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Nur 202 health assessment exam 1with
correct answers
Before |auscultating |the |lungs |of |a |child, |the |nurse |asks |the |parent |to |remove |the |child's |gown. |What | could |be |the |reason |for |such |an |intervention? 1 To |avoid |sound |artifacts 2 To |avoid |the |chandelier |sign 3 To |listen |to |high-pitched |sounds 4 To |listen |to |low-pitched |sounds |- |✔✔ 1 To |avoid |sound |artifacts A |stethoscope |is |used |to |assess |the |lung |sounds |during |auscultation. |The |nurse |should |not |auscultate | through |the |patient's |clothing, |because |this |creates |sound |artifacts |and |dampens |the |original |lung | sounds |of |the |patient. |Holding |the |bell |endpiece |lightly |against |patient's |skin |helps |the |nurse |to |listen |to |low-pitched |sounds. |Holding |the |diaphragm |firmly |against |the |child's |skin |helps |the |nurse |to |listen |to |high-frequency |sounds. |Warming |the |end |of |the |stethoscope |helps |to |avoid |chandelier |sign. Which |is |the |major |task |of |infancy |according |to |Erikson's |stages |of |psychosocial |development? 1 Developing |a |sense |of |trust 2 Developing |a |sense |of |industry 3 Developing |a |sense |of |initiative 4 Developing |a |sense |of |autonomy |- |✔✔ 1 Developing |a |sense |of |trust
An |infant |is |completely |dependent |on |the |parent |for |basic |needs. |If |these |needs |are |met |promptly | and |consistently, |then |the |infant |feels |secure |and |learns |to |trust |others. |Thus, |according |to |Erikson, | establishing |trust |is |the |major |task |of |an |infant |during |development. |Developing |a |sense |of |industry |is |a |major |task |in |a |school-age |child, |because |at |this |age |the |child |develops |basic |competency. |The | preschool |child |desires |to |plan |and |perform |tasks |independently. |Therefore, |developing |initiative |is |a | major |task |for |a |preschool |child. |The |toddler |displays |explorative |behavior |and |desires |to |be | independent. |Thus, |developing |autonomy |is |a |major |task |for |a |toddler. While |performing |a |physical |examination, |the |nurse |taps |the |patient's |skin |with |short, |sharp |strokes. | What |is |the |reason |for |this |nursing |assessment? 1 Percussion 2 Auscultation 3 Palpation 4 Inspection |- |✔✔ 1 Percussion The |nurse |is |performing |percussion. |In |percussion, |the |patient's |skin |is |tapped |with |short, |sharp | strokes |to |assess |underlying |structures. |The |strokes |yield |a |palpable |vibration |and |a |characteristic | sound |that |depicts |the |location, |size, |and |density |of |the |underlying |organ. |Auscultation |involves | listening |to |different |sounds |produced |by |organs, |such |as |the |heart, |blood |vessels, |lungs, |and | abdomen. |The |process |of |palpation |involves |the |nurse's |touch |to |assess |factors |such |as |swelling, | vibration, |rigidity |or |spasticity, |crepitation, |presence |of |lumps |or |masses, |and |presence |of |tenderness | or |pain. |Inspection |involves |close, |careful |scrutiny, |first |of |the |patient |as |a |whole |and |then |of |each | body |system. Which |part |of |the |hand |should |the |nurse |use |to |assess |the |skin |texture, |swelling, |and |the |presence |of |lumps |during |palpation? 1 Fingertips 2 Base |of |fingers
The |nurse |is |doing |inspection. 2 The |nurse |is |doing |auscultation. 3 The |nurse |is |doing |palpation. 4 The |nurse |is |doing |percussion. |- |✔✔ 1 The |nurse |is |doing |inspection. The |nurse |is |inspecting |the |patient |carefully. |Inspection |involves |close, |careful |scrutiny, |first |of |the | patient |as |a |whole |and |then |of |each |body |system. |The |procedure |requires |intense |concentration |and | involves |staring |at |the |patient. |For |proper |and |minute |observation, |the |place |where |the |patient |is | inspected |must |be |brightly |lit. |Auscultation |is |listening |to |the |sounds |produced |by |the |body |such |as | the |heart, |blood |vessels, |lungs, |and |abdomen. |The |process |of |palpation |applies |the |nurse's |sense |of | touch |to |assess |factors |such |as |swelling, |vibration |or |pulsation, |rigidity |or |spasticity, |crepitation, | presence |of |lumps |or |masses, |and |presence |of |tenderness |or |pain. |Percussion |involves |tapping |the | patient's |skin |with |short, |sharp |strokes |to |assess |the |underlying |structures. Which |equipment |would |the |nurse |use |to |measure |the |range |of |motion |of |a |shoulder |joint? 1 Goniometer 2 Monofilament 3 Ophthalmoscope 4 Doppler |sonometer |- |✔✔ 1 Goniometer A |goniometer |is |used |to |measure |the |angular |joint |range |of |motion |of |the |patient. |A |monofilament |is |used |to |test |sensations |in |the |foot |during |a |neurologic |examination. |An |ophthalmoscope |is |used |to |
examine |the |internal |structures |of |the |eye. |A |Doppler |sonometer |is |used |to |augment |pulse |or |blood | pressure |sounds |during |cardiovascular |assessment. The |nurse |is |reviewing |the |characteristics |of |percussion |notes |of |four |different |patients. |Which | patient |has |tympanic |percussion |notes? |Correct Patient |A 2 Patient |B 3 Patient |C 4 Patient |D |- |✔✔The |nurse |obtains |a |percussion |note |that |has |a |loud |intensity, |high |pitch, |and |a |drum- like |musical |quality |which |sustains |for |a |long |duration |while |examining |patient |A. |This |is |referred |to | as |a |tympanic |percussion |note. |The |nurse |obtains |a |percussion |sound |that |has |a |loud |intensity |with |a |low-pitched |booming |quality |and |sustains |for |a |long |duration |while |assessing |patient |B. |This |note |is | referred |to |as |a |hyperresonant |note. |The |nurse |obtains |a |percussion |sound |that |has |a |short |duration, |soft |intensity, |high |pitch, |and |muffled |thud |quality |while |examining |patient |C. |These |are |the | characteristics |of |a |dull |percussion |note. |The |nurse |obtains |a |percussion |sound |that |lasts |for |a |very | short |duration, |is |of |very |short |intensity, |and |is |high-pitched |while |examining |patient |D. |These |are |the |characteristics |of |a |flat |percussion |note. The |nursing |student |is |taking |a |class |on |the |use |of |stethoscopes. |Which |statement |by |the |student | indicates |effective |learning? 1 "The |bell |is |used |to |hear |high-pitched |sounds." 2 "The |earpiece |should |fit |tightly |inside |the |ear." 3 "The |diaphragm |is |used |to |hear |soft, |low-pitched |sounds." 4 "The |slope |of |the |earpiece |should |point |forward |toward |the |nose." |- |✔✔ 4 "The |slope |of |the |earpiece |should |point |forward |toward |the |nose."
The |nurse |should |assess |the |patient |by |maintaining |a |distance |of | 1 |foot |from |the |patient. |- |✔✔The | nurse |should |educate |the |staff, |the |patient, |and |visitors. Respiratory |infections |are |generally |airborne. |The |nurse |should |educate |the |staff, |the |patient, |and | visitors, |because |they |act |as |the |vectors |of |spreading |and |transmitting |the |contagious | microorganisms. |The |nurse |should |avoid |physical |contact |with |the |patient |who |has |a |skin |infection, | not |one |with |a |respiratory |infection. |The |nurse |should |use |eye |protection |while |performing | procedures |which |are |likely |to |generate |splashes |of |blood |or |body |fluids. |The |nurse |should |assess |the |patient |with |a |respiratory |disorder |by |maintaining |a |spatial |separation |of |greater |than | 3 |feet. The |nurse |is |performing |the |oral |assessment |of |a |3-month-old |child |and |finds |that |the |child |is |fussy. | What |is |the |priority |intervention |performed |by |the |nurse |to |complete |the |assessment? 1 Ask |the |parent |to |restrain |the |child 2 Offer |brightly |colored |toys |to |the |child 3 Perform |the |assessment |at |the |next |visit 4 Allow |the |child |to |play |with |the |tongue |blade |- |✔✔Offer |brightly |colored |toys |to |the |child When |the |child |is |too |fussy |to |assess, |the |nurse |should |distract |the |child |by |offering |a |brightly | colored |toy. |This |intervention |may |help |to |complete |the |oral |assessment, |because |the |child |may | cooperate |with |the |nurse. |The |child |may |not |cooperate |during |the |assessment |and |may |become | fussier |if |restrained |by |the |parent. |The |child |is |too |young |to |play |with |equipment |like |the |tongue | blade. |The |assessment |should |be |postponed |to |the |next |visit |only |if |the |child |remains |fussy |despite | calming |measures. |Therefore, |this |is |not |the |priority |intervention |performed |by |the |nurse. The |nurse |has |come |to |the |patient's |room |to |perform |the |physical |assessment |of |a |4-month-old | infant. |The |nurse |finds |that |the |child |is |sleeping. |What |would |the |nurse |do |in |this |situation? 1 The |nurse |would |ask |the |parent |to |wake |up |the |child 2 The |nurse |would |assess |the |Moro |reflex |in |the |child
The |nurse |would |assess |the |lung, |heart, |and |bowel |sounds 4 The |nurse |would |return |to |the |child's |room |after |some |time |has |passed |- |✔✔The |nurse |would |assess |the |lung, |heart, |and |bowel |sounds Heart, |lung, |and |bowel |sounds |can |be |clearly |heard |when |the |child |is |sleeping. |Therefore, |the |nurse | should |seize |this |opportunity |and |auscultate |the |lung, |heart, |and |bowel |sounds |of |the |child. |The | nurse |should |not |disturb |the |child |by |asking |the |parents |to |wake |the |child |up. |The |nurse |should |first | auscultate |the |child |and |then |return |after |some |time |has |passed |in |order |to |perform |the |remaining | assessment |items. |The |nurse |cannot |assess |the |Moro |reflex |in |the |child |when |the |child |is |sleeping. Arrange |the |steps |of |palpation |in |the |order |the |nurse |would |perform |them |during |a |patient's |physical |examination.
Washing |hands |under |warm |water |
Placing |the |patient |in |a |supine |position |
Assessing |skin |with |the |use |of |pads |of |fingertips |
Using |palmar |surface |of |fingers |to |feel |organs |
Documenting |the |confirmed |findings |- |✔✔1. Washing |hands |under |warm |water
Placing |the |patient |in |a |supine |position
The |nurse |should |perform |the |examination |of |an |adolescent |using |the |head-to-toe |approach, |because |this |ensures |a |systematic |assessment |of |the |patient. |Adolescents |desire |to |have |privacy |during | assessment. |Thus, |the |nurse |should |ensure |that |the |parents |are |not |present |in |the |examination | room. |Adolescents |are |curious |to |know |about |the |changes |in |their |bodies. |Therefore, |the |nurse | should |give |constant |feedback |while |assessing |the |adolescent's |body. |The |nurse |should |not |treat |an | adolescent |like |an |adult, |because |adolescents |are |not |mature. |The |nurse |should |compliment |a |child | after |each |step |of |assessment |for |good |cooperation, |but |such |reassurance |would |make |an |adolescent |feel |uncomfortable. Which |equipment |does |the |nurse |use |to |obtain |the |vital |signs |of |a |patient |in |a |home |care |setting? | Select |all |that |apply. 1 | Stethoscope 2 | Thermometer 3 | Pulse |oximeter 4 | Ophthalmoscope 5 | Sphygmomanometer |- |✔✔ 1 | Stethoscope 2 | Thermometer 5 | Sphygmomanometer Vital |signs |include |heartbeat, |breathing |rate, |temperature, |and |blood |pressure |of |the |patient. |The | nurse |uses |a |stethoscope |to |obtain |the |blood |pressure |and |to |listen |to |bowel |sounds, |breath |sounds, | and |heart |sounds. |A |thermometer |is |a |device |used |to |measure |the |body |temperature |of |the |patient. | A |sphygmomanometer |is |a |device |used |to |measure |blood |pressure, |and |is |also |referred |to |as |a |blood |pressure |meter. |A |pulse |oximeter |is |used |to |monitor |oxygen |saturation, |and |is |most |commonly |used |
in |a |hospital |setting |rather |than |a |home |care |setting. |An |ophthalmoscope |is |a |device |used |to |assess | the |internal |eye |structures, |which |is |not |a |vital |sign. The |nurse |is |assisting |the |health |care |provider |during |the |assessment |of |a |patient. |The |health |care | provider |instructs |the |nurse |to |attach |a |short |broad |speculum |to |the |head |of |an |otoscope. |What |is | the |reason |for |giving |this |instruction |to |the |nurse? 1 To |view |the |nares |clearly 2 To |diagnose |internal |ear |problems 3 To |provide |illuminated |magnification 4 To |ensure |proper |fit |of |the |otoscope |in |the |patient's |ear |- |✔✔ 1 To |view |the |nares |clearly There |are |five |different |sized |specula |available |that |can |be |attached |to |the |head |of |the |otoscope. |The |short |and |broad |speculum |is |used |in |viewing |the |nares |clearly, |because |it |has |a |good |light |source. | Internal |ear |problems |cannot |be |diagnosed |using |specula |of |any |length. |Specula |do |not |provide |any | magnification, |but |the |otoscope |has |a |separate |lens |that |is |used |to |magnify |the |images. |The |largest | speculum |may |fit |comfortably |in |the |patient's |ear. Which |infections |can |be |prevented |if |the |nurse |uses |alcohol-based |hand |rubs |frequently? |Select |all | that |apply. 1 | Hepatitis |B |virus 2 | Mycobacterium |tuberculosis 3 | Human |immunodeficiency |virus 4 | Vancomycin-resistant |Enterococcus |(VRE) 5 |
contact |with |the |patient. |The |nurse |should |also |perform |regular |hand |washing |with |soap |and |water, | because |this |minimizes |the |microorganisms. |Hand |washing |should |be |with |soap |and |water |because | the |Clostridium |difficile |spores |are |not |killed |by |alcohol. |The |nurse |should |use |eye |protection |only | while |performing |the |procedures |which |are |likely |to |generate |splashes |of |blood |or |body |fluids. |The | nurse |should |maintain |a |distance |of |more |than | 3 |feet |while |caring |for |a |patient |with |respiratory | disorders. Which |of |the |following |is |the |best |way |for |the |nurse |to |organize |information |related |to |the |patient's | use |of |hearing |aids |or |glasses, |social |relationships, |managing |finances, |and |self-concept? 1 Use |a |review |of |systems. 2 Use |functional |health |patterns. 3 Document |data |in |the |nurse's |notes. 4 Diagram |a |family |tree. |- |✔✔Use |functional |health |patterns. The |nurse |uses |functional |health |patterns |to |organize |data |that |relate |to |the |patient's |self-care | ability. |The |review |of |systems |includes |a |patient's |past |and |present |physical |health |status. |The |nurse | may |want |to |note |the |details |of |patient |teaching |that |helped |the |nurse |to |perform |better. |The |nurse | can |include |this |in |the |nurse's |notes. |The |nurse |will |use |a |family |tree |to |understand |family | relationships |while |assessing |a |child. Which |condition |is |transmitted |genetically? 1 Arthritis 2 Hepatitis |A 3 Anorexia |nervosa 4 Sexually |transmitted |diseases |- |✔✔Arthritis
Arthritis |is |a |disease |that |can |be |transmitted |genetically. |Therefore, |the |nurse |needs |to |ask |the | patient |about |a |family |history |of |arthritis |during |the |interview. |Hepatitis |A |is |not |transmitted | genetically |but |is |an |infectious |disease |caused |by |hepatitis |A |virus. |Anorexia |nervosa |is |an |eating | disorder |that |does |not |have |a |genetic |component. |Sexually |transmitted |diseases |occur |because |of | unsafe |sexual |practices |and |not |because |of |genetic |transmission. What |is |the |purpose |of |analyzing |the |patient's |symptoms? 1 To |separate |actual |from |the |imaginary |symptoms 2 To |put |the |patient |at |ease |about |the |symptoms 3 To |focus |on |the |patient's |chief |health |concern 4 To |determine |whether |the |patient |is |reporting |accurately |- |✔✔ 3 To |focus |on |the |patient's |chief |health |concern The |nurse |analyzes |the |patient's |symptoms |to |focus |on |the |chief |health |concern. |This |will |help |the | nurse |to |formulate |an |accurate |nursing |diagnosis |and |plan |appropriate |interventions. |The |patient |may |have |multiple |concerns |and |ailments |that |are |not |the |primary |reason |for |seeking |care. |However, |this |does |not |mean |that |the |patient |has |imaginary |symptoms. |The |purpose |of |analyzing |the |symptoms |is | not |to |put |the |patient |at |ease, |but |it |is |to |give |the |health |care |team |a |better |understanding |of |the | patient's |medical |status. |The |nurse |does |not |analyze |the |patient's |symptoms |to |determine |the | accuracy |of |the |patient's |report. What |should |the |nurse |include |in |a |patient's |screening |for |health |promotion |interventions? |Select |all | that |apply. 1 | Use |of |contraceptives 2 | Use |of |sunscreen 3 | Use |of |prescription |medications 4 | Use |of |seatbelts
Transfusions 3 | Immunizations Hospitalizations, |transfusions, |and |immunizations |are |all |part |of |the |patient's |past |medical |history | because |they |happened |in |the |past. |The |past |medical |history |helps |the |nurse |to |understand |any | residual |effects |on |the |current |state |of |health. |The |symptoms |that |the |patient |is |experiencing |will | constitute |the |current |health |status. |The |reason |for |seeking |care |refers |to |the |problems |that |the | patient |is |experiencing |at |present. The |nurse |teaches |the |nursing |student |about |recording |immunizations. |Which |statement |by |the | nursing |student |indicates |effective |learning? 1 "I |will |collect |immunization |information |only |for |pediatric |patients." 2 "I |will |avoid |recommending |vaccines |against |the |patient's |preference." 3 "I |will |record |only |those |immunizations |that |are |related |to |the |chief |complaint." 4 "I |will |record |dates |of |tetanus |and |flu |shots |when |working |with |an |adult |patient." |- |✔✔"I |will |record | dates |of |tetanus |and |flu |shots |when |working |with |an |adult |patient." Adult |patients |should |receive |an |influenza |vaccine |annually |and |a |tetanus-diphtheria-pertussis |vaccine |once, |with |a |booster |every | 10 |years. |Therefore, |the |nurse |should |record |the |dates |of |these |vaccines | to |evaluate |whether |the |vaccination |is |up-to-date. |It |is |important |to |collect |vaccination |information | for |both |pediatric |and |adult |patients, |ecause |there |are |different |vaccine |recommendations |for | different |age |groups. |The |nurse |should |urge |all |patients |to |obtain |recommended |vaccinations, | because |these |are |preventive |measures |against |various |diseases. |The |nurse |should |record |all | immunizations |that |the |patient |has |received, |not |just |those |related |to |the |chief |complain, |in |order |to | gauge |the |need |for |further |vaccination. A |patient |reports |to |the |nurse |about |an |allergy |to |a |new |medication. |Which |question |should |the | nurse |ask |the |patient? 1 "Are |you |sure |that |you |are |really |allergic |to |that |medication?"
"Can |you |describe |what |happened |when |you |took |the |medication?" 3 "Did |you |take |the |right |dose |of |the |medication?" 4 "Are |you |worried |about |taking |this |medication |now?" |- |✔✔ 2 "Can |you |describe |what |happened |when |you |took |the |medication?" A |drug |allergy |is |an |immune |response |caused |by |exposure |to |a |particular |medication. |The |nurse | needs |to |confirm |whether |the |patient |has |experienced |an |allergic |reaction |or |simply |an |adverse | effect |of |that |medication. |Therefore, |the |nurse |asks |the |patient |to |state |the |reaction |to |the | medication |to |determine |whether |it |is |non-immunologic |or |life |threatening. |It |is |inappropriate |to |ask | the |patient |about |the |allergy |as |the |patient |may |not |be |able |to |differentiate |between |an |allergic |and | a |non-allergic |reaction. |An |allergic |reaction |is |not |dependent |on |the |medication |dose. |It |is |irrelevant | at |this |time |to |ask |whether |the |patient |is |worried |about |taking |the |medication. |Instead, |the |nurse | should |encourage |the |patient |to |take |the |medication |if |the |patient |does |not |have |an |allergy. |If |the | patient |has |a |true |allergic |reaction, |the |primary |health |care |provider |will |change |the |medication. How |should |the |nurse |record |a |patient's |reason |for |seeking |care? 1 Use |the |North |American |Nursing |Diagnosis |Association |(NANDA) |list. 2 Write |the |symptoms |without |quotations. 3 Record |the |symptoms |in |the |patient's |words. 4 List |all |of |the |complaints |of |the |patient. |- |✔✔ 3 Record |the |symptoms |in |the |patient's |words. While |documenting |the |reason |for |seeking |care, |the |nurse |records |the |patient's |symptoms |and |the | purpose |of |the |visit |in |the |patient's |words. |The |NANDA |list |is |used |to |formulate |nursing |diagnoses. | However, |the |reason |for |seeking |care |is |not |a |diagnostic |statement. |The |nurse |encloses |the |patient's | statements |in |quotation |marks |to |indicate |that |they |are |the |patient's |exact |words. |The |nurse |does | not |write |down |all |complaints, |because |only |a |few |of |the |problems |may |be |the |actual |reasons |for |
Occupation |is |a |reliable |way |to |determine |the |patient's |education. |- |✔✔ 1 | Changes |in |occupation |may |indicate |some |health |problems. 2 | Occupations |may |help |to |understand |exposure |to |environmental |hazards. 3 | Changes |in |occupation |may |indicate |the |level |of |the |patient's |disability. The |nurse |assesses |the |patient's |employment |details |to |understand |whether |any |health |problems |are |work |related. |The |patient |may |have |changed |jobs |because |of |health |problems. |The |patient |may |also | be |exposed |to |environmental |hazards |like |chemicals, |asbestos, |or |inhalants. |The |patient |may |also | need |to |change |jobs |because |of |functional |disabilities |like |sensory |problems |or |cognitive |disabilities. |A |patient's |occupation |does |not |determine |whether |the |patient |can |access |any |support |services. |The | nurse |determines |the |patient's |need |for |support |services |according |to |the |patient's |health |status. | There |may |be |a |discrepancy |in |the |educational |level |and |the |patient's |occupation. |Therefore, |it |is | difficult |to |determine |the |patient's |education |from |the |occupation |details. A |nurse |educator |is |teaching |a |group |of |nursing |students |about |interview |techniques. |What | information |should |the |nurse |educator |include |regarding |the |seating |of |the |patient |and |the | interviewer? 1 The |interviewer |should |stand |in |front |of |the |patient. 2 The |interviewer |should |sit |facing |the |patient |across |a |desk. 3 The |interviewer |should |sit |at |a |distance |of | 3 |feet |from |the |patient. 4 The |interviewer |should |have |equal-status |seating |with |the |patient. |- |✔✔ 4 The |interviewer |should |have |equal-status |seating |with |the |patient. During |an |interview, |the |patient |and |the |interviewer |should |have |equal-status |seating. |This |allows | them |to |be |seated |comfortably |at |eye |level. |Equal-status |seating |allows |the |patient |to |face |the |nurse |
or |look |straight |ahead |from |time |to |time. |Standing |over |the |patient |may |indicate |hurriedness |or | superiority, |and |should |be |avoided. |Sitting |across |the |desk |creates |a |barrier |and |interferes |with | effective |communication. |Sitting |at |a |distance |of | 3 |feet |may |indicate |encroaching |on |the |personal | space |of |the |patient. |The |distance |between |the |interviewer |and |the |patient |should |be | 4 |to | 5 |feet. A |nurse |is |preparing |for |a |patient |interview. |What |tasks |does |the |nurse |complete |before |the | interview |begins? |Select |all |that |apply. 1 | Ensure |direct, |bright |light |in |the |room. 2 | Turn |off |the |television |and |radio |in |the |room. 3 | Ask |the |patient |to |change |into |a |hospital |gown. 4 | Ask |the |accompanying |family |member |to |step |out. 5 | Request |other |staff |not |to |interrupt |the |discussion. |- |✔✔ 2 | Turn |off |the |television |and |radio |in |the |room. 4 | Ask |the |accompanying |family |member |to |step |out. 5 | Request |other |staff |not |to |interrupt |the |discussion. The |nurse |should |ensure |that |the |physical |settings |are |optimal |for |a |patient |interview. |The |television | and |radio |in |the |room |should |be |turned |off |to |prevent |distractions. |Asking |the |accompanying |family | members |to |step |out |during |an |interview |helps |provide |privacy |for |the |patient. |Other |staff |members | should |be |informed |in |advance |about |the |interview |so |that |they |do |not |interrupt |the |discussion. |The | room |should |be |well |lit, |but |should |not |have |direct |or |bright |light, |because |it |can |cause |squinting. |A | hospital |gown |may |make |the |patient |feel |exposed |and |uncomfortable. Which |child |is |in |the |stage |of |presymbolic |language |development? 1 2-year-old |child
