1
COMPLETE TEST BANK FOR
PERRY’S MATERNAL CHILD NURSING CARE IN CANADA, 3RD
EDITION (KEENAN-LINDSAY, 2022), | ALL CHAPTERS COVERED
(1-55)
TEST BANK FOR
PERRY’S MATERNAL CHILD NURSING CARE IN CANADA, 3RD EDITION
(KEENAN-LINDSAY, 2022), CHAPTER 1-55 | ALL CHAPTERS
, 2
TABLE OF CONTENTS
CHAPTER 01: CONTEMPORARY PERINATAL AND PEDIATRIC NURSING IN CANADA ................................. 4
CHAPTER 02: THE FAMILY AND CULTURE .................................................................................................. 17
CHAPTER 03: COMMUNITY CARE .............................................................................................................. 29
CHAPTER 04: PERINATAL NURSING IN CANADA ....................................................................................... 38
CHAPTER 05: HEALTH PROMOTION ........................................................................................................... 47
CHAPTER 06: HEALTH ASSESSMENT .......................................................................................................... 58
CHAPTER 07: REPRODUCTIVE HEALTH ...................................................................................................... 66
CHAPTER 08: INFERTILITY, CONTRACEPTION, AND ABORTION ................................................................ 91
CHAPTER 09: GENETICS, CONCEPTION, AND FETAL DEVELOPMENT ...................................................... 109
CHAPTER 10: ANATOMY AND PHYSIOLOGY OF PREGNANCY ................................................................. 125
CHAPTER 11: NURSING CARE OF THE FAMILY DURING PREGNANCY ..................................................... 142
CHAPTER 12: MATERNAL NUTRITION...................................................................................................... 163
CHAPTER 13: PREGNANCY RISK FACTORS AND ASSESSMENT ................................................................ 177
CHAPTER 14: PREGNANCY AT RISK: GESTATIONAL CONDITIONS........................................................... 192
CHAPTER 15: PREGNANCY AT RISK: PRE-EXISTING CONDITIONS ........................................................... 215
CHAPTER 16: LABOUR AND BIRTH PROCESSES ....................................................................................... 234
CHAPTER 17: NURSING CARE OF THE FAMILY DURING LABOUR AND BIRTH ........................................ 250
CHAPTER 18: MAXIMIZING COMFORT DURING LABOUR AND BIRTH .................................................... 271
CHAPTER 19: FETAL HEALTH SURVEILLANCE DURING LABOUR .............................................................. 288
CHAPTER 20: LABOUR AND BIRTH AT RISK ............................................................................................. 308
CHAPTER 21: PHYSIOLOGICAL CHANGES IN THE POSTPARTUM PATIENT ............................................. 324
CHAPTER 22: NURSING CARE OF THE FAMILY DURING THE POSTPARTUM PERIOD ............................. 339
CHAPTER 23: TRANSITION TO PARENTHOOD ......................................................................................... 353
CHAPTER 24: POSTPARTUM COMPLICATIONS ........................................................................................ 369
CHAPTER 25: PHYSIOLOGICAL ADAPTATIONS OF THE NEWBORN ......................................................... 391
CHAPTER 26: NURSING CARE OF THE NEWBORN AND FAMILY ............................................................. 410
CHAPTER 27: NEWBORN NUTRITION AND FEEDING............................................................................... 424
CHAPTER 28: INFANTS WITH GESTATIONAL AGE–RELATED PROBLEMS ................................................ 444
, 3
CHAPTER 29: THE NEWBORN AT RISK: ACQUIRED AND CONGENITAL CONDITIONS ............................ 458
CHAPTER 30: PEDIATRIC NURSING IN CANADA ...................................................................................... 471
CHAPTER 31: FAMILY, SOCIAL, AND CULTURAL INFLUENCES ON CHILDREN’S HEALTH ........................ 482
CHAPTER 32: DEVELOPMENTAL INFLUENCES ON CHILD HEALTH PROMOTION .................................... 487
CHAPTER 33: PEDIATRIC HEALTH ASSESSMENT ...................................................................................... 503
CHAPTER 34: PAIN ASSESSMENT AND MANAGEMENT .......................................................................... 516
CHAPTER 35: PROMOTING OPTIMUM HEALTH DURING CHILDHOOD ................................................... 526
CHAPTER 36: THE INFANT AND FAMILY .................................................................................................. 549
CHAPTER 37: THE TODDLER AND FAMILY ............................................................................................... 566
CHAPTER 38: THE PRESCHOOLER AND FAMILY ....................................................................................... 578
CHAPTER 39: THE SCHOOL-AGE CHILD AND FAMILY .............................................................................. 586
CHAPTER 40: THE ADOLESCENT AND FAMILY ......................................................................................... 598
CHAPTER 41: CARING FOR THE CHILD WITH A CHRONIC ILLNESS AND AT THE END-OF-LIFE................ 610
CHAPTER 42: IMPACT OF INTELLECTUAL DISABILITY OR SENSORY IMPAIRMENT ON THE CHILD AND
FAMILY ...................................................................................................................................................... 631
CHAPTER 43: FAMILY-CENTRED CARE OF THE CHILD DURING ILLNESS AND HOSPITALIZATION .......... 650
CHAPTER 44: PEDIATRIC VARIATIONS OF NURSING INTERVENTIONS ................................................... 663
CHAPTER 45: RESPIRATORY CONDITIONS ............................................................................................... 684
CHAPTER 46: GASTROINTESTINAL CONDITIONS ..................................................................................... 703
CHAPTER 47: CARDIOVASCULAR CONDITIONS ....................................................................................... 725
CHAPTER 48: HEMATOLOGICAL AND IMMUNOLOGICAL CONDITIONS ................................................. 752
CHAPTER 49: GENITOURINARY CONDITIONS .......................................................................................... 775
CHAPTER 50: NEUROLOGICAL CONDITIONS ............................................................................................ 795
CHAPTER 52: INTEGUMENTARY CONDITIONS ........................................................................................ 820
CHAPTER 53: MUSCULOSKELETAL OR ARTICULAR CONDITIONS ............................................................ 838
CHAPTER 54: NEUROMUSCULAR OR MUSCULAR CONDITIONS ............................................................. 855
CHAPTER 51: ENDOCRINE CONDITIONS .................................................................................................. 865
CHAPTER 55: CARING FOR THE MENTAL, EMOTIONAL, AND BEHAVIOURAL HEALTH NEEDS OF
CHILDREN AND YOUTH............................................................................................................................. 885
, 4
CHAPTER 01: CONTEMPORARY PERINATAL AND PEDIATRIC NURSING IN
CANADA
KEENAN-LINDSAY: PERRY’S MATERNAL CHILD NURSING CARE IN CANADA, 3RD EDITION
MULTIPLE CHOICE
1. WHICH IS TRUE REGARDING PERINATAL NURSES?
A. THEY PROVIDE CARE FOR ONLY CHILDBEARING PERSONS AND BABIES.
B. THEY REQUIRE ADVANCED PRACTICE EDUCATION BEYOND AN ENTRY TO PRACTICE DEGREE.
C. THEY WORK WITH PATIENTS AND FAMILIES FROM PRECONCEPTION THROUGHOUT THE CHILD-
BEARING YEAR.
D. THEY PROVIDE CARE FOR FAMILIES WITH CHILDREN UP TO AGE 18 YEARS.
ANS>>C
PERINATAL NURSES ARE THOSE NURSES WHO WORK COLLABORATIVELY WITH PATIENTS AND FAMILIES
FROM THE PRECONCEPTION PERIOD THROUGHOUT THE CHILD-BEARING YEAR. PEDIATRIC NURSES CARE
FOR CHILDREN FROM BIRTH UP TO AGE 18 YEARS. PERINATAL OR PEDIATRIC NURSES ALSO PROVIDE
CARE FOR THE FAMILY. PERINATAL NURSES OFTEN DO HAVE ADVANCED EDUCATION, BUT THIS IS NOT A
REQUIREMENT.
DIF: COGNITIVE LEVEL: KNOWLEDGE OBJ: 1 KEY: NURSING PROCESS: N/A
2. WHICH IS TRUE REGARDING PEDIATRIC NURSES?
A. THEY PROVIDE CARE FOR CHILDREN UP TO AND INCLUDING 13 YEARS OF AGE.
B. THEY REQUIRE ADVANCED PRACTICE EDUCATION BEYOND AN ENTRY TO PRACTICE DEGREE.
C. THEY WORK WITH PATIENTS AND FAMILIES THROUGHOUT THE CHILD-BEARING YEAR.
D. THEY PROVIDE CARE FOR CHILDREN AND FAMILIES UP TO AGE 18 YEARS.
ANS>>D
PEDIATRIC NURSES CARE FOR CHILDREN FROM BIRTH UP TO AGE 18 YEARS. PERINATAL NURSES ARE
THOSE NURSES WHO WORK COLLABORATIVELY WITH PATIENTS AND FAMILIES FROM THE
PRECONCEPTION PERIOD THROUGHOUT THE CHILD-BEARING YEAR. PERINATAL AND PEDIATRIC NURSES
ALSO PROVIDE CARE FOR THE FAMILY. PEDIATRIC NURSES OFTEN DO HAVE ADVANCED EDUCATION,
BUT THIS IS NOT A REQUIREMENT.
DIF: COGNITIVE LEVEL: KNOWLEDGE OBJ: 1 KEY: NURSING PROCESS: N/A
, 5
3. WHICH OF THE FOLLOWING WOULD NOT BE INCLUDED IN A DISCUSSION OF THE SOCIAL
DETERMINANTS OF HEALTH (SDOH)?
A. RACISM
B. DAILY EXERCISE
C. CHRONIC ILLNESS
D. PRESENCE OF PLAYGROUNDS
ANS>>C
CHRONIC ILLNESS IS NOT CONSIDERED A SDOH. RACISM, HEALTHY BEHAVIOURS (EXERCISE) AND
HEALTHY OUTDOOR SPACES (PLAYGROUNDS) CAN ALL
IMPACT A PERSON’S HEALTH.
DIF: COGNITIVE LEVEL: APPLICATION OBJ: 3 KEY: NURSING PROCESS: ASSESSMENT
4. AN INDIGENOUS PATIENT IS PREGNANT WITH THEIR FIRST CHILD. WHICH EVIDENCE-INFORMED
INTERVENTION IS MOST IMPORTANT FOR THE NURSE TO IMPLEMENT?
A. PERFORM A NUTRITION ASSESSMENT.
B. REFER THE PATIENT TO A SOCIAL WORKER.
C. ADVISE THE PATIENT TO SEE AN OBSTETRICIAN, NOT A MIDWIFE.
D. EXPLAIN TO THE PATIENT THE IMPORTANCE OF KEEPING THEIR PRENATAL CARE
APPOINTMENTS.
ANS>>D
CONSISTENT PRENATAL CARE IS ASSOCIATED WITH HEALTHIER INFANTS. NUTRITIONAL STATUS IS AN
IMPORTANT MODIFIABLE RISK FACTOR, BUT IT IS NOT THE MOST IMPORTANT ACTION A NURSE
SHOULD TAKE IN THIS SITUATION. THE PATIENT MAY NEED ASSISTANCE FROM A SOCIAL WORKER AT
SOME TIME DURING THE PREGNANCY, BUT A REFERRAL TO A SOCIAL WORKER IS NOT THE MOST
IMPORTANT ASPECT THE NURSE SHOULD ADDRESS AT THIS TIME. IF THE PATIENT HAS IDENTIFIABLE
HIGH-RISK PROBLEMS, THEIR HEALTH CARE MAY NEED TO BE PROVIDED BY A PHYSICIAN. HOWEVER, IT
CANNOT BE ASSUMED THAT ALL INDIGENOUS PATIENTS HAVE HIGH-RISK ISSUES. IN ADDITION,
ADVISING THE PATIENT TO SEE AN OBSTETRICIAN IS NOT THE MOST IMPORTANT ASPECT ON WHICH
THE NURSE SHOULD FOCUS AT THIS TIME.
DIF: COGNITIVE LEVEL: APPLICATION OBJ: 1 KEY: NURSING PROCESS: PLANNING
5. WHICH SOCIAL DETERMINANT OF HEALTH HAS THE GREATEST INFLUENCE ON HEALTH STATUS
AND BEHAVIOURS?
, 6
A. EDUCATION AND LITERACY
B. INCOME AND SOCIAL STATUS
C. EMPLOYMENT AND WORKING CONDITIONS
D. BIOLOGY AND GENETIC ENDOWMENT
ANS>>B
INCOME AND SOCIAL STATUS HAS THE GREATEST INFLUENCE ON HEALTH STATUS AND BEHAVIOURS
AND USE OF HEALTH CARE SERVICES. LOWER-INCOME CANADIANS HAVE POORER HEALTH, WITH MORE
CHRONIC ILLNESS AND EARLIER DEATH, THAN THAT OF HIGHER-INCOME CANADIANS, REGARDLESS OF
AGE, GENDER, CULTURE, RACE, OR RESIDENCE.
DIF: COGNITIVE LEVEL: APPLICATION OBJ: 3 KEY: NURSING PROCESS: ASSESSMENT
6. WHICH IS AN EXAMPLE OF INVISIBLE POVERTY?
A. INSUFFICIENT CLOTHING
B. LIMITED EMPLOYMENT OPPORTUNITIES
C. POOR SANITATION
D. DETERIORATING HOUSING
ANS>>B
INVISIBLE POVERTY REFERS TO SOCIAL AND CULTURAL DEPRIVATION, SUCH AS LIMITED EMPLOYMENT
OPPORTUNITIES, INFERIOR EDUCATIONAL OPPORTUNITIES, LACK OF OR INFERIOR MEDICAL SERVICES
AND HEALTH CARE FACILITIES, AND AN ABSENCE OF PUBLIC SERVICES. VISIBLE POVERTY REFERS TO
LACK OF MONEY OR MATERIAL RESOURCES, WHICH INCLUDES INSUFFICIENT CLOTHING, POOR
SANITATION, AND DETERIORATING HOUSING.
DIF: COGNITIVE LEVEL: KNOWLEDGE OBJ: 3 KEY: NURSING PROCESS: ASSESSMENT
7. WHAT IS THE PRIMARY ROLE OF PRACTICING NURSES IN THE RESEARCH PROCESS?
A. DESIGNING RESEARCH STUDIES
B. COLLECTING DATA FOR OTHER RESEARCHERS
C. IDENTIFYING AREAS FOR FURTHER RESEARCH
D. SEEKING FUNDING TO SUPPORT RESEARCH STUDIES
ANS>>C
, 7
THE PRIMARY ROLE OF THE PRACTICING NURSE IS TO IDENTIFY AREAS FOR FURTHER RESEARCH IN THE
HEALTH AND HEALTH CARE OF WOMEN, CHILDREN, AND FAMILIES. WHEN PROBLEMS ARE IDENTIFIED,
RESEARCH CAN BE CONDUCTED PROPERLY. RESEARCH OF HEALTH CARE ISSUES LEADS TO
EVIDENCE-INFORMED PRACTICE GUIDELINES. DESIGNING RESEARCH STUDIES IS ONLY ONE FACTOR OF
THE RESEARCH PROCESS. DATA COLLECTION IS ONE FACTOR OF RESEARCH. FINANCIAL SUPPORT IS
NECESSARY TO CONDUCT RESEARCH, BUT IT IS NOT THE PRIMARY ROLE OF THE NURSE IN THE
RESEARCH PROCESS.
DIF: COGNITIVE LEVEL: COMPREHENSION OBJ: 6 KEY: NURSING PROCESS: IMPLEMENTATION
8. WHICH EVENT SHIFTED THE FOCUS OF THE PUBLIC HEALTH AGENCY OF CANADA (PHAC) AWAY
FROM A POPULATION HEALTH AND HEALTH PROMOTION FOCUS?
A. SHIFT TO HOME BIRTHS
B. EMERGENCE OF AVIAN INFLUENZA
C. UNITED NATIONS SUSTAINABLE GOALS
D. INCREASE IN THE MATERNAL MORTALITY RATE
ANS>>B
THE EMERGENCE OF THE AVIAN INFLUENZA SHIFTED THE FOCUS OF THE PHAC FROM POPULATION
HEALTH AND A HEALTH PROMOTION FOCUS TO A FOCUS ON PLANNING FOR A PANDEMIC. THERE HAS
BEEN NO SHIFT TO HOME BIRTHS FROM HOSPITAL BIRTHS IN CANADA. THE UNITED NATIONS
MILLENNIUM GOALS DID NOT CAUSE A FOCAL SHIFT FOR THE PHAC. THERE HAS NOT BEEN AN
INCREASE IN THE MATERNAL MORTALITY RATE.
DIF: COGNITIVE LEVEL: COMPREHENSION OBJ: 2 KEY: NURSING PROCESS: N/A
9. THE WORLD HEALTH ORGANIZATION HAS IDENTIFIED WHICH PERIOD AS THE MOST IMPORTANT
FOR OVERALL DEVELOPMENT THROUGHOUT A PERSON’S
LIFETIME?
A. PRECONCEPTION
B. EARLY CHILDHOOD
C. YOUNG ADULT
D. ADOLESCENCE
ANS>>B
COMPLETE TEST BANK FOR
PERRY’S MATERNAL CHILD NURSING CARE IN CANADA, 3RD
EDITION (KEENAN-LINDSAY, 2022), | ALL CHAPTERS COVERED
(1-55)
TEST BANK FOR
PERRY’S MATERNAL CHILD NURSING CARE IN CANADA, 3RD EDITION
(KEENAN-LINDSAY, 2022), CHAPTER 1-55 | ALL CHAPTERS
, 2
TABLE OF CONTENTS
CHAPTER 01: CONTEMPORARY PERINATAL AND PEDIATRIC NURSING IN CANADA ................................. 4
CHAPTER 02: THE FAMILY AND CULTURE .................................................................................................. 17
CHAPTER 03: COMMUNITY CARE .............................................................................................................. 29
CHAPTER 04: PERINATAL NURSING IN CANADA ....................................................................................... 38
CHAPTER 05: HEALTH PROMOTION ........................................................................................................... 47
CHAPTER 06: HEALTH ASSESSMENT .......................................................................................................... 58
CHAPTER 07: REPRODUCTIVE HEALTH ...................................................................................................... 66
CHAPTER 08: INFERTILITY, CONTRACEPTION, AND ABORTION ................................................................ 91
CHAPTER 09: GENETICS, CONCEPTION, AND FETAL DEVELOPMENT ...................................................... 109
CHAPTER 10: ANATOMY AND PHYSIOLOGY OF PREGNANCY ................................................................. 125
CHAPTER 11: NURSING CARE OF THE FAMILY DURING PREGNANCY ..................................................... 142
CHAPTER 12: MATERNAL NUTRITION...................................................................................................... 163
CHAPTER 13: PREGNANCY RISK FACTORS AND ASSESSMENT ................................................................ 177
CHAPTER 14: PREGNANCY AT RISK: GESTATIONAL CONDITIONS........................................................... 192
CHAPTER 15: PREGNANCY AT RISK: PRE-EXISTING CONDITIONS ........................................................... 215
CHAPTER 16: LABOUR AND BIRTH PROCESSES ....................................................................................... 234
CHAPTER 17: NURSING CARE OF THE FAMILY DURING LABOUR AND BIRTH ........................................ 250
CHAPTER 18: MAXIMIZING COMFORT DURING LABOUR AND BIRTH .................................................... 271
CHAPTER 19: FETAL HEALTH SURVEILLANCE DURING LABOUR .............................................................. 288
CHAPTER 20: LABOUR AND BIRTH AT RISK ............................................................................................. 308
CHAPTER 21: PHYSIOLOGICAL CHANGES IN THE POSTPARTUM PATIENT ............................................. 324
CHAPTER 22: NURSING CARE OF THE FAMILY DURING THE POSTPARTUM PERIOD ............................. 339
CHAPTER 23: TRANSITION TO PARENTHOOD ......................................................................................... 353
CHAPTER 24: POSTPARTUM COMPLICATIONS ........................................................................................ 369
CHAPTER 25: PHYSIOLOGICAL ADAPTATIONS OF THE NEWBORN ......................................................... 391
CHAPTER 26: NURSING CARE OF THE NEWBORN AND FAMILY ............................................................. 410
CHAPTER 27: NEWBORN NUTRITION AND FEEDING............................................................................... 424
CHAPTER 28: INFANTS WITH GESTATIONAL AGE–RELATED PROBLEMS ................................................ 444
, 3
CHAPTER 29: THE NEWBORN AT RISK: ACQUIRED AND CONGENITAL CONDITIONS ............................ 458
CHAPTER 30: PEDIATRIC NURSING IN CANADA ...................................................................................... 471
CHAPTER 31: FAMILY, SOCIAL, AND CULTURAL INFLUENCES ON CHILDREN’S HEALTH ........................ 482
CHAPTER 32: DEVELOPMENTAL INFLUENCES ON CHILD HEALTH PROMOTION .................................... 487
CHAPTER 33: PEDIATRIC HEALTH ASSESSMENT ...................................................................................... 503
CHAPTER 34: PAIN ASSESSMENT AND MANAGEMENT .......................................................................... 516
CHAPTER 35: PROMOTING OPTIMUM HEALTH DURING CHILDHOOD ................................................... 526
CHAPTER 36: THE INFANT AND FAMILY .................................................................................................. 549
CHAPTER 37: THE TODDLER AND FAMILY ............................................................................................... 566
CHAPTER 38: THE PRESCHOOLER AND FAMILY ....................................................................................... 578
CHAPTER 39: THE SCHOOL-AGE CHILD AND FAMILY .............................................................................. 586
CHAPTER 40: THE ADOLESCENT AND FAMILY ......................................................................................... 598
CHAPTER 41: CARING FOR THE CHILD WITH A CHRONIC ILLNESS AND AT THE END-OF-LIFE................ 610
CHAPTER 42: IMPACT OF INTELLECTUAL DISABILITY OR SENSORY IMPAIRMENT ON THE CHILD AND
FAMILY ...................................................................................................................................................... 631
CHAPTER 43: FAMILY-CENTRED CARE OF THE CHILD DURING ILLNESS AND HOSPITALIZATION .......... 650
CHAPTER 44: PEDIATRIC VARIATIONS OF NURSING INTERVENTIONS ................................................... 663
CHAPTER 45: RESPIRATORY CONDITIONS ............................................................................................... 684
CHAPTER 46: GASTROINTESTINAL CONDITIONS ..................................................................................... 703
CHAPTER 47: CARDIOVASCULAR CONDITIONS ....................................................................................... 725
CHAPTER 48: HEMATOLOGICAL AND IMMUNOLOGICAL CONDITIONS ................................................. 752
CHAPTER 49: GENITOURINARY CONDITIONS .......................................................................................... 775
CHAPTER 50: NEUROLOGICAL CONDITIONS ............................................................................................ 795
CHAPTER 52: INTEGUMENTARY CONDITIONS ........................................................................................ 820
CHAPTER 53: MUSCULOSKELETAL OR ARTICULAR CONDITIONS ............................................................ 838
CHAPTER 54: NEUROMUSCULAR OR MUSCULAR CONDITIONS ............................................................. 855
CHAPTER 51: ENDOCRINE CONDITIONS .................................................................................................. 865
CHAPTER 55: CARING FOR THE MENTAL, EMOTIONAL, AND BEHAVIOURAL HEALTH NEEDS OF
CHILDREN AND YOUTH............................................................................................................................. 885
, 4
CHAPTER 01: CONTEMPORARY PERINATAL AND PEDIATRIC NURSING IN
CANADA
KEENAN-LINDSAY: PERRY’S MATERNAL CHILD NURSING CARE IN CANADA, 3RD EDITION
MULTIPLE CHOICE
1. WHICH IS TRUE REGARDING PERINATAL NURSES?
A. THEY PROVIDE CARE FOR ONLY CHILDBEARING PERSONS AND BABIES.
B. THEY REQUIRE ADVANCED PRACTICE EDUCATION BEYOND AN ENTRY TO PRACTICE DEGREE.
C. THEY WORK WITH PATIENTS AND FAMILIES FROM PRECONCEPTION THROUGHOUT THE CHILD-
BEARING YEAR.
D. THEY PROVIDE CARE FOR FAMILIES WITH CHILDREN UP TO AGE 18 YEARS.
ANS>>C
PERINATAL NURSES ARE THOSE NURSES WHO WORK COLLABORATIVELY WITH PATIENTS AND FAMILIES
FROM THE PRECONCEPTION PERIOD THROUGHOUT THE CHILD-BEARING YEAR. PEDIATRIC NURSES CARE
FOR CHILDREN FROM BIRTH UP TO AGE 18 YEARS. PERINATAL OR PEDIATRIC NURSES ALSO PROVIDE
CARE FOR THE FAMILY. PERINATAL NURSES OFTEN DO HAVE ADVANCED EDUCATION, BUT THIS IS NOT A
REQUIREMENT.
DIF: COGNITIVE LEVEL: KNOWLEDGE OBJ: 1 KEY: NURSING PROCESS: N/A
2. WHICH IS TRUE REGARDING PEDIATRIC NURSES?
A. THEY PROVIDE CARE FOR CHILDREN UP TO AND INCLUDING 13 YEARS OF AGE.
B. THEY REQUIRE ADVANCED PRACTICE EDUCATION BEYOND AN ENTRY TO PRACTICE DEGREE.
C. THEY WORK WITH PATIENTS AND FAMILIES THROUGHOUT THE CHILD-BEARING YEAR.
D. THEY PROVIDE CARE FOR CHILDREN AND FAMILIES UP TO AGE 18 YEARS.
ANS>>D
PEDIATRIC NURSES CARE FOR CHILDREN FROM BIRTH UP TO AGE 18 YEARS. PERINATAL NURSES ARE
THOSE NURSES WHO WORK COLLABORATIVELY WITH PATIENTS AND FAMILIES FROM THE
PRECONCEPTION PERIOD THROUGHOUT THE CHILD-BEARING YEAR. PERINATAL AND PEDIATRIC NURSES
ALSO PROVIDE CARE FOR THE FAMILY. PEDIATRIC NURSES OFTEN DO HAVE ADVANCED EDUCATION,
BUT THIS IS NOT A REQUIREMENT.
DIF: COGNITIVE LEVEL: KNOWLEDGE OBJ: 1 KEY: NURSING PROCESS: N/A
, 5
3. WHICH OF THE FOLLOWING WOULD NOT BE INCLUDED IN A DISCUSSION OF THE SOCIAL
DETERMINANTS OF HEALTH (SDOH)?
A. RACISM
B. DAILY EXERCISE
C. CHRONIC ILLNESS
D. PRESENCE OF PLAYGROUNDS
ANS>>C
CHRONIC ILLNESS IS NOT CONSIDERED A SDOH. RACISM, HEALTHY BEHAVIOURS (EXERCISE) AND
HEALTHY OUTDOOR SPACES (PLAYGROUNDS) CAN ALL
IMPACT A PERSON’S HEALTH.
DIF: COGNITIVE LEVEL: APPLICATION OBJ: 3 KEY: NURSING PROCESS: ASSESSMENT
4. AN INDIGENOUS PATIENT IS PREGNANT WITH THEIR FIRST CHILD. WHICH EVIDENCE-INFORMED
INTERVENTION IS MOST IMPORTANT FOR THE NURSE TO IMPLEMENT?
A. PERFORM A NUTRITION ASSESSMENT.
B. REFER THE PATIENT TO A SOCIAL WORKER.
C. ADVISE THE PATIENT TO SEE AN OBSTETRICIAN, NOT A MIDWIFE.
D. EXPLAIN TO THE PATIENT THE IMPORTANCE OF KEEPING THEIR PRENATAL CARE
APPOINTMENTS.
ANS>>D
CONSISTENT PRENATAL CARE IS ASSOCIATED WITH HEALTHIER INFANTS. NUTRITIONAL STATUS IS AN
IMPORTANT MODIFIABLE RISK FACTOR, BUT IT IS NOT THE MOST IMPORTANT ACTION A NURSE
SHOULD TAKE IN THIS SITUATION. THE PATIENT MAY NEED ASSISTANCE FROM A SOCIAL WORKER AT
SOME TIME DURING THE PREGNANCY, BUT A REFERRAL TO A SOCIAL WORKER IS NOT THE MOST
IMPORTANT ASPECT THE NURSE SHOULD ADDRESS AT THIS TIME. IF THE PATIENT HAS IDENTIFIABLE
HIGH-RISK PROBLEMS, THEIR HEALTH CARE MAY NEED TO BE PROVIDED BY A PHYSICIAN. HOWEVER, IT
CANNOT BE ASSUMED THAT ALL INDIGENOUS PATIENTS HAVE HIGH-RISK ISSUES. IN ADDITION,
ADVISING THE PATIENT TO SEE AN OBSTETRICIAN IS NOT THE MOST IMPORTANT ASPECT ON WHICH
THE NURSE SHOULD FOCUS AT THIS TIME.
DIF: COGNITIVE LEVEL: APPLICATION OBJ: 1 KEY: NURSING PROCESS: PLANNING
5. WHICH SOCIAL DETERMINANT OF HEALTH HAS THE GREATEST INFLUENCE ON HEALTH STATUS
AND BEHAVIOURS?
, 6
A. EDUCATION AND LITERACY
B. INCOME AND SOCIAL STATUS
C. EMPLOYMENT AND WORKING CONDITIONS
D. BIOLOGY AND GENETIC ENDOWMENT
ANS>>B
INCOME AND SOCIAL STATUS HAS THE GREATEST INFLUENCE ON HEALTH STATUS AND BEHAVIOURS
AND USE OF HEALTH CARE SERVICES. LOWER-INCOME CANADIANS HAVE POORER HEALTH, WITH MORE
CHRONIC ILLNESS AND EARLIER DEATH, THAN THAT OF HIGHER-INCOME CANADIANS, REGARDLESS OF
AGE, GENDER, CULTURE, RACE, OR RESIDENCE.
DIF: COGNITIVE LEVEL: APPLICATION OBJ: 3 KEY: NURSING PROCESS: ASSESSMENT
6. WHICH IS AN EXAMPLE OF INVISIBLE POVERTY?
A. INSUFFICIENT CLOTHING
B. LIMITED EMPLOYMENT OPPORTUNITIES
C. POOR SANITATION
D. DETERIORATING HOUSING
ANS>>B
INVISIBLE POVERTY REFERS TO SOCIAL AND CULTURAL DEPRIVATION, SUCH AS LIMITED EMPLOYMENT
OPPORTUNITIES, INFERIOR EDUCATIONAL OPPORTUNITIES, LACK OF OR INFERIOR MEDICAL SERVICES
AND HEALTH CARE FACILITIES, AND AN ABSENCE OF PUBLIC SERVICES. VISIBLE POVERTY REFERS TO
LACK OF MONEY OR MATERIAL RESOURCES, WHICH INCLUDES INSUFFICIENT CLOTHING, POOR
SANITATION, AND DETERIORATING HOUSING.
DIF: COGNITIVE LEVEL: KNOWLEDGE OBJ: 3 KEY: NURSING PROCESS: ASSESSMENT
7. WHAT IS THE PRIMARY ROLE OF PRACTICING NURSES IN THE RESEARCH PROCESS?
A. DESIGNING RESEARCH STUDIES
B. COLLECTING DATA FOR OTHER RESEARCHERS
C. IDENTIFYING AREAS FOR FURTHER RESEARCH
D. SEEKING FUNDING TO SUPPORT RESEARCH STUDIES
ANS>>C
, 7
THE PRIMARY ROLE OF THE PRACTICING NURSE IS TO IDENTIFY AREAS FOR FURTHER RESEARCH IN THE
HEALTH AND HEALTH CARE OF WOMEN, CHILDREN, AND FAMILIES. WHEN PROBLEMS ARE IDENTIFIED,
RESEARCH CAN BE CONDUCTED PROPERLY. RESEARCH OF HEALTH CARE ISSUES LEADS TO
EVIDENCE-INFORMED PRACTICE GUIDELINES. DESIGNING RESEARCH STUDIES IS ONLY ONE FACTOR OF
THE RESEARCH PROCESS. DATA COLLECTION IS ONE FACTOR OF RESEARCH. FINANCIAL SUPPORT IS
NECESSARY TO CONDUCT RESEARCH, BUT IT IS NOT THE PRIMARY ROLE OF THE NURSE IN THE
RESEARCH PROCESS.
DIF: COGNITIVE LEVEL: COMPREHENSION OBJ: 6 KEY: NURSING PROCESS: IMPLEMENTATION
8. WHICH EVENT SHIFTED THE FOCUS OF THE PUBLIC HEALTH AGENCY OF CANADA (PHAC) AWAY
FROM A POPULATION HEALTH AND HEALTH PROMOTION FOCUS?
A. SHIFT TO HOME BIRTHS
B. EMERGENCE OF AVIAN INFLUENZA
C. UNITED NATIONS SUSTAINABLE GOALS
D. INCREASE IN THE MATERNAL MORTALITY RATE
ANS>>B
THE EMERGENCE OF THE AVIAN INFLUENZA SHIFTED THE FOCUS OF THE PHAC FROM POPULATION
HEALTH AND A HEALTH PROMOTION FOCUS TO A FOCUS ON PLANNING FOR A PANDEMIC. THERE HAS
BEEN NO SHIFT TO HOME BIRTHS FROM HOSPITAL BIRTHS IN CANADA. THE UNITED NATIONS
MILLENNIUM GOALS DID NOT CAUSE A FOCAL SHIFT FOR THE PHAC. THERE HAS NOT BEEN AN
INCREASE IN THE MATERNAL MORTALITY RATE.
DIF: COGNITIVE LEVEL: COMPREHENSION OBJ: 2 KEY: NURSING PROCESS: N/A
9. THE WORLD HEALTH ORGANIZATION HAS IDENTIFIED WHICH PERIOD AS THE MOST IMPORTANT
FOR OVERALL DEVELOPMENT THROUGHOUT A PERSON’S
LIFETIME?
A. PRECONCEPTION
B. EARLY CHILDHOOD
C. YOUNG ADULT
D. ADOLESCENCE
ANS>>B
