ANCC: PMHNP-BC QUESTIONS AND ANSWERS
- GRANT LEGAL AUTHORITY FOR NP PRACTICE (nurse practice act in every state)
State legislative statutes - State laws define the scope of practice and place restrictions on practice
- Specifies requirements regarding NP collaborative agreement with physician
State government grants permission to person to engage in the practice of that
Licensure
profession and prohibits all others from legally doing protected practice
Credentialing Protects the public by ensuring a minimum level of professional competence
- A credential that provides title protection
Certification - Determines scope of practice
- Assures the public that a person has mastery of specified body of knowledge
- Defines NP roles and actions
Scope of practice - Identifies competencies assumed by all NPs who function in a particular role
- Varies from state to state
- Authoritative statement regarding the quality and type of practice that should be
Standard of practice provided
- Can be used to LEGALLY describe standard of care that must be met by a provider
- Infancy (birth-1 y/o) = trust vs. mistrust
- Early childhood (1-3 y/o) = autonomy vs. shame and doubt
- Late childhood (3-6 y/o) = initiative vs. guilt
- School-age (6-12 y/o) = industry vs. inferiority
Erikson's theory of development
- Adolescents (12-20 y/o) = identity vs. role confusion
- Early adulthood (20-35 y/o) = intimacy vs. isolation
- Middle adulthood (35-65 y/o) = generativity vs. stagnation (or self absorption)
- Late adulthood (>65 y/o) = integrity vs. despair
, - Focuses on concepts of intrapsychic conflict among the structures of the mind (Id,
Ego, Superego)
- Initially designed to explain neurosis and conditions of high anxiety, but later
Sigmund Freud (1856-1939) Psychodynamic expanded to include normal and abnormal development
Theory - Theory assumes that all behavior is purposeful and meaningful; all behavior has
meaning (principle of psychic determinism)
- Two types of normal drive: sexual drives (libido) and aggressive drives ; drives
affect behavior
- Id = "I want"; contains primary drives, instincts, and urges (hunger, sex, aggression);
largely unconscious and operates on the pleasure principle. Present at birth and
motivates infants
- Ego = "I think, I evaluate"; concepts of external reality; rational mind responsible for
Freud's Primary Psychic Structures
logical and abstract thinking; mediates between demands of drives and
environmental realities; responsible for use of defense mechanisms
- Superego = "I should, I ought"; contains sense of conscience and right/wrong;
aspirations, ideals, and moral values; regulated by shame and guilt
- Oral stage (0-18 m/o) = sucking, chewing, feeding, crying (failure causes
development of schizophrenia, substance abuse, paranoia)
- Anal stage (18 m/o-3 y/o) = sphincter control, activities of expulsion and retention
(failure causes depressive disorders)
- Phallic stage (3-6 y/o) = exhibitionism, masturbation with focus on oedipal conflict,
Freud's Psychosexual Stages of
castration anxiety, and female fear of loss of maternal love (failure results in sexual
Development
identity disorders)
- Latency stage (6y/o - puberty) = peer relationships, learning, motor skills
development, socialization (failure results in inability to form social relationships)
- Genital stage (puberty onward) = integration and synthesis of behaviors from early
stages, primary genital based sexuality (failure results in sexual perversion disorders)
- Believes human development evolves through cognition, learning, and
comprehension
Jean Piaget (Cognitive Theory)
- Believes factors such as native endowment and biological/environmental factors
set the course for child's development
- Sensorimotor (birth-2 y/o) = critical achievement of this stage is object permanence
- Preoperational (2-7 y/o) = more extensive use of language, but magical thinking
Piaget's Stages of Cognitive Development - Concrete operational (7-12 y/o) = child begins to use logic; develops concept of
reversibility and conservation
- Formal operational (12 y/o- adult) = ability to think abstractly; thinking operates in a
formal, logical manner
- Believes behavior occurs because of interpersonal dynamics; interpersonal
relationships and experiences influence one's personality development (self-system
aka total components of personality traits)
Harry Stack Sullivan Interpersonal Theory - Understanding behavior requires understanding the relationships in the person's
life
- Drives for satisfaction (sleep, sex, hunger) and security (conforming to social norms
of person's reference group)
- GRANT LEGAL AUTHORITY FOR NP PRACTICE (nurse practice act in every state)
State legislative statutes - State laws define the scope of practice and place restrictions on practice
- Specifies requirements regarding NP collaborative agreement with physician
State government grants permission to person to engage in the practice of that
Licensure
profession and prohibits all others from legally doing protected practice
Credentialing Protects the public by ensuring a minimum level of professional competence
- A credential that provides title protection
Certification - Determines scope of practice
- Assures the public that a person has mastery of specified body of knowledge
- Defines NP roles and actions
Scope of practice - Identifies competencies assumed by all NPs who function in a particular role
- Varies from state to state
- Authoritative statement regarding the quality and type of practice that should be
Standard of practice provided
- Can be used to LEGALLY describe standard of care that must be met by a provider
- Infancy (birth-1 y/o) = trust vs. mistrust
- Early childhood (1-3 y/o) = autonomy vs. shame and doubt
- Late childhood (3-6 y/o) = initiative vs. guilt
- School-age (6-12 y/o) = industry vs. inferiority
Erikson's theory of development
- Adolescents (12-20 y/o) = identity vs. role confusion
- Early adulthood (20-35 y/o) = intimacy vs. isolation
- Middle adulthood (35-65 y/o) = generativity vs. stagnation (or self absorption)
- Late adulthood (>65 y/o) = integrity vs. despair
, - Focuses on concepts of intrapsychic conflict among the structures of the mind (Id,
Ego, Superego)
- Initially designed to explain neurosis and conditions of high anxiety, but later
Sigmund Freud (1856-1939) Psychodynamic expanded to include normal and abnormal development
Theory - Theory assumes that all behavior is purposeful and meaningful; all behavior has
meaning (principle of psychic determinism)
- Two types of normal drive: sexual drives (libido) and aggressive drives ; drives
affect behavior
- Id = "I want"; contains primary drives, instincts, and urges (hunger, sex, aggression);
largely unconscious and operates on the pleasure principle. Present at birth and
motivates infants
- Ego = "I think, I evaluate"; concepts of external reality; rational mind responsible for
Freud's Primary Psychic Structures
logical and abstract thinking; mediates between demands of drives and
environmental realities; responsible for use of defense mechanisms
- Superego = "I should, I ought"; contains sense of conscience and right/wrong;
aspirations, ideals, and moral values; regulated by shame and guilt
- Oral stage (0-18 m/o) = sucking, chewing, feeding, crying (failure causes
development of schizophrenia, substance abuse, paranoia)
- Anal stage (18 m/o-3 y/o) = sphincter control, activities of expulsion and retention
(failure causes depressive disorders)
- Phallic stage (3-6 y/o) = exhibitionism, masturbation with focus on oedipal conflict,
Freud's Psychosexual Stages of
castration anxiety, and female fear of loss of maternal love (failure results in sexual
Development
identity disorders)
- Latency stage (6y/o - puberty) = peer relationships, learning, motor skills
development, socialization (failure results in inability to form social relationships)
- Genital stage (puberty onward) = integration and synthesis of behaviors from early
stages, primary genital based sexuality (failure results in sexual perversion disorders)
- Believes human development evolves through cognition, learning, and
comprehension
Jean Piaget (Cognitive Theory)
- Believes factors such as native endowment and biological/environmental factors
set the course for child's development
- Sensorimotor (birth-2 y/o) = critical achievement of this stage is object permanence
- Preoperational (2-7 y/o) = more extensive use of language, but magical thinking
Piaget's Stages of Cognitive Development - Concrete operational (7-12 y/o) = child begins to use logic; develops concept of
reversibility and conservation
- Formal operational (12 y/o- adult) = ability to think abstractly; thinking operates in a
formal, logical manner
- Believes behavior occurs because of interpersonal dynamics; interpersonal
relationships and experiences influence one's personality development (self-system
aka total components of personality traits)
Harry Stack Sullivan Interpersonal Theory - Understanding behavior requires understanding the relationships in the person's
life
- Drives for satisfaction (sleep, sex, hunger) and security (conforming to social norms
of person's reference group)
