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TABLE OF CONTENT
I. The Evolution of Advanced Practice
1. Advanced Practice Nursing: Doing What Has to Be Done-Radicals, Renegades, and Rebels (Lynne M.
Dunphy)
2. Emerging Roles of the Advanced Practice Nurse (Deborah Becker & Caroline Doherty)
3. Role Development: A Theoretical Perspective (Lucille A. Joel)
4. Educational Preparation of Advanced Practice Nurses: Looking to the Future (Phyllis Shanley Hansell)
5. Global Perspectives on Advanced Nursing Practice by (Madrean Schober & Anna Green)
II. The Practice Environment
6. Advanced Practice Nurses and Prescriptive Authority (Jan Towers)
7. Credentialing and Clinical Privileges for the Advanced Practice Registered Nurse (Ann Carey & Mary
Smolenski)
8. The Kaleidoscope of Collaborative Practice (Alice F. Kuehn)
9. Participation of the Advanced Practice Nurse in Health Plans and Quality Initiatives (Rita Munley
Gallagher)
10. Public Policy and the Advanced Practice Registered Nurse (Marie Eileen Onieal)
11. Resource Management (Eileen D. Flaherty, Antigone Grasso, & Cindy Aiena)
12. Mediated Roles: Working With and Through Other People by (Thomas D. Smith, Maria L. Vezina,
Mary E. Samost, & Kelly Reilly)
III. Competency in Advanced Practice
13. Evidence-Based Practice (Deborah C. Messecar & Christine A. Tanner)
14. Advocacy and the Advanced Practice Nurse (Andrea Brassard)
15. Case Management and Advanced Practice Nursing (Denise Fessler & Irene McEachen)
16. The Advanced Practice Nurse and Research (Beth Quatrara and Dale Shaw)
17. The Advanced Practice Nurse: Holism and Complementary and Integrative Health Approaches
(Carole Ann Drick)
18. Basic Skills for Teaching and the Advanced Practice Nurse (Valerie Sabol, Benjamin A. Smallheer, &
Marilyn H. Oermann)
19. Culture as a Variable in Practice (Mary Masterson Germain)
20. Conflict Resolution in Advanced Practice Nursing (David M. Price & Patricia Murphy)
21. Leadership for APNs: If Not Now, When? (Edna Cadmus)
22. Information Technology and the Advanced Practice Nurse by (Robert Scoloveno)
23. Writing for Publication (Shirley Smoyak)
IV. Ethical, Legal and Business Acumen
24. Measuring Advanced Practice Nurse Performance: Outcome Indicators, Models of Evaluation and
the Issue of Value (Shirley Girouard, Patricia DiFusco, and Joseph Jennas)
25. Advanced Practice Registered Nurses: Accomplishments, Trends, and Future Development (Jane M.
Flanagan, Allyssa Harris, & Dorothy A. Jones)
26. Starting a Practice and Practice Management (Judith Barberio)
27. The Advanced Practice Nurse as Employee or Independent Contractor: Legal and Contractual
Considerations (Kathleen M. Gialanella)
28. The Law, The Courts, and the Advanced Practice Registered Nurse (David M. Keepnews)
29. Malpractice and the Advanced Practice Nurse (Carolyn T. Torres)
30. Ethics and the Advanced Practice Nurse (Gladys L. Husted, James H. Husted, & Carrie Scotto)
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Chapter 1 . Advanced Practice Nursing: Doing What Has to Be Done-Radicals, Renegades, and
Rebels
MULTIPLE CHOICE
1. The nurse manager of a pediatric clinic could confirm that the new nurse recognized the purpose
of the HEADSS Adolescent Risk Profile when the new nurse responds that it is used to assess for
needs related to
a. anticipatory guidance.
b. low-risk adolescents.
c. physical development.
d. sexual development.
ANS >>> A
The HEADSS Adolescent Risk Profile is a psychosocial assessment screening tool which assesses
home, education, activities, drugs, sex, and suicide for the purpose of identifying high-risk
adolescents and the need for anticipatory guidance. It is used to identify high-risk, not low-risk,
adolescents. Physical development is assessed with anthropometric data. Sexual development is
assessed using physical examination.
REF: 6 OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
2. The nurse preparing a teaching plan for a preschooler knows that, according to Piaget, the
expected stage of development for a preschooler is
a. concrete operational.
b. formal operational.
c. preoperational.
d. sensorimotor.
ANS >>> C
The expected stage of development for a preschooler (3 to 4 years old) is preoperational. Concrete
operational describes the thinking of a school-age child (7 to 11 years old). Formal operational
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describes the thinking of an individual after about 11 years of age. Sensorimotor describes the
earliest pattern of thinking from birth to 2 years old.
REF: 5 OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
3. The school nurse talking with a high school class about the difference between growth and
development would best describe growth as
a. processes by which early cells specialize.
b. psychosocial and cognitive changes.
c. qualitative changes associated with aging.
d. quantitative changes in size or weight.
ANS >>> D
Growth is a quantitative change in which an increase in cell number and size results in an increase
in overall size or weight of the body or any of its parts. The processes by which early cells
specialize are referred to asdifferentiation. Psychosocial and cognitive changes are referred to as
development. Qualitative changes associated with aging are referred to as maturation.
REF: 2 OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
4. The most appropriate response of the nurse when a mother asks what the Denver II does is that it
a. can diagnose developmental disabilities.
b. identifies a need for physical therapy.
c. is a developmental screening tool.
d. provides a framework for health teaching.
ANS >>> C
The Denver II is the most commonly used measure of developmental status used by health care
professionals; it is a screening tool. Screening tools do not provide a diagnosis. Diagnosis requires a
thorough neurodevelopment history and physical examination. Developmental delay, which is
suggested by screening, is a symptom, not a diagnosis. The need for any therapy would be
identified with a comprehensive evaluation, not a screening tool. Some providers use the Denver II
as a framework for teaching about expected development, but this is not the primary purpose of the
tool.
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WWW.THENURSINGMASTERY.COM
,mailto:https://www.stuvia.com/user/techgrades
TABLE OF CONTENT
I. The Evolution of Advanced Practice
1. Advanced Practice Nursing: Doing What Has to Be Done-Radicals, Renegades, and Rebels (Lynne M.
Dunphy)
2. Emerging Roles of the Advanced Practice Nurse (Deborah Becker & Caroline Doherty)
3. Role Development: A Theoretical Perspective (Lucille A. Joel)
4. Educational Preparation of Advanced Practice Nurses: Looking to the Future (Phyllis Shanley Hansell)
5. Global Perspectives on Advanced Nursing Practice by (Madrean Schober & Anna Green)
II. The Practice Environment
6. Advanced Practice Nurses and Prescriptive Authority (Jan Towers)
7. Credentialing and Clinical Privileges for the Advanced Practice Registered Nurse (Ann Carey & Mary
Smolenski)
8. The Kaleidoscope of Collaborative Practice (Alice F. Kuehn)
9. Participation of the Advanced Practice Nurse in Health Plans and Quality Initiatives (Rita Munley
Gallagher)
10. Public Policy and the Advanced Practice Registered Nurse (Marie Eileen Onieal)
11. Resource Management (Eileen D. Flaherty, Antigone Grasso, & Cindy Aiena)
12. Mediated Roles: Working With and Through Other People by (Thomas D. Smith, Maria L. Vezina,
Mary E. Samost, & Kelly Reilly)
III. Competency in Advanced Practice
13. Evidence-Based Practice (Deborah C. Messecar & Christine A. Tanner)
14. Advocacy and the Advanced Practice Nurse (Andrea Brassard)
15. Case Management and Advanced Practice Nursing (Denise Fessler & Irene McEachen)
16. The Advanced Practice Nurse and Research (Beth Quatrara and Dale Shaw)
17. The Advanced Practice Nurse: Holism and Complementary and Integrative Health Approaches
(Carole Ann Drick)
18. Basic Skills for Teaching and the Advanced Practice Nurse (Valerie Sabol, Benjamin A. Smallheer, &
Marilyn H. Oermann)
19. Culture as a Variable in Practice (Mary Masterson Germain)
20. Conflict Resolution in Advanced Practice Nursing (David M. Price & Patricia Murphy)
21. Leadership for APNs: If Not Now, When? (Edna Cadmus)
22. Information Technology and the Advanced Practice Nurse by (Robert Scoloveno)
23. Writing for Publication (Shirley Smoyak)
IV. Ethical, Legal and Business Acumen
24. Measuring Advanced Practice Nurse Performance: Outcome Indicators, Models of Evaluation and
the Issue of Value (Shirley Girouard, Patricia DiFusco, and Joseph Jennas)
25. Advanced Practice Registered Nurses: Accomplishments, Trends, and Future Development (Jane M.
Flanagan, Allyssa Harris, & Dorothy A. Jones)
26. Starting a Practice and Practice Management (Judith Barberio)
27. The Advanced Practice Nurse as Employee or Independent Contractor: Legal and Contractual
Considerations (Kathleen M. Gialanella)
28. The Law, The Courts, and the Advanced Practice Registered Nurse (David M. Keepnews)
29. Malpractice and the Advanced Practice Nurse (Carolyn T. Torres)
30. Ethics and the Advanced Practice Nurse (Gladys L. Husted, James H. Husted, & Carrie Scotto)
WWW.THENURSINGMASTERY.COM
,mailto:https://www.stuvia.com/user/techgrades
Chapter 1 . Advanced Practice Nursing: Doing What Has to Be Done-Radicals, Renegades, and
Rebels
MULTIPLE CHOICE
1. The nurse manager of a pediatric clinic could confirm that the new nurse recognized the purpose
of the HEADSS Adolescent Risk Profile when the new nurse responds that it is used to assess for
needs related to
a. anticipatory guidance.
b. low-risk adolescents.
c. physical development.
d. sexual development.
ANS >>> A
The HEADSS Adolescent Risk Profile is a psychosocial assessment screening tool which assesses
home, education, activities, drugs, sex, and suicide for the purpose of identifying high-risk
adolescents and the need for anticipatory guidance. It is used to identify high-risk, not low-risk,
adolescents. Physical development is assessed with anthropometric data. Sexual development is
assessed using physical examination.
REF: 6 OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
2. The nurse preparing a teaching plan for a preschooler knows that, according to Piaget, the
expected stage of development for a preschooler is
a. concrete operational.
b. formal operational.
c. preoperational.
d. sensorimotor.
ANS >>> C
The expected stage of development for a preschooler (3 to 4 years old) is preoperational. Concrete
operational describes the thinking of a school-age child (7 to 11 years old). Formal operational
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describes the thinking of an individual after about 11 years of age. Sensorimotor describes the
earliest pattern of thinking from birth to 2 years old.
REF: 5 OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
3. The school nurse talking with a high school class about the difference between growth and
development would best describe growth as
a. processes by which early cells specialize.
b. psychosocial and cognitive changes.
c. qualitative changes associated with aging.
d. quantitative changes in size or weight.
ANS >>> D
Growth is a quantitative change in which an increase in cell number and size results in an increase
in overall size or weight of the body or any of its parts. The processes by which early cells
specialize are referred to asdifferentiation. Psychosocial and cognitive changes are referred to as
development. Qualitative changes associated with aging are referred to as maturation.
REF: 2 OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
4. The most appropriate response of the nurse when a mother asks what the Denver II does is that it
a. can diagnose developmental disabilities.
b. identifies a need for physical therapy.
c. is a developmental screening tool.
d. provides a framework for health teaching.
ANS >>> C
The Denver II is the most commonly used measure of developmental status used by health care
professionals; it is a screening tool. Screening tools do not provide a diagnosis. Diagnosis requires a
thorough neurodevelopment history and physical examination. Developmental delay, which is
suggested by screening, is a symptom, not a diagnosis. The need for any therapy would be
identified with a comprehensive evaluation, not a screening tool. Some providers use the Denver II
as a framework for teaching about expected development, but this is not the primary purpose of the
tool.
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