💫 Drawing is a developmentally appropriate communication tool that helps children express feelings they can’t verbalize.

💫 It supports therapeutic communication by allowing the child to share emotions in a nonthreatening way.

💫 Nurses can then ask open-ended questions about the drawing to clarify the child’s fear, sadness, or worry.

💫 This approach respects the child’s developmental level and promotes trust and emotional safety.

💫 Because it directly engages the child in expressing feelings, drawing is the most appropriate action.

Ask the child's roommate to give details about the child.

💫This violates privacy and confidentiality and is not a reliable source of emotional assessment.

💫The child’s feelings should be assessed directly and therapeutically.

Ask the child's parents what feelings she has expressed in regard to her diagnosis.

💫 Parents can provide helpful observations, but this does not replace assessing the child’s own perspective.

💫 Children may express emotions differently to parents than to the nurse.

Actively attempt to make friends with the child before asking about her feelings.

💫The nurse should build rapport, but “making friends” is not a therapeutic boundary.

💫Therapeutic communication focuses on safe engagement without blurring professional roles.

🔯 Infants typically double birth weight by 4–6 months and triple it by 12 months.

🔯 Birth weight 6 lb 8 oz equals 6.5 pounds (6 + 8/16 = 6.5).

🔯 Doubling 6.5 pounds gives 13 pounds, which matches expected growth at 6 months.

🔯 This guideline is a standard pediatric growth benchmark used in well-baby assessments.

🔯 Therefore, the expected weight is approximately 13 pounds.

19 pounds 8 ounces

🔯This would be far above the expected doubling guideline for most 6-month infants.

🔯It may occur in some infants, but it is not the typical expected weight based on birth weight.

18 pounds

🔯This exceeds the expected approximate doubling at 6 months for a 6.5-lb newborn.

🔯It does not align with standard growth prediction from birth weight.

12 pounds 5 ounces

🔯This is close but slightly under the typical doubling guideline.

🔯The best approximate expected value remains 13 pounds.

🟧 Picky eating is common and developmentally normal in toddlers because growth slows after infancy and appetite naturally decreases.

🟧 Adding fruits to cereal increases nutrient density, improves taste, and makes food more appealing with color and texture.

🟧 Making mealtime a family event promotes positive role modeling, routine, and a supportive eating environment.

🟧 Remaining calm and not forcing food prevents a power struggle, which often worsens food refusal and anxiety around meals.

🟧 These strategies respect the toddler’s need for autonomy while supporting consistent, healthy intake over time.

"If the child continues not to eat, you must be consistent in how you punish him."

🟧Punishment creates negative associations with eating and increases stress, which can further decrease appetite.

🟧Toddlers respond best to structure, choices, and calm limits, not punishment.

"Adding extra sugar to your child's diet is important to maintain proper caloric intake."

🟧 Added sugar provides empty calories and raises risk for dental caries and unhealthy eating patterns.

🟧 Calories should come from balanced foods like proteins, healthy fats, fruits, vegetables, and whole grains.

"It is best to begin a reward program to encourage proper caloric intake."

🟧 Rewards can teach children to eat for external approval rather than hunger cues, weakening self-regulation.

🟧It can also increase picky behaviors if the child learns meals are a negotiation for prizes.

🟣 Daydreaming in adolescence is often a normal sign of developing abstract thinking and future-oriented planning.

🟣 Adolescents commonly imagine scenarios to rehearse how they might respond to real-life social and emotional situations.

🟣 This mental “practice” supports growth in problem-solving, decision-making, and identity development.

🟣 It can also reflect increased cognitive ability to explore possibilities and personal goals.

🟣 Because this behavior aligns with typical adolescent development, it most likely indicates mental preparation for real situations.

She is not getting enough rest

🟣Fatigue can cause poor attention, but daydreaming alone is not a strong indicator of sleep deprivation.

🟣A sleep issue would usually include daytime sleepiness, irritability, or trouble functioning.

She is trying to block out stress and anxiety.

🟣Avoidance can occur with stress, but the most developmentally expected meaning of daydreaming is cognitive rehearsal.

🟣Blocking out anxiety would be supported by additional symptoms like withdrawal, panic, or persistent worry.

She is bored

🟣Boredom can contribute to inattention, but adolescent daydreaming is commonly tied to normal psychosocial and cognitive growth.

🟣 This choice is less specific and less developmentally accurate.

🔷 Fentanyl is an opioid analgesic known for a rapid onset of pain relief, which is valuable for procedures.

🔷 Quick action helps control pain promptly and supports smoother procedural care and cooperation.

🔷 It is commonly used in procedural settings because dosing can be titrated for the needed effect.

🔷 Because it is potent, the nurse closely monitors respiratory status and level of sedation.

🔷 The key reason it is selected for procedures is its fast, effective analgesia.

It has a long duration.

🔷Fentanyl is typically chosen for quick onset and manageable duration appropriate for many procedures.

🔷Long duration is not its primary advantage in this context.

It is nonaddictive

🔷Fentanyl is an opioid and can be habit-forming with misuse or prolonged use.

🔷Safety comes from correct dosing and monitoring, not being nonaddictive.

It is specifically designed for children.

🔷Fentanyl can be used safely in children, but it is not exclusively pediatric.

🔷Medication selection is based on pharmacologic properties and careful monitoring across age groups.

🟢 Therapeutic play is structured play used to support recovery, coping, and rehabilitation goals.

🟢 It can help retrain muscles, strengthen movement patterns, and improve fine motor skills.

🟢 Activities that enhance eye-hand coordination (stacking, puzzles, guided tasks) are common therapeutic techniques.

🟢 This play method supports development while also addressing functional limitations from illness or injury.

🟢 Because the purpose is skill rebuilding and coordination improvement, the correct answer is therapeutic play.

Cooperative

🟢Cooperative play focuses on group interaction, teamwork, and shared goals, typically seen in older children.

🟢It is not specifically aimed at rehabilitation or coordination training.

Parallel

🟢Parallel play is when children play next to each other without interaction, common in toddlers.

🟢It describes a social pattern, not a recovery-focused play type.

Mindful

🟢“Mindful play” is not a standard pediatric developmental play category in nursing frameworks.

🟢 The recognized rehabilitation-focused term is therapeutic play.

🟦 Toddlers are in Erikson’s stage of autonomy vs. shame/doubt, so care should be flexible and individualized to support choices and reduce resistance.

🟦 Hospitalization disrupts routine and increases separation anxiety, so reassuring parents and maintaining trust while using transitional objects (blanket/toy) provides comfort and emotional security.

🟦 Toddlers still need explanations, but they must be simple, truthful, and concrete to reduce fear and prevent misunderstanding of procedures.

🟦 Therapeutic play and soothing techniques help toddlers process scary experiences in a developmentally appropriate way and decrease stress-related behaviors like tantrums or regression.

🟦 These interventions promote cooperation, preserve trust, and support the toddler’s developmental needs during hospitalization.

Tell the toddler that the hospital staff will call the toddler's parents if they don't follow directions.

🟦Threats increase fear and can damage the toddler’s sense of trust and willingness to cooperate.

🟦This approach is not therapeutic and may worsen anxiety, tantrums, and regression.

🌟 A 3-year-old toddler is in Erikson’s stage of autonomy vs. shame/doubt, and control over possessions is very important.

🌟 Toddlers are typically egocentric and have limited ability to share or negotiate fairly during play.

🌟 When another child attempts to take a favored toy, the toddler commonly responds with frustration, yelling, or hitting due to immature impulse control.

🌟 This is developmentally expected because self-regulation and cooperative play skills are still emerging.

🌟 The nurse should anticipate this and support safe play by setting limits and offering parallel play options or duplicate toys.

The child will play well with the other child.

🌟Cooperative play is not the norm for toddlers; it develops later in preschool years.

🌟Toddlers may play beside others, but sharing is limited.

The child will give the toy up and then not play anymore.

🌟Toddlers usually protest loss of a desired object rather than calmly surrender it.

🌟Withdrawal is less typical than possessiveness and upset.

The child will ignore the toy and go on to something else.

🌟A “favorite toy” increases attachment and makes letting go harder.

🌟 Toddlers often fixate on the desired item once challenged.