TESTBANK
TESTBANK
,Chapter 01: Nursing and the Health Care System
fk fk fk fk fk fk fk
MULTIPLE CHOICE fk
1. FlorenceNightingale’scontributions to nursing practice and education:
fk fk fk 1a fk fk fk
a. arehistorically important but have no validity for nursing today.
fk fk fk fk fk fk fk fk fk
b. were neither recognized norappreciated inher own time.
fk fk fk fk fk fk fk fk
c. were a major factor in reducing the death rate in the Crimean War.
fk fk fk fk fk fk fk fk fk fk fk fk
d. werelimited only to the care ofsevere traumatic wounds.
fk fk fk fk fk fk fk fk fk
ANS: C f k
By improving sanitation, nutrition ventilation, and handwashing techniques, Florence
f k f k f k f k f k f k f k f k fk fk fk fk
Nightingale’s nurses dramatically reduced the death rate from injuries in the Crimean W
f k f k f k f k fk fk fk fk fk fk fk fk fk
ar.
DIF: Cognitive Level: Knowledge fk fk
REF: p. 2 f k fk f
OBJ:Theory #1 TOP: Nursing History
k fk fk f k fk
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
fk 1a fk fk fk f k fk
2. Early nursing education and care in the United States:
fk fk fk fk fk fk fk fk
a. were directed at community health. fk fk fk fk
b. provided independence for women through education and employment. fk fk fk fk fk fk fk
c. were an educational model based in institutions of higher learning.
fk fk fk fk fk fk fk fk fk
d. have continued to be entirely focused on hospital nursing.
fk fk fk fk fk fk fk fk
ANS: B f k
Because of the influence of early nursing leaders, nursing education became more formalized t hr
fk fk fk fk fk fk fk fk fk fk fk fk fk fk
ough apprenticeships in Nightingale schools that offered independence to women through e duc
fk fk fk fk fk fk fk fk fk fk fk fk
ation and employment.
fk fk
DIF: Cognitive Level: Knowledge fk fk
REF: p. 2 f k fk f
OBJ:Theory #4 TOP: Nursing History
k fk fk f k fk
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
fk 1a fk fk fk f k fk
3. In order to fulfill the common goals defined by nursing theorists (promote wellness, pr e
fk fk fk fk fk fk fk fk fk fk fk fk fk fk
vent illness, facilitate coping, and restore health), the LPN must take on the roles of:
1a fk fk fk fk fk fk fk fk 1a fk 1a fk fk
a. caregiver, educator, and collaborator. fk fk 1a
b. nursing assistant, delegator, and environmental specialist. 1a fk fk 1a fk
c. medication dispenser, collaborator, and transporter. fk fk fk fk
d. dietitian, manager, and housekeeper. fk fk fk
ANS: A f k
In order for the LPN to apply the common goals of nursing, he or she must assume the roles o f ca
1a fk fk fk fk fk fk fk fk fk fk fk fk fk fk fk fk f k fk fk fk
regiver, educator, collaborator, manager, and advocate.
fk fk fk fk fk
DIF: Cognitive Level: Comprehension fk fk
REF: p. 3 OBJ:Theory #2 f k fk fk fk fk
TOP: Art and Science of Nursing 1a fk fk fk
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
fk 1a fk fk fk f k fk
,4. Although nursing theories differ in their attempts to define nursing, all ofthem base their b elie
fk fk fk fk fk fk fk fk fk fk fk fk fk fk fk fk
fs on common concepts concerning:
fk fk fk fk
a. self-actualization, fundamental needs, and belonging. fk fk fk fk
b. stress reduction, self-care, and a systems model.
fk fk fk fk fk fk
c. curative care, restorative care, and terminal care. fk fk fk fk fk fk
d. human relationships, the environment, and health. fk fk fk fk 1a
ANS: D f k
Although nursing theories differ, they all basetheirbeliefs on human relationships, the environm ent
fk fk fk fk fk fk fk fk fk fk fk fk fk fk
, and health.
fk 1a
DIF: Cognitive Level: Comprehension fk fk
REF: p. 4 f k fk f
OBJ:Theory #2 TOP: Nursing Theories
k fk fk f k fk
KEY: Nursing Process Step: N/A MSC: NCLEX: N/Afk fk fk fk fk f k fk
5. Standards of care for the nursing practice of the LPN are established by the:
fk fk fk fk fk fk fk fk fk fk fk fk fk
a. Boards of Nursing Examiners in each state. 1a fk fk fk fk fk
b. National Council of States Boards of Nursing (NCSBN). fk fk fk fk 1a fk fk
c. American Nurses Association (ANA). fk fk fk
d. National Federation of Licensed Practical Nurses. fk fk fk 1a fk
ANS: D f k
The National Federation of Licensed Practical Nurses modified the standards published by the A N
fk fk fk fk fk fk fk fk fk fk 1a fk fk fk
A in 2015 to better fit the role of the LPN. In 2015 the American Nurses Association (ANA) revi
fk fk fk fk fk fk fk fk fk fk fk fk fk fk fk fk fk fk
sed the Standards of Nursing Practice which contained 17 standards of national practice of nursi
fk fk fk fk fk fk fk fk fk fk fk fk fk 1f k
ng, describing all facets of nursing practice: who, what, when, where, how.
fk fk fk fk fk fk fk fk fk fk fk
DIF: Cognitive Level: Comprehension fk fk
REF: p. 6 f k fk f
OBJ:Theory #2 TOP: Standards of Care
k fk fk f k fk fk
KEY: Nursing Process Step: N/A MSC: NCLEX: N/Afk fk fk fk fk f k fk
6. The LPN demonstrates an evidence-based practice by:
fk fk fk fk fk fk
a. using a drug manual to check compatibility of drugs.
fk fk fk fk fk fk fk fk
b. using scientific information to guide decision making.
fk fk fk fk fk fk
c. using medical history of a patient to direct nursing interventions.
fk fk fk fk fk fk fk fk fk
d. basing nursing care on advice from an experienced nurse. fk fk fk fk fk fk fk fk
ANS: B f k
The use of scientific information from high-
fk fk fk fk fk fk
quality research to guide nursing decisions is reflective of the application of evidence-
fk fk fk fk 1a fk fk fk fk fk fk fk
based practice. fk
DIF: Cognitive Level: Knowledge fk fk
REF: p. 7 f k fk f
OBJ:Theory#3 TOP: Evidence-Based Practice
k fk fk f k fk
KEY: Nursing Process Step: N/A MSC: NCLEX: N/Afk fk fk fk fk f k fk
7. Lillian Wald andMaryBrewster established theHenryStreet Settlement ServiceinNewYork i n
1a fk fk fk 1a fk fk 1a fk fk fk fk fk fk fk
1893 in order to: fk fk fk
a. offer a shelter to injured war veterans. fk fk fk fk fk fk
b. found a nursing apprenticeship. 1a fk fk
c. provide health care to poor persons living in tenements. fk fk fk fk fk fk fk fk
d. offer better housing to low-income families.
fk fk fk fk fk
ANS: C f k
, Henry Street Settlement Service brought the provision of community health careto the poor peo ple l
fk fk fk fk fk fk fk fk fk fk fk fk fk fk fk fk
iving in tenements.fk 1a
DIF: Cognitive Level: Comprehension fk fk
REF: p. 2 f k fk f
OBJ:Theory #4 TOP: Growth of Nursing
k fk fk f k fk fk
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
fk fk fk fk fk f k fk
8. Aneducational pathway for an LPN/LVN refers to an LPN/LVN:
fk fk fk fk fk fk fk fk fk
a. learning on the job and being promoted to a higher level of responsibility.
fk fk fk fk fk fk fk fk fk fk fk fk
b. moving from a maternity unit to a more complicated surgical unit.
fk fk fk fk fk fk fk fk fk fk
c. obtaining additional education to move from one level of nursing to another.
fk fk fk fk fk fk fk fk fk fk fk
d. learningthat advancement requires consistent work and commitment.
fk fk fk fk fk 1a fk
ANS: C f k
Bybroadening the educational base, an LPN/LVN may advance and build a nursing career.
fk fk fk fk fk fk fk fk fk fk fk fk fk
DIF: Cognitive Level: Knowledge fk fk
REF: p. 7 OB f k fk fk
J:Theory#7 TOP: Nursing Education Pathways fk fk f k fk fk
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
fk 1a fk fk fk f k fk
9. When diagnosis- fk
related groups (DRGs) wereestablished by Medicarein 1983,the purpose was to:
fk fk fk fk 1a fk fk fk fk fk fk fk
a. put patients with the same diagnosis on the same unit.
fk fk fk fk fk fk fk fk fk
b. attempt to contain the costs of health care. fk fk fk fk fk fk fk
c. increase the availability of medical care to older adults.fk fk fk fk fk fk fk fk
d. identify a patient’s condition more quickly. fk fk fk fk fk
ANS: B
Thepurpose of instituting DRGs was to contain skyrocketing costs of health care.
fk fk fk fk 1a fk fk fk fk fk fk fk
DIF: Cognitive Level: Knowledge fk fk
REF: p. 9 f k fk f
OBJ:Theory #10 TOP: Health Care Delivery
k fk fk f k fk fk
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
fk 1a fk fk fk f k fk
10. The advent of diagnosis-
fk 1a fk
related groups (DRGs) required that nurses working in health care agencies:
fk fk fk fk fk fk fk 1a fk fk
a. record supportive documentation to confirm a patient’s need for care in orderto q ua
fk fk fk 1a fk fk fk fk fk fk fk fk fk fk
lify for reimbursement. fk fk
b. use the DRG rather than their own observations for patient assessment.
fk fk fk fk 1a fk fk fk fk fk
c. be aware of the specific drugs related to the diagnosis.
fk fk fk fk fk fk fk fk fk
d. acquire cross-training to make staffing more flexible.
fk fk fk fk fk fk
ANS: A f k
DRGs required that nurses provide more supportive documentation of their assessments and iden t
1a 1a 1a fk fk fk fk fk fk fk fk fk fk
ified patient’s needs to qualify the facility for Medicare reimbursement. Observant assessment
fk fk fk fk fk fk fk fk fk fk fk 1f k
might also indicate another DRG classification and consequently more reimbursement for the f a
fk fk fk fk fk fk fk fk fk fk fk fk fk
cility.
DIF: Cognitive Level: Comprehension fk fk
REF: p. 10 f k fk f
OBJ:Theory #10 TOP: Managed Care
k fk fk f k fk
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
fk 1a fk fk fk f k fk
TESTBANK
,Chapter 01: Nursing and the Health Care System
fk fk fk fk fk fk fk
MULTIPLE CHOICE fk
1. FlorenceNightingale’scontributions to nursing practice and education:
fk fk fk 1a fk fk fk
a. arehistorically important but have no validity for nursing today.
fk fk fk fk fk fk fk fk fk
b. were neither recognized norappreciated inher own time.
fk fk fk fk fk fk fk fk
c. were a major factor in reducing the death rate in the Crimean War.
fk fk fk fk fk fk fk fk fk fk fk fk
d. werelimited only to the care ofsevere traumatic wounds.
fk fk fk fk fk fk fk fk fk
ANS: C f k
By improving sanitation, nutrition ventilation, and handwashing techniques, Florence
f k f k f k f k f k f k f k f k fk fk fk fk
Nightingale’s nurses dramatically reduced the death rate from injuries in the Crimean W
f k f k f k f k fk fk fk fk fk fk fk fk fk
ar.
DIF: Cognitive Level: Knowledge fk fk
REF: p. 2 f k fk f
OBJ:Theory #1 TOP: Nursing History
k fk fk f k fk
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
fk 1a fk fk fk f k fk
2. Early nursing education and care in the United States:
fk fk fk fk fk fk fk fk
a. were directed at community health. fk fk fk fk
b. provided independence for women through education and employment. fk fk fk fk fk fk fk
c. were an educational model based in institutions of higher learning.
fk fk fk fk fk fk fk fk fk
d. have continued to be entirely focused on hospital nursing.
fk fk fk fk fk fk fk fk
ANS: B f k
Because of the influence of early nursing leaders, nursing education became more formalized t hr
fk fk fk fk fk fk fk fk fk fk fk fk fk fk
ough apprenticeships in Nightingale schools that offered independence to women through e duc
fk fk fk fk fk fk fk fk fk fk fk fk
ation and employment.
fk fk
DIF: Cognitive Level: Knowledge fk fk
REF: p. 2 f k fk f
OBJ:Theory #4 TOP: Nursing History
k fk fk f k fk
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
fk 1a fk fk fk f k fk
3. In order to fulfill the common goals defined by nursing theorists (promote wellness, pr e
fk fk fk fk fk fk fk fk fk fk fk fk fk fk
vent illness, facilitate coping, and restore health), the LPN must take on the roles of:
1a fk fk fk fk fk fk fk fk 1a fk 1a fk fk
a. caregiver, educator, and collaborator. fk fk 1a
b. nursing assistant, delegator, and environmental specialist. 1a fk fk 1a fk
c. medication dispenser, collaborator, and transporter. fk fk fk fk
d. dietitian, manager, and housekeeper. fk fk fk
ANS: A f k
In order for the LPN to apply the common goals of nursing, he or she must assume the roles o f ca
1a fk fk fk fk fk fk fk fk fk fk fk fk fk fk fk fk f k fk fk fk
regiver, educator, collaborator, manager, and advocate.
fk fk fk fk fk
DIF: Cognitive Level: Comprehension fk fk
REF: p. 3 OBJ:Theory #2 f k fk fk fk fk
TOP: Art and Science of Nursing 1a fk fk fk
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
fk 1a fk fk fk f k fk
,4. Although nursing theories differ in their attempts to define nursing, all ofthem base their b elie
fk fk fk fk fk fk fk fk fk fk fk fk fk fk fk fk
fs on common concepts concerning:
fk fk fk fk
a. self-actualization, fundamental needs, and belonging. fk fk fk fk
b. stress reduction, self-care, and a systems model.
fk fk fk fk fk fk
c. curative care, restorative care, and terminal care. fk fk fk fk fk fk
d. human relationships, the environment, and health. fk fk fk fk 1a
ANS: D f k
Although nursing theories differ, they all basetheirbeliefs on human relationships, the environm ent
fk fk fk fk fk fk fk fk fk fk fk fk fk fk
, and health.
fk 1a
DIF: Cognitive Level: Comprehension fk fk
REF: p. 4 f k fk f
OBJ:Theory #2 TOP: Nursing Theories
k fk fk f k fk
KEY: Nursing Process Step: N/A MSC: NCLEX: N/Afk fk fk fk fk f k fk
5. Standards of care for the nursing practice of the LPN are established by the:
fk fk fk fk fk fk fk fk fk fk fk fk fk
a. Boards of Nursing Examiners in each state. 1a fk fk fk fk fk
b. National Council of States Boards of Nursing (NCSBN). fk fk fk fk 1a fk fk
c. American Nurses Association (ANA). fk fk fk
d. National Federation of Licensed Practical Nurses. fk fk fk 1a fk
ANS: D f k
The National Federation of Licensed Practical Nurses modified the standards published by the A N
fk fk fk fk fk fk fk fk fk fk 1a fk fk fk
A in 2015 to better fit the role of the LPN. In 2015 the American Nurses Association (ANA) revi
fk fk fk fk fk fk fk fk fk fk fk fk fk fk fk fk fk fk
sed the Standards of Nursing Practice which contained 17 standards of national practice of nursi
fk fk fk fk fk fk fk fk fk fk fk fk fk 1f k
ng, describing all facets of nursing practice: who, what, when, where, how.
fk fk fk fk fk fk fk fk fk fk fk
DIF: Cognitive Level: Comprehension fk fk
REF: p. 6 f k fk f
OBJ:Theory #2 TOP: Standards of Care
k fk fk f k fk fk
KEY: Nursing Process Step: N/A MSC: NCLEX: N/Afk fk fk fk fk f k fk
6. The LPN demonstrates an evidence-based practice by:
fk fk fk fk fk fk
a. using a drug manual to check compatibility of drugs.
fk fk fk fk fk fk fk fk
b. using scientific information to guide decision making.
fk fk fk fk fk fk
c. using medical history of a patient to direct nursing interventions.
fk fk fk fk fk fk fk fk fk
d. basing nursing care on advice from an experienced nurse. fk fk fk fk fk fk fk fk
ANS: B f k
The use of scientific information from high-
fk fk fk fk fk fk
quality research to guide nursing decisions is reflective of the application of evidence-
fk fk fk fk 1a fk fk fk fk fk fk fk
based practice. fk
DIF: Cognitive Level: Knowledge fk fk
REF: p. 7 f k fk f
OBJ:Theory#3 TOP: Evidence-Based Practice
k fk fk f k fk
KEY: Nursing Process Step: N/A MSC: NCLEX: N/Afk fk fk fk fk f k fk
7. Lillian Wald andMaryBrewster established theHenryStreet Settlement ServiceinNewYork i n
1a fk fk fk 1a fk fk 1a fk fk fk fk fk fk fk
1893 in order to: fk fk fk
a. offer a shelter to injured war veterans. fk fk fk fk fk fk
b. found a nursing apprenticeship. 1a fk fk
c. provide health care to poor persons living in tenements. fk fk fk fk fk fk fk fk
d. offer better housing to low-income families.
fk fk fk fk fk
ANS: C f k
, Henry Street Settlement Service brought the provision of community health careto the poor peo ple l
fk fk fk fk fk fk fk fk fk fk fk fk fk fk fk fk
iving in tenements.fk 1a
DIF: Cognitive Level: Comprehension fk fk
REF: p. 2 f k fk f
OBJ:Theory #4 TOP: Growth of Nursing
k fk fk f k fk fk
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
fk fk fk fk fk f k fk
8. Aneducational pathway for an LPN/LVN refers to an LPN/LVN:
fk fk fk fk fk fk fk fk fk
a. learning on the job and being promoted to a higher level of responsibility.
fk fk fk fk fk fk fk fk fk fk fk fk
b. moving from a maternity unit to a more complicated surgical unit.
fk fk fk fk fk fk fk fk fk fk
c. obtaining additional education to move from one level of nursing to another.
fk fk fk fk fk fk fk fk fk fk fk
d. learningthat advancement requires consistent work and commitment.
fk fk fk fk fk 1a fk
ANS: C f k
Bybroadening the educational base, an LPN/LVN may advance and build a nursing career.
fk fk fk fk fk fk fk fk fk fk fk fk fk
DIF: Cognitive Level: Knowledge fk fk
REF: p. 7 OB f k fk fk
J:Theory#7 TOP: Nursing Education Pathways fk fk f k fk fk
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
fk 1a fk fk fk f k fk
9. When diagnosis- fk
related groups (DRGs) wereestablished by Medicarein 1983,the purpose was to:
fk fk fk fk 1a fk fk fk fk fk fk fk
a. put patients with the same diagnosis on the same unit.
fk fk fk fk fk fk fk fk fk
b. attempt to contain the costs of health care. fk fk fk fk fk fk fk
c. increase the availability of medical care to older adults.fk fk fk fk fk fk fk fk
d. identify a patient’s condition more quickly. fk fk fk fk fk
ANS: B
Thepurpose of instituting DRGs was to contain skyrocketing costs of health care.
fk fk fk fk 1a fk fk fk fk fk fk fk
DIF: Cognitive Level: Knowledge fk fk
REF: p. 9 f k fk f
OBJ:Theory #10 TOP: Health Care Delivery
k fk fk f k fk fk
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
fk 1a fk fk fk f k fk
10. The advent of diagnosis-
fk 1a fk
related groups (DRGs) required that nurses working in health care agencies:
fk fk fk fk fk fk fk 1a fk fk
a. record supportive documentation to confirm a patient’s need for care in orderto q ua
fk fk fk 1a fk fk fk fk fk fk fk fk fk fk
lify for reimbursement. fk fk
b. use the DRG rather than their own observations for patient assessment.
fk fk fk fk 1a fk fk fk fk fk
c. be aware of the specific drugs related to the diagnosis.
fk fk fk fk fk fk fk fk fk
d. acquire cross-training to make staffing more flexible.
fk fk fk fk fk fk
ANS: A f k
DRGs required that nurses provide more supportive documentation of their assessments and iden t
1a 1a 1a fk fk fk fk fk fk fk fk fk fk
ified patient’s needs to qualify the facility for Medicare reimbursement. Observant assessment
fk fk fk fk fk fk fk fk fk fk fk 1f k
might also indicate another DRG classification and consequently more reimbursement for the f a
fk fk fk fk fk fk fk fk fk fk fk fk fk
cility.
DIF: Cognitive Level: Comprehension fk fk
REF: p. 10 f k fk f
OBJ:Theory #10 TOP: Managed Care
k fk fk f k fk
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
fk 1a fk fk fk f k fk
