The mother of a preadolescent client meets with the school nurse to discuss the recent diagnosis of scoliosis. The mother shares that she is worried that her child wants to start home schooling due to the need to wear a brace. Which interventions will the school nurse include to support the client related to scoliosis and wearing a brace? Select all that apply.
Include the student and family in a meeting to elicit her feelings about scoliosis and wearing a brace.
Suggest that the pediatrician prescribe an anti-anxiety agent for the student.
Teach the student and family about clothing that will hide the brace.
Provide contact information for a local scoliosis support group to the student and family
Correct Answer : A,C,D
A) Include the student and family in a meeting to elicit her feelings about scoliosis and wearing a brace: This intervention is essential as it encourages open communication and allows the student to express her concerns and feelings about her condition and the brace. Involving the family ensures that they can provide support and understanding during this transition.
B) Suggest that the pediatrician prescribe an anti-anxiety agent for the student: While managing anxiety may be important, it is not the nurse's role to suggest medication without a thorough assessment and evaluation by a healthcare provider. This intervention may not be appropriate in the context of providing support for scoliosis.
C) Teach the student and family about clothing that will hide the brace: This intervention is practical and can help the student feel more comfortable and confident while wearing the brace. By discussing clothing options, the nurse can help alleviate some of the psychological stress associated with wearing a visible brace.
D) Provide contact information for a local scoliosis support group to the student and family: Connecting the family with a support group can provide valuable resources and emotional support. It allows them to engage with others who understand their experiences, which can be reassuring and help them navigate the challenges of scoliosis.
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Correct Answer is ["B","C","D","E"]
Explanation
A) Range of motion: While assessing range of motion can provide information about joint function, it is not a specific component of a peripheral vascular assessment. This assessment primarily focuses on circulation and vascular integrity rather than mobility.
B) Color: Assessing the color of the upper extremities is essential in a peripheral vascular assessment. Changes in color can indicate issues such as poor circulation, hypoxia, or vascular disease, making it a critical observation.
C) Fine motor assessment by having the client touch each finger to thumb: This assessment evaluates both coordination and dexterity, which can indicate adequate blood flow to the fingers and upper extremities. It helps to assess the functional capacity of the hands in relation to vascular health.
D) Pain assessment: Evaluating for pain in the upper extremities is important, as pain can be a sign of vascular problems, including conditions like peripheral artery disease. It provides insight into the presence of ischemia or other vascular issues.
E) Pulses intact: Assessing the pulses in the upper extremities is a key component of a peripheral vascular assessment. Palpating the radial and brachial pulses helps determine blood flow and vascular function in the arms.
Correct Answer is B
Explanation
A) "Attempt to rotate your head in a circular manner": This instruction is focused on rotation rather than lateral flexion. While rotation assesses different neck movements, it does not specifically evaluate lateral flexion.
B) "Lean your head to the side and attempt to touch your ear to your shoulder": This instruction directly assesses lateral flexion of the neck. It encourages the client to bend their head to the side, effectively demonstrating the range of motion in that direction.
C) "Attempt to raise your shoulders up toward your ears": This instruction assesses shoulder elevation and shrugging rather than lateral flexion of the neck. It does not provide information about the lateral movement of the head.
D) "Tilt your head back and look at the ceiling": This instruction assesses extension of the neck rather than lateral flexion. It evaluates the ability to move the head backward.