Random NCLEX Style Family/Development Questions

Gains 5-7 oz a week. (A) 0-1 month (B) 2 - 4 months (C) 4-6 months

A, B, C

A maternity nurse is providing instruction to a new mother regarding the psychosocial development of the newborn infant. Using Erikson's psychosocial development theory, the nurse would instruct the mother to: A. Allow the newborn infant to signal a need B. Anticipate all of the needs of the newborn infant C. Avoid the newborn infant during the first 10 minutes of crying D. Attend to the newborn infant immediately when crying

A. Allow the newborn infant to signal a need Rationale: According to Erikson, the caregiver should not try to anticipate the newborn infant's needs at all times but must allow the newborn infant to signal needs. If a newborn is not allowed to signal a need, the newborn will not learn how to control the environment. Erikson believed that a delayed or prolonged response to a newborn's signal would inhibit the development of trust and lead to mistrust of others.

Characterized by the emergence of new cognitive skills and development of self-esteem A. School Age (6-12) B. Adolescence (12-18)

A. School Age

Concrete Operational Stage A. School Age (6-12) B. Adolescence (12-18)

A. School Age

Immune system is mature A. School Age (6-12) B. Adolescence (12-18)

A. School Age

Industry vs. Inferiority A. School Age (6-12) B. Adolescence (12-18)

A. School Age

The mother of a toddler asks a nurse when it is safe to place the car safety seat in a face-forward position. The best nursing response is which of the following? A. When the toddler is a year old or older B. The seat should not be placed in a face-forward position unless there are safety locks in the car C. The seat should never be place in a face-forward position because the risk of the child unbuckling the harness D. When the weight of the toddler is greater than 40 lbs

A. When the toddler is a year old or older Rationale: The transition point for switching to the forward facing position is defined by the manufacturer of the convertible car safety seat but is generally at 1 year of age

Can hold a rattle. (A) 0-1 month (B) 2 - 4 months (C) 4-6 months

B. 2-4 months

Can hold head up and support weight with arms (A) 0-1 month (B) 2 - 4 months (C) 4-6 months

B. 2-4 months

Moro reflex fades in strength. (A) 0-1 month (B) 2 - 4 months (C) 4-6 months

B. 2-4 months

Posterior Fontanel closes. (A) 0-1 month (B) 2 - 4 months (C) 4-6 month

B. 2-4 months

Formal-Operational Stage (Piaget) A. School Age (6-12) B. Adolescence (12-18)

B. Adolescence

Identity vs. Role Confusion Stage (Erikson) A. School Age (6-12) B. Adolescence (12-18)

B. Adolescence

Increased need for sleep A. School Age (6-12) B. Adolescence (12-18)

B. Adolescence

The nurse teaches parents how to help their children learn impulse control and cooperative behaviors. This would occur during which of the stages of development defined by Erikson? A. Trust vs. Mistrust B. Initiative vs. Guilt C. Industry vs. Inferiority D. Autonomy vs. Shame and Doubt

B. Initiative vs. Guilt Rationale: The stage of initiative versus guilt occurs from ages 3 to 6 years, during which children develop direction and purpose. Teaching impulse control and cooperative behaviors during this stage help the child to avoid risks of altered growth and development. In the autonomy versus sense of shame and doubt stage, toddlers learn to achieve self-control and willpower. Trust versus mistrust is the first stage, during which children develop faith and optimism. During the industry versus inferiority stage, children develop a sense of competency.

Starts to run, jump/throw. A. Infant (0-1) B. Toddler (1-3) C. Pre-School (3-6) D. School-Age (6-12)

B. Toddler

Autonomy vs. Shame/Doubt Stage (Erikson). A. Infant (0-1) B. Toddler (1-3) C. Pre-School (3-6) D. School-Age (6-12)

B. Toddler (1-3)

Can dress/undress self. A. Infant (0-1) B. Toddler (1-3) C. Pre-School (3-6) D. School-Age (6-12)

B. Toddler (1-3)

Grows 1.4 - 2.3 kg a year. A. Infant (0-1) B. Toddler (1-3) C. Pre-School (3-6) D. School-Age (6-12)

B. Toddler (1-3)

Refines motor and language skills; Vocab of 1000 words and uses short sentences. A. Infant (0-1) B. Toddler (1-3) C. Pre-School (3-6) D. School-Age (6-12)

B. Toddler (1-3)

A nurse is evaluating the developmental level of a 2-year-old. Which of the following does the nurse expect to observe in this child? A. Uses a fork to eat B. Uses a cup to drink C. Uses a knife for cutting food D. Pours own milk into a cup

B. Uses a cup to drink Rationale: By age 2, the child can use a cup and can use a spoon correctly but with some spilling. By ages 3 to 4, the child begins to use a fork. By the end of the preschool period, the child should be able to pour milk into a cup and begin to use a knife for cutting.

A clinic nurse assesses the communication patterns of a 5-month-old infant. The nurse determines that the infant is demonstrating the highest level of developmental achievement expected if the infant: A. Uses simple words such as "mama" B. Uses monosyllabic babbling C. Links syllables together D. Coos when comforted

B. Uses monosyllabic babbling Rationale: Using monosyllabic babbling occurs between 3 and 6 months of age. Using simple words such as "mama" occurs between 9 and 12 months. Linking syllables together when communicating occurs between 6 and 9 months. Cooing begins at birth and continues until 2 months.

No head lag when pulled to sitting position. (A) 0-1 month (B) 2 - 4 months (C) 4-6 months

C. 4-6 months

Turns from abdomen to back. (A) 0-1 month (B) 2 - 4 months (C) 4-6 months

C. 4-6 months

A nurse is preparing to care for a 5-year-old who has been placed in traction following a fracture of the femur. The nurse plans care, knowing that which of the following is the most appropriate activity for this child? A. Large picture books B. A radio C. Crayons and coloring book D. A sports video

C. Crayons and Coloring Book Rationale: In the preschooler, play is simple and imaginative and includes activities such as crayons and coloring books, puppets, felt and magnetic boards, and Play-Doh. Large picture books are most appropriate for the infant. A radio and a sports video are most appropriate for the adolescent.

During which stage of cognitive development does the individual's thinking move to abstract and theoretical subjects and possibly venture into such topics as achieving world peace, finding justice, and seeking meaning in life? A. Sensorimotor B. Pre-Operational C. Formal Operations D. Concrete Operations

C. Formal Operations Rationale: During the formal operations stage of development (Age 12-18), the individual's thinking moves from abstract to theoretical subjects. During the concrete operations stage (Age 6-12), children achieve the ability to perform mental operations. During the sensorimotor stage (Age 0-1), infants develop the schemas or action patterns for dealing with the environment. During the pre-operational stage (Age 3-6), children learn to think using symbols and mental images.

A 10-year-old fifth-grader enjoys having his artwork displayed on the family refrigerator. This behavior is indicative of which developmental stage as described by Erikson? A. Initiative vs. Guilt B. Trust vs. Mistrust C. Industry vs. Inferiority D. Identity vs. Role Confusion

C. Industry vs. Inferiority Rationale: School children 6 to 12 years old are eager to work and play and thrive on their accomplishments and praise, a characteristic of the industry vs. inferiority stage (stage 4). The initiative vs. guilt stage (stage 3) applies to children 3 to 6 years of age, when children begin to develop a conscience. The identity vs. role confusion stage (stage 5) applies to young people at the time of puberty. The trust vs. mistrust stage (stage 1) applies to infants meeting or not meeting their basic needs.

Characterized by growing intellectual skills, physical ability, and independence. A. Infant (0-1) B. Toddler (1-3) C. Pre-School (3-6) D. School-Age (6-12)

C. Pre-School

Growth is slow and steady, most occurring in long bones of arms and legs. A. Infant (0-1) B. Toddler (1-3) C. Pre-School (3-6) D. School-Age (6-12)

C. Pre-School (3-6)

Initiative vs. Guilt Stage (Erikson). A. Infant (0-1) B. Toddler (1-3) C. Pre-School (3-6) D. School-Age (6-12)

C. Pre-School (3-6)

A mother of a 3-year-old tells a clinic nurse that the child is rebelling constantly and having temper tantrums. The nurse most appropriately tells the mother to: A. Punish the child every time the child says "no", to change the behavior B. Allow the behavior because this is normal at this age period C. Set limits on the child's behavior D. Ignore the child when this behavior occurs

C. Set limits on the child's behavior Rationale: According to Erikson, the child focuses on independence between ages 1 and 3 years (Autonomy vs. Shame/Doubt). Gaining independence often means that the child has to rebel against the parents' wishes. Saying things like "no" or "mine" and having temper tantrums are common during this period of development. Being consistent and setting limits on the child's behavior are the necessary elements.

A 16-year-old is admitted to the hospital for acute appendicitis, and an appendectomy is performed. Which of the following nursing interventions is most appropriate to facilitate normal growth and development? A. Allow the family to bring in the child's favorite computer games B. Encourage the parents to room-in with the child C. Encourage the child to rest and read D. Allow the child to participate in activities with other individuals in the same age group when the condition permits

D. Allow the child to participate in activities with other individuals in the same age group when the condition permits Rationale: Adolescents often are not sure whether they want their parents with them when they are hospitalized. Because of the importance of the peer group, separation from friends is a source of anxiety. Ideally, the members of the peer group will support their ill friend. Options a, b, and c isolate the child from the peer group.

The nurse caring for a hospitalized adolescent can best meet the adolescent's developmental needs by: A. Providing diversion activities such as word puzzles B. Providing privacy while the adolescent's significant other visits C. Encouraging the parent to stay with the adolescent at all times D. Explaining procedures and including the adolescent in decision making

D. Explaining procedures and including the adolescent in decision making Rationale: Adolescents need to participate in decisions regarding their care. They need to understand and are capable of understanding treatment issues. Providing diversions would be more appropriate for a school-aged child at the industry versus inferiority stage. Adolescents need parental presence but are also moving toward independence and separation from the family. A significant other is more relevant for a young adult, who is developmentally ready for intimacy.

According to Piaget's theory of cognitive development, the child aged 7 to 11 years demonstrates concrete operations when he or she: A. Begins to think abstractly B. Participates in parallel play C. Is able to communicate with others on a simple level D. Recognizes that friends may perceive things differently

D. Recognizes that friends may perceive things differently Rationale: The concrete operations stage from 6 to 12 years is characterized by the child's ability to think through things without performing them and mentally understand a viewpoint different from his or her own. Parallel play is characteristic of a toddler, 1 to 3 years of age. Simple communication skills are typical up to 7 years of age. Then the child begins to add a mental element that shows further development of communication. Abstract thinking is typical of an older child, 12 years to adulthood.

Which of the following is a statement about normal growth and development on which effective nursing care is based? A. Growth occurs at the same rates for individuals in the same stage B. Development starts with complex tasks and progresses to simple tasks. C. Individuals have unique patterns of growth and development that are difficult to predict. D. Success in one phase of growth and development affects the ability to complete later phases successfully.

D. Success in one phase of growth and development affects the ability to complete later phases successfully. Rationale: Repeated developmental failures can result in deficiencies in subsequent stages. The nurse should be alert to these developmental stages. Patterns of growth and development are predictable. The rate varies, but the pattern does not. Development progresses from simple to complex. Growth occurs at different rates in different individuals in the same developmental stage.

The parents of a 2-year-old child are concerned that the child wants to do everything by himself and seems to be rejecting their authority. The nurse's response should be based on which of the following? A. The parents need to tighten their control on the child. B. The need for autonomy is not usually seen until puberty. C. Limiting choices and punishing the child will restore trust. D. The independence displayed by the child is a normal result of maturation

D. The independence displayed by the child is a normal result of maturation Rationale: The child in this stage of development learns self-care activities and develops autonomy as part of the maturation process (Erikson Stage 2- Autonomy vs. Shame/Doubt). Limiting choices or punishing the child can cause feelings of shame and doubt. Two-year-olds need supervision rather than strict control. The need for autonomy is typical of the 1- to 3-year-old child.

The parents of a 2-year-old arrive at a hospital to visit their child. The child is in the playroom when the parents arrive. When the parents enter the playroom, the child does not readily approach the parents. The nurse interprets this behavior as indicating that: A. The child is withdrawn B. The child is self-centered C. The child has adjusted to the hospitalized setting D. This is a normal pattern

D. This is a normal pattern Rationale: The phases through which young children progress when separated from their parents include protest, despair, and denial or detachment. In the stage of protest, when the parents return, the child readily goes to them. In the stage of despair, the child may not approach them readily or may cling to a parent. In denial or detachment, when the parents return, the child becomes cheerful, interested in the environment and new persons (seemingly unaware of the lost parents), friendly with the staff, and interested in developing superficial relationships.