Wong's Nursing Care of Infants and Children 12th Edition by Hockenberry Test
NL NL NL NL NL NL NL NL NL NL NL
Bank
NL
,Wong's NLNursing NLCare NLof NLInfants NLand NLChildren NL12th NLEdition NLby NLHockenberry
Test Bank
Chapter 01: Perspectives of Pediatric Nursing
NL NL NL NL NL
Hockenberry: Wong’s Nursing Care of Infants and Children,
NL NL NL NL NL NL NL
12th Edition
NL NLNL
MULTIPLE NLCHOICE
1. What NLis NLthe NLmajor NLcause NLof NLdeath NLfor NLchildren NLin NLthe NLUnited NLStates?
a. Heart NLdisease
b. Childhood NLcancer
c. Injuries
d. Congenital
NL anomalies
ANS: N L C
Unintentional NLinjuries NL(accidents) NLare NLthe NLleading NLcause NLof NLdeath NLafter NLage NL1 NLyear NLthrough
NLadolescence. NLThe NLleading NLcause NLof NLdeath NLfor NLthose NLyounger NLthan NL1 NLyear NLis NLcongenital
NLanomalies, NLand NLchildhood NLcancers NLand NLheart NLdisease NLcause NLa NLsignificantly NLlower NLpercentage
NLof NLdeaths NLin NLchildren NLolder NLthan NL1 NLyear NLof NLage.
DIF: Cognitive NLLevel: NLUnderstanding TOP: NLNursing NLProcess:
NLPlanning NLMSC: N L Client NLNeeds: NLHealth NLPromotion NLand NLMaintenance
2. Parents NLof NLa NLhospitalized NLtoddler NLask NLthe NLnurse, NL―What NLis NLmeant NLby NLfamily-centered
care?‖ NLThe NLnurse NLshould NLrespond NLwith NLwhich NLstatement?
NL
a. Family-centered NLcare NLreduces NLthe NLeffect NLof NLcultural NLdiversity NLon NLthe
NLfamily.
b. Family-centered NLcare NLencourages NLfamily NLdependence NLon NLthe NLhealth NLcare
NLsystem.
c. Family-centered NLcare NLrecognizes NLthat NLthe NLfamily NLis NLthe NLconstant NLin NLa
NLchild‘s NLlife.
d. Family-centered NLcare NLavoids NLexpecting NLfamilies NLto NLbe NLpart NLof NLthe
NLdecision-making NLprocess.
ANS: N L C
The NLthree NLkey NLcomponents NLof NLfamily-centered NLcare NLare NLrespect, NLcollaboration, NLand NLsupport.
NLFamily- NLcentered NLcare NLrecognizes NLthe NLfamily NLas NLthe NLconstant NLin NLthe NLchild‘s NLlife. NLThe
NLfamily NLshould NLbe NLenabled NLand NLempowered NLto NLwork NLwith NLthe NLhealth NLcare NLsystem NLand NLis
NLexpected NLto NLbe NLpart NLof NLthe NLdecision-making NLprocess. NLThe NLnurse NLshould NLalso NLsupport NLthe
NLfamily‘s NLcultural NLdiversity, NLnot NLreduce NLits NLeffect.
DIF: Cognitive NLLevel: NLApplying TOP: NLNursing NLProcess:
NLImplementation NLMSC: N L Client NLNeeds: NLHealth NLPromotion NLand NLMaintenance
3. Evidence-based NLpractice NL(EBP), NLa NLdecision-making NLmodel, NLis NLbest NLdescribed NLas NLwhich?
a. Using NLinformation NLin NLtextbooks NLto NLguide NLcare
b. Combining NLknowledge NLwith NLclinical NLexperience NLand NLintuition
c. Using NLa NLprofessional NLcode NLof NLethics NLas NLa NLmeans NLfor NLdecision
making
NL
d. Gathering NLall NLevidence NLthat NLapplies NLto NLthe NLchild‘s NLhealth NLand NLfamily
NLsituation
ANS: N L B
EBP NLhelps NLfocus NLon NLmeasurable NLoutcomes; NLthe NLuse NLof NLdemonstrated, NLeffective NLinterventions;
NLand NLquestioning NLthe NLbest NLapproach. NLEBP NLinvolves NLdecision NLmaking NLbased NLon NLthe
NLintegration NLof NLthe NLbest NLresearch NLevidence NLcombined NLwith NLclinical NLexpertise NLand NLpatient
NLvalues.
,Wong's NLNursing NLCare NLof NLInfants NLand NLChildren NL12th NLEdition NLby NLHockenberry
Test Bank
DIF: Cognitive NLLevel: NLRemembering TOP: NLNursing NLProcess:
NLPlanning NLMSC: N L Client NLNeeds: NLSafe NLand NLEffective NLCare
NLEnvironment
4. The NLnurse NLis NLtalking NLto NLa NLgroup NLof NLparents NLof NLschool-age NLchildren NLat NLan NLafter-school
NLprogram NLabout NLchildhood NLhealth NLproblems. NLWhich NLstatement NLshould NLthe NLnurse NLinclude
NLin NLthe NLteaching?
a. Childhood NLobesity NLis NLthe NLmost NLcommon NLnutritional NLproblem NLamong
NLchildren.
b. Immunization NLrates NLare NLthe NLsame NLamong NLchildren NLof NLdifferent NLraces NLand
NLethnicity.
c. Dental NLcaries NLis NLnot NLa NLproblem NLcommonly NLseen NLin NLchildren NLsince NLthe
NLintroduction NLof NLfluorinated NLwater.
d. Mental NLhealth NLproblems NLare NLtypically NLnot NLseen NLin NLschool-age NLchildren NLbut
NLmay NLbe NLdiagnosed NLin NLadolescents.
ANS: N L A
When NLteaching NLparents NLof NLschool-age NLchildren NLabout NLchildhood NLhealth NLproblems, NLthe NLnurse
NLshould NLinclude NLinformation NLabout NLchildhood NLobesity NLbecause NLit NLis NLthe NLmost NLcommon
NLproblem NLamong NLchildren NLand NLis NLassociated NLwith NLtype NL2 NLdiabetes. NLTeaching NLparents NLabout
NLways NLto NLprevent NLobesity NLis NLimportant NLto NLinclude. NLImmunization NLrates NLdiffer NLdepending NLon
NLthe NLchild‘s NLrace NLand NLethnicity; NLdental NLcaries NLcontinues NLto NLbe NLa NLcommon NLchronic NLdisease
NLin NLchildhood; NLand NLmental NLhealth NLproblems NLare NLseen NLin NLchildren NLas NLyoung NLas NLschool NLage,
NLnot NLjust NLin NLadolescents.
DIF: Cognitive NLLevel: NLApplying TOP: NLIntegrated NLProcess:
NLTeaching/Learning NLMSC: N L Client NLNeeds: NLHealth NLPromotion NLand NLMaintenance
5. The NLnurse NLis NLplanning NLcare NLfor NLa NLhospitalized NLpreschool-aged NLchild. NLWhich NLshould NLthe
nurse NLplan NLto NLensure NLatraumatic NLcare?
NL
a. Limit NLexplanation NLof NLprocedures NLbecause NLthe NLchild NLis NLpreschool NLaged.
b. Ask NLthat NLall NLfamily NLmembers NLleave NLthe NLroom NLwhen NLperforming
procedures.
NL
c. Allow NLthe NLchild NLto NLchoose NLthe NLtype NLof NLjuice NLto NLdrink NLwith NLthe
administration NLof NLoral NLmedications.
NL
d. Explain NLthat NLEMLA NLcream NLcannot NLbe NLused NLfor NLthe NLmorning NLlab NLdraw
because NLthere NLis NLnot NLtime NLfor NLit NLto NLbe NLeffective.
NL
ANS: N L C
The NLoverriding NLgoal NLin NLproviding NLatraumatic NLcare NLis NLfirst, NLdo NLno NLharm. NLAllowing NLthe NLchild,
NLa NLchoice NLof NLjuice NLto NLdrink NLwhen NLtaking NLoral NLmedications NLprovides NLthe NLchild NLwith NLa NLsense
NLof NLcontrol. NLThe NLpreschool NLchild NLshould NLbe NLprepared NLbefore NLprocedures, NLso NLlimiting
NLexplanations NLof NLprocedures NLwould NLincrease NLanxiety. NLThe NLfamily NLshould NLbe NLallowed NLto NLstay
NLwith NLthe NLchild NLduring NLprocedures, NLminimizing NLstress.
Lidocaine/prilocaine NL(EMLA) NLcream NLis NLa NLtopical NLlocal NLanesthetic. NLThe NLnurse NLshould NLplan NLto NLuse
NLthe NLprescribed NLcream NLin NLtime NLfor NLmorning NLlaboratory NLdraws NLto NLminimize NLpain.
DIF: Cognitive NLLevel: NLApplying TOP: NLNursing NLProcess:
NLPlanning NLMSC: N L Client NLNeeds: NLHealth NLPromotion NLand NLMaintenance
6. Which NLsituation NLdenotes NLa NLnontherapeutic NLnurse–patient–family NLrelationship?
a. The NLnurse NLis NLplanning NLto NLread NLa NLfavorite NLfairy NLtale NLto NLa NLpatient.
b. During NLshift NLreport, NLthe NLnurse NLis NLcriticizing NLparents NLfor NLnot NLvisiting NLtheir
NL child.
, Wong's NLNursing NLCare NLof NLInfants NLand NLChildren NL12th NLEdition NLby NLHockenberry
c. The NLnurse NLis NLdiscussing NLwith NLa NLfellow NLnurse NLthe NLemotional NLdraw NLto NLa
Test Bank
certain NLpatient.
NL
d. The NLnurse NLis NLworking NLwith NLa NLfamilyNLto NLfind NLways NLto NLdecrease NLthe
NLfamily‘s NLdependence NLon NLhealth NLcare NLproviders.
ANS: N L B
Criticizing NLparents NLfor NLnot NLvisiting NLin NLshift NLreport NLis NLnontherapeutic NLand NLshows NLan NLunder
NLinvolvement NLwith NLthe NLparents. NLReading NLa NLfairy NLtale NLis NLa NLtherapeutic NLand NLage-appropriate
NLaction. NLDiscussing NLfeelings NLof NLan NLemotional NLdraw NLwith NLa NLfellow NLnurse NLis NLtherapeutic NLand
NLshows NLa NLwillingness NLto NLunderstand NLfeelings. NLWorking NLwith NLparents NLto NLdecrease
NLdependence NLon NLhealth NLcare NLproviders NLis NLtherapeutic NLand NLhelps NLto NLempower NLthe NLfamily.
DIF: Cognitive NLLevel: NLAnalyzing TOP: NLIntegrated NLProcess:
NLCaring NLMSC: N L Client NLNeeds: NLPsychosocial NLIntegrity
7. The NLnurse NLis NLaware NLthat NLwhich NLage-group NLis NLat NLrisk NLfor NLchildhood NLinjury NLbecause NLof
the NLcognitive NLcharacteristic NLof NLmagical NLand NLegocentric NLthinking?
NL
a. Preschool
b. Young NLschool
NLage
c. Middle NLschool
NLage
d. Adolescent
ANS: N L A
Preschool NLchildren NLhave NLthe NLcognitive NLcharacteristic NLof NLmagical NLand NLegocentric NLthinking,
NLmeaning NLthey NLare NLunable NLto NLcomprehend NLdanger NLto NLself NLor NLothers. NLYoung NLand NLmiddle
NLschool-aged NLchildren NLhave NLtransitional NLcognitive NLprocesses, NLand NLthey NLmay NLattempt
NLdangerous NLacts NLwithout NLdetailed NLplanning NLbut NLrecognize NLdanger NLto NLthemselves NLor NLothers.
NLAdolescents NLhave NLformal NLoperational NLcognitive NLprocesses NLand NLare NLpreoccupied NLwith NLabstract
NLthinking.
DIF: Cognitive NLLevel: NLUnderstanding TOP: N L Nursing NLProcess:
NLAssessment NLMSC: N L Client NLNeeds: NLSafe NLand NLEffective NLCare
NLEnvironment
8. The NLschool NLnurse NLis NLassessing NLchildren NLfor NLrisk NLfactors NLrelated NLto NLchildhood NLinjuries.
NL Which NLchild NLhas NLthe NLmost NLrisk NLfactors NLrelated NLto NLchildhood NLinjury?
a. Female, NLmultiple NLsiblings, NLstable NLhome NLlife
b. Male, NLhigh NLactivity NLlevel, NLstressful NLhome NLlife
c. Male, NLeven NLtempered, NLhistory NLof NLprevious NLinjuries
d. Female, NLreacts NLnegatively NLto NLnew NLsituations, NLno NLserious NLprevious
NLinjuries
ANS: N L B
Boys NLhave NLa NLpreponderance NLfor NLinjuries NLover NLgirls NLbecause NLof NLa NLdifference NLin NLbehavioral
NLcharacteristics, NLa NLhigh NLactivity NLtemperament NLis NLassociated NLwith NLrisk-taking NLbehaviors, NLand
NLstress NLpredisposes NLchildren NLto NLincreased NLrisk NLtaking NLand NLself-destructive NLbehaviors.
NLTherefore, NLa NLmale NLchild NLwith NLa NLhigh NLactivity NLlevel NLand NLliving NLin NLa NLstressful NLenvironment
NLhas NLthe NLhighest NLnumber NLof NLrisk NLfactors. NLA NLgirl NLwith NLseveral NLsiblings NLand NLa NLstable NLhome
NLlife NLis NLlow NLrisk. NLA NLboy NLwith NLprevious NLinjuries NLhas NLtwo NLrisk NLfactors, NLbut NLan NLeven NLtemper
NLis NLnot NLa NLrisk NLfactor NLfor NLinjuries. NLA NLgirl NLwho NLreacts NLnegatively NLto NLnew NLsituations NLbut NLhas
NLno NLprevious NLserious NLillnesses NLhas NLonly NLone NLrisk NLfactor.
DIF: Cognitive NLLevel: NLAnalyzing TOP: N L Nursing NLProcess:
NLAssessment NLMSC: N L Client NLNeeds: NLSafe NLand NLEffective NLCare
NLEnvironment
NL NL NL NL NL NL NL NL NL NL NL
Bank
NL
,Wong's NLNursing NLCare NLof NLInfants NLand NLChildren NL12th NLEdition NLby NLHockenberry
Test Bank
Chapter 01: Perspectives of Pediatric Nursing
NL NL NL NL NL
Hockenberry: Wong’s Nursing Care of Infants and Children,
NL NL NL NL NL NL NL
12th Edition
NL NLNL
MULTIPLE NLCHOICE
1. What NLis NLthe NLmajor NLcause NLof NLdeath NLfor NLchildren NLin NLthe NLUnited NLStates?
a. Heart NLdisease
b. Childhood NLcancer
c. Injuries
d. Congenital
NL anomalies
ANS: N L C
Unintentional NLinjuries NL(accidents) NLare NLthe NLleading NLcause NLof NLdeath NLafter NLage NL1 NLyear NLthrough
NLadolescence. NLThe NLleading NLcause NLof NLdeath NLfor NLthose NLyounger NLthan NL1 NLyear NLis NLcongenital
NLanomalies, NLand NLchildhood NLcancers NLand NLheart NLdisease NLcause NLa NLsignificantly NLlower NLpercentage
NLof NLdeaths NLin NLchildren NLolder NLthan NL1 NLyear NLof NLage.
DIF: Cognitive NLLevel: NLUnderstanding TOP: NLNursing NLProcess:
NLPlanning NLMSC: N L Client NLNeeds: NLHealth NLPromotion NLand NLMaintenance
2. Parents NLof NLa NLhospitalized NLtoddler NLask NLthe NLnurse, NL―What NLis NLmeant NLby NLfamily-centered
care?‖ NLThe NLnurse NLshould NLrespond NLwith NLwhich NLstatement?
NL
a. Family-centered NLcare NLreduces NLthe NLeffect NLof NLcultural NLdiversity NLon NLthe
NLfamily.
b. Family-centered NLcare NLencourages NLfamily NLdependence NLon NLthe NLhealth NLcare
NLsystem.
c. Family-centered NLcare NLrecognizes NLthat NLthe NLfamily NLis NLthe NLconstant NLin NLa
NLchild‘s NLlife.
d. Family-centered NLcare NLavoids NLexpecting NLfamilies NLto NLbe NLpart NLof NLthe
NLdecision-making NLprocess.
ANS: N L C
The NLthree NLkey NLcomponents NLof NLfamily-centered NLcare NLare NLrespect, NLcollaboration, NLand NLsupport.
NLFamily- NLcentered NLcare NLrecognizes NLthe NLfamily NLas NLthe NLconstant NLin NLthe NLchild‘s NLlife. NLThe
NLfamily NLshould NLbe NLenabled NLand NLempowered NLto NLwork NLwith NLthe NLhealth NLcare NLsystem NLand NLis
NLexpected NLto NLbe NLpart NLof NLthe NLdecision-making NLprocess. NLThe NLnurse NLshould NLalso NLsupport NLthe
NLfamily‘s NLcultural NLdiversity, NLnot NLreduce NLits NLeffect.
DIF: Cognitive NLLevel: NLApplying TOP: NLNursing NLProcess:
NLImplementation NLMSC: N L Client NLNeeds: NLHealth NLPromotion NLand NLMaintenance
3. Evidence-based NLpractice NL(EBP), NLa NLdecision-making NLmodel, NLis NLbest NLdescribed NLas NLwhich?
a. Using NLinformation NLin NLtextbooks NLto NLguide NLcare
b. Combining NLknowledge NLwith NLclinical NLexperience NLand NLintuition
c. Using NLa NLprofessional NLcode NLof NLethics NLas NLa NLmeans NLfor NLdecision
making
NL
d. Gathering NLall NLevidence NLthat NLapplies NLto NLthe NLchild‘s NLhealth NLand NLfamily
NLsituation
ANS: N L B
EBP NLhelps NLfocus NLon NLmeasurable NLoutcomes; NLthe NLuse NLof NLdemonstrated, NLeffective NLinterventions;
NLand NLquestioning NLthe NLbest NLapproach. NLEBP NLinvolves NLdecision NLmaking NLbased NLon NLthe
NLintegration NLof NLthe NLbest NLresearch NLevidence NLcombined NLwith NLclinical NLexpertise NLand NLpatient
NLvalues.
,Wong's NLNursing NLCare NLof NLInfants NLand NLChildren NL12th NLEdition NLby NLHockenberry
Test Bank
DIF: Cognitive NLLevel: NLRemembering TOP: NLNursing NLProcess:
NLPlanning NLMSC: N L Client NLNeeds: NLSafe NLand NLEffective NLCare
NLEnvironment
4. The NLnurse NLis NLtalking NLto NLa NLgroup NLof NLparents NLof NLschool-age NLchildren NLat NLan NLafter-school
NLprogram NLabout NLchildhood NLhealth NLproblems. NLWhich NLstatement NLshould NLthe NLnurse NLinclude
NLin NLthe NLteaching?
a. Childhood NLobesity NLis NLthe NLmost NLcommon NLnutritional NLproblem NLamong
NLchildren.
b. Immunization NLrates NLare NLthe NLsame NLamong NLchildren NLof NLdifferent NLraces NLand
NLethnicity.
c. Dental NLcaries NLis NLnot NLa NLproblem NLcommonly NLseen NLin NLchildren NLsince NLthe
NLintroduction NLof NLfluorinated NLwater.
d. Mental NLhealth NLproblems NLare NLtypically NLnot NLseen NLin NLschool-age NLchildren NLbut
NLmay NLbe NLdiagnosed NLin NLadolescents.
ANS: N L A
When NLteaching NLparents NLof NLschool-age NLchildren NLabout NLchildhood NLhealth NLproblems, NLthe NLnurse
NLshould NLinclude NLinformation NLabout NLchildhood NLobesity NLbecause NLit NLis NLthe NLmost NLcommon
NLproblem NLamong NLchildren NLand NLis NLassociated NLwith NLtype NL2 NLdiabetes. NLTeaching NLparents NLabout
NLways NLto NLprevent NLobesity NLis NLimportant NLto NLinclude. NLImmunization NLrates NLdiffer NLdepending NLon
NLthe NLchild‘s NLrace NLand NLethnicity; NLdental NLcaries NLcontinues NLto NLbe NLa NLcommon NLchronic NLdisease
NLin NLchildhood; NLand NLmental NLhealth NLproblems NLare NLseen NLin NLchildren NLas NLyoung NLas NLschool NLage,
NLnot NLjust NLin NLadolescents.
DIF: Cognitive NLLevel: NLApplying TOP: NLIntegrated NLProcess:
NLTeaching/Learning NLMSC: N L Client NLNeeds: NLHealth NLPromotion NLand NLMaintenance
5. The NLnurse NLis NLplanning NLcare NLfor NLa NLhospitalized NLpreschool-aged NLchild. NLWhich NLshould NLthe
nurse NLplan NLto NLensure NLatraumatic NLcare?
NL
a. Limit NLexplanation NLof NLprocedures NLbecause NLthe NLchild NLis NLpreschool NLaged.
b. Ask NLthat NLall NLfamily NLmembers NLleave NLthe NLroom NLwhen NLperforming
procedures.
NL
c. Allow NLthe NLchild NLto NLchoose NLthe NLtype NLof NLjuice NLto NLdrink NLwith NLthe
administration NLof NLoral NLmedications.
NL
d. Explain NLthat NLEMLA NLcream NLcannot NLbe NLused NLfor NLthe NLmorning NLlab NLdraw
because NLthere NLis NLnot NLtime NLfor NLit NLto NLbe NLeffective.
NL
ANS: N L C
The NLoverriding NLgoal NLin NLproviding NLatraumatic NLcare NLis NLfirst, NLdo NLno NLharm. NLAllowing NLthe NLchild,
NLa NLchoice NLof NLjuice NLto NLdrink NLwhen NLtaking NLoral NLmedications NLprovides NLthe NLchild NLwith NLa NLsense
NLof NLcontrol. NLThe NLpreschool NLchild NLshould NLbe NLprepared NLbefore NLprocedures, NLso NLlimiting
NLexplanations NLof NLprocedures NLwould NLincrease NLanxiety. NLThe NLfamily NLshould NLbe NLallowed NLto NLstay
NLwith NLthe NLchild NLduring NLprocedures, NLminimizing NLstress.
Lidocaine/prilocaine NL(EMLA) NLcream NLis NLa NLtopical NLlocal NLanesthetic. NLThe NLnurse NLshould NLplan NLto NLuse
NLthe NLprescribed NLcream NLin NLtime NLfor NLmorning NLlaboratory NLdraws NLto NLminimize NLpain.
DIF: Cognitive NLLevel: NLApplying TOP: NLNursing NLProcess:
NLPlanning NLMSC: N L Client NLNeeds: NLHealth NLPromotion NLand NLMaintenance
6. Which NLsituation NLdenotes NLa NLnontherapeutic NLnurse–patient–family NLrelationship?
a. The NLnurse NLis NLplanning NLto NLread NLa NLfavorite NLfairy NLtale NLto NLa NLpatient.
b. During NLshift NLreport, NLthe NLnurse NLis NLcriticizing NLparents NLfor NLnot NLvisiting NLtheir
NL child.
, Wong's NLNursing NLCare NLof NLInfants NLand NLChildren NL12th NLEdition NLby NLHockenberry
c. The NLnurse NLis NLdiscussing NLwith NLa NLfellow NLnurse NLthe NLemotional NLdraw NLto NLa
Test Bank
certain NLpatient.
NL
d. The NLnurse NLis NLworking NLwith NLa NLfamilyNLto NLfind NLways NLto NLdecrease NLthe
NLfamily‘s NLdependence NLon NLhealth NLcare NLproviders.
ANS: N L B
Criticizing NLparents NLfor NLnot NLvisiting NLin NLshift NLreport NLis NLnontherapeutic NLand NLshows NLan NLunder
NLinvolvement NLwith NLthe NLparents. NLReading NLa NLfairy NLtale NLis NLa NLtherapeutic NLand NLage-appropriate
NLaction. NLDiscussing NLfeelings NLof NLan NLemotional NLdraw NLwith NLa NLfellow NLnurse NLis NLtherapeutic NLand
NLshows NLa NLwillingness NLto NLunderstand NLfeelings. NLWorking NLwith NLparents NLto NLdecrease
NLdependence NLon NLhealth NLcare NLproviders NLis NLtherapeutic NLand NLhelps NLto NLempower NLthe NLfamily.
DIF: Cognitive NLLevel: NLAnalyzing TOP: NLIntegrated NLProcess:
NLCaring NLMSC: N L Client NLNeeds: NLPsychosocial NLIntegrity
7. The NLnurse NLis NLaware NLthat NLwhich NLage-group NLis NLat NLrisk NLfor NLchildhood NLinjury NLbecause NLof
the NLcognitive NLcharacteristic NLof NLmagical NLand NLegocentric NLthinking?
NL
a. Preschool
b. Young NLschool
NLage
c. Middle NLschool
NLage
d. Adolescent
ANS: N L A
Preschool NLchildren NLhave NLthe NLcognitive NLcharacteristic NLof NLmagical NLand NLegocentric NLthinking,
NLmeaning NLthey NLare NLunable NLto NLcomprehend NLdanger NLto NLself NLor NLothers. NLYoung NLand NLmiddle
NLschool-aged NLchildren NLhave NLtransitional NLcognitive NLprocesses, NLand NLthey NLmay NLattempt
NLdangerous NLacts NLwithout NLdetailed NLplanning NLbut NLrecognize NLdanger NLto NLthemselves NLor NLothers.
NLAdolescents NLhave NLformal NLoperational NLcognitive NLprocesses NLand NLare NLpreoccupied NLwith NLabstract
NLthinking.
DIF: Cognitive NLLevel: NLUnderstanding TOP: N L Nursing NLProcess:
NLAssessment NLMSC: N L Client NLNeeds: NLSafe NLand NLEffective NLCare
NLEnvironment
8. The NLschool NLnurse NLis NLassessing NLchildren NLfor NLrisk NLfactors NLrelated NLto NLchildhood NLinjuries.
NL Which NLchild NLhas NLthe NLmost NLrisk NLfactors NLrelated NLto NLchildhood NLinjury?
a. Female, NLmultiple NLsiblings, NLstable NLhome NLlife
b. Male, NLhigh NLactivity NLlevel, NLstressful NLhome NLlife
c. Male, NLeven NLtempered, NLhistory NLof NLprevious NLinjuries
d. Female, NLreacts NLnegatively NLto NLnew NLsituations, NLno NLserious NLprevious
NLinjuries
ANS: N L B
Boys NLhave NLa NLpreponderance NLfor NLinjuries NLover NLgirls NLbecause NLof NLa NLdifference NLin NLbehavioral
NLcharacteristics, NLa NLhigh NLactivity NLtemperament NLis NLassociated NLwith NLrisk-taking NLbehaviors, NLand
NLstress NLpredisposes NLchildren NLto NLincreased NLrisk NLtaking NLand NLself-destructive NLbehaviors.
NLTherefore, NLa NLmale NLchild NLwith NLa NLhigh NLactivity NLlevel NLand NLliving NLin NLa NLstressful NLenvironment
NLhas NLthe NLhighest NLnumber NLof NLrisk NLfactors. NLA NLgirl NLwith NLseveral NLsiblings NLand NLa NLstable NLhome
NLlife NLis NLlow NLrisk. NLA NLboy NLwith NLprevious NLinjuries NLhas NLtwo NLrisk NLfactors, NLbut NLan NLeven NLtemper
NLis NLnot NLa NLrisk NLfactor NLfor NLinjuries. NLA NLgirl NLwho NLreacts NLnegatively NLto NLnew NLsituations NLbut NLhas
NLno NLprevious NLserious NLillnesses NLhas NLonly NLone NLrisk NLfactor.
DIF: Cognitive NLLevel: NLAnalyzing TOP: N L Nursing NLProcess:
NLAssessment NLMSC: N L Client NLNeeds: NLSafe NLand NLEffective NLCare
NLEnvironment
