Test Bank For Health Promotion Throughout the Life Span 10th Edition By Carole Lium Edelman, Elizabeth C. Kudzma |All Chapters

HealthQPromotionQandQMaintenance

1.AQclientQwhoQisQsuspectedQofQhavingQtetanusQasksQaQnurseQaboutQimmunizationsQagainstQtetanus.QBeforeQ
responding,QwhatQshouldQtheQnurseQconsiderQaboutQtheQbenefitsQofQtetanusQantitoxin?

ItQstimulatesQplasmaQcellsQdirectly.

AQhighQtiterQofQantibodiesQisQgenerated

.QItQprovidesQimmediateQactiveQimmunit

y.

AQlong-lastingQpassiveQimmunityQisQproduced.

TetanusQantitoxinQprovidesQantibodies,QwhichQconferQimmediateQpassiveQimmunity.QAntitoxinQdoesQnotQsti
mulateQproductionQofQantibodies.QItQprovidesQpassive,QnotQactive,Qimmunity.QPassiveQimmunity,QbyQdefinit
ion,QisQnotQlong-lasting.

2. AQnurseQisQdeterminingQwhetherQaQ5-year-
oldQchildQisQdisplayingQappropriateQbehaviorsQforQthisQage.QWhatQdevelopmentalQfindingsQdoesQtheQnurseQ
expect?QSelectQallQthatQapply.

EnjoysQimitativeQplayQEnga

gesQinQritualisticQgames

MakesQupQrulesQforQaQnewQgame

AsksQforQaQpacifierQwhenQuncomfortableQPl

aysQnearQothersQquietlyQbutQnotQwithQthem

ImitatingQadultsQbyQplayingQadultQrolesQinQsocietyQisQatQitsQpeakQinQchildrenQ5QyearsQofQage;QactivitiesQar
eQstronglyQidentifiedQwithQsame-sexQparent.QAQ5-year-oldQisQableQtoQnegotiateQandQuseQmake-
believeQtoQplay.QTheseQchildrenQareQableQtoQfollowQsomeQrulesQbutQmayQcheatQtoQwin.QOlderQchildrenQin
QtheQmiddleQchildhoodQyearsQneedQconformityQandQrituals,QwhetherQtheyQplayQgamesQorQamassQcollecti

ons.QRulesQtoQgamesQareQfixed,Qunvarying,QandQrigid.QKnowingQtheQrulesQmeansQbelonging.QTheQuseQofQ
aQpacifierQforQoralQsatisfactionQisQtypicalQofQinfants.QParallelQplayQoccursQinQchildrenQagesQ2QtoQ3Qyears.



3. WhatQisQtheQmostQappropriateQcommunicationQstrategyQforQtheQnurseQworkingQwithQadolescentsQi
nQaQclinicQinQaQlargeQcityQhealthQcenter?

RelatingQonQaQpeerQlevel

UsingQtypicalQteenageQlanguage

EstablishingQaQrelationshipQoverQtim

eQHavingQdiscussionsQinQconcreteQter

ms

SeveralQmeetingsQwithQanQadolescentQprovideQanQopportunityQtoQdevelopQtrustQandQestablishQaQrelatio
nship.QRelatingQonQaQpeerQlevelQisQunrealisticQbecauseQtheQnurseQisQnotQanQadolescent’sQpeer.QUsingQteen
ageQlanguageQisQnotQnecessaryQandQmayQevenQimpedeQtheQestablishmentQofQaQrelationship.QItQisQnotQne
cessaryQtoQuseQconcreteQterms,QbecauseQtheQadolescentQisQcapableQofQabstractQthought.

,4. TheQnurseQisQexaminingQdifferentQstatementsQthatQrepresentQtheQstagesQofQpsychosexualQdevelopme
nt,QaccordingQtoQSigmundQFreud’sQpsychoanalyticalQmodelQofQpersonalityQdevelopment.QWhichQstate
mentQindicatesQthatQtheQindividualQisQagedQbetweenQ6QtoQ12Qyears?

TheQindividualQfocusesQonQeducationalQandQsocialQaccomplishments.

TheQindividualQtriesQtoQresolveQpriorQsexualQconflictsQthatQhaveQresurfaced.

QTheQindividualQrealizesQthatQtheQparentQisQsomethingQseparateQfromQtheQse

lf.

TheQindividualQfantasizesQaboutQtheQparentQofQtheQoppositeQsexQasQtheQfirstQloveQinterest.

AccordingQtoQSigmundQFreud’sQpsychoanalyticalQmodelQofQpersonalityQdevelopment,QanQindividualQreach
esQtheQlatencyQstageQbetweenQ6QtoQ12QyearsQofQage.QAtQthisQstage,QtheQsexualQurgesQofQtheQoedipalQstag
eQareQrepressedQandQtheQindividualQchannelsQthemQintoQsociallyQacceptableQproductiveQactivities.QTheref
ore,QtheQchildQfocusesQonQeducationalQandQsocialQaccomplishments.QWhenQanQindividualQreachesQtheQge
nitalQstage,QpriorQsexualQconflictsQresurface.QHeQorQsheQtriesQtoQresolveQthemQinQorderQtoQbeQableQtoQbeg
inQanQadultQmatureQrelationship.QAtQtheQoralQstage,QwhichQbeginsQfromQbirthQandQcontinuesQtillQ12QtoQ1
8Qmonths,QtheQinfantQisQableQtoQrealizeQthatQtheQparentQisQsomethingQseparateQfromQtheQself.QAnQindivid
ualQbetweenQ3QtoQ6QyearsQoldQisQinQtheQphallicQorQoedipalQstage.QAtQthisQstage,QtheQchildQfantasizesQabou
tQtheQparentQofQtheQoppositeQsexQasQtheQfirstQloveQinterest.



WhichQofQtheseQfeaturesQwouldQtheQnurseQstateQareQexhibitedQbyQaQpreschooler?QTem

perQtantrums

AttemptsQtoQcontrolQsituation

sQSynchronizationQofQmoralQskil

ls

EagernessQforQformalQeducation

LearnQtoQfunctionQindependently

PreschoolersQrefineQtheQmasteryQofQtheirQbodiesQtoQfunctionQindependentlyQandQeagerlyQawaitQtheQbeg
inningQofQformalQeducation.WhenQparentsQtryQtoQcontrolQtheQbehaviorQofQaQtoddler,QitQleadsQtoQtemperQt
antrumsQandQnegativeQbehavior.QToddlersQgetQtoQknowQtheirQabilitiesQtoQcontrolQsituationsQandQseemQ
pleasedQwithQit.QSchool-
agedQchildrenQandQadolescentsQrefineQandQsynchronizeQphysical,Qpsychosocial,Qcognitive,QandQmoralQsk
illsQtoQbecomeQacceptedQmembersQofQsociety.

WhatQimportantQteachingQstrategiesQshouldQtheQnurseQtakeQintoQconsiderationQtoQbringQaQchangeQinQtheQcli
ent’sQlifestyle?QSelectQallQthatQapply.
UseQwrittenQresourcesQatQanQappropriateQreadingQlevel.
PracticeQactiveQlistening,QandQaskQtheQclientQhowQheQorQsheQprefersQtoQlearn.
RefrainQfromQincludingQfamilyQmemberQinQeffortsQtoQbringQaQchangeQinQtheQclient’sQlifestyle.
ProvideQtimelinesQforQmodificationQofQeatingQandQexerciseQlifestyleQhabitsQwithoutQconsultingQwithQtheQc
lient.

,StartQwithQidentifyingQwhatQinformationQtheQclientQknowsQregardingQhealthQrisksQrelatedQtoQpoorQlifestyleQc
hoices.
ToQbringQaQchangeQinQtheQclient’sQlifestyle,QtheQnurseQshouldQuseQwrittenQresourcesQatQanQappropriateQre
adingQlevel.QTheQnurseQshouldQpracticeQactiveQlisteningQandQaskQtheQclientQhowQheQorQsheQprefersQtoQlear
n.QTheQnurseQshouldQstartQbyQidentifyingQwhatQinformationQtheQclientQknowsQregardingQhealthQrisksQrelat
edQtoQpoorQlifestyleQchoices.QTheQnurseQshouldQincludeQfamilyQmembersQtoQhelpQbringQchangesQinQtheQcli
ent’sQlifestyle.QTheQnurseQshouldQprovideQtimelinesQforQmodificationQofQeatingQandQexerciseQlifestyleQhab
itsQafterQconsultingQwithQtheQclient.
6.AQparentQexpressesQconcernQthatQtheQadolescentQchildQisQnotQingestingQenoughQcalciumQbecauseQofQanQall
ergyQtoQmilk.QWhatQalternativeQfoodsQorQliquidsQshouldQtheQnurseQsuggest?QSelectQallQthatQapply.
CottageQcheese
GreenQleafyQvegetable
sQBlackQorQbakedQbeans
Yogurt
Q



Oranges
SalmonQandQsardines
GreenQleafyQvegetables,QblackQandQbakedQbeans,Qoranges,QandQsalmonQandQsardinesQareQallQgoodQsourcesQ
ofQcalciumQevenQthoughQtheyQdoQnotQcontainQmilkQorQmilkQproducts.QCottageQcheeseQandQyogurtQbothQcon
tainQmilkQandQthereforeQmustQbeQeliminated.
9.AQclientQasksQaQnurseQaboutQtheQmostQcommonQproblemQassociatedQwithQtheQuseQofQanQintrauterineQd
eviceQ(IUD).QWhatQanswerQshouldQtheQnurseQprovide?
PerforationQofQtheQuterusQSponta
neousQdeviceQexpulsionQDiscomfo
rtQassociatedQwithQcoitusQDevelop
mentQofQvaginalQinfections
TheQIUDQmayQcauseQirritabilityQofQtheQmyometrium,QinducingQcontractionQofQtheQuterusQandQexpulsionQo
fQtheQdevice.QPerforationQofQtheQuterusQisQaQrare,QratherQthanQaQcommon,Qoccurrence.QClientsQdoQnotQrep
ortQdiscomfortQduringQcoitusQwhenQanQIUDQisQinQplace.QIncreasedQincidenceQofQvaginalQinfectionsQisQnotQr
eportedQwithQtheQuseQofQanQIUD.
10.AQcoupleQinterestedQinQfamilyQplanningQasksQtheQnurseQaboutQtheQcervicalQmucusQmethodQofQfamilyQp
lanning.QTheQnurseQexplainsQthatQwithQthisQmethodQtheQcoupleQmustQavoidQintercourseQwhenQandQaQfewQd
aysQafterQtheQcervicalQmucusQisQwhat?
ClearQandQthickQYello
wQandQthinQCloudyQa
ndQviscidQClearQandQs
tretchable

, TheQcervicalQmucusQisQclearQandQstretchableQ(spinnbarkeit)QatQovulationQbecauseQofQmaximalQestrogenQsti
mulation.QClear,QthickQcervicalQmucusQoccursQafterQovulationQhasQoccurred.QYellow,QthinQcervicalQmucusQdoe
sQnotQoccurQatQanyQspecificQpointQduringQtheQmenstrualQcycleQandQmayQindicateQanQinfection.
TheQparentsQofQaQschool-
ageQchildQtellQtheQnurse,Q"MyQchildQseemsQveryQhotQorQredQinQtheQface,QhasQabdominalQpain,QandQappear
sQjittery."QWhatQdoesQtheQnurseQsuggestQasQtheQreasonQforQtheQchild’sQsignsQandQsymptoms?
"TheQchildQisQexperiencingQstressQinQsomeQareaQofQlife."
"TheQchildQisQgrowingQupQandQfeelsQtheQneedQforQautonomy."Q"
TheQchildQmayQbeQeatingQmostlyQjunkQfoodQoutQofQtheQhouse."Q
"TheQchildQmayQbeQstayingQupQlateQatQnightQtoQwatchQtelevision.
"
AppearingQhotQorQredQinQtheQfaceQandQjittery,QalongQwithQabdominalQpain,QindicatesQthatQtheQchildQisQexp
eriencingQstress.QTheQparentsQneedQtoQtalkQaboutQanyQstressorsQthatQtheQchildQisQexperiencingQandQshoul
dQencourageQtheQuseQofQeffectiveQproblem-
solvingQandQcopingQskills.QStayingQupQlateQatQnightQandQwatchingQtelevisionQmayQcauseQfatigue,QbutQnotQa
bdominalQpainQorQjitteriness.QTheQschool-
ageQchildQdoesQnotQseekQautonomyQandQsharesQmostQthingsQwithQtheQfamily.QEatingQjunkQfoodQoutQofQthe
QhouseQmayQresultQinQobesityQorQunhealthyQeatingQhabits.



2.WhatQnursingQinterventionQbestQmeetsQaQmajorQdevelopmentalQneedQofQaQnewbornQinQtheQimmediateQpo
stoperativeQperiod?
GivingQaQpacifierQtoQtheQinfant
PuttingQaQmobileQoverQtheQinfant'sQcribQProv
idingQtheQinfantQwithQaQsoft,QcuddlyQtoyQWar
mingQtheQinfant'sQformulaQbeforeQfeeding
SuckingQmeetsQoralQneeds,QwhichQareQprimaryQduringQinfancy.QAnQinfantQaQfewQdaysQoldQisQtooQyoungQt
oQfocusQwellQonQaQmobile;QinQaddition,QtheQnewbornQwillQbeQplacedQinQaQside-
lyingQpositionQafterQsurgeryQandQthereforeQwouldQnotQbeQableQtoQseeQaQmobile.QAQnewbornQisQnotQdevel
opmentallyQcapableQofQenjoyingQaQsoft,QcuddlyQtoy.QWarmingQtheQinfant'sQformulaQbeforeQfeedingQdoes
QnotQsatisfyQaQdevelopmentalQneed.




3.AQnurseQisQcaringQforQaQhospitalizedQschool-agedQchild.QWhatQdevelopment-
relatedQactivityQisQmostQimportantQforQtheQnurseQtoQencourage?
FamilyQcontactQP
eerQinteractionQT
herapeuticQplayQ
AcademicQstudies
School-
agedQchildrenQhaveQaQneedQtoQbeQsuccessfulQinQschool;QthisQwillQhelpQensureQthatQtheQchildQkeepsQupQwit
hQtheQworkQbeingQpresentedQinQclass.QAlthoughQcontactQwithQfamilyQisQimportant,QtheQschool-
agedQchildQisQbeginningQtoQmoveQawayQfromQtheQfamilyQandQintoQotherQrealms.QAlthoughQpeerQandQsocia