The nurse documents that the client's pupillary reaction is PERRLA. What is the "A" in this assessment describing about the client's eyes?
Changes in peripheral vision in response to light
Involuntary blinking in the presence of bright light
Pupillary dilation when looking at a near object
Pupillary constriction when looking at a near object
The Correct Answer is D
A) Changes in peripheral vision in response to light: While peripheral vision is important in a comprehensive eye assessment, it is not specifically evaluated through the PERRLA acronym. PERRLA focuses on how the pupils respond to light and accommodation, not on peripheral vision changes.
B) Involuntary blinking in the presence of bright light: Involuntary blinking is part of a reflex action known as the blink reflex, which helps protect the eyes from bright lights and foreign objects. However, this response is not what the "A" in PERRLA refers to, which is more specifically about pupillary reactions to focus.
C) Pupillary dilation when looking at a near object: When focusing on a near object, the pupils actually constrict rather than dilate. This process, known as accommodation, is important for clear vision at close distances but does not pertain to the dilation of pupils.
D) Pupillary constriction when looking at a near object: The "A" in PERRLA stands for accommodation, which specifically refers to the pupils constricting when a person looks at a nearby object. This reaction helps the eyes focus properly and is a normal finding in a healthy neurological assessment. Thus, option D accurately describes the "A" in the PERRLA assessment.
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View Related questions
Correct Answer is A
Explanation
A) Barrel Chest: This term describes a condition where the anterior-posterior (AP) diameter of the chest is equal to the transverse diameter, giving the chest a rounded appearance. This finding is often observed in older adults or individuals with chronic respiratory conditions, and it indicates a potential increase in lung volume and air trapping, commonly seen in conditions like emphysema or chronic obstructive pulmonary disease (COPD).
B) Chronic Obstructive Pulmonary Disease: While barrel chest can be associated with COPD, it is not a direct descriptor of the chest shape. COPD encompasses various symptoms and physiological changes but does not specifically define the chest's physical appearance as barrel-shaped.
C) Anterior/Posterior Distortion: This term does not accurately describe the findings observed in the assessment. While it suggests some alteration in chest shape, it does not specifically refer to the characteristic appearance of barrel chest, which is a well-defined clinical term.
D) Lordosis: This refers to an excessive inward curve of the spine, particularly in the lumbar region. While it may affect posture and overall body alignment, it does not relate to the chest shape or measurements, making it an inappropriate choice in this context.
Correct Answer is ["A","C","D"]
Explanation
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.