Exam 3: NSG548/ NSG 548 FNP Role with
| | | | | | |
Children and Families Guide| Questions &
| | | | | |
verifiedAnswers|Latest 2025/ 2026 Update|
| | | | | |
GradeA|100% Correct -Wilkes
| | | | |
There |are |three |phases |of |a |therapeutic |nurse-client |relationship. |The |three |phases |consist |of |the
|introduction |(orientation) |phase, |the |working |(identification |and |exploitation) |phase, |and |the
|termination |(resolution) |phase. |Which |of |the |following |is |an |appropriate |nursing |action |during
the |working |(identification |and |exploitation) |phase:
A. |Establishing |professional |boundaries.
B. |Providing |diagnostic |evaluation.
C. |Measuring |outcomes |of |care
D. |Focusing |on |self-management |strategies.
C. |Measuring |outcomes |of |care
Conflict |is |normally |dealt |with |using |defense |mechanisms. |Unconsciously |excluding |unwanted,
|disturbing |emotions, |thoughts, |and |impulses |from |conscious |awareness |is |an |explanation |of
which |defense |mechanism:
A. |Undoing
B. |Suppression
C. |Denial
D. |Repression
D. |Repression
Erickson's |developmental |stages |and |the |milestones |or |tasks |that |accompany |them |give |insight
into |age-appropriate |behaviors, |measure |levels |of |comprehension |for |client |teaching, |and |provide |a
|context |within |which |to |evaluate |assessment |data. |One |indication |of |developmental |mastery |is
, Exam 3: NSG548/ NSG 548 FNP Role with
| | | | | | |
Children and Families Guide| Questions &
| | | | | |
verifiedAnswers| Latest 2025/ 2026 Update|
| | | | | |
Grade A| 100% Correct - Wilkes
| | | | | |
the |ability |to |give |time |and |talents |to |others, |and |the |ability |to |care |for |others. |This |occurs |during |which
|of |the |following |developmental |stages:
A. |Middle |Adulthood
B. |Early |Adulthood
C. |School |Age
D. |Adolescence
A. |Middle |Adulthood
The |intrapsychic |splitting |or |separation |of |affect |from |content |resulting |in |repression |of |either
|idea |or |affect |or |the |displacement |of |affect |to |a |different |or |substitute |content |describes |which
|defense |mechanism:
A. |Isolation
B. |Inhibition
C. |Suppression
D. |Intellectualization
A. Isolation
This |form |of |positive |psychotherapy |combines |techniques |of |cognitive |therapy |with |the |Buddhist
|practice |of |mindfulness |meditation, |which |encourages |people |to |be |more |aware |of |what |they |are
|thinking, |to |live |in |the |moment, |and |to |refrain |from |evaluating |judgements |about |their |own
thoughts.
A. |Positive |Behavioral |Support
B. |Mindfulness-Based |Cognitive |Therapy |(MBCT)
C. |Hope |Therapy
, Exam 3: NSG548/ NSG 548 FNP Role with
| | | | | | |
Children and Families Guide| Questions &
| | | | | |
verifiedAnswers| Latest 2025/ 2026 Update|
| | | | | |
Grade A| 100% Correct - Wilkes
| | | | | |
D. |Quality |of |Life |Therapy
B. Mindfulness-Based |Cognitive |Therapy |(MBCT)
Which |of |the |following |are |part |of |the |4 |major |stages |of |cognitive |development |according |to |Piaget?
A. Sensorimotor
B. Sensory |processing
C. Preoperational |thought
D. Concrete |operations
E. Formal |operations
A. Sensorimotor
C. Preoperational |thought
D. Concrete |operations
E. Formal |operations
Which |of |the |following |is |the |most |prevalent |and |best-studied |example |of |diencephalic |amnesia?
A. Anoxic |encephalopathy
B. Alzheimer |disease
C. Alcoholic |Korsakoff |Syndrome
D. Temporal |lobe |epilepsy
C. Alcoholic |Korsakoff |Syndrome
, Exam 3: NSG548/ NSG 548 FNP Role with
| | | | | | |
Children and Families Guide| Questions &
| | | | | |
verifiedAnswers|Latest 2025/ 2026 Update|
| | | | | |
GradeA|100% Correct -Wilkes
| | | | |
Which |of |the |following |is |true |regarding |the |concept |of |symbolism |according |to |Freud?
A. |A |symbol |is |representative |of |or |substitute |for |some |other |idea |from |which |it |derives |a |secondary
|significance |that |it |does |not |possess |of |itself.
B. A |symbol |represents |secondary |elements |by |reason |of |a |common |element |that |these |ideas
|share.
C. A |symbol |is |characteristically |motor |and |separate |from |nature.
D. A |symbol |is |a |manifest |expression |of |an |idea |that |is |conscious |and |visible.
E. Symbolic |modes |of |thought |represent |the |present |stage |of |mental |development |and |tend |to
|function |in |more |conscious |expressions |and |conditions.
A. |A |symbol |is |representative |of |or |substitute |for |some |other |idea |from |which |it |derives |a |secondary
|significance |that |it |does |not |possess |of |itself.
Which |of |the |following |is |an |example |of |immature |defenses?
A. |Displacement
B. |Externalization
C. |Introjection
D. |Humor
C. |Introjection
Which |theorist |proposed |that |individuals |were |unique, |unified |biological |entities |whose
|psychological |processes |fit |together |into |an |individual |lifestyle, |proposed |a |principle |of
dynamism, |proposed |the |theory |of |psychopathology, |and |whose |personality |theory |involved |the
|concept |of |moving |from |a |sense |of |inferiority |to |a |sense |of |mastery?
| | | | | | |
Children and Families Guide| Questions &
| | | | | |
verifiedAnswers|Latest 2025/ 2026 Update|
| | | | | |
GradeA|100% Correct -Wilkes
| | | | |
There |are |three |phases |of |a |therapeutic |nurse-client |relationship. |The |three |phases |consist |of |the
|introduction |(orientation) |phase, |the |working |(identification |and |exploitation) |phase, |and |the
|termination |(resolution) |phase. |Which |of |the |following |is |an |appropriate |nursing |action |during
the |working |(identification |and |exploitation) |phase:
A. |Establishing |professional |boundaries.
B. |Providing |diagnostic |evaluation.
C. |Measuring |outcomes |of |care
D. |Focusing |on |self-management |strategies.
C. |Measuring |outcomes |of |care
Conflict |is |normally |dealt |with |using |defense |mechanisms. |Unconsciously |excluding |unwanted,
|disturbing |emotions, |thoughts, |and |impulses |from |conscious |awareness |is |an |explanation |of
which |defense |mechanism:
A. |Undoing
B. |Suppression
C. |Denial
D. |Repression
D. |Repression
Erickson's |developmental |stages |and |the |milestones |or |tasks |that |accompany |them |give |insight
into |age-appropriate |behaviors, |measure |levels |of |comprehension |for |client |teaching, |and |provide |a
|context |within |which |to |evaluate |assessment |data. |One |indication |of |developmental |mastery |is
, Exam 3: NSG548/ NSG 548 FNP Role with
| | | | | | |
Children and Families Guide| Questions &
| | | | | |
verifiedAnswers| Latest 2025/ 2026 Update|
| | | | | |
Grade A| 100% Correct - Wilkes
| | | | | |
the |ability |to |give |time |and |talents |to |others, |and |the |ability |to |care |for |others. |This |occurs |during |which
|of |the |following |developmental |stages:
A. |Middle |Adulthood
B. |Early |Adulthood
C. |School |Age
D. |Adolescence
A. |Middle |Adulthood
The |intrapsychic |splitting |or |separation |of |affect |from |content |resulting |in |repression |of |either
|idea |or |affect |or |the |displacement |of |affect |to |a |different |or |substitute |content |describes |which
|defense |mechanism:
A. |Isolation
B. |Inhibition
C. |Suppression
D. |Intellectualization
A. Isolation
This |form |of |positive |psychotherapy |combines |techniques |of |cognitive |therapy |with |the |Buddhist
|practice |of |mindfulness |meditation, |which |encourages |people |to |be |more |aware |of |what |they |are
|thinking, |to |live |in |the |moment, |and |to |refrain |from |evaluating |judgements |about |their |own
thoughts.
A. |Positive |Behavioral |Support
B. |Mindfulness-Based |Cognitive |Therapy |(MBCT)
C. |Hope |Therapy
, Exam 3: NSG548/ NSG 548 FNP Role with
| | | | | | |
Children and Families Guide| Questions &
| | | | | |
verifiedAnswers| Latest 2025/ 2026 Update|
| | | | | |
Grade A| 100% Correct - Wilkes
| | | | | |
D. |Quality |of |Life |Therapy
B. Mindfulness-Based |Cognitive |Therapy |(MBCT)
Which |of |the |following |are |part |of |the |4 |major |stages |of |cognitive |development |according |to |Piaget?
A. Sensorimotor
B. Sensory |processing
C. Preoperational |thought
D. Concrete |operations
E. Formal |operations
A. Sensorimotor
C. Preoperational |thought
D. Concrete |operations
E. Formal |operations
Which |of |the |following |is |the |most |prevalent |and |best-studied |example |of |diencephalic |amnesia?
A. Anoxic |encephalopathy
B. Alzheimer |disease
C. Alcoholic |Korsakoff |Syndrome
D. Temporal |lobe |epilepsy
C. Alcoholic |Korsakoff |Syndrome
, Exam 3: NSG548/ NSG 548 FNP Role with
| | | | | | |
Children and Families Guide| Questions &
| | | | | |
verifiedAnswers|Latest 2025/ 2026 Update|
| | | | | |
GradeA|100% Correct -Wilkes
| | | | |
Which |of |the |following |is |true |regarding |the |concept |of |symbolism |according |to |Freud?
A. |A |symbol |is |representative |of |or |substitute |for |some |other |idea |from |which |it |derives |a |secondary
|significance |that |it |does |not |possess |of |itself.
B. A |symbol |represents |secondary |elements |by |reason |of |a |common |element |that |these |ideas
|share.
C. A |symbol |is |characteristically |motor |and |separate |from |nature.
D. A |symbol |is |a |manifest |expression |of |an |idea |that |is |conscious |and |visible.
E. Symbolic |modes |of |thought |represent |the |present |stage |of |mental |development |and |tend |to
|function |in |more |conscious |expressions |and |conditions.
A. |A |symbol |is |representative |of |or |substitute |for |some |other |idea |from |which |it |derives |a |secondary
|significance |that |it |does |not |possess |of |itself.
Which |of |the |following |is |an |example |of |immature |defenses?
A. |Displacement
B. |Externalization
C. |Introjection
D. |Humor
C. |Introjection
Which |theorist |proposed |that |individuals |were |unique, |unified |biological |entities |whose
|psychological |processes |fit |together |into |an |individual |lifestyle, |proposed |a |principle |of
dynamism, |proposed |the |theory |of |psychopathology, |and |whose |personality |theory |involved |the
|concept |of |moving |from |a |sense |of |inferiority |to |a |sense |of |mastery?
