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This process refers to the increased responsiveness of a medication that results in denervation following administration of that medication ( example: Chlorpromazine, the generic form of Thorazine: a receptor antagonist) for a prolonged period. It may be responsible for the process associated with tardive dyskinesia.  This pharmacological concept is known as:

A nurse is engaged in a therapeutic conversation with a patient on a locked inpatient mental health unit. The patient states: “Please don’t tell anyone about what we talked about I don’t want anyone to know about what we talked about.” How should the nurse respond to this request?

Patients expect a nurse to act in their best interests and to respect their dignity. This means that a nurse abstains from attaining personal gain at the patient’s expense and refrains from jeopardizing the therapeutic nurse–patient relationship. At times, boundaries are crossed while attempting to meet a special therapeutic need of the patient. Which of the following scenarios are considered boundary violations?  Select all that apply.

A group of nurses in the emergency department are discussing a patient who has presented on at least five occasions with suicidal ideation and intent resulting in admission to the inpatient psychiatric unit. They determine that the patient is merely seeking attention from his parents and should not be taken seriously. Which response by the charge nurse demonstrates patient focused care?

(3/6) JT was found in his dorm unresponsive with a bottle of Vicodin on the floor.  He was taken to an emergency room, stabilized and admitted to the medical floor for 24-hour observation.  When questioned, he denied suicidal thoughts and continually requested discharge stating: “Everything is fine. I need to go to school in the morning. I have a test.” Concerned for his safety, the RN requests a consultation with the Psychiatric Emergency Team (P.E.T.) clinician.  The P.E.T. RN assesses JT and determines that he is in imminent danger of harming himself.  Collateral data shows a recent break-up with his girlfriend and failing grades in school. His appetite is poor and he finds it difficult to fall asleep and stay asleep. His relationship with his parents is “strained” at best, as they require “perfect behavior and excellent grades.” The P.E.T. Team RN places him on a 5150 with a plan to transfer to an inpatient behavioral health facility in the morning. Upon arrival to the behavioral health unit, what should the RN do to ensure the patient is aware of his involuntary admission status?

RJ is a 43-year-old man with a history of depression. He worked for an insurance company until last week when he was fired for excessive absences. During his intake assessment, he states: “I am going to blow his (his boss’s) head off. He has no idea what he has done to my life. How dare he let me go.  I have been with the company for 10 years! He does not deserve to live if he is allowed to treat people with such disrespect. The first chance I get; his family will learn what it is like to feel alone and scared.” As an RN, you are obligated to:

A nurse is engaged in a therapeutic conversation with a patient on a locked inpatient mental health unit. The patient states: “Please don’t tell anyone about what we talked about I don’t want anyone to know about what we talked about.” How should the nurse respond to this request?

If the drug half-life is 6 hours, when would it be completely eliminated from the bloodstream?

PL, a 32 year old patient on an inpatient psychiatric unit often asks you, her nurse,  for special favors and repeatedly attempts to usurp all of your time throughout the shift with questions, requests, and frequent complaints. As her nurse, you find yourself attempting to avoid the patient and often ignore or “forget” her requests.  What would be the best approach to this situation?

A student studying the nervous system becomes worried after class when he realizes the potential outcomes for an individual living with an unstable, hyper-aroused nervous system (either due to trauma as a child and/or trauma as an adult). He is unsure how he might share this information with a patient as the outcome seems so hopeless. As his nursing instructor, how might you respond/reframe this concern to help the student see the value in the information?