This quiz titled 'Mental Health Final' assesses knowledge in psychiatric nursing, focusing on roles, advocacy, patient care, and mental health issues. It evaluates critical thinking, communication skills, and professional responsibilities in mental health contexts.
Advocacy
Attending
Recovery
Evidence-based practice
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Always asks me which type of juice I want to help me swallow my medication.”
Explained my treatment plan to me and asked for my ideas about how to make it better.”
Told me that if I take all the medicines the doctor prescribes, then I will get discharged soon.”
Spends time listening to me talk about my problems. That helps me feel like I’m not alone.”
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Responds to rules, routines, and customs of a group.
Reports mood is consistently sad, discouraged, and hopeless.
Performs tasks attempted within the limits set by own abilities.
Answer option 4
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Sees self as approaching ideals and capable of meeting demands.
Seeks others to assume responsibility for major areas of own life. seeks others to assume responsibility for major areas of own life.
Behaves without considering the consequences of personal actions.
Aggressively meets own needs without considering the rights of others.
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Responds to rules, routines, and customs of a group.
Reports mood is consistently sad, discouraged, and hopeless.
Performs tasks attempted within the limits set by own abilities.
Is able to see the difference between the “as if” and the “for real.”
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Diagnostic and Statistical Manual of Mental Disorders
A nursing diagnosis handbook
A psychiatric nursing textbook
A behavioral health reference manual
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I Acute renal failure II 75 III Bipolar disorder I, mixed IV Loss of disability benefits 2 months ago V None
I Schizophrenia, paranoid type II Death of spouse last year III 60 IV None V Diabetes, type 2
I Polysubstance dependence II Narcissistic Personality Disorder III 90 IV Hyperlipidemia V Charges pending for assault
I Major Depression II Avoidant Personality Disorder III Hypertension IV Home destroyed by hurricane last year V 80
Focuses on plans for treatment.
Includes nursing and medical diagnoses.
Classifies problems in multiple areas of functioning.
Uses the framework of a specific biopsychosocial theory.
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The ICD-10
Nursing Outcomes Classification
Diagnostic and Statistical Manual of Mental Disorders
The ANA Psychiatric-Mental Health Nursing Scope and Standards of Practice
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Deviant behaviors.
People with mental disorders.
Present disability or distress.
Mental disorders people have.
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All mental illnesses are culturally determined.
Schizophrenia and bipolar disorder are cross-cultural disorders.
Symptoms of mental disorders are unchanged from culture to culture.
Assessment findings in mental disorders reflect a person’s cultural patterns.
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Prevalence
Clinical epidemiology
Descriptive epidemiology
Experimental epidemiology
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Self-concept.
Overall happiness.
Appraisal of reality.
Control over behavior.
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II
III
IV
V
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“How do you feel about having imbalanced neurotransmitters?”
“You must feel relieved to know that your problem has a physical basis.”
“Neurotransmitters are substances we eat daily that influence memory and mood.”
“Neurotransmitters are natural chemicals that pass messages between brain cells.”
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“This test uses a magnetic field and gamma waves to identify problem areas in the brain. Does your teenager have any metal implants?”
“PET means positron-emission tomography. An injection is given and images are taken. It shows blood flow and activity in the brain.”
“A PET scan passes an electrical current through the brain and shows brain-wave activity. It can help diagnose seizures.”
“It’s a special type of x-ray that shows structures of the brain and whether there has ever been a brain injury.”
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PET
Skull X-ray
CT
SPECT
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Reduced anxiety
Improved memory
More organized thinking
Fewer sensory perceptual alterations
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Hippocampus
Frontal lobe
Cerebellum
Brainstem
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Decreased concentration of the neurotransmitter in the central nervous system.
Increased concentration of neurotransmitter in the synaptic gap.
Destruction of receptor sites.
Limbic system stimulation.
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Anticholinergic effects
Dopamine-blocking effects
Endocrine-stimulating effects
Ability to stimulate spinal nerves
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GABA
Histamine
Acetylcholine
Norepinephrine
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Tricyclic antidepressants
Antipsychotic drugs
Antimanic drugs
Benzodiazepines
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Chlordiazepoxide (Librium).
Clozapine (Clozaril).
Sertraline (Zoloft).
Tacrine (Cognex).
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Dry mouth.
Gynecomastia.
Pseudoparkinsonism.
Orthostatic hypotension.
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Selective norepinephrine reuptake inhibitor.
Tricyclic antidepressant.
MAO inhibitor.
SSRI
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Lithium (Lithobid).
Buspirone (BuSpar).
Risperidone (Risperdal).
Fluphenazine (Prolixin).
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“Avoid unprotected sex.”
“Report sore throat and fever immediately.”
“Reduce foods high in polyunsaturated fats.”
“Use over-the-counter preparations for rashes.”
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Buspirone.
Haloperidol.
Carbamazepine.
Phenelzine.
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Cardiac dysrhythmia.
Hypotensive shock.
Hypertensive crisis.
Cardiogenic shock.
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Report these results to the health care provider immediately.
Give the next dose as prescribed.
Give aspirin and force fluids.
Repeat the laboratory test.
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Galantamine (Reminyl)
Valproate (Depakote)
Buspirone (BuSpar)
Tacrine (Cognex)
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Experiencing auditory and visual hallucinations.
At high risk for imbalanced nutrition.
Grieving the husband’s death.
Denying the husband’s death.
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The patient may have feelings of powerlessness.
Family solidarity is this patient’s priority need.
Institutional policies promote discrimination.
The patient fears abandonment.
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Eating special foods.
Taking antianxiety medication.
Undergoing cognitive behavior therapy.
Having a native healer perform a ritual.
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Native American; worked as a forest ranger
Female immigrant from China; acupuncturist
Refugee laborer from war-torn African country
Fourth-generation New England native; accountant
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Consistently addresses patients by title and surname
Strongly encourages a patient to participate in the unit milieu
Discusses a patient’s condition with the health care provider in the elevator
Informs a treatment team that a patient is too drowsy to participate in care planning
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Has been negligent.
Committed malpractice.
Fulfilled the standard of care.
Can be charged with battery.
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A confused and combative patient says, “I’m getting out of here and no one can stop me.” The nurse restrains this patient without a health care provider’s order and then promptly obtains an order.
A patient has been irritating and attention seeking much of the day. Now a nurse escorts the patient down the hall saying, “Stay in your room or you’ll be put in seclusion.”
An involuntarily hospitalized patient with suicidal ideation runs out of the psychiatric unit. The nurse rushes after the patient and convinces the patient to return to the unit.
An involuntarily hospitalized patient with homicidal ideation attempts to leave the facility. A nurse calls the security team and uses established protocols to prevent the patient from leaving.
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Consult a drug reference.
Teach the patient about possible side effects and adverse effects.
Withhold the medication and confer with the health care provider.
Encourage the patient to increase oral fluids to reduce drug concentration.
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Patient struck another patient who attempted to leave day room to go to bathroom. Seclusion necessary at 1415. Plan: Maintain seclusion for 8 hours and keep these two patients away from each other for 24 hours.
Seclusion ordered by physician at 1415 after command hallucinations told the patient to hit another patient. Careful monitoring of patient maintained during period of seclusion.
Seclusion ordered by MD for aggressive behavior. Begun at 1415. Maintained for 2 hours without incident. Outcome: Patient calmer and apologized for outburst.
Patient pacing, shouting. Haloperidol 5 mg given PO at 1300. No effect by 1315. At 1415 patient yelled, “I’ll punch anyone who gets near me,” and struck another patient with fist. Physically placed in seclusion at 1420. Seclusion order obtained from MD at 1430.
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Hopelessness
Spiritual distress
Spiritual dysfunction
Disturbed thought processes
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“Pacing and muttering to self. Sensory perceptual alteration related to internal auditory stimulation. Given fluphenazine 2.5 mg PO at 0900 and went to room to lie down. Calmer by 0930. Returned to lounge to watch TV.”
“Agitated behavior. Patient muttering to self as though answering an unseen person. Given haloperidol 2 mg PO and went to room to lie down. Patient calmer within 30 minutes. Returned to lounge to watch TV.”
“S: States ‘I feel like I’m ready to blow up.’ O: Pacing hall, mumbling to self. A: Auditory hallucinations. P: Offer haloperidol 2 mg PO. I: Haloperidol 2 mg PO given at 0900. E: Returned to lounge at 0930 and quietly watched TV.”
“Pacing hall and muttering to self as though answering an unseen person. Haloperidol 2 mg PO administered at 0900, with calming effect in 30 minutes. Stated ‘I’m no longer bothered by the voices.’”
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Document the confusion. Obtain other assessment data from the grandchild.
Record the patient’s answers to questions on the hospital assessment form.
Ask a more experienced nurse to perform the assessment interview.
Call for a mental health advocate to support the patient’s rights.
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“That isn’t true. What you tell us is private and held in strictest confidence. Your parents have no right to know.”
“Anything you say about feelings is private, but some things like suicidal thinking must be reported to the treatment team.”
“Yes, your parents may find out what you say, but it is important that they know about your problems.”
“It sounds as though you are not really ready to work on your problems and make changes.”
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Memory
Orientation
Attention
Abstraction
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“Are you having difficulty hearing when I speak?”
“I notice you frowning. Are you feeling annoyed with me?”
“How can I make this assessment interview easier for you?”
“You’re having trouble focusing on what I’m saying. What is distracting you?”
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Counseling
Health teaching
Milieu management
Integrative therapy
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