(Test Bank) Maternal And Newborn Success A Q&A Review Applying Critical Thinking To Test Taking

De Sevo, 3

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Maternal and Newborn Success A Q&A Review Applying Critical Thinking to Test Taking THIRD EDITIONMaternal and Newborn Success A Q&A Review Applying Critical Thinking to Test Taking THIRD EDITION Margot R. De Sevo. PhD. LCCE. RNC-OB Association Professor (retired) Adelphi University College of Nursing and Public Health Garden City. New YorkF.A. Davis Company 1915 Arch Street Philadelphia. PA 19103 www.fadavis.com Copyright © 2017 by F.A. Davis Company. All rights reserved. This book is protected by copyright. No part of it may be reproduced. stored in a retrieval system. or transmitted in any form or by any means. electronic. mechanical. photocopying. recording. or otherwise. 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: Terri Wood Allen Content Project Manager: Julia L. Curcio Electronic Project Manager: Sandra A. Glennie Design and Illustrations Manager: Carolyn O’Brien As new scientific information becomes available through basic and clinical research. recom- mended treatments and drug therapies undergo changes. The author(s) and publisher have done everything possible to make this book accurate. up to date. and in accord with accepted standards at the time of publication. The author(s). editors. and publisher are not respon- sible 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 professional standards of care used in regard to the unique circumstances that may apply in each situa- tion. The reader is advised always to check product information (package inserts) for changes and new information regarding dose and contraindications before administering any drug. Caution is especially urged when using new or infrequently ordered drugs. Library of Congress Cataloging-in-Publication Data Names: De Sevo. Margot R.. author. Title: Maternal and newborn success : a Q & A review applying critical thinking to test taking / Margot De Sevo. Description: Third edition. | Philadelphia : F.A. Davis Company. [2017] | Includes biblio- graphical references and index. Identifiers: LCCN 2016025423 | ISBN 9780803659414 Subjects: | MESH: Maternal-Child Nursing | Obstetric Nursing | Pregnancy Complications–nursing | Test Taking Skills | Examination Questions Classification: LCC RG951 | NLM WY 18.2 | DDC 618/.04231–dc23 LC record available at https://lccn.loc.gov/2016025423I dedicate this book to my wonderful family. My husband. Richard. has loved me throughout our marriage and supported me at every point in my career. He is my best friend. My daughters Allison and Julia. my sons-in-law Craig and Adam. and my grandchildren Cameron. Abigail. Aaron. and Eleanor give my life purpose and meaning. inspiring me each day to be the best person. mother. and grandmother that I can be. I cherish them all.Contributor Kimberly Congden RN. MSN. IBCLC Manager. Lactation Services and Parent Education Baystate Medical Center Springfield. Massachusetts viiAcknowledgments I want to thank everyone who has had a hand in creating the many editions of this text: Joan Arnold. RN. PhD. for persuading me to write the book. Without her words of encour- agement. I would probably never have begun the project. Barbara Bruno. RN. deserves a special thanks for spending a full morning of her busy day at the hospital helping me with fetal monitor tracings. Virginia Moore. RN. must be thanked for her continued patience and frequent words of support. Robert Martone. Jacalyn Sharp. Terri W. Allen. Julia L. Curcio. and Daniel Domzalski at F.A. Davis Company and Lori Bradshaw at S4Carlisle Publishing have been helpful. supportive. and instructive throughout the many iterations of the text. Most important. I want to thank Kimberly Congden for her expertise. Thank you. all. ixContents 1Introduction............................................................... 1 USE THIS BOOK AS ONE EDUCATIONAL STRATEGY................................. 1 LEARN THE MATERIAL............................................................................... 2 READ YOUR ASSIGNMENTS....................................................................... 2 DISCUSS THE INFORMATION..................................................................... 2 ORGANIZE THE INFORMATION.................................................................. 2 Understand the Problem............................................................................... 2 Determine the Significance of the Pathophysiology...................................... 3 Identify Signs and Symptoms........................................................................ 3 USE THE NURSING PROCESS.............................................................. 4 Assess................................................................................................... 4 Formulate Nursing Diagnoses....................................................................... 4 Develop a Plan of Care.................................................................................. 4 Implement the Care...................................................................................... 6 Evaluate the Care.......................................................................................... 6 TYPES OF QUESTIONS............................................................................... 6 Multiple-Choice Questions............................................................................. 7 Fill-in-the-Blank Questions............................................................................. 7 Drag-and-Drop Questions.............................................................................. 7 Multiple-Response Questions......................................................................... 8 Hot Spot Items.......................................................................................... 8 Items for Interpretation................................................................................. 9 KNOW HOW TO APPROACH EXAMINATION QUESTIONS...........................9 2Sexuality. Fertility. and Genetics............................... 11 KEYWORDS.............................................................................................. 11 QUESTIONS....................................................................................... 12 Sexuality................................................................................................. 12 Infertility.................................................................................................. 15 Genetics.................................................................................................. 21 ANSWERS AND RATIONALES................................................................... 31 Sexuality................................................................................................. 31 Infertility.................................................................................................. 34 Genetics.................................................................................................. 42 3Women’s Health Issues............................................. 55 KEYWORDS.............................................................................................. 55 QUESTIONS....................................................................................... 56 ANSWERS AND RATIONALES................................................................... 71 4Antepartum......................................................... 93 KEYWORDS.............................................................................................. 93 QUESTIONS....................................................................................... 94 ANSWERS AND RATIONALES................................................................. 112 xixii MATERNAL AND NEWBORN SUCCESS 5Intrapartum........................................................ 137 KEYWORDS............................................................................................ 137 QUESTIONS..................................................................................... 138 ANSWERS AND RATIONALES................................................................. 153 6Normal Newborn...................................................... 175 KEYWORDS............................................................................................ 175 QUESTIONS..................................................................................... 176 ANSWERS AND RATIONALES................................................................. 195 7Normal Postpartum.................................................. 223 KEYWORDS............................................................................................ 223 QUESTIONS..................................................................................... 224 ANSWERS AND RATIONALES................................................................. 239 8High-Risk Antepartum.............................................. 259 KEYWORDS............................................................................................ 259 QUESTIONS..................................................................................... 260 ANSWERS AND RATIONALES................................................................. 279 9High-Risk Intrapartum.............................................. 309 KEYWORDS............................................................................................ 309 QUESTIONS..................................................................................... 310 ANSWERS AND RATIONALES................................................................. 329 10High-Risk Newborn.................................................. 357 KEYWORDS............................................................................................ 357 QUESTIONS..................................................................................... 358 ANSWERS AND RATIONALES................................................................. 378 11High-Risk Postpartum.............................................. 413 KEYWORDS............................................................................................ 413 QUESTIONS..................................................................................... 414 ANSWERS AND RATIONALES................................................................. 429 12Comprehensive Examination.................................... 451 QUESTIONS..................................................................................... 451 ANSWERS AND RATIONALES................................................................. 467 References.............................................................. 489 Index....................................................................... 493Introduction 1 This book is part of a series published by F.A. Davis that is designed to assist student nurses in reviewing essential information and in taking examinations. particularly the NCLEX- RN® and certification examinations. The book focuses predominantly on childbearing— the antepartum. intrapartum. postpartum. and newborn periods—and. because of the childbear- ing focus. includes questions about fetal and neonatal development. In addition. because women are pregnant for such a short period of their lives. childbearing occurs within the context of the family. and embryonic and fetal development occur within the context of genetics. the text contains questions on those topics. Other subjects. including sexually transmitted illnesses. domestic violence. rape. and contraception. that affect women during the childbearing years—which make up about one-third of a woman’s life— are also included. As a result. this text is an excellent supplement for a number of nursing school courses. including parent-child nursing. fetal growth and development. basic genetics. family pro- cesses. and women’s health. To obtain the most from this book. the student is strongly encouraged to read the content related to the different topic areas and to study the material in a logical manner. Only if this is done will the book be valuable. Used as a supplement to foundational work. this book should be helpful in developing the skills needed to be successful on examinations in the relevant content areas. A discussion of the types of questions asked on examinations. of techniques for approach- ing test questions to identify what is being asked. and of how to select correct responses follows. USE THIS BOOK AS ONE EDUCATIONAL STRATEGY This book contains 11 subsequent chapters and is accompanied online with two compre- hensive examinations. This introductory chapter focuses on the types of questions included in the NCLEX-RN examination and on how to approach studying and preparing for an examination. Chapters 2 through 11 focus on topics related to maternity nursing. most specifically the antepartum. intrapartum. postpartum. and newborn periods. Each of these chapters contains practice questions that test a student’s knowledge along with answers and rationales with specific tips on how to approach answering the question. The reasons why a particular answer is correct and other answer options are incorrect are given. This infor- mation serves as a valuable learning tool for the student and helps to reinforce knowledge. Chapter 12 consists of a 100-question Comprehensive Examination with questions. answers. and rationales. 12 MATERNAL AND NEWBORN SUCCESS LEARN THE MATERIAL The first step to take before attempting to answer questions in this text—or on any examination—is to study and learn the relevant material. Learning does not mean simply reading textbooks and/or attending class. Learning is an active process that requires a number of complex skills. including reading. discussing. and organizing information. READ YOUR ASSIGNMENTS Students must first read their assignments. By far the best time to read the assigned material is before the class in which the information will be discussed. Then. if students have any questions about what was read. they can ask the instructor during class and clarify anything that is confusing. In addition. students will find discussions much more meaningful when they have a basic understanding of the material. DISCUSS THE INFORMATION During class time. material should be discussed with students rather than fed to them. Teachers have an obligation to provide stimulating and thought-provoking classes. but students also have an obligation to be prepared to engage in discussions upon entering the classroom. Although facts must be learned. nursing is not a fact-based profession. Nursing is an applied science. Nurses must use information. When a nurse enters a client’s room. the client rarely asks the nurse to define a term or to recite a fact. Rather. the client presents the nurse with a set of data that the nurse must interpret and act on. In other words. the nurse must think critically. Students. therefore. must discuss client-based information by asking “why” questions rather than simply learning facts by asking “what” questions. ORGANIZE THE INFORMATION While reading and discussing information. nursing students must begin to organize their knowledge. Nursing knowledge cannot be memorized. There is too much information to be memorized and. more importantly. memorization negatively affects the ability to use information. Nurses must be able to analyze data critically to determine priorities and actions. To think critically. nurses develop connections between and among elements of information. There are several steps for organizing basic information. including understanding the pathophysiology of a problem. determining its significance for a particular client. identify- ing signs and symptoms. and using the steps of the nursing process—assessment. formula- tion of a nursing diagnosis. development of a plan of care. implementation of that plan. and evaluation of the outcomes. An example—a woman with a diagnosis of placenta previa—is used in this chapter to illustrate the use of these interrelated steps to provide a pathway for organizing basic information. Whether studying for an examination or using skills in a specific clinical situation. it is often helpful to show graphically the relationships between and among various pieces of information. as is done below. Example: A client has placenta previa. The nurse must first understand the problem. determine its significance. and assess for signs and symptoms. Understand the Problem The first action is to understand (not memorize) the pathophysiology of the issue or problem. (Implicit is the prerequisite that the learner already fully understands the normal anatomy and physiology of pregnancy.)