, Advanced Practice Nursing : Essentials for Role Development 4thEdition Joel Te
i# i# i# i# i# i# i# i# i# i#
st Bank i#
Chapter i#1i#. i#Advanced Practice i#Nursing: i#Doing i#What i#Has to i#Be i#Done-Radicals, i#Renegades, i#andRebels
q q
MULTIPLE i#CHOICE
1. The i#nurse i#manager i#ofa i#pediatric i#clinic i#could i#confirmthat i#the i#new i#nurse i#recognized the q
purpose i#of i#t i#he i#HEADSS i#Adolescent i#Risk i#Profile i#when i#the i#new i#nurse i#responds i#that i#it is i#used
i# q
to i#assess i#for i#needs i#r i#elatedi#to
i#
a. anticipatoryguidance.
b. low-riskadolescents.
c. physical i#development.
d. sexualdevelopment.
ANS:i#A
Thei#HEADSS i#Adolescent i#Riski#Profile i#isi#ai#psychosocialassessment i#screeningi#toolwhichassesses i#hom
i# e, i#education, i#activities, i#drugs, i#sex, i#and i#suicide i#for i#the i#purpose i#of i#identifying i#high-
risk i#adolescents i#and i#the i#need i#for i#anticipatory i#guidance. i#It i#is i#used i#to i#identify i#high-risk, i#not i#low-
risk, i#adolescents. i#Physical i#development i#is i#assessed i#with i#anthropometric i#data. i#Sexual
i# development i#is i#assessed i#using i#physical i#examination.
REF:i#6i#OBJ: i#NCLEXi#Client i#Needsi#Category: i#Healthi#Promotionand i#Maintenance
2. Thei#nursei#preparingi#ai#teachingi#plani#fori#ai#preschooleri#knowsthat,i#according toi#Piaget,i#the i#ex
q
i# pected i#stage i#of i#development i#for i#a i#preschooler i#is
a. concreteoperational.
b. formal i#operational.
c. preoperational.
d. sensorimotor.
ANS:i#C
Theexpected stageofdevelopment i#fori#ai#preschooler i#(3i#to i#4i#yearsi#old) i#isi#preoperational. i#Concrete i#oper
q
i# ationali#describes i#the i#thinking of i#a i#school-age i#child i#(7 i#to i#11 i#years i#old). i#Formal i#operational
q
,describesthe i#thinking i#ofan i#individualafter i#about i#11 i#years i#ofage. i#Sensorimotor i#describes i#the
earliest i#pattern i#of i#thinking i#from birth i#to 2 i#years i#old.
i# q q
REF:i#5i#OBJ:i#NCLEXi#Client i#Needs Category: i#Healthi#Promotionandi#Maintenance
q
3. Thei#schoolnurse i#talking withi#a i#highschoolclass i#abouti#the i#difference i#betweeni#growth i#and
q
de i#velopment i#would i#best i#describe i#growth i#as
i#
a. processes i#bywhich i#earlycells i#specialize.
b. psychosocialand cognitive i#changes.
q
c. qualitative i#changes i#associated with i#aging. q
d. quantitative i#changes i#in i#size i#or i#weight.
ANS:i#D
Growthisa i#quantitative i#change i#in which i#an i#increase i#in cell i#number i#and i#size i#results i#in an
q q q
increase i#in i#o i#verall i#size i#or i#weight i#of i#the i#body i#or i#any i#of i#its i#parts. i#The i#processes i#by i#which
i#
early i#cells i#specialize i#are i#r i#eferred i#to i#asdifferentiation. i#Psychosocial i#and i#cognitive i#changes i#are
i#
referred i#to i#as i#development. i#Qual i#itative i#changes i#associated i#with i#aging i#are i#referred i#to i#as
i#
i# maturation.
REF:i#2i#OBJ:i#NCLEXi#Client i#Needs Category: i#Healthi#Promotionandi#Maintenance
q
4. Thei#most i#appropriatei#responsei#ofthe i#nursei#wheni#a i#mother i#asksi#what i#the i#Denver i#II i#does i#isi#that i#it
a. cani#diagnose i#developmentaldisabilities.
b. identifies ai#need i#for i#physicaltherapy.
q
c. isi#ai#developmentalscreening tool. q
d. providesi#a i#framework i#for i#healthi#teaching.
ANS:i#C
The i#Denver i#II i#is i#the i#most i#commonly i#used i#measure i#of i#developmental i#status i#used i#by i#health i#care
profes
i# i# sionals; it
i# is
i# a
i# screening tool.
i# q Screening toolsdo
i# q not
i# provide
i# adiagnosis.
i#
i# Diagnosisrequires i# a i# thorough i# neurodevelopment history
i# and
i# i#physical examination.
i#
i# Developmental i#delay, i#which i#is i#suggested by i#scr i#eening, i#is i#a i#symptom, i#not i#a i#diagnosis. i#The
q
need i#for i#anytherapywould i#be identified with i#a i#comprehen i#sive i#evaluation, i#not i#a i#screening i#tool.
i# q q
Some i#providers i#use i#the i#Denver i#II i#as i#a i#framework i#for i#teaching i#ab i#out expected i#development,
i# q
, but i#this is not i#the i#primary i#purpose i#of i#the i#tool.
i# q q
i# i# i# i# i# i# i# i# i# i#
st Bank i#
Chapter i#1i#. i#Advanced Practice i#Nursing: i#Doing i#What i#Has to i#Be i#Done-Radicals, i#Renegades, i#andRebels
q q
MULTIPLE i#CHOICE
1. The i#nurse i#manager i#ofa i#pediatric i#clinic i#could i#confirmthat i#the i#new i#nurse i#recognized the q
purpose i#of i#t i#he i#HEADSS i#Adolescent i#Risk i#Profile i#when i#the i#new i#nurse i#responds i#that i#it is i#used
i# q
to i#assess i#for i#needs i#r i#elatedi#to
i#
a. anticipatoryguidance.
b. low-riskadolescents.
c. physical i#development.
d. sexualdevelopment.
ANS:i#A
Thei#HEADSS i#Adolescent i#Riski#Profile i#isi#ai#psychosocialassessment i#screeningi#toolwhichassesses i#hom
i# e, i#education, i#activities, i#drugs, i#sex, i#and i#suicide i#for i#the i#purpose i#of i#identifying i#high-
risk i#adolescents i#and i#the i#need i#for i#anticipatory i#guidance. i#It i#is i#used i#to i#identify i#high-risk, i#not i#low-
risk, i#adolescents. i#Physical i#development i#is i#assessed i#with i#anthropometric i#data. i#Sexual
i# development i#is i#assessed i#using i#physical i#examination.
REF:i#6i#OBJ: i#NCLEXi#Client i#Needsi#Category: i#Healthi#Promotionand i#Maintenance
2. Thei#nursei#preparingi#ai#teachingi#plani#fori#ai#preschooleri#knowsthat,i#according toi#Piaget,i#the i#ex
q
i# pected i#stage i#of i#development i#for i#a i#preschooler i#is
a. concreteoperational.
b. formal i#operational.
c. preoperational.
d. sensorimotor.
ANS:i#C
Theexpected stageofdevelopment i#fori#ai#preschooler i#(3i#to i#4i#yearsi#old) i#isi#preoperational. i#Concrete i#oper
q
i# ationali#describes i#the i#thinking of i#a i#school-age i#child i#(7 i#to i#11 i#years i#old). i#Formal i#operational
q
,describesthe i#thinking i#ofan i#individualafter i#about i#11 i#years i#ofage. i#Sensorimotor i#describes i#the
earliest i#pattern i#of i#thinking i#from birth i#to 2 i#years i#old.
i# q q
REF:i#5i#OBJ:i#NCLEXi#Client i#Needs Category: i#Healthi#Promotionandi#Maintenance
q
3. Thei#schoolnurse i#talking withi#a i#highschoolclass i#abouti#the i#difference i#betweeni#growth i#and
q
de i#velopment i#would i#best i#describe i#growth i#as
i#
a. processes i#bywhich i#earlycells i#specialize.
b. psychosocialand cognitive i#changes.
q
c. qualitative i#changes i#associated with i#aging. q
d. quantitative i#changes i#in i#size i#or i#weight.
ANS:i#D
Growthisa i#quantitative i#change i#in which i#an i#increase i#in cell i#number i#and i#size i#results i#in an
q q q
increase i#in i#o i#verall i#size i#or i#weight i#of i#the i#body i#or i#any i#of i#its i#parts. i#The i#processes i#by i#which
i#
early i#cells i#specialize i#are i#r i#eferred i#to i#asdifferentiation. i#Psychosocial i#and i#cognitive i#changes i#are
i#
referred i#to i#as i#development. i#Qual i#itative i#changes i#associated i#with i#aging i#are i#referred i#to i#as
i#
i# maturation.
REF:i#2i#OBJ:i#NCLEXi#Client i#Needs Category: i#Healthi#Promotionandi#Maintenance
q
4. Thei#most i#appropriatei#responsei#ofthe i#nursei#wheni#a i#mother i#asksi#what i#the i#Denver i#II i#does i#isi#that i#it
a. cani#diagnose i#developmentaldisabilities.
b. identifies ai#need i#for i#physicaltherapy.
q
c. isi#ai#developmentalscreening tool. q
d. providesi#a i#framework i#for i#healthi#teaching.
ANS:i#C
The i#Denver i#II i#is i#the i#most i#commonly i#used i#measure i#of i#developmental i#status i#used i#by i#health i#care
profes
i# i# sionals; it
i# is
i# a
i# screening tool.
i# q Screening toolsdo
i# q not
i# provide
i# adiagnosis.
i#
i# Diagnosisrequires i# a i# thorough i# neurodevelopment history
i# and
i# i#physical examination.
i#
i# Developmental i#delay, i#which i#is i#suggested by i#scr i#eening, i#is i#a i#symptom, i#not i#a i#diagnosis. i#The
q
need i#for i#anytherapywould i#be identified with i#a i#comprehen i#sive i#evaluation, i#not i#a i#screening i#tool.
i# q q
Some i#providers i#use i#the i#Denver i#II i#as i#a i#framework i#for i#teaching i#ab i#out expected i#development,
i# q
, but i#this is not i#the i#primary i#purpose i#of i#the i#tool.
i# q q
