TEST BANK For Nutritional Foundations and Clinical
ӄ ӄ ӄ ӄ ӄ ӄ
ӄ Applications A Nursing Approach, 8th Edition
ӄ ӄ ӄ ӄ ӄ ӄ
By Michele Grodner; Chapter 1 - 20 Complete
ӄ ӄ ӄ ӄ ӄ ӄ ӄ
,PART I: Wellness, Nutrition, and the Nursing Role
ӄ ӄ ӄ ӄ ӄ ӄ ӄ
1. Wellness Nutrition
ӄӄ ӄ
2. Personal and Community Nutrition
ӄӄ ӄ ӄ ӄ ӄ
PART II: Nutrients, Food, and Health
ӄ ӄ ӄ ӄ ӄ
3. Digestion, Absorption, and Metabolism
ӄӄ ӄ ӄ ӄ
4. Carbohydrates
ӄӄ
5. Fats
ӄӄ
6. Protein
ӄӄ
7. Vitamins
ӄӄ
8. Water and Minerals
ӄӄ ӄ ӄ
PART III: Health Promotion Through Nutrition and Nursing Practice
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
9. Energy, Weight and Fitness
ӄӄ ӄ ӄ ӄ
10. Nutrition Across the Life Span
ӄӄ ӄ ӄ ӄ ӄ
PART IV: Overview of Medical Nutrition Therapy
ӄ ӄ ӄ ӄ ӄ ӄ
11. Nutrition Assessment and Patient Care
ӄӄ ӄ ӄ ӄ ӄ
12. Food-Related Issues
ӄӄ ӄ
13. Nutrition for Disorders of the Gastrointestinal Tract
ӄӄ ӄ ӄ ӄ ӄ ӄ ӄ
14. Nutrition for Disorders of the Liver, Gallbladder, and Pancreas
ӄӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
15. Nutrition for Diabetes Mellitus
ӄӄ ӄ ӄ ӄ
16. Nutrition in Metabolic Stress: Burns, Trauma, and Surgery
ӄӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
17. Nutrition for Cardiopulmonary Disease
ӄӄ ӄ ӄ ӄ
18. Nutrition for Diseases of the Kidneys
ӄӄ ӄ ӄ ӄ ӄ ӄ
19. Nutrition for Neuro-Psychiatric Disorders
ӄӄ ӄ ӄ ӄ
20. Nutrition in Cancer and HIV-AIDS
ӄӄ ӄ ӄ ӄ ӄ
,Chapter 1. Wellness Nutritionӄ ӄ ӄ
MULTIPLE CHOICE ӄ
1. Examples of informal education include ӄ ӄ ӄ ӄ
a.attending a workshop on coronary artery disease sponsored by the American Heart
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
Association.
ӄ
b.watching a television show about diabetes. ӄ ӄ ӄ ӄ ӄ
c.learning about food safety techniques in a high school economics course. d.joining
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
a support group to help overcome an eating disorder.
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ANSWER: B ӄ
Watching a television show about diabetes is an example of informal education because it is an
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ experience that occurs through a daily activity. Attending a workshop or joining a support group
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ would be considered nonformal education; a high school course would be considered formal
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ education.
DIF:Cognitive Level: ApplyingREFage 6 ӄ ӄ ӄ
TOP: Nursing Process: Implementation MSC: Client Needs: Health promotion and maintenance
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
2. A college student exercises regularly and generally eats a healthy variety of foods, is taking a
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ course in general nutrition, buys locally produced food whenever possible, is an active member
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ of an on-campus faith-based organization, and keeps a journal to help process her emotions.
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ What else could be important for her to include in her life in order to develop her overall
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ wellness?
a. Growing some of her own food ӄ ӄ ӄ ӄ ӄ
b. Keeping a food record to help evaluate what she eats
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
c. Eating meals with friends throughout the week
ӄ ӄ ӄ ӄ ӄ ӄ
d. Meeting with a registered dietitian to review her food choices
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
, ANSWER: C ӄ
Wellness enhances a persons level of health through development of each of the six dimensions of
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
health: physical health, intellectual health, emotional health, social health, spiritual health, and
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ environmental health. Exercise and eating a health variety of foods help develop physical health;
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ taking a course in general nutrition helps develop intellectual health; buying locally produced
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ food helps develop environmental health; being part of a faith-based organization helps develop
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ spiritual health; and keeping a journal helps develop emotional health. The missing dimension in
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ this example is development of social health; eating meals with friends throughout the week
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ would add this dimension. Growing her own food would be another example of environmental
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ health; keeping a food record would be another contributor to physical health; and meeting with a
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ registered dietitian may contribute to physical, intellectual, and emotional health.
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
DIF:Cognitive Level: AnalyzingREFages 1-3 ӄ ӄ ӄ
TOP: Nursing Process: Assessment MSC: Client Needs: Health promotion and maintenance
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
3. For a client who is missing meals because of poor planning or is too busy to eat, emotional
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ health can be affected by
ӄ ӄ ӄ ӄ , which can cause confusion or anxiety.
ӄ ӄ ӄ ӄ ӄ ӄ
a.low blood sugar levels
ӄ ӄ ӄ
b.high blood sugar levels
ӄ ӄ ӄ ӄ
c.high blood pressure
ӄ ӄ ӄ
d.extremely low blood pressure ӄ ӄ ӄ
ӄ ANSWER: D ӄ
Poor eating habits affect emotional health. Missing meals may cause blood sugar levels to
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ decrease, which can cause anxiety or confusion or make it difficult to control emotions. Late night
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
binges on snack food are likely to result in excessive energy intake but would have a less direct
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ effect on emotional health. Eating small meals throughout the day is likely to maintain more
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ constant blood sugar levels, which would actually have a positive effect on emotional health.
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ Excessive caffeine consumption may contribute to anxiety, but 2 cups of caffeinated coffee is not
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ considered excessive. ӄ
DIF:Cognitive Level: AnalyzingREFage 2 ӄ ӄ ӄ
ӄ ӄ ӄ ӄ ӄ ӄ
ӄ Applications A Nursing Approach, 8th Edition
ӄ ӄ ӄ ӄ ӄ ӄ
By Michele Grodner; Chapter 1 - 20 Complete
ӄ ӄ ӄ ӄ ӄ ӄ ӄ
,PART I: Wellness, Nutrition, and the Nursing Role
ӄ ӄ ӄ ӄ ӄ ӄ ӄ
1. Wellness Nutrition
ӄӄ ӄ
2. Personal and Community Nutrition
ӄӄ ӄ ӄ ӄ ӄ
PART II: Nutrients, Food, and Health
ӄ ӄ ӄ ӄ ӄ
3. Digestion, Absorption, and Metabolism
ӄӄ ӄ ӄ ӄ
4. Carbohydrates
ӄӄ
5. Fats
ӄӄ
6. Protein
ӄӄ
7. Vitamins
ӄӄ
8. Water and Minerals
ӄӄ ӄ ӄ
PART III: Health Promotion Through Nutrition and Nursing Practice
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
9. Energy, Weight and Fitness
ӄӄ ӄ ӄ ӄ
10. Nutrition Across the Life Span
ӄӄ ӄ ӄ ӄ ӄ
PART IV: Overview of Medical Nutrition Therapy
ӄ ӄ ӄ ӄ ӄ ӄ
11. Nutrition Assessment and Patient Care
ӄӄ ӄ ӄ ӄ ӄ
12. Food-Related Issues
ӄӄ ӄ
13. Nutrition for Disorders of the Gastrointestinal Tract
ӄӄ ӄ ӄ ӄ ӄ ӄ ӄ
14. Nutrition for Disorders of the Liver, Gallbladder, and Pancreas
ӄӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
15. Nutrition for Diabetes Mellitus
ӄӄ ӄ ӄ ӄ
16. Nutrition in Metabolic Stress: Burns, Trauma, and Surgery
ӄӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
17. Nutrition for Cardiopulmonary Disease
ӄӄ ӄ ӄ ӄ
18. Nutrition for Diseases of the Kidneys
ӄӄ ӄ ӄ ӄ ӄ ӄ
19. Nutrition for Neuro-Psychiatric Disorders
ӄӄ ӄ ӄ ӄ
20. Nutrition in Cancer and HIV-AIDS
ӄӄ ӄ ӄ ӄ ӄ
,Chapter 1. Wellness Nutritionӄ ӄ ӄ
MULTIPLE CHOICE ӄ
1. Examples of informal education include ӄ ӄ ӄ ӄ
a.attending a workshop on coronary artery disease sponsored by the American Heart
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
Association.
ӄ
b.watching a television show about diabetes. ӄ ӄ ӄ ӄ ӄ
c.learning about food safety techniques in a high school economics course. d.joining
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
a support group to help overcome an eating disorder.
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ANSWER: B ӄ
Watching a television show about diabetes is an example of informal education because it is an
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ experience that occurs through a daily activity. Attending a workshop or joining a support group
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ would be considered nonformal education; a high school course would be considered formal
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ education.
DIF:Cognitive Level: ApplyingREFage 6 ӄ ӄ ӄ
TOP: Nursing Process: Implementation MSC: Client Needs: Health promotion and maintenance
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
2. A college student exercises regularly and generally eats a healthy variety of foods, is taking a
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ course in general nutrition, buys locally produced food whenever possible, is an active member
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ of an on-campus faith-based organization, and keeps a journal to help process her emotions.
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ What else could be important for her to include in her life in order to develop her overall
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ wellness?
a. Growing some of her own food ӄ ӄ ӄ ӄ ӄ
b. Keeping a food record to help evaluate what she eats
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
c. Eating meals with friends throughout the week
ӄ ӄ ӄ ӄ ӄ ӄ
d. Meeting with a registered dietitian to review her food choices
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
, ANSWER: C ӄ
Wellness enhances a persons level of health through development of each of the six dimensions of
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
health: physical health, intellectual health, emotional health, social health, spiritual health, and
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ environmental health. Exercise and eating a health variety of foods help develop physical health;
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ taking a course in general nutrition helps develop intellectual health; buying locally produced
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ food helps develop environmental health; being part of a faith-based organization helps develop
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ spiritual health; and keeping a journal helps develop emotional health. The missing dimension in
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ this example is development of social health; eating meals with friends throughout the week
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ would add this dimension. Growing her own food would be another example of environmental
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ health; keeping a food record would be another contributor to physical health; and meeting with a
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ registered dietitian may contribute to physical, intellectual, and emotional health.
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
DIF:Cognitive Level: AnalyzingREFages 1-3 ӄ ӄ ӄ
TOP: Nursing Process: Assessment MSC: Client Needs: Health promotion and maintenance
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
3. For a client who is missing meals because of poor planning or is too busy to eat, emotional
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ health can be affected by
ӄ ӄ ӄ ӄ , which can cause confusion or anxiety.
ӄ ӄ ӄ ӄ ӄ ӄ
a.low blood sugar levels
ӄ ӄ ӄ
b.high blood sugar levels
ӄ ӄ ӄ ӄ
c.high blood pressure
ӄ ӄ ӄ
d.extremely low blood pressure ӄ ӄ ӄ
ӄ ANSWER: D ӄ
Poor eating habits affect emotional health. Missing meals may cause blood sugar levels to
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ decrease, which can cause anxiety or confusion or make it difficult to control emotions. Late night
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
binges on snack food are likely to result in excessive energy intake but would have a less direct
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ effect on emotional health. Eating small meals throughout the day is likely to maintain more
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ constant blood sugar levels, which would actually have a positive effect on emotional health.
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ Excessive caffeine consumption may contribute to anxiety, but 2 cups of caffeinated coffee is not
ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ ӄ
ӄ considered excessive. ӄ
DIF:Cognitive Level: AnalyzingREFage 2 ӄ ӄ ӄ