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Catheter Association Urinary Tract Infection Prevention Assignment Paper

Catheter Association Urinary Tract Infection Prevention Assignment Paper

Introduction

NCLEX-style questions are a type of question used to assess a nursing student’s knowledge and skills. NCLEX stands for National Council Licensure Examination and is a standardized test used to license nurses in the United States. NCLEX-style questions are designed to test a student’s critical thinking and problem-solving abilities and are often used in nursing school exams and the NCLEX exam (Silvestri L, Silvestri A & Ignatavicius, 2022)Catheter Association Urinary Tract Infection Prevention Assignment Paper. NCLEX-style questions are usually multiple-choice questions, with four possible answer choices. However, there are also other types of NCLEX-style questions, such as fill-in-the-blank questions, drag-and-drop questions, and hot spot questions. Each question type is designed to test a different set of skills.

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The first level is knowledge, which is defined as the ability to recall information. This could be defined as simply remembering a fact, or it could be retaining information after hearing it once. The second level is comprehension, which is the ability to understand what has been read or heard. This requires being able to interpret the information and make sense of it. The third level is the application, which is the ability to use the information in a real-world context. Verenna et al. (2018) note that this usually involves solving a problem or using the information in a new situation. The fourth level is analysis, which is the ability to break down information into smaller parts in order to understand it better. It involves identifying the main idea and supporting details in a text, or finding the relationship between two ideas. The last level is synthesis, which is the ability to put together information from different sources to create a new understanding and involves making a new interpretation of data or developing a new solution to a problem. Catheter Association Urinary Tract Infection Prevention Assignment Paper

NCLEX-Style Questions for Catheter Association Urinary Tract Infection CAUTI Prevention

Q1. A client with a catheter is at risk of developing a CAUTI. Which of the following nursing actions would be appropriate to prevent this complication?

  1. A) Assess the client’s catheter site for redness, tenderness, or drainage.
  2. B) Keep the client’s catheter site clean and dry.
  3. C) Monitor the client’s urine output and report any changes.
  4. D) All of the above.

BT: This question assesses knowledge related to the prevention of catheter-associated urinary tract infections (CAUTI). The Bloom Taxonomy Level for this question is Level 1: Knowledge. The correct answer is (D): All of the above. Guided by McNeill (2017), the actions listed in the answer choices are all evidence-based interventions that have been shown to reduce the risk of CAUTI. Catheter Association Urinary Tract Infection Prevention Assignment Paper

Q2. Which of the following is an appropriate nursing action to take in order to prevent CAUTI?

  1. Educate patients on the importance of proper hygiene
  2. Monitor patients for early signs of infection
  3. Administer prophylactic antibiotics
  4. Keep the patient’s environment clean and free of bacteria

The question is a knowledge-level question because it requires the nurse to apply knowledge in order to select the best action to take in order to prevent CAUTI. The answer is D: Keep the patient’s environment clean and free of bacteria because this is the best way to prevent the patient from acquiring an infection.

Q3. What is the most important reason for keeping an indwelling catheter in place?

  1. To prevent infection
  2. To allow for drainage of urine
  3. To keep the area clean
  4. To provide comfort

 

BT: The most important reason for keeping an indwelling catheter in place is to prevent infection. This is a knowledge-based question on the Bloom Taxonomy. The most important reason for keeping an indwelling catheter in place is to prevent infection (Option A). The catheter provides a direct connection between the bladder and the outside world, which can allow bacteria to enter the bladder and cause an infection. The justification for this answer is that preventing infection is the most important reason for keeping an indwelling catheter in place. Catheter Association Urinary Tract Infection Prevention Assignment Paper

 

Q4. What is the most important thing to remember when inserting an indwelling catheter?

  1. Always wear gloves when inserting the catheter.
  2. Insert the catheter into the patient’s bladder.
  3. Clean the patient’s skin with an antiseptic prior to insertion.
  4. Use a lubricant when inserting the catheter.

BT: The question above is classified as a knowledge-level question because it requires the test-taker to recall information about best practices for the insertion of an indwelling catheter. In order to answer the question correctly, the test-taker must remember that it is important to clean the patient’s skin with an antiseptic prior to insertion. The correct answer is (C): It is important to clean the patient’s skin with an antiseptic prior to insertion to prevent infection.

Q5. What is the most important thing to remember when caring for an indwelling catheter?

  1. Always keep the catheter clean and dry.
  2. Change the catheter every week.
  3. Flush the catheter with sterile water every day.
  4. Monitor the patient’s urine output every day.

BT: This question is Evaluation – level. The rationale for this answer is that it is important to monitor the patient’s urine output every day to ensure that the catheter is functioning properly and to detect any early signs of infection. The correct answer is (D): Monitor the patient’s urine output every day. It is important to monitor the patient’s urine output every day to ensure that the catheter is functioning properly and to detect any early signs of infection. Catheter Association Urinary Tract Infection Prevention Assignment Paper

References

McNeill, L. (2017). Back to basics: How evidence-based nursing practice can prevent catheter-associated urinary tract infections. Urologic Nursing, 37(4), 204-207.

Silvestri, L. A., Silvestri, A. E., & Ignatavicius, D. D. (2022). Strategies for Student Success on the Next Generation NCLEX®(NGN) Test Items-E-Book. Elsevier Health Sciences.

Verenna, A. M. A., Noble, K. A., Pearson, H. E., & Miller, S. M. (2018). Role of comprehension on performance at higher levels of Bloom’s taxonomy: Findings from assessments of healthcare professional students. Anatomical sciences education, 11(5), 433-444. https://doi.org/10.1002/ase.1768

Topic 3 – Learning Objectives

 Course Topic: Catheter Association Urinary Tract Infection CAUTI prevention in a MedSurg Telemetry Unit.

Purpose of the Course

The purpose of this course is to prevent Catheter Association Urinary Tract Infection (CAUTI) on the unit and increase the nurses’ awareness of appropriate catheterization practices, indications for catheterization, and the role of inter-professional collaboration, using the nurse-driven approach for prompt and timely removal of Foley catheters to prevent Catheter Association Urinary Tract Infection (CAUTI) (Parker et al., 2017)Catheter Association Urinary Tract Infection Prevention Assignment Paper.

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Learning Objectives

1. The learner will identify CAUTI prevention strategies and appropriate nursing actions when caring for a client with an indwelling catheter.
2. The learner will explain why a client has an indwelling catheter & provide a rationale for keeping or removing the catheter
3. The learner will demonstrate safe insertion, care of an indwelling catheter and maintenance during the duration when the patient has the catheter and prompt and proper removal.
4. Learner will understand and demonstrate the shift bundle protocol for preventing CAUTI when caring for patients with indwelling Foley catheter.

 Specific concepts from QSEN competencies are represented in the outlined learning objectives. One of the QSEN competencies focuses on safety and preventing patient harm (QSEN, n.d.). Among the defined objectives is the ability of the learner to demonstrate proper care technique, hygiene, and maintenance of a urinary catheter. This objective is critical to ensuring patient safety (Rozario, 2018). Patient-centered care and Evidence-based practice, which focus on patient inclusion and utilization of current evidence, are part of QSEN competencies (Chenot & Christopher, 2019; Mansour et al., 2018). They are represented in the incorporation of patient awareness during catheter care and removal. Catheter Association Urinary Tract Infection Prevention Assignment Paper

Assessment Description
Formative and summative assessments should align with learning objectives for the lesson and provide instructors with a variety of ways to measure learning. Instructors also have the responsibility to create a test blueprint before creating the assessment to guide them in item writing.

The purpose of this assignment is to create NCLEX-style questions based on the learning objectives you created in the Topic 3 assignment. Create a summative assessment that consists of five NCLEX-style questions. All questions should be leveled based on Bloom’s taxonomy and align with the learning objectives.

Create five NCLEX-style questions based on your learning objectives.
Provide the Bloom’s taxonomy level and rationale for each of the five NCLEX-style questions.
APA style is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Rubric Criteria

Five NCLEX-Style Questions Based on Learning Objectives from Lesson Plan
————————————————-45 points
Bloom Taxonomy Level and Rationale for Each NCLEX-Style Question
——————————————–45 points
Mechanics of Writing————————–10 points
Total——————————————-100 points