NUR 220 Peds Exam 1 Questions With
Correct Answers
Developmental considerations for physical exam we want to approach the child
| | | | | | | | | | |
developmentally: For Infants/Toddlers we may | | | |
examine them on caretakers lap
| | | |
Developmental considerations for physical exam we want to approach the child
| | | | | | | | | | |
developmentally: For pre-schoolers they may | | | |
want to inspect equipment (ex. stethoscope), show them how things work
| | | | | | | | | |
Developmental considerations for physical exam we want to approach the child
| | | | | | | | | | |
developmentally: For school age kids they need| | | | | |
a sense of control, give them choices during exam (ex. do you want me to take
| | | | | | | | | | | | | | | |
your BP or temp first)
| | | |
Developmental considerations for physical exam we want to approach the child
| | | | | | | | | | |
developmentally: For teens they prefer | | | |
privacy (ask guardian to step out to get truthful answers)
| | | | | | | | |
,Developmental considerations for physical exam conversing during the exam
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includes
-engage infant/young child as needed for distraction (play/cuddle them)
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-talk to/with caregiver for young children
| | | | |
-converse directly with older child or teen
| | | | | |
Functional history of a health history includes
| | | | | |
daily routines and habits, safety measures, routine health care and dental care,
| | | | | | | | | | | |
physical activity, sleep habits, elimination habits, how are their relationships
| | | | | | | | |
Family Composition, Resources, and Home Environment part of health history
| | | | | | | | | |
includes
parents marital status, where and who they live with, where do parents work, do
| | | | | | | | | | | | | |
they have health/dental insurance, recent family changes (divorce or death), is
| | | | | | | | | | |
their home safe?
| |
´The nurse is conducting a health assessment of a teenager and ask about his
| | | | | | | | | | | | | |
daily routine. What aspect of the health history is the nurse assessing?
| | | | | | | | | | |
´A. Developmental history
| |
´B. Functional History
| |
´C. Family health History
| | |
,´D. Demographics
|
B. Functional History
| |
´The nurse is performing a health assessment of a 16-year-old girl. Which of the
| | | | | | | | | | | | | |
following is a recommended guideline for interviewing a child at this
| | | | | | | | | | |
developmental stage? |
´A. During the interview, ask the caregiver to answer any questions the teen is too
| | | | | | | | | | | | | |
|embarrassed to answer. | |
´B. Keep up a running dialogue with the caregiver, explaining each step as it is
| | | | | | | | | | | | | | |
performed.
´C. Perform the genital exam first, and then use a head-to-toe approach to
| | | | | | | | | | | | |
examine other systems. | |
´D. Explain to the caregiver that the teen needs privacy and ask him or her to wait
| | | | | | | | | | | | | | | |
|outside the room. | |
D. Explain to the caregiver that the teen needs privacy and ask him or her to wait
| | | | | | | | | | | | | | | | |
outside the room. | |
´Which statement indicates the best sequence for the nurse to conduct an
| | | | | | | | | | | |
assessment in a nonemergency situation? | | | |
´A. Introduce yourself, ask about any problems, take a history, and do the physical
| | | | | | | | | | | | |
|exam
´B. Perform the physical exam and then ask the family if there are any problems
| | | | | | | | | | | | | | |
or concerns
|
´C. Do the physical exam and at the same time ask questions about the child's
| | | | | | | | | | | | | | |
previous illnesses, then talk about concerns
| | | | |
, ´D. Get a complete history of the family's health beliefs and practices and then
| | | | | | | | | | | | | |
examine the child | |
A. Introduce yourself, ask about any problems, take a history, and do the physical
| | | | | | | | | | | | | |
exam
´What approach by the nurse would most likely encourage a child to cooperate
| | | | | | | | | | | | |
with an assessment of physical and developmental health?
| | | | | | |
´A. Explain to the child what is going to happen when the child asks questions
| | | | | | | | | | | | | |
´B. Explain what is going to happen in words the child can understand
| | | | | | | | | | | |
´C. Force the child to cooperate by having a parent hold him/her down
| | | | | | | | | | | |
´D. Give the child a sticker before beginning the exam
| | | | | | | | |
B. Explain what is going to happen in words the child can understand
| | | | | | | | | | | |
During the physical exams measurements we take includes
| | | | | | |
•Weight (must be accurate for meds, use same scale and same clothes, babies
| | | | | | | | | | | | |
fully naked)
|
•Length/Height
•Head Circumference (usually measured up to 3 y/o)
| | | | | | |
•Vital Signs |
•Plot on Growth Charts
| | |
Correct Answers
Developmental considerations for physical exam we want to approach the child
| | | | | | | | | | |
developmentally: For Infants/Toddlers we may | | | |
examine them on caretakers lap
| | | |
Developmental considerations for physical exam we want to approach the child
| | | | | | | | | | |
developmentally: For pre-schoolers they may | | | |
want to inspect equipment (ex. stethoscope), show them how things work
| | | | | | | | | |
Developmental considerations for physical exam we want to approach the child
| | | | | | | | | | |
developmentally: For school age kids they need| | | | | |
a sense of control, give them choices during exam (ex. do you want me to take
| | | | | | | | | | | | | | | |
your BP or temp first)
| | | |
Developmental considerations for physical exam we want to approach the child
| | | | | | | | | | |
developmentally: For teens they prefer | | | |
privacy (ask guardian to step out to get truthful answers)
| | | | | | | | |
,Developmental considerations for physical exam conversing during the exam
| | | | | | | | |
includes
-engage infant/young child as needed for distraction (play/cuddle them)
| | | | | | | |
-talk to/with caregiver for young children
| | | | |
-converse directly with older child or teen
| | | | | |
Functional history of a health history includes
| | | | | |
daily routines and habits, safety measures, routine health care and dental care,
| | | | | | | | | | | |
physical activity, sleep habits, elimination habits, how are their relationships
| | | | | | | | |
Family Composition, Resources, and Home Environment part of health history
| | | | | | | | | |
includes
parents marital status, where and who they live with, where do parents work, do
| | | | | | | | | | | | | |
they have health/dental insurance, recent family changes (divorce or death), is
| | | | | | | | | | |
their home safe?
| |
´The nurse is conducting a health assessment of a teenager and ask about his
| | | | | | | | | | | | | |
daily routine. What aspect of the health history is the nurse assessing?
| | | | | | | | | | |
´A. Developmental history
| |
´B. Functional History
| |
´C. Family health History
| | |
,´D. Demographics
|
B. Functional History
| |
´The nurse is performing a health assessment of a 16-year-old girl. Which of the
| | | | | | | | | | | | | |
following is a recommended guideline for interviewing a child at this
| | | | | | | | | | |
developmental stage? |
´A. During the interview, ask the caregiver to answer any questions the teen is too
| | | | | | | | | | | | | |
|embarrassed to answer. | |
´B. Keep up a running dialogue with the caregiver, explaining each step as it is
| | | | | | | | | | | | | | |
performed.
´C. Perform the genital exam first, and then use a head-to-toe approach to
| | | | | | | | | | | | |
examine other systems. | |
´D. Explain to the caregiver that the teen needs privacy and ask him or her to wait
| | | | | | | | | | | | | | | |
|outside the room. | |
D. Explain to the caregiver that the teen needs privacy and ask him or her to wait
| | | | | | | | | | | | | | | | |
outside the room. | |
´Which statement indicates the best sequence for the nurse to conduct an
| | | | | | | | | | | |
assessment in a nonemergency situation? | | | |
´A. Introduce yourself, ask about any problems, take a history, and do the physical
| | | | | | | | | | | | |
|exam
´B. Perform the physical exam and then ask the family if there are any problems
| | | | | | | | | | | | | | |
or concerns
|
´C. Do the physical exam and at the same time ask questions about the child's
| | | | | | | | | | | | | | |
previous illnesses, then talk about concerns
| | | | |
, ´D. Get a complete history of the family's health beliefs and practices and then
| | | | | | | | | | | | | |
examine the child | |
A. Introduce yourself, ask about any problems, take a history, and do the physical
| | | | | | | | | | | | | |
exam
´What approach by the nurse would most likely encourage a child to cooperate
| | | | | | | | | | | | |
with an assessment of physical and developmental health?
| | | | | | |
´A. Explain to the child what is going to happen when the child asks questions
| | | | | | | | | | | | | |
´B. Explain what is going to happen in words the child can understand
| | | | | | | | | | | |
´C. Force the child to cooperate by having a parent hold him/her down
| | | | | | | | | | | |
´D. Give the child a sticker before beginning the exam
| | | | | | | | |
B. Explain what is going to happen in words the child can understand
| | | | | | | | | | | |
During the physical exams measurements we take includes
| | | | | | |
•Weight (must be accurate for meds, use same scale and same clothes, babies
| | | | | | | | | | | | |
fully naked)
|
•Length/Height
•Head Circumference (usually measured up to 3 y/o)
| | | | | | |
•Vital Signs |
•Plot on Growth Charts
| | |
