Principles And Practice of Psychiatric Nursing,10th Edition by Gail Wiscarz Stuart
Principles And Practice of Psychiatric Nursing,10th Edition by Gail Wiscarz Stuart
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Chapter 20: Neurobiological Responses and Schizophrenia and Psychotic Disorders
Complete Chapter Questions With Answers
Sample Questions Are Posted Below
MULTIPLE CHOICE
| a. | a lack of self-esteem. |
| b. | manipulative tendencies. |
| c. | shyness and embarrassment. |
| d. | problems in cognitive functioning. |
ANS: D
The information processing of individuals with schizophrenia may be altered by brain deficits affecting memory and attention that then affect retention, ability to focus, and ability to make decisions.
DIF: Cognitive Level: Comprehension REF: Text Page: 348
TOP: Nursing Process: Assessment MSC: NCLEX: Psychosocial Integrity
| a. | saying, “These are your clothes. Please get dressed.” |
| b. | saying, “These are your underpants. I’ll help you put them on.” |
| c. | asking, “Which of these two outfits would you like to wear now?” |
| d. | asking, “Is something the matter with your clothes that makes you not want to dress?” |
ANS: B
When cognitive functioning is disrupted, a self-care deficit may be severe. The nurse may need to dress the patient. Each step of the process of dressing should be undertaken singly, and a simple explanation as to what is expected should be given.
DIF: Cognitive Level: Application REF: Text Page: 348
TOP: Nursing Process: Implementation MSC: NCLEX: Psychosocial Integrity
| a. | “If you prefer to sit and stare for a time, it is acceptable for you to leave.” |
| b. | “You seem immobilized by anxiety. Is there anything I can do to help?” |
| c. | “Are you having trouble deciding where you want to glue that piece?” |
| d. | “Rub the glue stick on the back of the paper.” |
ANS: D
Patients with disrupted cognitive functioning have difficulty focusing on an activity in a sustained, concentrated fashion. They may need direction. Because multistage commands are often not understood, simple directions should be given one step at a time.
DIF: Cognitive Level: Analysis REF: Text Pages: 348-349
TOP: Nursing Process: Implementation MSC: NCLEX: Psychosocial Integrity
| a. | “I know these voices are very real to you, but I don’t hear them.” |
| b. | “Don’t worry. You’re safe in the hospital. I won’t let anything happen to you.” |
| c. | “Tell me more about the voices. Are they men or women? How many are there?” |
| d. | “What do you do in order to keep yourself occupied so you don’t hear the voices?” |
ANS: A
When asked, the nurse should point out that he or she is not experiencing the same stimuli but should accept the reality of the hallucinations for the patient. Being able to communicate with the nurse at the time the hallucinations are occurring is helpful to the patient. Interactive discussion of hallucinations is a vital element in the development of reality-testing skills.
DIF: Cognitive Level: Application REF: Text Page: 366
TOP: Nursing Process: Implementation MSC: NCLEX: Psychosocial Integrity
| a. | medulla and cortex. |
| b. | cerebellum and cerebrum. |
| c. | hypothalamus and medulla. |
| d. | prefrontal and limbic cortices. |
ANS: D
The two most consistent neurobiological research findings in schizophrenia are imaging studies that show reduced brain volume and abnormal function, and neurochemical studies that show alterations of neurotransmitter systems affecting the prefrontal cortex and the limbic system.
DIF: Cognitive Level: Comprehension REF: Text Page: 355
TOP: Nursing Process: Assessment
MSC: NCLEX: Physiological Integrity: Physiological Adaptation
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