Chapter 01- Nursing in Today’s Evolving Health Care Environment
Black- Professional Nursing- Concepts and Challenges, 10th Edition
MULTIPLE |CHOICE
1. Which |of |the |following |could |eventually |change |the |historical |status |of
nursing |as |a |female-dominated |profession?
|
a. More |men |graduating |from |baccalaureate |and |higher |degree
programs
b. The |proportion |of |men |in |nursing |beginning |to |increase
c. More |male |graduates |of |basic |nursing |programs |entering |the
workplace
d. Salary |compensation |increasing |to |attract |more |men
ANS: | C
Feedback
A “More |men |graduating |from |baccalaureate |and |higher |degree |programs” |is |not
the |best |answer |because |associate |degree |programs |produce |the |majority |of |new
|graduates.
B The |percentage |of |men |in |nursing |has |increased |50% |since |2000.
C The |more |men |who |enter |the |workplace |as |nurses, |the |less |nursing |will |be |seen
as |a |female-dominated |profession.
D Salary |rates |do |not |appear |to |relate |to |the |recruitment |of |men |into |nursing.
PTS: | | 1 DIF: Cognitive |Level: |Comprehension
2. The |racial |and |ethnic |composition |of |the |nursing |profession |will |change |to |more |accurately |reflect |the
|population |as |a |whole |when
a. the |increased |numbers |of |racial |and |ethnic |minorities |enrolled |in |educational
programs |graduate |and |begin |to | practice.
b. the |number |of |Asians |or |Native |Hawaiian-Pacific |Islanders |begins |to |increase.
c. the |percentage |of |African |American |and |Hispanic |nurses |decreases |more |than |the
|percentage |of |White |nurses.
d. the |non-White |portion |of |the |general |population |decreases.
ANS: | A
Feedback
A A |larger |percentage |of |minorities |are |enrolled |in |nursing |educational |programs
than |previously.
B Asians |and |Native |Hawaiian-Pacific |Islanders |are |over |represented |in |nursing
compared |to |their |percentage |of |the |general |population.
, C Not |only |would |the |percentage |of |African |American |and |Hispanic |nurses |need
to |increase, |the |percentage |of |White |nurses |would |have |to |decrease |in |order |to |more
|accurately |reflect |the |population |as |a |whole.
D The |non-White |portion |of |the |general |population |is |not |likely |to |decrease.
PTS: | | 1 DIF: Cognitive |Level: |Comprehension
3. Which |of |the |following |is |a |correct |statement |about |the |registered |nurse |(RN) |population?
a. The |racial/ethnic |composition |of |RNs |closely |resembles |that |of |the | general
population.
b. The |number |of |men |entering |nursing |has |decreased |steadily |over |the |last |decade.
c. The |rate |of |aging |of |RNs |has |slowed |for |the |first |time |in |the |past |30 |years.
d. The |majority |of |employed |RNs |working |full |time |must |work |a |second |position.
ANS: | C
Feedback
A The |racial/ethnic |composition |of |RNs |is |increasing, |but |does |not |approximate
their |percentage |of |the |overall |population.
B The |number |of |men |entering |nursing |is |increasing.
C The |average |age |of |RNs |in |both |2004 |and |2008 |was |46.
D The |average |age |of |BSN |graduates |is |25.
PTS: | | 1 DIF: Cognitive |Level: |Knowledge
4. Which |of |the |following |best |describes |trends |in |nursing |education?
a. 45% |of |nurses |receive |their |degree |from |a |university |setting.
b. Numbers |of |RNs |with |associate |degrees |are |decreasing.
c. Foreign-born |nurses |practicing |in |the |United |States |are |seen |as |less |knowledgeable
|because |of |their |lesser |educational |preparation.
d. Numbers |of |RNs |with |diploma |educations |are |increasing.
ANS: | A
Feedback
A 45% |of |nurses |report |receiving |their |degree |from |a |university |setting.
B The |majority |of |nurses |in |this |country |get |their |initial |nursing |education |in
associate |degree |in |nursing |(ADN) |programs.
C Foreign-born |nurses |practicing |in |the |United |States |may |be | viewed |as |less
knowledgeable |by |their |peers |because |of |language |and |cultural |differences.
D The |numbers |of |diploma-educated |nurses |are |declining.
PTS: | | 1 DIF: Cognitive |Level: |Knowledge
5. Despite |the |variety |of |work |settings |available |to |the |RN, |data |indicate |that |the |primary |work |site |for
|RNs |is
a. ambulatory |care |settings.
b. community |health |settings.
, c. long-term |care |facilities.
d. acute |care |hospitals.
ANS: | D
Feedback
A Ambulatory |care |settings |account |for |about |10.5% |of |RNs’ |places |of
employment.
B Public |health |and |community |health |settings |account |for |7.8% |of |employed
RNs.
C Long-term |care |facilities |account |for |5.3% |of |RNs’ |places |of |employment.
D Statistics |show |that |63.2% |of |RNs |work |in |acute |care |hospitals.
PTS: | | 1 DIF: Cognitive |Level: |Knowledge
6. One |important |advantage |of |clinical |ladder |programs |for |hospital-based |RNs |is |that |they
a. allow |career |advancement |for |nurses |who |choose |to |remain |at |the |bedside.
b. encourage |nurses |to |move |into |management |positions |in |which |they |can |influence
patient |care |on |a |broader |scale.
c. encourage |RNs |to |become |politically |active |and |guide |the |profession |of |nursing.
d. provide |training |to |staff |nurses |so |they |can |move |seamlessly |across |departments.
ANS: | A
Feedback
A Clinical |ladder |programs |allow |nurses |to |advance |professionally |while
remaining |at |the |bedside.
B Clinical |ladder |programs |are |designed |to |keep |proficient |nurses |at |the |bedside.
C Encouraging |RNs |to |become |politically |active |and |guide |the |profession |of
nursing |is |not |the |goal |of |clinical |ladder |programs.
D Clinical |ladder |programs |are |not |designed |to |facilitate |transfer |between
departments.
PTS: | | 1 DIF: Cognitive |Level: |Comprehension
7. Which |of |the |following |statements |is |correct |about |community |health |nursing |(CHN)?
a. Prevention |and |community |education |are |the |cornerstones |of |CHN.
b. Nursing |care |is |rapidly |moving |from |the |home |setting |to |the |institutional |setting.
c. High-tech |care |such |as |ventilators |and |total |parenteral |nutrition |cannot |be |handled |in
|the |home.
d. Assessment |skills |are |less |important |in |CHN |because |patients |are |not |acutely |ill.
ANS: | A
Feedback
A The |community |health |nurse |provides |educational |programs |in |health
maintenance, |disease |prevention, |nutrition, |and |child |care.
B Care |is |moving |into |the |home |setting.
C Home |care |is |increasing |in |complexity.
, D Community |health |nurses |must |have |excellent |assessment |skills |as |they |do |not
have |the |immediate |backup |that |an |acute |care |facility |offers.
PTS: | | 1 DIF: Cognitive |Level: |Comprehension
8. Which |of |the |following |is |true |about |occupational |nurse |roles?
a. They |must |have |the |ability |to |work |independently.
b. They |must |have |good |interpersonal |skills.
c. They |must |be |skilled |at |avoiding |conflict.
d. They |must |have |a |minimum |of |a |bachelor’s |degree |in |nursing.
ANS: | B
Feedback
A Occupational |nurses |must |be |able |to |work |well |independently, |and |with |others.
B Occupational |nurses |must |have |good |interpersonal |skills |to |be |successful.
C Occupational |nurses |must |be |able |to |manage |conflict |and |stressful |situations.
D Occupational |nurses |may |practice |with |an |associates |degree |in |nursing.
PTS: | | 1 DIF: Cognitive |Level: |Analysis
9. The |major |benefit |of |serving |as |a |military |nurse |is
a. broader |responsibilities |and |scope |of |practice |than |civilian |nurses.
b. working |with |entirely |baccalaureate-prepared |peers |on |active |duty.
c. serving |as |an |officer |on |active |duty |or |in |the |reserves.
d. the |financial |support |to |seek |advanced |degrees.
ANS: | D
Feedback
A Although |military |nurses |do |have |broader |responsibilities |and |scopes |of |practice
|than |civilian |nurses |do, |this |is |not |the |major |benefit.
B Although |military |nurses |do |work |with |entirely |baccalaureate-prepared |peers |on
active |duty, |this |is |not |the |major |benefit.
C Although |military |nurses |serve |as |officers |on |active |duty |or |in |the |reserves, |this
is |not |the |major |benefit.
D Advanced |education |is |supported |by |the |military |financially |and |also |allows |for
promotion |in |rank |at |an |accelerated |pace.
PTS: | | 1 DIF: Cognitive |Level: |Comprehension
10. Which |of |the |following |statements |explains |why |the |school |nurse |of |today |is |truly |a |community |health
|nurse?
a. The |school |nurse |may |be |called |on |to |care |for |a |student’s |family |members |in
underserved |areas.
b. The |school |nurse’s |primary |responsibility |is |centered |on |the |well |child.
c. The |school |nurse’s |primary |responsibility |is |to |maintain |immunization |records.
d. The |school |nurse |must |be |certified |in |CHN.
Black- Professional Nursing- Concepts and Challenges, 10th Edition
MULTIPLE |CHOICE
1. Which |of |the |following |could |eventually |change |the |historical |status |of
nursing |as |a |female-dominated |profession?
|
a. More |men |graduating |from |baccalaureate |and |higher |degree
programs
b. The |proportion |of |men |in |nursing |beginning |to |increase
c. More |male |graduates |of |basic |nursing |programs |entering |the
workplace
d. Salary |compensation |increasing |to |attract |more |men
ANS: | C
Feedback
A “More |men |graduating |from |baccalaureate |and |higher |degree |programs” |is |not
the |best |answer |because |associate |degree |programs |produce |the |majority |of |new
|graduates.
B The |percentage |of |men |in |nursing |has |increased |50% |since |2000.
C The |more |men |who |enter |the |workplace |as |nurses, |the |less |nursing |will |be |seen
as |a |female-dominated |profession.
D Salary |rates |do |not |appear |to |relate |to |the |recruitment |of |men |into |nursing.
PTS: | | 1 DIF: Cognitive |Level: |Comprehension
2. The |racial |and |ethnic |composition |of |the |nursing |profession |will |change |to |more |accurately |reflect |the
|population |as |a |whole |when
a. the |increased |numbers |of |racial |and |ethnic |minorities |enrolled |in |educational
programs |graduate |and |begin |to | practice.
b. the |number |of |Asians |or |Native |Hawaiian-Pacific |Islanders |begins |to |increase.
c. the |percentage |of |African |American |and |Hispanic |nurses |decreases |more |than |the
|percentage |of |White |nurses.
d. the |non-White |portion |of |the |general |population |decreases.
ANS: | A
Feedback
A A |larger |percentage |of |minorities |are |enrolled |in |nursing |educational |programs
than |previously.
B Asians |and |Native |Hawaiian-Pacific |Islanders |are |over |represented |in |nursing
compared |to |their |percentage |of |the |general |population.
, C Not |only |would |the |percentage |of |African |American |and |Hispanic |nurses |need
to |increase, |the |percentage |of |White |nurses |would |have |to |decrease |in |order |to |more
|accurately |reflect |the |population |as |a |whole.
D The |non-White |portion |of |the |general |population |is |not |likely |to |decrease.
PTS: | | 1 DIF: Cognitive |Level: |Comprehension
3. Which |of |the |following |is |a |correct |statement |about |the |registered |nurse |(RN) |population?
a. The |racial/ethnic |composition |of |RNs |closely |resembles |that |of |the | general
population.
b. The |number |of |men |entering |nursing |has |decreased |steadily |over |the |last |decade.
c. The |rate |of |aging |of |RNs |has |slowed |for |the |first |time |in |the |past |30 |years.
d. The |majority |of |employed |RNs |working |full |time |must |work |a |second |position.
ANS: | C
Feedback
A The |racial/ethnic |composition |of |RNs |is |increasing, |but |does |not |approximate
their |percentage |of |the |overall |population.
B The |number |of |men |entering |nursing |is |increasing.
C The |average |age |of |RNs |in |both |2004 |and |2008 |was |46.
D The |average |age |of |BSN |graduates |is |25.
PTS: | | 1 DIF: Cognitive |Level: |Knowledge
4. Which |of |the |following |best |describes |trends |in |nursing |education?
a. 45% |of |nurses |receive |their |degree |from |a |university |setting.
b. Numbers |of |RNs |with |associate |degrees |are |decreasing.
c. Foreign-born |nurses |practicing |in |the |United |States |are |seen |as |less |knowledgeable
|because |of |their |lesser |educational |preparation.
d. Numbers |of |RNs |with |diploma |educations |are |increasing.
ANS: | A
Feedback
A 45% |of |nurses |report |receiving |their |degree |from |a |university |setting.
B The |majority |of |nurses |in |this |country |get |their |initial |nursing |education |in
associate |degree |in |nursing |(ADN) |programs.
C Foreign-born |nurses |practicing |in |the |United |States |may |be | viewed |as |less
knowledgeable |by |their |peers |because |of |language |and |cultural |differences.
D The |numbers |of |diploma-educated |nurses |are |declining.
PTS: | | 1 DIF: Cognitive |Level: |Knowledge
5. Despite |the |variety |of |work |settings |available |to |the |RN, |data |indicate |that |the |primary |work |site |for
|RNs |is
a. ambulatory |care |settings.
b. community |health |settings.
, c. long-term |care |facilities.
d. acute |care |hospitals.
ANS: | D
Feedback
A Ambulatory |care |settings |account |for |about |10.5% |of |RNs’ |places |of
employment.
B Public |health |and |community |health |settings |account |for |7.8% |of |employed
RNs.
C Long-term |care |facilities |account |for |5.3% |of |RNs’ |places |of |employment.
D Statistics |show |that |63.2% |of |RNs |work |in |acute |care |hospitals.
PTS: | | 1 DIF: Cognitive |Level: |Knowledge
6. One |important |advantage |of |clinical |ladder |programs |for |hospital-based |RNs |is |that |they
a. allow |career |advancement |for |nurses |who |choose |to |remain |at |the |bedside.
b. encourage |nurses |to |move |into |management |positions |in |which |they |can |influence
patient |care |on |a |broader |scale.
c. encourage |RNs |to |become |politically |active |and |guide |the |profession |of |nursing.
d. provide |training |to |staff |nurses |so |they |can |move |seamlessly |across |departments.
ANS: | A
Feedback
A Clinical |ladder |programs |allow |nurses |to |advance |professionally |while
remaining |at |the |bedside.
B Clinical |ladder |programs |are |designed |to |keep |proficient |nurses |at |the |bedside.
C Encouraging |RNs |to |become |politically |active |and |guide |the |profession |of
nursing |is |not |the |goal |of |clinical |ladder |programs.
D Clinical |ladder |programs |are |not |designed |to |facilitate |transfer |between
departments.
PTS: | | 1 DIF: Cognitive |Level: |Comprehension
7. Which |of |the |following |statements |is |correct |about |community |health |nursing |(CHN)?
a. Prevention |and |community |education |are |the |cornerstones |of |CHN.
b. Nursing |care |is |rapidly |moving |from |the |home |setting |to |the |institutional |setting.
c. High-tech |care |such |as |ventilators |and |total |parenteral |nutrition |cannot |be |handled |in
|the |home.
d. Assessment |skills |are |less |important |in |CHN |because |patients |are |not |acutely |ill.
ANS: | A
Feedback
A The |community |health |nurse |provides |educational |programs |in |health
maintenance, |disease |prevention, |nutrition, |and |child |care.
B Care |is |moving |into |the |home |setting.
C Home |care |is |increasing |in |complexity.
, D Community |health |nurses |must |have |excellent |assessment |skills |as |they |do |not
have |the |immediate |backup |that |an |acute |care |facility |offers.
PTS: | | 1 DIF: Cognitive |Level: |Comprehension
8. Which |of |the |following |is |true |about |occupational |nurse |roles?
a. They |must |have |the |ability |to |work |independently.
b. They |must |have |good |interpersonal |skills.
c. They |must |be |skilled |at |avoiding |conflict.
d. They |must |have |a |minimum |of |a |bachelor’s |degree |in |nursing.
ANS: | B
Feedback
A Occupational |nurses |must |be |able |to |work |well |independently, |and |with |others.
B Occupational |nurses |must |have |good |interpersonal |skills |to |be |successful.
C Occupational |nurses |must |be |able |to |manage |conflict |and |stressful |situations.
D Occupational |nurses |may |practice |with |an |associates |degree |in |nursing.
PTS: | | 1 DIF: Cognitive |Level: |Analysis
9. The |major |benefit |of |serving |as |a |military |nurse |is
a. broader |responsibilities |and |scope |of |practice |than |civilian |nurses.
b. working |with |entirely |baccalaureate-prepared |peers |on |active |duty.
c. serving |as |an |officer |on |active |duty |or |in |the |reserves.
d. the |financial |support |to |seek |advanced |degrees.
ANS: | D
Feedback
A Although |military |nurses |do |have |broader |responsibilities |and |scopes |of |practice
|than |civilian |nurses |do, |this |is |not |the |major |benefit.
B Although |military |nurses |do |work |with |entirely |baccalaureate-prepared |peers |on
active |duty, |this |is |not |the |major |benefit.
C Although |military |nurses |serve |as |officers |on |active |duty |or |in |the |reserves, |this
is |not |the |major |benefit.
D Advanced |education |is |supported |by |the |military |financially |and |also |allows |for
promotion |in |rank |at |an |accelerated |pace.
PTS: | | 1 DIF: Cognitive |Level: |Comprehension
10. Which |of |the |following |statements |explains |why |the |school |nurse |of |today |is |truly |a |community |health
|nurse?
a. The |school |nurse |may |be |called |on |to |care |for |a |student’s |family |members |in
underserved |areas.
b. The |school |nurse’s |primary |responsibility |is |centered |on |the |well |child.
c. The |school |nurse’s |primary |responsibility |is |to |maintain |immunization |records.
d. The |school |nurse |must |be |certified |in |CHN.
