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Peds: Final Study Guide Key Concepts, Study Guides, Projects, Research of Pediatrics

A.T. Still University of Health Sciences (ATSU)Pediatrics

Peds: Final Study Guide Key Concepts

Typology: Study Guides, Projects, Research

2025/2026

Available from 05/31/2026

LEARNERSTORE
LEARNERSTORE 🇺🇸

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Peds: Final Study Guide Key Concepts
1. Acute and Infectious Respiratory Illnesses: Recognizing Epiglottitis (RN QSEN
- Safety , Active Learning Template - System Disorder, RM NCC RN 10.0 Chp
17)
•Expected findings:
oPredictive signs: absence of cough, drooling, and agitation
oSitting upright with chin pointing out, mouth opened, and
tongue protruding (tripod position)
oDysphonia (thick, muffled voice and froglike croaking sound)
oDysphagia (difficulty swallowing)
oInspiratory stridor (noisy inspirations)
oSuprasternal and substernal retractions
oSore throat, high fever, and restlessness
2. Acute Infectious Gastrointestinal Disorders: Precautions for Rotavirus (RN QSEN
- Safety , Active Learning Template - Basic Concept, RM NCC RN 10.0 Chp 22)
•Transmission: fecal-oral
•Contact + standard precautions
oWear gloves during diaper changes
•During the duration of the illness
•Ensure consistent environmental cleaning and disinfection and frequent
removal of soiled diapers.
•Prolonged shedding may occur in both immunocompetent
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Peds: Final Study Guide Key Concepts

  1. Acute and Infectious Respiratory Illnesses: Recognizing Epiglottitis (RN QSEN
    • Safety , Active Learning Template - System Disorder, RM NCC RN 10.0 Chp
    - Expected findings: o Predictive signs: absence of cough, drooling, and agitation o Sitting upright with chin pointing out, mouth opened, and tongue protruding (tripod position) o Dysphonia (thick, muffled voice and froglike croaking sound) o Dysphagia (difficulty swallowing) o Inspiratory stridor (noisy inspirations) o Suprasternal and substernal retractions o Sore throat, high fever, and restlessness
  2. Acute Infectious Gastrointestinal Disorders: Precautions for Rotavirus (RN QSEN
    • Safety , Active Learning Template - Basic Concept, RM NCC RN 10.0 Chp 22)
      • Transmission: fecal-oral
      • Contact + standard precautions o Wear gloves during diaper changes
      • During the duration of the illness
      • Ensure consistent environmental cleaning and disinfection and frequent removal of soiled diapers.
      • Prolonged shedding may occur in both immunocompetent

and immunocompromised children and the elderly

  • Change bed linens and underwear daily for several days
  • Cleanse toys and child care areas thoroughly to prevent further spread or reinfection
  • Keep toys separate and avoid shaking linens to prevent the spread of the disease
  • Shower frequently
  • Avoid undercooked or under-refrigerated food
  • Perform proper hand hygiene after toileting and after changing diapers
  • Do not share dishes and utensils. Wash them in hot, soapy water or in the dishwasher
  • Clip nails and discourage nail biting and thumb sucking
  • Clean toilet areas
  1. Acute Infectious Gastrointestinal Disorders: Priority Action for Acute Diarrhea (RN QSEN - Safety , Active Learning Template - System Disorder, RM NCC RN 10.0 Chp 22)
  • Acute diarrhea is a sudden increase in frequency and change in consistency of stool.
  • It is usually secondary to an infectious agent in the GI tract, upper respiratory infection, urinary tract infection, antibiotic use, or laxative use.
  • Self-resolution occurs in less than 14 days if dehydration does not occur.
  • Acute infectious diarrhea is caused by a variety of viral, bacterial, or parasitic pathogens.
  • START DEHYDRATION THERAPY WITH ORAL AGENT
  • Provides relief of inflammation and pain
  • They are reserved for life-threatening complications
    • Severe arthritis, pericarditis and uveitis
  • Advise the child and family that weight fain, especially in the face is common
  • Monitor height and weight
  • Advise the family that an alteration in growth is a possible long- term complication of corticosteroids
  • Advise the child to avoid exposure to potentially infections agents
  • Advise the child and family to practice healthy eating habits
  1. Cystic Fibrosis: Teaching About Dornase Alfa (Active Learning Template - Medication, RM NCC RN 10.0 Chp 19)
  • Decreases the viscosity of mucus and improves lung function
  • Monitor sputum thickness and ability of client to expectorate
  • Monitor the child for improving in PFTs
  • Instruct the child how to use a nebulizer
  • Instruct the child to administer once or twice a day
  1. Hematologic Disorders: Administering Liquid Ferrous Sulfate (RN QSEN - Patient-centered Care, Active Learning Template - Medication, RM NCC RN 10. Chp 21)
  • Give 1 hours before and 2 hours after milk or antacid to prevent decreased absorption
  • GI upset is common at eh start, will later decrease
  • Administer on empty stomach
  • Give with vitamin c to increase absorption
  • Use a straw with liquid preparation to prevent staining of teeth
  • The drops may be placed directly in the mouth or mixed with water or fruit juice (NOT MILK)
  1. Pediatric Emergencies: Treatment for Medication Overdose (Active Learning Template - Basic Concept, RM NCC RN 10.0 chp 43)
  • Depends on poison ingested; monitor for ongoing changes
  • Terminate exposure
  • Provide cardiorespiratory support as needed
  • Notify local or regional poison control center
  • administer IV fluids as prescribed
  • Provide cardiac monitoring
  • Monitor vital signs and oxygen saturation
  • Monitor I&O
  • administer antidote
  • acetaminophen a. acetylsalicylic acid
  • Assist with gastric decontamination
  • Activated charcoal
  • Gastric lavage
  • Increasing bowel motility
  1. Cardiovascular Disorders: Laboratory Tests for Confirmation of Rheumatic
  • Allow child to rest for 30-60 seconds
  • Perform hygiene every 2 hours, trache care every 8 hours,
  1. Chronic Neuromusculoskeletal Disorders: Providing Teaching About Increased Intracranial Pressure (Active Learning Template - Therapeutic Procedure, RM NCC RN 10.0 chp
  • Caused by shunt malfunction or hydrocephalus
  • Prepare for surgery for shunt or shunt revision
  • Manifestations
  • Infants a. High-pitched cry, lethargy, vomiting, bulging fontanels, and/or widening cranial suture lines, increased head circumference
  • Children a. Headaches, lethargy, nausea, vomiting, double vision, decreased school performance of learned tasks, decreased level of consciousness, seizures
  • Nursing actions
  • Use gentle movements when performing ROM exercises
  • Minimize environmental stressors (noise, frequent visitors)
  • Assess and mange pain
  • Client education
  • Teach the client about manifestations of shunt malformation and hydrocephalus and when to notify the provider
  1. Diabetes Mellitus: Assessing Hyperglycemia (Active Learning Template - System Disorder, RM NCC RN 10.0 chp 33)
    • Blood glucose usually greater than 250 mg//dL
    • Manifestations
      • Thirst
      • Polyuria (early), oliguria (late)
      • Nausea, vomiting, abdominal pain
      • Skin that is warm, dry and flushed with poor turgor
      • Dry mucous membranes
      • Confusion
      • Weakness
      • Lethargy
      • Weak pulse
      • Diminished reflexes
      • Rapid, deep respirations with acetone/fruity odor due to ketones (Kussmaul respirations)
  2. Physical Assessment Findings: Evaluation of Cranial Nerve Function (Active Learning Template - Nursing Skill, RM NCC RN 10.0 Chp 2)
    • Infants
      • 1 Olfactory: difficult to test
      • 2 Optic: Looks at face and tracks with eyes
      • 3 Oculomotor: Blinks in response to light
  • 12 Hypoglossal: Has no difficulties swallowing, opens mouth when nares are occluded
  • Children
  • 1 Olfactory: identifies smell through each nostril individually
  • 2 Optic: Has intact visual acuity, peripheral vision and color vision
  • 3 Oculomotor: has no nystagmus and PERRLA is intact
  • 4 Trochlear: Has the ability to look down and in with eyes
  • 5 Trigeminal: is able to clench teeth together, detects touch on face with eyes closed
  • 6 Abducens: Is able to see laterally with eyes
  • 7 Facial: Has the ability to differentiate between salty and sweet on tongue, has symmetric facial movements
  • 8 Acoustic: Does not experience vertigo, has intact hearing
  • 9 Glossopharyngeal: Has intact gag reflex, is able to taste sour sensations on back of tongue
  • 10 Vagus: Speech clear, no difficulties swallowing, Uvula is midline
  • 11 Spinal Accessory: Has equal strength of shoulder shrug against examiner’s hands
  • 12 Hypoglossal: has a tongue that is midline, is able to move tongue in all directions with equal strength against tongue blade resistance