PEDS
EXAM 1
High-Yield Qs & Answers with
Rationales
This Exam Description:
High-Yield Qs
Answers with Rationales
100% Guaranteed Pass
,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 Answer✓✓|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 Answer✓✓|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 Answer✓✓|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?
EXAM 1
High-Yield Qs & Answers with
Rationales
This Exam Description:
High-Yield Qs
Answers with Rationales
100% Guaranteed Pass
,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 Answer✓✓|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 Answer✓✓|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 Answer✓✓|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?
