Fundamentals of Nursing, 3rd Edition: Complete Test Bank (Yoost & Crawford)

Test Bank for Fundamentals of Nursing: Active Learning for Collaborative
Practice 3rd Edition by Barbara L. Yoost, Lynne R. Crawford
Chapter 1-42 Latest Version

, Table of Content
5n 5n



Chapter5n01:5nNursing,5nTheory,5nand5nProfessional5nPracti
ce5nChapter5n02:5nValues,5nBeliefs,5nand5nCaring

Chapter5n03:5nCommunication

Chapter5n04:5nClinical5nJudgment5nin5nNursing5n(NEW!)5nC
hapter5n05:5nIntroduction5nto5nthe5nNursing5nProcess5nCh
apter5n06:5nAssessment
Chapter5n07:5nData5nAnalysis/Nursing5nDiagnosi
s5nChapter5n08:5nPlanning
Chapter5n09:5nImplementation5nand5nEvaluation

Chapter5n10:5nDocumentation,5nElectronic5nHealth5nRecords,5nand5nReporti
ng5nChapter5n11:5nEthical5nand5nLegal5nConsiderations
Chapter5n12:5nLeadership5nand5nManagement

Chapter5n13:5nEvidence-
Based5nPractice5nand5nNursing5nResearch5nChapter5n14:5nHealt
h5nLiteracy5nand5nPatient5nEducation
Chapter5n15:5nNursing5nInformatics5nCha
pter5n16:5nHealth5nand5nWellness
Chapter5n17:5nHuman5nDevelopment:5nConception5nThrough5nAdolesce
nce5nChapter5n18:5nHuman5nDevelopment:5nYoung5nAdult5nThrough5nOld
er5nAdult5nChapter5n19:5nVital5nSigns
Chapter5n20:5nHealth5nHistory5nand5nPhysical5nAssessment5
n Chapter5n21:5nEthnicity5nand5nCultural5nAssessment5nCh
apter5n22:5nSpiritual5nHealth

,Chapter5n23:5nPublic5nHealth,5nCommunity-

Based,5nand5nHome5nHealth5nCare5nChapter5n24:5nHuman5nSexuality
Chapter5n25:5nSafety
Chapter5n26:5nAsepsis5nand5nInfection5ncontrol5nC
hapter5n27:5nHygiene5nand5nPersonal5nCare
Chapter5n28:5nActivity,5nImmobility,5nand5nSafe5nMovemen
t5nChapter5n29:5nSkin5nIntegrity5nand5nWound5nCare
Chapter5n30:5nNutrition

Chapter5n31:5nCognitive5nand5nSensory5nAlteratio
ns5nChapter5n32:5nStress5nand5nCoping
Chapter5n33:5nSleep

Chapter5n34:5nDiagnostic5nTesting5nCha
pter5n35:5nMedication5nAdministration5nC
hapter5n36:5nPain5nManagement
Chapter5n37:5nPerioperative5nNursing5nCare5nCha
pter5n38:5nOxygenation5nand5nTissue5nPerfusion
Chapter5n39:5nFluid,5nElectrolytes,5nand5nAcid-
Base5nBalance5nChapter5n40:5nBowel5nElimination
Chapter5n41:5nUrinary5nElimination5nCha
pter5n42:5nDeath5nand5nLoss

, Chapter5n01:5nNursing,5nTheory,5nand5nProfessional5nPractice
Yoost5n&5nCrawford:5nFundamentals5nof5nNursing:5nActive5nLearning5nfor5nCollaborative5nPracti
ce,5n3rd5nEdition

MULTIPLE5nCHOICE

1. A5ngroup5nof5nnursing5nstudents5nare5ndiscussing5nthe5nimpact5nof5nnonnursing5ntheories5nin5nclinical5np
ractice.5nThe5nstudents5nwould5nbe5ncorrect5nif5nthey5nchose5nwhich5ntheory5nto5nprioritize5npatient5nc
are?
a. Erikson‘s5nPsychosocial5n Theory
b. Paul‘s5nCritical-Thinking5nTheory
c. Maslow‘s5nHierarchy5nof5nNeeds
d. Rosenstock‘s5nHealth5nBelief5nModel
ANS:5nC
Maslow‘s5nhierarchy5nof5nneeds5nspecifies5nthe5npsychological5nand5nphysiologic5nfactors5nthat5naffect
5neach5nperson‘s5nphysical5nand5nmental5nhealth.5nThe5nnurse‘s5nunderstanding5nof5nthese5nfactors5nh

elps5nwith5nformulating5 n Nursing5 n diagnoses5 n that5 n address5 n the5 n patient‘s5 n needs5nand5 n values
5nto5 n prioritize5 n care.

Erikson‘s5nPsychosocial5nTheory5nof5nDevelopment5nand5nSocialization5nis5nbased5non
individuals‘5ninteracting5nand5nlearning5nabout5ntheir5nworld.5nNurses5nuse5nconcepts5nof5ndevelopmental5nth
eory5nto5ncritically5nthink5nin5nproviding5ncare5nfor5ntheir5npatients5nat5nvarious5nstages5nof5ntheir5nlives.
Rosenstock5n(1974)5ndeveloped5nthe5npsychological5nHealth5nBelief5nModel.5nThe5nmodel5naddresses5npossibl
e5nreasons5nfor5nwhy5na5npatient5nmay5nnot5ncomply5nwith5nrecommended5nhealth5npromotion5nbehaviors.5nT
his5nmodel5nis5nespecially5nuseful5nto5nnurses5nas5nthey5neducate5npatients.
DIF: Remembering OBJ:5 n 5 n 1.5 TOP:5 n Planning
MSC:5nNCLEX5nClient5nNeeds5nC N
a 5nt e g R
o 5nr5ny :IS5na5nf G
e 5 n a5nn5nB f.C
d5 n E fectM
i5nve5nCare5nEnvironment:5nManagement5nof5nCare5n
NOT:5nConcepts:5nCare5nCoordinatiU on

2. A5nnursing5nstudent5nis5npreparing5nstudy5nnotes5nfrom5na5nrecent5nlecture5nin5nnursing5nhisto
ry.5nThe5nstudent5nwould5ncredit5nFlorence5nNightingale5nfor5nwhich5ndefinition5nof5nnursi
ng?
a. The5nimbalance5nbetween5nthe5npatient5nand5nthe5nenvironment5ndecreases5nthe5ncapac
ity5nfor5nhealth.
b. The5nnurse5nneeds5nto5nfocus5non5ninterpersonal5nprocesses5nbetween5nnurse5nand5npatient.
c. The5nnurse5nassists5nthe5npatient5nwith5nessential5nfunctions5ntoward5nindependence.
d. Human5nbeings5nare5ninteracting5nin5ncontinuous5nmotion5nas5nenergy5nfields.
ANS:5nA
Florence5nNightingale‘s5n(1860)5nconcept5nof5nthe5nenvironment5nemphasized5nprevention5nand5nclean5
nair,5nwater,5nand5nhousing.5nThis5ntheory5nstates5nthat5nthe5nimbalance5nbetween5nthe5npatient5nand5

nthe5nenvironment5ndecreases5nthe5ncapacity5nfor5nhealth5nand5ndoes5nnot5nallow5nfor5nconservation5no

f5nenergy.
Hildegard5nPeplau5n(1952)5nfocused5non5nthe5nroles5nplayed5nby5nthe5nnurse5nand5nthe5ninterpersonal5nprocess
5nbetween5na5nnurse5nand5na5npatient.5nVirginia5nHenderson5ndescribed5nthe5nnurse‘s5nrole5nas

substitutive5n(doing5nfor5nthe5nperson),5nsupplementary5n(helping5nthe5nperson),5nor5ncomplementa
ry5n(working5nwith5nthe5nperson),5nwith5nthe5ngoal5nof5nindependence5nfor5nthe5npatient.5nMartha5nRoge
rs5n(1970)5ndeveloped5nthe5nScience5nof5nUnitary5nHuman5nBeings.5nShe5nstated5nthat5nhuman5nbeing
s5nand5ntheir5nenvironments5nare5ninteracting5nin5ncontinuous5nmotion5nas5ninfinite5nenergy5nfields.

DIF: Understanding OBJ:5 n 1.4
TOP:5nPlanning5nMSC:5 n NCLEX5nClient5nNeeds5nCategory:5nHealth5nPromotion
5nand5nMaintenance5 n NOT:5nConcepts:5nHealth5nPromotion