Exam & Evaluation (Families with Disabled Children 1: Grieving)
Questions: Please respond to following statements.
Which of the following responses is NOT typical in parents who have just been told that their child has a disability?
Resisting recommendations from nurses and physicians.
Refusing to enroll the baby in an early intervention program.
Doing everything they can to prove that the child is not disabled.
Accepting the child’s disability and asking what steps they should take.
Nurses working on the labor and delivery floor have been asked to hand out pamphlets about early intervention services to parents of newborns with disabilities. How should the nurses act when parents protest that their child doesn’t need these services?
Tell the parents they must act immediately, so the child can catch up with other babies his age.
Listen actively to the parents, providing feedback and information when it’s appropriate.
Describe the benefits of early intervention programs, and emphasize harm of not participating.
Agree that it’s really too early to be sure if the baby will have any lasting developmental delays.
When working with parents in the anger phase of the grief process, nurses may find that the anger is directed at them or at other professionals. How should the nurse respond?
Encourage them to harness the energy the anger produces, and use it to obtain children's services.
Remind them that anger is counter-productive and they need to consider anger management classes.
Terminate the conversation, telling them to contact you when they’ve got their anger under control.
Caution that angry responses will make professionals defensive and can result in lost services.
When working with parents in the bargaining phase of grief, nurses can be most effective when they:
Talk about families who've tried alternative therapies, and warn them that they're a waste of time.
Offer additional information about options they're exploring, while remaining neutral.
Tell the family everything negative you can about the options they’re exploring.
Remind them that experts are involved in the child’s care, and to rely on the professionals.
Which of the following is true about the depression stage of grief?
It’s best to leave the family alone, rather than continuing to reschedule missed appointments.
Families will resent it if the nurse periodically makes contact by telephone, mail, or in person.
If they reject a resource, the nurse should make a note to bring it up when they have more energy.
If a child’s disability is found at age 3 rather than at birth they are less likely to be depressed.
In the acceptance stage of grief, sudden demands for services and referrals should be a red flag to the nurse that the family is unstable and needs counseling.
The "chronic sorrow" stage often recurs at transition times in the child’s life, and nurses can help the family prepare for it.
Parents of older children often go through a long, uncertain period before their child’s disability is diagnosed. An appropriate nursing approach during this time is to help the parents sort out conflicting and confusing information, and write out a list of questions for them to ask the physician.
During the initial interview with families of children with special needs, the best approach is to focus on establishing rapport and gather family data gradually.
Highly cohesive families may be overly-protective of the child with disabilities and keep him from achieving independence.
Nurses working with families of children with disabilities should reassure families that their needs and resources normally change over time, and that it's appropriate to ask for new services when needed.
Which of the following is NOT an impediment for parents who want to help their adolescent with disabilities master self-determination skills?
Being unfamiliar with teaching methods for self-determination.
Making self-determination a lower priority because of the teen's disabilities.
Not knowing how much self-determination to allow the adolescent.
Knowing that the adolescent with disabilities will never master self-determination.
Which of the following was NOT identified as a stressor in Westwood's study of the parents of children with disabilities.
Disappointment in the small achievements of the child with disabilities.
Lack of personal time
Martital stress and possible divorce
Which of the following forms of straddling were NOT mentioned by mothers of children with disabilities?
Living in the present while retaining elements of the past.
Loving the child versus wishing he had never been born.
Trying to perceive the child as normal in spite of actual disabilities.
Dealing with their own issues while also trying to cope with the the child's issues and feelings
Which of the following needs described in Bailey's study of the parents of children with disabilities is NOT an appropriate area for nursing intervention.
Help explaining the child's disability to others.
Suggesting support group participation for the parent
None of the above
Please Evaluate the course. Choose the appropriate button to rate the following.
The relationship of objectives to the overall purpose/goal of this interactive independent study activity.
Degree to which you were able to meet the course objectives:
1. Describe the five stages of grief following the diagnosis of disability in a child, and identify appropriate nursing interventions for each stage.
2. List the four dimensions of families in Turnbulls’ Family System Framework, and discuss nursing implications for each dimension.
3. Discuss stressors identified by families of children with disabilities, and give examples of nursing interventions to reduce stress on the family.
4. Identify expectations common to parents of children with disabilities, and discuss the implications of these expectations for nurses.
Rate the effectiveness of the teaching/learning resources used (i.e. text, graphics, animated graphics, video clips, Internet links, Instant Feedback).
You are required to spend a total of 180 minutes studying this course, internet links, exam and evaluation.
Please confirm by entering the number "180" in this box.
Please tell us if you required MORE than 180 minutes to complete this course. If so, how much TOTAL time did you spend?
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