Peds Exam 1 NCLEX EXAM VERIFIED
SOLUTIONS, SCORED A+
To .establish .a .good .interview .relationship .with .an .adolescent, .which .strategy .is
.most .appropriate?
1. .Asking .personal .questions .unrelated .to .the .situation
2. .Writing .down .everything .the .teen .says
3. .Asking .open-ended .questions
4. .Discussing .the .nurse's .own .thoughts .and .feelings .about .the .situation .-
.CORRECT .ANSWER-3. .Asking .open-ended .questions
RATIONALE: .Open-ended .questions .allow .the .adolescent .to .share .information
.and .feelings. .Asking .personal .questions .not .related .to .the .situation .jeopardizes
.the .trust .that .must .be .established .because .the .adolescent .may .feel .as .though
.he's .being .interrogated .with .unnecessary .questions. .Writing .everything .down
.during .the .interview .can .be .a .distraction .and .doesn't .allow .the .nurse .to
.observe .how .the .adolescent .behaves. .Discussing .the .nurse's .thoughts .and
.feelings .may .bias .the .assessment .and .is .inappropriate .when .interviewing .any
.client
A .chronically .ill .school-age .child .is .most .vulnerable .to .which .stressor?
1. .Mutilation .anxiety
2. .Anticipatory .grief
3. .Anxiety .over .school .absences
4. .Fear .of .hospital .procedures .- .CORRECT .ANSWER-3. .Anxiety .over .school
.absences
RATIONALE: .The .school-age .child .is .becoming .industrious .and .attempts .to
.master .school-related .activities. .Therefore, .school .absences .are .likely .to .cause
.extreme .anxiety .for .a .school-age .child .who's .chronically .ill. .Mutilation .anxiety
.is .more .common .in .adolescents. .Anticipatory .grief .is .rare .in .a .school-age
.child. .Fear .of .hospital .procedures .is .most .pronounced .in .preschool-age
.children.
When .developing .a .care .plan .for .an .adolescent, .the .nurse .considers .the .child's
.psychosocial .needs. .During .adolescence, .psychosocial .development .focuses
.on:
1. .becoming .industrious.
2. .establishing .an .identity.
3. .achieving .intimacy.
, 4. .developing .initiative. .- .CORRECT .ANSWER-2. .establishing .an .identity.
RATIONALE: .According .to .Erikson, .the .primary .psychosocial .task .during
.adolescence .is .to .establish .a .personal .identity .while .overcoming .role .or
.identity .confusion. .The .adolescent .attempts .to .establish .a .group .identity .by
.seeking .acceptance .and .approval .from .peers, .and .strives .to .attain .a .personal
.identity .by .becoming .more .independent .from .his .family. .Becoming .industrious
.is .the .developmental .task .of .the .school-age .child; .achieving .intimacy .is .the
.task .of .the .young .adult; .and .developing .initiative .is .the .task .of .the
.preschooler.
A .nurse .notes .that .an .infant .develops .arm .movement .before .fine-motor .finger
.skills .and .interprets .this .as .an .example .of .which .pattern .of .development?
1. .Cephalocaudal
2. .Proximodistal
3. .Differentiation
4. .Mass-to-specific .- .CORRECT .ANSWER-2. .Proximodistal
RATIONALE: .Proximodistal .development .progresses .from .the .center .of .the
.body .to .the .extremities, .such .as .from .the .arm .to .the .fingers. .Cephalocaudal
.development .occurs .along .the .body's .long .axis; .for .example, .the .infant
.develops .control .over .the .head, .mouth, .and .eye .movements .before .the .upper
.body, .torso, .and .legs. .Mass-to-specific .development, .sometimes .called
.differentiation, .occurs .as .the .child .masters .simple .operations .before .complex
.functions .and .moves .from .broad, .general .patterns .of .behavior .to .more .refined
.ones.
A .teenage .mother .brings .her .1-year-old .child .to .the .pediatrician's .office .for .a
.well-baby .checkup. .She .says .that .her .infant .can't .sit .alone .or .roll .over. .An
.appropriate .response .by .the .nurse .would .be:
1. ."This .is .very .abnormal. .Your .child .must .be .sick."
2. ."Let's .see .about .further .developmental .testing."
3. ."Don't .worry, .this .is .normal .for .her .age."
4. ."Maybe .you .just .haven't .seen .her .do .it." .- .CORRECT .ANSWER-. ."Let's .see
.about .further .developmental .testing."
RATIONALE: .Stating .that .further .developmental .testing .is .necessary .is
.appropriate .because .at .age .12 .months .a .child .should .be .sitting .up .and .rolling
.over. .Therefore, .this .child .may .have .developmental .problems. .Saying .the
.infant's .behavior .is .abnormal .or .suggesting .that .the .mother .hasn't .seen .her
.infant .do .these .milestones .isn't .therapeutic .and .can .cut .off .communication
.with .the .mother. .Telling .the .mother .that .the .infant's .behavior .is .normal
.misleads .the .mother .with .false .reassurance.
The .mother .of .an .11-month-old .infant .reports .to .the .nurse .that .her .infant .sleeps
.much .less .than .other .children. .The .mother .asks .the .nurse .whether .her .infant .is
.getting .sufficient .sleep. .What .should .be .the .nurse's .initial .response?
SOLUTIONS, SCORED A+
To .establish .a .good .interview .relationship .with .an .adolescent, .which .strategy .is
.most .appropriate?
1. .Asking .personal .questions .unrelated .to .the .situation
2. .Writing .down .everything .the .teen .says
3. .Asking .open-ended .questions
4. .Discussing .the .nurse's .own .thoughts .and .feelings .about .the .situation .-
.CORRECT .ANSWER-3. .Asking .open-ended .questions
RATIONALE: .Open-ended .questions .allow .the .adolescent .to .share .information
.and .feelings. .Asking .personal .questions .not .related .to .the .situation .jeopardizes
.the .trust .that .must .be .established .because .the .adolescent .may .feel .as .though
.he's .being .interrogated .with .unnecessary .questions. .Writing .everything .down
.during .the .interview .can .be .a .distraction .and .doesn't .allow .the .nurse .to
.observe .how .the .adolescent .behaves. .Discussing .the .nurse's .thoughts .and
.feelings .may .bias .the .assessment .and .is .inappropriate .when .interviewing .any
.client
A .chronically .ill .school-age .child .is .most .vulnerable .to .which .stressor?
1. .Mutilation .anxiety
2. .Anticipatory .grief
3. .Anxiety .over .school .absences
4. .Fear .of .hospital .procedures .- .CORRECT .ANSWER-3. .Anxiety .over .school
.absences
RATIONALE: .The .school-age .child .is .becoming .industrious .and .attempts .to
.master .school-related .activities. .Therefore, .school .absences .are .likely .to .cause
.extreme .anxiety .for .a .school-age .child .who's .chronically .ill. .Mutilation .anxiety
.is .more .common .in .adolescents. .Anticipatory .grief .is .rare .in .a .school-age
.child. .Fear .of .hospital .procedures .is .most .pronounced .in .preschool-age
.children.
When .developing .a .care .plan .for .an .adolescent, .the .nurse .considers .the .child's
.psychosocial .needs. .During .adolescence, .psychosocial .development .focuses
.on:
1. .becoming .industrious.
2. .establishing .an .identity.
3. .achieving .intimacy.
, 4. .developing .initiative. .- .CORRECT .ANSWER-2. .establishing .an .identity.
RATIONALE: .According .to .Erikson, .the .primary .psychosocial .task .during
.adolescence .is .to .establish .a .personal .identity .while .overcoming .role .or
.identity .confusion. .The .adolescent .attempts .to .establish .a .group .identity .by
.seeking .acceptance .and .approval .from .peers, .and .strives .to .attain .a .personal
.identity .by .becoming .more .independent .from .his .family. .Becoming .industrious
.is .the .developmental .task .of .the .school-age .child; .achieving .intimacy .is .the
.task .of .the .young .adult; .and .developing .initiative .is .the .task .of .the
.preschooler.
A .nurse .notes .that .an .infant .develops .arm .movement .before .fine-motor .finger
.skills .and .interprets .this .as .an .example .of .which .pattern .of .development?
1. .Cephalocaudal
2. .Proximodistal
3. .Differentiation
4. .Mass-to-specific .- .CORRECT .ANSWER-2. .Proximodistal
RATIONALE: .Proximodistal .development .progresses .from .the .center .of .the
.body .to .the .extremities, .such .as .from .the .arm .to .the .fingers. .Cephalocaudal
.development .occurs .along .the .body's .long .axis; .for .example, .the .infant
.develops .control .over .the .head, .mouth, .and .eye .movements .before .the .upper
.body, .torso, .and .legs. .Mass-to-specific .development, .sometimes .called
.differentiation, .occurs .as .the .child .masters .simple .operations .before .complex
.functions .and .moves .from .broad, .general .patterns .of .behavior .to .more .refined
.ones.
A .teenage .mother .brings .her .1-year-old .child .to .the .pediatrician's .office .for .a
.well-baby .checkup. .She .says .that .her .infant .can't .sit .alone .or .roll .over. .An
.appropriate .response .by .the .nurse .would .be:
1. ."This .is .very .abnormal. .Your .child .must .be .sick."
2. ."Let's .see .about .further .developmental .testing."
3. ."Don't .worry, .this .is .normal .for .her .age."
4. ."Maybe .you .just .haven't .seen .her .do .it." .- .CORRECT .ANSWER-. ."Let's .see
.about .further .developmental .testing."
RATIONALE: .Stating .that .further .developmental .testing .is .necessary .is
.appropriate .because .at .age .12 .months .a .child .should .be .sitting .up .and .rolling
.over. .Therefore, .this .child .may .have .developmental .problems. .Saying .the
.infant's .behavior .is .abnormal .or .suggesting .that .the .mother .hasn't .seen .her
.infant .do .these .milestones .isn't .therapeutic .and .can .cut .off .communication
.with .the .mother. .Telling .the .mother .that .the .infant's .behavior .is .normal
.misleads .the .mother .with .false .reassurance.
The .mother .of .an .11-month-old .infant .reports .to .the .nurse .that .her .infant .sleeps
.much .less .than .other .children. .The .mother .asks .the .nurse .whether .her .infant .is
.getting .sufficient .sleep. .What .should .be .the .nurse's .initial .response?
