CT) scan of head. 4. Notify the speech pathologist for an emergency consult. 2. The nurse is assessing a client experiencing motor loss as a result of a left-sided cerebrovascular accident (CVA). Which clinical manifestations would the nurse document? . Hemiparesis o f the clients left arm and apraxia. 2. Paralysis of the right side of the body and ataxia. 3. Homonymous hemianopsia and diplopia. 4. Impulsive behavior and hostility toward family. 3. Which client would the nurse identify as being most at risk for experiencing a CVA? 1. A 55-year-old African American male. 2. An 84-year-old Japanese female. 3. A 67-year-old Caucasian male. 4. A 39-year-old pregnant female. 4. The client diagnosed with a right-sided cerebrovascular accident is admitted to the rehabilitation unit. Which interventions should be included in the nursing care plan? Select all that apply. 1.Position the client to prevent shoulder adduction. 2. Turn and reposition the client every hammock. 3. Encourage the client to move the affected side. 4. Perform quadriceps exercises three (3) times a day. 5. Instruct the client to hold the ? ngers in a ? st. 5. The nurse is planning care for a client experiencing agnosia secondary to a cerebrovascular accident. Which collaborative in tervention will be included in the plan of care? 1. Observing the client swallowing for possible aspiration. 2. Positioning the client in a semi-Fowlers position when sleeping. 3. Placing a suction set-up at the clients bedside during meals. . Referring the client to an occupational therapist for evaluation. 6. The nurse and an unlicensed assistive personnel (UAP) are caring for a client with rightsided paralysis. Which action by the UAP requires the nurse to intervene? 1. The assistant places a step belt around the clients waist prior to ambulating. 2. The assistant places the client on the back with the clients head to the side. 3. The assistant places her hand under the clients right axilla to help him/her move up in bed. 4. The assistant praises the client for attempting to perform ADLs independently. 7. The client diagnosed with atrial ? rillation has experience a transient ischemic attack (TIA). Which medication would the nurse anticipate being ordered for the client on disc harge? 1. An oral anticoagulant medication. 2. A beta-blocker medication. 3. An anti-hyperuricemic medication. 4. A thrombolytic medication. 8. The client has been diagnosed with a cerebrovascular accident (stroke). The clients wife is concerned about her husbands generalized weakness. Which home modi? cation should the nurse suggest to the wife prior to discharge? 1. Obtain a rubber mat to place under the dinner plate. 2. Purchase a pole-handled bath sponge for showering. 3.Purchase clothes with Velcro closure devices. 4. Obtain a raised toilet seat for the clients bathroom. 8 Neurological CHAPTER 2 NEUROLOGICAL DISORDERS 9 9. The client is diagnosed with expressive aphasia. Which psychosocial client problem would the nurse include in the plan of care? 1. Potential for daub. 2. Powerlessness. 3. Disturbed thought processes. 4. Sexual dysfunction. 10. Which assessment data would indicate to the nurse that the client would be at risk for a hemorrhagic stroke? 1. A blood glucose lev el of 480 mg/dL. 2. A right-sided carotid bruit. 3. A blood pressure of 220/120 mm Hg. 4. The presence of bronchogenic carcinoma. 1. The 85-year-old client diagnosed with a stroke is complaining of a severe headache. Which intervention should the nurse implement ? rst? 1. Administer a nonnarcotic analgesic. 2. Prepare for STAT magnetic resonance imaging (MRI). 3. Start an intravenous line with D5W at 100 mL/hr. 4. Complete a neurological assessment. 12. A client diagnosed with a subarachnoid hemorrhage has undergone a craniotomy for repair of a ruptured aneurysm. Which intervention will the intensive care nurse implement? 1. Administer a stool softener BID. 2. Encourage the client to cough hourly. 3. Monitor neurological status every shift. . fight down the dopamine drip to keep BP at 160/90. Neurological Head Injury 13. The client diagnosed with a mild concussion is being discharged from the emergency department. Which discharge instruction should the nurse teach the clients signi ? cant other? 1. Awaken the client every two (2) hours. 2. Monitor for increased intracranial pressure. 3. Observe frequently for hypervigilance. 4. Offer the client food every three (3) to four (4) hours. 14. The resident in a long-term care facility fell during the previous shift and has a laceration in the occipital area that has been closed with Steri-Strips.Which signs/symptoms would warrant transferring the resident to the emergency department? 1. A 4-cm area of bright red drainage on the dressing. 2. A weak pulse, shallow respirations, and cool pale skin. 3. Pupils that are equal, react to light, and accommodate. 4. Complaints of a headache that resolves with medication. 15. The nurse is caring for the following clients. Which client would the nurse assess ? rst after receiving the shift report? 1. The 22-year-old male client diagnosed with a concussion who is complaining someone is waking him up every two (2) hours. 2.The 36-year-old female client admitted with complaints of left-sided weakness who is schedule for a magnetic resonance imaging (MRI) scan. 3. The 45-year-old client admitted with blunt trauma to the head after a motorcycle accident who has a Glasgow Coma outdo score of 6. 4. The 62-year-old client diagnosed with a cerebrovascular accident (CVA) who has expressive aphasia. 10 MED-SURG SUCCESS 16. The client has sustained a severe closed head injury and the neurosurgeon is determining if the client is brain dead. Which data support that the client is brain dead? 1. When the clients head is turned to the right, the eyes turn to the right. . The electroencephalogram (EEG) has identi? able waveforms. 3. There is no eye performance when the cold caloric test is performed. 4. The client assumes decorticate carry when painful stimuli are applied. 17. The client is admitted to the medical ? oor with a diagnosis of closed head injury. Which nursing intervention has priority? 1. Assess neurological status. 2. Monitor pulse, respiration, and bloo d pressure. 3. Initiate an intravenous access. 4. Maintain an adequate airway. 18. The client diagnosed with a closed head injury is admitted to the rehabilitation department. Which medication order would the nurse question? . A subcutaneous anticoagulant. 2. An intravenous osmotic diuretic. 3. An oral anticonvulsant. 4. An oral proton pump inhibitor. 19. The client diagnosed with a gunshot wound to the head assumes decorticate posturing when the nurse applies painful stimuli. Which assessment data obtained three (3) hours later would indicate the client is improving? 1. Purposeless movement in response to painful stimuli. 2. Flaccid paralysis in all four extremities. 3. Decerebrate posturing when painful stimuli are applied. 4. Pupils that are 6 mm in size and nonreactive on painful stimuli. 20.The nurse is caring for a client diagnosed with an epidural hematoma. Which nursing interventions should the nurse implement? Select all that apply. 1. Maintain the head of the bed at 60 deg rees of elevation. 2. Administer stool softeners daily. 3. Ensure that pulse oximeter reading is high than 93%. 4. Perform deep nasal suction every two (2) hours. 5. Administer mild sedatives. 21. The client with a closed head injury has pretend ? uid draining from the nose. Which action should the nurse implement ? rst? 1. Notify the health-care provider immediately. 2. Prepare to administer an antihistamine. 3. Test the drainage for presence of glucose. . Place 2 2 gauze under the nose to collect drainage. 22. The nurse is enjoying a day out at the lake and witnesses a irrigate skier hit the boat ramp. The water skier is in the water not responding to verbal stimuli. The nurse is the ? rst health-care provider to respond to the accident. Which intervention should be implemented ? rst? 1. Assess the clients level of consciousness. 2. Organize onlookers to ingest the client from the lake. 3. Perform a head-to-toe assessment to determine injuries. 4. Stabilize the clients cervic al spine. 23. The client is diagnosed with a closed head injury and is in a coma.The nurse writes the client problem as high risk for immobility complications. Which intervention would be included in the plan of care? 1. Position the client with the head of the bed elevated at intervals. 2. Perform active range of motion exercises every four (4) hours. 3. Turn the client every shift and manipulate bony prominences. 4. Explain all procedures to the client before performing them. Neurological CHAPTER 2 NEUROLOGICAL DISORDERS 11 Spinal Cord Injury (SCI) 25. The nurse impetuous down the highway witnesses a one-car motor vehicle accident and stops to render aid. The driver of the car is unconscious.Which action should the nurse take ? rst? 1. Carefully remove the driver from the car. 2. Assess the clients pupils for reaction. 3. Stabilize the clients cervical spine. 4. Attempt to wake the client up by shaking him. 26. In assessing a client with a T-12 SCI, which clinical manifestation s would the nurse expect to ? nd to support the diagnosis of spinal shock? 1. No re? ex activity below the waist. 2. Inability to move upper extremities. 3. Complaints of a pounding headache. 4. Hypertension and bradycardia. 27. The rehabilitation nurse caring for the client with an L-1 SCI is developing the nursing care plan.Which intervention should the nurse implement? 1. Keep oxygen on via nasal cannula on at all times. 2. Administer low-dose subcutaneous anticoagulants. 3. Perform active lower-extremity ROM exercises. 4. Refer to a speech therapist for ventilator-assisted speech. 28. The nurse in the neurointensive care unit is caring for a client with a new C-6 SCI who is breathing independently. Which nursing interventions should be implemented? Select all that apply. 1. Monitor the pulse oximetry reading. 2. Provide pureed foods six (6) times a day. 3. Encourage coughing and deep breathing. 4. Assess for autonomic dysre? xia. 5. Administer intravenously corticosteroids. 29. The home health nurse is caring for a 28-year-old client with a T-10 SCI who says, I cant do anything. Why am I so no-good? Which statement by the nurse would be the most therapeutic? 1. This must be very hard for you. Youre feeling worthless? 2. You shouldnt feel worthlessyou are still alive. 3. Why do you feel worthless? You still have the use of your arms. 4. If you attended a work rehab program you wouldnt feel worthless. 30. The client is diagnosed with an SCI and is scheduled for a magnetic resonance imaging (MRI) scan.Which question would be most appropriate for the nurse to ask prior to taking the client to the diagnostic test? 1. Do you have trouble hearing? 2. Are you allergic to any type of dairy products? 3. Have you had anything to eat in the last eight (8) hours? 4. Are you uncomfortable in closed spaces? Neurological 24. The 29-year-old client that was employed as a forklift operator sustains a traumatic brain injury secondary to a motor vehicle accident. Th e client is being discharged from the rehabilitation unit after three (3) months and has cognitive de? cits. Which goal would be most realistic for this client? . The client will return to work within six (6) months. 2. The client is able to focus and continue on task for ten (10) minutes. 3. The client will be able to dress self without assistance. 4. The client will regain bowel and bladder control. 12 MED-SURG SUCCESS 31. The client with a C-6 SCI is admitted to the emergency department complaining of a severe pounding headache and has a BP of 180/110. Which intervention should the emergency department nurse implement? 1. Keep the client ? at in bed. 2. Dim the lights in the room. 3. Assess for bladder distention. 4. Administer a narcotic analgesic. 32.The client with a cervical fracture is being discharged in a halo device. Which teaching instruction should the nurse discuss with the client? 1. Discuss how to remove interpellation pins correctly. 2. Instruct the client to repo rt reddened or irritated skin areas. 3. I

Effective Teaching and Learning Environments Essay

This assignment depart discuss effective t severallying and training environments. According to Brophy (2004) in that respect atomic number 18 twelve principles contributing to effective teaching a supportive classroom environment, the opportunity to meditate, curricular alignment, establishing education orientations, coherent content, thoughtful discourse, practice and practise activities, scaffolding learners, strategy teaching, co-operative learning, goal orientated assessment and achievement expectations. All these principles contribute to the active involvement of the student and attaining effective learning environments. For this assignment we will focus on three of the main principles and discuss its effectiveness in my own learning and influences it will have on my own teaching. Supportive learning environmentTeachers modelling personal attributes such as approachability, friendliness, emotional maturity and sincerity towards individuals as well as learners create an environment of viscousness and support. educational content can be developed to connect and build on students prior knowledge and experiences whilst also encouraging understanding of learning outcomes in a positive collaborative environment. As a tertiary student I find these qualities very encouraging in allowing me to pursue my education without fearing to contribute and enquire questions without being chastised or frown upon. An example of a non-supportive environment was observed at a high school where a teacher humiliated a student for failing a math test.The teacher made the student stand in front of the class and then called him stupid leaving the student distraught and traumatised. Needless to say this was an extremely negative experience and could have detrimental effects on the student or all the students motivation for learning. A supportive environment is ane where the students can be interactive with the teacher, other peers and lesson content. A recent excursion to the Attadale foreshore with the aides of workbooks and precise teacher pick upions allowed the students to busy and explore the lesson by utilising their senses and the natural environment. This effective teaching method succeeded in building and supporting group collaboration and expanding their knowledge. Opportunity to learnThe opportunity to learn greatly depends on the how much time is spent on participating in lessons and learning activities. Being an effective teacher is to be prepared and organised, victimisation allocated class time efficiently for accomplishing activities and achieving instructional goals. Teachers need to articulate calorie-free expectations and a sense of purpose that can be processed easily by the students in regards to general behaviour and engagement especially during lessons. Teachers can give clear and consistent expectations through modelling or direct instructions.Effective teachers instruct strategies and procedures for students to manage the ir own learning, elaborating content allowing students to respond and form their own interpretations. An example observed in a classroom setting lead to unenthusiastic results. A student needed clarification of an assessment, the teacher had instructed the whole class although as an observer I noticed that not many students understood what was required. The teacher approached the one student and admonishes him with a why dont you know anything statement. The students in the class have since stopped asking clarifying questions and continue to struggle in their lessons.The learning opportunities for students in this setting were limited. A more positive approach to teaching is to allow all students at different abilities a chance e.g. a grade 5 class spelling test had the teacher separating students into small literacy groups according to their abilities. Attention was focused on the struggling students whilst the more capable students had clear instructional goals to work towards. Cu rricular alignmentThe curriculum components are used as assistance in creating constant instructions and learner outcomes from K-12. The curriculum has been knowing to assist students in their attainment of knowledge, understanding, appreciation and life applications in preparation for students to participate in adult roles within society. Teachers need to instil appreciation for learning into students, the why and because of learning and knowing that there are good reasons for learning that leads to life applications where what they have learned can be used when needed in other contexts.When I was in high school (Brunei Darussalam) I was taught using textbooks and to memorize random information available in the texts. Assessments were based on the add up of information memorized. This type of learning was not productive to me or the local society as it did not allow for the development for curiosity beyond textbooks. Students were inactive and were not permitted to query anythin g other than content of lesson. Information was not related to daily matters in life. The difference in the education system here is that teachers prod and encourage analytical thinking with questions and guidance. I was found lacking in understanding curricular concepts involving thinking beyond the textbook although the push to think alfresco the box was something that I relearned and appreciated over time.Finally, although these three main ideas a supportive classroom climate, opportunity to learn and circular alignment have been highlighted individually, each idea should be applied in conjunction with the other nine principles mentioned by Brophy for attaining effective teaching and learning environments. All twelve principles are meant to be aligned as a measure of assisting students in accomplishing intended curricular outcomes.These main ideas influence my teaching by motivating the creation of an understanding and cohesive classroom by modelling and being supportive to the personal, social and academic well being of all students by being prepared and ensure that lesson plans are stimulating, challenging and that the diverse learning abilities of the students have been taken into account to further maximise their opportunities to learn and with curriculum guidance be able to achieve specialized outcomes geared towards students being able to function socially and adapt to the adult world.

British Parliamentary

British parliamentary The British parliamentary Debate arrange Robert Trapp, Willamette University Yang Ge, Dalian Nationalities University A cope format consists of a description of the teams in the debate and the parliamentary procedure and successions for the run-ines that make up that debate. The British Parliamentary debate format1 differs from many variant formats because it involves quaternity teams rather than two.Two teams, called the starting time proposal and the Second Proposition teams, are charged with the tariff of supporting the proposition epoch two other teams, primary electric resistance and Second resistance, are charged with opposing it. Two speakers re save to for each one iodinness of the four teams and each speaker fades a speech of septette second gears. The following chart describes the basic format and time limits. As you result see from the chart, each speaker is given a unique title. British Parliamentary Debate Format Speaker Time extremum diplomatic minister 7 minutes initiative speaker for maiden proposition attractor of immunity 7 minutes initiative speaker for 1st rivalry delegate bill Minister 7 minutes second speaker for 1st proposition legate attractor of Opposition 7 minutes second speaker for 1st opposition extremity of government activity 7 minutes 1st speaker for second proposition component of Opposition 7 minutes 1st speaker for second opposition Government scold 7 inutes 2nd speaker for 2nd proposition Opposition pommel 7 minutes 2nd speaker for 2nd opposition As can be seen from the table above, the first four speeches are delivered by the First Proposition and the First Opposition teams hence the populate four speeches are delivered by the Second Proposition and Second Opposition teams. Therefore, the First Proposition and First Opposition teams prevalently are responsible for the first fractional of the debate and the Second Proposition and Second Opposition teams admit the responsibility for the second half.The table above describes all of the formal speeches but it does non describe one of the or so grave and dynamic parts of the debate points of information. Points of information provide opportunities for members of each team to interact with members of the teams defending the opposite ramp of the operation2. Points of information can be petitioned after the first minute of a speech and prior to the last minute of the speech. The first and last minute of each speech is protected against interruption. The point of information can last no much than fifteen seconds and may take the form of a question, a statement, or an public debate. Only a debater defending the opposite side of the proposition as the speaker can request a point of information.In other words, the debaters for the proposition can request points of information of members of the opposition teams and vice versa. To request a point of information, a deb ater rises and politely says something like point of information please, or on that point. The debater giving the speech has the authority to have a bun in the oven or to refuse the request for a point of information. In general, debaters should accept a minimum of two points during their speech so that the judges and the audience give know they are able to answer points quickly and directly. Accepting more than one or two points is not advisable because to do so may have the effect of disrupting the speech.To refuse a point of information, the debater may say something like No thank you or not at this time, or may simply use a hand gesture to indicate the soul should take return to their seat. If the request for a point of information is accepted, the person who has requested the point has a maximum of fifteen seconds to make the point. As stated earlier, the point can be a question, a statement, or an argument. sometimes points of information are made to force an opponent to c larify a position but more commonly, they are made to attempt to undermine an argument being made by the speaker. After accepting a point of information, the speaker should answer the question directly.The person offering the point of information is not allowed to follow-up with additional questions. Points of information are among the approximately important and most interesting parts of British Parliamentary debate because they introduce an element of spontaneousness to the debate and give each debater the chance to demonstrate critical thinking skills. Although points of information are a common occurrence in every speech in the debate, each speech contains elements that are unique to that speech. The following table explains the basic responsibilities of each speaker in British Parliamentary debate. future(a) the table is a fuller explanation of the responsibilities of each speech. Speaker Responsibilities for British Parliamentary Debate Speaker Speaker Responsibilities Pri me Minister Defines and interprets the motion 1st speaker for 1st proposition Develops the eluding for the proposition attracter of Opposition Accepts the definition of the motion 1st speaker for 1st opposition Refutes the case of the 1st proposition Constructs one or more arguments against the Prime Ministers interpretation of the motion. representative Prime Minister Refutes the case of the 1st opposition 2nd speaker for 1st proposition Rebuilds the case of the 1st proposition May add new(a) arguments to the case of the 1st proposition proxy Leader of Opposition 2nd speaker for 1st Continues falsehood of case of 1st proposition opposition Rebuilds arguments of the 1st opposition May add new arguments to the case of the 1st opposition process of Government Defends the general direction and case of the 1st proposition 1st speaker for 2nd proposition Continues demurrer of 1st opposition team Develops a new argument that is different from but consistent with the case of the 1st proposition (sometimes called an wing). Member of Opposition Defends the general direction taken by the 1st opposition. 1st speaker for 2nd opposition Continues general refutation of 1st proposition case Provides more specific refutation of 2nd opposition Provides new opposition arguments Government Whip Summarizes the entire debate from the point of stance of the proposition, defending the 2nd speaker for 2nd proposition general view point of both proposition teams with a special eye toward the case of the 2nd proposition Does not provide new arguments. Opposition Whip Summarizes the entire debate from the point of view of the opposition, defending the 2nd speaker for 2nd opposition general view point of both opposition teams with a special eye toward the case of the 2nd opposition Does not provide new arguments. The following sections briefly describe the speeches given by each of the eight speakers listed in the previous table. These are very brief descriptions that will be expanded in later chapters. Prime Minister The debate begins with a seven-minute speech by the Prime Minister.The Prime Minister has two basic responsibilities to define and interpret the motion and to develop the case for the proposition. The first of these responsibilities is to define and interpret the motion for debate. The definition and interpretation is particularly important because it sets the stage for the entire debate. Remember, the Prime Minster has the right to define the motion and the responsibility to do so in a reasonable fashion. Therefore, if the Prime Ministers interpretation is a poor one, the likely result will be a poor debate. In order to properly define and interpret the proposition, the Prime Minster should do the following 1)Define any ambiguous terms in the proposition. )Show how these definitions are reasonable ones. 3)Outline a model that will be used by all teams in advancing the debate. More will be said ab bulge out these terzetto points in Chapter 5 on constructing a case for the proposition. The second responsibility of the Prime Minister is to construct a case for the proposition. Simply stated, a case consists of one or more arguments supporting the Prime Ministers interpretation of the motion. Therefore, the Prime Minister will outline the arguments supporting the interpretation and begin to develop each of those arguments. The Prime Minister need not premise all of the arguments for the First Proposition team.In many cases, the Prime Minister will state that the First Proposition team will have a certain number of arguments and that some will be presented in this speech and the Deputy Prime Minister will present the rest. Leader of the Opposition The Leader of the Opposition has three primary responsibilities to accept the definition and interpretation of the proposition, to disprove part or all of the Prime Ministers case, and to present one or more arguments in opposition to the Prime Ministers interpretation of the motion. First, in most ordinary situations, the Leader of the Opposition should explicitly accept the definition and interpretation of the motion as presented by the Prime Minister.In extraordinary cases, when the definition is completely unreasonable as to eliminate meaningful debate, the Leader of the Opposition has the right to reject the definition. The problem with rejecting the definition is that such an action will ultimately lead to a very grownup debate and the First Opposition team likely will get the blame. Therefore, even in the event of an unreasonable definition, the Leader of the Opposition should point out to the judge and the audience that the definition and interpretation presented by the Prime Minister is unreasonable and then should go ahead and accept the definition for the purposes of the current debate.Second, the Leader of the Opposition should controvert part or all of the Prime Ministers arguments for the motion. Beca use of the limits of time, the Leader of Opposition cannot reasonably expect to refute all of the Prime Ministers arguments. The proper endeavor is to select and refute the most important arguments presented by the Prime Minister. Finally, the Leader of the Opposition should present one, two, or three arguments directed against the Prime Ministers interpretation of the motion. These arguments are different from those arguments offered in refutation. They should consist of the most persuasive reasons that the Leader of the Opposition can present to convince the audience to reject the proposition. Deputy Prime MinisterThe Deputy Prime Minister has three primary obligations to defend the case presented by the Prime Minister, to refute any independent arguments presented by the Leader of the Opposition, and to add one or more arguments to the case presented by the Prime Minister. First, the Deputy Prime Minister defends the case presented by the Prime Minister by engaging any refutatio n presented against the case by the Leader of the Opposition. This task needfully to be genteel in a very systematic fashion. The Deputy should take up the Prime Ministers argument one by one and defend each argument against any refutation by the Leader of the Opposition. Thus, at the end of this section of the Deputys speech, the audience should see that the case originally presented by the Prime Minister still stands as strongly as it did when initially presented.Second, the Deputy Prime Minister should refute any of the independent argument presented by the Leader of the Opposition. Like the Leader of Opposition, the Deputy should not try to refute all arguments, just the most important ones. Finally, the Deputy Prime Minster should add one or two arguments to the case presented by the Prime Minister. The reasons for adding new arguments in this speech are two-fold First, the Prime Minister may not have had fit time to develop all of the arguments that the First Proposition te am wishes to present and second, presenting these additional arguments gives the judges and audience a way to judge the ability of the Deputy Prime Minister with respect to the ability to construct arguments. Deputy Leader of the OppositionThe duties of the Deputy Leader of the Opposition are similar to those of the Deputy Prime Minister. The Deputy Leader should 1) defend the refutation offered by the Leader of Opposition, 2) defend the arguments offered by the Leader of the Opposition, and 3) add one or more new arguments to those being offered by the First Proposition team. First, the Deputy Leader should defend the refutation offered by the Leader of the Opposition. The Deputy Prime Minister will have engaged the refutation presented by the Leader of Opposition. At this time, the Deputy Leader necessarily to show that the original refutation is still sound. Second, the Deputy Leader should defend the arguments presented by the Leader of the Opposition.The task of the Deputy Lea der is to make sure that these arguments still stand firm in the mind of the judges and audience. To do so, the Deputy leader needs to consider each argument one by one, engage any refutation offered by the Deputy Prime Minister, and therefore rebuild each argument. Third, the Deputy Leader should present one or more arguments against the proposition. These arguments can be similar to those arguments raised by the Leader of the Opposition, yet they should be new ones to give the judges and audience the ability to judge the Deputy Leaders argument construction skills. Member of Government The Member of Government initiates the second half of the debate.The Member of Government needs to defend the general direction taken by the First Proposition team but needs to offer a new perspective from the Second Proposition team. In other words, the Member of Government needs to defend the thesis of the First Proposition team while doing so for different reasons. The obligations of the Member o f Government can be summarized as follows 1) Defend the general perspective of the First Proposition team, 2) Continue refuting arguments made by the First Opposition team, 3) Develop one or more new arguments that are different from but consistent with the case offered by the First Proposition team. The first responsibility of the Member of the Government is to defend the general direction of the debate as started by the First Proposition team.In so doing, the Member of Government demonstrates a sense of loyalty to the other debaters defending the proposition. This part of the Members speech is important but need not be time consuming. One or two minutes devoted to this aspect of the speech will probably be sufficient. Second, the Member of Government should continue refuting arguments made by the First Opposition team. The Member of Government should not use the same refutation as provided by debaters of the First Proposition team, but should introduce new points of refutation uni que to the Second Government team. To the extent possible, the refutation should focus on the arguments presented by the Deputy Leader of the Proposition.Finally, the Member of Government should develop one or more arguments that are different from but consistent with the arguments offered by the Prime Minister. These new arguments sometimes are referred to as an extension. This extension is one of the most important elements of the Member of Governments case as it provides an opportunity to distinguish the Second Proposition team from the First Proposition while at the same time remaining consistent with their overall approach. Member of Opposition The Member of Opposition begins the second half of the debate for the Opposition side. Like the Second Proposition team, the goal of the Second Opposition team is to remain consistent with the First Opposition team while presenting a unique perspective of their own. To accomplish this goal, theMember of Opposition needs to fulfill thre e obligations 1) Defend the general direction taken by the First Opposition team, 2) Continue the refutation of the case as presented by the First Proposition, 3) Provide more specific refutation of the arguments introduced by the Member of Government, and 4) Present one or more new arguments that are consistent with, yet different from, those presented by the First Opposition team. First, the Member of Opposition should defend the general perspective taken by the First Opposition team. This need not be a time-consuming enterprise, but the Member of Opposition should make clear that the Second Opposition team is being loyal to the arguments of the First Opposition team.Second, the Member of Opposition should briefly continue the refutation of the case presented by the First Proposition team. Again, this continued refutation should be brief and should involve new points of refutation not yet considered by members of the First Opposition team. Third, the Member of Opposition should pr esent more specific refutation of the arguments introduced by the Member of Government. Refutation of the Member of Governments arguments is an important task because these are completely new arguments supporting the proposition side and have not yet been joined by the opposition side. Finally, the Member of Opposition should present an extensionan argument consistent with, yet different from that presented by the First Opposition team.Like the Governments extension, this is an important responsibility of the Member of Opposition because it allows the Second Opposition team to show its loyalty to the First Opposition team while clearly differentiating themselves form the First Opposition. Government Whip The whip speakers for both teams have the responsibility to close the debate for their respective sides. The Government Whip should accomplish three goals 1) Refute the extension offered by the Member of Opposition, 2) Defend the extension offered by the Member of Government, and 3) Summarize the debate from the perspective of the Proposition side. The first responsibility of the Government Whip is to refute the extension offered by the Member of Opposition. This extension has yet to be discussed by the Proposition team and doing so is an important responsibility of the Government Whip.Second, the Government Whip should defend the extension offered by the Member of Government. The Member of Governments extension is a very important party of the Second Governments case and in all likelihood has been refuted by the Member of Opposition. Therefore, defending this extension is an important responsibility of the Government Whip. The final, and perhaps most important responsibility of the Government Whip is to summarize the debate from the perspective of the Proposition side. The summary may be accomplished in a number of ways. One of the most effective ways is to identify the most crucial issues in the debate and discuss how each side has dealt with each.The summar y should, of course, be made from their sides perspective while being and appearing to be fair-minded. Similarly, the summary should be fair to the First Proposition team but should focus on the arguments move by the Second Proposition team. Opposition Whip The responsibilities of the Opposition Whip are almost identical to those of the Government Whip except they are accomplished from the perspective of the Opposition side rather than from the Proposition side. Again, the Opposition Whip should 1) Refute the extension offered by the Member of Government, 2) Defend the extension offered by the Member of Opposition, and 3) Summarize the debate from the perspective of the Opposition side.The details of this speech are exactly like those of the previous speech except that they focus on the Opposition side of the debate rather than the Proposition side. Once again, the primary goal of this speech is to summarize the debate from the perspective of the Opposition side, particularly from the point of view of the Second Opposition team. This summary should fairly support the Opposition side of the debate while focusing on the accomplishments of the Second Opposition team. Summary This then is the basic format of British Parliamentary debating four teams of two persons each engage one another through a series of seven-minute speeches interspersed by points of information.The teams from each side attempt to maintain loyalty with one another while simultaneously demonstrating the unique qualities of their own arguments. Much has been introduced here that was not fully developed. posterior chapters will further explore issues only mentioned here, issues such as case construction, opposition arguments, points of information, refutation and many others. 1 British Parliamentary debate sometimes is referred to as Worlds-style debate or simply four-team debate. 2 The topic for the debate is called the motion, proposition, resolution, or sometimes just the debate topic. All of these words are used interchangeably.