中南大學(xué)現(xiàn)代遠(yuǎn)程教育課程考試《護(hù)理英語(yǔ)(一)》試題

2006.年第二學(xué)習(xí)階段中南大學(xué)現(xiàn)代遠(yuǎn)程教育課程考試《護(hù)理英語(yǔ)（一）》試題（本試題頁(yè)不上交）一、TranslatetheEnglishintoChinese（15分）1．Nowputthethermometerunderyourtongue．I'llalsocheckyourpulserateandrespiration．2．Abitfast，becauseyouhadafeverhismorning．Buttherhythmisnormal.Thatmeansyourheartispumpingregularlywithoutskipping（漏去,省去）．3．Therearetwootherwaystotaketemperature,inthearmpitorbyrectum,thetemperatureregisteredunderthearmwouldbehalfadegreelowerthanbymouth,andthatbyrectumhalfadegreehigher,ofcoursetheoralmeasurementiseasierandmoreaccurate.4．Herestoredtohealthsoonbecauseofcorrectdiagnosisandprompttreatment.5．Itshouldbeavoidedtousesomemedicalterminologywhichareunfamiliartopatients.二、翻譯下列情景—流感病人看?。?5分）護(hù)士：你有什么不舒服?病人：昨天晚上回家吃飯時(shí)，我感到頭痛，胸痛，還有熱度。事實(shí)上，我混身酸痛，所以我服了阿司匹林(aspirin)后，徑直上床睡覺了。夜里，我開始胃痛，想吐。我根本睡不著。護(hù)士：嗯。讓我給你診脈。請(qǐng)把嘴張開，讓我看看你的舌頭。你胃還痛嗎?病人：比早上稍微好一些，但是還感到痛。護(hù)士：請(qǐng)解開衣服，躺在這里。(瓊斯護(hù)士檢查了病人的胸部、背部和胃部。)護(hù)士：你咽喉相當(dāng)腫。你有一點(diǎn)感冒。我給你打一針青霉素。你的胃沒什么大毛病，你不用擔(dān)心。我給你開一張?zhí)幏?。這種藥水一日三次，在飯前三十分鐘服，這種膠囊（capsules）飯后半小時(shí)再服。還有，我得告誡你這一段時(shí)間不要吃油膩食物。三、Cloze（10分）ItwasaMondaymorning.Asateacherwalkedinto1,heheardalowvoice:“Hereistheteacher.Iam2thisboringfellowisgoingtotalkaboutputtingincommas.”itwas3voice.HisnamewasBill.Hewastalking4theboynexttohim.Theteacherdidn’tgetangry.Hesaid5aboutitbuthereallybegantotalkaboutputtingincommas,andthenhewrote6thesentence:”Billsaystheteacherisaboringfellow.”Theclass7andBill’sface8red.“Now,”saidtheteacher,”I’ll9youknowimportantcommasare.”Heputtwocommasinthesentence,andnowitreads,”10isaboringfellow.”1AlibraryBschoolCclassroomD2AsorryBsureCgladDsurprised3AhisBtheteacher’sCaboy’sDagirl’s4AwithBofCaboutDat5AmuchBeverythingCsomethingDnothing6AonhisdeskBontheblackboardCinhisbookDinBill’sexercise-book7AlaughedBstoppedClookedDread8AbeganBchangedCturnedDgrew9AanswerBshowCaskDgive10Atheteacher’says,BillBCtheteacher,says,BillDBill,says，theteacher，四.Readingcomprehension（28分）1PressureUlcersPressureUlcers,alsocalleddecubitusulcersorbedsores,areareaswheretheskinhasbecauseofprolongedunderlyingpressure.Injurytotheskincomesfrompressureonapartofthebodywherethereislossofcirculation(bloodflow),whichdestroystissues.Thepressurecutsoffcirculationandnourishmenttoskinareasoverthebonyprominences.Theseareplaceswherebonesareclosetothesurfaceoftheskin.Thepressurecancomefromtheweightofthebodylyinginonepositionfortoolongorfromsplints,casts,orbandages.Ifpressureulcersarenottreated,theyquicklygetlargerandbecomeverypainful.Evenwrinklesinthebedlinencanbeacauseofpressureulcers.PressureUlcersareoftenmadeworsebycontinuedpressure,moisture,andlackofcleanliness.Irritatingsubstancesontheskinsuchasperspiration,urine,feces,materialfromwounddischarges,orsoapthathasbeenleftontheskinafterabathalltendtomakeskinconditionsworse,RiskFactorsForPressureUlcerDevelopmentCertainconditionsareassociatedwithpressureulcerbreakdown.Patientswithevenoneoftheseriskfactorsisatriskforskinbreakdown.Thepatientwithmorethanoneriskfactorisatevengreaterrisk.Thesepatientsneedconsiderableassistancefromthenursetopreventpressureulcers.Theconditionsforriskinclude:Lossofsensoryperception:patientswhoareunresponsiveandhavealimitedabilitytofeelpainoverlargepartsoftheirbodiesMoistskin:skinthatisalmostconstantlymoistfromperspiration,urine,orloosestoolscanbreakdownLimitedactivity:patientswhoarebedfastandchairfastImmobility:patientswhodonotmoveontheirownwhileinbedorinthechair.Frictionandshear:frequentslidingdownandpullingupinbedcancausethepatienttoslideoverthesheetsPoornutritionorpoorhydration:patientswhodonoteatalltheirfoodandarenotontubefeedingscanbevulnerabletoskinbreakdownAnswerthefollowingquestionswithtrueorfalse1．thebloodflowtoskinareawithbedsoreisenough.2．themostriskskinareasforbedsorearethoseoverbonyprominences.3．itisimpossibleforapatient’sarmtosufferfrombedsoreeventhoughwithacast.4．comparedwithmiddle-agedpatient,olderpatientiseasiertogetbedsore.5．a(chǎn)patientsittinginchairdonothavetoworrybedsore.2Everycommunicationprocessincludesasender,atransmittingdevice,signals,areceiver,andfeedback.Thesenderattemptstoconveyamessage,anidea,orinformationthroughappropriateuseofsymbolsorsignalsdirectedtoanotherspecificpersonorgroup.Thatthemessagessentdoesnotguaranteethatitwillbereceived,letalonebythepersonforwhomitisattended.Manyfactorsinfluencehowthemessageissentandwhether,how,andbywhomitwillbereceived,including:theneedsandconditionofbothsenderandreceiver,emotionally,physically,andintellectually,theoccasionorsettingandthesender’sknowledgeabouttherelationshipwiththereceiver,otherfactorsincludethecontentofthemessageorvocabularytobedecided,themoodorattitudepresentinthesituation,andthecommunicationexperiencealreadyinoperation.Thereceiverinturnperceives,interprets,andrespondstothemessage.Throughsomeprocess,feedbackisgiventothesender,confirmingthatthemessagehasbeensent.Thereceiveratthatpointbecomesthesenderofthemessage.Iftheoriginalmessagesentdoesnotresultinaresponseorfeedback,thereisnoofficialinterchange.Communicationandrelatedbehaviorcanbestudiedonlyintheirpropercontext.Studyingonlytheinformation,thecommand,thequestion,thewordsisnotenough.Behaviorandthewayofcommunicatingarenotstatictheyvarywiththespecificsituation.Incertainsituation,seeminglyinappropriateresponsesmaybehighlyappropriatebehavior.Forexample,theseemingsenselesstalkofanemotionallyillpersonmaybetheonlyfeasiblereactioninanuntenablefamilysituation—theonlywayofmaintaininginitiativeandself—respectwhenthemothercommunicatesoverprotectionor“smothering”nonverbally.Thus,communicationisinfluencedbythefamilyandsocialsysteminwhichthepersonlives.Inthestrictestsense,allbehaviorinthepresenceofothersiscommunication,andallcommunicationaffectsbehavior.Howyougesture,posture,dress,move,speak,behave,orfailtocarryoutcertainbehaviorswillprovideanunderstandablesignalforsomeone.Forexample,twopersonssittingsidebysideinanemergencyroommayneitherspeaknorlookatoneanother.Yetthereisacommunicationprocesspresent,foreachbehaviorallyconveystotheotherthathe/shedoesnotwishtoengageinaninterchangeofwords,forwhateverreason.Contrastthiswithtwopersonssittingsidebysidewhodonotspeakbutoccasionallylookateachotherandsmile.Thenafewwordsareexchanged.Theinitialnonverbalexpressionsencouragetheeventualverbalexchange.Thusanythingperceptiblypresentorabsentcanserveasasignalofcommunication,onethatneedonlybedecodedtobemeaningful.6.Whichofthefollowingmightnotinfluencehowamessageissent?AenvironmentBreceiver’sknowledgeCsender’scommunicationexperienceDtheneedsandconditionofboththesenderandreceiver.7.Inthecommunicationprocess,themessagepassesthroughintheorderof:Afeedback,sender,receiverBsending,receiving,feedbackingCreceiving,sending,feedbackingDalloftheabovementionedarewrong8.Whichofthefollowingisnotrightaboutcommunication?AstudyingthemessageisimportantBthemessageshouldbestudiedinitsspecificsituationCfamilyandsocialsystemcanalsoinfluencecommunicationDthewayofcommunicatingarenotdynamic9.Whichofthefollowingiswrong?AfeedbackisveryimportantincommunicationBthesendermustuseappropriatesignalstoconveyhismessageConcemessageissent,itmustbereceivedbythepersonitisintendedDtransmittingdeviceisalsoinvolvedincommunication10.Whichofthefollowingisnotcommunication?AtwopersonssitsidebysidewithouttalkingwitheachotherBtwopersonssmiletoeachotherinthestreetCamanwaveshishandtoanotherpersonDaclientmurmurstohimselfconstantly3Oneofnurse’smostroutineandyetmostcriticalresponsibilitiesisthepreparationandadministrationofmedications.Theresponsibilityextendsbeyondpreparationandadministration.Thenursemustknowhowmedicinesact,theusualdosage,thedesiredeffects,andpotentialsideeffectssothatheorshecanevaluatetheeffectivenessofthemedicationandrecognizeadverseeffectspromptlywhentheyoccur.Youwillacquirethisknowledgegraduallyasyoustudypharmacologyandcareforpatientswithvaryingproblems.ThemajornursingdiagnosistokeepinmindwhengivingmedicationsisRiskforinjury.Patientscanbeinjuredbymedicationsgiveninthewrongdosage,atthewrongtime,orbyanincorrectroute.Theyalsocanbeinjuredbytheomissionofessentialmedications,theadministrationofanincorrectmedication,andbyincorrectdocumentation.Althoughthisnursingdiagnosiswillnotappearonthecareplan,itappliestoeverysituationinwhichapatientisbeinggivenmedications.AnothernursingdiagnosisfrequentlyappropriatewhenadministeringmedicationsisKnowledgedeficit.InthiscasetheKnowledgeDeficitwouldberelatedtosomeaspectofthemedicationregimen;forexample,theneedtobeawareofdruginteractionswhentakingantacids.Inanyhealthcarefacility,medicationsareadministeredaccordingtoproceduresandpoliciesdefinedbythatfacility.11.Whatisoneofthenurse’smostroutineandyetmostcriticalresponsibilities?AhealtheducationBresearchCunitmanagementDpreparingandgivenmedicat