Fluid, Electrolyte, and Acid-Base Balance

1. You are a nurse who frequently cares for post-surgical patients in your hospital unit. Most of the medical-surgical patients have IV fluids infusing during their admission. Due to the frequent use of IV fluids on your floor, understanding fluid balance and electrolyte function is primary to your nursing practice.  a. What conditions might lead to the development of hypovolemia? b. How would the amount of patient fluid loss be determined? c. Describe how hypovolemia and third-space fluid shifts correlate. d. Outline the major difference between hypovolemia and third-space fluid shift. e. Which conditions can result in third-space fluid shift?

2. You are a nurse in a nonsurgical cardiac unit caring for a 92-year-old patient who has two sons, 15 grandchildren, and 49 great-grandchildren. She lives in assisted living and has a history of congestive heart failure (CHF). She consistently struggles with balancing her fluids and electrolytes and has an affinity for dill pickles and sauerkraut. While hospitalized, she remains on a fluid restriction—much to her chagrin, as she loves ice cream.  a. What within her history would indicate she was at risk for hypervolemia? b. How would dill pickles and sauerkraut impact her fluid volume?c. What body areas offer observational evidence of excessive interstitial extracellular fluid (ECF)? d. Why would your patient be on a strict fluid restriction while hospitalized? e. Outline nursing interventions used while a patient is on fluid restriction.

PLEASE follow the instructions. Answer each question in the order it appears and separately. This is the bibliography to guide you:

1.Potter, P.A., &Perry, A. G. (2017). Fundamentals of Nursing: Concepts, Process, and Practice (9th ed.). St. Louis: MO:  Mosby. ISBN: 9780323327404.

Jean Fields is a 72-year-old client who has been diagnosed with hyperthyroidism due to Graves’ disease. Her husband of 52 years died of lung cancer 2 weeks ago, and she has been dealing with extreme emotional upset and grief. She has been admitted to the hospital with fatigue, weakness, fever, tachycardia, and dehydration.

1. What is a possible cause of Ms. Fields’ symptoms? What questions would the nurse need to ask Ms. Fields to help determine factors that may have contributed to her condition?
2. Ms. Fields is prescribed propylthiouracil (PTU) every 8 hours. What should the nurse include in teaching Ms. Fields about this drug?
3. Ms. Fields is prescribed propranolol in addition to the PTU. She asks why two different drugs are necessary. How should the nurse respond?

Must use APA format when referencing

QUESTION 1; A. Explain the role of health education in health promotion. B.How is the nursing process used in developing health education? C.Describe a contemporary issue, local or global, that a family may experience today. D.What steps would the nurse take to address these as part of a health education plan?

QUESTION 2: A. What characteristics would lead a provider to suspect domestic violence, child abuse, or elder abuse is taking place within a family? B.Discuss your facility’s procedure for reporting these types of abuse.

Read the following vignette about a child with ADHD and answer each of the three questions at the end:

Scott is 8 years old. At 7 AM, his mother looks into Scott’s bedroom and sees Scott playing. “Scott, you know the rules: no playing before you are ready for school. Get dressed and come eat breakfast.” Although these rules for a school day have been set for the past 7 months, Scott always tests them. In about 10 minutes, he is still not in the kitchen. His mother checks his room and finds Scott on the floor, still in his pajamas, playing with miniature cars.

Ten minutes later, Scott bounds into the kitchen, still without socks and shoes, and hair tousled. “You forgot your socks, and your hair isn’t combed,” his mother reminds him. “Oh yeah. What’s for breakfast?” he says. “Scott, finish dressing first.” “Well, where are my shoes?” “By the back door where you left them.” This is the specially designated place where Scott is supposed to leave his shoes so he doesn’t forget.

Scott starts toward his shoes but spots his younger sister playing with blocks on the floor. He hurries to her. “Wow, Amy, watch this—I can make these blocks into a huge tower, all the way to the ceiling.” He grabs the blocks and begins to stack them higher and higher. “Scott makes a better tower than Amy,” he chants. Amy shrieks at this intrusion, but she is used to Scott grabbing things from her. The shriek brings their mother into the room. She notices Scott’s feet still do not have socks and shoes.

“Scott, get your socks and shoes on now and leave Amy alone!” “Where are my socks?” he asks. “Go to your room and get a clean pair of socks and brush your teeth and hair. Then come eat your breakfast or you’ll miss the bus.”

1. What sort of problems would you expect Scott to have at school?
2. What are some teachings you might provide for this parent?
3. What interventions would give Scott the best chance of having positive outcomes?