, TEST BANK FOR YODER-
U/ U/ U/
WISE’S LEADING AND MANAGING IN CANADIAN NURSING,U/ U/ U/ U/ U/ U/ 3rd EDITION, PATRICIA
U/ U/ U/ U/
S. YODER-WISE, JANICE WADDELL, NANCY WALTON,
U/ U/ U/ U/ U/
Table of Contents Pa
U/ U/ U/
rt I: Core Concepts O
U/ U/ U/ U/
verview
1. Leading, Managing, and Following
U/ U/ U/
2. Developing the Role of Leader U/ U/ U/ U/
3. Developing the Role of Manager U/ U/ U/ U/
4. Nursing Leadership and Indigenous Health
U/ U/ U/ U/
5. Patient Focus U/
Context
6. Ethical Issues U/
7. Legal Issues U/
8. Making Decisions and Solving Problems
U/ U/ U/ U/
9. Health Care Organizations
U/ U/
10. Understanding and Designing Organizational Structures U/ U/ U/ U/
11. Cultural Diversity in Health Care U/ U/ U/ U/
12. Power, Politics, and Influence
U/ U/ U/
Part II: Managing Resources
U/ U/ U/
13. Caring, Communicating, and Managing with Technology
U/ U/ U/ U/ U/
14. Managing Costs and Budgets U/ U/ U/
15. Care Delivery Strategies
U/ U/
16. Staffing and Scheduling (available only on Evolve)
U/ U/ U/ U/ U/ U/
17. Selecting, Developing, and Evaluating Staff (available only on Evolve)
U/ U/ U/ U/ U/ U/ U/ U/
,Part III: Changing the Status Quo
U/ U/ U/ U/ U/
18. Strategic Planning, Goal-Setting, and Marketing
U/ U/ U/ U/
19. Nurses Leading Change: A Relational Emancipatory Framework for Health and Soci
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
al Action
U/
20. Building Teams Through Communication and Partnerships
U/ U/ U/ U/ U/
21. Collective Nursing Advocacy U/ U/
22. Understanding Quality, Risk, and Safety U/ U/ U/ U/
23. Translating Research into Practice U/ U/ U/
Part IV: Interpersonal and Personal Skills
U/ U/ U/ U/ U/
Interpersonal
24. Understanding and Resolving Conflict U/ U/ U/
25. Managing Personal/Personnel Problems
U/ U/
26. Workplace Violence and Incivility U/ U/ U/
27. Inter and Intraprofessional Practice and Leading in Professional Practice Settings
U/ U/ U/ U/ U/ U/ U/ U/ U/
Personal
28. Role Transition
U/
29. Self-Management: Stress and Time U/ U/ U/
Future
30. Thriving for the FutureU/ U/ U/
31. Leading and Managing Your Career
U/ U/ U/ U/
32. Nursing Students as Leaders
U/ U/ U/
, Chapter 01: Leading, Managing, and Following
U/ U/ U/ U/ U/
Waddell/Walton: Yoder-Wise’s Leading and Managing in Canadian Nursing U/ U/ U/ U/ U/ U/ U/
Third Edition
m
MULTIPLE CHOICE U/
1. A nurse manager of a 20-
U/ U/ U/ U/ U/
bed medical unit finds that 80% of the patients are older adults. She is asked to assess and
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
adapt the unit to better meet the unique needs of older adult patients. According to comp
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
lexity principles, what would be the best approach to take in making this change?
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
a. Leverage the hierarchical management position to get unit staff involved i
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
n assessment and planning.
U/ U/ U/
b. Engage involved staff at all levels in the decision-making process.
U/ U/ U/ U/ U/ U/ U/ U/ U/
c. Focus the assessment on the unit, and omit the hospital and communi
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
ty environment. U/
d. Hire a geriatric specialist to oversee and control the project.
U/ U/ U/ U/ U/ U/ U/ U/ U/
ANS: U / B
Complexity theory suggests that systems interact and adapt and that decision making occur
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
s throughout the systems, as opposed to being held in a hierarchy. In complexity theory, e
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
verybody’s opinion counts; therefore, all levels of staff would be involved in decision ma
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
king.
DIF: Cognitive Level: Apply U/ U/
REF: Page 14 TOP: Nursing Process: Implement
U/ U/ U/ U / U/ U/
ation
USNT O receives a phone call from a nurse who has N R I G B.C M
U/
U/
U/
U/
U/
U/ U/ U/
2. A unit manager of a 25-bed medical/surgical
U/ U/ area U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
called in sick five times in the past month. He tells the manager that he very much wants
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
to come to work when scheduled, but must often care for his wife, who is undergoing treat
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
ment for breast cancer. In the practice of a strengths-
U/ U/ U/ U/ U/ U/ U/ U/ U/
based nursing leader, what would be the best approach to satisfying the needs of this nurs
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
e, other staff, and patients?
U/ U/ U/ U/
a. Line up agency nurses who can be called in to work on short notice.
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
b. Place the nurse on unpaid leave for the remainder of his wife’s treatment.
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
c. Sympathize with the nurse’s dilemma and let the charge nurse know that this nur
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
se may be calling in frequently in the future.
U/ U/ U/ U/ U/ U/ U/ U/
d. Work with the nurse, staffing office, and other nurses to arrange his schedul
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
ed days off around his wife’s treatments.
U/ U/ U/ U/ U/ U/
ANS: D U/
Placing the nurse on unpaid leave may threaten physiologic needs and demotivate the nurse
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
. Unsatisfactory coverage of shifts on short notice could affect patient care and threaten st
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
aff members’ sense of competence. Strengths-
U/ U/ U/ U/ U/
based nurse leaders honour the uniqueness of individuals, teams, systems, and organizatio
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
ns; therefore arranging the schedule around the wife’s needs would result in a win-
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
win situation, also creating a work environment that promotes the health of all the nurses
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
and facilitates their development.
U/ U/ U/
DIF: Cognitive Level: Analyze U/ U/
REF: Page 6 TOP: Nursing Process: Implement
U/ U/ U/ U / U/ U/
ation
U/ U/ U/
WISE’S LEADING AND MANAGING IN CANADIAN NURSING,U/ U/ U/ U/ U/ U/ 3rd EDITION, PATRICIA
U/ U/ U/ U/
S. YODER-WISE, JANICE WADDELL, NANCY WALTON,
U/ U/ U/ U/ U/
Table of Contents Pa
U/ U/ U/
rt I: Core Concepts O
U/ U/ U/ U/
verview
1. Leading, Managing, and Following
U/ U/ U/
2. Developing the Role of Leader U/ U/ U/ U/
3. Developing the Role of Manager U/ U/ U/ U/
4. Nursing Leadership and Indigenous Health
U/ U/ U/ U/
5. Patient Focus U/
Context
6. Ethical Issues U/
7. Legal Issues U/
8. Making Decisions and Solving Problems
U/ U/ U/ U/
9. Health Care Organizations
U/ U/
10. Understanding and Designing Organizational Structures U/ U/ U/ U/
11. Cultural Diversity in Health Care U/ U/ U/ U/
12. Power, Politics, and Influence
U/ U/ U/
Part II: Managing Resources
U/ U/ U/
13. Caring, Communicating, and Managing with Technology
U/ U/ U/ U/ U/
14. Managing Costs and Budgets U/ U/ U/
15. Care Delivery Strategies
U/ U/
16. Staffing and Scheduling (available only on Evolve)
U/ U/ U/ U/ U/ U/
17. Selecting, Developing, and Evaluating Staff (available only on Evolve)
U/ U/ U/ U/ U/ U/ U/ U/
,Part III: Changing the Status Quo
U/ U/ U/ U/ U/
18. Strategic Planning, Goal-Setting, and Marketing
U/ U/ U/ U/
19. Nurses Leading Change: A Relational Emancipatory Framework for Health and Soci
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
al Action
U/
20. Building Teams Through Communication and Partnerships
U/ U/ U/ U/ U/
21. Collective Nursing Advocacy U/ U/
22. Understanding Quality, Risk, and Safety U/ U/ U/ U/
23. Translating Research into Practice U/ U/ U/
Part IV: Interpersonal and Personal Skills
U/ U/ U/ U/ U/
Interpersonal
24. Understanding and Resolving Conflict U/ U/ U/
25. Managing Personal/Personnel Problems
U/ U/
26. Workplace Violence and Incivility U/ U/ U/
27. Inter and Intraprofessional Practice and Leading in Professional Practice Settings
U/ U/ U/ U/ U/ U/ U/ U/ U/
Personal
28. Role Transition
U/
29. Self-Management: Stress and Time U/ U/ U/
Future
30. Thriving for the FutureU/ U/ U/
31. Leading and Managing Your Career
U/ U/ U/ U/
32. Nursing Students as Leaders
U/ U/ U/
, Chapter 01: Leading, Managing, and Following
U/ U/ U/ U/ U/
Waddell/Walton: Yoder-Wise’s Leading and Managing in Canadian Nursing U/ U/ U/ U/ U/ U/ U/
Third Edition
m
MULTIPLE CHOICE U/
1. A nurse manager of a 20-
U/ U/ U/ U/ U/
bed medical unit finds that 80% of the patients are older adults. She is asked to assess and
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
adapt the unit to better meet the unique needs of older adult patients. According to comp
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
lexity principles, what would be the best approach to take in making this change?
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
a. Leverage the hierarchical management position to get unit staff involved i
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
n assessment and planning.
U/ U/ U/
b. Engage involved staff at all levels in the decision-making process.
U/ U/ U/ U/ U/ U/ U/ U/ U/
c. Focus the assessment on the unit, and omit the hospital and communi
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
ty environment. U/
d. Hire a geriatric specialist to oversee and control the project.
U/ U/ U/ U/ U/ U/ U/ U/ U/
ANS: U / B
Complexity theory suggests that systems interact and adapt and that decision making occur
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
s throughout the systems, as opposed to being held in a hierarchy. In complexity theory, e
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
verybody’s opinion counts; therefore, all levels of staff would be involved in decision ma
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
king.
DIF: Cognitive Level: Apply U/ U/
REF: Page 14 TOP: Nursing Process: Implement
U/ U/ U/ U / U/ U/
ation
USNT O receives a phone call from a nurse who has N R I G B.C M
U/
U/
U/
U/
U/
U/ U/ U/
2. A unit manager of a 25-bed medical/surgical
U/ U/ area U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
called in sick five times in the past month. He tells the manager that he very much wants
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
to come to work when scheduled, but must often care for his wife, who is undergoing treat
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
ment for breast cancer. In the practice of a strengths-
U/ U/ U/ U/ U/ U/ U/ U/ U/
based nursing leader, what would be the best approach to satisfying the needs of this nurs
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
e, other staff, and patients?
U/ U/ U/ U/
a. Line up agency nurses who can be called in to work on short notice.
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
b. Place the nurse on unpaid leave for the remainder of his wife’s treatment.
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
c. Sympathize with the nurse’s dilemma and let the charge nurse know that this nur
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
se may be calling in frequently in the future.
U/ U/ U/ U/ U/ U/ U/ U/
d. Work with the nurse, staffing office, and other nurses to arrange his schedul
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
ed days off around his wife’s treatments.
U/ U/ U/ U/ U/ U/
ANS: D U/
Placing the nurse on unpaid leave may threaten physiologic needs and demotivate the nurse
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
. Unsatisfactory coverage of shifts on short notice could affect patient care and threaten st
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
aff members’ sense of competence. Strengths-
U/ U/ U/ U/ U/
based nurse leaders honour the uniqueness of individuals, teams, systems, and organizatio
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
ns; therefore arranging the schedule around the wife’s needs would result in a win-
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
win situation, also creating a work environment that promotes the health of all the nurses
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
and facilitates their development.
U/ U/ U/
DIF: Cognitive Level: Analyze U/ U/
REF: Page 6 TOP: Nursing Process: Implement
U/ U/ U/ U / U/ U/
ation
