NSG 3107 Lec 1-6 MIDTERM Exam
Questions With Correct Answers
UNICEF |has |determined |what |factors |of |children's |health |has |improved |in |Canada:
Overall |income |inequality
Child |income |poverty
Neonatal |mortality
Teen |alcohol |consumption
Teen |births
Teen |suicide
Child |homicide
UNICEF |had |determined |what |factors |of |children's |health |have |not |improved?
Disparities |in |income
Exclusion |from |adequate |education |and |employment
Children |of |lower |income |left |farther |behind
Air |pollution |in |cities
Overweight/obesity
Mental |health |issues
Bullying
Risk |factors |for |infant |death |in |Canada
,Low |levels |of |maternal |education
Inadequate |housing
Lack |of |access |to |healthcare
Food |insecurity
Poverty
Unemployment
Indigenous |babies
Core |domains |of |paediatric |nursing |standards
Standard |I: |supporting |and |partnering |with |the |child |and |family
Standard |II: |Advocating |for |equitable |access |and |the |rights |of |children |and |their |families
Standard |III: |Delivering |developmentally |appropriate |paediatric |nursing |care
Standard |IV: |Creating |a |child |and |family |friendly |environment
Standard |V: |Enabling |successful |transitions
What |paediatric |nursing |standard |are |these |examples |of?
Establishing |intentional |therapeutic |relationship |with |child |and |family
Communicating |with |both |child |and |family |as |partners |in |care
Advocate |for |optimal |use |of |resources |to |support |child |and |family
Standard |I
What |paediatric |nursing |standard |are |these |examples |of?
,Builds |capacity |in |the |child |and |their |family |to |self |advocate
Support |the |child |and |family |to |navigate |healthcare |system
Standard |II
What |paediatric |nursing |standard |are |these |examples |of?
Demonstrate |knowledge |of |typical |development |and |variation |from |what |is |considered |typical
Incorporates |developmentally |appropriate |play/recreation |into |care
Considers |development |that |is |influenced |by |ethnicity, |spiritually, |culture
Standard |III
What |paediatric |nursing |standard |are |these |examples |of?
Recognize |and |foster |family |strengths |and |supports
Uses |strategies |to |foster |resiliency
Demonstrates |caring |and |compassion |to |both |child |and |family
Standard |IV
What |paediatric |nursing |standard |are |these |examples |of?
Anticipates |resources |to |support |transitions |in |care
Plays |an |active |role |in |facilitating |effective |transitions
, Standard |V
atraumatic |care
therapeutic |care |that |minimizes |or |eliminates |the |psychological |and |physical |distress |
experienced |by |children |and |their |families |in |the |health |care |system
Communicating |with |parents
Encouraging |parents |to |talk
Directing |the |focus
Listening |to |cultural |awareness
Providing |anticipatory |research
Avoiding |blocks |to |communication
Communicating |through |an |interpreter |PRN
Communication |barriers |(nurse)
- |Socializing
- |Giving |unrestricted |and |sometimes |unsought |advice
- |Offering |premature |or |inappropriate |reassurance
- |Giving |over-ready |encouragement
- |Defending |a |situation |or |opinion
- |Using |stereotyped |comments |or |cliches
- |Limiting |expression |of |emotion |by |asking |directed, |closed-ended |questions
- |Interrupting |and |finishing |the |person's |sentence
Questions With Correct Answers
UNICEF |has |determined |what |factors |of |children's |health |has |improved |in |Canada:
Overall |income |inequality
Child |income |poverty
Neonatal |mortality
Teen |alcohol |consumption
Teen |births
Teen |suicide
Child |homicide
UNICEF |had |determined |what |factors |of |children's |health |have |not |improved?
Disparities |in |income
Exclusion |from |adequate |education |and |employment
Children |of |lower |income |left |farther |behind
Air |pollution |in |cities
Overweight/obesity
Mental |health |issues
Bullying
Risk |factors |for |infant |death |in |Canada
,Low |levels |of |maternal |education
Inadequate |housing
Lack |of |access |to |healthcare
Food |insecurity
Poverty
Unemployment
Indigenous |babies
Core |domains |of |paediatric |nursing |standards
Standard |I: |supporting |and |partnering |with |the |child |and |family
Standard |II: |Advocating |for |equitable |access |and |the |rights |of |children |and |their |families
Standard |III: |Delivering |developmentally |appropriate |paediatric |nursing |care
Standard |IV: |Creating |a |child |and |family |friendly |environment
Standard |V: |Enabling |successful |transitions
What |paediatric |nursing |standard |are |these |examples |of?
Establishing |intentional |therapeutic |relationship |with |child |and |family
Communicating |with |both |child |and |family |as |partners |in |care
Advocate |for |optimal |use |of |resources |to |support |child |and |family
Standard |I
What |paediatric |nursing |standard |are |these |examples |of?
,Builds |capacity |in |the |child |and |their |family |to |self |advocate
Support |the |child |and |family |to |navigate |healthcare |system
Standard |II
What |paediatric |nursing |standard |are |these |examples |of?
Demonstrate |knowledge |of |typical |development |and |variation |from |what |is |considered |typical
Incorporates |developmentally |appropriate |play/recreation |into |care
Considers |development |that |is |influenced |by |ethnicity, |spiritually, |culture
Standard |III
What |paediatric |nursing |standard |are |these |examples |of?
Recognize |and |foster |family |strengths |and |supports
Uses |strategies |to |foster |resiliency
Demonstrates |caring |and |compassion |to |both |child |and |family
Standard |IV
What |paediatric |nursing |standard |are |these |examples |of?
Anticipates |resources |to |support |transitions |in |care
Plays |an |active |role |in |facilitating |effective |transitions
, Standard |V
atraumatic |care
therapeutic |care |that |minimizes |or |eliminates |the |psychological |and |physical |distress |
experienced |by |children |and |their |families |in |the |health |care |system
Communicating |with |parents
Encouraging |parents |to |talk
Directing |the |focus
Listening |to |cultural |awareness
Providing |anticipatory |research
Avoiding |blocks |to |communication
Communicating |through |an |interpreter |PRN
Communication |barriers |(nurse)
- |Socializing
- |Giving |unrestricted |and |sometimes |unsought |advice
- |Offering |premature |or |inappropriate |reassurance
- |Giving |over-ready |encouragement
- |Defending |a |situation |or |opinion
- |Using |stereotyped |comments |or |cliches
- |Limiting |expression |of |emotion |by |asking |directed, |closed-ended |questions
- |Interrupting |and |finishing |the |person's |sentence
