Wong's Nursing Care of Infants and Children 12th Edition by Hockenberry Test Bank
| | | | | | | | | | | |
,Chapter 01: Perspectives of Pediatric Nursing
| | | | |
Hockenberry: Wong’s Nursing Care of Infants and Children, 12th
| | | | | | | | |
Edition
|
MULTIPLE |CHOICE
1. What |is |the |major |cause |of |death |for |children |in |the |United |States?
a. Heart |disease
b. Childhood |cancer
c. Injuries
d. Congenital |anomalies
ANS: | C
Unintentional |injuries |(accidents) |are |the |leading |cause |of |death |after |age |1 |year |through |adolescence.
|The |leading |cause |of |death |for |those |younger |than |1 |year |is |congenital |anomalies, |and |childhood |cancers
|and |heart |disease |cause |a |significantly |lower |percentage |of |deaths |in |children |older |than |1 |year |of |age.
DIF: Cognitive |Level: |Understanding TOP: |Nursing |Process: |Planning
|MSC: | Client |Needs: |Health |Promotion |and |Maintenance
2. Parents |of |a |hospitalized |toddler |ask |the |nurse, |“What |is |meant |by |family-centered |care?” |The |nurse
should |respond |with |which |statement?
|
a. Family-centered |care |reduces |the |effect |of |cultural |diversity |on |the |family.
b. Family-centered |care |encourages |family |dependence |on |the |health |care |system.
c. Family-centered |care |recognizes |that |the |family |is |the |constant |in |a |child’s |life.
d. Family-centered |care |avoids |expecting |families |to |be |part |of |the |decision-making
|process.
ANS: | C
The |three |key |components |of |family-centered |care |are |respect, |collaboration, |and |support. |Family-
|centered |care |recognizes |the |family |as |the |constant |in |the |child’s |life. |The |family |should |be |enabled |and
|empowered |to |work |with |the |health |care |system |and |is |expected |to |be |part |of |the |decision-making
|process. |The |nurse |should |also |support |the |family’s |cultural |diversity, |not |reduce |its |effect.
DIF: Cognitive |Level: |Applying TOP: |Nursing |Process: |Implementation
|MSC: | Client |Needs: |Health |Promotion |and |Maintenance
3. Evidence-based |practice |(EBP), |a |decision-making |model, |is |best |described |as |which?
a. Using |information |in |textbooks |to |guide |care
b. Combining |knowledge |with |clinical |experience |and |intuition
c. Using |a |professional |code |of |ethics |as |a |means |for |decision |making
d. Gathering |all |evidence |that |applies |to |the |child’s |health |and |family |situation
ANS: | B
EBP |helps |focus |on |measurable |outcomes; |the |use |of |demonstrated, |effective |interventions; |and
|questioning |the |best |approach. |EBP |involves |decision |making |based |on |the |integration |of |the |best
|research |evidence |combined |with |clinical |expertise |and |patient |values.
,Wong's |Nursing |Care |of |Infants |and |Children |12th |Edition |by |Hockenberry |Test |Bank
DIF: Cognitive |Level: |Remembering TOP: |Nursing |Process: |Planning
|MSC: | Client |Needs: |Safe |and |Effective |Care |Environment
4. The |nurse |is |talking |to |a |group |of |parents |of |school-age |children |at |an |after-school |program |about
|childhood |health |problems. |Which |statement |should |the |nurse |include |in |the |teaching?
a. Childhood |obesity |is |the |most |common |nutritional |problem |among |children.
b. Immunization |rates |are |the |same |among |children |of |different |races |and |ethnicity.
c. Dental |caries |is |not |a |problem |commonly |seen |in |children |since |the |introduction |of
|fluorinated |water.
d. Mental |health |problems |are |typically |not |seen |in |school-age |children |but |may |be
|diagnosed |in |adolescents.
ANS: | A
When |teaching |parents |of |school-age |children |about |childhood |health |problems, |the |nurse |should
|include |information |about |childhood |obesity |because |it |is |the |most |common |problem |among |children
|and |is |associated |with |type |2 |diabetes. |Teaching |parents |about |ways |to |prevent |obesity |is |important |to
|include. |Immunization |rates |differ |depending |on |the |child’s |race |and |ethnicity; |dental |caries |continues |to
|be |a |common |chronic |disease |in |childhood; |and |mental |health |problems |are |seen |in |children |as |young |as
|school |age, |not |just |in |adolescents.
DIF: Cognitive |Level: |Applying TOP: |Integrated |Process: |Teaching/Learning
|MSC: | Client |Needs: |Health |Promotion |and |Maintenance
5. The |nurse |is |planning |care |for |a |hospitalized |preschool-aged |child. |Which |should |the |nurse |plan |to
|ensure |atraumatic |care?
a. Limit |explanation |of |procedures |because |the |child |is |preschool |aged.
b. Ask |that |all |family |members |leave |the |room |when |performing |procedures.
c. Allow |the |child |to |choose |the |type |of |juice |to |drink |with |the |administration |of |oral
|medications.
d. Explain |that |EMLA |cream |cannot |be |used |for |the |morning |lab |draw |because |there |is
|not |time |for |it |to |be |effective.
ANS: | C
The |overriding |goal |in |providing |atraumatic |care |is |first, |do |no |harm. |Allowing |the |child, |a |choice |of
|juice |to |drink |when |taking |oral |medications |provides |the |child |with |a |sense |of |control. |The |preschool
|child |should |be |prepared |before |procedures, |so |limiting |explanations |of |procedures |would |increase
|anxiety. |The |family |should |be |allowed |to |stay |with |the |child |during |procedures, |minimizing |stress.
Lidocaine/prilocaine |(EMLA) |cream |is |a |topical |local |anesthetic. |The |nurse |should |plan |to |use |the |prescribed
|cream |in |time |for |morning |laboratory |draws |to |minimize |pain.
DIF: Cognitive |Level: |Applying TOP: |Nursing |Process: |Planning
|MSC: | Client |Needs: |Health |Promotion |and |Maintenance
6. Which |situation |denotes |a |nontherapeutic |nurse–patient–family |relationship?
a. The |nurse |is |planning |to |read |a |favorite |fairy |tale |to |a |patient.
b. During |shift |report, |the |nurse |is |criticizing |parents |for |not |visiting |their |child.
c. The |nurse |is |discussing |with |a |fellow |nurse |the |emotional |draw |to |a |certain |patient.
d. The |nurse |is |working |with |a |family |to |find |ways |to |decrease |the |family’s |dependence
on |health |care |providers.
|
, Wong's |Nursing |Care |of |Infants |and |Children |12th |Edition |by |Hockenberry |Test |Bank
ANS: | B
Criticizing |parents |for |not |visiting |in |shift |report |is |nontherapeutic |and |shows |an |under |involvement
|with |the |parents. |Reading |a |fairy |tale |is |a |therapeutic |and |age-appropriate |action. |Discussing |feelings |of
|an |emotional |draw |with |a |fellow |nurse |is |therapeutic |and |shows |a |willingness |to |understand |feelings.
|Working |with |parents |to |decrease |dependence |on |health |care |providers |is |therapeutic |and |helps |to
|empower |the |family.
DIF: Cognitive |Level: |Analyzing TOP: |Integrated |Process: |Caring
|MSC: | Client |Needs: |Psychosocial |Integrity
7. The |nurse |is |aware |that |which |age-group |is |at |risk |for |childhood |injury |because |of |the |cognitive
|characteristic |of |magical |and |egocentric |thinking?
a. Preschool
b. Young |school |age
c. Middle |school |age
d. Adolescent
ANS: | A
Preschool |children |have |the |cognitive |characteristic |of |magical |and |egocentric |thinking, |meaning |they
|are |unable |to |comprehend |danger |to |self |or |others. |Young |and |middle |school-aged |children |have
|transitional |cognitive |processes, |and |they |may |attempt |dangerous |acts |without |detailed |planning |but
|recognize |danger |to |themselves |or |others. |Adolescents |have |formal |operational |cognitive |processes |and
|are |preoccupied |with |abstract |thinking.
DIF: Cognitive |Level: |Understanding TOP: | Nursing |Process: |Assessment
|MSC: | Client |Needs: |Safe |and |Effective |Care |Environment
8. The |school |nurse |is |assessing |children |for |risk |factors |related |to |childhood |injuries. |Which |child |has
|the |most |risk |factors |related |to |childhood |injury?
a. Female, |multiple |siblings, |stable |home |life
b. Male, |high |activity |level, |stressful |home |life
c. Male, |even |tempered, |history |of |previous |injuries
d. Female, |reacts |negatively |to |new |situations, |no |serious |previous |injuries
ANS: | B
Boys |have |a |preponderance |for |injuries |over |girls |because |of |a |difference |in |behavioral |characteristics, |a
|high |activity |temperament |is |associated |with |risk-taking |behaviors, |and |stress |predisposes |children |to
|increased |risk |taking |and |self-destructive |behaviors. |Therefore, |a |male |child |with |a |high |activity |level
|and |living |in |a |stressful |environment |has |the |highest |number |of |risk |factors. |A |girl |with |several |siblings
|and |a |stable |home |life |is |low |risk. |A |boy |with |previous |injuries |has |two |risk |factors, |but |an |even |temper |is
|not |a |risk |factor |for |injuries. |A |girl |who |reacts |negatively |to |new |situations |but |has |no |previous |serious
|illnesses |has |only |one |risk |factor.
DIF: Cognitive |Level: |Analyzing TOP: | Nursing |Process: |Assessment
|MSC: | Client |Needs: |Safe |and |Effective |Care |Environment
9. An |adolescent |patient |wants |to |make |decisions |about |treatment |options, |along |with |his |parents. |Which
|moral |value |is |the |nurse |displaying |when |supporting |the |adolescent |to |make |decisions?
a. Justice
| | | | | | | | | | | |
,Chapter 01: Perspectives of Pediatric Nursing
| | | | |
Hockenberry: Wong’s Nursing Care of Infants and Children, 12th
| | | | | | | | |
Edition
|
MULTIPLE |CHOICE
1. What |is |the |major |cause |of |death |for |children |in |the |United |States?
a. Heart |disease
b. Childhood |cancer
c. Injuries
d. Congenital |anomalies
ANS: | C
Unintentional |injuries |(accidents) |are |the |leading |cause |of |death |after |age |1 |year |through |adolescence.
|The |leading |cause |of |death |for |those |younger |than |1 |year |is |congenital |anomalies, |and |childhood |cancers
|and |heart |disease |cause |a |significantly |lower |percentage |of |deaths |in |children |older |than |1 |year |of |age.
DIF: Cognitive |Level: |Understanding TOP: |Nursing |Process: |Planning
|MSC: | Client |Needs: |Health |Promotion |and |Maintenance
2. Parents |of |a |hospitalized |toddler |ask |the |nurse, |“What |is |meant |by |family-centered |care?” |The |nurse
should |respond |with |which |statement?
|
a. Family-centered |care |reduces |the |effect |of |cultural |diversity |on |the |family.
b. Family-centered |care |encourages |family |dependence |on |the |health |care |system.
c. Family-centered |care |recognizes |that |the |family |is |the |constant |in |a |child’s |life.
d. Family-centered |care |avoids |expecting |families |to |be |part |of |the |decision-making
|process.
ANS: | C
The |three |key |components |of |family-centered |care |are |respect, |collaboration, |and |support. |Family-
|centered |care |recognizes |the |family |as |the |constant |in |the |child’s |life. |The |family |should |be |enabled |and
|empowered |to |work |with |the |health |care |system |and |is |expected |to |be |part |of |the |decision-making
|process. |The |nurse |should |also |support |the |family’s |cultural |diversity, |not |reduce |its |effect.
DIF: Cognitive |Level: |Applying TOP: |Nursing |Process: |Implementation
|MSC: | Client |Needs: |Health |Promotion |and |Maintenance
3. Evidence-based |practice |(EBP), |a |decision-making |model, |is |best |described |as |which?
a. Using |information |in |textbooks |to |guide |care
b. Combining |knowledge |with |clinical |experience |and |intuition
c. Using |a |professional |code |of |ethics |as |a |means |for |decision |making
d. Gathering |all |evidence |that |applies |to |the |child’s |health |and |family |situation
ANS: | B
EBP |helps |focus |on |measurable |outcomes; |the |use |of |demonstrated, |effective |interventions; |and
|questioning |the |best |approach. |EBP |involves |decision |making |based |on |the |integration |of |the |best
|research |evidence |combined |with |clinical |expertise |and |patient |values.
,Wong's |Nursing |Care |of |Infants |and |Children |12th |Edition |by |Hockenberry |Test |Bank
DIF: Cognitive |Level: |Remembering TOP: |Nursing |Process: |Planning
|MSC: | Client |Needs: |Safe |and |Effective |Care |Environment
4. The |nurse |is |talking |to |a |group |of |parents |of |school-age |children |at |an |after-school |program |about
|childhood |health |problems. |Which |statement |should |the |nurse |include |in |the |teaching?
a. Childhood |obesity |is |the |most |common |nutritional |problem |among |children.
b. Immunization |rates |are |the |same |among |children |of |different |races |and |ethnicity.
c. Dental |caries |is |not |a |problem |commonly |seen |in |children |since |the |introduction |of
|fluorinated |water.
d. Mental |health |problems |are |typically |not |seen |in |school-age |children |but |may |be
|diagnosed |in |adolescents.
ANS: | A
When |teaching |parents |of |school-age |children |about |childhood |health |problems, |the |nurse |should
|include |information |about |childhood |obesity |because |it |is |the |most |common |problem |among |children
|and |is |associated |with |type |2 |diabetes. |Teaching |parents |about |ways |to |prevent |obesity |is |important |to
|include. |Immunization |rates |differ |depending |on |the |child’s |race |and |ethnicity; |dental |caries |continues |to
|be |a |common |chronic |disease |in |childhood; |and |mental |health |problems |are |seen |in |children |as |young |as
|school |age, |not |just |in |adolescents.
DIF: Cognitive |Level: |Applying TOP: |Integrated |Process: |Teaching/Learning
|MSC: | Client |Needs: |Health |Promotion |and |Maintenance
5. The |nurse |is |planning |care |for |a |hospitalized |preschool-aged |child. |Which |should |the |nurse |plan |to
|ensure |atraumatic |care?
a. Limit |explanation |of |procedures |because |the |child |is |preschool |aged.
b. Ask |that |all |family |members |leave |the |room |when |performing |procedures.
c. Allow |the |child |to |choose |the |type |of |juice |to |drink |with |the |administration |of |oral
|medications.
d. Explain |that |EMLA |cream |cannot |be |used |for |the |morning |lab |draw |because |there |is
|not |time |for |it |to |be |effective.
ANS: | C
The |overriding |goal |in |providing |atraumatic |care |is |first, |do |no |harm. |Allowing |the |child, |a |choice |of
|juice |to |drink |when |taking |oral |medications |provides |the |child |with |a |sense |of |control. |The |preschool
|child |should |be |prepared |before |procedures, |so |limiting |explanations |of |procedures |would |increase
|anxiety. |The |family |should |be |allowed |to |stay |with |the |child |during |procedures, |minimizing |stress.
Lidocaine/prilocaine |(EMLA) |cream |is |a |topical |local |anesthetic. |The |nurse |should |plan |to |use |the |prescribed
|cream |in |time |for |morning |laboratory |draws |to |minimize |pain.
DIF: Cognitive |Level: |Applying TOP: |Nursing |Process: |Planning
|MSC: | Client |Needs: |Health |Promotion |and |Maintenance
6. Which |situation |denotes |a |nontherapeutic |nurse–patient–family |relationship?
a. The |nurse |is |planning |to |read |a |favorite |fairy |tale |to |a |patient.
b. During |shift |report, |the |nurse |is |criticizing |parents |for |not |visiting |their |child.
c. The |nurse |is |discussing |with |a |fellow |nurse |the |emotional |draw |to |a |certain |patient.
d. The |nurse |is |working |with |a |family |to |find |ways |to |decrease |the |family’s |dependence
on |health |care |providers.
|
, Wong's |Nursing |Care |of |Infants |and |Children |12th |Edition |by |Hockenberry |Test |Bank
ANS: | B
Criticizing |parents |for |not |visiting |in |shift |report |is |nontherapeutic |and |shows |an |under |involvement
|with |the |parents. |Reading |a |fairy |tale |is |a |therapeutic |and |age-appropriate |action. |Discussing |feelings |of
|an |emotional |draw |with |a |fellow |nurse |is |therapeutic |and |shows |a |willingness |to |understand |feelings.
|Working |with |parents |to |decrease |dependence |on |health |care |providers |is |therapeutic |and |helps |to
|empower |the |family.
DIF: Cognitive |Level: |Analyzing TOP: |Integrated |Process: |Caring
|MSC: | Client |Needs: |Psychosocial |Integrity
7. The |nurse |is |aware |that |which |age-group |is |at |risk |for |childhood |injury |because |of |the |cognitive
|characteristic |of |magical |and |egocentric |thinking?
a. Preschool
b. Young |school |age
c. Middle |school |age
d. Adolescent
ANS: | A
Preschool |children |have |the |cognitive |characteristic |of |magical |and |egocentric |thinking, |meaning |they
|are |unable |to |comprehend |danger |to |self |or |others. |Young |and |middle |school-aged |children |have
|transitional |cognitive |processes, |and |they |may |attempt |dangerous |acts |without |detailed |planning |but
|recognize |danger |to |themselves |or |others. |Adolescents |have |formal |operational |cognitive |processes |and
|are |preoccupied |with |abstract |thinking.
DIF: Cognitive |Level: |Understanding TOP: | Nursing |Process: |Assessment
|MSC: | Client |Needs: |Safe |and |Effective |Care |Environment
8. The |school |nurse |is |assessing |children |for |risk |factors |related |to |childhood |injuries. |Which |child |has
|the |most |risk |factors |related |to |childhood |injury?
a. Female, |multiple |siblings, |stable |home |life
b. Male, |high |activity |level, |stressful |home |life
c. Male, |even |tempered, |history |of |previous |injuries
d. Female, |reacts |negatively |to |new |situations, |no |serious |previous |injuries
ANS: | B
Boys |have |a |preponderance |for |injuries |over |girls |because |of |a |difference |in |behavioral |characteristics, |a
|high |activity |temperament |is |associated |with |risk-taking |behaviors, |and |stress |predisposes |children |to
|increased |risk |taking |and |self-destructive |behaviors. |Therefore, |a |male |child |with |a |high |activity |level
|and |living |in |a |stressful |environment |has |the |highest |number |of |risk |factors. |A |girl |with |several |siblings
|and |a |stable |home |life |is |low |risk. |A |boy |with |previous |injuries |has |two |risk |factors, |but |an |even |temper |is
|not |a |risk |factor |for |injuries. |A |girl |who |reacts |negatively |to |new |situations |but |has |no |previous |serious
|illnesses |has |only |one |risk |factor.
DIF: Cognitive |Level: |Analyzing TOP: | Nursing |Process: |Assessment
|MSC: | Client |Needs: |Safe |and |Effective |Care |Environment
9. An |adolescent |patient |wants |to |make |decisions |about |treatment |options, |along |with |his |parents. |Which
|moral |value |is |the |nurse |displaying |when |supporting |the |adolescent |to |make |decisions?
a. Justice
