TEST BANK \!
FundamentalsofNursing3rdEdition Yoost2023/2024
\! \! \! \! \! \!
(WITH RATIONALE)
\!
GRADED A+ \!
,TABLE OF CONTENT\! \!
Chapter \!01NURSING \!Theory, \!and \!Professional \!Practice
\! Chapter \!02: \!Values, \!Beliefs, \!and \!Caring
Chapter \!03: \!Communication
Chapter \!04: \!Clinical \!Judgment \!in \!Nursing
\! Chapter \!05: \!Introduction \!to \!the \!Nursing
Process \!Chapter \!06: \!Assessment
\!
Chapter \!07: \!Data \!Analysis/Nursing \!Diagnosis
\! Chapter \!08: \!Planning
Chapter \!09: \!Implementation \!and \!Evaluation
Chapter \!10: \!Documentation, \!Electronic \!Health \!Records, \!and \!Reporting
\! Chapter \!11: \!Ethical \!and \!Legal \!Considerations
Chapter \!12: \!Leadership \!and \!Management
Chapter \!13: \!Evidence-Based \!Practice \!and \!Nursing \!Research
\! Chapter \!14: \!Health \!Literacy \!and \!Patient \!Education
Chapter \!15: \!Nursing \!Informatics
\! Chapter \!16: \!Health \!and \!W ellness
Chapter \!17: \!Human \!Development: \!Conception \!Through \!Adolescence
\! Chapter \!18: \!Human \!Development: \!Young \!Adult \!Through \!Older
\! Adult \!Chapter \!19: \!Vital \!Signs
Chapter \!20: \!Health \!History \!and \!Physical \!Assessment
\! Chapter \!21: \!Ethnicity \!and \!Cultural \!Assessment
\! Chapter \!22: \!Spiritual \!Health
,Chapter \!23: \!Public \!Health, \!Community-Based, \!and \!Home \!Health \!Care
\! Chapter \!24: \!Human \!Sexuality
Chapter \!25: \!Safety
Chapter \!26: \!Asepsis \!and \!Infection \!control
\! Chapter \!27: \!Hygiene \!and \!Personal \!Care
Chapter \!28: \!Activity, \!Immobility, \!and \!Safe \!Movement
\! Chapter \!29: \!Skin \!Integrity \!and \!Wound \!Care
Chapter \!30: \!Nutrition
Chapter \!31: \!Cognitive \!and \!Sensory \!Alterations
\! Chapter \!32: \!Stress \!and \!Coping
Chapter \!33: \!Sleep
Chapter \!34: \!Diagnostic \!Testing
\! Chapter \!35: \!Medication
Administration \!Chapter \!36: \!Pain
\!
\! Management
Chapter \!37: \!Perioperative \!Nursing \!Care
\! Chapter \!38: \!Oxygenation \!and \!Tissue \!Perfusion
Chapter \!39: \!Fluid, \!Electrolytes, \!and \!Acid-Base \!Balance
\! Chapter \!40: \!Bowel \!Elimination
Chapter \!41: \!Urinary\!Elimination
\! Chapter \!42: \!Death \!and \!Loss
, Fundamentals of Nursing 3rd Edition Yoost Test Bank
\! \! \! \! \! \! \!
Chapter 01NURSING Theory, and Professional Practice
\! \! \! \! \! \! Yoost
& Crawford: Fundamentals of Nursing: Active Learning for
\! \! \! \! \! \! \! \!
CollaborativePractice, 3rd Edition
\! \! \!
MULTIPLE \!CHOICE
1. A \!group \!of \!nursing \!students \!are \!discussing \!the \!impact \!of \!nonnursing \!theories \!in
\!Clinical \!practice. \!The \!students \!would \!be \!correct \!if \!they\!chose \!which \!theory\!to \!prioritize
\!patient \!care?
a. Erikson’s \!Psychosocial \!Theory
b. Paul’s \!Critical-Thinking \!Theory
c. Maslow’s \!Hierarchy\!of \!Needs
d. Rosenstock’s \!Health \!Belief \!Model
CORRECT \!ANSWER:C
Maslow’s \!hierarchy \!of \!needs \!specifies \!the \!psychological \!and \!physiologic \!factors \!that \!affect
\!each \!person’s \!physical \!and \!mental \!health. \!The \!nurse’s \!understanding \!of \!these \!factors
\!helps \!with \!formulating \!Nursing \!diagnoses \!that \!address \!the \!patient’s \!needs \!and \!values \!to
\!prioritize \!care. \!Erikson’s \!Psychosocial \!Theory \!of \!Development \!and \!Socialization \!is \!based
\!on \!individuals’ \!interacting \!and \!learning \!a bout \!their \!world. \!Nurses \!use \!concepts \!of
\!developmental \!theory \!to \!critically \!think \!in \!providing \!care \!for \!their \!patients \!at \!various
\!stages \!of \!their \!lives.
Rosenstock \!(1974) \!developed \!the \!psychological\!Health\!Belief\!Model. \!The \!model\!addresses
\!possible \!reasons \!for \!why \!a \!patient \!may \!not \!comply \!with \!recommended \!health \!promotion
\!behaviors. \!This \!model \!is \!especially \!useful \!to \!nurses \!as \!they \!educate \!patients.
DIFFERENCE: Remembering OBJECTIVE: \!1.5
TOPIC:Planning \!MSC:\!NCLEXClient\!Needs\!C\!N
a \ ! t e gR
o
r y:IS \!a f G
\! e \!a n B
d \!E.f C
f\!e\!c\!t\!i Mv \!e \!CareEnvironment:\!Management\!of\!Care
NOT: \!Concepts: \!Care \!CoordinatiU on
2. A\!nursing \!student \!is \!preparing \!study\!notes \!from \!a \!recent \!lecture \!in \!nursing \!history.
\! The \!student \!would \!credit \!Florence \!Nightingale \!for \!which \!definition \!of \!nursing?
a. The \!imbalance \!between\!the \!patient \!and \!the \!environment \!decreases \!the \!capacity\!for
health.
\!
b. TheNurseneeds \!to \!focus \!on \!interpersonal \!processes \!betweenNurseand \!patient.
c. TheNurseassists \!the \!patient \!with \!essential \!functions \!toward \!independence.
d. Human\!beings \!are \!interacting \!in \!continuous \!motion \!as \!energy\!fields.
CORRECT \!ANSWER:A
Florence \!Nightingale’s \!(1860) \!concept \!of\!the \!environment \!emphasized \!prevention \!and \!clean
\!air, \!water, \!and \!housing. \!This \!theory \!states \!that \!the \!imbalance \!between \!the \!patient \!and
\!the \!environment \!decreases \!the \!capacity\!for \!health \!and \!does \!not \!allow \!for \!conservation \!of
\!energy. \!Hildegard \!Peplau \!(1952) \!focused \!on \!the \!roles \!played \!by \!theNurseand \!the
\!interpersonal \!process \!between \!aNurseand \!a \!patient. \!Virginia \!Henderson \!described \!the
\!nurse’s \!role \!as \!substitutive \!(doing \!for \!the \!person), \!supplementary \!(helping \!the \!person),
\!or \!complementary \!(working \!with \!the \!person), \!with \!the \!goal \!of \!independence \!for \!the
\!patient. \!Martha \!Rogers \!(1970) \!developed \!the \!Science \!of \!Unitary \!Human \!Beings. \!She
\!stated \!that \!human \!beings \!and \!their \!environments \!are \!interacting \!in \!continuous \!motion \!as
\!infinite \!energy \!fields.
DIFFERENCE: Understanding OBJECTIVE:
FundamentalsofNursing3rdEdition Yoost2023/2024
\! \! \! \! \! \!
(WITH RATIONALE)
\!
GRADED A+ \!
,TABLE OF CONTENT\! \!
Chapter \!01NURSING \!Theory, \!and \!Professional \!Practice
\! Chapter \!02: \!Values, \!Beliefs, \!and \!Caring
Chapter \!03: \!Communication
Chapter \!04: \!Clinical \!Judgment \!in \!Nursing
\! Chapter \!05: \!Introduction \!to \!the \!Nursing
Process \!Chapter \!06: \!Assessment
\!
Chapter \!07: \!Data \!Analysis/Nursing \!Diagnosis
\! Chapter \!08: \!Planning
Chapter \!09: \!Implementation \!and \!Evaluation
Chapter \!10: \!Documentation, \!Electronic \!Health \!Records, \!and \!Reporting
\! Chapter \!11: \!Ethical \!and \!Legal \!Considerations
Chapter \!12: \!Leadership \!and \!Management
Chapter \!13: \!Evidence-Based \!Practice \!and \!Nursing \!Research
\! Chapter \!14: \!Health \!Literacy \!and \!Patient \!Education
Chapter \!15: \!Nursing \!Informatics
\! Chapter \!16: \!Health \!and \!W ellness
Chapter \!17: \!Human \!Development: \!Conception \!Through \!Adolescence
\! Chapter \!18: \!Human \!Development: \!Young \!Adult \!Through \!Older
\! Adult \!Chapter \!19: \!Vital \!Signs
Chapter \!20: \!Health \!History \!and \!Physical \!Assessment
\! Chapter \!21: \!Ethnicity \!and \!Cultural \!Assessment
\! Chapter \!22: \!Spiritual \!Health
,Chapter \!23: \!Public \!Health, \!Community-Based, \!and \!Home \!Health \!Care
\! Chapter \!24: \!Human \!Sexuality
Chapter \!25: \!Safety
Chapter \!26: \!Asepsis \!and \!Infection \!control
\! Chapter \!27: \!Hygiene \!and \!Personal \!Care
Chapter \!28: \!Activity, \!Immobility, \!and \!Safe \!Movement
\! Chapter \!29: \!Skin \!Integrity \!and \!Wound \!Care
Chapter \!30: \!Nutrition
Chapter \!31: \!Cognitive \!and \!Sensory \!Alterations
\! Chapter \!32: \!Stress \!and \!Coping
Chapter \!33: \!Sleep
Chapter \!34: \!Diagnostic \!Testing
\! Chapter \!35: \!Medication
Administration \!Chapter \!36: \!Pain
\!
\! Management
Chapter \!37: \!Perioperative \!Nursing \!Care
\! Chapter \!38: \!Oxygenation \!and \!Tissue \!Perfusion
Chapter \!39: \!Fluid, \!Electrolytes, \!and \!Acid-Base \!Balance
\! Chapter \!40: \!Bowel \!Elimination
Chapter \!41: \!Urinary\!Elimination
\! Chapter \!42: \!Death \!and \!Loss
, Fundamentals of Nursing 3rd Edition Yoost Test Bank
\! \! \! \! \! \! \!
Chapter 01NURSING Theory, and Professional Practice
\! \! \! \! \! \! Yoost
& Crawford: Fundamentals of Nursing: Active Learning for
\! \! \! \! \! \! \! \!
CollaborativePractice, 3rd Edition
\! \! \!
MULTIPLE \!CHOICE
1. A \!group \!of \!nursing \!students \!are \!discussing \!the \!impact \!of \!nonnursing \!theories \!in
\!Clinical \!practice. \!The \!students \!would \!be \!correct \!if \!they\!chose \!which \!theory\!to \!prioritize
\!patient \!care?
a. Erikson’s \!Psychosocial \!Theory
b. Paul’s \!Critical-Thinking \!Theory
c. Maslow’s \!Hierarchy\!of \!Needs
d. Rosenstock’s \!Health \!Belief \!Model
CORRECT \!ANSWER:C
Maslow’s \!hierarchy \!of \!needs \!specifies \!the \!psychological \!and \!physiologic \!factors \!that \!affect
\!each \!person’s \!physical \!and \!mental \!health. \!The \!nurse’s \!understanding \!of \!these \!factors
\!helps \!with \!formulating \!Nursing \!diagnoses \!that \!address \!the \!patient’s \!needs \!and \!values \!to
\!prioritize \!care. \!Erikson’s \!Psychosocial \!Theory \!of \!Development \!and \!Socialization \!is \!based
\!on \!individuals’ \!interacting \!and \!learning \!a bout \!their \!world. \!Nurses \!use \!concepts \!of
\!developmental \!theory \!to \!critically \!think \!in \!providing \!care \!for \!their \!patients \!at \!various
\!stages \!of \!their \!lives.
Rosenstock \!(1974) \!developed \!the \!psychological\!Health\!Belief\!Model. \!The \!model\!addresses
\!possible \!reasons \!for \!why \!a \!patient \!may \!not \!comply \!with \!recommended \!health \!promotion
\!behaviors. \!This \!model \!is \!especially \!useful \!to \!nurses \!as \!they \!educate \!patients.
DIFFERENCE: Remembering OBJECTIVE: \!1.5
TOPIC:Planning \!MSC:\!NCLEXClient\!Needs\!C\!N
a \ ! t e gR
o
r y:IS \!a f G
\! e \!a n B
d \!E.f C
f\!e\!c\!t\!i Mv \!e \!CareEnvironment:\!Management\!of\!Care
NOT: \!Concepts: \!Care \!CoordinatiU on
2. A\!nursing \!student \!is \!preparing \!study\!notes \!from \!a \!recent \!lecture \!in \!nursing \!history.
\! The \!student \!would \!credit \!Florence \!Nightingale \!for \!which \!definition \!of \!nursing?
a. The \!imbalance \!between\!the \!patient \!and \!the \!environment \!decreases \!the \!capacity\!for
health.
\!
b. TheNurseneeds \!to \!focus \!on \!interpersonal \!processes \!betweenNurseand \!patient.
c. TheNurseassists \!the \!patient \!with \!essential \!functions \!toward \!independence.
d. Human\!beings \!are \!interacting \!in \!continuous \!motion \!as \!energy\!fields.
CORRECT \!ANSWER:A
Florence \!Nightingale’s \!(1860) \!concept \!of\!the \!environment \!emphasized \!prevention \!and \!clean
\!air, \!water, \!and \!housing. \!This \!theory \!states \!that \!the \!imbalance \!between \!the \!patient \!and
\!the \!environment \!decreases \!the \!capacity\!for \!health \!and \!does \!not \!allow \!for \!conservation \!of
\!energy. \!Hildegard \!Peplau \!(1952) \!focused \!on \!the \!roles \!played \!by \!theNurseand \!the
\!interpersonal \!process \!between \!aNurseand \!a \!patient. \!Virginia \!Henderson \!described \!the
\!nurse’s \!role \!as \!substitutive \!(doing \!for \!the \!person), \!supplementary \!(helping \!the \!person),
\!or \!complementary \!(working \!with \!the \!person), \!with \!the \!goal \!of \!independence \!for \!the
\!patient. \!Martha \!Rogers \!(1970) \!developed \!the \!Science \!of \!Unitary \!Human \!Beings. \!She
\!stated \!that \!human \!beings \!and \!their \!environments \!are \!interacting \!in \!continuous \!motion \!as
\!infinite \!energy \!fields.
DIFFERENCE: Understanding OBJECTIVE:
