A nurse is providing teaching to students about physical and psychosocial effects of stress to school-aged children. Which of the following levels of prevention does this demonstrate?
Secondary prevention
Suicide prevention
Primary prevention
Tertiary prevention
The Correct Answer is C
A. Secondary prevention involves early detection and prompt intervention in health issues that have already occurred; providing education about stress does not fall under this category.
B. Suicide prevention is a specific aspect of mental health care and is not directly related to general stress education.
C. Primary prevention aims to prevent the onset of health issues and promote health and well-being, making the education on stress and its effects a form of primary prevention.
D. Tertiary prevention focuses on rehabilitation and management of existing diseases, which does not apply to teaching about stress effects.
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Correct Answer is B
Explanation
A. Tricuspid atresia typically leads to decreased pulmonary blood flow due to the absence of normal blood flow to the lungs.
B. Patent ductus arteriosus results in increased pulmonary blood flow because it allows blood to flow from the aorta to the pulmonary artery, increasing the volume of blood going to the lungs.
C. Coarctation of the aorta can cause decreased blood flow to the lower body, which may not directly relate to increased pulmonary blood flow.
D. Tetralogy of Fallot is characterized by decreased pulmonary blood flow due to right ventricular outflow obstruction, making it not associated with increased pulmonary blood flow.
Correct Answer is D
Explanation
A. Egocentric thinking is characteristic of younger children in the preoperational stage, not adolescents.
B. Preoperational thinking applies to preschool-aged children and involves intuitive rather than logical reasoning.
C. Concrete thinking is typical of school-aged children in the concrete operational stage, where they think logically about concrete objects but may struggle with abstract concepts.
D. Abstract thinking develops during adolescence, allowing individuals to think logically about hypothetical situations, reason about moral issues, and engage in critical thinking.