Advanced Practice Nursing: Essentials for Role Development 4th Edition Joel Test Bank
Table of Contents
Chapter 1. Advanced Practice Nursing: Doing What Has to Be Done-Radicals, Renegades, and Rebels
Chapter 2. Emerging Roles of the Advanced Practice Nurse
Chapter 3. Role Development: A Theoretical Perspective
Chapter 4. Educational Preparation of Advanced Practice Nurses: Looking to the Future
Chapter 5. Global Perspectives on Advanced Nursing Practice by
Chapter 6. Advanced Practice Nurses and Prescriptive Authority
Chapter 7. Credentialing and Clinical Privileges for the Advanced Practice Registered Nurse
Chapter 8. The Kaleidoscope of Collaborative Practice
Chapter 9. Participation of the Advanced Practice Nurse in Health Plans and Quality Initiatives
Chapter 10. Public Policy and the Advanced Practice Registered Nurse
Chapter 11. Resource Management
Chapter 12. Mediated Roles: Working With and Through Other People
Chapter 13. Evidence-Based Practice
Chapter 14. Advocacy and the Advanced Practice Nurse
Chapter 15. Case Management and Advanced Practice Nursing
Chapter 16. The Advanced Practice Nurse and Research
Chapter 17. The Advanced Practice Nurse: Holism and Complementary
and Integrative Health Approaches
Chapter 18. Basic Skills for Teaching and the Advanced Practice Nurse
Chapter 19. Culture as a Variable in Practice
Chapter 20. Conflict Resolution in Advanced Practice Nursing
Chapter 21. Leadership for APNs: If Not Now, When?
Chapter 22. Information Technology and the Advanced Practice Nurse by
Chapter 23. Writing for Publication
Chapter 24. Measuring Advanced Practice Nurse Performance: Outcome Indicators, Models of Evaluation
and the Issue of Value
Chapter 25. Advanced Practice Registered Nurses: Accomplishments, Trends, and Future Development
Chapter 26. Starting a Practice and Practice Management (Judith Barberio)
Chapter 27. The Advanced Practice Nurse as Employee or Independent Contractor: Legal and Contractual
Considerations
Chapter 28. The Law, The Courts, and the Advanced Practice Registered Nurse
Chapter 29. Malpractice and the Advanced Practice Nurse
Chapter 30. Ethics and the Advanced Practice Nurse
.
,Chapter 1. Advanced practice nursing: doing what has to be done-radicals, renegades, and rebels
Multiple choice
1. The nurse manager of a pediatric clinic could confirm that the new nurse recognized the purpose
of the HEADSS Adolescent Risk Profile when the new nurse responds that it is used to assess for
needs related to
a. anticipatory guidance.
b. low-risk adolescents.
c. physical development.
d. sexual development.
ANS: A
The HEADSS Adolescent Risk Profile is a psychosocial assessment screening tool which assesses
home, education, activities, drugs, sex, and suicide for the purpose of identifying high-risk
adolescents and the need for anticipatory guidance. It is used to identify high-risk, not low-risk,
adolescents. Physical development is assessed with anthropometric data. Sexual development is
assessed using physical examination.
REF: 6 OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
2. The nurse preparing a teaching plan for a preschooler knows that, according to Piaget, the
expected stage of development for a preschooler is
a. concrete operational.
b. formal operational.
c. preoperational.
d. sensorimotor.
ANS: C
The expected stage of development for a preschooler (3 to 4 years old) is preoperational. Concrete
operational describes the thinking of a school-age child (7 to 11 years old). Formal operational
describes the thinking of an individual after about 11 years of age. Sensorimotor describes the
earliest pattern of thinking from birth to 2 years old.
REF: 5 OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
.
,3. The school nurse talking with a high school class about the difference between growth and
development would best describe growth as
a. processes by which early cells specialize.
b. psychosocial and cognitive changes.
c. qualitative changes associated with aging.
d. quantitative changes in size or weight.
ANS: D
Growth is a quantitative change in which an increase in cell number and size results in an increase
in overall size or weight of the body or any of its parts. The processes by which early cells
specialize are referred to asdifferentiation. Psychosocial and cognitive changes are referred to as
development. Qualitative changes associated with aging are referred to as maturation.
REF: 2 OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
4. The most appropriate response of the nurse when a mother asks what the Denver II does is that it
a. can diagnose developmental disabilities.
b. identifies a need for physical therapy.
c. is a developmental screening tool.
d. provides a framework for health teaching.
ANS: C
The Denver II is the most commonly used measure of developmental status used by health care
professionals; it is a screening tool. Screening tools do not provide a diagnosis. Diagnosis requires a
thorough neurodevelopment history and physical examination. Developmental delay, which is
suggested by screening, is a symptom, not a diagnosis. The need for any therapy would be
identified with a comprehensive evaluation, not a screening tool. Some providers use the Denver II
as a framework for teaching about expected development, but this is not the primary purpose of the
tool.
REF: 4 OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
5. To plan early intervention and care for an infant with Down syndrome, the nurse considers
knowledge of other physical development exemplars such as
.
, a. cerebral palsy.
b. failure to thrive.
c. fetal alcohol syndrome.
d. hydrocephaly.
ANS: D
Hydrocephaly is also a physical development exemplar. Cerebral palsy is an exemplar of adaptive
developmental delay. Failure to thrive is an exemplar of social/emotional developmental delay.
Fetal alcohol syndrome is an exemplar of cognitive developmental delay.
REF: 9 OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
6. To plan early intervention and care for a child with a developmental delay, the nurse would
consider knowledge of the concepts most significantly impacted by development, including
a. culture.
b. environment.
c. functional status.
d. nutrition.
ANS: C
Function is one of the concepts most significantly impacted by development. Others include
sensory-perceptual, cognition, mobility, reproduction, and sexuality. Knowledge of these concepts
can help the nurse anticipate areas that need to be addressed. Culture is a concept that is considered
to significantly affect development; the difference is the concepts that affect development are those
that represent major influencing factors (causes), hence determination of development and would be
the focus of preventive interventions. Environment is considered to significantly affect
development. Nutrition is considered to significantly affect development.
REF: 1 OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
.
Table of Contents
Chapter 1. Advanced Practice Nursing: Doing What Has to Be Done-Radicals, Renegades, and Rebels
Chapter 2. Emerging Roles of the Advanced Practice Nurse
Chapter 3. Role Development: A Theoretical Perspective
Chapter 4. Educational Preparation of Advanced Practice Nurses: Looking to the Future
Chapter 5. Global Perspectives on Advanced Nursing Practice by
Chapter 6. Advanced Practice Nurses and Prescriptive Authority
Chapter 7. Credentialing and Clinical Privileges for the Advanced Practice Registered Nurse
Chapter 8. The Kaleidoscope of Collaborative Practice
Chapter 9. Participation of the Advanced Practice Nurse in Health Plans and Quality Initiatives
Chapter 10. Public Policy and the Advanced Practice Registered Nurse
Chapter 11. Resource Management
Chapter 12. Mediated Roles: Working With and Through Other People
Chapter 13. Evidence-Based Practice
Chapter 14. Advocacy and the Advanced Practice Nurse
Chapter 15. Case Management and Advanced Practice Nursing
Chapter 16. The Advanced Practice Nurse and Research
Chapter 17. The Advanced Practice Nurse: Holism and Complementary
and Integrative Health Approaches
Chapter 18. Basic Skills for Teaching and the Advanced Practice Nurse
Chapter 19. Culture as a Variable in Practice
Chapter 20. Conflict Resolution in Advanced Practice Nursing
Chapter 21. Leadership for APNs: If Not Now, When?
Chapter 22. Information Technology and the Advanced Practice Nurse by
Chapter 23. Writing for Publication
Chapter 24. Measuring Advanced Practice Nurse Performance: Outcome Indicators, Models of Evaluation
and the Issue of Value
Chapter 25. Advanced Practice Registered Nurses: Accomplishments, Trends, and Future Development
Chapter 26. Starting a Practice and Practice Management (Judith Barberio)
Chapter 27. The Advanced Practice Nurse as Employee or Independent Contractor: Legal and Contractual
Considerations
Chapter 28. The Law, The Courts, and the Advanced Practice Registered Nurse
Chapter 29. Malpractice and the Advanced Practice Nurse
Chapter 30. Ethics and the Advanced Practice Nurse
.
,Chapter 1. Advanced practice nursing: doing what has to be done-radicals, renegades, and rebels
Multiple choice
1. The nurse manager of a pediatric clinic could confirm that the new nurse recognized the purpose
of the HEADSS Adolescent Risk Profile when the new nurse responds that it is used to assess for
needs related to
a. anticipatory guidance.
b. low-risk adolescents.
c. physical development.
d. sexual development.
ANS: A
The HEADSS Adolescent Risk Profile is a psychosocial assessment screening tool which assesses
home, education, activities, drugs, sex, and suicide for the purpose of identifying high-risk
adolescents and the need for anticipatory guidance. It is used to identify high-risk, not low-risk,
adolescents. Physical development is assessed with anthropometric data. Sexual development is
assessed using physical examination.
REF: 6 OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
2. The nurse preparing a teaching plan for a preschooler knows that, according to Piaget, the
expected stage of development for a preschooler is
a. concrete operational.
b. formal operational.
c. preoperational.
d. sensorimotor.
ANS: C
The expected stage of development for a preschooler (3 to 4 years old) is preoperational. Concrete
operational describes the thinking of a school-age child (7 to 11 years old). Formal operational
describes the thinking of an individual after about 11 years of age. Sensorimotor describes the
earliest pattern of thinking from birth to 2 years old.
REF: 5 OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
.
,3. The school nurse talking with a high school class about the difference between growth and
development would best describe growth as
a. processes by which early cells specialize.
b. psychosocial and cognitive changes.
c. qualitative changes associated with aging.
d. quantitative changes in size or weight.
ANS: D
Growth is a quantitative change in which an increase in cell number and size results in an increase
in overall size or weight of the body or any of its parts. The processes by which early cells
specialize are referred to asdifferentiation. Psychosocial and cognitive changes are referred to as
development. Qualitative changes associated with aging are referred to as maturation.
REF: 2 OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
4. The most appropriate response of the nurse when a mother asks what the Denver II does is that it
a. can diagnose developmental disabilities.
b. identifies a need for physical therapy.
c. is a developmental screening tool.
d. provides a framework for health teaching.
ANS: C
The Denver II is the most commonly used measure of developmental status used by health care
professionals; it is a screening tool. Screening tools do not provide a diagnosis. Diagnosis requires a
thorough neurodevelopment history and physical examination. Developmental delay, which is
suggested by screening, is a symptom, not a diagnosis. The need for any therapy would be
identified with a comprehensive evaluation, not a screening tool. Some providers use the Denver II
as a framework for teaching about expected development, but this is not the primary purpose of the
tool.
REF: 4 OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
5. To plan early intervention and care for an infant with Down syndrome, the nurse considers
knowledge of other physical development exemplars such as
.
, a. cerebral palsy.
b. failure to thrive.
c. fetal alcohol syndrome.
d. hydrocephaly.
ANS: D
Hydrocephaly is also a physical development exemplar. Cerebral palsy is an exemplar of adaptive
developmental delay. Failure to thrive is an exemplar of social/emotional developmental delay.
Fetal alcohol syndrome is an exemplar of cognitive developmental delay.
REF: 9 OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
6. To plan early intervention and care for a child with a developmental delay, the nurse would
consider knowledge of the concepts most significantly impacted by development, including
a. culture.
b. environment.
c. functional status.
d. nutrition.
ANS: C
Function is one of the concepts most significantly impacted by development. Others include
sensory-perceptual, cognition, mobility, reproduction, and sexuality. Knowledge of these concepts
can help the nurse anticipate areas that need to be addressed. Culture is a concept that is considered
to significantly affect development; the difference is the concepts that affect development are those
that represent major influencing factors (causes), hence determination of development and would be
the focus of preventive interventions. Environment is considered to significantly affect
development. Nutrition is considered to significantly affect development.
REF: 1 OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
.
