When a hospitalized patient dies, his wife stares blankly at the nurse and states, “It can’t be.” The nurse assesses this as indicating:

Correct Answer: A

Rationale: The wife's statement, "It can't be," indicates that she is experiencing shock and disbelief at the news of her husband's death. This response is common when individuals are faced with a sudden and unexpected loss. The wife's blank stare and statement suggest that she is struggling to accept the reality of the situation, which aligns with the symptoms of shock and disbelief.

Correct Answer: A

Rationale: The patient whose 16-year-old daughter was raped and killed while going on an errand for the patient would be determined to be at highest risk for dysfunctional grief. This traumatic event involves sudden and violent loss of a child, which can lead to complicated or dysfunctional grief reactions. The circumstances of the death, involving violence, unexpectedness, and the close relationship with the deceased, can significantly impact the grieving process. The patient may struggle with intense emotions, guilt, anger, and unresolved trauma, making them more vulnerable to experiencing dysfunctional grief. It is essential for healthcare professionals to provide appropriate support and interventions to help the patient navigate through this complex grieving process.

Correct Answer: C

Rationale: Each child will grieve in a unique way and on their own timetable. It is essential for the mother to acknowledge and understand that each of her children will process the loss of their dear aunt differently. Some children might show their emotions openly and seek comfort, while others might prefer to process their feelings more privately. By recognizing and respecting these individual differences, the mother can provide the necessary support tailored to each child's specific needs. This approach helps create a supportive environment where each child feels understood and cared for as they navigate their grief journey.

Correct Answer: C

Rationale: In the context of midlife transition, option C, "I’ll never be rich, but I can save enough to live comfortably," provides support that the patient is successfully managing the stressor. This response demonstrates a realistic and adaptive approach to goal-setting, reflecting a healthy adjustment to changing life expectations during midlife. The other options illustrate less adaptive coping mechanisms. Option A reflects denial and stubbornness, which can hinder personal growth and adaptation. Option B shows self-criticism and a lack of self-compassion, which can exacerbate distress. Option D, while insightful, does not directly address the patient's personal coping strategies. Educationally, this question highlights the importance of coping strategies and resilience during life transitions. It emphasizes the need for realistic goal-setting and adaptive responses to change, which are crucial skills in managing stress and promoting mental well-being, especially during significant life stages like midlife transition. Students can learn from this rationale the significance of flexibility, self-awareness, and positive coping mechanisms in navigating life challenges effectively.

Correct Answer: C

Rationale: In understanding Piaget's theory of cognitive development, it is essential to recognize that children progress through stages that shape their understanding of the world. At the age of 6, children are typically in Piaget's concrete operational stage, characterized by logical thought and understanding of conservation and classification. The correct answer, option C, "Enjoying putting puzzles together," aligns with this stage as it reflects the child's ability to engage in structured, logical activities that require problem-solving skills. Enjoying puzzles indicates the child's developing cognitive abilities in terms of spatial awareness, reasoning, and problem-solving. Option A, "Playing with an imaginary friend," is more characteristic of Piaget's preoperational stage, where children engage in symbolic play. While common and developmentally appropriate, it is not the most indicative of a 6-year-old's cognitive abilities in the concrete operational stage. Option B, "Talking about their best friend," pertains more to social and emotional development rather than cognitive development in the context of Piaget's stages. This option focuses on interpersonal relationships rather than cognitive tasks. Option D, "Knowing it's wrong to tell a lie," involves moral development, which is not the primary focus of Piaget's theory of cognitive development. While moral reasoning is important, Piaget's stages primarily address cognitive processes such as problem-solving, classification, and logical thinking. In an educational context, understanding Piaget's stages of cognitive development is crucial for nurses working with children to assess their growth and development accurately. By recognizing the characteristics of each stage, nurses can tailor their interactions and interventions to support children's cognitive abilities effectively.