,
,Concept 01: Development
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Giddens: Concepts for Nursing Practice, 4th Edition
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MULTIPLE CHOICE U!
1. The nurse manager of a pediatric clinic could confirm that the new nurse recognized
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thepurpose of the HEADSS Adolescent Risk Profile when the new nurse responds t
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hat it isused to assess for needs related to
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a. anticipatory guidance. U!
b. low-risk adolescents. U!
c. physical development. U!
d. sexual development. U!
ANS: A U !
The HEADSS Adolescent Risk Profile is a psychosocial assessment screening tool whic
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h assesses home, education, activities, drugs, sex, and suicide for the purpose of identify
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ing high- U!
risk adolescents and the need for anticipatory guidance. It is used to identify high-
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risk,not low- !U U!
risk, adolescents. Physical development is assessed with anthropometric data.
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Sexual development is assessed using physical examination.
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OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance U! U! U! U! U! U! U!
2. The nurse preparing a teaching plan for a preschooler knows that, according to Piaget,
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theexpected stage of development for a preschooler is
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a. concrete operational. U!
b. formal operational. N U!
c. preoperational.
d. sensorimotor.
ANS: C U !
The expected stage of development for a preschooler (3–4 years old) is pre-
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operational. Concrete operational describes the thinking of a school-age child (7–
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11 years old). Formal operational describes the thinking of an individual after about 11 y
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ears of age. Sensorimotordescribes the earliest pattern of thinking from birth to 2 years o
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ld.
OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance U! U! U! U! U! U! U!
3. The school nurse talking with a high school class about the difference between growth
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anddevelopment would best describe growth as
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a. processes by which early cells specialize. U! U! U! U! U!
b. psychosocial and cognitive changes. U! U! U!
c. qualitative changes associated with aging. U! U! U! U!
d. quantitative changes in size or weigh U! U! U! U! U!
t.ANS: D
!U U !
WWW.NURSYLAB.COM
, Growth is a quantitative change in which an increase in cell number and size results in
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an increase in overall size or weight of the body or any of its parts. The processes by
! U! U! U! U! U! U! U! U! U! U! U! U! U! U! U! U! U! U!
which early cells specialize are referred to as differentiation. Psychosocial and cognitiv
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e changes are referred to as development. Qualitative changes associated with aging are
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referred to asmaturation.
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OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance U! U! U! U! U! U! U!
4. The most appropriate response of the nurse when a mother asks what the Denver II do
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es isthat it
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a. can diagnose developmental disabilities.
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b. identifies a need for physical therapy. U! U! U! U! U!
c. is a developmental screening tool.
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d. provides a framework for health teaching. U! U! U! U! U!
ANS: C U !
The Denver II is the most commonly used measure of developmental status used by h
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ealthcare professionals; it is a screening tool. Screening tools do not provide a diagnos
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is.Diagnosis requires a thorough neurodevelopment history and physical examination.
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Developmental delay, which is suggested by screening, is a symptom, not a diagnosis.
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Theneed for any therapy would be identified with a comprehensive evaluation, not a sc
!U U! U! U! U! U! U! U! U! U! U! U! U! U!
reeningtool. Some providers use the Denver II as a framework for teaching about expec
!U U! U! U! U! U! U! U! U! U! U! U! U! U!
ted development, but this is not the primary purpose of the tool.
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OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance U! U! U! U! U! U! U!
5. To U! plan early intervention anN
U! d care for an infant with Down syndrome, the nurse consid
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ers U! knowledge of other physical development exemplars such as
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a. cerebral palsy. U!
b. autism.
c. attention-deficit/hyperactivity disorder (ADHD). U! U!
d. failure to thrive. U! U!
ANS: D U !
Failure to thrive is also a physical development exemplar. Cerebral palsy is an exempla
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r ofmotor/developmental delay. Autism is an exemplar of social/emotional development
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al delay. ADHD is an exemplar of a cognitive disorder.
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OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance U! U! U! U! U! U! U!
6. To plan early intervention and care for a child with a developmental delay, the nurse w
U! U! U! U! U! U! U! U! U! U! U! U! U! U! U!
ouldconsider knowledge of the concepts most significantly impacted by development, in
!U U! U! U! U! U! U! U! U! U! U!
cluding
a. culture.
b. environment.
c. functional status. U!
d. nutrition. !U
ANS: C U !
,Concept 01: Development
U! U!
Giddens: Concepts for Nursing Practice, 4th Edition
U! U! U! U! U! U!
MULTIPLE CHOICE U!
1. The nurse manager of a pediatric clinic could confirm that the new nurse recognized
U! U! U! U! U! U! U! U! U! U! U! U! U!
thepurpose of the HEADSS Adolescent Risk Profile when the new nurse responds t
U! !U U! U! U! U! U! U! U! U! U! U! U! U!
hat it isused to assess for needs related to
U! U! !U U! U! U! U! U! U!
a. anticipatory guidance. U!
b. low-risk adolescents. U!
c. physical development. U!
d. sexual development. U!
ANS: A U !
The HEADSS Adolescent Risk Profile is a psychosocial assessment screening tool whic
U! U! U! U! U! U! U! U! U! U! U!
h assesses home, education, activities, drugs, sex, and suicide for the purpose of identify
U! U! U! U! U! U! U! U! U! U! U! U! U!
ing high- U!
risk adolescents and the need for anticipatory guidance. It is used to identify high-
U! U! U! U! U! U! U! U! U! U! U! U! U!
risk,not low- !U U!
risk, adolescents. Physical development is assessed with anthropometric data.
U! U! U! U! U! U! U! U!
Sexual development is assessed using physical examination.
U! U! U! U! U! U!
OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance U! U! U! U! U! U! U!
2. The nurse preparing a teaching plan for a preschooler knows that, according to Piaget,
U! U! U! U! U! U! U! U! U! U! U! U! U!
theexpected stage of development for a preschooler is
U! !U U! U! U! U! U! U! U!
a. concrete operational. U!
b. formal operational. N U!
c. preoperational.
d. sensorimotor.
ANS: C U !
The expected stage of development for a preschooler (3–4 years old) is pre-
U! U! U! U! U! U! U! U! U! U! U! U!
operational. Concrete operational describes the thinking of a school-age child (7–
U! U! U! U! U! U! U! U! U! U!
11 years old). Formal operational describes the thinking of an individual after about 11 y
U! U! U! U! U! U! U! U! U! U! U! U! U! U!
ears of age. Sensorimotordescribes the earliest pattern of thinking from birth to 2 years o
U! U! U! !U U! U! U! U! U! U! U! U! U! U! U!
ld.
OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance U! U! U! U! U! U! U!
3. The school nurse talking with a high school class about the difference between growth
U! U! U! U! U! U! U! U! U! U! U! U! U! U!
anddevelopment would best describe growth as
!U U! U! U! U! U!
a. processes by which early cells specialize. U! U! U! U! U!
b. psychosocial and cognitive changes. U! U! U!
c. qualitative changes associated with aging. U! U! U! U!
d. quantitative changes in size or weigh U! U! U! U! U!
t.ANS: D
!U U !
WWW.NURSYLAB.COM
, Growth is a quantitative change in which an increase in cell number and size results in
U! U! U! U! U! U! U! U! U! U! U! U! U! U! U! U
an increase in overall size or weight of the body or any of its parts. The processes by
! U! U! U! U! U! U! U! U! U! U! U! U! U! U! U! U! U! U!
which early cells specialize are referred to as differentiation. Psychosocial and cognitiv
U! U! U! U! U! U! U! U! U! U! U!
e changes are referred to as development. Qualitative changes associated with aging are
U! U! U! U! U! U! U! U! U! U! U! U!
referred to asmaturation.
U! U! U! !U
OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance U! U! U! U! U! U! U!
4. The most appropriate response of the nurse when a mother asks what the Denver II do
U! U! U! U! U! U! U! U! U! U! U! U! U! U! U!
es isthat it
U! !U U!
a. can diagnose developmental disabilities.
U! U! U!
b. identifies a need for physical therapy. U! U! U! U! U!
c. is a developmental screening tool.
U! U! U! U!
d. provides a framework for health teaching. U! U! U! U! U!
ANS: C U !
The Denver II is the most commonly used measure of developmental status used by h
U! U! U! U! U! U! U! U! U! U! U! U! U! U!
ealthcare professionals; it is a screening tool. Screening tools do not provide a diagnos
U! U! U! U! U! U! U! U! U! U! U! U! U!
is.Diagnosis requires a thorough neurodevelopment history and physical examination.
!U U! U! U! U! U! U! U! U!
Developmental delay, which is suggested by screening, is a symptom, not a diagnosis.
U! U! U! U! U! U! U! U! U! U! U! U! U!
Theneed for any therapy would be identified with a comprehensive evaluation, not a sc
!U U! U! U! U! U! U! U! U! U! U! U! U! U!
reeningtool. Some providers use the Denver II as a framework for teaching about expec
!U U! U! U! U! U! U! U! U! U! U! U! U! U!
ted development, but this is not the primary purpose of the tool.
U! U! U! U! U! U! U! U! U! U! U!
OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance U! U! U! U! U! U! U!
5. To U! plan early intervention anN
U! d care for an infant with Down syndrome, the nurse consid
U! U! U! U! U! U! U! U! U! U! U! U!
ers U! knowledge of other physical development exemplars such as
U! U! U! U! U! U! U!
a. cerebral palsy. U!
b. autism.
c. attention-deficit/hyperactivity disorder (ADHD). U! U!
d. failure to thrive. U! U!
ANS: D U !
Failure to thrive is also a physical development exemplar. Cerebral palsy is an exempla
U! U! U! U! U! U! U! U! U! U! U! U! U!
r ofmotor/developmental delay. Autism is an exemplar of social/emotional development
U! !U U! U! U! U! U! U! U! U!
al delay. ADHD is an exemplar of a cognitive disorder.
U! U! U! U! U! U! U! U! U!
OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance U! U! U! U! U! U! U!
6. To plan early intervention and care for a child with a developmental delay, the nurse w
U! U! U! U! U! U! U! U! U! U! U! U! U! U! U!
ouldconsider knowledge of the concepts most significantly impacted by development, in
!U U! U! U! U! U! U! U! U! U! U!
cluding
a. culture.
b. environment.
c. functional status. U!
d. nutrition. !U
ANS: C U !
