Nsg 5442 Final Exam Questions With
Correct Answers
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. |
C. |inhibition.
D. |problem |solving.
B. |flexibility
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.
B. |information |processing.
C. |sensory |processing.
D. |social |cognition.
A. |executive |function
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.
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.
A. |about |friends |and |activities |at |school.
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
B. |FAPE
C. |IDEA
D. |IEP
A. |504
The |parent |of |a |child |diagnosed |with |ADHD |tells |the |primary |care
PNP |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
B. |Effort
C. |Emotion
D. |Focus
A. |Activation
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
C. |Low |dose |nonstimulant
D. |Moderate |dose |nonstimulant
, B. |Moderate |dose |stimulant
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
C. |Sensory |seeker
D. |Under |responder
B. |Over |responder
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
D. |Providing |frequent |contact, |such |as |hugs |and |cuddling
C. |Maintaining |predictable |routines |as |much |as |possible
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 |MCHAT |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.
C. |Reassure |the |parent |that |if |symptoms |weren’t |present |earlier, |the
Correct Answers
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. |
C. |inhibition.
D. |problem |solving.
B. |flexibility
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.
B. |information |processing.
C. |sensory |processing.
D. |social |cognition.
A. |executive |function
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.
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.
A. |about |friends |and |activities |at |school.
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
B. |FAPE
C. |IDEA
D. |IEP
A. |504
The |parent |of |a |child |diagnosed |with |ADHD |tells |the |primary |care
PNP |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
B. |Effort
C. |Emotion
D. |Focus
A. |Activation
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
C. |Low |dose |nonstimulant
D. |Moderate |dose |nonstimulant
, B. |Moderate |dose |stimulant
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
C. |Sensory |seeker
D. |Under |responder
B. |Over |responder
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
D. |Providing |frequent |contact, |such |as |hugs |and |cuddling
C. |Maintaining |predictable |routines |as |much |as |possible
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 |MCHAT |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.
C. |Reassure |the |parent |that |if |symptoms |weren’t |present |earlier, |the
