lOMoAR | cPSD|
| 7670600
lOMoAR | | cPSD| 7670600
TEST BANK TEST BANK ENVIRONMENTAL HEALTH STANHOPE PUBLIC HEALTH NURS
ING POPULATION CENTERED
Chapter 06: Environmental Health
| | |
Stanhope: Public Health Nursing: Population-Centered Health Care in the Community,
| | | | | | | | |
10th Edition
| |
MULTIPLE |CHOICE
1. Why |is |it |important |for |nurses |to |understand |the |premises |of |environmental |health?
a. Nurses |should |be |able |to |assess |risks |and |advocate |for |policies |that |support
|healthy |environments.
b. Toxicologists |often |consult |nurses |about |environmental |pollutants.
c. Pollutant |exposures |such |as |lead |are |reported |by |nurses |to |the
|Environmental |Protection |Agency |(EPA).
d. Many |Americans |live |in |areas |that |do |not |meet |current |national |air |quality |standards.
ANS: |A
Potential |risks |to |health |are |concerns |for |professional |nurses. |It |is |the |responsibility |of
|the |nurse |to |understand |as |much |as |possible |about |these |risks: |how |to |assess |them,
|how |to |eliminate/reduce |them, |how |to |communicate |and |educate |about |them, |and
|how |to |advocate |for |policies |that |support |healthy |environments. |Toxicologists |do |not
|often |consult |nurses |about |environmental |pollutants. |Pollutant |exposures |are |not
|routinely |reported |by |nurses. |Although |there |may |be |problems |with |air |quality
|standards |in |the
, lOMoAR | cPSD|
| 7670600
United |States, |this |would |not |be |the |primary |reason |why |nurses |should |understand
|environmental |health.
DIF: Cognitive |level: |Understanding TOP: |Nursing |process: |Evaluation
MSC: |NCLEX: |Safe |and |Effective |Care |Environment: |Safety |and |Infection
|
ControlNURSINGTB.COM
2. Why |is |it |important |for |a |nurse |to |have |knowledge |of |environmental |health |and |the |effects
|of |chemical, |biological, |and |radiological |materials? |a. |They |are |a |major |cause |of |global
|warming.
b. They | are | often | found | in | the | air, | water, | and | products
| we
use.
c. They |are |frequently |linked |to |the |development |of |chronic |illnesses.
d. They |are |products |that |nurses |work |with |daily.
ANS: |B
Chemical, |biological, |and |radiological |pollutants |are |often |found |in |the |air |we |breathe,
|the |water |we |drink, |and |the |products |we |use. |These |are |not |a |major |cause |of |global
|warming. |They |are |not |frequently |linked |to |the |development |of |chronic |illnesses. |These
|are |not |products |that |nurses |work |with |daily.
DIF: |Cognitive |level: |Understanding | TOP: |Nursing |process: |Assessment |MSC: |NCLEX: |Health
|Promotion |and |Maintenance
3. A |nurse |fulfills |the |environmental |health |competency |of |“assessment |and |referral.” |Which
|of |the |following |actions |has |the |nurse |most |likely |completed? |a. |Advocating |for |public
|policy |changes
b. |Understanding |policy |framework |and |major |pieces |of |legislation
c. Completing an environmental health
history
d. |Describing |the |scientific |principles |about |environmental |health
ANS: |C
Assessment |and |referral |states |that |all |nurses |should |be |able |to |successfully |complete |an
|environmental |health |history, |recognize |the |potential |environmental |hazards |and |sentinel
|illnesses, |and |make |appropriate |referrals |for |conditions |with |probable |environmental
, lOMoAR | cPSD|
| 7670600
causes. |Advocating |for |public |policy |changes |is |part |of |advocacy. |Understanding
|policy |framework |and |legislation |is |part |of |legislation |and |regulation. |Describing |the
|scientific |principles |of |environmental |health |is |part |of |basic |knowledge |and
|concepts.
DIF: |Cognitive |level: |Analyzing TOP: |Nursing |process: |Implementation |MSC: |NCLEX:
|Safe |and |Effective |Care |Environment: |Safety |and |Infection |Control
4. How |have |nurses |historically |learned |to |identify |a |possible |relationship |between
|environmental |chemical |exposures |and |their |potential |harm? |a. |Extrapolation |by
|toxicologists
b. Biomonitoring
c. Completing |chemistry |courses
d. | Observing |signs |and |symptoms |in |clients
|
ANS: |D
Nurses |have |historically |made |discoveries |related |to |chemical |exposure |when |people
|presented |with |signs |and |symptoms |related |to |known |chemical |toxicity. |Extrapolation |by
|toxicologists |and |biomonitoring |are |modern |methods. |Completing |a |chemistry |course
|does |not |show |how |to |identify |these |possible |relationships.
DIF: |Cognitive |level: |Understanding | TOP: |Nursing |process: |Assessment |MSC: |NCLEX: |Safe
|and |Effective |Care |Environment: |Safety |and |Infection |Control
NURSINGTB.COM
5. What |term |is |used |to |refer |to |the basic |science |applied |to |understanding |the
|health |effects |associated |with a. chemical |exposures?
b. Pharmacology |Toxicolog
c. Chemistry y
d. Environmental |epidemiology
ANS: |A
Toxicology |is |the |study |of |the |health |effects |associated |with |chemical |exposures.
|Pharmacology |is |the |branch |of |medicine |concerned |with |the |multiple |aspects |of |drugs.
|Chemistry |is |the |branch |of |science |with |deals |with |the |way |that |matter |is |composed.
Environmental |epidemiology |is |concerned |with |the |discovery |of |environmental |exposures
|that |cause |or |protect |against |illness |or |disease.
DIF: Cognitive |level: |Remembering TOP: |Nursing |process: |Assessment
|MSC: |NCLEX: |Safe |and |Effective |Care |Environment: |Safety |and |Infection
|Control
, lOMoAR | cPSD|
| 7670600
6. What |statement |accurately |describes |the |characteristics |of |epidemiology?
a. It |is |a |science |that |studies |the |poisonous |effects |of |chemicals.
b. It |explains |the |association |between |learning |disabilities |and |exposure |to |lead-
based |paint |at |the |cellular |level.
c. It |helps |nurses |understand |the |strength |of |the |association |between |exposure
|and
health |effects.
d. |It |is |a |method |for |tracking |the |prevalence |of |health |outcomes.
ANS: |C
Epidemiology |studies |the |incidence |and |prevalence |of |disease, |helping |nurses |understand
|the |strength |of |the |association |between |exposure |and |health |effects. |Toxicology |is |the
|science |that |studies |the |poisonous |effects |of |chemicals. |Environmental |surveillance
|provides |data |with |which |to |track |and |analyze |the |incidence |and |prevalence |of |health
|outcomes. |Epidemiology |does |not |examine |causes |at |the |cellular |level.
DIF: |Cognitive |level: |Remembering | TOP: |Nursing |process: |Assessment |MSC: |NCLEX: |Safe
|and |Effective |Care |Environment: |Management |of |Care
7. When |researching |pesticides, |the |nurse |looks |at |the |“family” |of |the |chemical. |What
|similarities |are |found |among |chemicals |that |have |been |placed |in |the |same |family? |a. |Route
|of |entry |into |the |body
b. Actions and associated
risks
c. Effects |that |they |have |on |the |body
d. Potency |and |toxicity
ANS: |B
Chemicals |are |grouped |so |it’s |possible |to |understand |the |actions |and |risks |associated
|with |each |group. |Although |some |common |health |risks |exist |within |these |families |of
|chemicals, |the |possible |health |risks |for |each |chemical |should |be |evaluated |individually
|when |a |potential |human |exposure |exists.
DIF:MSC: | Cognitive |level: |ApplyingNCLEX: |Safe |and |Effective |Care |Environment: |Safety |and
Infection |ControlNURS |INGTB.TOP:COM |Nursing |process: |Assessment
|
| 7670600
lOMoAR | | cPSD| 7670600
TEST BANK TEST BANK ENVIRONMENTAL HEALTH STANHOPE PUBLIC HEALTH NURS
ING POPULATION CENTERED
Chapter 06: Environmental Health
| | |
Stanhope: Public Health Nursing: Population-Centered Health Care in the Community,
| | | | | | | | |
10th Edition
| |
MULTIPLE |CHOICE
1. Why |is |it |important |for |nurses |to |understand |the |premises |of |environmental |health?
a. Nurses |should |be |able |to |assess |risks |and |advocate |for |policies |that |support
|healthy |environments.
b. Toxicologists |often |consult |nurses |about |environmental |pollutants.
c. Pollutant |exposures |such |as |lead |are |reported |by |nurses |to |the
|Environmental |Protection |Agency |(EPA).
d. Many |Americans |live |in |areas |that |do |not |meet |current |national |air |quality |standards.
ANS: |A
Potential |risks |to |health |are |concerns |for |professional |nurses. |It |is |the |responsibility |of
|the |nurse |to |understand |as |much |as |possible |about |these |risks: |how |to |assess |them,
|how |to |eliminate/reduce |them, |how |to |communicate |and |educate |about |them, |and
|how |to |advocate |for |policies |that |support |healthy |environments. |Toxicologists |do |not
|often |consult |nurses |about |environmental |pollutants. |Pollutant |exposures |are |not
|routinely |reported |by |nurses. |Although |there |may |be |problems |with |air |quality
|standards |in |the
, lOMoAR | cPSD|
| 7670600
United |States, |this |would |not |be |the |primary |reason |why |nurses |should |understand
|environmental |health.
DIF: Cognitive |level: |Understanding TOP: |Nursing |process: |Evaluation
MSC: |NCLEX: |Safe |and |Effective |Care |Environment: |Safety |and |Infection
|
ControlNURSINGTB.COM
2. Why |is |it |important |for |a |nurse |to |have |knowledge |of |environmental |health |and |the |effects
|of |chemical, |biological, |and |radiological |materials? |a. |They |are |a |major |cause |of |global
|warming.
b. They | are | often | found | in | the | air, | water, | and | products
| we
use.
c. They |are |frequently |linked |to |the |development |of |chronic |illnesses.
d. They |are |products |that |nurses |work |with |daily.
ANS: |B
Chemical, |biological, |and |radiological |pollutants |are |often |found |in |the |air |we |breathe,
|the |water |we |drink, |and |the |products |we |use. |These |are |not |a |major |cause |of |global
|warming. |They |are |not |frequently |linked |to |the |development |of |chronic |illnesses. |These
|are |not |products |that |nurses |work |with |daily.
DIF: |Cognitive |level: |Understanding | TOP: |Nursing |process: |Assessment |MSC: |NCLEX: |Health
|Promotion |and |Maintenance
3. A |nurse |fulfills |the |environmental |health |competency |of |“assessment |and |referral.” |Which
|of |the |following |actions |has |the |nurse |most |likely |completed? |a. |Advocating |for |public
|policy |changes
b. |Understanding |policy |framework |and |major |pieces |of |legislation
c. Completing an environmental health
history
d. |Describing |the |scientific |principles |about |environmental |health
ANS: |C
Assessment |and |referral |states |that |all |nurses |should |be |able |to |successfully |complete |an
|environmental |health |history, |recognize |the |potential |environmental |hazards |and |sentinel
|illnesses, |and |make |appropriate |referrals |for |conditions |with |probable |environmental
, lOMoAR | cPSD|
| 7670600
causes. |Advocating |for |public |policy |changes |is |part |of |advocacy. |Understanding
|policy |framework |and |legislation |is |part |of |legislation |and |regulation. |Describing |the
|scientific |principles |of |environmental |health |is |part |of |basic |knowledge |and
|concepts.
DIF: |Cognitive |level: |Analyzing TOP: |Nursing |process: |Implementation |MSC: |NCLEX:
|Safe |and |Effective |Care |Environment: |Safety |and |Infection |Control
4. How |have |nurses |historically |learned |to |identify |a |possible |relationship |between
|environmental |chemical |exposures |and |their |potential |harm? |a. |Extrapolation |by
|toxicologists
b. Biomonitoring
c. Completing |chemistry |courses
d. | Observing |signs |and |symptoms |in |clients
|
ANS: |D
Nurses |have |historically |made |discoveries |related |to |chemical |exposure |when |people
|presented |with |signs |and |symptoms |related |to |known |chemical |toxicity. |Extrapolation |by
|toxicologists |and |biomonitoring |are |modern |methods. |Completing |a |chemistry |course
|does |not |show |how |to |identify |these |possible |relationships.
DIF: |Cognitive |level: |Understanding | TOP: |Nursing |process: |Assessment |MSC: |NCLEX: |Safe
|and |Effective |Care |Environment: |Safety |and |Infection |Control
NURSINGTB.COM
5. What |term |is |used |to |refer |to |the basic |science |applied |to |understanding |the
|health |effects |associated |with a. chemical |exposures?
b. Pharmacology |Toxicolog
c. Chemistry y
d. Environmental |epidemiology
ANS: |A
Toxicology |is |the |study |of |the |health |effects |associated |with |chemical |exposures.
|Pharmacology |is |the |branch |of |medicine |concerned |with |the |multiple |aspects |of |drugs.
|Chemistry |is |the |branch |of |science |with |deals |with |the |way |that |matter |is |composed.
Environmental |epidemiology |is |concerned |with |the |discovery |of |environmental |exposures
|that |cause |or |protect |against |illness |or |disease.
DIF: Cognitive |level: |Remembering TOP: |Nursing |process: |Assessment
|MSC: |NCLEX: |Safe |and |Effective |Care |Environment: |Safety |and |Infection
|Control
, lOMoAR | cPSD|
| 7670600
6. What |statement |accurately |describes |the |characteristics |of |epidemiology?
a. It |is |a |science |that |studies |the |poisonous |effects |of |chemicals.
b. It |explains |the |association |between |learning |disabilities |and |exposure |to |lead-
based |paint |at |the |cellular |level.
c. It |helps |nurses |understand |the |strength |of |the |association |between |exposure
|and
health |effects.
d. |It |is |a |method |for |tracking |the |prevalence |of |health |outcomes.
ANS: |C
Epidemiology |studies |the |incidence |and |prevalence |of |disease, |helping |nurses |understand
|the |strength |of |the |association |between |exposure |and |health |effects. |Toxicology |is |the
|science |that |studies |the |poisonous |effects |of |chemicals. |Environmental |surveillance
|provides |data |with |which |to |track |and |analyze |the |incidence |and |prevalence |of |health
|outcomes. |Epidemiology |does |not |examine |causes |at |the |cellular |level.
DIF: |Cognitive |level: |Remembering | TOP: |Nursing |process: |Assessment |MSC: |NCLEX: |Safe
|and |Effective |Care |Environment: |Management |of |Care
7. When |researching |pesticides, |the |nurse |looks |at |the |“family” |of |the |chemical. |What
|similarities |are |found |among |chemicals |that |have |been |placed |in |the |same |family? |a. |Route
|of |entry |into |the |body
b. Actions and associated
risks
c. Effects |that |they |have |on |the |body
d. Potency |and |toxicity
ANS: |B
Chemicals |are |grouped |so |it’s |possible |to |understand |the |actions |and |risks |associated
|with |each |group. |Although |some |common |health |risks |exist |within |these |families |of
|chemicals, |the |possible |health |risks |for |each |chemical |should |be |evaluated |individually
|when |a |potential |human |exposure |exists.
DIF:MSC: | Cognitive |level: |ApplyingNCLEX: |Safe |and |Effective |Care |Environment: |Safety |and
Infection |ControlNURS |INGTB.TOP:COM |Nursing |process: |Assessment
|
