Canadian Fundamentals of Nursing 7th Edition Potter Test Ban
, Canadian Fundamentals of Nursing 7th Edition Potter Test Ban
Canadian Fundamentals of Nursing 7th Edition Pot
ter Test Bank
Chapter 01: Health and Wellness
Potter et al: Canadian Fundamentals of Nursing, 7th Edition
MULTIPLE CHOICE
1. The nurse is using the population health promotion model to develop actions for improvin
g health. After asking, ―On what should we take action?‖; ―How should we take action?‖;
and ―Why should we take action?‖ the nurse will ask which of the following questions?
a. ―With whom should we act?‖
b. ―When should we take action?‖
c. ―Which government should take action?‖
d. ―Where should we first act?‖
ANS: A
The next question to ask when using the population health model approach is ―With whom sh
ould we act?‖ The other choices are not questions included in this model.
DIF: Apply REF: 13, Figure 1-5
OBJ: Contrast distinguishing features of health promotion and disease prevention.
TOP: Implementation
MSC: CPNRE: Foundations of Practic
e
2. The principle ―Health promotion is multisectoral‖ means which of the following?
a. Relationships between individual, social, and environmental factors must b
e recognized.
b. Physical, mental, social, ecological, cultural, and spiritual aspects of health mu
st be recognized. N R I G B.CM
c. In order to change unhealthUy l i Sv i n gNa n Td workiO
ng conditions, areas other than healt
@ @
h must also be involved.
d. Health promotion involves the use of knowledge from disciplines such as social,
economic, political, environmental, medical, and nursing sciences, as well as fro
m first-hand experience.
ANS: C
The statement ―Health promotion is multisectoral‖ is the principle explained by the necessit
y to involve areas other than health in order to change unhealthy living and working conditi
ons.
DIF: Understand REF: 11
OBJ: Contrast distinguishing features of health promotion and disease preventio
n. TOP: Planning MSC: CPNRE: Foundations of Practice
3. According to the World Health Organization, what is the best description of ―health‖?
a. Simply the absence of disease.
b. Involving the total person and environment.
c. Strictly personal in nature.
d. Status of pathological state.
ANS: B
, Canadian Fundamentals of Nursing 7th Edition Potter Test Ban
The WHO defines health as ―…the extent to which an individual or group is able, on the o
ne hand, to realize aspirations and satisfy needs; and, on the other hand, to change or cope
with the environment. Health is, therefore, seen as a resource for everyday life, not the obj
ective of living; it is a positive concept emphasizing social and personal resources, as well
as physical capacities.‖ Nurses‘ attitudes toward health and illness should account for the to
tal person, as well as the environment in which the person lives. People free of disease are
not equally healthy. Views of health have broadened to include mental, social, and spiritual
well-
being, as well as a focus on health at family and community levels. Conditions of life, rathe
r than pathological states, are what determine health.
DIF: Knowledge REF: 2
OBJ: Discuss ways that definitions of health have been conceptualize
d. TOP: Evaluate MSC: CPNRE: Foundations of Practice
4. What priority strategy for health promotion in Canada is optional but seen as important
to incorporate in nursing education curricula?
a. Knowledge of disease prevention.
b. Strategies for health promotion.
c. Policy advocacy.
d. Concepts of determinants of health.
ANS: C
Increasingly, policy advocacy is incorporated into nursing role statements and nursing educa
tion curricula. Nurses should think about policies that have contributed to health
problems, policies that would help to alleviate health problems, and how nursing champions
public policies. Disease prevention is an integral part of nursing curricula. Health promotion
is
a fundamental part of nursing curricu la. B.CM
N USNT
R I G
@ @ @
O
DIF: Understand REF: 11 | 12
OBJ: Analyze how the nature and scope of nursing practice are influenced by differ
@
ent conceptualizations of health and health determinants.
TOP: Planning MS
C: CPNRE: Foundations of Practice
5. Which of the following is a prerequisite for health, as identified by the Ottawa Charter f
or Health Promotion?
a. Education.
b. Social support.
c. Self-esteem.
d. Physical environment.
ANS: A
Education is one of the nine prerequisites for health that were identified in the Ottawa Chart
er for Health Promotion. Lack of social support and low self-
esteem were identified as a psychosocial risk factors by Labonte (1993). Dangerous physical
environments were identified as socioenvironmental risk factors by Labonte (1993).
DIF: Understand REF: 4
OBJ: Discuss contributions of the following Canadian publications to conceptualizations of heal
th and health determinants: Lalonde Report, Ottawa Charter, Epp Report, Strategies for Populat
ion Health, Jakarta Declaration, Bangkok Charter, Toronto Charter. TOP: Planning
MSC: CPNRE: Foundations of Practice
6. The determinant of health with the greatest effect on the health of Canadians is which of t
he following?
, Canadian Fundamentals of Nursing 7th Edition Potter Test Ban
a. Education.
b. Health services.
c. Social support networks.
d. Income and social status.
ANS: D
Income, income distribution, and social status are the determinants of health that influence
most other determinants. Some investigators suggest that literacy and education are importan
t influences on health status because they affect many other health determinants.
Approximately 25% of a population‘s health status is attributed to the quality of its health ca
re services. Social support affects health, health behaviours, and health care utilization but is
not the most influential determinant of health.
DIF: Understand REF: 6
OBJ: Discuss key health determinants and their interrelationships and how they influence heal
th. TOP: Planning MSC: CPNRE: Foundations of Practice
7. A paraplegic patient in the hospital for an electrolyte imbalance is receiving care at whi
ch prevention level?
a. Primary prevention.
b. Secondary prevention.
c. Tertiary prevention.
d. Health promotion.
ANS: B
The secondary prevention levNeU
@ l fR
ocSuI sG
seN
@ o nTeBa r.l yCd e Mt e ct i o n of disease once pathogenesis has oc
@
curred, so that prompt treatment can be initiated to halt disease and limit disability. The
primary prevention level focuses on health promotion, specific protection measures such as i
mmunizations, and the reduction of risk factors such as smoking. The tertiary prevention le
vel focuses on minimizing residual disability.
DIF: Apply REF: 11
OBJ: Contrast distinguishing features of health promotion and disease prevention.
TOP: Implementation
MSC: CPNRE: Foundations of Practic
e
8. The nurse incorporates levels of prevention on the basis of patient needs and the type
of nursing care provided. Which of the following is an example of tertiary level preve
ntive caregiving?
a. Teaching a patient how to irrigate a new temporary colostomy.
b. Providing a lesson on hygiene for an elementary school class.
c. Informing a patient that immunizations for her infant are available through th
e health department.
d. Arranging for a hospice nurse to visit with the family of a patient with cancer.
ANS: D
Tertiary prevention is provided when a defect or disability is permanent and irreversible. At
this level, the hospice nurse aims to help the patient and his or her family to achieve a hig
h level of function, despite the limitations caused by the patient‘s illness. Teaching a patient
how to irrigate a new colostomy is an example of secondary prevention. If the colostomy is
to be permanent, care may later move to the tertiary level of prevention. Providing a lesson
on hygiene for an elementary school class and informing a patient about available immuniz
ations are examples of primary prevention.
DIF: Apply REF: 11
, Canadian Fundamentals of Nursing 7th Edition Potter Test Ban
Canadian Fundamentals of Nursing 7th Edition Pot
ter Test Bank
Chapter 01: Health and Wellness
Potter et al: Canadian Fundamentals of Nursing, 7th Edition
MULTIPLE CHOICE
1. The nurse is using the population health promotion model to develop actions for improvin
g health. After asking, ―On what should we take action?‖; ―How should we take action?‖;
and ―Why should we take action?‖ the nurse will ask which of the following questions?
a. ―With whom should we act?‖
b. ―When should we take action?‖
c. ―Which government should take action?‖
d. ―Where should we first act?‖
ANS: A
The next question to ask when using the population health model approach is ―With whom sh
ould we act?‖ The other choices are not questions included in this model.
DIF: Apply REF: 13, Figure 1-5
OBJ: Contrast distinguishing features of health promotion and disease prevention.
TOP: Implementation
MSC: CPNRE: Foundations of Practic
e
2. The principle ―Health promotion is multisectoral‖ means which of the following?
a. Relationships between individual, social, and environmental factors must b
e recognized.
b. Physical, mental, social, ecological, cultural, and spiritual aspects of health mu
st be recognized. N R I G B.CM
c. In order to change unhealthUy l i Sv i n gNa n Td workiO
ng conditions, areas other than healt
@ @
h must also be involved.
d. Health promotion involves the use of knowledge from disciplines such as social,
economic, political, environmental, medical, and nursing sciences, as well as fro
m first-hand experience.
ANS: C
The statement ―Health promotion is multisectoral‖ is the principle explained by the necessit
y to involve areas other than health in order to change unhealthy living and working conditi
ons.
DIF: Understand REF: 11
OBJ: Contrast distinguishing features of health promotion and disease preventio
n. TOP: Planning MSC: CPNRE: Foundations of Practice
3. According to the World Health Organization, what is the best description of ―health‖?
a. Simply the absence of disease.
b. Involving the total person and environment.
c. Strictly personal in nature.
d. Status of pathological state.
ANS: B
, Canadian Fundamentals of Nursing 7th Edition Potter Test Ban
The WHO defines health as ―…the extent to which an individual or group is able, on the o
ne hand, to realize aspirations and satisfy needs; and, on the other hand, to change or cope
with the environment. Health is, therefore, seen as a resource for everyday life, not the obj
ective of living; it is a positive concept emphasizing social and personal resources, as well
as physical capacities.‖ Nurses‘ attitudes toward health and illness should account for the to
tal person, as well as the environment in which the person lives. People free of disease are
not equally healthy. Views of health have broadened to include mental, social, and spiritual
well-
being, as well as a focus on health at family and community levels. Conditions of life, rathe
r than pathological states, are what determine health.
DIF: Knowledge REF: 2
OBJ: Discuss ways that definitions of health have been conceptualize
d. TOP: Evaluate MSC: CPNRE: Foundations of Practice
4. What priority strategy for health promotion in Canada is optional but seen as important
to incorporate in nursing education curricula?
a. Knowledge of disease prevention.
b. Strategies for health promotion.
c. Policy advocacy.
d. Concepts of determinants of health.
ANS: C
Increasingly, policy advocacy is incorporated into nursing role statements and nursing educa
tion curricula. Nurses should think about policies that have contributed to health
problems, policies that would help to alleviate health problems, and how nursing champions
public policies. Disease prevention is an integral part of nursing curricula. Health promotion
is
a fundamental part of nursing curricu la. B.CM
N USNT
R I G
@ @ @
O
DIF: Understand REF: 11 | 12
OBJ: Analyze how the nature and scope of nursing practice are influenced by differ
@
ent conceptualizations of health and health determinants.
TOP: Planning MS
C: CPNRE: Foundations of Practice
5. Which of the following is a prerequisite for health, as identified by the Ottawa Charter f
or Health Promotion?
a. Education.
b. Social support.
c. Self-esteem.
d. Physical environment.
ANS: A
Education is one of the nine prerequisites for health that were identified in the Ottawa Chart
er for Health Promotion. Lack of social support and low self-
esteem were identified as a psychosocial risk factors by Labonte (1993). Dangerous physical
environments were identified as socioenvironmental risk factors by Labonte (1993).
DIF: Understand REF: 4
OBJ: Discuss contributions of the following Canadian publications to conceptualizations of heal
th and health determinants: Lalonde Report, Ottawa Charter, Epp Report, Strategies for Populat
ion Health, Jakarta Declaration, Bangkok Charter, Toronto Charter. TOP: Planning
MSC: CPNRE: Foundations of Practice
6. The determinant of health with the greatest effect on the health of Canadians is which of t
he following?
, Canadian Fundamentals of Nursing 7th Edition Potter Test Ban
a. Education.
b. Health services.
c. Social support networks.
d. Income and social status.
ANS: D
Income, income distribution, and social status are the determinants of health that influence
most other determinants. Some investigators suggest that literacy and education are importan
t influences on health status because they affect many other health determinants.
Approximately 25% of a population‘s health status is attributed to the quality of its health ca
re services. Social support affects health, health behaviours, and health care utilization but is
not the most influential determinant of health.
DIF: Understand REF: 6
OBJ: Discuss key health determinants and their interrelationships and how they influence heal
th. TOP: Planning MSC: CPNRE: Foundations of Practice
7. A paraplegic patient in the hospital for an electrolyte imbalance is receiving care at whi
ch prevention level?
a. Primary prevention.
b. Secondary prevention.
c. Tertiary prevention.
d. Health promotion.
ANS: B
The secondary prevention levNeU
@ l fR
ocSuI sG
seN
@ o nTeBa r.l yCd e Mt e ct i o n of disease once pathogenesis has oc
@
curred, so that prompt treatment can be initiated to halt disease and limit disability. The
primary prevention level focuses on health promotion, specific protection measures such as i
mmunizations, and the reduction of risk factors such as smoking. The tertiary prevention le
vel focuses on minimizing residual disability.
DIF: Apply REF: 11
OBJ: Contrast distinguishing features of health promotion and disease prevention.
TOP: Implementation
MSC: CPNRE: Foundations of Practic
e
8. The nurse incorporates levels of prevention on the basis of patient needs and the type
of nursing care provided. Which of the following is an example of tertiary level preve
ntive caregiving?
a. Teaching a patient how to irrigate a new temporary colostomy.
b. Providing a lesson on hygiene for an elementary school class.
c. Informing a patient that immunizations for her infant are available through th
e health department.
d. Arranging for a hospice nurse to visit with the family of a patient with cancer.
ANS: D
Tertiary prevention is provided when a defect or disability is permanent and irreversible. At
this level, the hospice nurse aims to help the patient and his or her family to achieve a hig
h level of function, despite the limitations caused by the patient‘s illness. Teaching a patient
how to irrigate a new colostomy is an example of secondary prevention. If the colostomy is
to be permanent, care may later move to the tertiary level of prevention. Providing a lesson
on hygiene for an elementary school class and informing a patient about available immuniz
ations are examples of primary prevention.
DIF: Apply REF: 11
