Practice Question
A nurse is preparing an adolescent with Down Syndrome for a procedure. Which of the following approaches would be appropriate?(Select all that apply)
Answer Choices:
Correct Answer:
Repeating instructions and evaluate child's understanding.
Rationale:
Repeating instructions and evaluating the child’s understanding
🧠Adolescents with Down syndrome often benefit from repetition because processing speed and working memory can be limited; repeating key steps consolidates learning.
🧠Using teach-back (ask the adolescent to explain or show the step) verifies true comprehension rather than passive agreement.
🧠Delivering instructions in small chunks with brief pauses prevents cognitive overload and reduces procedure-related anxiety.
🧠Repetition with consistent wording supports predictability, which enhances cooperation and trust.
🧠Documenting what was understood guides individualized reinforcement in subsequent encounters.
Encouraging independence and autonomy
🧠Promoting autonomy (e.g., choosing the order of steps, which arm to use) respects adolescent development and increases engagement.
🧠Offering age-appropriate choices fosters self-efficacy and reduces the risk of learned helplessness.
🧠Involving the adolescent in planning aligns with shared decision-making, improving cooperation and carryover of skills.
🧠Stepwise responsibilities (holding the tourniquet, peeling a dressing) match abilities while maintaining safety.
🧠Collaboration with caregivers ensures support without over-directing, preserving the adolescent’s voice in care.
Demonstrate through actual practice with visual aids
🧠 Learners with Down syndrome tend to be strong visual and hands-on learners; models, pictures, and brief videos make abstract steps concrete.
🧠 Return-demonstration builds motor memory and reveals gaps that verbal instruction alone might miss.
🧠 A brief walk-through (e.g., show swabs, gel, monitor leads) reduces fear of the unknown and improves predictability.
🧠 Using sequence cards or a visual schedule clarifies step order and supports independence.
🧠 Visuals become a reusable cue the adolescent can reference during the procedure, increasing success and calm.
Using simple and concrete language
🧠 Short, literal, one-step directions (e.g., “Hold still,” “Deep breath”) match receptive language needs and reduce misinterpretation.
🧠 Avoiding idioms, metaphors, and medical jargon prevents confusion and minimizes anxiety.
🧠 Pairing plain words with gestures/pictures creates multimodal cues, improving recall and performance.
🧠 Consistent terms (use the same word for the same step every time) strengthen associative learning.
🧠 Checking for understanding after each step ensures real-time correction before moving forward.
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This question is from NSG 234 Exam 1 which contains 37 questions.
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Question Details
- Category: RN Nursing Exam(s)
- Subcategory: Examplify Exam(s)
- Domain: Pediatrics
- Answer Choices: 5