Complete Test Bank For Pediatric Primary Care, 6th Edition
A |Complete |Test |Bank |for |Pediatric |Primary |Care, |6th |Edition |by |Dawn |Lee |Garzon |Maaks,
|Catherine |E. |Burns |, |Ardys |M. |Dunn
Unit |One: |Pediatric |Primary |Care |Foundations
1. Health |Status |of |Children: |Global |and |Local |Perspectives
2. Child |and |Family |Health |Assessment
3. Cultural |Perspectives |for |Pediatric |Primary |Care
Unit |Two: |Management |of |Development
|4.Developmental |Management |in |Pediatric |Primary |Care
|5.Developmental |Management |of |Infants
|6.Developmental |Management |in |Early |Childhood
|7.Developmental |Management |of |School-Age |Children
|8.Developmental |Management |of |Adolescents
Unit |Three: |Approaches |to |Health |Management |in
|Pediatric |Primary |Care
9. Introduction |to |Functional |Health |Patterns |and |Health
|Promotion
10. Breastfeeding
|11.Nutrition
|12.Elimination |Patterns
13. Physical |Activity |and |Sports |for |Children |and |Adolescents
14. Sleep |and |Rest
|15.Sexuality
16. Values |and |Beliefs
17. Role |Relationships
|18.Self-Perception |Issues
19.Coping |and |Stress |Tolerance: |Mental |Health |and |Illness
20.Cognitive-Perceptual |Disorders: |Attention-Deficit/Hyperactivity |Disorder, |Learning |Problems, |Sensory
|Processing |Disorder, |Autism |Spectrum |Disorder, |Blindness, |and |Deafness
Unit |Four: |Approaches |to |Disease |Management
|21.Introduction |to |Disease |Management
|22.Prescribing |Medications |in |Pediatrics |NEW!
23.Pediatric |Pain |Management
|24.Infectious |Diseases |and |Immunizations
25.Atopic |and |Rheumatic |Disorders
|26.Endocrine |and |Metabolic |Disorders
|27.Hematologic |Disorders
|28.Neurologic |Disorders
29.Eye |Disorders
30.Ear |Disorders
|31.Cardiovascular |Disorders
|32.Respiratory |Disorders
|33.Gastrointestinal |Disorders
34.Dental |and |Oral |Disorders
|35.Genitourinary |Disorders
|36.Gynecologic |Disorders
|37.Dermatologic |Disorders
|38.Musculoskeletal |Disorders
39.Common |Injuries
|40.Perinatal |Conditions
,41.Genetic |Disorders
|42.Environmental |Health |Issues
|43.Complementary |Medicine
44. Strategies |for |Managing |a |Pediatric |Health |Care |Practice
1. Health Status of Children: Global and Local Perspectives
| | | | | | |
Questions
1. A |child |who |has |attention-deficit/hyperactivity |disorder |(ADHD) |has|difficulty
stopping |activities |to |begin |other |activities |at |school. |The |primary |care |pediatric |nurse
|practitioner |understands |that |this |is |due |to |difficulty |with |the |self-regulation |component |of
A. | emotional |control.
B. | flexibility. | Correct
C. inhibition.
|
D. | problem-solving.
2. The |primary |care |pediatric |nurse |practitioner |cares |for |a |preschool-age|child
who |was |exposed |to |drugs |prenatally. |The |child |bites |other |children |and |has |tantrums |when
|asked |to |stop |but |is |able |to |state |later |why |this |behavior |is |wrong. |This |child |most |likely |has |a
|disorder |of
A. | executive |function. | Correct
B. | information |processing.
C. | sensory |processing.
D. social |cognition.
|
3. The |primary |care |pediatric |nurse |practitioner |uses |the|Neurodevelopmental |Learning |Framework |to
|assess |cognition |and |learning |in |an |adolescent. |When |evaluating |social |cognition, |the |nurse
|practitioner |will |ask |the |adolescent
A. | about |friends |and |activities |at |school. | Correct
B. | if |balancing |sports |and |homework |is|difficult.
C. | to |interpret |material |from |a |pie |chart.
D. | to |restate |the |content |of |something |just |read.
4. The |primary |care |pediatric |nurse |practitioner |is |evaluating |a |school-age |child |who |has |been |diagnosed
|with |ADHD. |Which |plan |will |the |nurse |practitioner |recommend |asking |the |child’s |school |about |to |help
|with |academic |performance?
A. | 504 | | Correct
B. FAPE
|
C. IDEA
|
D. IEP
|
,5. The |parent |of |a |child |diagnosed |with |ADHD |tells |the |primary |care |pediatric |nurse |practitioner
|that |the |child |gets |overwhelmed |by |homework |assignments, |doesn’t |seem |to |know |which |ones
|to |do |first, |and |then |doesn’t |do |any |assignments. |The |nurse |practitioner
tells |the |parent |that |this |represents |impairment |in |which |executive|function?
A. | Activation |Correct
B. Effort
|
C. Emotion
|
D. Focus
|
6. The |primary |care |pediatric |nurse |practitioner |is |considering|medication
options |for |a |school-age |child |recently |diagnosed |with |ADHD |who |has |a |primarily |hyperactive
|presentation. |Which |medication |will |the |nurse |practitioner |select |initially?
A. | Low-dose |stimulant
B. Moderate-dose |stimulant | Correct
|
C. | Low-dose |non-stimulant
D. | Moderate-dose | non-stimulant
7. The |parent |of |a |4-year-old |child |reports |that |the |child |gets |upset |when|the
hall |light |is |left |on |at |night |and |won’t |leave |the |house |unless |both |shoes |are |tied |equally |tight. |The
|primary |care |pediatric |nurse |practitioner |recognizes |that |this |child |likely |has |which |type |of
sensory |processing |disorder?
A. | Dyspraxia
B. Over-responder | Correct
|
C. | Sensory |seeker
D. | Under-responder
8. The |parent |of |a |preschool-age |child |who |is |diagnosed |with |a|sensory
processing |disorder |(SPD) |asks |the |primary |care |pediatric |nurse |practitioner |how |to |help |the
|child |manage |the |symptoms. |What |will |the |nurse |practitioner |recommend?
A. | Establishing |a |reward |system |for |acceptable |behaviors
B. | Introducing |the |child |to |a |variety |of |new |experiences
C. | Maintaining |predictable |routines |as |much |as |possible |Correct
D. |Providing |frequent |contact, |such |as |hugs |and |cuddling
, 9. The |primary |care |pediatric |nurse |practitioner |is |performing |an |examination |on |a |5-year-old |child |who
|exhibits |ritualistic |behaviors, |avoids |contact |with |other |children, |and |has |limited |speech. |The |parent
|reports |having |had |concerns |more |than |2 |years |ago |about |autism, |but |was |told |that |it |was |too |early |to
|diagnose. |What |will |the |nurse |practitioner |do |first?
A. |Administer |an |M-CHAT |screen |to |screen |the |child |for |communication |and
|socialization |delays.
B. | Ask |the |parent |to |describe |the |child’s |earlier |behaviors |from |infancy
| through |preschool. |Correct
C. | Reassure |the |parent |that |if |symptoms |weren’t |present |earlier, |the |likelihood |of
| autism |is |low.
D. | Refer |the |child |to |a |pediatric |behavioral |specialist |to |develop |a |plan
| of |treatment |and |management.
10. The |primary |care |pediatric |nurse |practitioner |is |examining |a |3-year-old |child 0
who |speaks |loudly, |in |a |monotone, |does |not |make |eye |contact, |and |prefers |to |sit |on |the |exam
|room |floor |moving |a |toy |truck |back |and |forth |in |a |repetitive |manner. |Which |disorder |does |the
|nurse |practitioner |suspect?
A. | Attention-deficit/hyperactivity | disorder
B. | Autism |spectrum |disorder | Correct
C. | Executive |function |disorder
D. | Sensory |processing |disorder
11. The |primary |care |pediatric |nurse |practitioner |is |selecting |a |medication |for|a 6
12-year-old |child |who |is |newly |diagnosed |with |ADHD. |The |child |is |overweight, |has |a |history |of |an
|atrial |septal |defect |at |birth, |and |reports |mild |shortness |of |breath |during |exercise. |What |will |the
|nurse |practitioner |prescribe?
A. | A |low-dose |stimulant |medication
B. | A |non-stimulant |medication
C. Behavioral |therapy |only
|
D. | Cardiovascular |pre-screening | Correct
12. The |primary |care |pediatric |nurse |practitioner |is |conducting |a|follow-up 0
examination |on |a |child |who |has |recently |begun |taking |a |low-dose |stimulant |medication |to |treat
| ADHD. |The |child’s |school |performance |and |home |behaviors |have |improved. |The |child’s |parent
| reports |noticing |a |few |tics, |such |a |twitching |of |the |eyelids, |but |the |child |is |unaware |of |them |and |isn’t
| bothered |by |them. |What |will |the |nurse |practitioner |recommend?
A. | Adding |an |alpha-agonist |medication
B. | Changing |to |a |non-stimulant |medication
C. | Continuing |the |medication |as|prescribed | | Correct
D. | Stopping |the |medication |immediately
A |Complete |Test |Bank |for |Pediatric |Primary |Care, |6th |Edition |by |Dawn |Lee |Garzon |Maaks,
|Catherine |E. |Burns |, |Ardys |M. |Dunn
Unit |One: |Pediatric |Primary |Care |Foundations
1. Health |Status |of |Children: |Global |and |Local |Perspectives
2. Child |and |Family |Health |Assessment
3. Cultural |Perspectives |for |Pediatric |Primary |Care
Unit |Two: |Management |of |Development
|4.Developmental |Management |in |Pediatric |Primary |Care
|5.Developmental |Management |of |Infants
|6.Developmental |Management |in |Early |Childhood
|7.Developmental |Management |of |School-Age |Children
|8.Developmental |Management |of |Adolescents
Unit |Three: |Approaches |to |Health |Management |in
|Pediatric |Primary |Care
9. Introduction |to |Functional |Health |Patterns |and |Health
|Promotion
10. Breastfeeding
|11.Nutrition
|12.Elimination |Patterns
13. Physical |Activity |and |Sports |for |Children |and |Adolescents
14. Sleep |and |Rest
|15.Sexuality
16. Values |and |Beliefs
17. Role |Relationships
|18.Self-Perception |Issues
19.Coping |and |Stress |Tolerance: |Mental |Health |and |Illness
20.Cognitive-Perceptual |Disorders: |Attention-Deficit/Hyperactivity |Disorder, |Learning |Problems, |Sensory
|Processing |Disorder, |Autism |Spectrum |Disorder, |Blindness, |and |Deafness
Unit |Four: |Approaches |to |Disease |Management
|21.Introduction |to |Disease |Management
|22.Prescribing |Medications |in |Pediatrics |NEW!
23.Pediatric |Pain |Management
|24.Infectious |Diseases |and |Immunizations
25.Atopic |and |Rheumatic |Disorders
|26.Endocrine |and |Metabolic |Disorders
|27.Hematologic |Disorders
|28.Neurologic |Disorders
29.Eye |Disorders
30.Ear |Disorders
|31.Cardiovascular |Disorders
|32.Respiratory |Disorders
|33.Gastrointestinal |Disorders
34.Dental |and |Oral |Disorders
|35.Genitourinary |Disorders
|36.Gynecologic |Disorders
|37.Dermatologic |Disorders
|38.Musculoskeletal |Disorders
39.Common |Injuries
|40.Perinatal |Conditions
,41.Genetic |Disorders
|42.Environmental |Health |Issues
|43.Complementary |Medicine
44. Strategies |for |Managing |a |Pediatric |Health |Care |Practice
1. Health Status of Children: Global and Local Perspectives
| | | | | | |
Questions
1. A |child |who |has |attention-deficit/hyperactivity |disorder |(ADHD) |has|difficulty
stopping |activities |to |begin |other |activities |at |school. |The |primary |care |pediatric |nurse
|practitioner |understands |that |this |is |due |to |difficulty |with |the |self-regulation |component |of
A. | emotional |control.
B. | flexibility. | Correct
C. inhibition.
|
D. | problem-solving.
2. The |primary |care |pediatric |nurse |practitioner |cares |for |a |preschool-age|child
who |was |exposed |to |drugs |prenatally. |The |child |bites |other |children |and |has |tantrums |when
|asked |to |stop |but |is |able |to |state |later |why |this |behavior |is |wrong. |This |child |most |likely |has |a
|disorder |of
A. | executive |function. | Correct
B. | information |processing.
C. | sensory |processing.
D. social |cognition.
|
3. The |primary |care |pediatric |nurse |practitioner |uses |the|Neurodevelopmental |Learning |Framework |to
|assess |cognition |and |learning |in |an |adolescent. |When |evaluating |social |cognition, |the |nurse
|practitioner |will |ask |the |adolescent
A. | about |friends |and |activities |at |school. | Correct
B. | if |balancing |sports |and |homework |is|difficult.
C. | to |interpret |material |from |a |pie |chart.
D. | to |restate |the |content |of |something |just |read.
4. The |primary |care |pediatric |nurse |practitioner |is |evaluating |a |school-age |child |who |has |been |diagnosed
|with |ADHD. |Which |plan |will |the |nurse |practitioner |recommend |asking |the |child’s |school |about |to |help
|with |academic |performance?
A. | 504 | | Correct
B. FAPE
|
C. IDEA
|
D. IEP
|
,5. The |parent |of |a |child |diagnosed |with |ADHD |tells |the |primary |care |pediatric |nurse |practitioner
|that |the |child |gets |overwhelmed |by |homework |assignments, |doesn’t |seem |to |know |which |ones
|to |do |first, |and |then |doesn’t |do |any |assignments. |The |nurse |practitioner
tells |the |parent |that |this |represents |impairment |in |which |executive|function?
A. | Activation |Correct
B. Effort
|
C. Emotion
|
D. Focus
|
6. The |primary |care |pediatric |nurse |practitioner |is |considering|medication
options |for |a |school-age |child |recently |diagnosed |with |ADHD |who |has |a |primarily |hyperactive
|presentation. |Which |medication |will |the |nurse |practitioner |select |initially?
A. | Low-dose |stimulant
B. Moderate-dose |stimulant | Correct
|
C. | Low-dose |non-stimulant
D. | Moderate-dose | non-stimulant
7. The |parent |of |a |4-year-old |child |reports |that |the |child |gets |upset |when|the
hall |light |is |left |on |at |night |and |won’t |leave |the |house |unless |both |shoes |are |tied |equally |tight. |The
|primary |care |pediatric |nurse |practitioner |recognizes |that |this |child |likely |has |which |type |of
sensory |processing |disorder?
A. | Dyspraxia
B. Over-responder | Correct
|
C. | Sensory |seeker
D. | Under-responder
8. The |parent |of |a |preschool-age |child |who |is |diagnosed |with |a|sensory
processing |disorder |(SPD) |asks |the |primary |care |pediatric |nurse |practitioner |how |to |help |the
|child |manage |the |symptoms. |What |will |the |nurse |practitioner |recommend?
A. | Establishing |a |reward |system |for |acceptable |behaviors
B. | Introducing |the |child |to |a |variety |of |new |experiences
C. | Maintaining |predictable |routines |as |much |as |possible |Correct
D. |Providing |frequent |contact, |such |as |hugs |and |cuddling
, 9. The |primary |care |pediatric |nurse |practitioner |is |performing |an |examination |on |a |5-year-old |child |who
|exhibits |ritualistic |behaviors, |avoids |contact |with |other |children, |and |has |limited |speech. |The |parent
|reports |having |had |concerns |more |than |2 |years |ago |about |autism, |but |was |told |that |it |was |too |early |to
|diagnose. |What |will |the |nurse |practitioner |do |first?
A. |Administer |an |M-CHAT |screen |to |screen |the |child |for |communication |and
|socialization |delays.
B. | Ask |the |parent |to |describe |the |child’s |earlier |behaviors |from |infancy
| through |preschool. |Correct
C. | Reassure |the |parent |that |if |symptoms |weren’t |present |earlier, |the |likelihood |of
| autism |is |low.
D. | Refer |the |child |to |a |pediatric |behavioral |specialist |to |develop |a |plan
| of |treatment |and |management.
10. The |primary |care |pediatric |nurse |practitioner |is |examining |a |3-year-old |child 0
who |speaks |loudly, |in |a |monotone, |does |not |make |eye |contact, |and |prefers |to |sit |on |the |exam
|room |floor |moving |a |toy |truck |back |and |forth |in |a |repetitive |manner. |Which |disorder |does |the
|nurse |practitioner |suspect?
A. | Attention-deficit/hyperactivity | disorder
B. | Autism |spectrum |disorder | Correct
C. | Executive |function |disorder
D. | Sensory |processing |disorder
11. The |primary |care |pediatric |nurse |practitioner |is |selecting |a |medication |for|a 6
12-year-old |child |who |is |newly |diagnosed |with |ADHD. |The |child |is |overweight, |has |a |history |of |an
|atrial |septal |defect |at |birth, |and |reports |mild |shortness |of |breath |during |exercise. |What |will |the
|nurse |practitioner |prescribe?
A. | A |low-dose |stimulant |medication
B. | A |non-stimulant |medication
C. Behavioral |therapy |only
|
D. | Cardiovascular |pre-screening | Correct
12. The |primary |care |pediatric |nurse |practitioner |is |conducting |a|follow-up 0
examination |on |a |child |who |has |recently |begun |taking |a |low-dose |stimulant |medication |to |treat
| ADHD. |The |child’s |school |performance |and |home |behaviors |have |improved. |The |child’s |parent
| reports |noticing |a |few |tics, |such |a |twitching |of |the |eyelids, |but |the |child |is |unaware |of |them |and |isn’t
| bothered |by |them. |What |will |the |nurse |practitioner |recommend?
A. | Adding |an |alpha-agonist |medication
B. | Changing |to |a |non-stimulant |medication
C. | Continuing |the |medication |as|prescribed | | Correct
D. | Stopping |the |medication |immediately
