ATI RN · Obstetrics and Pediatrics · Pediatric Nursing Practice Questions

Option C: Screening tests for sexually transmitted diseases are the least likely required investigation for the adoption of a 1-year-old girl. At this age, the focus is primarily on ensuring the child's overall health and development rather than screening for STDs, which is more relevant for sexually active individuals.

Option A: Neonatal screening tests are essential for identifying metabolic and genetic disorders early in life, making them a standard requirement for adopted infants to ensure their health status is known.

Option B: Immunization history is critical for assessing the child's vaccination status and ensuring she is protected against preventable diseases, which is a priority in the adoption process.

Option D: Cognitive tests are not typically performed on infants for adoption purposes, as developmental assessments are more relevant at later stages; however, general health and developmental milestones are monitored.

Takeaways: Ensuring a child's health before adoption includes essential investigations like neonatal screening tests and immunization history, while screening for sexually transmitted diseases is not typically necessary for infants.

Option C: An important part of the child's past history. Understanding the age at which a child achieved walking without assistance is crucial for assessing developmental milestones and identifying any potential delays. This information helps the nurse evaluate the child's overall growth and development, which is essential for appropriate care and intervention planning.

Option A: Unnecessary information because child is age 3 years. Developmental milestones are relevant regardless of the child's current age, as they provide insight into the child's developmental trajectory and any past concerns.

Option B: An important part of the family history. While family history is significant, developmental milestones pertain specifically to the child's individual growth and are not classified under family history.

Option D: An important part of the child's review of systems. The review of systems focuses on current health issues and symptoms rather than historical developmental milestones, which are better categorized as part of the child's past history.

Takeaways: Understanding developmental milestones, such as walking without assistance, is essential for evaluating a child's growth and identifying any delays, making it a priority for pediatric assessments and interventions in clinical practice.

Option D: Older children usually suffer from obsessive disorders, which is a false statement regarding school refusal. While older children may experience anxiety disorders, including obsessive-compulsive disorder, the primary issues often relate to social anxiety or other factors rather than strictly obsessive disorders. This mischaracterization can lead to inappropriate treatment approaches.

Option A: It is a complex disorder, accurately reflecting the multifaceted nature of school refusal, which can involve emotional, behavioral, and environmental factors.

Option B: Selective mutism is overlapping, indicating that it can co-occur with school refusal, particularly in children who experience anxiety in social situations.

Option C: Younger children usually have separation anxiety disorder, which is a common cause of school refusal in this age group, highlighting the developmental aspects of anxiety disorders.

Takeaways: Understanding that older children may experience various anxiety disorders, rather than strictly obsessive disorders, is crucial for effective intervention in school refusal cases, which often requires comprehensive assessment and tailored strategies to address the underlying issues.

Option D: The protest stage of separation anxiety is characterized by intense crying and inconsolability when a child is separated from their primary caregiver. This behavior is typical in toddlers who are experiencing distress due to separation, indicating their emotional response to the absence of familiar support.

Option A: The detachment phase occurs later in separation anxiety, where the child appears to have adjusted to the absence of the caregiver, often showing less emotional distress.

Option B: The despair stage follows protest and involves sadness and withdrawal, rather than the active crying and distress seen in the protest stage.

Option C: The bargaining stage is not a recognized phase of separation anxiety; it is more commonly associated with grief and loss, not with the emotional responses of toddlers to separation.

Takeaways: Understanding the stages of separation anxiety is crucial for managing a child's emotional needs, particularly during the protest stage, which requires supportive interventions to ease distress and promote emotional security.

Option D: Chest compressions in infants should be performed using two fingers placed just below the nipple line in the center of the chest. This method allows for adequate compression depth and rate while minimizing the risk of injury to the infant's fragile ribcage. It is essential to ensure that compressions are effective and provide sufficient blood flow during cardiopulmonary resuscitation.

Option A: Using the heel of one hand and the other hand on top is appropriate for adults and older children, but not for infants, where the two-finger technique is recommended to avoid excessive force.

Option B: Performing compressions with the heel of one hand only does not provide adequate force or depth for infants, as their chest is too small to effectively compress with one hand alone.

Option C: Using four fingers of one hand is not the standard technique for infant CPR. The two-finger method is preferred to ensure proper compression without risking injury.

Takeaways: Effective infant CPR requires using two fingers for chest compressions to ensure proper depth and minimize injury risk, emphasizing the priority for airway obstruction and ventilation before initiating compressions.