ATI RN
Human Growth and Development Clep Practice Exam
1. According to Jean Piaget, what is the balance between internal structures and information that children encounter in their everyday worlds?
- A. imitation
- B. adaptation
- C. cognition
- D. equilibrium
Correct answer: D
Rationale: According to Jean Piaget, equilibrium is the balance between what children already know (internal structures) and the new information they encounter. Imitation (choice A) is not directly related to this concept. Adaptation (choice B) involves adjusting to new information and is part of Piaget's theory, but it does not specifically refer to the balance between internal structures and external information. Cognition (choice C) is a broader term that encompasses mental processes, including thinking, learning, and problem-solving, but it is not specifically about the balance between internal structures and external information as equilibrium is.
2. A healthcare provider is reviewing a client's lab results. Which of the following lab values should the provider report?
- A. Magnesium 1.9 mEq/L
- B. Potassium 3.6 mEq/L
- C. Sodium 126 mEq/L
- D. Chloride 99 mEq/L
Correct answer: C
Rationale: The correct answer is C: Sodium 126 mEq/L. A sodium level of 126 mEq/L is below the normal range, indicating hyponatremia, which can have serious health implications and should be reported to the healthcare provider for further evaluation and intervention. Choices A, B, and D are within or close to the normal ranges for magnesium, potassium, and chloride, respectively, and do not require immediate reporting as they are not significantly abnormal.
3. What is the priority nursing intervention for a patient experiencing respiratory distress?
- A. Administer oxygen
- B. Reposition the patient
- C. Administer bronchodilators
- D. Administer IV fluids
Correct answer: A
Rationale: The correct answer is to administer oxygen. In a patient experiencing respiratory distress, ensuring adequate oxygenation is the priority. Administering oxygen helps improve oxygen levels, which is crucial for the patient's well-being. Repositioning the patient, administering bronchodilators, or giving IV fluids are important interventions in certain situations, but when a patient is in respiratory distress, providing oxygen takes precedence over other actions.
4. A nurse is caring for a client who is at 38 weeks of gestation and has preeclampsia. Which of the following findings should the nurse report to the provider?
- A. Fetal heart rate of 110/min
- B. 1+ pitting edema
- C. Blood pressure 138/80 mm Hg
- D. Urine output of 20 mL/hr
Correct answer: D
Rationale: The correct answer is D. Urine output less than 30 mL/hr indicates decreased kidney perfusion, which is a serious complication of preeclampsia. Reporting this finding is crucial for prompt intervention. Choices A, B, and C are not the priority as fetal heart rate of 110/min, 1+ pitting edema, and blood pressure of 138/80 mm Hg are within normal limits for a client with preeclampsia at 38 weeks of gestation.
5. Many theorists believe that behaviorism and social learning theory ________.
- A. overemphasize the plasticity of cognitive development
- B. overestimate people's contributions to their own development
- C. offer too narrow a view of important environmental influences
- D. overemphasize each individual's unique life history
Correct answer: C
Rationale: Many theorists believe that behaviorism and social learning theory offer too narrow a view of important environmental influences. This is because they focus mainly on observable behaviors and external factors, neglecting the role of internal cognitive processes and individual differences in shaping development. Choices A, B, and D are incorrect because behaviorism and social learning theory do not specifically emphasize the plasticity of cognitive development, overestimate people's contributions to their own development, or overemphasize each individual's unique life history. Instead, they are criticized for providing a limited perspective by focusing predominantly on external stimuli and behaviors.
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