Module 25 Development

Module 25   Development

 

Complete Chapter Questions With Answers

 

Sample Questions Are Posted Below

 

The Concept of Development

 

1) A 16-month-old child cannot stand next to furniture and does not try to pull himself up from a sitting position. The nurse should recognize the child might have a deficiency in which process?

1. A) Behavior
2. B) Height
3. C) Development
4. D) Growth

Answer:  C

Explanation:  A) Development is an increase in the complexity of function and skill progression. It is the behavioral aspect of growth–the individual’s ability to walk, talk, and run. Growth is the physical change and increase in size. Height is one of the indicators of growth. Behavior is a component of the developmental stage. Behavior can sometimes indicate that development has taken place, but its absence does not mean that development has not occurred. The fact that the child does not exhibit a behavior in one instance does not mean that development is lagging.

1. B) Development is an increase in the complexity of function and skill progression. It is the behavioral aspect of growth–the individual’s ability to walk, talk, and run. Growth is the physical change and increase in size. Height is one of the indicators of growth. Behavior is a component of the developmental stage. Behavior can sometimes indicate that development has taken place, but its absence does not mean that development has not occurred. The fact that the child does not exhibit a behavior in one instance does not mean that development is lagging.
2. C) Development is an increase in the complexity of function and skill progression. It is the behavioral aspect of growth–the individual’s ability to walk, talk, and run. Growth is the physical change and increase in size. Height is one of the indicators of growth. Behavior is a component of the developmental stage. Behavior can sometimes indicate that development has taken place, but its absence does not mean that development has not occurred. The fact that the child does not exhibit a behavior in one instance does not mean that development is lagging.
3. D) Development is an increase in the complexity of function and skill progression. It is the behavioral aspect of growth–the individual’s ability to walk, talk, and run. Growth is the physical change and increase in size. Height is one of the indicators of growth. Behavior is a component of the developmental stage. Behavior can sometimes indicate that development has taken place, but its absence does not mean that development has not occurred. The fact that the child does not exhibit a behavior in one instance does not mean that development is lagging.

Page Ref: 1647

Cognitive Level:  Analyzing

Client Need:  Health Promotion and Maintenance

Nursing Process:  Assessment

Learning Outcome:  1. Summarize the physiological and psychological factors that impact development.

 

2) A psychiatric nurse is actively involved in the planning of a new children’s mental health clinic. The nurse understands the importance of including a play area at this site because of the population it will serve. The nurse should recognize which reason why play and toys are used to assess children with suspected mental health disorders?

1. A) Pediatric clients express themselves through play.
2. B) Only toys that are developmentally appropriate and specific to the child’s biological age are used.
3. C) Pediatric clients do not usually relate to adults.
4. D) Play enables the nurse to assess the cognitive ability of the pediatric client.

Answer:  A

Explanation:  A) A mental status exam on a child consists of both a semi-structured interview and an unstructured play session with the child. Observing a child at play can also provide invaluable information about motor behavior, thought content, affect, and impulse control. There is a general belief that toys with ambiguous meaning and diverse uses foster symbolic play more effectively because they allow the child to project his or her own identity and function onto the toys. The children may or may not relate to adults, but that is not the reason for including the play area. Cognitive ability is only one of the areas of assessment, and not the overall reason for including the play area. Toys may or may not be specific to the child’s biological age.

1. B) A mental status exam on a child consists of both a semi-structured interview and an unstructured play session with the child. Observing a child at play can also provide invaluable information about motor behavior, thought content, affect, and impulse control. There is a general belief that toys with ambiguous meaning and diverse uses foster symbolic play more effectively because they allow the child to project his or her own identity and function onto the toys. The children may or may not relate to adults, but that is not the reason for including the play area. Cognitive ability is only one of the areas of assessment, and not the overall reason for including the play area. Toys may or may not be specific to the child’s biological age.
2. C) A mental status exam on a child consists of both a semi-structured interview and an unstructured play session with the child. Observing a child at play can also provide invaluable information about motor behavior, thought content, affect, and impulse control. There is a general belief that toys with ambiguous meaning and diverse uses foster symbolic play more effectively because they allow the child to project his or her own identity and function onto the toys. The children may or may not relate to adults, but that is not the reason for including the play area. Cognitive ability is only one of the areas of assessment, and not the overall reason for including the play area. Toys may or may not be specific to the child’s biological age.

 

1. D) A mental status exam on a child consists of both a semi-structured interview and an unstructured play session with the child. Observing a child at play can also provide invaluable information about motor behavior, thought content, affect, and impulse control. There is a general belief that toys with ambiguous meaning and diverse uses foster symbolic play more effectively because they allow the child to project his or her own identity and function onto the toys. The children may or may not relate to adults, but that is not the reason for including the play area. Cognitive ability is only one of the areas of assessment, and not the overall reason for including the play area. Toys may or may not be specific to the child’s biological age.

Page Ref: 1666

Cognitive Level:  Analyzing

Client Need:  Psychosocial Integrity

Nursing Process:  Implementation

Learning Outcome:  2. Examine the relationship between development and other concepts/systems.

 

 

3) The nurse is assessing a 6-month-old infant using the Denver Developmental Screening test. The test shows that the infant is delayed in gross motor development. What activities can the nurse implement to help the child attain appropriate developmental levels?

1. A) Pull the child to a sitting position and prop the child in a sitting position.
2. B) Encourage the child to hold a rattle or play patty-cake.
3. C) Talk to the child and play music.
4. D) Encourage the child to stand.

Answer:  A

Explanation:  A) The infant at 6 months should have head control and is working on sitting without support. Pulling the child to a sitting position allows the neck muscles to support the head. Propping the child in a sitting position helps to develop self-righting behaviors. It is too early to worry about standing. Talking to the child promotes language development, not gross motor development. Handling a rattle is a fine motor behavior, a not gross motor behavior.

1. B) The infant at 6 months should have head control and is working on sitting without support. Pulling the child to a sitting position allows the neck muscles to support the head. Propping the child in a sitting position helps to develop self-righting behaviors. It is too early to worry about standing. Talking to the child promotes language development, not gross motor development. Handling a rattle is a fine motor behavior, not a gross motor behavior.
2. C) The infant at 6 months should have head control and is working on sitting without support. Pulling the child to a sitting position allows the neck muscles to support the head. Propping the child in a sitting position helps to develop self-righting behaviors. It is too early to worry about standing. Talking to the child promotes language development, not gross motor development. Handling a rattle is a fine motor behavior, not a gross motor behavior.
3. D) The infant at 6 months should have head control and is working on sitting without support. Pulling the child to a sitting position allows the neck muscles to support the head. Propping the child in a sitting position helps to develop self-righting behaviors. It is too early to worry about standing. Talking to the child promotes language development, not gross motor development. Handling a rattle is a fine motor behavior, not a gross motor behavior.

Page Ref: 1660

Cognitive Level:  Applying

Client Need:  Health Promotion and Maintenance

Nursing Process:  Implementation

Learning Outcome:  3. Identify commonly occurring alterations in development and their related therapies.

 

4) A school nurse is working with a group of teachers to help them address the developmental needs of preschool students. The nurse tells the group that preschool-age children are experiencing the stage of initiative versus guilt described in Erikson’s theory. Which activity should the nurse suggest to the teachers as a way to foster development at this stage?

1. A) Providing time for running and playing sports, such as basketball, to increase gross motor skills
2. B) Helping them develop skills needed in the adult world, such as allowance budgeting
3. C) Allowing “pretend” time during their classes, such as dress-up or role-playing activities
4. D) Presenting diversity in culture and practices as part of classroom study

Answer:  C

Explanation:  A) Preschool-aged children should be given activities that focus on gross motor skills as well as make-believe and pretend opportunities. School-age children are motivated by activities that provide a sense of worth. They concentrate on mastering skills that will help them function in the adult world. Understanding diversity, role preference, and performance is the task of the adolescent.

1. B) Preschool-aged children should be given activities that focus on gross motor skills as well as make-believe and pretend opportunities. School-age children are motivated by activities that provide a sense of worth. They concentrate on mastering skills that will help them function in the adult world. Understanding diversity, role preference, and performance is the task of the adolescent.
2. C) Preschool-aged children should be given activities that focus on gross motor skills as well as make-believe and pretend opportunities. School-age children are motivated by activities that provide a sense of worth. They concentrate on mastering skills that will help them function in the adult world. Understanding diversity, role preference, and performance is the task of the adolescent.
3. D) Preschool-aged children should be given activities that focus on gross motor skills as well as make-believe and pretend opportunities. School-age children are motivated by activities that provide a sense of worth. They concentrate on mastering skills that will help them function in the adult world. Understanding diversity, role preference, and performance is the task of the adolescent.

Page Ref: 1666

Cognitive Level:  Applying

Client Need:  Health Promotion and Maintenance

Nursing Process:  Implementation

Learning Outcome:  6. Explain promotion of developmental health and prevention of developmental alterations.

 

5) The community nurse develops an educational program that focuses on the developmental tasks of adults ages 50 to 60. What developmental task accomplishment within Gould’s theory should the nurse highlight?

1. A) Self-reflection
2. B) Personalities are seen as set
3. C) Adjustment to decreasing physical capacities
4. D) Period of transformation

Answer:  D

Explanation:  A) According to Gould, the seventh stage is experienced by those ages 50-60 and is a period of transformation. Gould’s theory states that personalities are set at ages 43-50, in stage six. Adjusting to decreasing physical capacities is a part of Peck’s theory, and self-reflection occurs in stage five of Gould’s theory, during the ages of 35 to 43.

43. B) According to Gould, the seventh stage is experienced by those ages 50-60 and is a period of transformation. Gould’s theory states that personalities are set at ages 43-50, in stage six. Adjusting to decreasing physical capacities is a part of Peck’s theory, and self-reflection occurs in stage five of Gould’s theory, during the ages of 35 to 43.
44. C) According to Gould, the seventh stage is experienced by those ages 50-60 and is a period of transformation. Gould’s theory states that personalities are set at ages 43-50, in stage six. Adjusting to decreasing physical capacities is a part of Peck’s theory, and self-reflection occurs in stage five of Gould’s theory, during the ages of 35 to 43.
45. D) According to Gould, the seventh stage is experienced by those ages 50-60 and is a period of transformation. Gould’s theory states that personalities are set at ages 43-50, in stage six. Adjusting to decreasing physical capacities is a part of Peck’s theory, and self-reflection occurs in stage five of Gould’s theory, during the ages of 35 to 43.

Page Ref: 1653

Cognitive Level:  Applying

Client Need:  Psychosocial Integrity

Nursing Process:  Implementation

Learning Outcome:  1. Summarize the physiological and psychological factors that impact development.