Tentamen (uitwerkingen)

TEST BANK PEDIATRIC NURSING CRITICAL COMPONENTS OF NURSING CARE 3RD EDITION RUDD-GRADES A+ with complete solutions

6 keer bekeken 0 keer verkocht

Vak
PEDIATRIC NURSING: CRITICAL COMPONENTS

Instelling
PEDIATRIC NURSING: CRITICAL COMPONENTS

Boek
Pediatric Nursing

TEST BANK PEDIATRIC NURSING: CRITICAL COMPONENTS OF NURSING CARE 3RD EDITION RUDD-GRADES A+ with complete solutionsTEST BANK PEDIATRIC NURSING: CRITICAL COMPONENTS OF NURSING CARE 3RD EDITION RUDD-GRADES A+ with complete solutionsTEST BANK PEDIATRIC NURSING: CRITICAL COMPONENTS OF NURSING CARE 3RD ...

[Meer zien]

Voorbeeld 4 van de 509 pagina's

Bekijk voorbeeld

Geupload op 31 augustus 2024
Aantal pagina's 509
Geschreven in 2024/2025
Type Tentamen (uitwerkingen)
Bevat Vragen en antwoorden

3rd edition
test bank pediatric nursing critical components o
pediatric nursing critical components of nursing
rudd grades a with complete solutions

Instelling PEDIATRIC NURSING: CRITICAL COMPONENTS
Vak PEDIATRIC NURSING: CRITICAL COMPONENTS

Volgen

QUIVERS Lid sinds 3 maanden 25 documenten verkocht

$18.99

Toegevoegd

In winkelwagen Op verlanglijstje

100% tevredenheidsgarantie
Direct beschikbaar na betaling
Zowel online als in PDF
Je zit nergens aan vast

Test Bank Pediatric Nursing: Critical
Components of Nursing Care 3rd Edition
Rudd-Grades A+-2023-2024

, Rudd 1
Davis ―Advantage ―for ―Pediatric ―Nursing Test ―Bank
―3e ―Ch01
Chapter ““1 ““Issues ““and ““Trends ““in ““Pediatric ““Nursing

Multiple ““Choice
Identify ““the ““choice ““that ““best ““completes ““the ““statement ““or ““answers ““the ““question.

―― 1. The ――nurse ――has ――provided ――a ――presentation ――to ――middle ――school ――children ――about ――nursing ――as ――a
――career. ――One ――of―the ――children ――stated ――that ――he ――wanted ――to ――be ――a ――pediatric ――nurse, ――because ――he

――wants ――to ――take ――care ――of ――babies ――and ――little ―――kids.‖ ――What ――would ――be ――an ――appropriate ――response

――to ――this ――middle ――school–aged ――child?

1. ―Nursing ――is ――a ――general ――practice; ――all ――nurses ――must ――know ――how ――to ――take ――care ――of
――all ――ages ――of―patients.‖

2. ―As ――a ――pediatric ――nurse, ――you ――would ――get ――to ――care ――for ――babies ――and ――little ――kids
――as ――well ――as―children ――through ――their ――teenage ――years.‖

3. ―What ――you ――are ――describing ――is ――actually ――a ――neonatal ――nurse. ――Neonatal ――nurses
――work ――with―newborn ――babies, ――toddlers, ――and ――preschool-age ――children.‖

4. ―Being ――a ――pediatric ――nurse ――requires ――a ――master’s ――degree, ――so ――be ――sure ――to
――work ――hard ――in―school!‖
―― 2.
The ――medical-surgical ――float ――nurse ――is ――assigned ――to ――the ――pediatric ――unit ――for ――the ――first ――time
――and ――states ――that―the ――skills ――are ―――the ――same ――as ――general ――nursing ――since ――children ――are ――little

――adults ――with ――smaller ――bodies.‖ ――What ――component ――of ――pediatric ――nursing ――contraindicates ――this

――statement?

1. Pediatric ――nursing ――involves ――care ――based ――on ――the ――developmental ――level ――of ――the ――patient.
2. Pediatric ――nursing ――involves ――the ――patient’s ――family ――in ――the ――plan ――of ――care.
3. Pediatric ――nursing ――in ――based ――on ――prevention ――of ――infectious ――diseases.
―― 3. 4. Pediatric ――nursing ――involves ――cultural ――sensitivity ――in ――patient ――care.

The ――culturally ――sensitive ――pediatric ――nurse ――is ――aware ――of ――the ――racial ――makeup ――of ――the ――U.S.
――population. ――Which ――of ――the ――following ――reflects ――the ――demographics ――of ――the ――U.S. ――pediatric

――population ――in ――2018, ――based―on ――U.S. ――Census ――Bureau ――data?

1. The ――American ――Indian ――and ――Alaska ――Native ――population ――represent ――one-fifth
――of ――the―pediatric ――population.

2. About ――half ――of ――the ――children ――fall ――in ――the ――category ――of ――something ――other ――than
――White ――non-―Hispanic.

3. The ――population ――of ――Asian ――children ――decreased ――from ――2015 ――to ――2018.
4. There ――was ――no ――change ――in ――the ――population ――of ――Non-Hispanic ――children ――who
―― 4. ――represent―two ――or ――more ――races ――between ――2015 ――and ――2018.

The ――nurse ――at ――a ――family ――clinic ――is ――providing ――care ――to ――an ――adolescent ――patient ――diagnosed ――with
――diabetes. ――The―patient ――has ――verbalized ――discomfort ――with ――the ――feelings ――of ――isolation ――when

――unable ――to ――drink ――alcohol ――with ――their ――friends. ――Which ――of ――the ――following ――would ――be ――the ――most

――appropriate ――response ――to ――this ――statement?

1. ―Drinking ――alcohol ――is ――not ――only ――illegal ――but ――dangerous ――for ――your ――blood
――sugar ――control―and ――overall ――well-being.‖

2. ―You ――can ――still ――drink ――alcohol, ――in ――moderation, ――if ――you ――control ――the ――sugar
――spike ――with―more ――insulin.‖

3. ―Prepare ――for ――alcohol ――intake ――with ――more ――water ――and ――less ――carbohydrates ――before
――drinking―to ――slow ――sugar ――spikes.‖

4. ―It ――is ――understandable ――that ――you ――want ――to ――be ――included, ――but ――perhaps ――we ――can
――work ――out ――a―plan ――on ――how ――to ――work ――through ――those ――situations.‖

, Rudd 2
Davis ―Advantage ―for ―Pediatric ―Nursing Test ―Bank
―3e ―Ch01

―― 5. Which ――statement ――best ――describes ――the ――common ――core ――concepts ――of ――the ――different ――models ――of
――pediatric―nursing?

1. All ――models ――focus ――on ――the ――open ――communication ――between ――the ――child ――and ――nurse.
2. All ――models ――focus ――on ――importance ――of ――family ――relationship ――to ――the ――child.
3. All ――models ――focus ――on ――safeguarding ――the ――child’s ――dignity ――during ――care.
4. All ――models ――focus ――on ――coordination ――of ――care ――needs ――that ――arise ――during ――illness.
―― 6. Which ――of ――the ――following ――tasks ――is ――associated ――with ――the ――pediatric ――medical ――home ――care ――model
――of ――pediatric―nursing?

1. The ――nurse ――refers ――the ――family ――to ――a ――childhood ――cancer ――support ――group ――prior ――to
――discharge―from ――the ――hospital.

2. The ――nurse ――includes ――a ――simple ――explanation ――of ――the ――procedure ――to ――the ――child
――based ――on ――the―child’s ――developmental ――level.

3. The ――nurse ――includes ――the ――family’s ――cultural ――celebrations ――and ――observations
――while―providing ――care ――to ――the ――child.

4. The ――nurse ――develops ――the ――plan ――of ――care ――with ――the ――child ――and ――family ――as ――the
――focal ――point ――of―the ――interventions.

―― 7. The ――pediatric ――nurse ――begins ――a ――research ――project ――on ――8-year-old ――patients ――with ――the ――medical
――diagnosis ――of―pediatric ――acute-onset ――neuropsychiatric ――syndrome ――(PANS). ――The ――family ――has

――consented ――to ――the ――research, ――but ――as ――the ――nurse ――begins ――to ――administer ――the ――intervention, ――the

――patient ――refuses ――to ――cooperate. ――What ――is ――the ――appropriate ――response ――to ――this ――refusal?

1. The ――nurse ――should ――discuss ――with ――the ――family ――the ――options ――of
――performing ――the―intervention ――without ――the ――child’s ――knowledge.

2. The ――nurse ――should ――explain ――to ――the ――child ――that ――this ――is ――necessary ――and ――promise ――a
――reward ――at―the ――end ――of ――the ――research ――project.

3. The ――nurse ――should ――refuse ――to ――perform ――the ――intervention ――until ――the ――child
――consents ――to ――the―intervention ――and ――project.

4. The ――nurse ――should ――discuss ――the ――pros ――and ――cons ――of ――the ――research ――project
――with ――the ――child―and ――focus ――on ――the ――outcomes.

―― 8. A ――nurse ――is ――providing ――relationship-based ――care ――to ――a ――pediatric ――patient. ――Which ――of ――the
――following ――is ――a―challenge ――the ――nurse ――is ――likely ――to ――encounter ――while ――using ――this ――model ――of

――care?

1. Maintaining ――a ――sterile ――field ――for ――a ――procedure ――with ――a ――restless ――toddler
2. Communicating ――with ――the ――blended ――family ――on ――regular ――basis
3. Treating ――children ――with ――antibiotic-resistant ――illnesses
4. Caring ――for ――a ――larger ――number ――of ――children ――with ――autism ――spectrum
――disorders ――and―childhood ――depression
―― 9.
The ――pediatric ――nurse ――desires ――to ――expand ――his ――or ――her ――career ――options ――to ――become ――the
――hospital’s ――nurse ――educator ――of ――pediatrics. ――Which ――of ――the ――following ――is ――necessary ――for ――this

――nurse ――to ――achieve ――this ――career―goal?

1. The ――nurse ――is ――recommended ――to ――earn ――a ――minimum ――of ――a ――master’s ――degree ――in ――nursing.
2. The ――nurse ――must ――earn ――a ――minimum ――of ――a ――doctorate ――degree ――in ――nursing.
3. The ――nurse ――must ――implement ――and ――develop ――research ――in ――nursing ――practice.
4. The ――nurse ――must ――implement ――a ――plan ――to ――obtain ――certification ――in ――pediatrics.

, Rudd 3
Davis ―Advantage ―for ―Pediatric ―Nursing Test ―Bank
―3e ―Ch01
―― 10. ――The ――school ――nurse ――is ――developing ――a ――teaching ――session ――for ――the ――population ――of ――children ――in ――a
――middle ――school. ――The ――nurse ――has ――determined ――that ――the ――greatest ――need ――for ――the ――overall

――health ――of ――the ――children ――is ――promotion ――of ――healthy ――foods. ――Which ――of ――the ――following

――interventions ――is ――most ――likely ――to ――be ――effective?

1. Remove ――all ――unhealthy ――snacks ――from ――the ――vending ――machines.
2. Have ――a ――poster ――contest ――on ――healthy ――eating ――options.
3. Survey ――the ――student ――population ――during ――lunch ――breaks.
4. Engage ――the ――students ――in ――healthy ――choices ――with ――cooking ――lessons.
―― 11. ――The ――nurse ――recognizes ――the ――needs ――of ――professional ――development ――to ――provide ――safe ――and
――effective ――care ――to―the ――pediatric ――population ――by ――attending ――which ――of ――the ――following ――courses?

1. Procedure ――with ――rationale ――to ――administer ――human ――papilloma ――vaccine ――to ――the
――middle―school ――population

2. Study ――review ――of ――the ――incidence ――of ――bullying ――and ――intimidation ――in ――the
――elementary―school ――population

3. Demographic ――study ――of ――the ――U.S. ――population ――with ――regard ――to ――cultural
――diversity ――and―practices

4. How ――to ――provide ――individual ――health ――care ――education ――for ――the ――children ――without
――parental―interference

―― 12. ――Which ――of ――the ――following ――continuing ――education ――courses ――would ――best ――enhance ――the
――pediatric ――nurse’s―practice ――in ――relationship ――to ――current ――trends?

1. Evidence-based ――practice ――on ――improving ――antibiotic ――adherence ――with ――education
――to ――the―family ――unit

2. Evidence-based ――practice ――on ――proper ――administration ――of ――antibiotics ――for
――children ――with―autoimmune ――diseases

3. How ――to ――enhance ――communication ――with ――children ――in ――regards ――to ――adherence ――to
――antibiotic―use

4. How ――to ――decrease ――instances ――of ――exacerbation ――of ――infections ――of
――children ――with―autoimmune ――diseases ――with ――antibiotics

―― 13. ――The ――pediatric ――nurse ――is ――developing ――interventions ――for ――a ――school-aged ――child ――based ――on ――the
――nursing ――diagnosis ――of ――imbalanced ““nutrition ““related ““to ““a ““body ““mass ““index ““(BMI) ““of ““37

““and ““poor ““food ““choices“as ““evidenced ““by ““patient’s ““mother’s ““food ““diary ““for ““the ““family

““and ““child’s ““statements ““of ““food ““preferences. ““Which ――of ――the ――following ――would ――be ――an

――appropriate ――nursing ――intervention?

1. Provide ――the ――child ――and ――family ――with ――information ――from
――https://www.MyPlate.gov ――for―healthy ――food ――options.

2. Increase ――the ――child’s ――activity ――by ――incorporating ――the ――child’s ――friends ――into ――a
――plan ――of―healthy ――exercise ――options.

3. Explain ――the ――importance ――of ――balancing ――diet ――and ――exercise ――to ――prevent
――obesity ――to ――the―child ――and ――family.

4. Provide ――information ――on ――the ――increased ――risk ――for ――potential ――disease ――processes
――such ――as―diabetes ――and ――hypertension.

―― 14. ――The ――nurse ――is ――developing ――interventions ――for ――a ――transgender ――adolescent ――based ――on ――the ――nursing
――diagnosis―decreased ““self-esteem ““related ““to ““transgender ““identity ““as ““evidenced ““by

““statements ““of ““feeling “““worthless, ““different, ““and ““alone.” ““What ――would ――be ――the ――most

――appropriate ――intervention ――based ――on ――the―diagnosis?

1. Give ――positive ――feedback ――on ――personal ――choices ――as ――appropriate.

Voordelen van het kopen van samenvattingen bij Stuvia op een rij:

√ Verzekerd van kwaliteit door reviews

Stuvia-klanten hebben meer dan 700.000 samenvattingen beoordeeld. Zo weet je zeker dat je de beste documenten koopt!

Snel en makkelijk kopen

Je betaalt supersnel en eenmalig met iDeal, Bancontact of creditcard voor de samenvatting. Zonder lidmaatschap.

Focus op de essentie

Samenvattingen worden geschreven voor en door anderen. Daarom zijn de samenvattingen altijd betrouwbaar en actueel. Zo kom je snel tot de kern!

Veelgestelde vragen

Wat krijg ik als ik dit document koop?

Je krijgt een PDF, die direct beschikbaar is na je aankoop. Het gekochte document is altijd, overal en oneindig toegankelijk via je profiel.

Tevredenheidsgarantie: hoe werkt dat?

Onze tevredenheidsgarantie zorgt ervoor dat je altijd een studiedocument vindt dat goed bij je past. Je vult een formulier in en onze klantenservice regelt de rest.

Van wie koop ik deze samenvatting?

Stuvia is een marktplaats, je koop dit document dus niet van ons, maar van verkoper QUIVERS. Stuvia faciliteert de betaling aan de verkoper.

Zit ik meteen vast aan een abonnement?

Nee, je koopt alleen deze samenvatting voor $18.99. Je zit daarna nergens aan vast.

Is Stuvia te vertrouwen?

4,6 sterren op Google & Trustpilot (+1000 reviews)

Afgelopen 30 dagen zijn er 73918 samenvattingen verkocht

Opgericht in 2010, al 14 jaar dé plek om samenvattingen te kopen

Start met verkopen

Laatst bekeken door jou

Tentamen (uitwerkingen) ·

(1)

Wilkes University NSG 526 PMHNP -Exam 1 2024 all Questions and Answers| A+ GRADE

College aantekeningen ·

(3)

Popular books

Popular Universities in the United States

Tentamen (uitwerkingen)

TEST BANK PEDIATRIC NURSING CRITICAL COMPONENTS OF NURSING CARE 3RD EDITION RUDD-GRADES A+ with complete solutions

Document informatie

Onderwerpen

Gekoppeld boek

Meer samenvattingen voor studieboek

Geschreven voor

Verkoper

Ontvangen beoordelingen

Voorbeeld van de inhoud