,NUR 231 Exam 3 | Childbearing & Child Caring Family (2026)
| | | | | | | | | |
| Q&A | Galen
| |
1. A |nurse |has |administered |a |prescribed |analgesic |to |a |preschool |child. |Which |action |should
|the |nurse |take |to |assess |the |effectiveness |of |this |medication?
A) Ask |the |child |to |point |to |a |numeric |pain |scale
B) Use |the |Wong-Baker |FACES |pain |scale
C) Ask |the |mother |if |she |thinks |the |analgesic |is |working
D) Assess |for |changes |in |the |child's |vital |signs
Correct |Answer: |Use |the |Wong-Baker |FACES |pain |scale
Rationale: |The |Wong-Baker |FACES |scale |is |a |validated, |age-appropriate |tool |for |assessing |pain
|in |preschool-aged |children. |Numeric |scales |are |generally |too |abstract |for |this |age |group, |and
asking |the |mother |or |relying |on |vital |signs |alone |provides |less |accurate |data |on |the |child's
|subjective |pain |experience.
2. The |nurse |is |caring |for |a |middle |school |child |who |is |hospitalized. |When |developing |a |plan
|of |care, |the |nurse |should |consider |that |children |in |this |age |group:
A) Are |unable |to |see |things |from |any |perspective |other |than |their |own
B) Are |increasingly |aware |of |disappointments |in |life
C) Are |anxious |about |missing |interactions |with |friends
D) Think |in |abstract |terms |and |can |deal |with |uncertainty
Correct |Answer: |Are |anxious |about |missing |interactions |with |friends
,Rationale: |School-age |children |place |high |value |on |peer |relationships |and |are |often |anxious
|about |being |separated |from |friends |during |hospitalization |. |This |is |a |key |developmental
|consideration |for |planning |care |and |maintaining |social |connections.
3. The |nurse |is |caring |for |a |group |of |toddlers |and |is |developing |a |plan |for |age-appropriate
|play |activities |during |hospitalization. |Which |play |activity |should |the |nurse |include?
A) Letting |toddlers |race |toy |cars |against |each |other
B) Giving |toddlers |dress-up |clothes |for |play
C) Offering |each |toddler |a |ball |to |roll |around
D) Allowing |toddlers |to |complete |a |puzzle |together
Correct |Answer: |Offering |each |toddler |a |ball |to |roll |around
Rationale: |Toddlers |engage |in |parallel |play |and |enjoy |simple, |active |toys |like |balls |to |roll |and
|chase |. |Dress-up |clothes |are |more |appropriate |for |preschoolers, |while |puzzles |requiring
|cooperation |are |better |suited |for |older |children.
4. The |nurse |is |working |in |an |emergency |triage |area |where |a |parent |brings |in |a |child |and
|states, |"I |think |she |got |into |my |mother's |medicine." |After |determining |the |medication |the
|child |ingested, |which |action |should |the |nurse |perform |next?
A) Determine |medication |allergies
B) Contact |poison |control
C) Notify |authorities |of |child |neglect
D) Induce |vomiting
Correct |Answer: |Contact |poison |control
, Rationale: |After |identifying |the |substance, |the |priority |is |to |contact |poison |control |for |specific
|guidance |on |management |. |Inducing |vomiting |is |no |longer |recommended |in |many |situations
|and |should |not |be |done |without |professional |direction.
5. The |nurse |is |performing |an |assessment |on |an |adolescent |client. |Which |behavior
|suggests |appropriate |psychosocial |development |in |this |client?
A) Gets |along |well |with |others |in |authority
B) Thinks |about |peers' |opinions |of |them
C) Seeks |validation |for |socially |acceptable |behavior |from |older |adults
D) Navigates |away |from |peers |and |enjoys |spending |time |with |family |members
Correct |Answer: |Thinks |about |peers' |opinions |of |them
Rationale: |Peer |approval |and |social |acceptance |are |central |to |adolescent |psychosocial
|development |. |Adolescents |are |highly |concerned |with |how |they |are |perceived |by |their |peer
|group, |which |drives |much |of |their |behavior |and |identity |formation.
6. The |nurse |is |performing |a |nutritional |assessment |on |an |adolescent |client. |Which
|client |statement |best |indicates |the |client's |diet |is |healthy?
A) "We |use |cheese |in |some |of |our |meals."
B) "I |make |sure |to |eat |2 |meals |daily."
C) "My |parents |make |sure |my |7-year-old |sibling |and |I |eat |the |same |amount."
D) "I |make |sure |to |drink |16 |ounces |of |milk |per |day."
Correct |Answer: |"We |use |cheese |in |some |of |our |meals."
Rationale: |Including |dairy |products |like |cheese |indicates |some |attention |to |calcium |intake, |which
|is |important |for |adolescents |. |Eating |only |2 |meals |daily, |having |the |same |portion |size |as |a
| | | | | | | | | |
| Q&A | Galen
| |
1. A |nurse |has |administered |a |prescribed |analgesic |to |a |preschool |child. |Which |action |should
|the |nurse |take |to |assess |the |effectiveness |of |this |medication?
A) Ask |the |child |to |point |to |a |numeric |pain |scale
B) Use |the |Wong-Baker |FACES |pain |scale
C) Ask |the |mother |if |she |thinks |the |analgesic |is |working
D) Assess |for |changes |in |the |child's |vital |signs
Correct |Answer: |Use |the |Wong-Baker |FACES |pain |scale
Rationale: |The |Wong-Baker |FACES |scale |is |a |validated, |age-appropriate |tool |for |assessing |pain
|in |preschool-aged |children. |Numeric |scales |are |generally |too |abstract |for |this |age |group, |and
asking |the |mother |or |relying |on |vital |signs |alone |provides |less |accurate |data |on |the |child's
|subjective |pain |experience.
2. The |nurse |is |caring |for |a |middle |school |child |who |is |hospitalized. |When |developing |a |plan
|of |care, |the |nurse |should |consider |that |children |in |this |age |group:
A) Are |unable |to |see |things |from |any |perspective |other |than |their |own
B) Are |increasingly |aware |of |disappointments |in |life
C) Are |anxious |about |missing |interactions |with |friends
D) Think |in |abstract |terms |and |can |deal |with |uncertainty
Correct |Answer: |Are |anxious |about |missing |interactions |with |friends
,Rationale: |School-age |children |place |high |value |on |peer |relationships |and |are |often |anxious
|about |being |separated |from |friends |during |hospitalization |. |This |is |a |key |developmental
|consideration |for |planning |care |and |maintaining |social |connections.
3. The |nurse |is |caring |for |a |group |of |toddlers |and |is |developing |a |plan |for |age-appropriate
|play |activities |during |hospitalization. |Which |play |activity |should |the |nurse |include?
A) Letting |toddlers |race |toy |cars |against |each |other
B) Giving |toddlers |dress-up |clothes |for |play
C) Offering |each |toddler |a |ball |to |roll |around
D) Allowing |toddlers |to |complete |a |puzzle |together
Correct |Answer: |Offering |each |toddler |a |ball |to |roll |around
Rationale: |Toddlers |engage |in |parallel |play |and |enjoy |simple, |active |toys |like |balls |to |roll |and
|chase |. |Dress-up |clothes |are |more |appropriate |for |preschoolers, |while |puzzles |requiring
|cooperation |are |better |suited |for |older |children.
4. The |nurse |is |working |in |an |emergency |triage |area |where |a |parent |brings |in |a |child |and
|states, |"I |think |she |got |into |my |mother's |medicine." |After |determining |the |medication |the
|child |ingested, |which |action |should |the |nurse |perform |next?
A) Determine |medication |allergies
B) Contact |poison |control
C) Notify |authorities |of |child |neglect
D) Induce |vomiting
Correct |Answer: |Contact |poison |control
, Rationale: |After |identifying |the |substance, |the |priority |is |to |contact |poison |control |for |specific
|guidance |on |management |. |Inducing |vomiting |is |no |longer |recommended |in |many |situations
|and |should |not |be |done |without |professional |direction.
5. The |nurse |is |performing |an |assessment |on |an |adolescent |client. |Which |behavior
|suggests |appropriate |psychosocial |development |in |this |client?
A) Gets |along |well |with |others |in |authority
B) Thinks |about |peers' |opinions |of |them
C) Seeks |validation |for |socially |acceptable |behavior |from |older |adults
D) Navigates |away |from |peers |and |enjoys |spending |time |with |family |members
Correct |Answer: |Thinks |about |peers' |opinions |of |them
Rationale: |Peer |approval |and |social |acceptance |are |central |to |adolescent |psychosocial
|development |. |Adolescents |are |highly |concerned |with |how |they |are |perceived |by |their |peer
|group, |which |drives |much |of |their |behavior |and |identity |formation.
6. The |nurse |is |performing |a |nutritional |assessment |on |an |adolescent |client. |Which
|client |statement |best |indicates |the |client's |diet |is |healthy?
A) "We |use |cheese |in |some |of |our |meals."
B) "I |make |sure |to |eat |2 |meals |daily."
C) "My |parents |make |sure |my |7-year-old |sibling |and |I |eat |the |same |amount."
D) "I |make |sure |to |drink |16 |ounces |of |milk |per |day."
Correct |Answer: |"We |use |cheese |in |some |of |our |meals."
Rationale: |Including |dairy |products |like |cheese |indicates |some |attention |to |calcium |intake, |which
|is |important |for |adolescents |. |Eating |only |2 |meals |daily, |having |the |same |portion |size |as |a
