NUR3503 EXAM QUESTIONS WITH COMPLETE
SOLUTIONS
What |is |the |family |centred |care |approach? |- |Answer |The |family-cantered |care |approach
|is |a |healthcare |model |that |recognizes |the |importance |of |involving |families |as |active
|partners |in |the |care |and |decision-making |process |of |a |Paed |patient.
-Collaboration
- Respect |& |Dignity
-Communication
-Educating |the |parents |and |the |child
- Individualised |care
- Advocacy |(Healthcare |providers |act |as |advocates |for |families)
-Respect |beliefs |and |Values
- Respecting |that |parenting |of |child |remains |with |the |parents
What |is |Children |and |family |centred |care |practice? |- |Answer |Children |and
family-centred |care |practice |is |an |approach |in |healthcare |that |places |the |child |and |their
|family |at |the |centre |of |care |delivery. |It |recognizes |the |importance |of |involving |both |the
|child |and |their |family |as |active |participants |in |decision-making, |planning, |and
|implementation |of |care.
Main |differences |between |children |and |adults? |- |Answer |Size |difference
Maturity |levels
|
Mental | development
Pathophysiology |(Immature |organ |systems, |Immune |systems, |High |metabolic |rate, |Higher
|reserve |capacity |for |organ |dysfunction)
Response |to |meds
| Healing |and |Recovery
Growth |a |development
|
Communication |and |Language
Dependency
|
Social |emotional |development
,What |do |children |need |for |growth |development? |- |Answer |Nutritious |diet
Physical |activity
|
Sleep
Social |interaction
Safe |environment
|
Intellectual |stimulation
Healthcare |Access
|
| Emotional |Support
How |can |growth |and |development |be |monitored? |- |Answer |Standardised |assessment
|tools
Milestones
Regular |interaction |with |health |care |nurse |etc
Emotional |development
|
health |and |weight |percentiles
personal |health |book |(purple)
|
Parental |observations
|
How |effectively |can |you |communicate |with |children? |What |are |some |factors |to |consider?
|- |Answer |Age |appropriate |communication
Tone |and |non0verbal |communication
Active |listening
|
Use |of |play
Use |of |safe |environments
| Use |of |visual |aids
Respect |and |empowerment |( |Encourage |participation |fostering |empowerment |and
|autonomy)
Build |trust
| Legal |obligation
Be | non-judgemental
,Why |is |immunisation |important? |- |Answer |It |helps |prevent |spread |of |infectious |diseased
Protects |vulnerable |populations
|
Reduces |healthcare |costs
contributes |to |population |over |health |and |wellbeing
What |are |some |myths |surrounding |vaccination? |- |Answer |Vaccines |cause |Autism |Natural
immunity |is |superior |to |Vaccines
|
Vaccines |contain |harmful |toxins
| Causes |serious |side |affects
What |is |the |first |1000 |days |of |a |child's |life? |- |Answer |The |first |1000 |days |of |a |child's |life,
|starting |from |conception |through |the |first |two |years, |are |critically |important |for |their |long-
term |health |and |development |and |determine |outcomes |for |their |future.
Why |does |a |baby |drop |weight |in |the |first |2 |weeks? |- |Answer |Fluid |Loss
Meconium |Passage:
|
Adjustment |to |Feeding: |In |the |early |days, |babies |are |adjusting |to |breastfeeding |or
bottle-feeding, |and |their |intake |may |be |relatively |small. |This |can |contribute |to |temporary
|weight |loss |until |feeding |becomes |more |established.
Metabolism |and |Energy |Expenditure: |Newborns |have |high |metabolic |rates |and |expend
|energy |rapidly. |The |energy |they |receive |from |feeding |might |not |be |sufficient |to |prevent
|initial |weight |loss.
What |interventions |can |a |child |nurse |use |if |a |child |is |outside |of |the |percentile |growth
|charts? |- |Answer |Nutritional |assessment |& |Counselling
Feeding |support
| Growth |monitoring
Development |evaluation |(occupational |therapists, |speech |therapists, |or |psychologists, |to
|address |any |developmental |or |behavioural |issues)
Referral |to |paeds
Parent |support
|
| Parent |education
Collaboration |with |other |professionals |(Therapist, |Dietician, |OT, |paediatric
|gastroenterologist)
Community |resources |and |support
, What |is |a |Fenton |chart? |- |Answer |The |Fenton |chart |is |a |growth |chart |designed |for |preterm
|infants, |allowing |healthcare |providers |to |monitor |their |growth |and |development |based |on
|corrected |gestational |age |and |compare |it |to |expected |patterns |for |appropriate
|interventions.
What |age |is |considered |prem? |- |Answer |< |38 |weeks
Some |example |of |development |tools |are: |- |Answer |Ages |and |Stages |Questionnaires
|(ASQ): |A |series |of |age-specific |questionnaires |completed |by |parents |or |caregivers |to
|assess |a |child's |development |in |various |domains, |including |communication, |gross |and
|fine |motor |skills, |problem-solving, |and |social-emotional |development.
Social-Emotional |Assessment/Evaluation |Measure |(SEAM): |A |tool |used |to |assess
|social-emotional |development, |including |social |interaction, |emotional |regulation, |and
|behaviour, |in |children |aged |1 |month |to |6 |years.
Communication |and |Symbolic |Behavior |Scales |(CSBS): |A |comprehensive |tool |that
|assesses |communication |and |symbolic |abilities |in |infants |and |toddlers, |including |social
|communication, |receptive |language, |expressive |language, |and |symbolic |play |skills.
Why |do |we |take |2 |weeks |of |the |infants |age |when |calculating |medication? |- |Answer |We
|drop |of |2 |weeks |if |baby |is |full |term |because |baby |isn't |conceived |until |2 |weeks |pregnant.
Expected |weight |calculation:
If |a |child |is |12 |weeks |old |and |her |birth |weight |was |3.4kg |what |should |her |expected |weight
|be? |- |Answer |answer |= |5.4kg
Break |down:
Multiply |200g |from |her |current |age |(12 |weeks |- |this |would |be |10 |as |we |subtract |2 |weeks)
i.e | 200x10= | 2kg
then |we |add |the |birth |weight |(3.4 |kg) |i.e |2kg |+ |3.4 |Kg |=5.4kg
What |are |the |formal |calculations? |- |Answer |2-12 |weeks |= |200g/wk
3-6 |months |= |150g/wk
|
6-9 |months |= |100g/wk
9-12 |months |= |50g/wk
|
Remember |to |convert |to |weeks |from |months
What |you |want |over |what |you |got |by |what |you |have |- |Answer |What |you |want |over |what |you
|got |by |what |you |have
Calculate |Josh's |birth |weight:
9 |weeks |old
|
SOLUTIONS
What |is |the |family |centred |care |approach? |- |Answer |The |family-cantered |care |approach
|is |a |healthcare |model |that |recognizes |the |importance |of |involving |families |as |active
|partners |in |the |care |and |decision-making |process |of |a |Paed |patient.
-Collaboration
- Respect |& |Dignity
-Communication
-Educating |the |parents |and |the |child
- Individualised |care
- Advocacy |(Healthcare |providers |act |as |advocates |for |families)
-Respect |beliefs |and |Values
- Respecting |that |parenting |of |child |remains |with |the |parents
What |is |Children |and |family |centred |care |practice? |- |Answer |Children |and
family-centred |care |practice |is |an |approach |in |healthcare |that |places |the |child |and |their
|family |at |the |centre |of |care |delivery. |It |recognizes |the |importance |of |involving |both |the
|child |and |their |family |as |active |participants |in |decision-making, |planning, |and
|implementation |of |care.
Main |differences |between |children |and |adults? |- |Answer |Size |difference
Maturity |levels
|
Mental | development
Pathophysiology |(Immature |organ |systems, |Immune |systems, |High |metabolic |rate, |Higher
|reserve |capacity |for |organ |dysfunction)
Response |to |meds
| Healing |and |Recovery
Growth |a |development
|
Communication |and |Language
Dependency
|
Social |emotional |development
,What |do |children |need |for |growth |development? |- |Answer |Nutritious |diet
Physical |activity
|
Sleep
Social |interaction
Safe |environment
|
Intellectual |stimulation
Healthcare |Access
|
| Emotional |Support
How |can |growth |and |development |be |monitored? |- |Answer |Standardised |assessment
|tools
Milestones
Regular |interaction |with |health |care |nurse |etc
Emotional |development
|
health |and |weight |percentiles
personal |health |book |(purple)
|
Parental |observations
|
How |effectively |can |you |communicate |with |children? |What |are |some |factors |to |consider?
|- |Answer |Age |appropriate |communication
Tone |and |non0verbal |communication
Active |listening
|
Use |of |play
Use |of |safe |environments
| Use |of |visual |aids
Respect |and |empowerment |( |Encourage |participation |fostering |empowerment |and
|autonomy)
Build |trust
| Legal |obligation
Be | non-judgemental
,Why |is |immunisation |important? |- |Answer |It |helps |prevent |spread |of |infectious |diseased
Protects |vulnerable |populations
|
Reduces |healthcare |costs
contributes |to |population |over |health |and |wellbeing
What |are |some |myths |surrounding |vaccination? |- |Answer |Vaccines |cause |Autism |Natural
immunity |is |superior |to |Vaccines
|
Vaccines |contain |harmful |toxins
| Causes |serious |side |affects
What |is |the |first |1000 |days |of |a |child's |life? |- |Answer |The |first |1000 |days |of |a |child's |life,
|starting |from |conception |through |the |first |two |years, |are |critically |important |for |their |long-
term |health |and |development |and |determine |outcomes |for |their |future.
Why |does |a |baby |drop |weight |in |the |first |2 |weeks? |- |Answer |Fluid |Loss
Meconium |Passage:
|
Adjustment |to |Feeding: |In |the |early |days, |babies |are |adjusting |to |breastfeeding |or
bottle-feeding, |and |their |intake |may |be |relatively |small. |This |can |contribute |to |temporary
|weight |loss |until |feeding |becomes |more |established.
Metabolism |and |Energy |Expenditure: |Newborns |have |high |metabolic |rates |and |expend
|energy |rapidly. |The |energy |they |receive |from |feeding |might |not |be |sufficient |to |prevent
|initial |weight |loss.
What |interventions |can |a |child |nurse |use |if |a |child |is |outside |of |the |percentile |growth
|charts? |- |Answer |Nutritional |assessment |& |Counselling
Feeding |support
| Growth |monitoring
Development |evaluation |(occupational |therapists, |speech |therapists, |or |psychologists, |to
|address |any |developmental |or |behavioural |issues)
Referral |to |paeds
Parent |support
|
| Parent |education
Collaboration |with |other |professionals |(Therapist, |Dietician, |OT, |paediatric
|gastroenterologist)
Community |resources |and |support
, What |is |a |Fenton |chart? |- |Answer |The |Fenton |chart |is |a |growth |chart |designed |for |preterm
|infants, |allowing |healthcare |providers |to |monitor |their |growth |and |development |based |on
|corrected |gestational |age |and |compare |it |to |expected |patterns |for |appropriate
|interventions.
What |age |is |considered |prem? |- |Answer |< |38 |weeks
Some |example |of |development |tools |are: |- |Answer |Ages |and |Stages |Questionnaires
|(ASQ): |A |series |of |age-specific |questionnaires |completed |by |parents |or |caregivers |to
|assess |a |child's |development |in |various |domains, |including |communication, |gross |and
|fine |motor |skills, |problem-solving, |and |social-emotional |development.
Social-Emotional |Assessment/Evaluation |Measure |(SEAM): |A |tool |used |to |assess
|social-emotional |development, |including |social |interaction, |emotional |regulation, |and
|behaviour, |in |children |aged |1 |month |to |6 |years.
Communication |and |Symbolic |Behavior |Scales |(CSBS): |A |comprehensive |tool |that
|assesses |communication |and |symbolic |abilities |in |infants |and |toddlers, |including |social
|communication, |receptive |language, |expressive |language, |and |symbolic |play |skills.
Why |do |we |take |2 |weeks |of |the |infants |age |when |calculating |medication? |- |Answer |We
|drop |of |2 |weeks |if |baby |is |full |term |because |baby |isn't |conceived |until |2 |weeks |pregnant.
Expected |weight |calculation:
If |a |child |is |12 |weeks |old |and |her |birth |weight |was |3.4kg |what |should |her |expected |weight
|be? |- |Answer |answer |= |5.4kg
Break |down:
Multiply |200g |from |her |current |age |(12 |weeks |- |this |would |be |10 |as |we |subtract |2 |weeks)
i.e | 200x10= | 2kg
then |we |add |the |birth |weight |(3.4 |kg) |i.e |2kg |+ |3.4 |Kg |=5.4kg
What |are |the |formal |calculations? |- |Answer |2-12 |weeks |= |200g/wk
3-6 |months |= |150g/wk
|
6-9 |months |= |100g/wk
9-12 |months |= |50g/wk
|
Remember |to |convert |to |weeks |from |months
What |you |want |over |what |you |got |by |what |you |have |- |Answer |What |you |want |over |what |you
|got |by |what |you |have
Calculate |Josh's |birth |weight:
9 |weeks |old
|
