NCLEX-RN -Safety and Infection Control 02

These questions go beyond simple memorization to review our readiness in ground clinical settings. Our understanding of precaution types, PPE requirements, and isolation protocols prepares us better for the 9-15% of NCLEX questions about infection control and safety measures.

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NCLEX-RN - Safety and Infection Control 02

1 / 19

To prevent infection, the CDC guidelines recommend that all healthcare personnel do the following before touching the patient:

2 / 19

A nurse is preparing to discharge a 6-year-old child after a week-long hospitalization. The child appears anxious about going home. What should the nurse do to facilitate the transition?

3 / 19

Nurses are responsible for properly handling and disposing of biohazardous waste. Red containers, such as sharp red containers and red bags/trash cans, are frequently accessible for items with blood or bodily fluids. What color containers are needed to dispose of materials with trace chemotherapy agents?

4 / 19

A nurse is caring for a client with depression who expresses feelings of hopelessness and states, "I don't think things will ever get better." What is the most appropriate response by the nurse?

5 / 19

Your patient has a WBC of 0.43 and is being treated for pneumonia. The patient just completed a course of chemotherapy and is on reverse isolation. What can a patient do to be a safe patient?

6 / 19

A nurse is caring for a terminally ill patient from a cultural background that incorporates specific end-of-life rituals. The patient's family is actively participating in these rituals and bringing traditional foods to the hospital. What is the best nursing action in this situation?

7 / 19

A nurse is preparing to assist during a client's electroconvulsive therapy (ECT) session. What is the primary nursing goal during this procedure?

8 / 19

Nursing schools arrange a variety of clinical rotations for their students. During the COVID pandemic, rotation sites became significantly limited. Nursing faculty and administration worked to adapt their programs. How was this accomplished?

9 / 19

Nurses are at risk for musculoskeletal disorders(MSDs) because of their work requirement to lift, bend, reach, push, and pull while caring for their patients. How can these injuries be prevented or reduced? Choose the best answer.

10 / 19

A nurse is assessing a 4-year-old child brought to the Emergency Department with multiple bruises on different parts of the body. The parent states that the child fell while playing outside. Which of the following findings would raise concern for possible child abuse?

11 / 19

A nurse is caring for an 82-year-old patient with moderate Alzheimer's disease (AD). The patient's spouse reports that the patient becomes more confused, restless, and agitated during the late afternoon and early evening hours. How should the nurse document this behavior?

12 / 19

A nurse is caring for a 4-year-old child who is being admitted to the hospital for surgery. To help the child cope with the upcoming procedure, which action by the nurse is most appropriate?

13 / 19

A nurse is caring for a 4-year-old child who is being admitted to the hospital for surgery. To help the child cope with the upcoming procedure, which action by the nurse is most appropriate?

14 / 19

A patient with obsessive-compulsive disorder (OCD) is repeatedly checking the locks on their doors multiple times each evening before bed. What is the primary purpose of this behavior?

15 / 19

During a mental health assessment, a nurse identifies several stressors in the life of an 18-year-old client who has been experiencing severe anxiety and depressive symptoms. Which of the following factors is MOST likely to elevate the client’s risk of suicide?

16 / 19

A nurse is conducting an assessment of a client who was recently sexually assaulted. The client appears calm, speaks in a flat tone, and repeatedly states, "I just want to forget it happened." What is the most likely reason for the client’s behavior?

17 / 19

The CDC has listed a set of guidelines to prevent infection. Choose the false statement.

18 / 19

When caring for a patient, what is the best way to verify identification, especially when giving medication? Choose all that apply.

19 / 19

A nurse is assessing a 16-year-old patient who has recently experienced a decline in academic performance and withdrawal from friends and activities. Which factor should the nurse consider as most likely contributing to the adolescent’s risk for suicide?

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Ace Your NCLEX-RN with Infection Control Questions and Answers for Nurses

Infection Control  Practice TestDid you know up to 15% of your NCLEX-RN exam could focus on safety and infection control?

Your exam could include 9 to 15 questions out of every 100 that test your knowledge of infection prevention and control protocols. Many nursing students find these questions challenging because of their complex nature and ground implications.

We understand the pressure you face. Infection control extends beyond passing an exam – it safeguards your future patients’ lives. Standard precautions and isolation protocols are significant for your NCLEX success and nursing career.

This detailed guide walks you through everything you need about infection control questions on the NCLEX-RN. You’ll learn about question types and testing strategies and get practice questions with detailed explanations.

Are you ready to boost your confidence in handling infection control questions? Let’s take a closer look!

Understanding NCLEX Infection Control Question Types

The NCLEX-RN exam includes specific infection control questions that need our attention. Safety and infection control questions comprise approximately 9-15% of the exam questions.

Categories of Infection Control Questions

Your NCLEX exam will test knowledge in these key infection control areas:

  • Standard Precautions and PPE
  • Transmission-Based Precautions
  • Environmental Safety
  • Patient Care Equipment
  • Surgical Asepsis
  • Hand Hygiene Protocols

Question Formats and Structure

Students typically encounter infection control questions in these formats:

  1. Multiple-choice questions (MCQs)
  2. Select-All-That-Apply (SATA)
  3. Ordered Response
  4. Hot Spot Questions
  5. Chart/Exhibit Format

Common Testing Points

Patient safety drives many infection control questions on the NCLEX. The exam tests your understanding of standard precautions used with all patients, whatever their diagnosis.

Questions about transmission-based precautions appear frequently on the exam. For example, you might need to determine if a patient needs droplet, contact, or airborne precautions based on their condition.

Many questions combine multiple concepts and test not just your knowledge of protocols but also your knowledge of how to apply them in ground situations. You might need to identify appropriate PPE while considering patient teaching or documentation requirements.

Note that these questions go beyond simple memorization. They evaluate knowing how to think critically and make safe decisions in clinical settings. Emergency response protocols, client identification procedures, and handling hazardous materials receive special attention on the exam.

Master Standard and Transmission-Based Precautions

Understanding infection control precautions is vital to our NCLEX success and future nursing practice. Let’s become skilled at these concepts together.

Standard Precautions Deep Dive

Standard precautions serve as our first line of defence and apply to all patients, regardless of their suspected or confirmed infection status. These precautions are the foundations of preventing healthcare-associated transmission of infectious agents among patients and healthcare personnel.

Key components have:

  • Hand hygiene
  • Appropriate PPE usage
  • Safe injection practices
  • Proper equipment handling
  • Environmental cleaning

Airborne vs Droplet vs Contact Precautions

Standard precautions sometimes fall short, so we implement transmission-based precautions. Here’s what you should know:

Airborne Precautions demand an airborne infection isolation room (AIIR) with special air handling and ventilation capacity – 12 air exchanges per hour for new construction and 6 for existing facilities. Tuberculosis, measles, and chickenpox commonly require airborne precautions.

Droplet Precautions protect against pathogens that spread through close respiratory or mucous membrane contact. Note that patients need at least 3 feet of separation between them.

Contact Precautions address direct or indirect contact transmission. This applies to patients with MRSA, C. diff, or extensive wound drainage.

Special Isolation Scenarios

Some situations need multiple precaution types. To cite an instance, patients with disseminated herpes zoster need both airborne and contact precautions. These cases require extra vigilance about proper PPE use and disposal.

Note that these precautions extend beyond our NCLEX exam – they’re vital skills we’ll use throughout our nursing careers to protect ourselves and our patients.

Critical Thinking Strategies for Infection Control Questions

When you face infection control questions on the NCLEX, a strategic approach makes all the difference. Let’s look at some proven techniques to help you become skilled at answering these challenging questions.

Identifying Key Information

Your success begins with spotting significant details in the question stem. It would be best if you watched for:

  • Patient symptoms and vital signs
  • Relevant medical history
  • The type of isolation or precaution mentioned
  • Time frames or sequence requirements
  • Keywords that indicate priority or urgency

Applying Nursing Process

These systematic steps help break down infection control scenarios:

  1. Assessment: Gather all relevant patient data
  2. Diagnosis: Identify the infection risk or current infection
  3. Planning: Determine appropriate precautions
  4. Implementation: Select the correct interventions
  5. Evaluation: Monitor the effectiveness of interventions

Common Pitfalls to Avoid

Students often rush to conclusions without thinking about all aspects of infection control. To cite an instance, see a question about a patient with tuberculosis – you might jump to “airborne precautions” without checking immunization status or additional symptoms.

There’s another reason why students struggle – they focus only on obvious infection control measures and miss subtle safety considerations. Note that 9-15% of NCLEX questions focus on safety and infection control, so we need an all-encompassing approach to patient care.

The NCLEX tests standardized procedures, not facility-specific variations. Don’t select interventions based on clinical practice experience alone – stick to evidence-based protocols.

Questions about transmission-based precautions sometimes need multiple types of precautions. For example, a patient with disseminated shingles needs contact and airborne precautions.

These strategies and awareness of potential pitfalls will give you the tools to handle any infection control question on the NCLEX.

Practice Questions with Detailed Rationales

Time to practice what we’ve learned with some real NCLEX-style infection control questions. These examples will show you how to use the strategies we’ve covered.

Step-by-Step Question Breakdown

Let’s break down this question: A nurse cares for a tuberculosis patient. Which personal protective equipment is most essential for the nurse to wear when providing care?

  1. The stem needs careful reading – spot the key condition (tuberculosis)
  2. The transmission type comes next (airborne)
  3. All PPE options need evaluation
  4. The most critical protection must be chosen

Understanding the Correct Answer

Masks provide the most essential protection for nurses treating tuberculosis patients. TB spreads through airborne transmission, and respiratory protection is our main defence. Other PPE might be necessary, but masks are critical in stopping transmission.

Learning from Wrong Options

Students often make these incorrect choices:

  • Gloves alone
  • Shoe covers
  • Just a gown

These options work well in other cases but don’t deal with TB’s main transmission route. Note that airborne precautions need specific respiratory protection.

Here’s a different case: A nurse treats a client with MRSA. The right approach needs both gown and gloves. Students often pick just gloves, but contact precautions need both to stop the spread effectively.

The chain of infection guides our answers to infection control questions. We need to think about how different precautions break this chain. This connects to what we learned about transmission-based precautions and helps us pick the right steps.

Conclusion

Becoming skilled at infection control questions needs both theoretical knowledge and hands-on skills. Complex scenarios break down into manageable parts as we explore everything in standard precautions and transmission-based protocols.

NCLEX infection control questions test our critical thinking and consistent protocol application. Practice questions and detailed explanations help us spot vital information and pick the right interventions based on evidence-based guidelines. We learn to dodge common mistakes along the way.

The knowledge we gain is way beyond the reach of just passing exams – it creates the foundations of safe nursing throughout our careers. Building confidence in test-taking and clinical decisions comes from practicing these concepts and reviewing protocols with critical thinking strategies.