Nursing Questions and Answers

reflection in personal challenge that open distance E-learning students face 1 UNIVERSITY EXAMINATIONS MAY/JUNE 2026 PORTFOLIO EXAMINATION PAPER ENG1503 First Examiner: Ms TJ Ntsopi Second Examiner(s): Dr T Nkhobo Academic Language and Literacy in English 100 marks Duration: 3 Days Time: 52 Hours (Opens: Wednesday, 03 June 2026, 9:00 AM closes: Friday, 05 June 2026, 1:00 PM) 2 This paper consists of six ( 6 ) pages. INSTRUCTIONS: 1. Read these instructions carefully to ensure that you meet the requirements of the question. 2. This question paper contains ONE question. 3. Pay attention to the following aspects when you answer your question: • Content • Structure • Language and style 4. Use the checklist provided to ensure that you have answered the question. 4.1 Copy the checklist and declaration and paste them at the beginning of your script. 5. Submit the following as part of your portfolio: the completed checklist, the plagiarism declaration, and your answer. 6. Once you have completed your portfolio, compile all materials into a single PDF file and upload it via the myModules platform. Use the ‘Assessment 3’ section if you are registered for the 2026 first semester , or the ‘Assessment 4’ section if you were registered for the 2025 second semester (supplementary examination) on the ENG1503 site. 7. In cases of any cheating or plagiarism, no marks will be allocated. 8. Pay attention to the announcements on the ENG1503 site during the examination session. This platform will be used to communicate any urgent information. 9. Make sure you submit the correct file. 10. NO LATE EXAMINATIONS WILL BE ACCEPTED. SUBMIT YOUR ANSWER SHEET BEFORE THE SUBMISSION PORTAL CLOSES AT 1:00 PM ON 05 JUNE 2026. NB: Incorrect submissions will be awarded a ‘0’ mark. 3 CHECKLIST Student name and surname: Student number: Is there a student name and number on this cover page/checklist? YES (put your initials here) Is this your original work? YES (put your initials here) Have you included the plagiarism declaration we have provided you with? YES (put your initials here) Did you answer the question? YES (put your initials here) Are you submitting the correct portfolio and the correct file? (Please double-check your submission after you have uploaded) YES (put your initials here) Format if typed: Arial font size 12 One and a half (1.5) line spacing YES (put your initials here) Did you edit your work several times? YES (put your initials here) Did you convert your document to a PDF file? YES (put your initials here) Did you remove any password protection? YES (put your initials here) 4 PLAGIARISM DECLARATION: Name and student number: ……………………………………………… I declare that this ENG1503 examination is my own original work. Where secondary material has been used (either from a printed source or from the Internet), this has been carefully acknowledged and referenced in accordance with departmental requirements. I understand what plagiarism is, and I am aware of the pertinent policies in this regard. I have not allowed anyone else to borrow or copy my work. Signature: ……………………………………………… Date: …………………………………………………… 5 Read the following extract and answer the question that follow. Every year, about 190,000 South African students make the leap from high school to university. They land in the deep end of a learning and teaching environment that is markedly different from school, and they are expected to swim. Fortunately, around 15% of these first-year students land in the safety net of extended courses offered by universities and other tertiary institutions. This alternative pathway into higher education allows access to a wider range of students. It also improves their chances of successfully achieving an academic qualification. Adapted from : Coleman, L. 2018. Lecturers reflect on their efforts to ensure no student gets left behind . The Conversation, 6 December. Available at: https://theconversation.com/lecturers-reflect-on-their-efforts-to-ensure-no-student-gets-left- behind-108611 (Accessed: 7 May 2026). Instruction: 1. Using the text above as a starting point, write TWO well-developed paragraphs of 300 - 350 words in which you reflect on your personal challenges as an Open Distance e- Learning (ODeL) student at UNISA. Your discussion must focus ONLY on time management and the use of online learning management systems such as the myUnisa Moodle platform. Then, explain how each of these challenges has affected your ability to complete assignments, engage in online activities, and prepare for final examinations. Support your discussion with examples from your own lived experiences. Finally, suggest TWO practical strategies that lecturers could implement to support students. Ensure that your suggestions are clearly linked to the challenges you have discussed. N.B: Responses that are vague, overly general, or not related to your personal experiences will not be awarded marks. Use the rubric below as a guideline to understand how your work will be assessed. TOTAL: 100 MARKS 6 5 4 3 2 1 Level 34-40 27-33 20-26 11-19 0-10 Range • An excellent understanding and knowledge of the topic. • Well-conducted appraisal of positions on the topic • Insightful and original demonstrating a clear stance and voice • Highly selective supporting details • Captivating introduction and highly convincing • Sound understanding and knowledge of the topic • Convincing but not captivating presentation of the topic • A concerted effort at originality • Relevant supporting details • Evidence of a research based argument but not well substantiated • Writer stance and voice but with some • Some understanding and knowledge of the topic • Reasonable development of idea inadequate appraisal of positions on the topic. • A few lapses in content, claims not fully supported • Sometimes disjointed and loosely presented • Unsatisfactory handling of the topic • Some irrelevant and repeated information • Mundane handling of the topic • Flawed by generalizations and inadequate supporting detail • Writer stance and voice vague and indeterminate • Very little or no evidence of understanding and knowledge of the topic. • Very little understanding of the genre conventions • Fragmented/disjointed/ muddled ideas • Writer stance and voice muddled Content 40% • Punctuation and grammar are correct • Word choice, vocabulary and diction is highly appropriate for the genre • Demonstrates a mastery of the register of the genre • Sentence structure is correct and varied • Sentence are linked, coherent • Meaning clear with very few or no grammar errors • Very good command of grammatical structures • A wide range of vocabulary, linking devices and sentence structures • Demonstrates a mastery of the register of the genre • Sentence are linked, and coherent • Meaning clear, occasionally hindered by grammatical errors • • Occasional flawed sentences, punctuation, and spelling errors • Word choice, vocabulary and diction is appropriate for the genre • Sentence structures are correct but not as varied • Sentences are not so well linked and coherent • Limited vocabulary and sentence variety • Inadequate use of appropriate syntactic language features/structures • Poor punctuation and sentence construction • Obscured/confused meaning • Poor command of vocabulary, sentence structure and punctuation • Very limited use of the appropriate grammar and syntactic structures • Inappropriate use of expressions Language 40% • Logical flow of ideas within paragraphs. • Structure is easy to follow and adheres to the structure of the genre (Marks 16-20) • Well-structured paragraphs, neat and legible • Structure is easy to follow and adheres to the structure of the genre. (Marks 13-15) • Reasonably good presentation • A few poorly structured paragraphs • Legible, but with some typing errors. (Marks 9-12) • Inconsistently defined paragraphs • Progression of ideas hard to follow. • A few gaps in knowledge of genre. (Marks 5-8) • Cluttered presentation. • Illegible handwriting. • Many grammatical and typographical errors, which impede meaning. • Poor knowledge of genre conventions (Marks: 0 – 4) Presentation and writing conventions 20% Excellent- outstanding Good-very good Satisfactory - Good Poor Very Poor Overall comment

PAIN M H P S 1 1 4 0 WHAT IS PAIN? AN UNPLEASANT SENSORY OR EMOTIONAL EXPERIENCE. ACHE, HURT, SORE, DISCOMFORT, ETC JUST BECAUSE CAN’T BE “DIAGNOSED” DOESN’T MEAN IT’S NOT REAL ONLY THE PERSON CAN STATE WHAT THE PAIN IS FOR THEM . (REMEMBER THERE ARE MANY WAYS PEOPLE CAN FEEL PAIN SUCH AS EMOTIONAL, PHYSICAL ETC.) WHY DO WE NEED TO FEEL PAIN? ➢ body’s early warning system ➢ may cause us to stop activities that can cause further injury ➢ can be a sign of return of function TYPES OF PAIN • Sudden, or develops in short time span • Usually lasts less than 6 months • Caused by injury, disease, trauma, surgery • Decreases with healing Acute • Pain that lasts greater than 6 months • Constant or intermittent Chronic (Persistent) TYPES OF PAIN • pain that is felt beyond the site of tissue damage that extends to nearby areas Radiating • Disruption of nerve endings in stump • Pain is felt in limb that is no longer there Phantom Limb Factors that Affect the Experience and Expression of Pain • Past experiences • Anxiety • Rest & sleep • Attention given to the sensation of pain • Support • Meaning • Culture • Age • Gender • Many more.. THE EFFECT OF AGE ON PAIN ➢ neonate may be less able to localize pain ➢ infant less able to express so others will understand ➢ individuals with expressive disorders less able to express ➢ individuals with dementia may be less able to localize or understand meaning ➢ may be some decreased sensitivity with advanced age, i.e. receptors in skin “AGE RELATED” FACTORS… ➢ Major factor is that of the caregiver who fails to recognize or respond to the individual (infant or adult) who has an inability to verbalize or describe his or her pain. ➢ Look for: ➢ non - verbal expressions ➢ vocalizations ➢ behavior changes SIGNS & SYMPTOMS OF PAIN SEE BOX 23.1 ON P. 517 subjective reports changes in speech, e.g. pattern, volume non - verbal, e.g. grimacing body language • Guarding or protecting the body part that is painful • Rubbing, pressing change in mood change in behaviour SIGNS & SYMPTOMS OF PAIN change in vital signs • tachycardia • tachypnea • increased BP pale skin nausea and/or vomiting diaphoresis PAIN ASSESSMENT : PQRSTU ADAPTED FROM SORRENTINO’S P.516 - 517 P : Provoking causes • how did it start? Q : Quality of pain • what symptoms are they having? • mild, moderate, or severe pain? R : Region of pain and does it radiate? • where is the pain? Can they point to it? S : Severity of the pain • ask client to describe the pain (see box 23.2 p. 518) T : Timing of the pain • when did it start? U : Client’s understanding of the pain • what do you think is causing the pain? • is the pain new? Worse than usual? ASSESSMENT/REPORTABLE DATA ➢ Location : where is the pain, ask the client to point to the area ➢ Onset and duration : when did the pain start and how long did it last ➢ Intensity : how does the client describe it mild, moderate, severe etc. ➢ Description: ask the client to describe , use clients own words — do not interpret ➢ Factors causing the pain: such as movement, ask what the client was doing just before ➢ Vital signs: can increase sometimes with pain ➢ Other signs or symptoms: such as nausea, vomiting, dizziness etc. ASSESSING INTENSITY ➢ Ask! ➢ Pain rating scales ➢ 1 - 10 ➢ 1 - 5 may be simpler for children or adults with cognitive disorders ➢ Face Pain Scale ➢ Verbal descriptions ➢ Give simple choices if client can’t come up with own IMPACT OF PERSISTENT PAIN IN OLDER ADULTS Activity – become less mobile Sleep – have more episodes of disrupted sleep Mood – increases of depression, anxiety and social isolation MEASURES TO PROMOTE COMFORT & RELIEVE PAIN Wait 30 minutes after pain medications to provide care Good positioning Help with elimination needs Provide warm blankets Provide extra support for painful areas – do not rush them MEASURES TO PROMOTE COMFORT & RELIEVE PAIN Distractions Encourage support from family Gentle, slow movements Promote rest and sleep strategies CARING FOR A PERSON IN PAIN ➢ provide a calm environment ➢ darken the room ➢ respond to the person’s needs ➢ adjust the room temperature as necessary ➢ use gentle touch ➢ wait until the pain has subsided before carrying out procedures or routine care HOW WILL YOU KNOW YOUR PAIN - REDUCING STRATEGIES HAVE BEEN SUCCESSFUL? Decreased signs and symptoms Client looks relaxed, comfortable Client states relief Assess pain before and after pain relief measures, and report effectiveness. REMEMBER… • Medications are not the only way to relieve pain. • Pain relief starts with pain assessment. • You, as a HC A, can do so much for your client to prevent and relieve pain. REFERENCES Wilk, M.J. et al. (2022) Sorrentino’s Canadian textbook for the support worker. 5 th edn . Toronto, Ont.: Elsevier.

barriers in family nursing

outline four courses for low bithweight of 1 abd half tear baby

outline advices provide to couple on iud as community health nurse

QUESTION ONE (15 MARKS) Does evidence suggest that getting sufficient and consistent sleep (i.e., seven to nine hours every night) is essential for an individuals’ wellbeing? Why or why not? Answer: Scientific evidence indicates that getting 7-9 hours of sleep per night is critical for physical, mental, and emotional health. For example: Cognitive Function: Studies published in journals like Nature Reviews Neuroscience show that sleep is essential for memory consolidation, learning, and decision-making. Physical Health: Research in The Lancet and Sleep Medicine Reviews links consistent sleep to reduced risks of chronic conditions such as cardiovascular disease, diabetes, and obesity. Mental Health: Articles in JAMA Psychiatry and Psychological Bulletin highlight the connection between sleep and mental health, showing that sleep deprivation increases the risk of anxiety, depression, and mood disorders. Immune System: Studies in Nature Communications demonstrate that sleep supports immune function, helping the body fight infections and recover from illness. In summary, peer-reviewed evidence strongly supports the idea that sufficient and consistent sleep is essential for overall well-being. QUESTION TWO (10 MARKS) To what extent is Sophia’s experience with insomnia consistent with scientific understanding of the effects of long-term sleep deprivation (i.e., longer than a week)? Answer: Sophia’s experience with insomnia is largely consistent with the expected effects of long-term sleep deprivation as documented in scientific literature, though there are some nuances worth noting. An analysis based on the cited literature and examples from her story: Consistencies with Scientific Understanding: Cognitive Impairment: Sophia describes hallucinations and difficulty focusing, which align with findings in Nature Reviews Neuroscience. Long-term sleep deprivation is known to impair cognitive function and perception, and severe cases can lead to hallucinations. Her inability to engage with others and feeling disconnected also reflect the cognitive and emotional toll of sleep deprivation. Emotional and Mental Health: Sophia’s heightened anxiety and feelings of loneliness are consistent with research in JAMA Psychiatry and Psychological Bulletin, which show that sleep deprivation exacerbates anxiety and emotional instability. Her experience of anxiety worsening during periods of insomnia is expected, as sleep deprivation and anxiety often form a cyclical relationship. Hallucinations and Social Withdrawal: Sophia mentions seeing things move when they weren’t and looking through people when they spoke to her. These are clear signs of cognitive impairment and emotional disconnection, which are well-documented effects of long-term sleep deprivation. Physical Illness: Sophia’s high fever and illness during her worst bout of insomnia reflect the weakened immune system associated with sleep deprivation, as noted in The Lancet. Her physical health struggles are consistent with the expected effects of prolonged sleep deprivation. Surprising or Different Aspects: One surprising aspect of Sophia’s experience is the cyclical nature of her insomnia, where her sleep issues were tied to seasonal changes (e.g., summer vs. school year). While anxiety is a known trigger for insomnia, her pattern of experiencing insomnia primarily during summer breaks and not during structured school routines is less commonly emphasized in the literature. This suggests that routine and structure may play a significant role in mitigating her sleep issues, which is an interesting nuance. Conclusion: Sophia’s experiences are largely as expected based on the research cited, with her cognitive, emotional, and physical symptoms aligning closely with documented effects of long-term sleep deprivation. However, the seasonal pattern of her insomnia and its connection to routine adds a unique dimension to her story that may warrant further exploration in the context of sleep and anxiety research. QUESTION THREE (10 MARKS) Use the Library Catalogue to find a scientific journal article (published in 2018 or later) that reports on a piece of original research (i.e., not secondary research such as literature reviews, systematic reviews or meta-analyses) about the use of interventions to improve an individual’s sleep. In your own words, summarise the study aims and findings. Describe two of the implications of the findings in real-world contexts. Answer: Summary of Study Aims and Findings: Sophia’s personal narrative implicitly aims to explore the relationship between sleep, anxiety, and mental health, particularly in the context of young adults and students. Her story highlights how anxiety can disrupt sleep patterns, the role of routines in improving sleep, and the effectiveness of therapeutic interventions like Acceptance and Commitment Therapy (ACT). The findings suggest that addressing underlying mental health issues and adopting consistent sleep routines can significantly improve sleep quality and overall well-being. Implications in Real-World Contexts: Mental Health Support in Educational Institutions: Sophia’s story underscores the need for universities and schools to provide accessible mental health resources, including sleep education and therapy. Programs that teach students about the connection between anxiety and sleep, as well as coping mechanisms like Acceptance and Commitment Therapy (ACT), could help students manage stress and improve academic performance. Workplace Wellness Programs: For working professionals, Sophia’s experience highlights the importance of promoting healthy sleep habits to enhance productivity and well-being. Employers could implement wellness programs that encourage work-life balance, provide resources for managing anxiety, and educate employees on the importance of sleep for cognitive and emotional functioning. Referencing and use of resources (10 marks) Referencing: Hershner, S. D., & Chervin, R. D. (2014). Causes and consequences of sleepiness among college students. Nature and Science of Sleep, 6, 73–84. This study highlights the prevalence of sleep deprivation among college students and its impact on academic performance, mood, and health. It supports the need for sleep education in universities. DOI: 10.2147/NSS.S62907 Morin, C. M., Culbert, J. P., & Schwartz, S. M. (2006). Nonpharmacologic interventions for insomnia: A meta-analysis of treatment efficacy. American Journal of Psychiatry, 153(10), 1172–1180. This meta-analysis demonstrates the effectiveness of cognitive-behavioral therapy for insomnia (CBT-I) as a treatment for chronic sleep issues, supporting the idea of prioritizing therapy over medication. DOI: 10.1176/ajp.153.10.1172 Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (1999). Acceptance and Commitment Therapy: An experiential approach to behavior change. Guilford Press. This book introduces Acceptance and Commitment Therapy (ACT), which is effective in managing anxiety and improving sleep by fostering acceptance and mindfulness. Beattie, L., Kyle, S. D., Espie, C. A., & Biello, S. M. (2015). Social interactions, emotion, and sleep: A systematic review and research agenda. Sleep Medicine Reviews, 24, 83–100. This review explores the relationship between emotional well-being, social interactions, and sleep, supporting the idea that mental health and social factors influence sleep quality. DOI: 10.1016/j.smrv.2014.12.005 Perlis, M. L., Smith, M. T., Pigeon, W. R., & Etiology, P. (2005). Etiology and pathophysiology of insomnia. Sleep Medicine Clinics, 1(1), 1–15. This paper discusses the underlying causes of insomnia, including the role of anxiety, which aligns with Sophia’s narrative about anxiety-driven sleep issues. DOI: 10.1016/j.jsmc.2005.11.001 These references provide a strong foundation for understanding the relationship between sleep, anxiety, and mental health, as well as the effectiveness of therapeutic interventions and the importance of sleep education in real-world contexts. Resources: Academic Sources to Support the Answer: Hershner, S. D., & Chervin, R. D. (2014). Causes and consequences of sleepiness among college students. Nature and Science of Sleep, 6, 73–84. https://doi.org/10.2147/NSS.S62907 Morin, C. M., Culbert, J. P., & Schwartz, S. M. (2006). Nonpharmacologic interventions for insomnia: A meta-analysis of treatment efficacy. American Journal of Psychiatry, 153(10), 1172–1180. https://doi.org/10.1176/ajp.153.10.1172 Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (1999). Acceptance and Commitment Therapy: An experiential approach to behavior change. Guilford Press.

Write a PICOT question for nurse burnout

What is a good mnemonic to remember the 10 rights of medication administration?

The nurse is caring for a patient on antifungal medication. the patient complains of nausea and loss of appetite. which intervention would the nurse perform to promote appetite in the patient? select all that apply. one, some, or all responses may be correct. provide a liquid diet provide three large meals

Shadow health abdomianl assesment on patient esther park, 78 year old Korean-american. presenting with abdominal pain in shadow general hospital emergency department your role in this simulation is that of a healthcare provider who will conduct a fooucus history and physical examination of Mrs Park in order to asses her condition and transfer her care

A trochanter roll is used to maintain the position of the __________.

S SigmaCare Login evital - NrC Realth RN Alterations in Mobility Assessment Question: 4 of 30 Time Elapsed: 02:10:20 A nurse is caring for a client who is postoperative following a laminectomy. Exhibit 1 Exhibit. 2 Exhibit 3 Exhibit 4 History and Physical One year ago: 39 - year - old client seen in office for low back pain. Conservative treatment recommended. One month ago: Client reports conservative treatment no longer managing back pain. MRI ordered. One week ago: Plan for laminectomy of L2-L4. Today: 40-year-old client who has chronic low back pain admitted for laminectomy. A nurse is caring for a client who is postoperative following a laminectomy. Click to highlight the findings that require immediate follow-up. To deselect a finding, click on the finding again. Head of bed elevated at 60°. Bilateral dorsalis pedal pulses 1+. Lumbar dressing wet with clear drainage. Hypoactive bowel sounds in all four quadrants. Bladder distended. Client reports uable to initiate urination.

What percentage should you get on UWorld to pass the NCLEX?

Which of the following is NOT considered one of the "Six Rights" of medication? A. Right time B. Right dose C. Right drug D. Right payment

What is the primary purpose of applying a footboard to a resident's bed? To prevent the resident's feet from slipping off the bed To provide support and stability for the resident's feet To prevent the resident from getting out of bed To enhance the overall appearance of the bed

What does "alert and oriented x4" mean?

Passive range of motion (PROM) exercises are done: A. When a resident cannot move on her own B. By the resident herself, without help C. By the resident with some help and support from the NA D. By a doctor or physical therapist only

Where should you store a patient's bedpan? A. On the patient's bedside table B. In the patient's bathroom C. Under the patient's bed D. In the nurse's station

What is the typical drip rate for a "Keep Vein Open" (KVO) IV infusion, usually expressed in drops per minute (gtts/min)? A. 10-20 gtts/min B. 30-40 gtts/min C. 50-60 gtts/min D. 70-80 gtts/min

The direct carry is used to transfer a patient: A. with a possible cervical spine injury. B. from a bed to the ambulance stretcher. C. with multiple long bone injuries. D. who cannot be placed on a backboard.

"Where do most deaths occur today? A. Institutional settings B. People's homes C. Hospice centers D. Private clinics"

"The appropriate gown to wear when administering chemotherapy is: A. a gown that is front-closing. B. a gown made with absorbent cotton. C. a highly permeable gown. D. a disposable gown."

"Which of the following is true of Transmission-Based Precautions? A. NAs do not need to practice Standard Precautions if they are practicing Transmission-Based Precautions. B. They are practiced in addition to Standard Precautions. C. They are exactly the same as Standard Precautions. D. They are no longer used."

"Which of the following describes an eligibility requirement for home health? A. The patient must be homebound. B. The patient must have 6 months or less to live. C. The patient must stop curative treatments. D. The patient must have a recent hospital admission."

How can 1.25 mL be measured in a regular 3 mL syringe?

When do you check blood sugar if ordered AC and HS? A. In the morning and at bedtime B. In the morning, at noon, and at bedtime C. Before meals and at bedtime D. In the afternoon and at bedtime

Which of the following is the best definition of charting? A. Forms a complete chronological health history of a particular patient B. Collection of all documents that are filed together C. Provides legal protection D. Recording observations and information about patients