Which of the following would the nurse expect to assess in a child with celiac disease having a celiac crisis secondary to an upper respiratory infection?

Correct Answer: C

Rationale: In a child with celiac disease experiencing a celiac crisis secondary to an upper respiratory infection, the nurse would expect to assess watery diarrhea (Option C). This is because celiac crisis is characterized by severe malabsorption and can be triggered by infections, leading to increased gastrointestinal symptoms like watery diarrhea. Option A, respiratory distress, is less likely in this scenario as the primary concern would be related to the gastrointestinal manifestations of celiac crisis rather than respiratory symptoms. Option B, lethargy, can be a symptom of celiac crisis but is more nonspecific and can be present in various conditions. It is not as directly associated with celiac crisis secondary to an upper respiratory infection. Option D, weight gain, would not be expected in a child experiencing a celiac crisis due to the malabsorption and resulting nutritional deficiencies that commonly occur in this condition. Educationally, understanding the specific manifestations of celiac disease, its complications such as celiac crisis, and how external factors like upper respiratory infections can exacerbate symptoms is crucial for nursing practice. This knowledge helps nurses provide appropriate care, anticipate complications, and educate patients and families effectively.

Correct Answer: C

Rationale: The correct answer is C) Social and physical activities. The Denver Developmental Screening Test (DDST) is a tool used to assess a child's developmental progress in key areas such as social, physical, language, and fine motor skills. By administering this test to a five-month-old infant, the nurse aims to evaluate the infant's developmental milestones in these areas to ensure appropriate growth and development. Option A) Intelligence quotient is incorrect because the DDST does not measure intelligence but rather focuses on developmental milestones specific to infants and young children. Option B) Emotional development is incorrect as the DDST primarily assesses physical and social skills rather than emotional development. Option D) Pre-disposition to genetic and allergic illnesses is incorrect as this test is not designed to assess genetic or allergic predispositions but rather developmental progress. Educationally, understanding the purpose and scope of developmental screening tests like the DDST is essential for healthcare providers working with infants and children. It allows for early identification of developmental delays or concerns, enabling timely interventions and support for optimal growth and development.

Correct Answer: C

Rationale: The correct answer is C) Offer new foods one at a time. This approach is recommended to help identify any potential food allergies or intolerances in the infant. By introducing one new food at a time, the mother can observe the baby's reaction and monitor for any signs of allergic reactions or digestive issues. This method also helps in determining if a specific food is causing the baby to spit out the food, allowing for easier identification and elimination of offending foods. Option A) Mix new foods with formula may not be ideal as it can mask the taste of the new food, making it difficult to identify if the baby is rejecting a particular food. Option B) Mix new foods with more familiar foods may not allow for the baby to develop a taste for different flavors and textures, potentially limiting their palate and food preferences in the future. Option D) Offer new foods after formula has been offered does not address the need for introducing one food at a time to monitor for adverse reactions or identify specific food preferences of the baby. In an educational context, teaching parents the importance of introducing new foods one at a time can help promote healthy eating habits, identify food allergies early, and encourage the development of a diverse palate in infants. It is crucial for nurses to educate parents on proper feeding practices to support optimal growth and development in children.

Correct Answer: B

Rationale: In the context of pediatric respiratory assessment nursing, establishing a set bedtime and following a routine (Option B) is the most appropriate suggestion for the mother to make bedtime more pleasant for her child. Consistency and routine are crucial for children's overall well-being and can positively impact their respiratory health by ensuring they get enough rest for proper growth and development. By following a set bedtime routine, the child's circadian rhythm is regulated, which can improve sleep quality and respiratory function. Option A, allowing the child to stay up later one or two nights a week, is not recommended as it can disrupt the child's sleep schedule, leading to respiratory issues such as poor oxygenation and increased risk of respiratory infections. Option C, letting the child play with toys just before bedtime, can stimulate the child and make it harder for them to wind down and fall asleep, affecting their respiratory health negatively. Option D, giving the child a cookie if bedtime is pleasant, is not a suitable solution as it can create an unhealthy association between food and behavior, potentially leading to poor eating habits and respiratory issues like obesity or asthma exacerbation. As healthcare providers, it's important to educate parents on healthy bedtime routines to promote optimal respiratory health in children.

Correct Answer: B

Rationale: In this scenario, the child identifying behaviors that please others as 'good behavior' aligns with Kohlberg's level of Conventional morality. In this stage, individuals base their moral decisions on societal norms, seeking approval and avoiding disapproval. The child's understanding of good behavior being defined by external expectations reflects this stage where they are motivated by conformity and maintaining social order. Option A, Pre-conventional morality, is focused on self-interest and obedience to avoid punishment or gain rewards. This stage is more egocentric and lacks consideration for societal norms or the perspectives of others, which does not align with the child's behavior in the scenario. Option C, Post-conventional morality, involves internalized moral principles and a focus on individual rights and justice. This stage typically develops in adolescence and adulthood, where individuals question and transcend societal norms, which is beyond the child's current behavior. Option D, Autonomous morality, is associated with Kohlberg's later stages where individuals develop a respect for universal ethical principles and understand that rules can be changed through rational discussion. This level is more advanced than what is being displayed by the child in the scenario. Educationally, understanding Kohlberg's stages of moral development is crucial for healthcare professionals working with pediatric populations. By recognizing and interpreting children's moral development, nurses can provide age-appropriate care, support moral growth, and tailor interventions based on the child's understanding of right and wrong. This knowledge enhances communication, builds trust, and fosters a therapeutic relationship with pediatric patients and their families.