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Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050715
Inglês
Texto associado
TEXT I
What is the definition of translanguaging?
For years, research into the best instructional approaches for
students identified as English learners has pointed to the concept
of translanguaging.
Identified by bilingual education researcher Ofelia García, it’s
both a skill set and a total shift in the way language is thought of,
used, and taught in K-12 classrooms where multiple languages are
honored and addressed, even as English remains the dominant
language of instruction, said Marybelle Marrero-Colon, the
associate director of professional development for the Center for
Applied Linguistics.
Researchers are looking into how it can be applied to formal
assessments, such as state standardized tests on which English
learners might struggle to demonstrate their academic proficiency
because they are tested in an unfamiliar language.
Translanguaging is the ability to move fluidly between
languages and a pedagogical approach to teaching in which
teachers support this ability.
In translanguaging, students are able to think in multiple
languages simultaneously and use their home language as a
vehicle to learn academic English.
A student could be reading an article about the solar system in
English, but in their brain, they are also thinking and making
connections in Spanish. They might annotate in Spanish or first
write down reading comprehension responses in Spanish and then
figure out how to provide the responses in English, said MarreroColon. […]
Teachers can engage in a variety of activities that deliberately
encourage translanguaging, ranging from providing vocabulary in
multiple languages to collaborative translation opportunities. The
goal is to get students translanguaging as a practice that can be
leveraged toward supporting literacy outcomes and engagement,
as well as other academic endeavors.
For example, two students could be assigned to solve a word
problem, and one might be stuck on a word in English. The two
students can then use an equivalent word in their home language
to make sense of what the word problem is asking of them, Phillips
Galloway said.
Or in group activities, students can be prompted to share with
the rest of the class how something taught in English would make
sense in Spanish by highlighting similar and different grammatical
structures between the two languages, Marrero-Colon said.
“When you translate, you don’t have to do it word for word.
You’re really trying to capture the feeling of that text,” MarreroColon said.
Once teachers start doing these activities, research has found
that students who have not spoken before start speaking and
students who were not as engaged in text-comprehension
activities suddenly are, she added. That's occurring because they
are being encouraged to use their home language in class to think
about language use overall.
Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
One practice that is in line with translanguaging pedagogies is
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050713
Inglês
Texto associado
TEXT I
What is the definition of translanguaging?
For years, research into the best instructional approaches for
students identified as English learners has pointed to the concept
of translanguaging.
Identified by bilingual education researcher Ofelia García, it’s
both a skill set and a total shift in the way language is thought of,
used, and taught in K-12 classrooms where multiple languages are
honored and addressed, even as English remains the dominant
language of instruction, said Marybelle Marrero-Colon, the
associate director of professional development for the Center for
Applied Linguistics.
Researchers are looking into how it can be applied to formal
assessments, such as state standardized tests on which English
learners might struggle to demonstrate their academic proficiency
because they are tested in an unfamiliar language.
Translanguaging is the ability to move fluidly between
languages and a pedagogical approach to teaching in which
teachers support this ability.
In translanguaging, students are able to think in multiple
languages simultaneously and use their home language as a
vehicle to learn academic English.
A student could be reading an article about the solar system in
English, but in their brain, they are also thinking and making
connections in Spanish. They might annotate in Spanish or first
write down reading comprehension responses in Spanish and then
figure out how to provide the responses in English, said MarreroColon. […]
Teachers can engage in a variety of activities that deliberately
encourage translanguaging, ranging from providing vocabulary in
multiple languages to collaborative translation opportunities. The
goal is to get students translanguaging as a practice that can be
leveraged toward supporting literacy outcomes and engagement,
as well as other academic endeavors.
For example, two students could be assigned to solve a word
problem, and one might be stuck on a word in English. The two
students can then use an equivalent word in their home language
to make sense of what the word problem is asking of them, Phillips
Galloway said.
Or in group activities, students can be prompted to share with
the rest of the class how something taught in English would make
sense in Spanish by highlighting similar and different grammatical
structures between the two languages, Marrero-Colon said.
“When you translate, you don’t have to do it word for word.
You’re really trying to capture the feeling of that text,” MarreroColon said.
Once teachers start doing these activities, research has found
that students who have not spoken before start speaking and
students who were not as engaged in text-comprehension
activities suddenly are, she added. That's occurring because they
are being encouraged to use their home language in class to think
about language use overall.
Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
The word “once” in “Once teachers start doing these activities”
(last paragraph) is used in the same way as in:
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050712
Inglês
Texto associado
TEXT I
What is the definition of translanguaging?
For years, research into the best instructional approaches for
students identified as English learners has pointed to the concept
of translanguaging.
Identified by bilingual education researcher Ofelia García, it’s
both a skill set and a total shift in the way language is thought of,
used, and taught in K-12 classrooms where multiple languages are
honored and addressed, even as English remains the dominant
language of instruction, said Marybelle Marrero-Colon, the
associate director of professional development for the Center for
Applied Linguistics.
Researchers are looking into how it can be applied to formal
assessments, such as state standardized tests on which English
learners might struggle to demonstrate their academic proficiency
because they are tested in an unfamiliar language.
Translanguaging is the ability to move fluidly between
languages and a pedagogical approach to teaching in which
teachers support this ability.
In translanguaging, students are able to think in multiple
languages simultaneously and use their home language as a
vehicle to learn academic English.
A student could be reading an article about the solar system in
English, but in their brain, they are also thinking and making
connections in Spanish. They might annotate in Spanish or first
write down reading comprehension responses in Spanish and then
figure out how to provide the responses in English, said MarreroColon. […]
Teachers can engage in a variety of activities that deliberately
encourage translanguaging, ranging from providing vocabulary in
multiple languages to collaborative translation opportunities. The
goal is to get students translanguaging as a practice that can be
leveraged toward supporting literacy outcomes and engagement,
as well as other academic endeavors.
For example, two students could be assigned to solve a word
problem, and one might be stuck on a word in English. The two
students can then use an equivalent word in their home language
to make sense of what the word problem is asking of them, Phillips
Galloway said.
Or in group activities, students can be prompted to share with
the rest of the class how something taught in English would make
sense in Spanish by highlighting similar and different grammatical
structures between the two languages, Marrero-Colon said.
“When you translate, you don’t have to do it word for word.
You’re really trying to capture the feeling of that text,” MarreroColon said.
Once teachers start doing these activities, research has found
that students who have not spoken before start speaking and
students who were not as engaged in text-comprehension
activities suddenly are, she added. That's occurring because they
are being encouraged to use their home language in class to think
about language use overall.
Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
The phrase “as well as” in “as well as other academic endeavors”
(7th paragraph) can be replaced without significant change in
meaning by:
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050711
Inglês
Texto associado
TEXT I
What is the definition of translanguaging?
For years, research into the best instructional approaches for
students identified as English learners has pointed to the concept
of translanguaging.
Identified by bilingual education researcher Ofelia García, it’s
both a skill set and a total shift in the way language is thought of,
used, and taught in K-12 classrooms where multiple languages are
honored and addressed, even as English remains the dominant
language of instruction, said Marybelle Marrero-Colon, the
associate director of professional development for the Center for
Applied Linguistics.
Researchers are looking into how it can be applied to formal
assessments, such as state standardized tests on which English
learners might struggle to demonstrate their academic proficiency
because they are tested in an unfamiliar language.
Translanguaging is the ability to move fluidly between
languages and a pedagogical approach to teaching in which
teachers support this ability.
In translanguaging, students are able to think in multiple
languages simultaneously and use their home language as a
vehicle to learn academic English.
A student could be reading an article about the solar system in
English, but in their brain, they are also thinking and making
connections in Spanish. They might annotate in Spanish or first
write down reading comprehension responses in Spanish and then
figure out how to provide the responses in English, said MarreroColon. […]
Teachers can engage in a variety of activities that deliberately
encourage translanguaging, ranging from providing vocabulary in
multiple languages to collaborative translation opportunities. The
goal is to get students translanguaging as a practice that can be
leveraged toward supporting literacy outcomes and engagement,
as well as other academic endeavors.
For example, two students could be assigned to solve a word
problem, and one might be stuck on a word in English. The two
students can then use an equivalent word in their home language
to make sense of what the word problem is asking of them, Phillips
Galloway said.
Or in group activities, students can be prompted to share with
the rest of the class how something taught in English would make
sense in Spanish by highlighting similar and different grammatical
structures between the two languages, Marrero-Colon said.
“When you translate, you don’t have to do it word for word.
You’re really trying to capture the feeling of that text,” MarreroColon said.
Once teachers start doing these activities, research has found
that students who have not spoken before start speaking and
students who were not as engaged in text-comprehension
activities suddenly are, she added. That's occurring because they
are being encouraged to use their home language in class to think
about language use overall.
Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
When the text argues that “teachers support this ability” (4th
paragraph), it means teachers:
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050708
Inglês
Texto associado
TEXT I
What is the definition of translanguaging?
For years, research into the best instructional approaches for
students identified as English learners has pointed to the concept
of translanguaging.
Identified by bilingual education researcher Ofelia García, it’s
both a skill set and a total shift in the way language is thought of,
used, and taught in K-12 classrooms where multiple languages are
honored and addressed, even as English remains the dominant
language of instruction, said Marybelle Marrero-Colon, the
associate director of professional development for the Center for
Applied Linguistics.
Researchers are looking into how it can be applied to formal
assessments, such as state standardized tests on which English
learners might struggle to demonstrate their academic proficiency
because they are tested in an unfamiliar language.
Translanguaging is the ability to move fluidly between
languages and a pedagogical approach to teaching in which
teachers support this ability.
In translanguaging, students are able to think in multiple
languages simultaneously and use their home language as a
vehicle to learn academic English.
A student could be reading an article about the solar system in
English, but in their brain, they are also thinking and making
connections in Spanish. They might annotate in Spanish or first
write down reading comprehension responses in Spanish and then
figure out how to provide the responses in English, said MarreroColon. […]
Teachers can engage in a variety of activities that deliberately
encourage translanguaging, ranging from providing vocabulary in
multiple languages to collaborative translation opportunities. The
goal is to get students translanguaging as a practice that can be
leveraged toward supporting literacy outcomes and engagement,
as well as other academic endeavors.
For example, two students could be assigned to solve a word
problem, and one might be stuck on a word in English. The two
students can then use an equivalent word in their home language
to make sense of what the word problem is asking of them, Phillips
Galloway said.
Or in group activities, students can be prompted to share with
the rest of the class how something taught in English would make
sense in Spanish by highlighting similar and different grammatical
structures between the two languages, Marrero-Colon said.
“When you translate, you don’t have to do it word for word.
You’re really trying to capture the feeling of that text,” MarreroColon said.
Once teachers start doing these activities, research has found
that students who have not spoken before start speaking and
students who were not as engaged in text-comprehension
activities suddenly are, she added. That's occurring because they
are being encouraged to use their home language in class to think
about language use overall.
Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
In the last paragraph, the author informs that results of
translanguaging activities can be:
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050707
Inglês
Texto associado
TEXT I
What is the definition of translanguaging?
For years, research into the best instructional approaches for
students identified as English learners has pointed to the concept
of translanguaging.
Identified by bilingual education researcher Ofelia García, it’s
both a skill set and a total shift in the way language is thought of,
used, and taught in K-12 classrooms where multiple languages are
honored and addressed, even as English remains the dominant
language of instruction, said Marybelle Marrero-Colon, the
associate director of professional development for the Center for
Applied Linguistics.
Researchers are looking into how it can be applied to formal
assessments, such as state standardized tests on which English
learners might struggle to demonstrate their academic proficiency
because they are tested in an unfamiliar language.
Translanguaging is the ability to move fluidly between
languages and a pedagogical approach to teaching in which
teachers support this ability.
In translanguaging, students are able to think in multiple
languages simultaneously and use their home language as a
vehicle to learn academic English.
A student could be reading an article about the solar system in
English, but in their brain, they are also thinking and making
connections in Spanish. They might annotate in Spanish or first
write down reading comprehension responses in Spanish and then
figure out how to provide the responses in English, said MarreroColon. […]
Teachers can engage in a variety of activities that deliberately
encourage translanguaging, ranging from providing vocabulary in
multiple languages to collaborative translation opportunities. The
goal is to get students translanguaging as a practice that can be
leveraged toward supporting literacy outcomes and engagement,
as well as other academic endeavors.
For example, two students could be assigned to solve a word
problem, and one might be stuck on a word in English. The two
students can then use an equivalent word in their home language
to make sense of what the word problem is asking of them, Phillips
Galloway said.
Or in group activities, students can be prompted to share with
the rest of the class how something taught in English would make
sense in Spanish by highlighting similar and different grammatical
structures between the two languages, Marrero-Colon said.
“When you translate, you don’t have to do it word for word.
You’re really trying to capture the feeling of that text,” MarreroColon said.
Once teachers start doing these activities, research has found
that students who have not spoken before start speaking and
students who were not as engaged in text-comprehension
activities suddenly are, she added. That's occurring because they
are being encouraged to use their home language in class to think
about language use overall.
Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
Based on Text I, mark the statements below as TRUE (T) or FALSE
(F).
( ) The concept of translanguaging holds that students need to be exposed to languages one at a time.
( ) Translanguaging exercises are meant solely for group activities.
( ) Studies on how translanguaging can help measure student performance are under way.
The statements are, respectively,
( ) The concept of translanguaging holds that students need to be exposed to languages one at a time.
( ) Translanguaging exercises are meant solely for group activities.
( ) Studies on how translanguaging can help measure student performance are under way.
The statements are, respectively,
Ano: 2024
Banca:
COTEC
Órgão:
Prefeitura de Montes Claros - MG
Prova:
COTEC - 2024 - Prefeitura de Montes Claros - MG - Economista |
Q3050697
Português
Texto associado
INSTRUÇÃO: Leia, com atenção, o texto 01 e, a seguir, responda à questão que a ele se refere.
Texto 01
O mundo precisa da sua originalidade – e você também
Patrícia Cotton
A palavra alemã Zeitgeist insinua que somos afetados – ou até mesmo assombrados – pelo espírito do tempo em que vivemos. Esse “fantasma” dá o tom do nosso ambiente cultural e intelectual, e sobretudo das nossas escolhas. O tempo seria uma espécie de molde que torna impossível o exercício pleno da originalidade. E na contemporaneidade isso tem se tornado ainda mais agudo. Fórmulas prontas nos levam a crer que o visível, o recorrente e o seguro são o mesmo que “sucesso”. Padrões de comunicação, de estética, de mentalidade política, de gestão e de autoprodutização apostam cada vez mais na previsibilidade anticancelamento, asfixiando o pioneirismo e a criatividade. Estamos, afinal, perdendo a capacidade de ser originais?
Sendo uma exímia voyer digital, venho notando há alguns anos certos modelos se cristalizando. Postar fotos com o date, por exemplo, virou o novo anel de compromisso. Estudos, refeições, férias, mudanças de trabalho, e até mesmo malhação – outrora aspectos naturais da existência – tornaram-se extraordinários (uma vez publicados, claro). A espetacularização permanente de quase tudo virou uma espécie de “prova de vida” do INSS. Uma vibe na linha de “mãe, olha o desenho que eu fiz!”. Dando uma de Analista de Bagé, parece que o silêncio (digital) virou sinal de que as coisas, enfim, vão bem.
Falando da nossa realidade analógica, somos fruto de um momento de inspiração original dos nossos pais. Digitais, DNA e voz comprovam a nossa singularidade estrutural, nossa gênese inquestionável. Originalidade, por este prisma, é um bem democrático, já que a única coisa que não pode ser copiada é justamente você. Se irá aproveitar isso ou não, é outra história. Fato é: o esquecimento deste ativo que é a singularidade nos distancia não apenas de nós mesmos, mas de compor o todo de uma comunidade diversa.
[...]
Ao seguir hábitos e padrões de forma irrefletida, indivíduos e negócios vão se tornando muito mais objeto do que sujeito de suas ações. Abatidos pelo Zeitgeist e pela autoconsciência anêmica, fica cada vez mais difícil surpreender. Parece, inclusive, que foi em outra vida que o mote “pense diferente”, da Apple, teve algum valor. Estamos cada vez menos originais, viciados em benchmarks, engajamentos e teses de investimento que trazem supostas garantias.
Paradoxalmente, nunca precisamos tanto da originalidade para enfrentar os problemas complexos e inéditos que temos vivenciado coletivamente. E também para a autorrealização individual.
O tópico da autorrealização me faz lembrar que, por muito tempo, acreditei que ser acessível era ser comprometida, sobretudo profissionalmente. À luz disso, me viciei em um “crackberry” (gíria que se refere à natureza viciante dos smartphones BlackBerry, que eram conhecidos por suas ferramentas eficientes de e-mail, mensagens e produtividade) como instrumento de trabalho. Na época, achava natural que aquele aparelho fosse minha extensão, sem me dar conta dessa perigosa simbiose. Durante um autoexperimento de mudança, em que fiquei quase um ano sem celular, tive o melhor e mais transformador período da minha vida. Desde então, cultivo uma comunicação ecológica, fora da “whatsApplândia” e afins. Sua suposta conveniência jamais me convenceu, e a vida “semioffline” segue trazendo bons frutos, apesar de todas as reclamações, controvérsias e perdas que conscientemente enfrento. O que muitos denominam de loucura, aprendi a chamar de originalidade.
Encontrar o próprio caminho original não é fácil, mas certamente é mais interessante que o consumo irrestrito de clichês e benchmarks. Ser original é trabalhar na margem de manobra entre o espírito do tempo que nos influencia, e o que é de alcance consciente. É entender que destino é também – mas não só – origem. É expressar a essência na existência através de escolhas corajosamente autênticas. É ser subversivo, fazer algo que ainda não foi imaginado. E pagar os eventuais pedágios com um discreto sorriso de Monalisa no rosto.
Disponível em: https://vidasimples.com/. Acesso em: 22 maio 2024. Adaptado.
Sobre o processo de formação das palavras “autoprodutização”, “autoexperimento” e “autorrealização” usadas no texto, é
CORRETO afirmar que foram formadas pelo processo de
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Caraguatatuba - SP
Prova:
FGV - 2024 - Prefeitura de Caraguatatuba - SP - Técnico de Enfermagem |
Q3050606
Enfermagem
Analise os símbolos a seguir.
Os símbolos indicam, respectivamente, a presença de riscos
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Caraguatatuba - SP
Prova:
FGV - 2024 - Prefeitura de Caraguatatuba - SP - Técnico de Enfermagem |
Q3050605
Enfermagem
De acordo com as diretrizes do Ministério da Saúde, a insulina
regular deve ser administrada
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Caraguatatuba - SP
Prova:
FGV - 2024 - Prefeitura de Caraguatatuba - SP - Técnico de Enfermagem |
Q3050604
Enfermagem
Acerca dos drenos utilizados na assistência de enfermagem,
avalie se as afirmativas a seguir são verdadeiras (V) ou falsas (F).
( ) O dreno de Jackson-Pratt é um dreno de baixa pressão negativa que permite quantificar precisamente o exsudato que foi drenado. ( ) Um dos cuidados com o dreno de tórax é manter o sistema de drenagem nivelado com a cama quando o paciente estiver deitado. ( ) O dreno de penrose é um sistema fechado de drenagem por sucção contínua e suave, com uma “sanfona” externa que mantém uma pressão negativa.
As afirmativas são, respectivamente,
( ) O dreno de Jackson-Pratt é um dreno de baixa pressão negativa que permite quantificar precisamente o exsudato que foi drenado. ( ) Um dos cuidados com o dreno de tórax é manter o sistema de drenagem nivelado com a cama quando o paciente estiver deitado. ( ) O dreno de penrose é um sistema fechado de drenagem por sucção contínua e suave, com uma “sanfona” externa que mantém uma pressão negativa.
As afirmativas são, respectivamente,
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Caraguatatuba - SP
Prova:
FGV - 2024 - Prefeitura de Caraguatatuba - SP - Técnico de Enfermagem |
Q3050602
Enfermagem
Com base nas Diretrizes Brasileiras de Hipertensão Arterial,
assinale a opção que indica a pressão arterial considerada normal
para um jovem de 19 anos.
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Caraguatatuba - SP
Prova:
FGV - 2024 - Prefeitura de Caraguatatuba - SP - Técnico de Enfermagem |
Q3050601
Enfermagem
De acordo com o calendário nacional de vacinação da criança, a
primeira dose da vacina pentavalente (difteria, tétano,
coqueluche, hepatite B e infecções causadas pelo haemophilus
influenza tipo B) deve ser administrada em até
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Caraguatatuba - SP
Prova:
FGV - 2024 - Prefeitura de Caraguatatuba - SP - Técnico de Enfermagem |
Q3050600
Enfermagem
Considerando os protocolos e as recomendações acerca da
administração de medicamentos, avalie se as afirmativas a seguir
são verdadeiras (V) ou falsas (F).
( ) Apesar de não ser muito utilizada, a região ventroglútea é considerada a mais segura para administração pela via intramuscular em crianças acima de 3 anos e em adultos. ( ) A infusão medicamentosa (EV) rápida é aquela realizada em até 40 minutos. ( ) Entre as regiões mais adequadas para a administração de medicamentos por hipodermóclise estão a abdominal, a interescapular e a anterolateral da coxa.
As afirmativas são, respectivamente,
( ) Apesar de não ser muito utilizada, a região ventroglútea é considerada a mais segura para administração pela via intramuscular em crianças acima de 3 anos e em adultos. ( ) A infusão medicamentosa (EV) rápida é aquela realizada em até 40 minutos. ( ) Entre as regiões mais adequadas para a administração de medicamentos por hipodermóclise estão a abdominal, a interescapular e a anterolateral da coxa.
As afirmativas são, respectivamente,
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Caraguatatuba - SP
Prova:
FGV - 2024 - Prefeitura de Caraguatatuba - SP - Técnico de Enfermagem |
Q3050598
Enfermagem
Durante a realização de um curativo, o profissional de
enfermagem observou que o leito da ferida apresentava aspecto
vermelho-vivo, brilhante, úmido, com a presença de pequenos
novos vasos sanguíneos.
Essas características dos tecidos viáveis correspondem à
Essas características dos tecidos viáveis correspondem à
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Caraguatatuba - SP
Prova:
FGV - 2024 - Prefeitura de Caraguatatuba - SP - Técnico de Enfermagem |
Q3050597
Enfermagem
No atendimento a um paciente com dificuldade respiratória, foi
prescrito oxigênio com máscara não reinalante.
Assinale a opção que apresenta, corretamente, uma características desse dispositivo de oxigenoterapia.
Assinale a opção que apresenta, corretamente, uma características desse dispositivo de oxigenoterapia.
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Caraguatatuba - SP
Prova:
FGV - 2024 - Prefeitura de Caraguatatuba - SP - Técnico de Enfermagem |
Q3050596
Enfermagem
Uma das medidas recomendadas pela ANVISA para prevenir
infecção de corrente sanguínea é a troca dos equipos de
administração intermitente a cada
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Caraguatatuba - SP
Prova:
FGV - 2024 - Prefeitura de Caraguatatuba - SP - Técnico de Enfermagem |
Q3050595
Enfermagem
Com base nas normas e conceitos relacionados ao
processamento de produtos para a saúde, assinale a afirmativa
correta.
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Caraguatatuba - SP
Prova:
FGV - 2024 - Prefeitura de Caraguatatuba - SP - Técnico de Enfermagem |
Q3050594
Enfermagem
Acerca dos materiais e equipamentos utilizados nas salas de
cirurgias e recuperação pós-anestésica, analise as afirmativas a
seguir.
I. Entre os parâmetros básicos de um monitor multiparâmetro estão: pressão arterial invasiva, oximetria de pulso, frequência respiratória e frequência cardíaca. II. A placa neutra de dispersão deve ser colocada no paciente em local limpo, com pele seca, sem pelos e sobre grande massa muscular. III. As pinças hemostáticas são instrumentais utilizados para pinçar os vasos sanguíneos, dentre as quais estão a pinças Kocher, Kelly e Halsted.
Está correto o que se afirma em
I. Entre os parâmetros básicos de um monitor multiparâmetro estão: pressão arterial invasiva, oximetria de pulso, frequência respiratória e frequência cardíaca. II. A placa neutra de dispersão deve ser colocada no paciente em local limpo, com pele seca, sem pelos e sobre grande massa muscular. III. As pinças hemostáticas são instrumentais utilizados para pinçar os vasos sanguíneos, dentre as quais estão a pinças Kocher, Kelly e Halsted.
Está correto o que se afirma em
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Caraguatatuba - SP
Prova:
FGV - 2024 - Prefeitura de Caraguatatuba - SP - Técnico de Enfermagem |
Q3050593
Enfermagem
Com base nas recomendações do Ministério da Saúde acerca do
protocolo de Cirurgia Segura, avalie se as afirmativas a seguir são
verdadeiras (V) ou falsas (F).
( ) Antes da indução anestésica o condutor da lista de verificação deve confirmar que o procedimento e o local da cirurgia estão corretos. ( ) Antes da incisão cirúrgica deve ser realizada a apresentação de cada membro da equipe pelo nome e função. ( ) As compressas e os instrumentais cirúrgicos devem ser contados logo após a saída do paciente da sala cirúrgica.
As afirmativas são, respectivamente,
( ) Antes da indução anestésica o condutor da lista de verificação deve confirmar que o procedimento e o local da cirurgia estão corretos. ( ) Antes da incisão cirúrgica deve ser realizada a apresentação de cada membro da equipe pelo nome e função. ( ) As compressas e os instrumentais cirúrgicos devem ser contados logo após a saída do paciente da sala cirúrgica.
As afirmativas são, respectivamente,
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Caraguatatuba - SP
Prova:
FGV - 2024 - Prefeitura de Caraguatatuba - SP - Técnico de Enfermagem |
Q3050592
Enfermagem
De acordo com a classificação do choque hipovolêmico associado
à perda sanguínea aguda, um paciente adulto com choque Classe
II apresenta uma perda sanguínea
Conheça nossos planos