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1. The student nurse, in the clinical setting of a behavioral health care center, has been assigned by the clinical instructor to act in the role of a participant observer during interaction with an anxious and withdrawn client.

1. The student nurse, in the clinical setting of a behavioral health care center, has been assigned by the clinical instructor to act in the role of a participant observer during interaction with an anxious and withdrawn client.

Case Study, Chapter 3, Psychosocial Theories and Therapy

1. The student nurse, in the clinical setting of a behavioral health care center, has

been assigned by the clinical instructor to act in the role of a participant

observer during interaction with an anxious and withdrawn client. The student is

reminded that positive client outcomes depend on the nurse’s ability to maintain

self-awareness, respect for the client’s unique individuality, and client-centered

interaction. (Learning Objectives: 1 and 4)

a. Identify which theory is being used in this situation. Describe the specific

components of that theory.

b. What are the most influential factors that determine a client’s response to

therapeutic interventions? How can the student nurse facilitate a positive

outcome?

 

Case Study, Chapter 7, Client’s Response to Illness

1. The student nurse is making a home visit with the community psychiatric nurse.

The client, a young woman named Phi, is scheduled to receive home care, and

this is the initial interview in the client’s home. Phi’s father Anh is present during

the visit. Throughout the interview, Phi makes poor eye contact with the nurse

and refers all questions to her father. (Learning Objectives: 5, 6, and 7)

a. What is the nurse’s role in assessing and working with this client in the home

care setting?

b. When Anh, Phi’s father, requests that the nurse assist with banishing the evil

spirits in Phi in order to restore emotional harmony, what would be the best

response for the nurse to make?

 

Case Study, Chapter 10, Grief and Loss

1. Nancy is a 59-year-old client who is grieving the loss of her 14-year-old Maltese

dog that has recently died of congestive heart failure. Nancy has experienced

fatigue, lack of energy, and mild depression. These symptoms have caused her

to miss work. When her coworkers ask why she is feeling so tired, Nancy makes

excuses by saying that she “just can’t seem to sleep well at night.” Nancy tells

the nurse that she is reluctant to be honest with her colleagues because she

thinks that they will not understand her overwhelming feelings of sadness and

grief related to the death of her pet. (Learning Objectives: 5, 6, and 8)

a. What is the cultural significance of Nancy’s fear of sharing her feelings with

her colleagues?

b. Which nursing diagnosis applies to Nancy?

 

Case Study, Chapter 17, Mood Disorders and Suicide

1. Julia, age 62 years, became severely depressed 6 years ago when her son

experienced a traumatic brain injury sustained in an automobile accident. She

has been nonadherent with pharmacologic antidepressant therapy, which has

led to her admission to an acute care psychiatric setting. During the assessment

interview, she reports becoming increasingly forgetful and now has difficulty

sleeping and concentrating. A physical assessment shows that she has lost 30

pounds during the last year as a result of “not being interested in eating.” Her

home needs repairs, and she feels overwhelmed with completing the

maintenance required. Julia reports “feeling helpless and alone,” adding that she

“is alone and no one cares.” (Learning Objectives: 3, 4, and 6)

a. Determine three nursing outcome statements that would apply to Julia, and

list them in order of priority.

b. Julia was started on sertraline (Zoloft). What client teaching should be done

with Julia regarding the sertraline?

 

Homework requirement: All questions need to be answered with 300 words or more.


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