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Test Bank for Concepts for Nursing Practice (4th Edition, Jean Giddens) | Complete Chapter-by-Chapter Q&A | 2025

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Test Bank for Concepts for Nursing Practice 4th edition by Jean Giddens Stuvia Is Available For Download After Purchase. In Case You Encounter Any Difficulties With The Download, Please Feel Free To Reach Out To Me. I Will Promptly Send It To You Through Google Doc or Email. Thank You. Test Bank for Concepts for Nursing Practice 4th Edition by Jean Giddens is a crucial study aid for nursing students. This Nursing Practice Test Bank provides comprehensive questions that cover essential nursing concepts. With Concepts for Nursing Practice 4th Edition, you get detailed explanations to enhance your understanding. The Jean Giddens Test Bank ensures you are prepared for exams with a variety of practice questions. Use the Nursing Test Bank to improve your clinical skills and knowledge. The Giddens Nursing Concepts help you grasp key ideas efficiently. Access the Concepts Nursing Test Bank PDF for convenient studying anytime. This Clinical Nursing Test Bank is designed to boost your confidence and competence. Rely on this Test Bank for Nursing Practice to master nursing core competencies. 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 review 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 reviews 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 reviewed with anthropometric data. Sexual development is reviewed using physical examination. 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 (3–4 years old) is pre-operational. Concrete operational describes the thinking of a school-age child (7–11 years old). Formal operational 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. 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 as differentiation. Psychosocial and cognitive changes are referred to as development. Qualitative changes associated with aging are referred to as maturation. 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 healthcare 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. OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance 5. To plan early intervention a n Nd UcaRreSfIoNr aGnTinBCtOwMith Down syndrome, the nurse considers knowledge of other physical development exemplars such as a. cerebral palsy. b. failure to thrive. c. fetal alcohol syndrome. d. hydrocephaly. ANS: D Hydrocephaly is also a physical development exemplar. Cerebral palsy is an exemplar of adaptive developmental delay. Failure to thrive is an exemplar of social/emotional developmental delay. Fetal alcohol syndrome is an exemplar of cognitive developmental delay. OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance

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Institución
Advanced Nursing Practice
Grado
Advanced nursing practice

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, 1. The vmost vappropriate vinitial vnursing vintervention vwhen vthe vnurse vnotes
vdysfunctional vinteractions vand vlack vof vfamily vsupport vfor va vpatient vwould vbe vto
a. enforce vhospital vvisiting vpolicies.
b. monitor vthe vdysfunctional vinteractions.
c. notify vthe vprimary vcare vprovider.
d. role vmodel vappropriate vsupport.
ANS: v D
Nurses vcan, vat vtimes, vrole vmodel vmore vappropriate vinteractions vor vprovide
vsuggestions vfor vimproving vcommunication vand vinteractions vamong vfamily vmembers.
vIf vthe vnurse vdetermines vthat vthe vnumber vof vvisitors vhas va vnegative vimpact von vthe
vpatient, vhospital vpolicy vmay vbe vto vlimit vvisitors, vbut vthat vwould vnot vbe vthe vinitial
vaction. vMonitoring vthe vdysfunctional vinteractions vwould vnot vbe van vadequate
vresponse. vThe vprimary vcare vprovider vshould vcertainly vbe vnotified, vbut vthat vwould
vnot vbe vthe vinitial vresponse.


 OBJ: NCLEX vClient vNeeds vCategory: vPsychosocial vIntegrity

2. The vnurse vcaring vfor va vpatient vwould videntify va vneed vfor vadditional vinterventions
vrelated vto vfamily vdynamics vwhen
a. extended vfamily voffers vto vhelp.
b. family vmembers vexpress vcNoncern.
c. the vill vmember vdemands vattention.
d. memories vare vshared. ANS: v C
It vis vnot vuncommon vfor vthe vill vfamily vmember vto vbecome vdemanding vand vindicate
vthat vthey vdeserve vspecial vtreatment vand vcare, vand vthe vsupportive vfamily vmay vneed
vassistance vin vunderstanding vthe vdynamics vof vthe villness vin vorder vto vcontinue vto vbe
vsupportive. vOffers vfrom vextended vfamily vto vhelp vcan vbe vindicative vof vpositive
vdynamics. vConcern vexpressed vby vfamily vmembers vcan vbe vindicative vof vpositive
vdynamics. vSharing vof vfamily vmemories vcan vbe vindicative vof vpositive vdynamics.


 OBJ: NCLEX vClient vNeeds vCategory: vPsychosocial vIntegrity

3. Two vwomen vhave van vestablished vlong-term vrelationship vand vare vattending vparenting
vclasses vin vanticipation vof vfinalizing vadoption vof va vbaby. vThe vnurse videntifies vthem
vas vwhich vtype vof vfamily? a. Cohabiting
b. Nuclear
c. Same-sex
d. Single vparent vANS:
vC

This vfamily vwould vbe vconsidered va vsame-sex vfamily. vCohabiting vrefers vto va vcouple
vwho vlive vtogether vwith vno vlegal vbond. vNuclear vrefers vto vthe vtraditional vmale vand
vfemale vcore vfamily vwith vone vor vmore vchildren. vSingle vparent vrefers vto va vfamily
vwith vone vadult vand vone vor vmore vchildren.


 OBJ: NCLEX vClient vNeeds vCategory: vPsychosocial vIntegrity

, 4. The vnurse videntifies vthe vfamily vwith va vchild vgraduating vfrom vcollege vas vhaving
vwhich veffect von vthe vfamily vlife vcycle? a. Minimal vimpact
b. Considered vto vbe va vnegative vimpact von vthe vfamily vunit
c. Leads vto vrole vconfusion
d. Expectation vof vrole vchange ANS: v D
The vfamily vlife vcycle vdevelopmental vtheory vfocuses von vthe vgrowth vand vdevelopment
vof vchanges vin vrole vrelationships vduring vtransitional vperiods. vA vchild vgraduating
vfrom vcollege vis van vexample vof va vtransition vwhich vrequires va vrole vchange. vAs vthis
vis va vtransition, vone vwould vexpect vto vsee va vchange vso vminimal vimpact vwould vnot vbe
vexpected. vGraduation vdoes vnot vimply vthat vit vwill vbe va vnegative vchange von vthe
vfamily vlife vcycle vor vlead vto vrole vconfusion.


 OBJ: NCLEX vClient vNeeds vCategory: vPsychosocial vIntegrity

5. When vreviewing vthe vpurposes vof va vfamily vassessment, vthe vnurse veducator vwould
videntify va vneed vfor vfurther vteaching vif vthe vstudent vresponded vthat vfamily
vassessment vis vused vto vgain van vunderstanding vof vwhich vaspect vof vthe vfamily?
a. Development N
b. Function
c. Political vviews
d. Structure ANS: v C
An vunderstanding vof vthe vpolitical vviews vof vfamily vmembers vis vnot va vprimary
vpurpose vof va vfamily vassessment. vA vfamily vassessment vprovides vthe vnurse vwith
vinformation vand van vunderstanding vof vfamily vdynamics. vThis vis vimportant vto vnurses
vfor vthe vprovision vof vquality vhealth vcare. vA vfamily vassessment vprovides van
vunderstanding vof vfamily vdevelopment, vfunction, vand vstructure.


 OBJ: NCLEX vClient vNeeds vCategory: vHealth vPromotion vand vMaintenance

6. A vnurse vis vplanning vto vassess vthe vstructure vof va vfamily. vWhich vquestion vshould
vthe vnurse vask?
a. “Who vlives vwith vyou vin vthis vhome?”
b. “Who vdoes vthe vgrocery vshopping?”
c. “Who vprovides vsupport vin vyour vfamily?”
d. “How vold vare vthe vmembers vof vyour vfamily?” vANS: v A
The vstructure vof vthe vfamily vincludes vwho vis vin vthe vfamily vand vwhat vtheir
vrelationship vis. v“Who vdoes vthe vshopping?” vwould vprovide vinformation vabout vfamily
vfunctioning. v“Who vprovides vsupport?” vwould vprovide vinformation vabout vfamily
vfunctioning. v“How vold vare vthe vmembers?” vwould vprovide vinformation vabout vfamily
vdevelopment.


 OBJ: NCLEX vClient vNeeds vCategory: vPsychosocial vIntegrity

7. Which vfactors vwhich vwould valert vthe vnurse vto vnegative/dysfunctional vfamily
vdynamics? a. Aging vof vfamily vmembers
b. Chronic villness vof va vfamily vmember
c. Disability vof va vfamily vmember
d. Intimate vpartner vviolence

, ANS: v D
Intimate vpartner vviolence vis van vexemplar vof vnegative/dysfunctional vfamily
vdynamics. vAging vof vfamily vmembers vis van vexemplar vof vchanges vto vfamily
vdynamics. vChronic villness vof va vfamily vmember vis van vexemplar vof vchanges vto
vfamily vdynamics.
vDisability vof va vfamily vmember vis van vexemplar vof vchanges vto vfamily vdynamics.


 OBJ: NCLEX vClient vNeeds vCategory: vPsychosocial vIntegrity




N

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Institución
Advanced nursing practice
Grado
Advanced nursing practice

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Subido en
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