TEST BANK FOR YODER-WISE’S LEADING AND MANAGING IN CANADIAN NURSING, 2ND
EDITION, PATRICIA S. YODER-WISE, JANICE WADDELL, NANCY WALTON, latest 2022-
2023
ISBN: 9781771721684,
ISBN: 9781771721745,
ISBN: 9781771721677
Table of Contents
Part I: Core Concepts
Overview
1. Leading, Managing, and Following
2. Developing the Role of Leader
3. Developing the Role of Manager
4. Nursing Leadership and Indigenous Health
5. Patient Focus
Context
6. Ethical Issues
7. Legal Issues
8. Making Decisions and Solving Problems
9. Health Care Organizations
10. Understanding and Designing Organizational Structures
11. Cultural Diversity in Health Care
12. Power, Politics, and Influence
Part II: Managing Resources
13. Caring, Communicating, and Managing with Technology
14. Managing Costs and Budgets
15. Care Delivery Strategies
16. Staffing and Scheduling (available only on Evolve)
17. Selecting, Developing, and Evaluating Staff (available only on Evolve)
,Part III: Changing the Status Quo
18. Strategic Planning, Goal-Setting, and Marketing
19. Nurses Leading Change: A Relational Emancipatory Framework for Health and Social
Action
20. Building Teams Through Communication and Partnerships
21. Collective Nursing Advocacy
22. Understanding Quality, Risk, and Safety
23. Translating Research into Practice
Part IV: Interpersonal and Personal Skills
Interpersonal
24. Understanding and Resolving Conflict
25. Managing Personal/Personnel Problems
26. Workplace Violence and Incivility
27. Inter and Intraprofessional Practice and Leading in Professional Practice Settings
Personal
28. Role Transition
29. Self-Management: Stress and Time
Future
30. Thriving for the Future
31. Leading and Managing Your Career
32. Nursing Students as Leaders
,Yoder-Wise's Leading and Managing in Canadian Nursing 2nd Edition Yoder-Wise Test Bank
Chapter 01: Leading, Managing, and Following
Waddell/Walton: Yoder-Wise’s Leading and Managing in Canadian Nursing, Second
Edition
MULTIPLE CHOICE
1. A nurse manager of a 20-bed medical unit finds that 80% of the patients are older adults. She
is asked to assess and adapt the unit to better meet the unique needs of older adult patients.
According to complexity principles, what would be the best approach to take in making this
change?
a. Leverage the hierarchical management position to get unit staff involved in
assessment and planning.
b. Engage involved staff at all levels in the decision-making process.
c. Focus the assessment on the unit, and omit the hospital and community
environment.
d. Hire a geriatric specialist to oversee and control the project.
ANS: B
Complexity theory suggests that systems interact and adapt and that decision making occurs
throughout the systems, as opposed to being held in a hierarchy. In complexity theory,
everybody’s opinion counts; therefore, all levels of staff would be involved in decision
making.
DIF: Cognitive Level: Apply REF: Page 14
TOP: Nursing Process: Implementation
NURSINGTB.COM
2. A unit manager of a 25-bed medical/surgical area receives a phone call from a nurse who has
called in sick five times in the past month. He tells the manager that he very much wants to
come to work when scheduled, but must often care for his wife, who is undergoing treatment
for breast cancer. In the practice of a strengths-based nursing leader, what would be the best
approach to satisfying the needs of this nurse, other staff, and patients?
a. Line up agency nurses who can be called in to work on short notice.
b. Place the nurse on unpaid leave for the remainder of his wife’s treatment.
c. Sympathize with the nurse’s dilemma and let the charge nurse know that this nurse
may be calling in frequently in the future.
d. Work with the nurse, staffing office, and other nurses to arrange his scheduled
days off around his wife’s treatments.
ANS: D
Placing the nurse on unpaid leave may threaten physiologic needs and demotivate the nurse.
Unsatisfactory coverage of shifts on short notice could affect patient care and threaten staff
members’ sense of competence. Strengths-based nurse leaders honour the uniqueness of
individuals, teams, systems, and organizations; therefore arranging the schedule around the
wife’s needs would result in a win-win situation, also creating a work environment that
promotes the health of all the nurses and facilitates their development.
DIF: Cognitive Level: Analyze REF: Page 6
TOP: Nursing Process: Implementation
VERIFIED-TEST
,Yoder-Wise's Leading and Managing in Canadian Nursing 2nd Edition Yoder-Wise Test Bank
3. A grievance brought by a staff nurse against the unit manager requires mediation. At the first
mediation session, the staff nurse repeatedly calls the unit manager’s actions unfair, and the
unit manager continues to reiterate the reasons for the actions. What would be the best course
of action at this time?
a. Send the two disputants away to reach their own resolution.
b. Involve another staff nurse in the discussion so as to clarify issues.
c. Ask each party to examine her own motives and issues in the conflict.
d. Continue to listen as the parties repeat their thoughts and feelings about the
conflict.
ANS: C
Nurses and leaders must assess each situation as unique, determining appropriate actions
accordingly. Leaders must adapt their styles to complement specific issues being faced, such
as conflict. Examining motives and issues for the conflict in perceptions promotes equal
representation of each point of view.
DIF: Cognitive Level: Apply REF: Pages 11–13
TOP: Nursing Process: Implementation
4. Shortly after being informed of fetal death, a labouring woman asks why she is not able to
hear her baby’s heartbeat on the monitor anymore. Although the monitor volume had been
turned off so that the patient would be able to sleep between contractions, the nurse responded
that there was no heartbeat to hear because the baby had died in utero; then the nurse asked
whether the patient would like to talk about how she was feeling. This response demonstrates:
a. Lack of empathy.
b. Ethical leadership.
c. Complexity science. VERIFIED-TEST BANK
d. A coercive relationship.
ANS: B
Ethical leadership is based on a willingness to identify and act on complex problems in an
ethical manner. Leadership can be misused when coercive relationships form, and information
and true goals are withheld.
DIF: Cognitive Level: Analyze REF: Page 7
TOP: Nursing Process: Implementation
5. The manager of a surgical area envisions a future that requires the addition of registered nurse
(RN) assistants or unlicensed persons to feed, bathe, and walk patients. The RNs on the staff
have always practiced in a primary nursing-delivery system and are very resistant to this idea.
The best initial strategy in this situation would include:
a. Exploring the values of the RNs in relation to this change.
b. Leaving the RNs alone for a time so they can think about the change before they
are approached again.
c. Dropping the idea and trying for the change in another year or so.
d. Hiring the assistants and allowing the RNs to see what good additions they are.
ANS: A
VERIFIED-TEST
,Yoder-Wise's Leading and Managing in Canadian Nursing 2nd Edition Yoder-Wise Test Bank
Leadership involves engaged decision making around a vision that is based on evidence and
tacit knowledge. Influencing others requires emotional intelligence in domains such as
empathy and handling relationships.
DIF: Cognitive Level: Apply REF: Page 5
TOP: Nursing Process: Implementation
6. As the charge nurse on the night shift in a small long-term care facility, you have found that
there is little turnover among your licensed practical nurse and nursing assistant (NA) staff
members, but they are not very motivated to work beyond their job descriptions. Which of the
following strategies might motivate the staff and lead to greater job satisfaction?
a. Ask the director of nursing to offer higher wages and bonuses for extra work for
the night licensed practical nurses and NAs.
b. Allow the licensed practical nurses and NAs greater decision-making power within
the scope of their positions in the institution.
c. Help the licensed practical nurses and NAs with their work, whenever possible.
d. Ask the director of nursing to increase job security for night staff by having them
sign contracts that guarantee work.
ANS: B
A nurse leader should provide an environment conducive to opinion sharing that involves staff
in decision making at all levels. This approach is shown to increase job satisfaction. Decision
making and the corresponding actions taken are core tasks performed in engagement with
coworkers.
DIF: Cognitive Level: Apply REF: Page 7
TOP: Nursing Process: ImplemNentR G B.C M
ationI
U S N T O
7. As the nurse manager, you want to increase motivation by providing motivating factors.
Which action would you select?
a. Collaborate with the human resources/personnel department to develop on-site
daycare services.
b. Provide a hierarchical organizational structure.
c. Implement a model of shared governance.
d. Promote the development of a flexible benefits package.
ANS: C
Complexity theory suggests that systems interact and adapt and that decision making occurs
throughout systems, as opposed to being made unilaterally by different levels of the
organizational hierarchy. In complexity theory, every person’s opinion counts, and therefore
all levels of staff would be involved in decision making. This principle underlies shared
governance. Shared governance is an example of nurse decision making in which nurses at
different organizational levels engage in shaping policy and practices.
DIF: Cognitive Level: Apply REF: Page 5
TOP: Nursing Process: Implementation
VERIFIED-TEST
,Yoder-Wise's Leading and Managing in Canadian Nursing 2nd Edition Yoder-Wise Test Bank
8. A wcharge wnurse won wa wbusy w40-bed wmedical/surgical wunit wis wapproached wby wa
wpatient’s wson, wwho wbegins wto wcomplain wloudly wabout wthe wquality wof wcare whis
wmother wis wreceiving. wHis wbehaviour wis wso wdisruptive wthat wit wis woverheard wby wstaff,
wphysicians, wand wother wvisitors. wThe wfamily wmember wrejects wany wattempt wto
wintervene wtherapeutically wto wresolve wthe wissue. wHe wleaves wthe wunit wabruptly, wand
wthe wnurse wis wleft wfeeling wfrustrated. wWhich wbehaviour wby wthe wcharge wnurse wbest
willustrates wrefined wleadership wskills win wan wemotionally wintelligent wpractitioner?
a. Reflection wto wobtain winsight winto whow wthe wsituation wcould wbe whandled
wdifferently win wthe wfuture
b. Trying wto wcatch wup wwith wthe wangry wfamily wmember wto wresolve wthe wconcern
c. Discussing wthe wconcern wwith wthe wpatient wafter wthe wfamily wmember whas wleft
d. Notifying wnursing wadministration wof wthe wsituation
ANS: w A
Emotional wintelligence wis wclosely waligned wwith windividuals’ wcapacity wto wknow
wthemselves wand wothers. wReflecting wto wobtain winsight wand wbeing wable wto w“step”
woutside wthe wsituation wto wenvision wthe wcontext wof wwhat wis whappening wis wan wexample
wof wthe wactions wof wan wemotionally wintelligent wpractitioner.
DIF: Cognitive wLevel: wApply REF: wPage
w8 wTOP: w Nursing wProcess: wImplementation
9. The wchief wnursing wofficer whas wasked wthe wstaff wdevelopment wcoordinator wto wfacilitate
wthe wdevelopment wof wa wclinical wcompetency wprogram wfor wthe wfacility. wWhile wmaking
wrounds won wthe wunits, wthe wstaff wdevelopment wcoordinator woverhears wRN wstaff
wcomplaining wthat wthey wbelieve wit wis winsulting wto wbe wrequired wto wparticipate win wa
wcompetency wprogram. wWhich wbehaviour wby wthe wstaff wdevelopment wcoordinator wis
wmost wappropriate win wthis wsituation?
a. Disregard wstaff wconcerns wN
a n d Rc o nIt i n uGe wwB
ith.dCeveMlopment wof wthe wprogram.
U S N
b. Inform wthe wnurses wthat wthis wprogram wis wa wrequirement wfor waccreditation wby wthe wJoint
Commission won wAccreditation wof wHealthcare wOrganizations w(JCAHO).
c. Schedule wa wmeeting wwith wthe wchief wnurse wexecutive wto wapprise wher wof wthe wsituation.
d. Facilitate wa wmeeting wso wnurses wcan warticulate wtheir wvalues wand
wconcerns wabout wa wcompetency wprogram.
ANS: w D
The wmanager wrole winvolves wguiding wother wpeople wthrough wa wset wof wderived wpractices
wthat ware wevidence-informed wand wknown wto wsatisfy wpre-established woutcomes wsuch was
wparticipation win wa wcompetency wprogram. wThis winvolves wengagement wof wstaff wthrough
wsharing wof wconcerns wand wideas. wThis wtype wof wleader wcan winstill whope wand wtrust win
wfollowers, wwhich winfluence wtheir wbehaviours wand wattitudes w(such was wengagement wand
wsatisfaction) wand wcause wwork wenvironments wto wbecome wmore wpositive.
DIF: Cognitive wLevel: wApply REF: wPages w11–
13 wTOP: w Nursing wProcess: wImplementation
10. Which wcategory wis wunique wto wleadership wbut wis wnot wpart wof wmanagement?
a. Initiating wchange
b. Personal wqualities
c. Developing wpeople
d. Information wmanagement
VERIFIED-TEST
,Yoder-Wise's Leading and Managing in Canadian Nursing 2nd Edition Yoder-Wise Test Bank
ANS: w C
Developing wpeople—coaching, wmentoring, wsuccession wplanning—is wa wcategory wof
wsolely wleadership, wnot wmanagement. wInitiating wchange wand wpersonal wqualities ware
wcategories wof wboth wmanagement wand wleadership. wInformation wmanagement wis wa
wcategory wof wmanagement wonly.
DIF: Cognitive wLevel: wUnderstand REF: wPage
w17 wTOP: w Nursing wProcess: wAssessment
11. You woverhear wa wnewly wgraduated wRN wtelling wone wof wyour wcolleagues wthat
wleadership wand wmanagement wbelong wto wthe wunit wmanager wand wnot wto wher. wBecause
wyou ware wa wnursing wcolleague, wyour wresponse wdemonstrates wunderstanding wthat wthe
wperception wof wthe wnew wgraduate:
a. Is waccurately wreflected win wthe wnew wgraduate’s wstatement.
b. Would wbenefit wfrom wfurther wunderstanding wof wher wrole was wa wprofessional
win wrelation wto wdecision-making.
c. Has wbeen winfluenced wby wnurse wleaders wand wmanagers wwho wleave wfor wother wpositions.
d. Is wrelated wto wthe wgeneral wperception wthat wnurse wleaders wand
wmanagers ware wnot wsatisfied win wtheir wjobs.
ANS: w B
Decision wmaking wand wthe wcorresponding wactions wtaken ware wthe wcore wwork wperformed
win wengagement wwith wco-workers. wThis wcore wwork wrequires wthat wnurses wbe wleaders,
wmanagers, wand wfollowers wat wthe wpoint-of-care, wunit, winstitutional, wand weven wsocietal
wlevels.
DIF: Cognitive wLevel: wUnderstand REF: w w Page w7 TOP: w Nursing wProcess: wEvaluation
12. You wwalk winto wa wpatient’s wroom wand wfind whim wyelling wat wthe wlicensed wpractical
wnurse. wThe wpatient wis wobviously wvery wupset, wand wafter wyou wspeak wwith whim
wregarding whis wbehaviour, wyou
N R I G B.
determine wthat whe whas wnot wsleptU
forwSt h r eNe wniT
ghts wbeO
c ause wof wunrelieved wpain wlevels. wThe
wlicensed
practical wnurse wis wvery wupset wwith whim wand wcalls whim wan w“ugly, wold wman.” wYou
wacknowledge wher wfeelings wand wconcerns wand wthen wsuggest wthat wthe wpatient’s
wbehaviour wwas waggressive wbut wis wrelated wto wlack wof wsleep wand wto wpain. wYou wask,
w“Can wboth wyou wand wthe wpatient wtogether wdetermine wtriggers wfor wthe wpain wand
weffective wapproaches wto wcontrolling whis wpain?” wThis wapproach wdemonstrates:
a. Lack wof wempathy wand wunderstanding wfor wthe wlicensed wpractical wnurse.
b. Concern wwith wplacating wthe wpatient.
c. Leadership wbehaviour.
d. Management wbehaviour.
ANS: w C
The wsituation wbetween wthe wpatient wand wthe wlicensed wpractical wnurse wis wcomplex,
winvolving wunrelieved wsymptoms wand waggressiveness wtoward wa wstaff wmember. wHealth
wcare wis wnow wdelivered win wa wcollaborative, wand wmost woften, wan winterdisciplinary
wmanner, wwhereby wselect wleadership/management wroles w(e.g., wfirst-line wnurse wleaders)
wserve was wconduits wfor winformation wand wcare wcoordination. wProviding wengaged,
wcollaborative wguidance wand wdecision wmaking win wa wcomplex wsituation wfor wwhich wthere
wis wno wstandardized wsolution wreflects wleadership.
DIF: Cognitive wLevel: wApply REF: wPage
w7 wTOP: w Nursing wProcess: wImplementation
VERIFIED-TEST
,Yoder-Wise's Leading and Managing in Canadian Nursing 2nd Edition Yoder-Wise Test Bank
13. Which wcategory wis wunique wto wmanagement wbut wis wnot wpart wof wleadership?
VERIFIED-TEST
,Yoder-Wise's Leading and Managing in Canadian Nursing 2nd Edition Yoder-Wise Test Bank
a. Initiating wchange
b. Personal wqualities
c. Developing wpeople
d. Information wmanagement
ANS: w D
Information wmanagement wis wa wcategory wof wmanagement wonly. wDeveloping wpeople wis wa
wcategory wof wsolely wleadership, wnot wmanagement. wInitiating wchange wand wpersonal
wqualities ware wcategories wof wboth wmanagement wand wleadership.
DIF: Cognitive wLevel: wUnderstand REF: wPage
w15 wTOP: w Nursing wProcess: wAssessment
14. Chart waudits whave wrevealed wsignificant womissions wof wdata wthat wcould whave wlegal
wand wfunding wguidelines. wAs wthe wunit wmanager, wyou wmeet wwith wthe wstaff wto wdiscuss
waudit wfindings wand wto wfind wapproaches wthat wwill waddress wthe wgaps win wcharting wand
wachieve wdesired wgoals. wThis wis wan wexample wof:
a. Leadership.
b. Management.
c. Decision wmaking.
d. Vision.
ANS: w B
The wprocess wof wguiding wother wpeople wto wmeet westablished wgoals, woutcomes, wand
wprocedures wis wmanagement. wThis wcan wrequire wcollaborative wdecision wmaking wto
wdetermine whow wbest wto wreach wpredetermined wgoals wand wfollow westablished wpractices.
N R I G B.C M
DIF: Cognitive wLevel: wApplyw U S N RT EF: PaO
ges
w6–7 wTOP: w Nursing wProcess: wImplementation
15. A wfamily wis wkeeping wvigil wat wa wcritically will wpatient’s wbedside. wOther wdistant wfamily
wmembers, wnot wyet wable wto wcome, wcall wthe wunit wcontinuously, wasking wfor wupdates wand
wwanting wto wexpress wconcern. wYou wspeak wwith wthe wdistant wfamily wmembers wand
wsuggest wthat wyou ware wgoing wto wrefer wthem wto wthe whospital wsocial wworker, wwhose
wrole wis wto wwork wwith wsuch wsituations. wWhat wrole ware wyou wassuming wthrough wthis
waction?
a. Manager
b. Leader
c. Follower
d. Laissez wfaire
ANS: w A
Management wis wthe wprocess wof wgetting wthe wjob wdone wand wensuring wthat wpeople whave
wthe w necessary wresources wto wget wthe wjob wdone. wReferral wto wa wsocial wworker walleviates
wdemand won wnurse wstaff wtime wand wis wconsistent wwith whospital wprocedures.
DIF: Cognitive wLevel: wApply REF: wPage
w6 wTOP: w Nursing wProcess: wImplementation
16. After wa wmeeting wwith wmembers wof wthe wfamily wof wa wdying wpatient, wthe wnursing
wmanager wdiscusses wwith wyou wthe wfamily’s wdesired wapproach wto wcare, wand wyou
wsupport wthe wmanager’s wdecision. wYour wactions windicate wthat wyou ware wacting win wwhat
wrole?
VERIFIED-TEST
, Yoder-Wise's Leading and Managing in Canadian Nursing 2nd Edition Yoder-Wise Test Bank
a. Leadership
b. Management
c. Followership
d. Evidence-informed
ANS: w C
Followership wis wengaging wwith wother wpeople wwho ware wleading wor wmanaging wby
wcontributing wto wthe wwork wthat wneeds wto wbe wdone. wBy waccepting wand wimplementing
wthe wdesired wapproach wto wcare wdirection wgiven wby wthe wmanager win wresponse wto wyour
wconcerns, wyou ware wdemonstrating wfollowership.
DIF: Cognitive wLevel: wAnalyze REF: wPage
w7 wTOP: w Nursing wProcess: wImplementation
17. You wpull wstaff wtogether wto wassess wa wsituation win wwhich wthe wfamily wof wa wseriously will
wpatient wis wanxious wand wis wabsorbing wa wgreat wdeal wof wstaff wtime win wconsultation,
wdiscussion, wand wquestioning wof wtreatment wdecisions. wStaff wmembers ware wbeginning wto
wdistance wthemselves wfrom wthe wfamily. wAfter winviting wthe wconcerns wof wstaff, wyou
wexplain wthat wthe worganization wvalues wpatient-centred wcare wand wsuggest wthat wevidence
windicates wthat wacting was wan wadvocate wand wa wlistener wis whelpful wto wfamilies. wYou wask
wthe wstaff wfor wideas was wto wstrategies wthat ware weffectively wpatient-centred win wthese
wsituations. wIn wthis wsituation, wyou ware wtaking won wwhich wrole?
a. Leadership
b. Management
c. Follower
d. Visionary
ANS: w A NUwRSwI NwG TwB.C OwM
Leadership wis wthe wprocess wof wengaging wand winfluencing wothers. wStrong wleaders ware
wassociated
with wwords wsuch was wvisionary, wenergetic, winspirational, wand winnovative; wthey wgo
wbeyond wthe wstatus wquo wto wmake wa wdifference wfor wothers. wAs wa wleader, wyou
wengage wother wpeople win wdecision wmaking wthat wmoves wthem wtoward wa wgoal wwith wa
wreasonable wlevel wof wrisk wtaking.
DIF: Cognitive wLevel: wApply REF: wPage
w7 wTOP: w Nursing wProcess: wImplementation
18. Marie-Claire, wthe wnursing wunit wmanager, wfinds wit wdifficult wto wwork wwith wThomas, wa
wnew wgraduate. wThomas whas wmany wideas wand whis wmanner wof wpresenting wthem wirks
wMarie-Claire. wAfter wreflection wand wdiscussion wwith wothers, wMarie-Claire wrecognizes
wthat wshe walso wfeels wthreatened wby whis wbehaviour. wShe wcomes wto wunderstand wthat
wThomas wis wtrying wto westablish whis wown wrole won wthe wunit, wis wnot wtrying wto wchallenge
wher, wand wneeds wguidance, wcoaching, wand waffirmation.
Marie-Claire wis wdemonstrating
a. A wpositive wself-concept.
b. Deepening wself-awareness.
c. Leadership.
d. Acquiescence.
ANS: w B
Individuals wdemonstrate wemotional wintelligence wby wraising wtheir wself-awareness
wand wbetter wregulating wtheir wemotions. wBeing wempathetic wand wshowing wsensitivity
wto wthe wexperiences wof wothers whelp wnurse wleaders wdevelop wtheir wemotional
wintelligence.
VERIFIED-TEST
EDITION, PATRICIA S. YODER-WISE, JANICE WADDELL, NANCY WALTON, latest 2022-
2023
ISBN: 9781771721684,
ISBN: 9781771721745,
ISBN: 9781771721677
Table of Contents
Part I: Core Concepts
Overview
1. Leading, Managing, and Following
2. Developing the Role of Leader
3. Developing the Role of Manager
4. Nursing Leadership and Indigenous Health
5. Patient Focus
Context
6. Ethical Issues
7. Legal Issues
8. Making Decisions and Solving Problems
9. Health Care Organizations
10. Understanding and Designing Organizational Structures
11. Cultural Diversity in Health Care
12. Power, Politics, and Influence
Part II: Managing Resources
13. Caring, Communicating, and Managing with Technology
14. Managing Costs and Budgets
15. Care Delivery Strategies
16. Staffing and Scheduling (available only on Evolve)
17. Selecting, Developing, and Evaluating Staff (available only on Evolve)
,Part III: Changing the Status Quo
18. Strategic Planning, Goal-Setting, and Marketing
19. Nurses Leading Change: A Relational Emancipatory Framework for Health and Social
Action
20. Building Teams Through Communication and Partnerships
21. Collective Nursing Advocacy
22. Understanding Quality, Risk, and Safety
23. Translating Research into Practice
Part IV: Interpersonal and Personal Skills
Interpersonal
24. Understanding and Resolving Conflict
25. Managing Personal/Personnel Problems
26. Workplace Violence and Incivility
27. Inter and Intraprofessional Practice and Leading in Professional Practice Settings
Personal
28. Role Transition
29. Self-Management: Stress and Time
Future
30. Thriving for the Future
31. Leading and Managing Your Career
32. Nursing Students as Leaders
,Yoder-Wise's Leading and Managing in Canadian Nursing 2nd Edition Yoder-Wise Test Bank
Chapter 01: Leading, Managing, and Following
Waddell/Walton: Yoder-Wise’s Leading and Managing in Canadian Nursing, Second
Edition
MULTIPLE CHOICE
1. A nurse manager of a 20-bed medical unit finds that 80% of the patients are older adults. She
is asked to assess and adapt the unit to better meet the unique needs of older adult patients.
According to complexity principles, what would be the best approach to take in making this
change?
a. Leverage the hierarchical management position to get unit staff involved in
assessment and planning.
b. Engage involved staff at all levels in the decision-making process.
c. Focus the assessment on the unit, and omit the hospital and community
environment.
d. Hire a geriatric specialist to oversee and control the project.
ANS: B
Complexity theory suggests that systems interact and adapt and that decision making occurs
throughout the systems, as opposed to being held in a hierarchy. In complexity theory,
everybody’s opinion counts; therefore, all levels of staff would be involved in decision
making.
DIF: Cognitive Level: Apply REF: Page 14
TOP: Nursing Process: Implementation
NURSINGTB.COM
2. A unit manager of a 25-bed medical/surgical area receives a phone call from a nurse who has
called in sick five times in the past month. He tells the manager that he very much wants to
come to work when scheduled, but must often care for his wife, who is undergoing treatment
for breast cancer. In the practice of a strengths-based nursing leader, what would be the best
approach to satisfying the needs of this nurse, other staff, and patients?
a. Line up agency nurses who can be called in to work on short notice.
b. Place the nurse on unpaid leave for the remainder of his wife’s treatment.
c. Sympathize with the nurse’s dilemma and let the charge nurse know that this nurse
may be calling in frequently in the future.
d. Work with the nurse, staffing office, and other nurses to arrange his scheduled
days off around his wife’s treatments.
ANS: D
Placing the nurse on unpaid leave may threaten physiologic needs and demotivate the nurse.
Unsatisfactory coverage of shifts on short notice could affect patient care and threaten staff
members’ sense of competence. Strengths-based nurse leaders honour the uniqueness of
individuals, teams, systems, and organizations; therefore arranging the schedule around the
wife’s needs would result in a win-win situation, also creating a work environment that
promotes the health of all the nurses and facilitates their development.
DIF: Cognitive Level: Analyze REF: Page 6
TOP: Nursing Process: Implementation
VERIFIED-TEST
,Yoder-Wise's Leading and Managing in Canadian Nursing 2nd Edition Yoder-Wise Test Bank
3. A grievance brought by a staff nurse against the unit manager requires mediation. At the first
mediation session, the staff nurse repeatedly calls the unit manager’s actions unfair, and the
unit manager continues to reiterate the reasons for the actions. What would be the best course
of action at this time?
a. Send the two disputants away to reach their own resolution.
b. Involve another staff nurse in the discussion so as to clarify issues.
c. Ask each party to examine her own motives and issues in the conflict.
d. Continue to listen as the parties repeat their thoughts and feelings about the
conflict.
ANS: C
Nurses and leaders must assess each situation as unique, determining appropriate actions
accordingly. Leaders must adapt their styles to complement specific issues being faced, such
as conflict. Examining motives and issues for the conflict in perceptions promotes equal
representation of each point of view.
DIF: Cognitive Level: Apply REF: Pages 11–13
TOP: Nursing Process: Implementation
4. Shortly after being informed of fetal death, a labouring woman asks why she is not able to
hear her baby’s heartbeat on the monitor anymore. Although the monitor volume had been
turned off so that the patient would be able to sleep between contractions, the nurse responded
that there was no heartbeat to hear because the baby had died in utero; then the nurse asked
whether the patient would like to talk about how she was feeling. This response demonstrates:
a. Lack of empathy.
b. Ethical leadership.
c. Complexity science. VERIFIED-TEST BANK
d. A coercive relationship.
ANS: B
Ethical leadership is based on a willingness to identify and act on complex problems in an
ethical manner. Leadership can be misused when coercive relationships form, and information
and true goals are withheld.
DIF: Cognitive Level: Analyze REF: Page 7
TOP: Nursing Process: Implementation
5. The manager of a surgical area envisions a future that requires the addition of registered nurse
(RN) assistants or unlicensed persons to feed, bathe, and walk patients. The RNs on the staff
have always practiced in a primary nursing-delivery system and are very resistant to this idea.
The best initial strategy in this situation would include:
a. Exploring the values of the RNs in relation to this change.
b. Leaving the RNs alone for a time so they can think about the change before they
are approached again.
c. Dropping the idea and trying for the change in another year or so.
d. Hiring the assistants and allowing the RNs to see what good additions they are.
ANS: A
VERIFIED-TEST
,Yoder-Wise's Leading and Managing in Canadian Nursing 2nd Edition Yoder-Wise Test Bank
Leadership involves engaged decision making around a vision that is based on evidence and
tacit knowledge. Influencing others requires emotional intelligence in domains such as
empathy and handling relationships.
DIF: Cognitive Level: Apply REF: Page 5
TOP: Nursing Process: Implementation
6. As the charge nurse on the night shift in a small long-term care facility, you have found that
there is little turnover among your licensed practical nurse and nursing assistant (NA) staff
members, but they are not very motivated to work beyond their job descriptions. Which of the
following strategies might motivate the staff and lead to greater job satisfaction?
a. Ask the director of nursing to offer higher wages and bonuses for extra work for
the night licensed practical nurses and NAs.
b. Allow the licensed practical nurses and NAs greater decision-making power within
the scope of their positions in the institution.
c. Help the licensed practical nurses and NAs with their work, whenever possible.
d. Ask the director of nursing to increase job security for night staff by having them
sign contracts that guarantee work.
ANS: B
A nurse leader should provide an environment conducive to opinion sharing that involves staff
in decision making at all levels. This approach is shown to increase job satisfaction. Decision
making and the corresponding actions taken are core tasks performed in engagement with
coworkers.
DIF: Cognitive Level: Apply REF: Page 7
TOP: Nursing Process: ImplemNentR G B.C M
ationI
U S N T O
7. As the nurse manager, you want to increase motivation by providing motivating factors.
Which action would you select?
a. Collaborate with the human resources/personnel department to develop on-site
daycare services.
b. Provide a hierarchical organizational structure.
c. Implement a model of shared governance.
d. Promote the development of a flexible benefits package.
ANS: C
Complexity theory suggests that systems interact and adapt and that decision making occurs
throughout systems, as opposed to being made unilaterally by different levels of the
organizational hierarchy. In complexity theory, every person’s opinion counts, and therefore
all levels of staff would be involved in decision making. This principle underlies shared
governance. Shared governance is an example of nurse decision making in which nurses at
different organizational levels engage in shaping policy and practices.
DIF: Cognitive Level: Apply REF: Page 5
TOP: Nursing Process: Implementation
VERIFIED-TEST
,Yoder-Wise's Leading and Managing in Canadian Nursing 2nd Edition Yoder-Wise Test Bank
8. A wcharge wnurse won wa wbusy w40-bed wmedical/surgical wunit wis wapproached wby wa
wpatient’s wson, wwho wbegins wto wcomplain wloudly wabout wthe wquality wof wcare whis
wmother wis wreceiving. wHis wbehaviour wis wso wdisruptive wthat wit wis woverheard wby wstaff,
wphysicians, wand wother wvisitors. wThe wfamily wmember wrejects wany wattempt wto
wintervene wtherapeutically wto wresolve wthe wissue. wHe wleaves wthe wunit wabruptly, wand
wthe wnurse wis wleft wfeeling wfrustrated. wWhich wbehaviour wby wthe wcharge wnurse wbest
willustrates wrefined wleadership wskills win wan wemotionally wintelligent wpractitioner?
a. Reflection wto wobtain winsight winto whow wthe wsituation wcould wbe whandled
wdifferently win wthe wfuture
b. Trying wto wcatch wup wwith wthe wangry wfamily wmember wto wresolve wthe wconcern
c. Discussing wthe wconcern wwith wthe wpatient wafter wthe wfamily wmember whas wleft
d. Notifying wnursing wadministration wof wthe wsituation
ANS: w A
Emotional wintelligence wis wclosely waligned wwith windividuals’ wcapacity wto wknow
wthemselves wand wothers. wReflecting wto wobtain winsight wand wbeing wable wto w“step”
woutside wthe wsituation wto wenvision wthe wcontext wof wwhat wis whappening wis wan wexample
wof wthe wactions wof wan wemotionally wintelligent wpractitioner.
DIF: Cognitive wLevel: wApply REF: wPage
w8 wTOP: w Nursing wProcess: wImplementation
9. The wchief wnursing wofficer whas wasked wthe wstaff wdevelopment wcoordinator wto wfacilitate
wthe wdevelopment wof wa wclinical wcompetency wprogram wfor wthe wfacility. wWhile wmaking
wrounds won wthe wunits, wthe wstaff wdevelopment wcoordinator woverhears wRN wstaff
wcomplaining wthat wthey wbelieve wit wis winsulting wto wbe wrequired wto wparticipate win wa
wcompetency wprogram. wWhich wbehaviour wby wthe wstaff wdevelopment wcoordinator wis
wmost wappropriate win wthis wsituation?
a. Disregard wstaff wconcerns wN
a n d Rc o nIt i n uGe wwB
ith.dCeveMlopment wof wthe wprogram.
U S N
b. Inform wthe wnurses wthat wthis wprogram wis wa wrequirement wfor waccreditation wby wthe wJoint
Commission won wAccreditation wof wHealthcare wOrganizations w(JCAHO).
c. Schedule wa wmeeting wwith wthe wchief wnurse wexecutive wto wapprise wher wof wthe wsituation.
d. Facilitate wa wmeeting wso wnurses wcan warticulate wtheir wvalues wand
wconcerns wabout wa wcompetency wprogram.
ANS: w D
The wmanager wrole winvolves wguiding wother wpeople wthrough wa wset wof wderived wpractices
wthat ware wevidence-informed wand wknown wto wsatisfy wpre-established woutcomes wsuch was
wparticipation win wa wcompetency wprogram. wThis winvolves wengagement wof wstaff wthrough
wsharing wof wconcerns wand wideas. wThis wtype wof wleader wcan winstill whope wand wtrust win
wfollowers, wwhich winfluence wtheir wbehaviours wand wattitudes w(such was wengagement wand
wsatisfaction) wand wcause wwork wenvironments wto wbecome wmore wpositive.
DIF: Cognitive wLevel: wApply REF: wPages w11–
13 wTOP: w Nursing wProcess: wImplementation
10. Which wcategory wis wunique wto wleadership wbut wis wnot wpart wof wmanagement?
a. Initiating wchange
b. Personal wqualities
c. Developing wpeople
d. Information wmanagement
VERIFIED-TEST
,Yoder-Wise's Leading and Managing in Canadian Nursing 2nd Edition Yoder-Wise Test Bank
ANS: w C
Developing wpeople—coaching, wmentoring, wsuccession wplanning—is wa wcategory wof
wsolely wleadership, wnot wmanagement. wInitiating wchange wand wpersonal wqualities ware
wcategories wof wboth wmanagement wand wleadership. wInformation wmanagement wis wa
wcategory wof wmanagement wonly.
DIF: Cognitive wLevel: wUnderstand REF: wPage
w17 wTOP: w Nursing wProcess: wAssessment
11. You woverhear wa wnewly wgraduated wRN wtelling wone wof wyour wcolleagues wthat
wleadership wand wmanagement wbelong wto wthe wunit wmanager wand wnot wto wher. wBecause
wyou ware wa wnursing wcolleague, wyour wresponse wdemonstrates wunderstanding wthat wthe
wperception wof wthe wnew wgraduate:
a. Is waccurately wreflected win wthe wnew wgraduate’s wstatement.
b. Would wbenefit wfrom wfurther wunderstanding wof wher wrole was wa wprofessional
win wrelation wto wdecision-making.
c. Has wbeen winfluenced wby wnurse wleaders wand wmanagers wwho wleave wfor wother wpositions.
d. Is wrelated wto wthe wgeneral wperception wthat wnurse wleaders wand
wmanagers ware wnot wsatisfied win wtheir wjobs.
ANS: w B
Decision wmaking wand wthe wcorresponding wactions wtaken ware wthe wcore wwork wperformed
win wengagement wwith wco-workers. wThis wcore wwork wrequires wthat wnurses wbe wleaders,
wmanagers, wand wfollowers wat wthe wpoint-of-care, wunit, winstitutional, wand weven wsocietal
wlevels.
DIF: Cognitive wLevel: wUnderstand REF: w w Page w7 TOP: w Nursing wProcess: wEvaluation
12. You wwalk winto wa wpatient’s wroom wand wfind whim wyelling wat wthe wlicensed wpractical
wnurse. wThe wpatient wis wobviously wvery wupset, wand wafter wyou wspeak wwith whim
wregarding whis wbehaviour, wyou
N R I G B.
determine wthat whe whas wnot wsleptU
forwSt h r eNe wniT
ghts wbeO
c ause wof wunrelieved wpain wlevels. wThe
wlicensed
practical wnurse wis wvery wupset wwith whim wand wcalls whim wan w“ugly, wold wman.” wYou
wacknowledge wher wfeelings wand wconcerns wand wthen wsuggest wthat wthe wpatient’s
wbehaviour wwas waggressive wbut wis wrelated wto wlack wof wsleep wand wto wpain. wYou wask,
w“Can wboth wyou wand wthe wpatient wtogether wdetermine wtriggers wfor wthe wpain wand
weffective wapproaches wto wcontrolling whis wpain?” wThis wapproach wdemonstrates:
a. Lack wof wempathy wand wunderstanding wfor wthe wlicensed wpractical wnurse.
b. Concern wwith wplacating wthe wpatient.
c. Leadership wbehaviour.
d. Management wbehaviour.
ANS: w C
The wsituation wbetween wthe wpatient wand wthe wlicensed wpractical wnurse wis wcomplex,
winvolving wunrelieved wsymptoms wand waggressiveness wtoward wa wstaff wmember. wHealth
wcare wis wnow wdelivered win wa wcollaborative, wand wmost woften, wan winterdisciplinary
wmanner, wwhereby wselect wleadership/management wroles w(e.g., wfirst-line wnurse wleaders)
wserve was wconduits wfor winformation wand wcare wcoordination. wProviding wengaged,
wcollaborative wguidance wand wdecision wmaking win wa wcomplex wsituation wfor wwhich wthere
wis wno wstandardized wsolution wreflects wleadership.
DIF: Cognitive wLevel: wApply REF: wPage
w7 wTOP: w Nursing wProcess: wImplementation
VERIFIED-TEST
,Yoder-Wise's Leading and Managing in Canadian Nursing 2nd Edition Yoder-Wise Test Bank
13. Which wcategory wis wunique wto wmanagement wbut wis wnot wpart wof wleadership?
VERIFIED-TEST
,Yoder-Wise's Leading and Managing in Canadian Nursing 2nd Edition Yoder-Wise Test Bank
a. Initiating wchange
b. Personal wqualities
c. Developing wpeople
d. Information wmanagement
ANS: w D
Information wmanagement wis wa wcategory wof wmanagement wonly. wDeveloping wpeople wis wa
wcategory wof wsolely wleadership, wnot wmanagement. wInitiating wchange wand wpersonal
wqualities ware wcategories wof wboth wmanagement wand wleadership.
DIF: Cognitive wLevel: wUnderstand REF: wPage
w15 wTOP: w Nursing wProcess: wAssessment
14. Chart waudits whave wrevealed wsignificant womissions wof wdata wthat wcould whave wlegal
wand wfunding wguidelines. wAs wthe wunit wmanager, wyou wmeet wwith wthe wstaff wto wdiscuss
waudit wfindings wand wto wfind wapproaches wthat wwill waddress wthe wgaps win wcharting wand
wachieve wdesired wgoals. wThis wis wan wexample wof:
a. Leadership.
b. Management.
c. Decision wmaking.
d. Vision.
ANS: w B
The wprocess wof wguiding wother wpeople wto wmeet westablished wgoals, woutcomes, wand
wprocedures wis wmanagement. wThis wcan wrequire wcollaborative wdecision wmaking wto
wdetermine whow wbest wto wreach wpredetermined wgoals wand wfollow westablished wpractices.
N R I G B.C M
DIF: Cognitive wLevel: wApplyw U S N RT EF: PaO
ges
w6–7 wTOP: w Nursing wProcess: wImplementation
15. A wfamily wis wkeeping wvigil wat wa wcritically will wpatient’s wbedside. wOther wdistant wfamily
wmembers, wnot wyet wable wto wcome, wcall wthe wunit wcontinuously, wasking wfor wupdates wand
wwanting wto wexpress wconcern. wYou wspeak wwith wthe wdistant wfamily wmembers wand
wsuggest wthat wyou ware wgoing wto wrefer wthem wto wthe whospital wsocial wworker, wwhose
wrole wis wto wwork wwith wsuch wsituations. wWhat wrole ware wyou wassuming wthrough wthis
waction?
a. Manager
b. Leader
c. Follower
d. Laissez wfaire
ANS: w A
Management wis wthe wprocess wof wgetting wthe wjob wdone wand wensuring wthat wpeople whave
wthe w necessary wresources wto wget wthe wjob wdone. wReferral wto wa wsocial wworker walleviates
wdemand won wnurse wstaff wtime wand wis wconsistent wwith whospital wprocedures.
DIF: Cognitive wLevel: wApply REF: wPage
w6 wTOP: w Nursing wProcess: wImplementation
16. After wa wmeeting wwith wmembers wof wthe wfamily wof wa wdying wpatient, wthe wnursing
wmanager wdiscusses wwith wyou wthe wfamily’s wdesired wapproach wto wcare, wand wyou
wsupport wthe wmanager’s wdecision. wYour wactions windicate wthat wyou ware wacting win wwhat
wrole?
VERIFIED-TEST
, Yoder-Wise's Leading and Managing in Canadian Nursing 2nd Edition Yoder-Wise Test Bank
a. Leadership
b. Management
c. Followership
d. Evidence-informed
ANS: w C
Followership wis wengaging wwith wother wpeople wwho ware wleading wor wmanaging wby
wcontributing wto wthe wwork wthat wneeds wto wbe wdone. wBy waccepting wand wimplementing
wthe wdesired wapproach wto wcare wdirection wgiven wby wthe wmanager win wresponse wto wyour
wconcerns, wyou ware wdemonstrating wfollowership.
DIF: Cognitive wLevel: wAnalyze REF: wPage
w7 wTOP: w Nursing wProcess: wImplementation
17. You wpull wstaff wtogether wto wassess wa wsituation win wwhich wthe wfamily wof wa wseriously will
wpatient wis wanxious wand wis wabsorbing wa wgreat wdeal wof wstaff wtime win wconsultation,
wdiscussion, wand wquestioning wof wtreatment wdecisions. wStaff wmembers ware wbeginning wto
wdistance wthemselves wfrom wthe wfamily. wAfter winviting wthe wconcerns wof wstaff, wyou
wexplain wthat wthe worganization wvalues wpatient-centred wcare wand wsuggest wthat wevidence
windicates wthat wacting was wan wadvocate wand wa wlistener wis whelpful wto wfamilies. wYou wask
wthe wstaff wfor wideas was wto wstrategies wthat ware weffectively wpatient-centred win wthese
wsituations. wIn wthis wsituation, wyou ware wtaking won wwhich wrole?
a. Leadership
b. Management
c. Follower
d. Visionary
ANS: w A NUwRSwI NwG TwB.C OwM
Leadership wis wthe wprocess wof wengaging wand winfluencing wothers. wStrong wleaders ware
wassociated
with wwords wsuch was wvisionary, wenergetic, winspirational, wand winnovative; wthey wgo
wbeyond wthe wstatus wquo wto wmake wa wdifference wfor wothers. wAs wa wleader, wyou
wengage wother wpeople win wdecision wmaking wthat wmoves wthem wtoward wa wgoal wwith wa
wreasonable wlevel wof wrisk wtaking.
DIF: Cognitive wLevel: wApply REF: wPage
w7 wTOP: w Nursing wProcess: wImplementation
18. Marie-Claire, wthe wnursing wunit wmanager, wfinds wit wdifficult wto wwork wwith wThomas, wa
wnew wgraduate. wThomas whas wmany wideas wand whis wmanner wof wpresenting wthem wirks
wMarie-Claire. wAfter wreflection wand wdiscussion wwith wothers, wMarie-Claire wrecognizes
wthat wshe walso wfeels wthreatened wby whis wbehaviour. wShe wcomes wto wunderstand wthat
wThomas wis wtrying wto westablish whis wown wrole won wthe wunit, wis wnot wtrying wto wchallenge
wher, wand wneeds wguidance, wcoaching, wand waffirmation.
Marie-Claire wis wdemonstrating
a. A wpositive wself-concept.
b. Deepening wself-awareness.
c. Leadership.
d. Acquiescence.
ANS: w B
Individuals wdemonstrate wemotional wintelligence wby wraising wtheir wself-awareness
wand wbetter wregulating wtheir wemotions. wBeing wempathetic wand wshowing wsensitivity
wto wthe wexperiences wof wothers whelp wnurse wleaders wdevelop wtheir wemotional
wintelligence.
VERIFIED-TEST
