A client who was treated for anorexia nervosa is s

Question 1 of 5

A client who was treated for anorexia nervosa is seen by the therapist for a follow-up visit 1 month after discharge from the hospital. Which statement indicates that the client has met the goal 'Demonstrate improvement in body image with more realistic view of body shape and size?'

A. When I go shopping, I always select clothes that are several sizes too large for me.' B. My boyfriend says I really look good now that I'm out of the hospital.' C. I had my class picture taken, and I think it looks really good.' D. My mother bought me a whole new wardrobe since I've been home.'

Correct Answer: C

Rationale: The correct answer is C because the client's statement reflects a positive and self-affirming perception of themselves. By stating that they think their class picture looks really good, it shows an improvement in body image and a more realistic view of their body shape and size. This indicates progress towards the goal of developing a healthier self-perception. Choice A is incorrect because selecting clothes that are several sizes too large may still indicate body image distortion and dissatisfaction. Choice B is incorrect because relying on external validation from a boyfriend does not necessarily reflect an internalized improvement in body image. Choice D is incorrect as the mother buying a new wardrobe does not directly address the client's perception of their body image or shape.

Question 2 of 5

After assessing a patient with anorexia nervosa, a nurse writes the following nursing diagnosis: imbalanced nutrition, less than body requirements related to refusal to eat as evidenced by being 25% below body weight for height. The expected outcome should be listed as:

A. Patient will identify cognitive distortions about food, weight, and body shape.' B. Patient will exhibit fewer signs of malnutrition within 2 weeks of hospitalization.' C. Patient will be able to describe both the physical and emotional complications of the eating disorder.' D. Patient will restore healthy eating patterns and normalize physiological parameters related to weight and nutrition.'

Correct Answer: D

Rationale: The correct answer is D because the expected outcome for a patient with imbalanced nutrition due to anorexia nervosa should focus on restoring healthy eating patterns and normalizing physiological parameters related to weight and nutrition. This outcome directly addresses the underlying issue of inadequate nutrition intake and helps the patient achieve a healthier state. A: While identifying cognitive distortions is important for addressing the psychological aspects of anorexia nervosa, it does not directly address the patient's nutritional needs. B: Exhibiting fewer signs of malnutrition is a vague outcome and does not specify how the patient will achieve this improvement. C: Describing physical and emotional complications is informative but does not address the primary goal of improving nutrition intake and weight restoration.

Question 3 of 5

A patient is diagnosed with anorexia nervosa. A nurse who is assessing for co-morbid psychiatric disorders should begin by looking for signs of which common, concurrent diagnosis?

A. Phobias. B. Depression. C. Schizophrenia. D. Personality disorder.

Correct Answer: B

Rationale: The correct answer is B: Depression. Anorexia nervosa commonly co-occurs with depression due to shared risk factors and biological mechanisms. Depression is often a primary trigger or consequence of anorexia nervosa, making it a crucial diagnosis to assess for. Phobias (choice A) may be present but are less commonly associated with anorexia nervosa. Schizophrenia (choice C) and personality disorders (choice D) are less likely to co-occur with anorexia nervosa compared to depression. Identifying and addressing depression in a patient with anorexia nervosa is essential for comprehensive treatment and improved outcomes.

Question 4 of 5

Which of the following will lead one to need to consider autism spectrum disorder as a likely diagnosis?

A. A girl spoke her first words at 14 months, enjoyed playing with Peppa Pig characters at age 2 daily. She tended to sit away from her classmates at recess at age 7 but when asked, would say she had 30 friends. She was very good at the piano and had strong knowledge of all the great composers at age 8. She entered the Gifted Education Programme at 10. At 13, she did poorly at group work, often talked about death and the afterlife, and became progressively silent B. A boy walked at 18 months, spoke his first words at 2 , and enjoyed playing Minecraft at 4 together with his friends. He participated at birthday parties. He struggled with composition writing, both for ideas and also for the efforts in writing in school, but managed an AL score of 18 and was promoted to secondary school C. A boy walked at 13 months and was a happy child in preschool. He started speaking at 18 months but did not recognise letters and numbers consistently until 4.5 years of age. He did not read until 7 . He was sometimes forgetful with instructions but did not cause disruption in school, though he was often the clown in class. He tended to not finish his work unless his parents sat with him. Nonetheless, he completed primary school with some extra time for exams and went on to secondary school D. A girl walked at 16 months and was often clumsy though she did not fall. She would bump into things and might drop items in her hands. She disliked writing and was slow to write. She could never complete her work in class. She would shade the wrong answers on the optical answer sheet although she knew the right answers. She had trouble with mathematics thoughout school but she enjoyed reading

Correct Answer: A

Rationale: In this scenario, option A is the correct answer that would lead one to consider autism spectrum disorder as a likely diagnosis. The key indicators in option A include delayed social development (sitting away from classmates, talking about death and becoming silent), intense focus on specific interests (piano, composers), and challenges with group work. These behaviors align with common characteristics of individuals with autism spectrum disorder. Conversely, options B, C, and D do not present the same clustering of symptoms indicative of autism spectrum disorder. Option B demonstrates some academic struggles but lacks the social and communication difficulties typically associated with autism. Option C showcases some academic delays and behavioral tendencies but does not exhibit the same pattern of symptoms as seen in autism. Option D primarily focuses on motor skills and academic challenges without highlighting the social and communication aspects typical in autism spectrum disorder. Educationally, understanding the distinct behavioral patterns and developmental milestones associated with autism spectrum disorder is crucial for early identification and intervention. By recognizing the specific indicators, educators can work collaboratively with healthcare professionals and families to provide appropriate support and resources to meet the unique needs of students with autism spectrum disorder.

Question 5 of 5

Which of the following should be considered in the assessment of oppositional behaviours in children?

A. Peer relationships B. Child s developmental stage C. Behaviours exhibited at home D. All of the above

Correct Answer: D

Rationale: In the context of population-based healthcare, understanding oppositional behaviors in children is crucial for providing effective interventions and support. The correct answer, option D - All of the above, should be considered in the assessment of oppositional behaviors in children for several reasons. Firstly, peer relationships (Option A) play a significant role in a child's development and behavior. Children who struggle with oppositional behaviors may exhibit these tendencies more prominently in their interactions with peers, making it important to assess how these relationships impact their behavior. Secondly, a child's developmental stage (Option B) is crucial to consider when evaluating oppositional behaviors. Developmental milestones and age-appropriate behaviors can help differentiate between typical developmental challenges and more concerning oppositional behaviors that may require intervention. Lastly, behaviors exhibited at home (Option C) provide valuable insights into the child's environment, interactions with family members, and possible triggers for oppositional behaviors. Understanding the dynamics within the home setting is essential in developing holistic and effective strategies to address these behaviors. Options A, B, and C are not standalone factors but interconnected aspects that collectively contribute to a comprehensive assessment of oppositional behaviors in children. By considering all of these factors together, healthcare providers and educators can gain a more nuanced understanding of the child's behavior and tailor interventions that address the underlying causes effectively. Educationally, this question highlights the importance of taking a multidimensional approach to assessing and addressing behavioral concerns in children. It emphasizes the need for a holistic understanding of the child's social relationships, developmental stage, and home environment to provide optimal support. This rationale underscores the significance of considering various factors when working within a population-based healthcare framework to promote the well-being of children and their families.

A client who was treated for anorexia nervosa is seen by the therapist for a follow-up visit 1 month after discharge from the hospital. Which statement indicates that the client has met the goal 'Demonstrate improvement in body image with more realistic view of body shape and size?'

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