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PNLE ALL IN PRACTICE EXAMS: 155 Nursing Leadership, Management & Research Board Exam Questions with Verified Answers & Rationales 2025/2026 – Complete PNLE & NCLEX Study Guide (A+ Guaranteed)

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Title: PNLE ALL IN PRACTICE EXAMS: 155 Nursing Leadership, Management & Research Board Exam Questions with Verified Answers & Rationales 2025/2026 – Complete PNLE & NCLEX Study Guide (A+ Guaranteed) Description: PNLE ALL IN PRACTICE EXAMS – Nursing Leadership, Management & Research Edition This is the ultimate PNLE (Philippine Nurse Licensure Examination) and NCLEX practice exam reviewer for Nursing Leadership, Management, and Research. Containing 155 board-style multiple-choice questions with complete answers, detailed rationales, and test-taking strategies, this document is designed to help nursing students and board exam takers master the most commonly tested concepts in nursing administration, management, and research. Whether you are preparing for the PNLE, NCLEX-RN, NCLEX-PN, local board exams, or nursing school finals, this practice exam will help you identify weak areas, strengthen your clinical reasoning, and build the confidence needed to pass on your first attempt. WHY THIS REVIEWER IS A MUST-HAVE: 155 High-Yield Questions – Modeled after actual PNLE and NCLEX board exam questions. Complete Answer Keys – Every question includes the correct answer clearly marked. In-Depth Rationales – Learn the "why" behind every answer. Each rationale explains why the correct option is right AND why the other options are incorrect. Test-Taking Strategies – Learn how to eliminate distractors, identify keywords, and apply critical thinking. Comprehensive Topic Coverage – Covers the entire nursing leadership, management, and research scope tested in the boards. Perfect for Self-Study & Group Review – Use as a standalone reviewer or supplement to your lecture notes. Ideal for Filipino Nursing Students – Written with PNLE-style phrasing, terminology, and nursing interventions. Instant Download – Word document format, ready to study immediately. COMPLETE TOPIC BREAKDOWN (155 Questions): UNIT 1: LEADERSHIP THEORIES & STYLES (Questions 1–10, 41) Management vs. Leadership Country Club Management Impoverished Management Organization Man Management Team Management Authority-Obedience Management Servant Leadership Transformational Leadership Transactional Leadership Charismatic Leadership Great Man Theory (Trait Theory) Situational Leadership Path-Goal Theory Laissez-Faire Leadership Democratic Leadership Authoritarian Leadership Bureaucratic Leadership Shared Leadership Benevolent-Authoritative Management Consultative Management Participative Management Exploitive-Authoritative Management Leadership characteristics and effectiveness Visioning as core of leadership Inspirational quality of leaders Followers' attraction and reverence Leadership style and situation fit UNIT 2: MANAGEMENT FUNCTIONS & PRINCIPLES (Questions 11–31, 36–39, 42, 51–70) Planning, Organizing, Directing, Controlling (PODC) Strategic Planning vs. Operational Planning Long-term goal setting (3–5 years) Vision, Mission, Goals, Objectives Philosophy of the organization Organizational Structure Organizational Chart Line, Staff, and Lateral Relationships Solid line vs. Broken line vs. Dotted line Span of Control Unity of Command Unity of Direction Hierarchy Scalar Chain Esprit d' Corps Discipline Order Division of Work Authority and Responsibility Centralization vs. Decentralization Flat vs. Tall Organizations Shared Governance Participatory Approach Organizational Culture Cultural Network Positive Organizational Culture Humanism and Affiliative Norms Delegation Authority defined as legitimate right to act Accountability vs. Responsibility Staffing Process Recruitment, Selection, Induction, Orientation Performance Appraisal Informal vs. Formal Appraisal 6-Month Performance Review Manager-Centered vs. Staff-Centered Appraisal Documenting Performance Review Employee Burnout Conflict Resolution Strategies Avoidance, Smoothing, Compromise, Collaboration Majority Rule, Dominance Problem-Solving Approach to Conflict Sources of Conflict Internal vs. External Forces of Change Change Process (3rd Stage: Integrating Solutions) Strategic Action Planning Staff Meeting and Agenda Setting Participatory Decision Making UNIT 3: NURSING CARE DELIVERY SYSTEMS (Questions 14–20, 59–60) Functional Nursing Team Nursing Modular Nursing Primary Nursing Case Method Nursing Case Management Total Patient Care Patient-Centered Care System Used to Deliver Care Job Description vs. Manual of Procedure Rules to be Followed Concentrates on Tasks and Activities Group Collaboration One-to-One Nurse-Patient Ratio Continuous, Coordinated, Comprehensive Services Advantages and Disadvantages of Functional Nursing Psychological and Sociological Needs Great Control of Work Activities Most Economical Way of Delivering Nursing Services Dependent Role of Workers Assessing Nursing Needs and Problems Setting Priorities in Nursing Care Nursing Care Plan in Collaboration with Patient Team Nursing Priority Setting Patients Who Need the Most Care Delegation to Assistive Personnel Safe Nurse-Patient Ratio UNIT 4: ORGANIZATIONAL BEHAVIOR & HUMAN RESOURCE MANAGEMENT (Questions 21–35, 42–58) Organizational Structure Elements Level of Authority Lines of Communication Span of Control Informal vs. Formal Organization Decentralized Structure Flat Organization Participatory Approach Shared Governance Tall Organization Centralized Organization Cost-Effectiveness of Centralization Management Efficiency Quick Decision Making Interest of Workers Staffing Process Scheduling Recruitment Selection Induction Orientation Documentary Requirements Certificate of Previous Employment Record of Related Learning Experience (RLE) Professional Identification Card PNA Membership Payroll and Employment Process Horizontal Chart Lowest Level Worker Highest Authority Decentralized Staffing System Better Interpersonal Relationships Computerization Time Conservation Greater Control of Activities Primary Nurse Role Collaboration with Physician Group of Patients and Group of Nurses 5–6 Patients During Hospital Stay Paraprofessional Workers Professional Nurse Leader Same Disease Conditions Geographically Near Each Other UNIT 5: QUALITY CONTROL & PERFORMANCE IMPROVEMENT (Questions 61–70) Quality Control Officer Performance Improvement Department Effective Control System Values of the Department Structure Standards Process Standards Outcome Standards Criteria vs. Standards Nursing Procedures Care Plans Basic Steps in Controlling Process Measure Actual Performance Set Nursing Standards and Criteria Compare Results to Standards Identify Possible Courses of Action Controlling Process Effectiveness Things Planned Are Done Instructing Members of Standards Committee Reviewing Existing Policies Evaluating Credentials of Nursing Staff Checking Activities Against Schedule Process Standards Examples Initial Assessment Within 24 Hours Informed Consent Prior to Invasive Procedure Patient Education About Illness and Treatment Outcome Standards Examples Patient Satisfaction Rate Span of Control Number of Personnel Reporting to Manager Staff Unrest Due to Fatigue Staff Shortage Group Interaction Identifying External and Internal Forces Developing and Implementing Plans UNIT 6: NURSING RESEARCH – CONCEPTUAL PHASE (Questions 71–80, 110, 116–129) Nursing Research Council Patient Satisfaction Study Extraneous Variables Theoretical Framework Sr. Callista Roy's Adaptation Model Four Modes of Adaptation Self-Report Method Most Direct Means of Gathering Information Versatile in Content Coverage Most Accurate and Valid Method Difficult to Gather by Another Method Review of Literature Story-Telling and Anxiety Reduction Turnaround Time in Emergency Rooms Outcome Standards in Tertiary Health Care Environmental Manipulation and Client Outcomes Variables in Study Competence of Nurses Caring Attitude of Nurses Salary of Nurses Responsiveness of Staff Likert Scale Degree of Agreement and Disagreement Compliance to Expected Standards Level of Satisfaction Degree of Acceptance Criteria for Evaluation Validity Reliability Sensitivity Objectivity Repeatability of Instrument Consistency of Responses Detecting Fine Differences Among Subjects Measuring What Is Intended to Measure Sampling Methods Random Sampling Accidental Sampling Quota Sampling Judgment Sampling Equal Chance for All Units Transcultural Nursing Ethnography Madeleine Leininger Phenomenological Study Meaning of Experiences In-Depth Study of Individual or Group Grounded Theory Real-World Observations Hypothesis Formulation Null Hypothesis Research Hypothesis Dependent vs. Independent Variables Duration of Sleep Cuddled Infants Absence of Cuddling Significance of Research Problem Improvement in Patient Care Development of Theoretical Basis for Nursing Increase Accountability of Nurses Improves Image of Nursing Feasibility of Study Availability of Research Subjects Budgetary Allocation Time Frame Experience of Researcher Characteristics of Good Research Problem Clearly Identified Variables Specifies Population Implies Feasibility of Empirical Testing Indicates Hypothesis to be Tested Purposes of Study General Direction of Study Essence of Study Goals of Study Intent of Study UNIT 7: NURSING RESEARCH – DESIGN & METHODOLOGY (Questions 81–95, 130–145) Research Designs Grounded Theory Ethnography Case Study Phenomenology Historical Research Descriptive Research Correlational Research Experimental Research Quasi-Experimental Research True Experiment Post-Test Only Design Solomon Four-Group Design Pre-Test Post-Test Design Manipulation, Randomization, Control Elements of Experimental Research Trial Field Study Prospective Design Retrospective Design Cross-Sectional Study Longitudinal Study Surveys Social Weather Station Pulse Asia Survey Prevalence, Distribution, Interrelationships of Variables Personal Interviews Questionnaires Telephone Interviews Rating Scale Exploratory Research Identifying Variables Cause and Effect Relationship Controlled Situation Internal Validity Threats History Maturation Attrition Design External Validity Generalizability to Other Settings Selection Biases Evidence-Based Nursing Practice Interviews in Data Collection Accuracy and Validity of Self-Report Pretesting Instruments Time to Administer Instrument Difficult to Read or Understand Budgetary Allocation Variability of Data Face Validity Content Validity Construct Validity Criterion-Related Validity Instrument Measuring Appropriate Construct Representative Questions Correlating with External Criterion Cause and Effect Relationship Structured Discharge Plan Compliance to Home Care Regimen Post-Open Heart Surgery Patients Independent vs. Dependent Variables UNIT 8: NURSING RESEARCH – ETHICS & DATA COLLECTION (Questions 96–115, 146–155) Research Ethics Helsinki Declaration Nuremberg Code Belmont Report ICN Code of Ethics Informed Consent Full Disclosure Debriefing Covert Data Collection Beneficence Respect for Human Dignity Justice Non-Maleficence Autonomy Truth Telling/Veracity Solidarity Confidentiality Privacy Anonymity Self-Determination Right to Withdraw Protection of Human Subjects Vulnerable Groups Manipulation of Subjects Payment of Stipends Privacy of Patient Confidentiality of Data Triangulation Experiment Meta-Analysis Delphi Technique Multiple Referents Interpretation of Findings Analysis of Data Conclusion of Study Implication of Findings Utilization of Research Findings Publication in Nursing Journal Presentation in Research Forum Use of Results by Nurses Submission of Research Report to CEO Literature Search Tracking Down Relevant Resources Copying Relevant Materials Organizing Materials According to Function Synthesizing Literature Gathered Categories of Information Research Findings Theoretical Framework Methodology Opinions Electronic Databases CINAHL MEDLINE HealthSTAR EMBASE National Institute of Nursing Research American Journal of Nursing International Council of Nurses Abstract Introduction Preface Background Primary Source Secondary Source Footnote Bibliography Endnotes Meta-Analysis Definition Quantitative Combining of Results Integrating Results of Multiple Studies Case Study Historical Research Analytical Research Experimental Research Conceptual Phase Formulating and Delimiting Problem Review of Related Literature Developing Theoretical Framework Formulating Hypothesis Null Hypothesis Research Hypothesis Dependent Variable Independent Variable Nosocomial Infection Study Confidentiality of Information Self-Determination Privacy Full Disclosure Interview Schedule Questionnaire Laboratory Data Observation Biophysiologic Measures In Vitro Measurements Patient's Refusal to Divulge Information Limitation of Study Descriptive-Correlation Study Frequent Hand Washing Incidence of Nosocomial Infections Post-Surgery Patients Anonymity Keeping Identities Secret Informed Consent Equal Treatment Release Findings Only to Participants Reliability Specificity Sensitivity Validity Internal Validity External Validity History Maturation Attrition Design Generalized to Other Settings Evidence-Based Practice UNIT 9: NURSING LAW & JURISPRUDENCE (Questions 95–109) Philippine Nursing Act of 2002 (R.A. 9173) Board of Nursing Licensure Examination Oath Taking of Professionals Professional Tax Income Tax Magna Carta for Public Health Workers Reciprocity of License Foreign Nurse Practice Qualifications for Licensure Examination Filipino Citizen or Citizen of Country with Reciprocity Good Moral Character BSN Graduate of Recognized School Age Requirement Philippine Nurses Association (PNA) Voluntary Membership PRC Code of Ethics for Nurses Revocation of License Re-issuance of License Equity and Justice Educational Qualifications for Faculty Master's Degree in Nursing or Related Fields Educational Qualifications for Supervisor BSN with 9 Units Post Graduate Studies in Nursing Administration Quasi-Judicial Power of Board of Nursing Investigation of Violations Summons, Subpoena, Subpoena Duces Tecum Res Ipsa Loquitur Force Majeure Responded Superior Holdover Doctrine Negligence Injury as Proof of Negligent Act Informed Consent Autonomy Beneficence Non-Maleficence Justice Solidarity Privileged Communication Testifying in Court Do Not Resuscitate (DNR) Heroic or Extraordinary Measures Ordinary Care Abortion in the Philippines Induced Abortion Criminal Act Unethical Act PRC Code of Ethics Respect for Life Legal Accountability UNIT 10: BIOETHICS & PATIENT RIGHTS (Questions 104–112) Bioethical Principles Autonomy Beneficence Non-Maleficence Justice Veracity Solidarity Informed Consent Full Disclosure Debriefing Covert Data Collection Privileged Communication Confidential Information Breaking Seal of Secrecy Court Order Medico-Legal Case Do Not Resuscitate (DNR) Extraordinary Measures Basic Needs: Food, Water, Air Spiritual Needs of Terminally Ill Abortion Induced Abortion Criminal Act Unethical Act Respect for Life Hypothesis Testable Proven Accepted or Rejected Relationship Between Variables Manipulation of Vulnerable Groups Informed Consent Payment of Stipends Privacy of Patient Confidentiality of Data WHO IS THIS FOR? PNLE Board Exam Takers – Philippine Nurse Licensure Examination NCLEX-RN & NCLEX-PN Reviewers – US and international board exams Nursing Students – Undergraduate nursing leadership, management, and research courses Review Centers – Use as a supplemental practice test Foreign Nurse Licensure Exams – Adaptable to various countries Returning Nurses – Refresher and competency review Nurse Educators – Question bank for classroom quizzes and exams Nurse Managers & Administrators – Continuing education and skills review HOW TO USE THIS REVIEWER: Take the exam – Answer all 155 questions without looking at the answers. Check your answers – Use the answer key to score yourself. Read the rationales – Understand why you got questions right or wrong. Identify weak areas – Focus on topics where you scored low. Review and repeat – Retake the exam after studying to measure improvement. Simulate board conditions – Time yourself to build speed and accuracy. DOCUMENT DETAILS: Format: Word Document (DOCX) Pages: 49 Questions: 155 Multiple-Choice Answers: Complete with rationales Language: English Difficulty: PNLE/NCLEX Board Level File Type: Digital Download Compatibility: PC, Mac, Tablet, Smartphone

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PNLE ALL IN PRACTICE EXAMS
LEADERSHIP, MANAGEMENT, BIOETHICS AND
RESEARCH
1. Ms. Castro is newly-promoted to a patient care manager position. She
updates her knowledge on the theories in management and leadership in
order to become effective in her new role. She learns that some managers
have low concern for services and high concern for staff. Which style of
management refers to this?
A. Organization Man
B. Impoverished Management
C. Country Club Management
D. Team Management
Answer: (C) Country Club Management
Rationale: Country club management style puts concern for the staff as number one
priority at the expense of the delivery of services. He/she runs the department just
like a country club where every one is happy including the manager.




2. Her former manager demonstrated passion for serving her staff rather
than being served. She takes time to listen, prefers to be a teacher first
before being a leader, which is characteristic of Transformational leader
A. Transactional leader
B. Servant leader
C. Charismatic leader
Answer: (B) Servant leader




3. On the other hand, Ms. Castro notices that the Chief Nurse Executive has
charismatic leadership style. Which of the following behaviors best
describes this style?
A. Possesses inspirational quality that makes followers gets attracted of him and
regards him with reverence
B. Acts as he does because he expects that his behavior will yield positive results
C. Uses visioning as the core of his leadership
D. Matches his leadership style to the situation at hand.
Answer: (A) Possesses inspirational quality that makes followers gets
attracted of him and regards him with reverence
Rationale: Charismatic leaders make the followers feel at ease in their presence.
They feel that they are in good hands whenever the leader is around.




1

,4. Which of the following conclusions of Ms. Castro about leadership
characteristics is TRUE?
A. There is a high correlation between the communication skills of a leader and the
ability to get the job done.
B. A manager is effective when he has the ability to plan well.
C. Assessment of personal traits is a reliable tool for predicting a manager's potential.
D. There is good evidence that certain personal qualities favor success in managerial
role.
Answer: (C) Assessment of personal traits is a reliable tool for predicting a
manager's potential.
Rationale: It is not conclusive that certain qualities of a person would make him
become a good manager. It can only predict a manager's potential of becoming a
good one.




5. She reads about Path Goal theory. Which of the following behaviors is
manifested by the leader who uses this theory?
A. Recognizes staff for going beyond expectations by giving them citations
B. Challenges the staff to take individual accountability for their own practice
C. Admonishes staff for being laggards.
D. Reminds staff about the sanctions for non performance.
Answer: (A) Recognizes staff for going beyond expectations by giving them
citations
Rationale: Path Goal theory according to House and associates rewards good
performance so that others would do the same




6. One leadership theory states that "leaders are born and not made," which
refers to which of the following theories?
A. Trait
B. Charismatic
C. Great Man
D. Situational
Answer: (C) Great Man
Rationale: Leaders become leaders because of their birth right. This is also called
Genetic theory or the Aristotelian theory




7. She came across a theory which states that the leadership style is
effective dependent on the situation. Which of the following styles best fits
a situation when the followers are self-directed, experts and are matured
individuals?
A. Democratic
B. Authoritarian

2

,C. Laissez faire
D. Bureaucratic
Answer: (C) Laissez faire
Rationale: Laissez faire leadership is preferred when the followers know what to do
and are experts in the field. This leadership style is relationship-oriented rather than
task-centered.




8. She surfs the internet for more information about leadership styles. She
reads about shared leadership as a practice in some magnet hospitals.
Which of the following describes this style of leadership?
A. Leadership behavior is generally determined by the relationship between the
leader's personality and the specific situation
B. Leaders believe that people are basically good and need not be closely controlled
C. Leaders rely heavily on visioning and inspire members to achieve results
Answer: (C) Leaders rely heavily on visioning and inspire members to
achieve results




9. Ms. Castro learns that some leaders are transactional leaders. Which of
the following does NOT characterize a transactional leader?
A. Focuses on management tasks
B. Is a caretaker
C. Uses trade-offs to meet goals
D. Inspires others with vision
Answer: (D) Inspires others with vision
Rationale: Inspires others with a vision is characteristic of a transformational leader.
He is focused more on the day-to-day operations of the department/unit.




10. She finds out that some managers have benevolent-authoritative style
of management. Which of the following behaviors will she exhibit most
likely?
A. Have condescending trust and confidence in their subordinates
B. Gives economic or ego awards
C. Communicates downward to the staff
D. Allows decision making among subordinates
Answer: (A) Have condescending trust and confidence in their subordinates
Rationale: Benevolent-authoritative managers pretentiously show their trust and
confidence to their followers




3

, 11. Harry is a Unit Manager I the Medical Unit. He is not satisfied with the
way things are going in his unit. Patient satisfaction rate is 60% for two
consecutive months and staff morale is at its lowest. He decides to plan and
initiate changes that will push for a turnaround in the condition of the unit.
Which of the following actions is a priority for Harry?
A. Call for a staff meeting and take this up in the agenda.
B. Seek help from her manager.
C. Develop a strategic action on how to deal with these concerns.
D. Ignore the issues since these will be resolved naturally.
Answer: (A) Call for a staff meeting and take this up in the agenda.
Rationale: This will allow for the participation of every staff in the unit. If they
contribute to the solutions of the problem, they will own the solutions; hence the
chance for compliance would be greater.




12. She knows that there are external forces that influence changes in his
unit. Which of the following is NOT an external force?
A. Memo from the CEO to cut down on electrical consumption
B. Demands of the labor sector to increase wages
C. Low morale of staff in her unit
D. Executing regulatory and accreditation standards
Answer: (C) Low morale of staff in her unit
Rationale: Low morale of staff is an internal factor that affects only the unit. All the
rest of the options emanate from the top executive or from outside the institution.




13. After discussing the possible effects of the low patient satisfaction rate,
the staff started to list down possible strategies to solve the problems head-
on. Should they decide to vote on the best change strategy, which of the
following strategies is referred to this?
A. Collaboration
B. Majority rule
C. Dominance
D. Compromise
Answer: (B) Majority rule
Rationale: Majority rule involves dividing the house and the highest vote wins. 1/2 +
1 is a majority.




14. One staff suggests that they review the pattern of nursing care that
they are using, which is described as a
A. job description
B. system used to deliver care
C. manual of procedure
D. rules to be followed
4

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