,SECTION I: Health Care Recipient Concepts
Z Z Z Z Z
Theme: Attributes, Resources, and Preferences
Z Z Z Z
1. Development
Z
2. Functional Ability
Z Z
3. Family Dynamics
Z Z
4. Culture
Z
5. Self-Management
Z
SECTION II: Health and Illness Concepts
Z Z Z Z Z
Theme: Homeostasis and Regulation
Z Z Z
6. Fluid and Electrolytes
Z Z Z
7. Acid-Base Balance
Z Z
8. Thermoregulation
Z
9. Sleep
Z
10. Cellular Regulation
Z Z
11. Intracranial Regulation
Z Z
12. Hormonal Regulation
Z Z
13. Glucose Regulation
Z Z
14. Nutrition
Z
15. Elimination
Z
16. Perfusion
Z
17. Clotting — NEW!
Z Z Z
18. Gas Exchange
Z Z
Theme: Sexuality and Reproduction
Z Z Z
19. Reproduction
Z
20. Sexuality
Z
Theme: Protection and Movement
Z Z Z
21. Immunity
Z
22. Inflammation
Z
23. Infection
Z
24. Mobility
Z
25. Tissue Integrity
Z Z
26. Sensory Perception
Z Z
27. Pain
Z
28. Fatigue
Z
Theme: Mood, Cognition, Behavior
Z Z Z
29. Stress and Coping
Z Z Z
30. Mood and Affect
Z Z Z
31. Anxiety
Z
32. Cognition
Z
33. Psychosis
Z
34. Substance Misuse and Addiction
Z Z Z Z
35. Interpersonal Violence
Z Z
SECTION III: Professional Nursing and Health Care Concepts
Z Z Z Z Z Z Z
Theme: Personal Development
Z Z
36. Professional Identity
Z Z
37. Well-Being and Resilience — NEW!
Z Z Z Z Z
38. Leadership
Z
39. Evidence
Z
40. Clinical Judgment
Z Z
Theme: Holistic Care
Z Z
41. Person-Centered Care — NEW!
Z Z Z Z
,42. Ethics
Z
43. Diversity, Equity, and Inclusion — NEW!
Z Z Z Z Z Z
Theme: Care Competencies
Z Z
44. Communication
Z
45. Collaboration
Z
46. Safety
Z
47. Health Care Quality
Z Z Z
48. Technology and Informatics
Z Z Z
49. Health Disparities and Health Equity
Z Z Z Z Z
50. Care Coordination
Z Z
51. Health Promotion
Z Z
52. Patient Education
Z Z
53. Palliative Care
Z Z
54. Population Health
Z Z
55. Public Health Emergencies — NEW!
Z Z Z Z Z
Theme: Health Care Infrastructure
Z Z Z
56. Spheres of Practice — NEW!
Z Z Z Z Z
57. Health Systems
Z Z
58. Health Care Economics
Z Z Z
59. Health Policy
Z Z
60. Health Care Law
Z Z Z
, Concept 01: Development
Z Z
Giddens: Concepts for Nursing Practice, 4th Edition
Z Z Z Z Z Z
MULTIPLE CHOICE Z
1. The nurse manager of a pediatric clinic could confirm that the new nurse recognized the purp
Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z
ose of the HEADSS Adolescent Risk Profile when the new nurse responds that it is used to as
Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z
sess for needs related to
Z Z Z Z
a. anticipatory guidance. Z
b. low-risk adolescents. Z
c. physical development. Z
d. sexual development. Z
ANS: A Z
The HEADSS Adolescent Risk Profile is a psychosocial assessment screening tool which assess
Z Z Z Z Z Z Z Z Z Z Z Z
es home, education, activities, drugs, sex, and suicide for the purpose of identifying high-
Z Z Z Z Z Z Z Z Z Z Z Z Z
risk adolescents and the need for anticipatory guidance. It is used to identify high-risk, not low-
Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z
risk, adolescents. Physical development is assessed with anthropometric data.
Z Z Z Z Z Z Z Z
Sexual development is assessed using physical examination.
Z Z Z Z Z Z
OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
Z Z Z Z Z Z Z
2. The nurse preparing a teaching plan for a preschooler knows that, according to Piaget, the expe
Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z
cted stage of development for a preschooler is
Z Z Z Z Z Z Z
a. concrete operational. Z
b. formal operational. N Z
c. preoperational.
d. sensorimotor.
ANS: C Z
The expected stage of development for a preschooler (3–4 years old) is pre-
Z Z Z Z Z Z Z Z Z Z Z Z
operational. Concrete operational describes the thinking of a school-age child (7–
Z Z Z Z Z Z Z Z Z Z
11 years old). Formal operational describes the thinking of an individual after about 11 years of age
Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z
. Sensorimotor describes the earliest pattern of thinking from birth to 2 years old.
Z Z Z Z Z Z Z Z Z Z Z Z Z
OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
Z Z Z Z Z Z Z
3. The school nurse talking with a high school class about the difference between growth and devel
Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z
opment would best describe growth as Z Z Z Z Z
a. processes by which early cells specialize. Z Z Z Z Z
b. psychosocial and cognitive changes. Z Z Z
c. qualitative changes associated with aging. Z Z Z Z
d. quantitative changes in size or weight. A Z Z Z Z Z Z
NS: D Z
WWW.NURSYLAB.COM
Z Z Z Z Z
Theme: Attributes, Resources, and Preferences
Z Z Z Z
1. Development
Z
2. Functional Ability
Z Z
3. Family Dynamics
Z Z
4. Culture
Z
5. Self-Management
Z
SECTION II: Health and Illness Concepts
Z Z Z Z Z
Theme: Homeostasis and Regulation
Z Z Z
6. Fluid and Electrolytes
Z Z Z
7. Acid-Base Balance
Z Z
8. Thermoregulation
Z
9. Sleep
Z
10. Cellular Regulation
Z Z
11. Intracranial Regulation
Z Z
12. Hormonal Regulation
Z Z
13. Glucose Regulation
Z Z
14. Nutrition
Z
15. Elimination
Z
16. Perfusion
Z
17. Clotting — NEW!
Z Z Z
18. Gas Exchange
Z Z
Theme: Sexuality and Reproduction
Z Z Z
19. Reproduction
Z
20. Sexuality
Z
Theme: Protection and Movement
Z Z Z
21. Immunity
Z
22. Inflammation
Z
23. Infection
Z
24. Mobility
Z
25. Tissue Integrity
Z Z
26. Sensory Perception
Z Z
27. Pain
Z
28. Fatigue
Z
Theme: Mood, Cognition, Behavior
Z Z Z
29. Stress and Coping
Z Z Z
30. Mood and Affect
Z Z Z
31. Anxiety
Z
32. Cognition
Z
33. Psychosis
Z
34. Substance Misuse and Addiction
Z Z Z Z
35. Interpersonal Violence
Z Z
SECTION III: Professional Nursing and Health Care Concepts
Z Z Z Z Z Z Z
Theme: Personal Development
Z Z
36. Professional Identity
Z Z
37. Well-Being and Resilience — NEW!
Z Z Z Z Z
38. Leadership
Z
39. Evidence
Z
40. Clinical Judgment
Z Z
Theme: Holistic Care
Z Z
41. Person-Centered Care — NEW!
Z Z Z Z
,42. Ethics
Z
43. Diversity, Equity, and Inclusion — NEW!
Z Z Z Z Z Z
Theme: Care Competencies
Z Z
44. Communication
Z
45. Collaboration
Z
46. Safety
Z
47. Health Care Quality
Z Z Z
48. Technology and Informatics
Z Z Z
49. Health Disparities and Health Equity
Z Z Z Z Z
50. Care Coordination
Z Z
51. Health Promotion
Z Z
52. Patient Education
Z Z
53. Palliative Care
Z Z
54. Population Health
Z Z
55. Public Health Emergencies — NEW!
Z Z Z Z Z
Theme: Health Care Infrastructure
Z Z Z
56. Spheres of Practice — NEW!
Z Z Z Z Z
57. Health Systems
Z Z
58. Health Care Economics
Z Z Z
59. Health Policy
Z Z
60. Health Care Law
Z Z Z
, Concept 01: Development
Z Z
Giddens: Concepts for Nursing Practice, 4th Edition
Z Z Z Z Z Z
MULTIPLE CHOICE Z
1. The nurse manager of a pediatric clinic could confirm that the new nurse recognized the purp
Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z
ose of the HEADSS Adolescent Risk Profile when the new nurse responds that it is used to as
Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z
sess for needs related to
Z Z Z Z
a. anticipatory guidance. Z
b. low-risk adolescents. Z
c. physical development. Z
d. sexual development. Z
ANS: A Z
The HEADSS Adolescent Risk Profile is a psychosocial assessment screening tool which assess
Z Z Z Z Z Z Z Z Z Z Z Z
es home, education, activities, drugs, sex, and suicide for the purpose of identifying high-
Z Z Z Z Z Z Z Z Z Z Z Z Z
risk adolescents and the need for anticipatory guidance. It is used to identify high-risk, not low-
Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z
risk, adolescents. Physical development is assessed with anthropometric data.
Z Z Z Z Z Z Z Z
Sexual development is assessed using physical examination.
Z Z Z Z Z Z
OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
Z Z Z Z Z Z Z
2. The nurse preparing a teaching plan for a preschooler knows that, according to Piaget, the expe
Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z
cted stage of development for a preschooler is
Z Z Z Z Z Z Z
a. concrete operational. Z
b. formal operational. N Z
c. preoperational.
d. sensorimotor.
ANS: C Z
The expected stage of development for a preschooler (3–4 years old) is pre-
Z Z Z Z Z Z Z Z Z Z Z Z
operational. Concrete operational describes the thinking of a school-age child (7–
Z Z Z Z Z Z Z Z Z Z
11 years old). Formal operational describes the thinking of an individual after about 11 years of age
Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z
. Sensorimotor describes the earliest pattern of thinking from birth to 2 years old.
Z Z Z Z Z Z Z Z Z Z Z Z Z
OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
Z Z Z Z Z Z Z
3. The school nurse talking with a high school class about the difference between growth and devel
Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z
opment would best describe growth as Z Z Z Z Z
a. processes by which early cells specialize. Z Z Z Z Z
b. psychosocial and cognitive changes. Z Z Z
c. qualitative changes associated with aging. Z Z Z Z
d. quantitative changes in size or weight. A Z Z Z Z Z Z
NS: D Z
WWW.NURSYLAB.COM
