Peds Exam 1 NCLEX questions with correct answers

Peds Exam 1 NCLEX questions with correct answers
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To //establish //a //good //interview //relationship //with //an //adolescent, //which //strategy //is //most
//appropriate?




1. //Asking //personal //questions //unrelated //to //the //situation

2. //Writing //down //everything //the //teen //says

3. //Asking //open-ended //questions

4. //Discussing //the //nurse's //own //thoughts //and //feelings //about //the //situation //- //CORRECT
ANSWERS(S)✔✔3. //Asking //open-ended //questions
//




RATIONALE: //Open-ended //questions //allow //the //adolescent //to //share //information //and
//feelings. //Asking //personal //questions //not //related //to //the //situation //jeopardizes //the //trust


//that //must //be //established //because //the //adolescent //may //feel //as //though //he's //being


//interrogated //with //unnecessary //questions. //Writing //everything //down //during //the //interview


//can //be //a //distraction //and //doesn't //allow //the //nurse //to //observe //how //the //adolescent


//behaves. //Discussing //the //nurse's //thoughts //and //feelings //may //bias //the //assessment //and //is


//inappropriate //when //interviewing //any //client




A //chronically //ill //school-age //child //is //most //vulnerable //to //which //stressor?



1. //Mutilation //anxiety

2. //Anticipatory //grief

3. //Anxiety //over //school //absences

4. //Fear //of //hospital //procedures //- //CORRECT //ANSWERS(S)✔✔3. //Anxiety //over //school
//absences

,RATIONALE: //The //school-age //child //is //becoming //industrious //and //attempts //to //master
//school-related //activities. //Therefore, //school //absences //are //likely //to //cause //extreme //anxiety


//for //a //school-age //child //who's //chronically //ill. //Mutilation //anxiety //is //more //common //in


//adolescents. //Anticipatory //grief //is //rare //in //a //school-age //child. //Fear //of //hospital //procedures


//is //most //pronounced //in //preschool-age //children.




When //developing //a //care //plan //for //an //adolescent, //the //nurse //considers //the //child's
//psychosocial //needs. //During //adolescence, //psychosocial //development //focuses //on:




1. //becoming //industrious.

2. //establishing //an //identity.

3. //achieving //intimacy.

4. //developing //initiative. //- //CORRECT //ANSWERS(S)✔✔2. //establishing //an //identity.



RATIONALE: //According //to //Erikson, //the //primary //psychosocial //task //during //adolescence //is
//to //establish //a //personal //identity //while //overcoming //role //or //identity //confusion. //The


//adolescent //attempts //to //establish //a //group //identity //by //seeking //acceptance //and //approval


//from //peers, //and //strives //to //attain //a //personal //identity //by //becoming //more //independent


//from //his //family. //Becoming //industrious //is //the //developmental //task //of //the //school-age


//child; //achieving //intimacy //is //the //task //of //the //young //adult; //and //developing //initiative //is


//the //task //of //the //preschooler.




A //nurse //notes //that //an //infant //develops //arm //movement //before //fine-motor //finger //skills
//and //interprets //this //as //an //example //of //which //pattern //of //development?




1. //Cephalocaudal

2. //Proximodistal

3. //Differentiation

4. //Mass-to-specific //- //CORRECT //ANSWERS(S)✔✔2. //Proximodistal

, RATIONALE: //Proximodistal //development //progresses //from //the //center //of //the //body //to //the
//extremities, //such //as //from //the //arm //to //the //fingers. //Cephalocaudal //development //occurs


//along //the //body's //long //axis; //for //example, //the //infant //develops //control //over //the //head,


//mouth, //and //eye //movements //before //the //upper //body, //torso, //and //legs. //Mass-to-specific


//development, //sometimes //called //differentiation, //occurs //as //the //child //masters //simple


//operations //before //complex //functions //and //moves //from //broad, //general //patterns //of


//behavior //to //more //refined //ones.




A //teenage //mother //brings //her //1-year-old //child //to //the //pediatrician's //office //for //a //well-baby
//checkup. //She //says //that //her //infant //can't //sit //alone //or //roll //over. //An //appropriate //response


//by //the //nurse //would //be:




1. //"This //is //very //abnormal. //Your //child //must //be //sick."

2. //"Let's //see //about //further //developmental //testing."

3. //"Don't //worry, //this //is //normal //for //her //age."

4. //"Maybe //you //just //haven't //seen //her //do //it." //- //CORRECT //ANSWERS(S)✔✔. //"Let's //see
//about //further //developmental //testing."




RATIONALE: //Stating //that //further //developmental //testing //is //necessary //is //appropriate
//because //at //age //12 //months //a //child //should //be //sitting //up //and //rolling //over. //Therefore,


//this //child //may //have //developmental //problems. //Saying //the //infant's //behavior //is //abnormal


//or //suggesting //that //the //mother //hasn't //seen //her //infant //do //these //milestones //isn't


//therapeutic //and //can //cut //off //communication //with //the //mother. //Telling //the //mother //that


//the //infant's //behavior //is //normal //misleads //the //mother //with //false //reassurance.




The //mother //of //an //11-month-old //infant //reports //to //the //nurse //that //her //infant //sleeps
//much //less //than //other //children. //The //mother //asks //the //nurse //whether //her //infant //is


//getting //sufficient //sleep. //What //should //be //the //nurse's //initial //response?




1. //Reassure //the //mother //that //each //infant's //sleep //needs //are //individual.

2. //Ask //the //mother //for //more //information //about //the //infant's //sleep //patterns.