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PEDIATRIC NURSING: CRITICAL COMPONENTS

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PEDIATRIC NURSING: CRITICAL COMPONENTS

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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 ...

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

Book Title:Pediatric Nursing

Author(s):Kathryn Rudd, Diane Kocisko

Edition:2013
ISBN:9780803640535
Edition:1

Exam (elaborations)
PEDIATRIC NURSING THECRITICAL COMPONENTS OF NURSING CARE 2ND EDITION
Exam (elaborations)
Test Bank Davis Advantage for Pediatric Nursing; The Critical Components of Nursing Care 2nd Edition by Kathryn Rudd Chapter 1-22
Exam (elaborations)
Pediatric Nursing The Critical Components of Nursing Care 2nd Edition Rudd Test Bank Complete Updated Fall 2024.

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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.

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