Page 1 of 29
Final Study Guide
Final Notes:
Ch 1 (One Question) [p. 3]
● major cause of severe injury/death in children under 5 years
o refer to table 1-1
o motor vehicle crashes (MVCs) are the overall major cause of severe injury/death in ages <5 yr.
o small infants: fall into unprotected surfaces, mechanical suffocation
o crawling infants: aspiration, mechanical suffocation or poisoning
o mobile toddler: falls, burns, collision w/ objects
● all of these are unintentional injuries
5. Which is the major cause of death for children older than 1 year?
a. Cancer
b. Heart disease
c. Unintentional injuries
d. Congenital anomalies
Unintentional injuries (accidents) are the leading cause of death after age 1 year through adolescence. Congenital
anomalies are the leading cause of death in those younger than 1 year.
6. Which is the leading cause of death from unintentional injuries for females ranging in age from 1 to 14?
a. Mechanical suffocation
b. Drowning
c. Motor vehicle–related fatalities
d. Fire- and burn-related fatalities
Motor vehicle–related fatalities are the leading cause of death for females ranging in age from 1 to 14, either as passengers
or as pedestrians. Fire- and burn-related fatalities are the second-leading cause of death.
Chapter 2 (One Question) [p. 25]
● nurse education on divorce/children (growth & development)
o refer to box 2-5
, Page 2 of 29
Final Study Guide
o NSG ALERT: [pg. 381] counseling children whose parents are going through a separation or divorce
should involve a discussion with the child about his/her role. Because of magical thinking
(preschooler), the child may believed he or she wished the other parent away. the child should be
reassured that this is not the case
o children may act out when divorce is happening(Acting out, withdrawing, and not doing well in
School are common/normal behaviors of children whose parents are going through a divorce).
▪ Ex. adolescent starting smoking
▪ may lead to other high-risk behavior (progressing to drugs)
Chapter 3 (One Question) [p. 41]
● be able to identify appropriate weight gain related to age
o refer to table 3-1
o infants (birth-6 months)
▪ 140-200 g. (5-7 oz.) weekly
▪ weight doubles by 6 months
o infants (6-12 months)
▪ 85-140 g. (3-5 oz.)
▪ weight triples by 12 months
o toddlers
▪ weight quadruples by 2 ½ years
o preschoolers
▪ 2-3 kg. (4.5-6.5 lb.) yearly
o school-age
▪ 2-3 kg. (4.5-6.5 lb.) yearly
o adolescents (pubertal growth spurt)
▪ males (11-16 yr.): 7-30 kg. (15.5-66 lb.)
▪ females (10-14 yr.): 7-25 kg. (15.5-55 lb.)
Chapter 4 (One Question) [p. 60-64]
● important considerations relating to communicating with children
o infancy
▪ cannot use words, therefore, primarily use and understand nonverbal cues
▪ smile and coo when content, cry when distressed
▪ crying usually provoked by unpleasant internal/external stimuli (hunger, pain, body
restraints, loneliness)
▪ respond to gentle physical contact (cuddling, rocking) and quiet, calm speech
▪ dislike harsh sounds and sudden movements
o toddlers
▪ egocentric, focus conversation on them and what they can/cannot do
▪ can only see things from their POV (experiences of others are of no interest to them)
▪ allow them to touch supplies used (stethoscope)
▪ use their hands to communicate w/o words
▪ everything is direct and concrete (no abstract thought/interpret words literally - avoid
“two faced” “cough your head off” “stick in your arm” for shots)
▪ analogies confuse - cannot distinguish reality/fantasy
▪ use simple, direct language (not phrases = misinterpreted)
▪ get down to eye-level and directly face them to make them more comfortable
o school-age - in school so they wanna know everything
▪ rely more on what they know than see, want explanations/reasons for everything
▪ interested in functional aspect of procedures, objects, activities
▪ want to know why? How? Purpose? of objects. what is going to take place/why
, Page 3 of 29
Final Study Guide
▪ taking BP, show how pumping bulb makes pressure arrow/gauge move - let child do it -
teaching can be simple, not too in depth = child becomes enthusiastic
▪ concerned about body integrity - sensitive to any invasive procedure that suggests injury
(concern extends to their possessions/treasured items loss overreaction)
▪ encourage them to voice needs/concerns = enables nurse to dispel myths, fears, reduce anxiety
▪ for example, if a shy child dislikes being the center of attention, ignore that particular child
by talking and relating to other children in the family or group
▪ when children feel more comfortable, they will usually interject personal ideas, feelings,
and interpretations of events
▪ use play, such as a doll, to explain procedures like inserting IVs
▪ 10 yo: when they act out- wait, let them calm down, give them choices (they want to be
in control)
▪ whatever they want, give it!
o adolescents
▪ child and adult thinking/behavior - slowly maturing - may be beyond coping ability
▪ let them talk and whine about whatever they want
▪ tension: they may seek security in more familiar/comfortable expectations of a child
▪ nurse may need to adjust according to momentary needs (no perfect way to interact -
hostility, anger common reactions)
▪ do not expect them to have adult wisdom/control, but do not assume they have needs of a child
▪ interviewing: talking to child only = identify with them, interpersonal relationship.
Parents provide insight into family relationship (give both parties opportunity to talk)
▪ taking health hx: avoid taking side = talking to one person more than the other
▪ explain to parents and teenagers the legal and ethical protections and limits of
confidentiality. adolescent circumstances, such as suspected abuse, alcohol or other drug use,
suicidal or homicidal ideation, contraceptive care, pregnancy, STIs, and sexual assault
▪ dilemma: two view of problem = parent’s and adolescent (allowing them to each talk can
be therapeutic either way - helps them communicate better)
o techniques [p. 62]
▪ refer to box 4-3
Final Study Guide
Final Notes:
Ch 1 (One Question) [p. 3]
● major cause of severe injury/death in children under 5 years
o refer to table 1-1
o motor vehicle crashes (MVCs) are the overall major cause of severe injury/death in ages <5 yr.
o small infants: fall into unprotected surfaces, mechanical suffocation
o crawling infants: aspiration, mechanical suffocation or poisoning
o mobile toddler: falls, burns, collision w/ objects
● all of these are unintentional injuries
5. Which is the major cause of death for children older than 1 year?
a. Cancer
b. Heart disease
c. Unintentional injuries
d. Congenital anomalies
Unintentional injuries (accidents) are the leading cause of death after age 1 year through adolescence. Congenital
anomalies are the leading cause of death in those younger than 1 year.
6. Which is the leading cause of death from unintentional injuries for females ranging in age from 1 to 14?
a. Mechanical suffocation
b. Drowning
c. Motor vehicle–related fatalities
d. Fire- and burn-related fatalities
Motor vehicle–related fatalities are the leading cause of death for females ranging in age from 1 to 14, either as passengers
or as pedestrians. Fire- and burn-related fatalities are the second-leading cause of death.
Chapter 2 (One Question) [p. 25]
● nurse education on divorce/children (growth & development)
o refer to box 2-5
, Page 2 of 29
Final Study Guide
o NSG ALERT: [pg. 381] counseling children whose parents are going through a separation or divorce
should involve a discussion with the child about his/her role. Because of magical thinking
(preschooler), the child may believed he or she wished the other parent away. the child should be
reassured that this is not the case
o children may act out when divorce is happening(Acting out, withdrawing, and not doing well in
School are common/normal behaviors of children whose parents are going through a divorce).
▪ Ex. adolescent starting smoking
▪ may lead to other high-risk behavior (progressing to drugs)
Chapter 3 (One Question) [p. 41]
● be able to identify appropriate weight gain related to age
o refer to table 3-1
o infants (birth-6 months)
▪ 140-200 g. (5-7 oz.) weekly
▪ weight doubles by 6 months
o infants (6-12 months)
▪ 85-140 g. (3-5 oz.)
▪ weight triples by 12 months
o toddlers
▪ weight quadruples by 2 ½ years
o preschoolers
▪ 2-3 kg. (4.5-6.5 lb.) yearly
o school-age
▪ 2-3 kg. (4.5-6.5 lb.) yearly
o adolescents (pubertal growth spurt)
▪ males (11-16 yr.): 7-30 kg. (15.5-66 lb.)
▪ females (10-14 yr.): 7-25 kg. (15.5-55 lb.)
Chapter 4 (One Question) [p. 60-64]
● important considerations relating to communicating with children
o infancy
▪ cannot use words, therefore, primarily use and understand nonverbal cues
▪ smile and coo when content, cry when distressed
▪ crying usually provoked by unpleasant internal/external stimuli (hunger, pain, body
restraints, loneliness)
▪ respond to gentle physical contact (cuddling, rocking) and quiet, calm speech
▪ dislike harsh sounds and sudden movements
o toddlers
▪ egocentric, focus conversation on them and what they can/cannot do
▪ can only see things from their POV (experiences of others are of no interest to them)
▪ allow them to touch supplies used (stethoscope)
▪ use their hands to communicate w/o words
▪ everything is direct and concrete (no abstract thought/interpret words literally - avoid
“two faced” “cough your head off” “stick in your arm” for shots)
▪ analogies confuse - cannot distinguish reality/fantasy
▪ use simple, direct language (not phrases = misinterpreted)
▪ get down to eye-level and directly face them to make them more comfortable
o school-age - in school so they wanna know everything
▪ rely more on what they know than see, want explanations/reasons for everything
▪ interested in functional aspect of procedures, objects, activities
▪ want to know why? How? Purpose? of objects. what is going to take place/why
, Page 3 of 29
Final Study Guide
▪ taking BP, show how pumping bulb makes pressure arrow/gauge move - let child do it -
teaching can be simple, not too in depth = child becomes enthusiastic
▪ concerned about body integrity - sensitive to any invasive procedure that suggests injury
(concern extends to their possessions/treasured items loss overreaction)
▪ encourage them to voice needs/concerns = enables nurse to dispel myths, fears, reduce anxiety
▪ for example, if a shy child dislikes being the center of attention, ignore that particular child
by talking and relating to other children in the family or group
▪ when children feel more comfortable, they will usually interject personal ideas, feelings,
and interpretations of events
▪ use play, such as a doll, to explain procedures like inserting IVs
▪ 10 yo: when they act out- wait, let them calm down, give them choices (they want to be
in control)
▪ whatever they want, give it!
o adolescents
▪ child and adult thinking/behavior - slowly maturing - may be beyond coping ability
▪ let them talk and whine about whatever they want
▪ tension: they may seek security in more familiar/comfortable expectations of a child
▪ nurse may need to adjust according to momentary needs (no perfect way to interact -
hostility, anger common reactions)
▪ do not expect them to have adult wisdom/control, but do not assume they have needs of a child
▪ interviewing: talking to child only = identify with them, interpersonal relationship.
Parents provide insight into family relationship (give both parties opportunity to talk)
▪ taking health hx: avoid taking side = talking to one person more than the other
▪ explain to parents and teenagers the legal and ethical protections and limits of
confidentiality. adolescent circumstances, such as suspected abuse, alcohol or other drug use,
suicidal or homicidal ideation, contraceptive care, pregnancy, STIs, and sexual assault
▪ dilemma: two view of problem = parent’s and adolescent (allowing them to each talk can
be therapeutic either way - helps them communicate better)
o techniques [p. 62]
▪ refer to box 4-3
