Nursing: A Concept-Based Approach to Learning Volume 2, 2nd edition Callahan Test Bank

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  • Published: 2014
  • ISBN-13: 978-0132934275
  • ISBN-10: 0132934272
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Nursing: A Concept-Based Approach to Learning Volume 2, 2nd edition Test Bank

Chapter 25 – This Sample Showing Only 2 Pages of 27 Pages Available

Nursing: A Concept-Based Approach to Learning, Vol 2, 2e

Module 25   Development

The Concept of Development

1) A 16-month-old child cannot stand next to furniture and does not try to pull himself up from a sitting position. The nurse should recognize the child might have a deficiency in which process?

  1. A) Behavior
  2. B) Height
  3. C) Development
  4. D) Growth

Answer: C

Explanation: A) Development is an increase in the complexity of function and skill progression. It is the behavioral aspect of growth–the individual’s ability to walk, talk, and run. Growth is the physical change and increase in size. Height is one of the indicators of growth. Behavior is a component of the developmental stage. Behavior can sometimes indicate that development has taken place, but its absence does not mean that development has not occurred. The fact that the child does not exhibit a behavior in one instance does not mean that development is lagging.

  1. B) Development is an increase in the complexity of function and skill progression. It is the behavioral aspect of growth–the individual’s ability to walk, talk, and run. Growth is the physical change and increase in size. Height is one of the indicators of growth. Behavior is a component of the developmental stage. Behavior can sometimes indicate that development has taken place, but its absence does not mean that development has not occurred. The fact that the child does not exhibit a behavior in one instance does not mean that development is lagging.
  2. C) Development is an increase in the complexity of function and skill progression. It is the behavioral aspect of growth–the individual’s ability to walk, talk, and run. Growth is the physical change and increase in size. Height is one of the indicators of growth. Behavior is a component of the developmental stage. Behavior can sometimes indicate that development has taken place, but its absence does not mean that development has not occurred. The fact that the child does not exhibit a behavior in one instance does not mean that development is lagging.
  3. D) Development is an increase in the complexity of function and skill progression. It is the behavioral aspect of growth–the individual’s ability to walk, talk, and run. Growth is the physical change and increase in size. Height is one of the indicators of growth. Behavior is a component of the developmental stage. Behavior can sometimes indicate that development has taken place, but its absence does not mean that development has not occurred. The fact that the child does not exhibit a behavior in one instance does not mean that development is lagging.

Page Ref: 1647

Cognitive Level: Analyzing

Client Need: Health Promotion and Maintenance

Nursing Process: Assessment

Learning Outcome: 1. Summarize the physiological and psychological factors that impact development.

 

2) A psychiatric nurse is actively involved in the planning of a new children’s mental health clinic. The nurse understands the importance of including a play area at this site because of the population it will serve. The nurse should recognize which reason why play and toys are used to assess children with suspected mental health disorders?

  1. A) Pediatric clients express themselves through play.
  2. B) Only toys that are developmentally appropriate and specific to the child’s biological age are used.
  3. C) Pediatric clients do not usually relate to adults.
  4. D) Play enables the nurse to assess the cognitive ability of the pediatric client.

Answer: A

Explanation: A) A mental status exam on a child consists of both a semi-structured interview and an unstructured play session with the child. Observing a child at play can also provide invaluable information about motor behavior, thought content, affect, and impulse control. There is a general belief that toys with ambiguous meaning and diverse uses foster symbolic play more effectively because they allow the child to project his or her own identity and function onto the toys. The children may or may not relate to adults, but that is not the reason for including the play area. Cognitive ability is only one of the areas of assessment, and not the overall reason for including the play area. Toys may or may not be specific to the child’s biological age.

  1. B) A mental status exam on a child consists of both a semi-structured interview and an unstructured play session with the child. Observing a child at play can also provide invaluable information about motor behavior, thought content, affect, and impulse control. There is a general belief that toys with ambiguous meaning and diverse uses foster symbolic play more effectively because they allow the child to project his or her own identity and function onto the toys. The children may or may not relate to adults, but that is not the reason for including the play area. Cognitive ability is only one of the areas of assessment, and not the overall reason for including the play area. Toys may or may not be specific to the child’s biological age.
  2. C) A mental status exam on a child consists of both a semi-structured interview and an unstructured play session with the child. Observing a child at play can also provide invaluable information about motor behavior, thought content, affect, and impulse control. There is a general belief that toys with ambiguous meaning and diverse uses foster symbolic play more effectively because they allow the child to project his or her own identity and function onto the toys. The children may or may not relate to adults, but that is not the reason for including the play area. Cognitive ability is only one of the areas of assessment, and not the overall reason for including the play area. Toys may or may not be specific to the child’s biological age.

 

Nursing: A Concept-Based Approach to Learning Volume 2, 2nd edition Test Bank