Questões de Concurso Comentadas para prefeitura de guarabira - pb

Foram encontradas 163 questões

Resolva questões gratuitamente!

Junte-se a mais de 4 milhões de concurseiros!

www.qconcursos.com
Q1249971
Inglês Vocabulário | Vocabulary , Sinônimos | Synonyms ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de Guarabira - PB Prova: CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249971 Inglês
TEXT I
The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices. (Ricardo Luiz Teixeira de Almeida).


(…) A brief overview of the recent history of ELT in Brazilian regular schools During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.
From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching (ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue (MOITA LOPES, 1996)*. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary, great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria Antonieta Celani among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers, individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUCSP) became a national center for foreign language teacher education, through the development of a Brazilian ESP project focusing on reading (CELANI, 2005)**. In Rio de Janeiro, a discussion conducted by the city educational authorities and the teachers in public schools (concerning the contents and methodology of each school discipline), during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading for foreign language teaching reflected the will of most teachers who participated in the discussion.
Another important characteristic of the Parameters that should not be overlooked is their emphasis on teacher's autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers. What one can find are suggestions and relevant information for teachers to make their own decisions, taking into consideration the context within which they work. In other words, the Parameters do not force any teacher to limit their focus on the teaching of reading, if they believe they can go further than that.
In spite of all these positive points, since their publication, it is possible to identify a strong resistance to the focus on reading on the part of many teachers. The reasons for this resistance will be discussed in the following sections of this paper. […] (p.333-334) 

*MOITA LOPES, Luiz Paulo da. Oficina de Lingüística Aplicada: a natureza social e educacional dos processos de ensino / aprendizagem de línguas. Campinas: Mercado de Letras, 1996.
**CELANI, M. A. Introduction. In: CELANI, M. A. et al. ESPin Brazil: 25 years of evolution and reflection. Campinas-SP: Mercado de Letras, São Paulo: Educ, 2005. p. 13-26.
(Adapted from: Revista Brasileira de Linguística Aplicada. vol.12. nº.2. Belo Horizonte. Apr./June 2012, p. 331-348. Available at: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982012000200006 Accessed on April 15 , 2019) 
Answer question according to TEXTI.

“In spite of all these positive points, since their publication, it is possible to identify a strong resistance to the focus on reading on the part of many teachers.” The expression in spite of can be substituted by
Alternativas
Q1249970
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de Guarabira - PB Prova: CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249970 Inglês
TEXT I
The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices. (Ricardo Luiz Teixeira de Almeida).


(…) A brief overview of the recent history of ELT in Brazilian regular schools During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.
From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching (ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue (MOITA LOPES, 1996)*. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary, great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria Antonieta Celani among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers, individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUCSP) became a national center for foreign language teacher education, through the development of a Brazilian ESP project focusing on reading (CELANI, 2005)**. In Rio de Janeiro, a discussion conducted by the city educational authorities and the teachers in public schools (concerning the contents and methodology of each school discipline), during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading for foreign language teaching reflected the will of most teachers who participated in the discussion.
Another important characteristic of the Parameters that should not be overlooked is their emphasis on teacher's autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers. What one can find are suggestions and relevant information for teachers to make their own decisions, taking into consideration the context within which they work. In other words, the Parameters do not force any teacher to limit their focus on the teaching of reading, if they believe they can go further than that.
In spite of all these positive points, since their publication, it is possible to identify a strong resistance to the focus on reading on the part of many teachers. The reasons for this resistance will be discussed in the following sections of this paper. […] (p.333-334) 

*MOITA LOPES, Luiz Paulo da. Oficina de Lingüística Aplicada: a natureza social e educacional dos processos de ensino / aprendizagem de línguas. Campinas: Mercado de Letras, 1996.
**CELANI, M. A. Introduction. In: CELANI, M. A. et al. ESPin Brazil: 25 years of evolution and reflection. Campinas-SP: Mercado de Letras, São Paulo: Educ, 2005. p. 13-26.
(Adapted from: Revista Brasileira de Linguística Aplicada. vol.12. nº.2. Belo Horizonte. Apr./June 2012, p. 331-348. Available at: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982012000200006 Accessed on April 15 , 2019) 
Answer question according to TEXTI.

“[...] both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions [...]”. The word which 
Alternativas
Q1249969
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de Guarabira - PB Prova: CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249969 Inglês
TEXT I
The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices. (Ricardo Luiz Teixeira de Almeida).


(…) A brief overview of the recent history of ELT in Brazilian regular schools During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.
From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching (ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue (MOITA LOPES, 1996)*. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary, great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria Antonieta Celani among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers, individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUCSP) became a national center for foreign language teacher education, through the development of a Brazilian ESP project focusing on reading (CELANI, 2005)**. In Rio de Janeiro, a discussion conducted by the city educational authorities and the teachers in public schools (concerning the contents and methodology of each school discipline), during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading for foreign language teaching reflected the will of most teachers who participated in the discussion.
Another important characteristic of the Parameters that should not be overlooked is their emphasis on teacher's autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers. What one can find are suggestions and relevant information for teachers to make their own decisions, taking into consideration the context within which they work. In other words, the Parameters do not force any teacher to limit their focus on the teaching of reading, if they believe they can go further than that.
In spite of all these positive points, since their publication, it is possible to identify a strong resistance to the focus on reading on the part of many teachers. The reasons for this resistance will be discussed in the following sections of this paper. […] (p.333-334) 

*MOITA LOPES, Luiz Paulo da. Oficina de Lingüística Aplicada: a natureza social e educacional dos processos de ensino / aprendizagem de línguas. Campinas: Mercado de Letras, 1996.
**CELANI, M. A. Introduction. In: CELANI, M. A. et al. ESPin Brazil: 25 years of evolution and reflection. Campinas-SP: Mercado de Letras, São Paulo: Educ, 2005. p. 13-26.
(Adapted from: Revista Brasileira de Linguística Aplicada. vol.12. nº.2. Belo Horizonte. Apr./June 2012, p. 331-348. Available at: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982012000200006 Accessed on April 15 , 2019) 
Answer question according to TEXTI.
Some relevant theoretical assumptions underlying Brazilian National Curricular Parameters (PCN) concerning ELTare: 
Alternativas
Q1249968
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de Guarabira - PB Prova: CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249968 Inglês
TEXT I
The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices. (Ricardo Luiz Teixeira de Almeida).


(…) A brief overview of the recent history of ELT in Brazilian regular schools During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.
From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching (ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue (MOITA LOPES, 1996)*. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary, great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria Antonieta Celani among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers, individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUCSP) became a national center for foreign language teacher education, through the development of a Brazilian ESP project focusing on reading (CELANI, 2005)**. In Rio de Janeiro, a discussion conducted by the city educational authorities and the teachers in public schools (concerning the contents and methodology of each school discipline), during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading for foreign language teaching reflected the will of most teachers who participated in the discussion.
Another important characteristic of the Parameters that should not be overlooked is their emphasis on teacher's autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers. What one can find are suggestions and relevant information for teachers to make their own decisions, taking into consideration the context within which they work. In other words, the Parameters do not force any teacher to limit their focus on the teaching of reading, if they believe they can go further than that.
In spite of all these positive points, since their publication, it is possible to identify a strong resistance to the focus on reading on the part of many teachers. The reasons for this resistance will be discussed in the following sections of this paper. […] (p.333-334) 

*MOITA LOPES, Luiz Paulo da. Oficina de Lingüística Aplicada: a natureza social e educacional dos processos de ensino / aprendizagem de línguas. Campinas: Mercado de Letras, 1996.
**CELANI, M. A. Introduction. In: CELANI, M. A. et al. ESPin Brazil: 25 years of evolution and reflection. Campinas-SP: Mercado de Letras, São Paulo: Educ, 2005. p. 13-26.
(Adapted from: Revista Brasileira de Linguística Aplicada. vol.12. nº.2. Belo Horizonte. Apr./June 2012, p. 331-348. Available at: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982012000200006 Accessed on April 15 , 2019) 
Answer question according to TEXTI.
The failure of the audiolingual method in regular schools was probably due to its: 
Alternativas
Q1245066
Direito Constitucional Ordem Econômica e Financeira , Sistema Tributário Nacional ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de Guarabira - PB Prova: CPCON - 2019 - Prefeitura de Guarabira - PB - Auditor Fiscal de Tributos Municipais |
Q1245066 Direito Constitucional
Assinale a alternativa que corresponde a um preceito constitucional:
Alternativas
Q1245030
Legislação de Trânsito Educação para o trânsito ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de Guarabira - PB Prova: CPCON - 2019 - Prefeitura de Guarabira - PB - Agente de Trânsito |
Q1245030 Legislação de Trânsito
Sendo direito de todos, a educação para o trânsito é de grande importância para a preservação da vida, por isso, de acordo com o Código de Trânsito Brasileiro, é obrigatória a existência de coordenação educacional em cada órgão ou entidade que compõe o Sistema Nacional de Trânsito.
Sobre esse tema, marque a alternativa CORRETA.
Alternativas
Q1245026
Legislação de Trânsito Segurança dos Veículos: Requisitos, Condições e Equipamentos Obrigatórios ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de Guarabira - PB Prova: CPCON - 2019 - Prefeitura de Guarabira - PB - Agente de Trânsito |
Q1245026 Legislação de Trânsito
Com base no fragmento abaixo exposto, de Mariana Czerwonka, publicado em 27 de março, 2013, responda a questão seguinte.

[...] Estudos efetuados para avaliar a eficácia do uso de capacetes demonstraram que o seu uso pode prevenir cerca de 69% dos traumatismos crânio-encefálicos e 65% dos traumatismos da face. O capacete protege o usuário desde que utilizado corretamente, ou seja, afivelado, com todos os seus acessórios e complementos. [...]
https://portaldotransito.com.br/noticias/moto/a-importancia-do-uso-do-capacete/
A proposição cujo conteúdo está relacionado ao assunto abordado no texto está expresso na alternativa:
Alternativas
Q1245020
Legislação de Trânsito Código de Trânsito Brasileiro - Disposições Finais e Transitórias ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de Guarabira - PB Prova: CPCON - 2019 - Prefeitura de Guarabira - PB - Agente de Trânsito |
Q1245020 Legislação de Trânsito
Complete as lacunas no texto abaixo com os termos adequados ao contexto.
A correta utilização das sinalizações como ferramenta de comunicação por agentes de trânsito, condutores de veículos e pedestres é fundamental para a ordenação do trânsito. Os agentes da autoridade de trânsito no exercício da função usam movimentos _____________ de braço e sons por apito para orientar ou indicar o direito de passagem dos veículos ou pedestres. Conforme o anexo II do CTB, as ordens emanadas por _______ de agentes prevalecem sobre as regras de circulação e normas definidas por outras ___________ de trânsito. E no que se refere aos sinais _________, estes somente devem ser utilizados em conjunto com gestos.
Em sequência, as palavras que completam CORRETAMENTE essas lacunas são:
Alternativas
Q1243873
Enfermagem Legislação em Saúde , Humanização ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de Guarabira - PB Prova: CPCON - 2019 - Prefeitura de Guarabira - PB - Técnico em Enfermagem |
Q1243873 Enfermagem
Lançada em 2003, a Política Nacional de Humanização (PNH) busca pôr em prática os princípios do SUS no cotidiano dos serviços de saúde, produzindo mudanças nos modos de gerir e cuidar. Sobre as orientações da PNH é CORRETO afirmar:
Alternativas
Q1243872
Enfermagem Saúde do Idoso ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de Guarabira - PB Prova: CPCON - 2019 - Prefeitura de Guarabira - PB - Técnico em Enfermagem |
Q1243872 Enfermagem
Ao cuidar de uma pessoa idosa, um técnico de enfermagem deverá assegurar os domínios relacionados à funcionalidade de acordo com a Política Nacional da Pessoa Idosa e com as Diretrizes de um Modelo de Atenção Integral à saúde dessa população. Dessa forma, é essencial que ele reconheça a definição de “pessoa idosa”, conforme orienta as políticas públicas no Brasil. Nesses termos, é CORRETO o que se afirma em:
Alternativas
Q1243871
Enfermagem Assistência de Enfermagem a Queimados ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de Guarabira - PB Prova: CPCON - 2019 - Prefeitura de Guarabira - PB - Técnico em Enfermagem |
Q1243871 Enfermagem
Em relação às queimaduras, tendo como base a classificação da profundidade desse tipo de acometimento, analise as proposições abaixo.
I- Queimadura de primeiro grau apresenta espessura superficial, afeta a epiderme e parte da derme, por isso a pele fica bem vermelha com um pequeno eczema. II- Queimadura de primeiro grau apresenta a espessura superficial e afeta somente a epiderme, sem formar bolhas. Pode descamar em 4 a 6 dias. III- Queimadura de Segundo grau apresenta espessura parcial-superficial e profunda e a restauração das lesões ocorre entre 7 e 21 dias. IV- Queimadura de terceiro grau afeta a epiderme, a derme e estruturas profundas. Não reepiteliza e necessita de enxertia de pele (indicada também para o segundo grau profundo).
Indique a alternativa CORRETA.
Alternativas
Q1243870
Enfermagem Enfermagem em Centro Cirúrgico , Pré-Operatório ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de Guarabira - PB Prova: CPCON - 2019 - Prefeitura de Guarabira - PB - Técnico em Enfermagem |
Q1243870 Enfermagem
Uma cirurgia que foi planejada de acordo com os procedimentos programados e em conformidade com a conveniência do cliente – como, por exemplo, a retirada de um cisto - é considerada uma cirurgia:
Alternativas
Q1243869
Enfermagem Doenças Infecciosas e parasitárias , Outras Doenças Infecciosas e Parasitárias ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de Guarabira - PB Prova: CPCON - 2019 - Prefeitura de Guarabira - PB - Técnico em Enfermagem |
Q1243869 Enfermagem
A candidíase é uma infecção que acomete mulheres e homens e se refere a manifestações superficiais mucocutâneas. Trata-se de uma infecção:
Alternativas
Q1243868
Enfermagem Cuidados de Enfermagem ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de Guarabira - PB Prova: CPCON - 2019 - Prefeitura de Guarabira - PB - Técnico em Enfermagem |
Q1243868 Enfermagem
Diante de um paciente no leito hospitalar, portador de cirrose hepática, quais cuidados o técnico de enfermagem deve tomar para monitorar a ascite, ao considerar as intervenções pautadas num plano de cuidado específico?
Alternativas
Q1243867
Enfermagem Enfermagem em Central de Material Esterilizado ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de Guarabira - PB Prova: CPCON - 2019 - Prefeitura de Guarabira - PB - Técnico em Enfermagem |
Q1243867 Enfermagem
Dentre os processos desenvolvidos para esterilização, marque a alternativa CORRETA:
Alternativas
Q1243866
Enfermagem Enfermagem em Central de Material Esterilizado ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de Guarabira - PB Prova: CPCON - 2019 - Prefeitura de Guarabira - PB - Técnico em Enfermagem |
Q1243866 Enfermagem
De acordo com os Protocolos Ministeriais para Central de Material Esterelizado (CME), tendo como base as funções específicas do técnico de enfermagem para este setor de saúde, marque a alternativa CORRETA.
Alternativas
Q1243865
Enfermagem Saúde Pública ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de Guarabira - PB Prova: CPCON - 2019 - Prefeitura de Guarabira - PB - Técnico em Enfermagem |
Q1243865 Enfermagem
Sobre a transmissão de doenças, considerando as mais comuns em Saúde Pública, marque a alternativa CORRETA:
Alternativas
Q1243863
Enfermagem Administração de medicamentos , Medicação Intramuscular ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de Guarabira - PB Prova: CPCON - 2019 - Prefeitura de Guarabira - PB - Técnico em Enfermagem |
Q1243863 Enfermagem
Sobre a administração de injeções intramusculares (IM), qual alternativa está CORRETA?
Alternativas
Q1243862
Enfermagem Legislação de Enfermagem , Lei do Exercício Profissional de Enfermagem ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de Guarabira - PB Prova: CPCON - 2019 - Prefeitura de Guarabira - PB - Técnico em Enfermagem |
Q1243862 Enfermagem
No Brasil, através do Decreto 94.406/87 e de acordo com a Lei 7.498/86, que dispõe sobre o exercício da enfermagem, a equipe de enfermagem se orienta quanto à legitimação da sua ação na saúde. Analise as proposições abaixo e depois responda à questão, tendo como base as atribuições compatíveis com o exercício profissional do Técnico em Enfermagem.
I- Preparo e administração de medicamentos na prática clínica de enfermagem, desde que sob a supervisão dos enfermeiros. II- Atividades auxiliares, de nível médio técnico, atribuídas à equipe de enfermagem, cabendo-lhe ações de assistência ao enfermeiro e integração com a equipe de saúde. III- Funções de direção de órgão de enfermagem em instituições de saúde em que não exista enfermeiro. IV- Realização de consultas de enfermagem.
Marque a alternativa que responde CORRETAMENTE.
Alternativas
Q1243861
Enfermagem Sinais vitais , Fundamentos e Procedimentos de Enfermagem ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de Guarabira - PB Prova: CPCON - 2019 - Prefeitura de Guarabira - PB - Técnico em Enfermagem |
Q1243861 Enfermagem
É essencial que o técnico de enfermagem e toda a equipe de saúde reconheçam que a boa prática de aferição da Pressão Arterial (PA) garante o monitoramento de boas condições de vida dos pacientes e usuários dos sistemas de saúde. Reconhecer possíveis erros de aferição da pressão arterial é de suma importância na assistência de enfermagem oferecida. Diante dos erros e acertos dessa assistência, é CORRETO afirmar:
Alternativas
Respostas
1: A
2: B
3: E
4: B
5: B
6: A
7: B
8: C
9: E
10: D
11: B
12: D
13: D
14: C
15: A
16: B
17: E
18: A
19: E
20: C
www.qconcursos.com