Test Bank
Old's Maternal-Newborn Nursing and Women's Health,
11e (Davidson/London/Ladewig)
1
,Chapter \1 \: \Contemporary \Maternal-Newborn \Nursing
1) The \nurse \is \speaking \to \students \about \changes \in
\maternal-\newborn \care. \One \change \is \that \self-care \has
\gained \wide \acceptance \with \clients \and \the \healthcare
\community \due \to\researchfindings \that \ suggest \that \ it \has
\which \effect?
A) Shortens \newborn \length \of \stay
B) Decreases \use \of \home \health \agencies
C) Decreases \healthcare \costs
D) Decreases \the \number \of \emergency \department
\visits\Answer: \C \.
Explanation: \A) \Length \of \stay \is \often \determined \by \third-party \payer \(insurance \company)
\policies\as \well \as \the \physiologic \stability \of \the \mother \and \newborn. \Home \healthcare \agencies
\often \are \involved \in \client \ care \to \decrease \hospital \stay \time.
B) Home \healthcare \agencies \often \are \involved \in \client \care \to \decrease \hospital \stay \time.
C) Research \indicates \that \self-care \significantly \decreases \healthcare \costs.
D) Acute \emergencies \are \addressed \by \emergency \departments, \and \are \not \delayed \by
\those\practicing \self-care.
Page \Ref: \3
Cognitive \Level: \ Understanding
Client \Need/Sub: \ Health \Promotion \and \Maintenance: \Self-Care
Standards: \QSEN \Competencies: \I.A.2. \Describe \strategies \to \empower \patients \or \families \in \all
\aspects \of \the \healthcare \process. \| \AACN \Essentials \Competencies: \IX.7. \Provide \appropriate
\patient \teaching \that \reflects \developmental \stage, \age, \culture, \spirituality, \patient \preferences, \and
\health \literacy \considerations \to \foster \patient \engagement \in \their \care. \| \NLN \Competencies:
\Context \and \Environment: \Health \care \economic \policy; \reimbursement \structures; \accreditation
\standards; \staffing\models \and \productivity; \supply \chain \models \| \Nursing/Integrated \Concepts:
\Nursing \Process: \Planning.
Learning \Outcome: \1 \Discuss \the \impact \of \the \self-care \movement \on \contemporary
\childbirth.\MNL \LO: \Recognize \contemporary \issues \related \to \care \of \the \childbearing \family.
2
,2) Care \delivered \by \nurse-midwives \can \be \safe \and \effective \and \can \represent \a \positive
\response \to\the \healthcare \provider \shortage. \Nurse-midwives \tend \to \use \less \technology, \which
\often \results \in \which \of \the \following?
A) There \is \less \trauma \to \the \mother.
B) More \childbirth \education \classes \are \available.
C) They \are \instrumental \in \providing \change \in \the \birth \environment \at \work.
D) They \advocate \for \more \home \healthcare
\agencies.\Answer: \A
Explanation: \A) \Nurse-midwife \models \of \care \can \be \one \way \to \ensure \that \mothers
\receive\excellent \ prenatal \and \ intrapartum \care.
B) It \is \appropriate \for \nurse-midwives, \in \conjunction \with \doctors \and \hospitals, \to \provide
\childbirth\classes \for \expectant \ families.
C) By \working \with \other \staff \members \and \doctors, \the \nurse-midwife \is \able \to \implement
\changes\as \needed \ within \the \birthing \unit.
D) Clients \are \increasingly \going \home \sooner, \so \there \needs \to \be \more \follow-up \in \the
\home.\Page \Ref: \3
Cognitive \Level: \ Understanding
Client \Need/Sub: \Health \Promotion \and \Maintenance: \Health \Promotion/Disease \Prevention
\Standards: \QSEN \Competencies: \III.A. \6. \Describe \how \the \strength \and \relevance \of \available
\evidence \influences \the \choice \of \interventions \in \provision \of \patient-centered \care. \| \AACN
\Essentials \Competencies: \IX. \5. \Deliver \compassionate, \patient-centered, \evidence-based \care
\that \respects \patient \and \family \preferences. \| \NLN \Competencies: \Context \and \Environment:
\Read \and\interpret \data; \apply \health \promotion/disease \prevention \strategies; \apply \health
\policy; \conduct \population-based \transcultural \health \assessments \and \interventions. \|
\Nursing/Integrated \Concepts:\Nursing \Process: \Planning.
Learning \Outcome: \2 \Compare \the \nursing \roles \available \to \the \maternal-newborn
\nurse.\MNL \LO: \ Recognize \contemporary \issues \related \to \care \of \the \childbearing
\family.
3
, 3) The \nurse \is \telling \a \new \client \how \advanced \technology \has \permitted \the \physician \to \do
\which\of \the \following?
A) Treat \the \fetus \and \monitor \fetal \development.
B) Deliver \at \home \with \a \nurse-midwife \and \doula.
C) Have \the \father \act \as \the \coach \and \cut \the \umbilical \cord.
D) Breastfeed \a \new \baby \on \the \delivery
\table.\Answer: \A
Explanation: \A) \The \fetus \is \increasingly \viewed \as \a \patient \ separate \from \the \mother,
\although\treatment \of \the \fetus \necessarily \involves \the \ mother.
B) A \nurse-midwife \and \a \doula \are \not \examples \of \technological \care.
C) Fathers \being \present \during \labor \and \coaching \their \partners \represents \nontechnological
\care\during \childbirth.
D) Breastfeeding \is \not \an \example \of \technology \impacting
\care.\Page \Ref: \2—3
Cognitive \Level: \ Understanding
Client \Need/Sub: \ Safe \and \Effective \Care \Environment: \Management \of \Care
Standards: \QSEN \Competencies: \I.B.10. \Engage \patients \or \designated \surrogates \in \active
\partnerships \that \promote \health, \safety \and \well-being, \and \self-care \management. \| \AACN
\Essentials \Competencies: \IX.5. \Deliver \compassionate, \patient-centered, \evidence-based \care \that
\respects \patient\and \family \preferences. \| \NLN \Competencies: \Teamwork: \Scope \of \practice, \roles,
\and \responsibilities\of \health \care \team \members, \including \overlaps. \| \Nursing/Integrated \Concepts:
\Nursing \Process: \Implementation.
Learning \Outcome: \6 \Evaluate \the \potential \impact \of \some \of \the \special \situations \in
\contemporary\maternity \care.
MNL \LO: \ Recognize \contemporary \issues \related \to \care \of \the \childbearing \family.
4
Old's Maternal-Newborn Nursing and Women's Health,
11e (Davidson/London/Ladewig)
1
,Chapter \1 \: \Contemporary \Maternal-Newborn \Nursing
1) The \nurse \is \speaking \to \students \about \changes \in
\maternal-\newborn \care. \One \change \is \that \self-care \has
\gained \wide \acceptance \with \clients \and \the \healthcare
\community \due \to\researchfindings \that \ suggest \that \ it \has
\which \effect?
A) Shortens \newborn \length \of \stay
B) Decreases \use \of \home \health \agencies
C) Decreases \healthcare \costs
D) Decreases \the \number \of \emergency \department
\visits\Answer: \C \.
Explanation: \A) \Length \of \stay \is \often \determined \by \third-party \payer \(insurance \company)
\policies\as \well \as \the \physiologic \stability \of \the \mother \and \newborn. \Home \healthcare \agencies
\often \are \involved \in \client \ care \to \decrease \hospital \stay \time.
B) Home \healthcare \agencies \often \are \involved \in \client \care \to \decrease \hospital \stay \time.
C) Research \indicates \that \self-care \significantly \decreases \healthcare \costs.
D) Acute \emergencies \are \addressed \by \emergency \departments, \and \are \not \delayed \by
\those\practicing \self-care.
Page \Ref: \3
Cognitive \Level: \ Understanding
Client \Need/Sub: \ Health \Promotion \and \Maintenance: \Self-Care
Standards: \QSEN \Competencies: \I.A.2. \Describe \strategies \to \empower \patients \or \families \in \all
\aspects \of \the \healthcare \process. \| \AACN \Essentials \Competencies: \IX.7. \Provide \appropriate
\patient \teaching \that \reflects \developmental \stage, \age, \culture, \spirituality, \patient \preferences, \and
\health \literacy \considerations \to \foster \patient \engagement \in \their \care. \| \NLN \Competencies:
\Context \and \Environment: \Health \care \economic \policy; \reimbursement \structures; \accreditation
\standards; \staffing\models \and \productivity; \supply \chain \models \| \Nursing/Integrated \Concepts:
\Nursing \Process: \Planning.
Learning \Outcome: \1 \Discuss \the \impact \of \the \self-care \movement \on \contemporary
\childbirth.\MNL \LO: \Recognize \contemporary \issues \related \to \care \of \the \childbearing \family.
2
,2) Care \delivered \by \nurse-midwives \can \be \safe \and \effective \and \can \represent \a \positive
\response \to\the \healthcare \provider \shortage. \Nurse-midwives \tend \to \use \less \technology, \which
\often \results \in \which \of \the \following?
A) There \is \less \trauma \to \the \mother.
B) More \childbirth \education \classes \are \available.
C) They \are \instrumental \in \providing \change \in \the \birth \environment \at \work.
D) They \advocate \for \more \home \healthcare
\agencies.\Answer: \A
Explanation: \A) \Nurse-midwife \models \of \care \can \be \one \way \to \ensure \that \mothers
\receive\excellent \ prenatal \and \ intrapartum \care.
B) It \is \appropriate \for \nurse-midwives, \in \conjunction \with \doctors \and \hospitals, \to \provide
\childbirth\classes \for \expectant \ families.
C) By \working \with \other \staff \members \and \doctors, \the \nurse-midwife \is \able \to \implement
\changes\as \needed \ within \the \birthing \unit.
D) Clients \are \increasingly \going \home \sooner, \so \there \needs \to \be \more \follow-up \in \the
\home.\Page \Ref: \3
Cognitive \Level: \ Understanding
Client \Need/Sub: \Health \Promotion \and \Maintenance: \Health \Promotion/Disease \Prevention
\Standards: \QSEN \Competencies: \III.A. \6. \Describe \how \the \strength \and \relevance \of \available
\evidence \influences \the \choice \of \interventions \in \provision \of \patient-centered \care. \| \AACN
\Essentials \Competencies: \IX. \5. \Deliver \compassionate, \patient-centered, \evidence-based \care
\that \respects \patient \and \family \preferences. \| \NLN \Competencies: \Context \and \Environment:
\Read \and\interpret \data; \apply \health \promotion/disease \prevention \strategies; \apply \health
\policy; \conduct \population-based \transcultural \health \assessments \and \interventions. \|
\Nursing/Integrated \Concepts:\Nursing \Process: \Planning.
Learning \Outcome: \2 \Compare \the \nursing \roles \available \to \the \maternal-newborn
\nurse.\MNL \LO: \ Recognize \contemporary \issues \related \to \care \of \the \childbearing
\family.
3
, 3) The \nurse \is \telling \a \new \client \how \advanced \technology \has \permitted \the \physician \to \do
\which\of \the \following?
A) Treat \the \fetus \and \monitor \fetal \development.
B) Deliver \at \home \with \a \nurse-midwife \and \doula.
C) Have \the \father \act \as \the \coach \and \cut \the \umbilical \cord.
D) Breastfeed \a \new \baby \on \the \delivery
\table.\Answer: \A
Explanation: \A) \The \fetus \is \increasingly \viewed \as \a \patient \ separate \from \the \mother,
\although\treatment \of \the \fetus \necessarily \involves \the \ mother.
B) A \nurse-midwife \and \a \doula \are \not \examples \of \technological \care.
C) Fathers \being \present \during \labor \and \coaching \their \partners \represents \nontechnological
\care\during \childbirth.
D) Breastfeeding \is \not \an \example \of \technology \impacting
\care.\Page \Ref: \2—3
Cognitive \Level: \ Understanding
Client \Need/Sub: \ Safe \and \Effective \Care \Environment: \Management \of \Care
Standards: \QSEN \Competencies: \I.B.10. \Engage \patients \or \designated \surrogates \in \active
\partnerships \that \promote \health, \safety \and \well-being, \and \self-care \management. \| \AACN
\Essentials \Competencies: \IX.5. \Deliver \compassionate, \patient-centered, \evidence-based \care \that
\respects \patient\and \family \preferences. \| \NLN \Competencies: \Teamwork: \Scope \of \practice, \roles,
\and \responsibilities\of \health \care \team \members, \including \overlaps. \| \Nursing/Integrated \Concepts:
\Nursing \Process: \Implementation.
Learning \Outcome: \6 \Evaluate \the \potential \impact \of \some \of \the \special \situations \in
\contemporary\maternity \care.
MNL \LO: \ Recognize \contemporary \issues \related \to \care \of \the \childbearing \family.
4
