TEST BANK: DAVISADVANTAGE FOR MEDICALSURGICALNURSING: MAKINGCONNECTIONS TO PRACTICE, 2 ND EDITION, JANICE J.HOFFMAN, NANCY J. SULLIVAN, SOLUTION MANUAL FOR ALL QUESTIONS AND ANSWERS

TEST BANK: DAVISADVANTAGE FOR MEDICALSURGICALNURSING: MAKINGCONNECTIONS TO PRACTICE, 2 ND EDITION, JANICE J.HOFFMAN, NANCY J. SULLIVAN, SOLUTION MANUAL FOR ALL QUESTIONS AND ANSWERS TABLE OF CONTENTS I. Professional Foundations of Medical-Surgical Nursing 1. Foundations for Medical-Surgical Nursing 2. Interprofessional Collaboration and Care Coordination 3. Cultural Considerations 4. Ethical Concepts 5. Palliative Care and End-of-Life Issues II. Clinical Principles of Medical-Surgical Nursing 6. Geriatric Implications for Medical-Surgical Nursing 7. Oxygen Therapy Management 8. Fluid and Electrolyte Management 9. Acid-Base Balance 10. Overview of Infusion Therapies 11. Pain Management 12. Complementary and Alternative Care Initiatives 13. Overview of Cancer Care 14. Overview of Shock and Sepsis III. Managing the Surgical Experience 15. Priorities for the Preoperative Patient 16. Priorities for the Intraoperative Patient 17. Priorities for the Postoperative Patient IV. Promoting Health in Patients With Immune Disorders 18. Assessment of Immune Function 19. Coordinating Care for Patients With Connective Tissue Disorders 20. Coordinating Care for Patients With Immune Disorders 21. Coordinating Care for Patients With Multidrug-Resistant Organism Infectious Disorders 22. Coordinating Care for Patients With HIV V. Promoting Health in Patients With Oxygenation Disorders 23. Assessment of Respiratory Function 24. Coordinating Care for Patients With Infectious Respiratory Disorders 25. Coordinating Care for Patients With Upper Airway Disorders 26. Coordinating Care for Patients With Lower Airway Disorders 27. Coordinating Care for Critically Ill Patients With Respiratory Dysfunction VI. Promoting Health in Patients With Circulatory or Perfusion Disorders 28. Assessment of Cardiovascular Function 29. Coordinating Care for Patients With Cardiac Dysrhythmia 30. Coordinating Care for Patients With Cardiac Disorders 31. Coordinating Care for Patients With Vascular Disorders 32. Coordinating Care for Critically Ill Patients With Cardiovascular Dysfunction VII. Promoting Health in Patients With Hematological Disorders 33. Assessment of Hematological Function 34. Coordinating Care for Patients With Hematological Disorders VIII. Promoting Health in Patients With Neurological Disorders 35. Assessment of Neurological Function 36. Coordinating Care for Patients With Brain Disorders 37. Coordinating Care for Patients With Spinal Cord Disorders 38. Coordinating Care for Patients With Peripheral Nervous System Disorders 39. Coordinating Care for Critically Ill Patients With Neurological Dysfunction IX. Promoting Health in Patients With Endocrine Disorders 40. Assessment of Endocrine Function 41. Coordinating Care for Patients With Pituitary Disorders 42. Coordinating Care for Patients With Adrenal Disorders 43. Coordinating Care for Patients With Thyroid and Parathyroid Disorders 44. Coordinating Care for Patients With Diabetes Mellitus X. Promoting Health in Patients With Sensory System Disorders 45. Assessment of Visual Function 46. Coordinating Care for Patients With Visual Disorders 47. Assessment of Auditory Function 48. Coordinating Care for Patients With Hearing Disorders XI. Promoting Health in Patients With Integumentary Disorders 49. Assessment of Integumentary Function 50. Coordinating Care for Patients With Skin Disorders 51. Coordinating Care for Patients With Burns XII. Promoting Health in Patients With Musculoskeletal Disorders 52. Assessment of Musculoskeletal Function 53. Coordinating Care for Patients With Musculoskeletal Disorders 54. Coordinating Care for Patients With Musculoskeletal Trauma XIII. Promoting Health in Patients With Gastrointestinal Disorders 55. Assessment of Gastrointestinal Function 56. Coordinating Care for Patients With Oral and Esophageal Disorders 57. Coordinating Care for Patients With Stomach Disorders 58. Coordinating Care for Patients With Intestinal Disorders 59. Coordinating Care for Patients With Hepatic Disorders 60. Coordinating Care for Patients With Biliary and Pancreatic Disorders XIV. Promoting Health in Patients With Renal Disorders 61. Assessment of Renal and Urinary Function 62. Coordinating Care for Patients With Renal Disorders 63. Coordinating Care for Patients With Urinary Disorders XV. Promoting Health in Patients With Reproductive Disorders 64. Assessment of Reproductive Function 65. Coordinating Care for Female Patients With Reproductive and Breast Disorders 66. Coordinating Care for Male Patients With Reproductive and Breast Disorders 67. Coordinating Care for Patients With Sexually Transmitted Infection XVI. Promoting Health in Special Populations 68. Managing Care for the Adult Patient With Obesity 69. Substance Use Disorders in the Adult Population 70. Emergency, Trauma, and Environmental Injuries 71. Mass Casualty and Disaster Preparedness Chapter 1: Foundations for Medical-Surgical Nursing MULTIPLE CHOICE 1. Which type of nursing is the root of all other nursing practice areas? 1. Pediatric nursing 2. Maternal child nursing 3. Medical-surgical nursing 4. Mental health–psychiatric nursing ANS: 3 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 1. Describing the role and competencies of medical-surgical nursing Chapter page reference: 2 Heading: Introduction Integrated Processes: N/A Client Need: N/A Cognitive Level: Knowledge [Remembering] Concept: Nursing Roles Difficulty: Easy Feedback 1 Pediatric nursing is only focused on the care of younger persons. 2 Maternal-child nursing focuses on the care of pregnant women and families in the childbearing years. 3 Medical-surgical nursing is the root of all nursing practice as care provided here can be implemented in all other areas of nursing practice. 4 Mental health–psychiatric nursing focuses on emotional and behavioral concerns and disorders. PTS: 1 CON: Nursing Roles 2. Which competency did the Nursing Executive Center of the Advisory Board identify as the greatest academic-practice gap for new graduate nurses? 1. Knowledge of pharmacology 2. Interpretation of assessment data 3. Knowledge of pathophysiology 4. Decision making ANS: 3 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 1. Describing the role and competencies of medical-surgical nursing Chapter page reference: 2-3 Heading: Competencies in Medical-Surgical Nursing Integrated Processes: N/A Client Need: N/A Cognitive Level: Knowledge [Remembering] Concept: Nursing Roles Difficulty: Easy Feedback 1 28% of nursing executives identified knowledge of pharmacological implications of medications as the largest academic practice gap. 2 18% of nursing executives identified interpretation of assessment data as the largest academic practice gap. 3 34% of nursing executives identified knowledge of pathophysiology of patient conditions as the largest academic practice gap. 4 20% of nursing executives identified decision making based on the nursing process as the largest academic practice gap. PTS: 1 CON: Nursing Roles 3. In the Nursing Executive Center of the Advisory Board report, what recommendations are made to address the academic practice gap for new graduate nurses? 1. Mandatory number of clinical hours 2. Increased credits in all entry level courses 3. Residency programs 4. Additional science prerequisite courses ANS: 3 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 1. Describing the role and competencies of medical-surgical nursing Chapter page reference: 2-3 Heading: Competencies in Medical-Surgical Nursing Integrated Processes: N/A Client Need: N/A Cognitive Level: Comprehension [Understanding] Concept: Healthcare System Difficulty: Moderate Feedback 1 Clinical hours in nursing programs are not a specific recommendation related to the academic-practice gap, and clinical hours are more related to state regulations, academic institutional policies, and accreditation standards. 2 Total credits of nursing programs are not a recommendation to address the academic-practice gap. Credits are primarily based on state, university, or higher education regulatory bodies recommendations or requirements. 3 Suggested strategies to better prepare the nurse graduate for the realities of practice include the increased use of simulation in nursing education programs, extended transition-to-practice and residency programs, as well as the establishment of academic service partnerships. 4 Prerequisite courses for nursing programs were not specifically addressed in relation to the academic-practice gap. Decisions related to prerequisite courses are typically determined by school and/or university curriculum committees. PTS: 1 CON: Healthcare System 4. The medical-surgical nurse wants to determine if a policy change is needed for an identified clinical problem. Which is the nurse’s first action? 1. Developing a question 2. Disseminating the findings 3. Conducting a review of the literature 4. Evaluating outcomes of practice change ANS: 1 Chapter number and title: 1, Foundations of Medical-Surgical Practice Chapter learning objective: 2. Discussing the incorporation of evidence-based practices into medical-surgical nursing Chapter page reference: 3-4 Heading: Evidence-Based Nursing Care/Box 1.3 Steps of Evidence-Based Practice Integrated Processes: Nursing Process: Implementation Client Need: Safe and Effective Care Environment/Management of Care Cognitive Level: Comprehension Concept: Evidence-Based Practice Difficulty: Moderate Feedback 1 The first step of evidence-based practice is to develop a question based on the clinical issue. 2 The last step of evidence-based practice is to disseminate findings. 3 The second step of evidence-based practice is to conduct a review of the literature, or current evidence, available. 4 The fifth step of evidence-based practice is to evaluate the outcomes associated with the practice change. PTS: 1 CON: Evidence-Based Practice 5. Which statement regarding the use of the nursing process in clinical practice is accurate? 1. “The nursing process is closely related to clinical decision making.” 2. “The nursing process is used by all members of the interprofessional team to plan care.” 3. “The nursing process has four basic steps: assessment, planning, implementation, and evaluation.” 4. “The nursing process is being replaced by the implementation of evidence-based practice.” ANS: 1 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 1. Describing the role and competencies of medical-surgical nursing Chapter page reference: 3 Heading: Competencies Related to the Nursing Process Integrated Processes: Nursing Process: Diagnosis Client Need: Safe and Effective Care Environment/Management of Care Cognitive Level: Comprehension [Understanding] Concept: Critical Thinking Difficulty: Moderate Feedback 1 The nursing process is closely related to the nurse’s decision making in the clinical environment because it requires understanding the relationships among physiology, pathophysiology, clinical manifestations, and management of patients. This statement is accurate. 2 The nursing process is not used by all members of the interprofessional team to plan care. 3 The nursing process has five, not four, basic steps: assessment, diagnosis, planning, implementation, and evaluation. 4 The nursing process is not being replaced by the implementation of evidence-based practice. PTS: 1 CON: Critical Thinking 6. The nurse develops a research question based on observations noted while providing care to patients on the medical-surgical unit. Which step does the nurse implement next during the process of evidence-based practice? 1. Search for the best evidence. 2. Evaluate the quality of the evidence. 3. Integrate the evidence into unit practice. 4. Disseminate the evidence to the staff on the unit. ANS: 1 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 2. Discussing the incorporation of evidence-based practices into medical-surgical nursing Chapter page reference: 3-4 Heading: Evidence-Based Nursing Care Integrated Processes: N/A Client Need: N/A Cognitive Level: Comprehension [Remembering] Concept: Evidence-Based Practice Difficulty: Easy Feedback 1 The first step of evidence-based practice is to develop a research question. Because the nurse has completed this, the next step is to search and collate the best evidence. 2 The third step of evidence-based practice is to evaluate the quality of the evidence. 3 The fourth step of evidence-based practice is to integrate the evidence into practice. 4 The final step of evidence-based practice is to disseminate the evidence. This step is completed only after the fifth step, which is evaluating the outcomes of the practice change. PTS: 1 CON: Evidence-Based Practice 7. The medical-surgical nurse identifies a clinical practice issue and wants to determine if there is sufficient evidence to support a change in practice. Which type of study provides the strongest evidence to support a practice change? 1. Randomized controlled study 2. Quasi-experimental study 3. Case-control study 4. Cohort study ANS: 1 Chapter number and title: 1, Foundations for Medical Surgical Practice Chapter learning objective: 2. Discussing the incorporation of evidence-based practices into medical-surgical nursing Chapter page reference: 3-4 Heading: Evidence-Based Nursing Care Integrated Processes: N/A Client Need: N/A Cognitive Level: Comprehension [Understanding] Concept: Evidence-Based Practice Difficulty: Moderate Feedback 1 Systematic reviews of randomized controlled studies (Level I) are the highest level of evidence because they include data from selected studies that randomly assigned participants to control and experimental groups. The lower numeric rating of the level of evidence indicates the highest level of evidence; therefore, this approach provides the strongest evidence to support a practice change. 2 Quasi-experimental studies also use control and experimental groups but do not include random assignment. They are considered Level III, so this study approach does not provide the strongest evidence to support a practice change. 3 Case-control studies include two groups and are considered Level IV. For this reason, this approach does not provide the strongest evidence to support a practice change. 4 Cohort studies use a cohort of people and follow them over the course of time in for development of disease/disorders. They are considered Level IV, so this approach does not provide the strongest evidence to support a practice change. PTS: 1 CON: Evidence-Based Practice 8. The nurse is evaluating the level of evidence found during a recent review of the literature. Which evidence carries the lowest level of support for a practice change? 1. Level IV 2. Level V 3. Level VI 4. Level VII ANS: 4 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 2. Discussing the incorporation of evidence-based practices into medical-surgical nursing Chapter page reference: 3-4 Heading: Evidence-Based Nursing Care/ Box 1.4 Evaluating Levels of Evidence Integrated Processes: N/A Client Need: N/A Cognitive Level: Comprehension [Understanding] Concept: Evidence-Based Practice Difficulty: Moderate Feedback 1 The lower the numerical value of the evidence, the greater the support for a change in practice. Level IV is evidence from case-control and cohort studies and does not carry the lowest level of support for a practice change. 2 The lower the numerical value of the evidence, the greater the support for a change in practice. Level V is evidence from systematic reviews of descriptive and qualitative studies and does not carry the lowest level of support for a practice change. 3 The lower the numerical value of the evidence, the greater the support for a change in practice. Level VI is evidence from a single descriptive or qualitative study and does not carry the lowest level of support for a practice change. 4 The lower the numerical value of the evidence, the greater the support for a change in practice. Level VII is the lowest level of evidence to support a practice change and is based on expert individual authorities or committees. PTS: 1 CON: Evidence-Based Practice 9. The nurse is reviewing evidence from a quasi-experimental research study. Which level of evidence should the nurse identify for this research study? 1. Level I 2. Level II 3. Level III 4. Level IV ANS: 3 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 2. Discussing the incorporation of evidence-based practices into medical-surgical nursing Chapter page reference: 3-4 Heading: Evidence-Based Nursing Care/Box 1.4 Evaluating Levels of Evidence Integrated Processes: N/A Client Need: N/A Cognitive Level: Comprehension [Understanding] Concept: Evidence-Based Practice Difficulty: Easy Feedback 1 A systemic review of randomized controlled studies, not a quasi-experimental research study, is identified as Level I. 2 Evidence from at least one randomized control study, not a quasi-experimental research study, is identified as Level II. 3 A quasi-experimental research study is identified as Level III. 4 Evidence from case-control or cohort studies, not a quasi-experimental research study, is identified as a Level IV. PTS: 1 CON: Evidence-Based Practice 10. Which level of evidence should the nurse identify when reviewing evidence from a single descriptive research study? 1. Level IV 2. Level V 3. Level VI 4. Level VII ANS: 3 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 2. Discussing the incorporation of evidence-based practices into medical-surgical nursing Chapter page reference: 3-4 Heading: Evidence-Based Nursing Practice/Box 1.4 Evaluating Levels of Evidence Integrated Processes: Nursing Process: Implementation Client Need: Safe and Effective Care Environment/Management of Care Cognitive Level: Comprehension [Understanding] Concept: Evidence-Based Practice Difficulty: Easy Feedback 1 Evidence from case-control or cohort studies, not a single descriptive research study, is identified as a Level IV. 2 Evidence from systemic reviews of descriptive or qualitative studies, not a single descriptive research study, is identified as Level V. 3 Evidence from a single descriptive research study is identified as Level VI. 4 Evidence from expert individual authorities or committees, not a single descriptive research study, is identified as Level VII. PTS: 1 CON: Evidence-Based Practice 11. To deliver patient-centered care, the nurse needs to understand the implications of findings from which organization that provides a standardized approach to the collection of data from patients regarding their experiences within the healthcare system? 1. The Joint Commission (TJC) 2. Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) 3. The Nursing Executive Center of the Advisory Board 4. American Nurse Credentialing Center Magnet® Recognition program ANS: 2