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Test Bank for Concepts for Nursing Practice 4th Edition by Jean Foret Giddens All Chapters 1-57 LATEST
Test Bank for Concepts for Nursing Practice 4th Edition by Giddens All Chapters 1-57 LATEST
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TEST BANKConcepts for Nursing Practice
Jean Foret Giddens
4th Edition
,Table of Contents
Concept 01 Development
Concept 02 Functional Ability
Concept 03 Family Dynamics
Concept 04 Culture
Concept 05 Spirituality
Concept 06 Adherence
Concept 07 Self-Management
Concept 08 Fluid and Electrolytes
Concept 09 Acid–Base Balance
Concept 10 Thermoregulation
Concept 11 Sleep
Concept 12 Cellular Regulation
Concept 13 Intracranial Regulation
Concept 14 Hormonal Regulation
Concept 15 Glucose Regulation
Concept 16 Nutrition
Concept 17 Elimination
Concept 18 Perfusion
Concept 19 Gas Exchange
Concept 20 Reproduction
Concept 21 Sexuality
Concept 22 Immunity
Concept 23 Inflammation
Concept 24 Infection
Concept 25 Mobility
Concept 26 Tissue Integrity
Concept 27 Sensory Perception
Concept 28 Pain
Concept 29 Fatigue
Concept 30 Stress and Coping
Concept 31 Mood and Affect
Concept 32 Anxiety
Concept 33 Cognition
Concept 34 Psychosis
Concept 35 Addiction
Concept 36 Interpersonal Violence
Concept 37 Professional Identity
Concept 38 Clinical Judgment
Concept 39 Leadership
Concept 40 Ethics
Concept 41 Patient Education
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Concept 42 Health Promotion
Concept 43 Communication
Concept 44 Collaboration
Concept 45 Safety
Concept 46 Technology and Informatics
Concept 47 Evidence
Concept 48 Health Care Quality
Concept 49 Care Coordination
Concept 50 Caregiving
Concept 51 Palliative Care
Concept 52 Health Disparities
Concept 53 Population Health
Concept 54 Health Care Organizations
Concept 55 Health Care Economics
Concept 56 Health Policy
Concept 57 Health Care Law
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,Concept 01: Development
Giddens: Concepts for Nursing Practice, 4th Edition
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 review for needs related to
a. anticipatory guidance.
b. low-risk adolescents.
c. physical development.
d. sexual development.
ANSWER: A
The HEADSS Adolescent Risk Profile is a psychosocial assessment screening tool which
reviews 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 reviewed with anthropometric data.
Sexual development is reviewed using physical examination.
OBJECTIVE: 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.
ANSWER: C
The expected stage of development for a preschooler (3–4 years old) is pre-operational.
Concrete operational describes the thinking of a school-age child (7–11 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.
OBJECTIVE: 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.
ANSWER: 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 as differentiation. Psychosocial and cognitive changes
are referred to as development. Qualitative changes associated with aging are referred to as
maturation.
OBJECTIVE: 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.
ANSWER: 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.
OBJECTIVE: NCLEX CLIENT NEEDS CATEGORY: HEALTH; Promotion and
Maintenance
5. To plan early intervention a n Nd U
caRreSfIoN
r aGnTinBf.
anCt OwMith 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.
ANSWER: 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.
OBJECTIVE: 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.
ANSWER:
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 would be the focus of preventive interventions. Environment
is considered to significantly affect development. Nutrition is considered to significantly
affect development.
OBJECTIVE: NCLEX CLIENT NEEDS CATEGORY: HEALTH; Promotion and
Maintenance
7. A mother complains to the nurse at the pediatric clinic that her 4-year-old child always talks
to her toys and makes up stories. The mother wants her child to have a psychological
evaluation. The nurse’s best initial response is to
a. refer the child to a psychologist immediately.
b. explain that playing make believe is normal at this age.
c. complete a developmental screening using a validated tool.
d. separate the child from the mother to get more information.
ANSWER: B
By the end of the fourth year, it is expected that a child will engage in fantasy, so this is
normal at this age. A referral to a psychologist would be premature based only on the
complaint of the mother. Completing a developmental screening would be very appropriate
but not the initial response. The nurse would certainly want to get more information, but
separating the child from the mother is not necessary at this time.
OBJECTIVE: NCLEX Client NeedsNCUaRteSgI
o rNy:GHTeBal.thCPOrM
omotion and Maintenance
8. A 17-year-old girl is hospitalized for appendicitis, and her mother asks the nurse why she is
so needy and acting like a child. The best response of the nurse is that in the hospital,
adolescents
a. have separation anxiety.
b. rebel against rules.
c. regress because of stress.
d. want to know everything.
ANSWER: C
Regression to an earlier stage of development is a common response to stress. Separation
anxiety is most common in infants and toddlers. Rebellion against hospital rules is usually
not an issue if the adolescent understands the rules and would not create childlike behaviors.
An adolescent may want to “know everything” with their logical thinking and deductive
reasoning, but that would not explain why they would act like a child.
OBJECTIVE: NCLEX CLIENT NEEDS CATEGORY: HEALTH; Promotion and
Maintenance
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