Fundamentals Social Determinants

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Sample questions from Fundamentals Social Determinants

This material has 90 questions with answers and rationales. Here are the first 5.

1. 1.During a home visit, a family reports that a smoke alarm has been chirping for several days, and the household cannot afford replacement batteries. What is the nurse's best action?

   • A.Suggest disabling the alarm to stop the noise.
   • B.Document the concern and advise the family to purchase batteries when possible.
   • C.Help the family identify a local fire department or community program that provides alarms or batteries.
   • D.Tell the family to wait until the next scheduled visit to address the alarm.

   Rationale: Connecting the family with a community resource addresses an immediate safety risk while recognizing the financial barrier. Waiting or simply documenting does not reduce the risk of injury from an undetected fire. Disabling the alarm increases danger; social needs should prompt practical resource referral, not blame.

2. 2.Which action best demonstrates culturally responsive infection-prevention teaching for a client who has limited English proficiency?

   • A.Ask a bilingual family member to translate all instructions.
   • B.Provide written instructions in English and ask the client to sign that they understand.
   • C.Speak slowly and loudly while repeating the same English instructions.
   • D.Use a qualified medical interpreter and ask the client to explain the instructions in their own words.

   Rationale: A qualified interpreter supports accurate communication, and teach-back helps the nurse check understanding. Family members may omit or alter sensitive information and should not replace a qualified interpreter when one is available. Speaking louder or obtaining a signature does not establish comprehension.

3. 3.Refer to the client's chart. Which actions should the nurse take to reduce infection risk while respecting the client's circumstances? Select all that apply.

   • A.Tell the client to reuse visibly soiled dressings until the next clinic visit.
   • B.Explore transportation options for follow-up care.
   • C.Assess whether the client can obtain the prescribed dressing supplies.
   • D.Assume that the client is nonadherent because the wound is worse.
   • E.Arrange interpreter-supported teaching about wound care.

   Rationale: Interpreter-supported teaching, assessment of supply access, and help arranging transportation address both safe wound care and barriers documented in the chart. Reusing visibly soiled dressings can increase contamination risk. A worsening wound does not prove nonadherence; assess the client's condition and circumstances without judgment.

4. 4.Which statement best describes the purpose of standard precautions?

   • A.They are used only when a client has a confirmed communicable infection.
   • B.They are applied to all clients when exposure to blood or potentially infectious material is possible.
   • C.They replace hand hygiene when gloves are worn.
   • D.They require an N95 respirator for every client interaction.

   Answer and rationale are in the full material.

5. 5.At change of shift, report indicates that a client with limited vision has been moved to a different room. Which action should the receiving nurse take first to promote safety?

   • A.Orient the client to the room layout and ensure the call light and needed items are within reach.
   • B.Place all personal items in a drawer to keep surfaces clear.
   • C.Wait for a family member to arrive before explaining the room.
   • D.Ask the client to remain in bed until discharge.

   Answer and rationale are in the full material.