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MSN 610 Quiz 2 Questions with Solutions 2024
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Exam of 13 pages for the course MSN 610 at MSN 610 (MSN 610 Quiz 2)
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MSN 610 Quiz 2cerebrum - answer primarily responsible for a person's mental status
cerebral cortex - answer Gray outer layer of cerebrum. houses the higher mental
functions and is responsible for perception and behavior.
Broca area - answer Located in the frontal lobe; is responsible for the formation of
words or speech
frontal lobe - answer responsible for decision making, problem solving, the ability to
concentrate, and short-term memory. Associated areas—related to emotions, affect,
drive, and awareness of self and the autonomic responses related to emotional states—
also originate in the frontal lobe.
parietal lobe - answer primarily responsible for receiving and processing sensory data.
temporal lobe - answer responsible for perception and interpretation of sounds as well
as localizing their source. The temporal lobe is also involved in the integration of
behavior, emotion, and personality, as well as long-term memory
Wernicke speech area - answerwhich allows a person to understand spoken and written
language. Located in temporal lobe.
The limbic system - answermediates certain patterns of behavior that determine survival
(e.g., mating, aggression, fear, and affection). Reactions to emotions such as anger,
love, hostility, and envy originate here, but the expression of emotion and behavior is
mediated by connections between the limbic system and the frontal lobe. A major
function is memory consolidation needed for long-term memory.
reticular system - answera collection of nuclei in the brainstem, regulates vital reflexes
such as heart and respiratory functioning. It also maintains wakefulness, which is
important for consciousness and for awareness and arousal functions. Disruption of the
ascending reticular activating system can lead to altered mental status (e.g., confusion
and delirium)
Infants and children (brain) - answerAll brain neurons are present at birth in a full-term
infant, but brain development continues with myelinization of nerve cells over several
years. Brain insults, such as infection (e.g., Zika virus or rubella), trauma, or metabolic
imbalance, can damage brain cells, which may result in serious per- manent dysfunction
in mental status. Genetic disorders may also affect cognitive development and mental
status.
, adolescents (brain) - answerIntellectual maturation continues, with greater capacity for
information and vocabulary development. Abstract thinking (i.e., the ability to develop
theories, use logical reasoning, make future plans, use generalizations, and consider
risks and possibilities) develops during this period. Judgment begins to develop with
education, intelligence, and experience.
Older adults (brain) - answerCognitive function should be intact in the healthy older
adult, but declines in cognitive abilities occur in some older adults after 60 or 70 years of
age. Speed of information processing and psychomotor speed begin declining at a
modest rate after 30 years of age. However, verbal skills and general knowledge
continue to increase into the 60s and often remain stable into the 80s. Cognitive
declines in executive functioning (the ability to plan and develop strategies, organize,
concentrate and remember details, and manage activities) may precede memory loss
and other cognitive impairments. The cognitive decline leading to dementia may occur
over 20 to 30 years, and it may begin as early as 45 years of age in some persons.
State of Consciousness - answerThe patient should be oriented to person, place, and
time and make appropriate responses to questions, as well as physical and
environmental stimuli. Person disorientation results from cerebral trauma, seizures, or
amnesia. Place disorientation occurs with psychiatric disorders, delirium, and cognitive
impairment. Time disorientation is associated with anxiety, delirium, depression, and
cognitive impairment. The Glasgow Coma Scale is used to quantify the level of
consciousness after an acute brain injury or medical condition
Analogies (Cognitive Abilities) - answerAsk the patient to describe simple analogies first
and then more complex analogies: • What is similar about these objects: Peaches and
lemons?
Ocean and lake? Trumpet and flute? • Complete this comparison: An engine is to an
airplane
as an oar is to a ____. • What is different about these two objects: A magazine
Cognitive Abilities - answerEvaluate cognitive functions as the patient responds to
questions during the history-taking process. Specific questions and tasks can provide a
detailed assessment of cognition, the execution of complex mental processes (e.g.,
learning, perceiving, decision making, and memory).
Signs of possible cognitive impairment include the following: significant memory loss,
confusion (impaired cognitive function with disorientation, attention and memory deficits,
and difficulty answering questions or following multiple-step directions), impaired
communication, inappropriate affect, personal care difficulties, hazardous behavior,
agitation, and suspiciousness.
Abstract Reasoning (Cognitive Abilities) - answerAsk the patient to tell you the meaning
of a fable, proverb, or metaphor, such as the following: •A stitch in time saves nine. •A
bird in the hand is worth two in the bush.
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