Pediatric Nursing exam 1 practice questions with correct
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answers
The |nurse |is |seeing |an |adolescent |and |the |parents |in |the |clinic |for |the |first |time. |Which |should
|the |nurse |do |first?
a. |Introduce |him- |or |herself.
b. |Make |the |family |comfortable.
c. |Give |assurance |of |privacy.
d. |Explain |the |purpose |of |the |interview. |- |correct |answer |ANS: |A
The |first |thing |that |nurses |must |do |is |to |introduce |themselves |to |the |patient |and |family. |
Parents |and |other |adults |should |be |addressed |with |appropriate |titles |unless |they |specify |a |
preferred |name. |Clarification |of |the |purpose |of |the |interview |and |the |nurse's |role |is |the |
second |thing |that |should |be |done. |During |the |initial |part |of |the |interview, |the |nurse |should |
include |general |conversation |to |help |make |the |family |feel |at |ease. |The |interview |also |should |
take |place |in |an |environment |as |free |of |distraction |as |possible. |In |addition, |the |nurse |should |
clarify |which |information |will |be |shared |with |other |members |of |the |health |care |team |and |any |
limits |to |the |confidentiality.
Which |is |considered |a |block |to |effective |communication?
a. |Using |silence
b. |Using |clichés
c. |Directing |the |focus
d. |Defining |the |problem |- |correct |answer |ANS: |B
Using |stereotyped |comments |or |clichés |can |block |effective |communication. |After |the |nurse |
uses |such |trite |phrases, |parents |often |do |not |respond. |Silence |can |be |an |effective |interviewing
|tool. |Silence |permits |the |interviewee |to |sort |out |thoughts |and |feelings |and |search |for |
responses |to |questions. |To |be |effective, |the |nurse |must |be |able |to |direct |the |focus |of |the |
interview |while |allowing |maximum |freedom |of |expression. |By |using |open-ended |questions |
and |guiding |questions, |the |nurse |can |obtain |the |necessary |information |and |maintain |a |
relationship |with |the |family. |The |nurse |and |parent |must |collaborate |and |define |the |problem |
that |will |be |the |focus |of |the |nursing |intervention.
,Which |is |the |single |most |important |factor |to |consider |when |communicating |with |children?
a. |Presence |of |the |child's |parent
b. |Child's |physical |condition
c. |Child's |developmental |level
d. |Child's |nonverbal |behaviors |- |correct |answer |ANS: |C
The |nurse |must |be |aware |of |the |child's |developmental |stage |to |engage |in |effective |
communication. |The |use |of |both |verbal |and |nonverbal |communication |should |be |appropriate |
to |the |developmental |level. |Nonverbal |behaviors |vary |in |importance |based |on |the |child's |
developmental |level |and |physical |condition. |Although |the |child's |physical |condition |is |a |
consideration, |developmental |level |is |much |more |important. |The |presence |of |parents |is |
important |when |communicating |with |young |children |but |may |be |detrimental |when |speaking |
with |adolescents.
Because |children |younger |than |5 |years |are |egocentric, |the |nurse |should |do |which |when |
communicating |with |them?
a. |Focus |communication |on |the |child.
b. |Use |easy |analogies |when |possible.
c. |Explain |experiences |of |others |to |the |child.
d. |Assure |the |child |that |communication |is |private |- |correct |answer |ANS: |A
Because |children |of |this |age |are |able |to |see |things |only |in |terms |of |themselves, |the |best |
approach |is |to |focus |communication |directly |on |them. |Children |should |be |provided |with |
information |about |what |they |can |do |and |how |they |will |feel. |With |children |who |are |egocentric,
|analogies, |experiences, |and |assurances |that |communication |is |private |will |not |be |effective |
because |the |child |is |not |capable |of |understanding.
The |nurse's |approach |when |introducing |hospital |equipment |to |a |preschooler |who |seems |
afraid |should |be |based |on |which |principle?a. |The |child |may |think |the |equipment |is |alive.
b. |Explaining |the |equipment |will |only |increase |the |child's |fear.
c. |One |brief |explanation |will |be |enough |to |reduce |the |child's |fear.
d. |The |child |is |too |young |to |understand |what |the |equipment |does. |- |correct |answer |ANS: |A
Young |children |attribute |human |characteristics |to |inanimate |objects. |They |often |fear |that |the |
objects |may |jump, |bite, |cut, |or |pinch |all |by |themselves |without |human |direction. |Equipment |
should |be |kept |out |of |sight |until |needed. |Simple, |concrete |explanations |about |what |the |
,equipment |does |and |how |it |will |feel |will |help |alleviate |the |child's |fear. |Preschoolers |need |
repeated |explanations |as |reassurance.
When |the |nurse |interviews |an |adolescent, |which |is |especially |important?
a. |Focus |the |discussion |on |the |peer |group.
b. |Allow |an |opportunity |to |express |feelings.
c. |Use |the |same |type |of |language |as |the |adolescent.
d. |Emphasize |that |confidentiality |will |always |be |maintained. |- |correct |answer |ANS: |B
Adolescents, |like |all |children, |need |opportunities |to |express |their |feelings. |Often |they |interject
|feelings |into |their |words. |The |nurse |must |be |alert |to |the |words |and |feelings |expressed. |The |
nurse |should |maintain |a |professional |relationship |with |adolescents. |To |avoid |misunderstanding
|or |misinterpretation |of |words |and |phrases |used, |the |nurse |should |clarify |the |terms |used, |
what |information |will |be |shared |with |other |members |of |the |health |care |team, |and |any |limits |
to |confidentiality. |Although |the |peer |group |is |important |to |this |age |group, |the |interview |
should |focus |on |the |adolescent.
The |nurse |is |preparing |to |assess |a |10-month-old |infant. |He |is |sitting |on |his |father's |lap |and |
appears |to |be |afraid |of |the |nurse |and |of |what |might |happen |next. |Which |initial |actions |by |the
|nurse |should |be |most |appropriate?
a. |Initiate |a |game |of |peek-a-boo.
b. |Ask |the |infant's |father |to |place |the |infant |on |the |examination |table.
c. |Talk |softly |to |the |infant |while |taking |him |from |his |father.
d. |Undress |the |infant |while |he |is |still |sitting |on |his |father's |lap. |- |correct |answer |ANS: |A
Peek-a-boo |is |an |excellent |means |of |initiating |communication |with |infants |while |maintaining |a |
safe, |nonthreatening |distance. |The |child |will |most |likely |become |upset |if |separated |from |his |
father. |As |much |of |the |assessment |as |possible |should |be |done |with |the |child |on |the |father's |
lap. |The |nurse |should |have |the |father |undress |the |child |as |needed |during |the |examination.
An |8-year-old |girl |asks |the |nurse |how |the |blood |pressure |apparatus |works. |The |most |
appropriate |nursing |action |is |which?
a. |Ask |her |why |she |wants |to |know.
b. |Determine |why |she |is |so |anxious.
, c. |Explain |in |simple |terms |how |it |works.
d. |Tell |her |she |will |see |how |it |works |as |it |is |used. |- |correct |answer |ANS: |C
School-age |children |require |explanations |and |reasons |for |everything. |They |are |interested |in |
the |functional |aspect |of |all |procedures, |objects, |and |activities. |It |is |appropriate |for |the |nurse |
to |explain |how |equipment |works |and |what |will |happen |to |the |child |so |that |the |child |can |then |
observe |during |the |procedure. |The |nurse |should |respond |positively |for |requests |for |
information |about |procedures |and |health |information. |By |not |responding, |the |nurse |may |be |
limiting |communication |with |the |child. |The |child |is |not |exhibiting |anxiety |in |asking |how |the |
blood |pressure |apparatus |works, |just |requesting |clarification |of |what |will |occur.
The |nurse |is |having |difficulty |communicating |with |a |hospitalized |6-year-old |child. |Which |
technique |should |be |most |helpful?
a. |Recommend |that |the |child |keep |a |diary.
b. |Provide |supplies |for |the |child |to |draw |a |picture.
c. |Suggest |that |the |parent |read |fairy |tales |to |the |child.
d. |Ask |the |parent |if |the |child |is |always |uncommunicative. |- |correct |answer |ANS: |B
Drawing |is |one |of |the |most |valuable |forms |of |communication. |Children's |drawings |tell |a |great |
deal |about |them |because |they |are |projections |of |the |children's |inner |self. |A |diary |should |be |
difficult |for |a |6-year-old |child, |who |is |most |likely |learning |to |read. |The |parent |reading |fairy |
tales |to |the |child |is |a |passive |activity |involving |the |parent |and |child; |it |should |not |facilitate |
communication |with |the |nurse. |The |child |is |in |a |stressful |situation |and |is |probably |
uncomfortable |with |strangers, |not |always |uncommunicative.
Which |data |should |be |included |in |a |health |history?
a. |Review |of |systems
b. |Physical |assessment
c. |Growth |measurements
d. |Record |of |vital |signs |- |correct |answer |ANS: |A
A |review |of |systems |is |done |to |elicit |information |concerning |any |potential |health |problems. |
This |further |guides |the |interview |process. |Physical |assessment, |growth |measurements, |and |a |
record |of |vital |signs |are |components |of |the |physical |examination.
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answers
The |nurse |is |seeing |an |adolescent |and |the |parents |in |the |clinic |for |the |first |time. |Which |should
|the |nurse |do |first?
a. |Introduce |him- |or |herself.
b. |Make |the |family |comfortable.
c. |Give |assurance |of |privacy.
d. |Explain |the |purpose |of |the |interview. |- |correct |answer |ANS: |A
The |first |thing |that |nurses |must |do |is |to |introduce |themselves |to |the |patient |and |family. |
Parents |and |other |adults |should |be |addressed |with |appropriate |titles |unless |they |specify |a |
preferred |name. |Clarification |of |the |purpose |of |the |interview |and |the |nurse's |role |is |the |
second |thing |that |should |be |done. |During |the |initial |part |of |the |interview, |the |nurse |should |
include |general |conversation |to |help |make |the |family |feel |at |ease. |The |interview |also |should |
take |place |in |an |environment |as |free |of |distraction |as |possible. |In |addition, |the |nurse |should |
clarify |which |information |will |be |shared |with |other |members |of |the |health |care |team |and |any |
limits |to |the |confidentiality.
Which |is |considered |a |block |to |effective |communication?
a. |Using |silence
b. |Using |clichés
c. |Directing |the |focus
d. |Defining |the |problem |- |correct |answer |ANS: |B
Using |stereotyped |comments |or |clichés |can |block |effective |communication. |After |the |nurse |
uses |such |trite |phrases, |parents |often |do |not |respond. |Silence |can |be |an |effective |interviewing
|tool. |Silence |permits |the |interviewee |to |sort |out |thoughts |and |feelings |and |search |for |
responses |to |questions. |To |be |effective, |the |nurse |must |be |able |to |direct |the |focus |of |the |
interview |while |allowing |maximum |freedom |of |expression. |By |using |open-ended |questions |
and |guiding |questions, |the |nurse |can |obtain |the |necessary |information |and |maintain |a |
relationship |with |the |family. |The |nurse |and |parent |must |collaborate |and |define |the |problem |
that |will |be |the |focus |of |the |nursing |intervention.
,Which |is |the |single |most |important |factor |to |consider |when |communicating |with |children?
a. |Presence |of |the |child's |parent
b. |Child's |physical |condition
c. |Child's |developmental |level
d. |Child's |nonverbal |behaviors |- |correct |answer |ANS: |C
The |nurse |must |be |aware |of |the |child's |developmental |stage |to |engage |in |effective |
communication. |The |use |of |both |verbal |and |nonverbal |communication |should |be |appropriate |
to |the |developmental |level. |Nonverbal |behaviors |vary |in |importance |based |on |the |child's |
developmental |level |and |physical |condition. |Although |the |child's |physical |condition |is |a |
consideration, |developmental |level |is |much |more |important. |The |presence |of |parents |is |
important |when |communicating |with |young |children |but |may |be |detrimental |when |speaking |
with |adolescents.
Because |children |younger |than |5 |years |are |egocentric, |the |nurse |should |do |which |when |
communicating |with |them?
a. |Focus |communication |on |the |child.
b. |Use |easy |analogies |when |possible.
c. |Explain |experiences |of |others |to |the |child.
d. |Assure |the |child |that |communication |is |private |- |correct |answer |ANS: |A
Because |children |of |this |age |are |able |to |see |things |only |in |terms |of |themselves, |the |best |
approach |is |to |focus |communication |directly |on |them. |Children |should |be |provided |with |
information |about |what |they |can |do |and |how |they |will |feel. |With |children |who |are |egocentric,
|analogies, |experiences, |and |assurances |that |communication |is |private |will |not |be |effective |
because |the |child |is |not |capable |of |understanding.
The |nurse's |approach |when |introducing |hospital |equipment |to |a |preschooler |who |seems |
afraid |should |be |based |on |which |principle?a. |The |child |may |think |the |equipment |is |alive.
b. |Explaining |the |equipment |will |only |increase |the |child's |fear.
c. |One |brief |explanation |will |be |enough |to |reduce |the |child's |fear.
d. |The |child |is |too |young |to |understand |what |the |equipment |does. |- |correct |answer |ANS: |A
Young |children |attribute |human |characteristics |to |inanimate |objects. |They |often |fear |that |the |
objects |may |jump, |bite, |cut, |or |pinch |all |by |themselves |without |human |direction. |Equipment |
should |be |kept |out |of |sight |until |needed. |Simple, |concrete |explanations |about |what |the |
,equipment |does |and |how |it |will |feel |will |help |alleviate |the |child's |fear. |Preschoolers |need |
repeated |explanations |as |reassurance.
When |the |nurse |interviews |an |adolescent, |which |is |especially |important?
a. |Focus |the |discussion |on |the |peer |group.
b. |Allow |an |opportunity |to |express |feelings.
c. |Use |the |same |type |of |language |as |the |adolescent.
d. |Emphasize |that |confidentiality |will |always |be |maintained. |- |correct |answer |ANS: |B
Adolescents, |like |all |children, |need |opportunities |to |express |their |feelings. |Often |they |interject
|feelings |into |their |words. |The |nurse |must |be |alert |to |the |words |and |feelings |expressed. |The |
nurse |should |maintain |a |professional |relationship |with |adolescents. |To |avoid |misunderstanding
|or |misinterpretation |of |words |and |phrases |used, |the |nurse |should |clarify |the |terms |used, |
what |information |will |be |shared |with |other |members |of |the |health |care |team, |and |any |limits |
to |confidentiality. |Although |the |peer |group |is |important |to |this |age |group, |the |interview |
should |focus |on |the |adolescent.
The |nurse |is |preparing |to |assess |a |10-month-old |infant. |He |is |sitting |on |his |father's |lap |and |
appears |to |be |afraid |of |the |nurse |and |of |what |might |happen |next. |Which |initial |actions |by |the
|nurse |should |be |most |appropriate?
a. |Initiate |a |game |of |peek-a-boo.
b. |Ask |the |infant's |father |to |place |the |infant |on |the |examination |table.
c. |Talk |softly |to |the |infant |while |taking |him |from |his |father.
d. |Undress |the |infant |while |he |is |still |sitting |on |his |father's |lap. |- |correct |answer |ANS: |A
Peek-a-boo |is |an |excellent |means |of |initiating |communication |with |infants |while |maintaining |a |
safe, |nonthreatening |distance. |The |child |will |most |likely |become |upset |if |separated |from |his |
father. |As |much |of |the |assessment |as |possible |should |be |done |with |the |child |on |the |father's |
lap. |The |nurse |should |have |the |father |undress |the |child |as |needed |during |the |examination.
An |8-year-old |girl |asks |the |nurse |how |the |blood |pressure |apparatus |works. |The |most |
appropriate |nursing |action |is |which?
a. |Ask |her |why |she |wants |to |know.
b. |Determine |why |she |is |so |anxious.
, c. |Explain |in |simple |terms |how |it |works.
d. |Tell |her |she |will |see |how |it |works |as |it |is |used. |- |correct |answer |ANS: |C
School-age |children |require |explanations |and |reasons |for |everything. |They |are |interested |in |
the |functional |aspect |of |all |procedures, |objects, |and |activities. |It |is |appropriate |for |the |nurse |
to |explain |how |equipment |works |and |what |will |happen |to |the |child |so |that |the |child |can |then |
observe |during |the |procedure. |The |nurse |should |respond |positively |for |requests |for |
information |about |procedures |and |health |information. |By |not |responding, |the |nurse |may |be |
limiting |communication |with |the |child. |The |child |is |not |exhibiting |anxiety |in |asking |how |the |
blood |pressure |apparatus |works, |just |requesting |clarification |of |what |will |occur.
The |nurse |is |having |difficulty |communicating |with |a |hospitalized |6-year-old |child. |Which |
technique |should |be |most |helpful?
a. |Recommend |that |the |child |keep |a |diary.
b. |Provide |supplies |for |the |child |to |draw |a |picture.
c. |Suggest |that |the |parent |read |fairy |tales |to |the |child.
d. |Ask |the |parent |if |the |child |is |always |uncommunicative. |- |correct |answer |ANS: |B
Drawing |is |one |of |the |most |valuable |forms |of |communication. |Children's |drawings |tell |a |great |
deal |about |them |because |they |are |projections |of |the |children's |inner |self. |A |diary |should |be |
difficult |for |a |6-year-old |child, |who |is |most |likely |learning |to |read. |The |parent |reading |fairy |
tales |to |the |child |is |a |passive |activity |involving |the |parent |and |child; |it |should |not |facilitate |
communication |with |the |nurse. |The |child |is |in |a |stressful |situation |and |is |probably |
uncomfortable |with |strangers, |not |always |uncommunicative.
Which |data |should |be |included |in |a |health |history?
a. |Review |of |systems
b. |Physical |assessment
c. |Growth |measurements
d. |Record |of |vital |signs |- |correct |answer |ANS: |A
A |review |of |systems |is |done |to |elicit |information |concerning |any |potential |health |problems. |
This |further |guides |the |interview |process. |Physical |assessment, |growth |measurements, |and |a |
record |of |vital |signs |are |components |of |the |physical |examination.
