TEST BANK f
Critical Thinking Clinical
f f
Reasoning and Clinical Judgment:
f f f f
A Practical Approach
f f
f 7th Edition
f
by Rosalinda Alfaro-LeFevre
f f
TEST BANK f
,Critical fThinking fClinical fReasoning fand fClinical fJudgment f7th fEdition: fA fPractical
fApproach fTest fBank fby fRosalinda fAlfaro-LeFevre
Table fof fContents:
1. fWhat fare fCritical fThinking, fClinical fReasoning, fand fClinical fJudgment? 3
2. fBecoming fa fCritical fThinker 10
3. fCritical fThinking fand fLearning fCultures: fTeaching, fLearning, fand fTaking fTests 18
4. fInterprofessional fClinical fReasoning, fDecision fMaking, fand fJudgment 30
5. fEthical fReasoning, fProfessionalism, fEvidence-Based fPractice, fand fQuality fImprovement 42
6. fPracticing fClinical fReasoning, fClinical fJudgment, fand fDecision-making fSkills 66
7. fInterprofessional fPractice fSkills: fCommunication, fTeamwork, fand fSelf-Management 88
,Chapter f1. fWhat fare fCritical fThinking, fClinical fReasoning, fand fClinical fJudgment?
Alfaro-LeFevre: fCritical fThinking fClinical fReasoning fand fClinical fJudgment f7th fEdition fA
fPractical fApproach fTest fBank
Multiple fChoice
Identify fthe fchoice fthat fbest fcompletes fthe fstatement for fanswers fthe fquestion.
1. Which fof fthe ffollowing fcharacteristics fdo fthe fvarious fdefinitions fof fcritical fthinking fhavein
fcommon? fCritical fthinking
1) Requires freasoned fthought
2) Asks fthe fquestions fwhy? for fhow?
3) Is fa fhierarchical fprocess
4) Demands fspecialized fthinking fskills
ANS: f1
The fdefinitions flisted fin fthe ftext fas fwell fas fdefinitions fin fBox f2-1 fstate fthat fcritical fthinking
frequires freasoning for freasoned fthinking. fCritical fthinking fis fneither flinear fnor fhierarchical. fThat
fmeans fthat fthe fsteps finvolved fin fcritical fthinking fare fnot fnecessarily fsequential, fwhere fmastery fof
fone fstep fis fnecessary fto fproceed fto fthe fnext. fCritical fthinking fis fa fpurposeful, fdynamic, fanalytic
fprocess fthat fcontributes fto freasoned fdecisions fand fsound fcontextual fjudgments.
PTS:1DIF:Moderate fhigh-level fquestion, fanswer fnot fstated fverbatim
KEY: fNursing fprocess: fN/A f| fClient fneed: fSECE f| fCognitive flevel: fAnalysis
2. A ffew fnurses fon fa funit fhave fproposed fto fthe fnurse fmanager fthat fthe fprocess ffor fdocumenting
fcare fon fthe funit fbe fchanged. fThey fhave fdescribed fa fcompletely fnew fsystem. fWhy fisit fimportant
ffor fthe fnurse fmanager fto fhave fa fcritical fattitude? fIt fwill fhelp fthe fmanager fto
1) Consider fall fthe fpossible fadvantages fand fdisadvantages
2) Maintain fan fopen fmind fabout fthe fproposed fchange
3) Apply fthe fnursing fprocess fto fthe fsituation
4) Make fa fdecision fbased fon fpast fexperience fwith fdocumentation
ANS: f2
f
A fcritical fattitude fenables fthe fperson fto fthink ffairly fand fkeep fan fopen fmind.
fPTS:1DIF:ModerateKEY: fNursing fprocess: fN/A f| fClient fneed: fSECE f| fCognitive flevel:
fComprehension
3. The fnurse fhas fjust fbeen fassigned fto fthe fclinical fcare fof fa fnewly fadmitted fpatient. fTo fknow
fhow fto fbest fcare ffor fthe fpatient, fthe fnurse fuses fthe fnursing fprocess. fWhich fstep fwould fthenurse
fprobably fdo ffirst?
1) Assessment
2) Diagnosis
3) Plan foutcomes
4) Plan finterventions
, ANS: f1
Assessment fis fthe ffirst fstep fof fthe fnursing fprocess. fThe fnursing fdiagnosis fis fderived ffrom fthe fdata
fgathered fduring fassessment, foutcomes ffrom fthe fdiagnosis, fand finterventions ffrom fthe foutcomes.
PTS:1DIF:Easy
KEY: fNursing fprocess: fAssessment f| fClient fneed: fSECE f| fCognitive flevel: fApplication
4. Which fof fthe ffollowing fis fan fexample fof ftheoretical fknowledge?
1) A fnurse fuses fsterile ftechnique fto fcatheterize fa fpatient.
2) Room fair fhas fan foxygen fconcentration fof f21%.
3) Glucose fmonitoring fmachines fshould fbe fcalibrated fdaily.
4) An firregular fapical fheart frate fshould fbe fcompared fwith fthe fradial
fpulse.
ANS: f2
Theoretical fknowledge fconsists fof fresearch ffindings, ffacts, fprinciples, fand ftheories. fThe foxygen
fconcentration fof froom fair fis fa fscientific ffact. fThe fothers fare fexamples fof fpractical
fknowledgewhat fto fdo fand fhow fto fdo fit.
PTS:1DIF:Moderate; fhigh-level fquestion, fanswer fnot fstated fverbatim
KEY: fNursing fprocess: fN/A f| fClient fneed: fSECE f| fCognitive flevel: fApplication
5. Which fof fthe ffollowing fis fan fexample fof fpractical fknowledge? f(Assume fall fare ftrue.)
1) The ftricuspid fvalve fis fbetween fthe fright fatrium fand fventricle fof fthe fheart.
2) The fpancreas fdoes fnot fproduce fenough finsulin fin ftype f1 fdiabetes.
3) When fassessing fthe fabdomen, fyou fshould fauscultate fbefore fpalpating.
4) Research fshows fpain fmedication fgiven fintravenously facts ffaster fthan fby fother froutes.
ANS: f3
Practical fknowledge fis fknowing fwhat fto fdo fand fhow fto fdo fit, fsuch fas fhow fto fdo fan fassessment.
fThe fothers fare fexamples fof ftheoretical fknowledge, fanatomy f(tricuspid fvalve), ffact f(type f1
fdiabetes), fand fresearch f(IV fpain fmedication).
PTS:1DIF:Moderate fhigh-level fquestion, fanswer fnot fstated fverbatim
KEY: fNursing fprocess: fN/A f| fClient fneed: fSECE f| fCognitive flevel: fApplication
6. Which fof fthe ffollowing fis fan fexample fof fself-knowledge? fThe fnurse fthinks, fI fknow fthat fI
1) Should ftake fthe fclients fapical fpulse ffor f1 fminute fbefore fgiving fdigoxin
2) Should ffollow fthe fclients fwishes feven fthough fit fis fnot fwhat fI fwould fwant
3) Have freligious fbeliefs fthat fmay fmake fit fdifficult fto ftake fcare fof fsome fclients
4) Need fto fhonor fthe fclients frequest fnot fto fdiscuss fhis fhealth fconcern fwith fthe ffamily
fANS: f3
Critical Thinking Clinical
f f
Reasoning and Clinical Judgment:
f f f f
A Practical Approach
f f
f 7th Edition
f
by Rosalinda Alfaro-LeFevre
f f
TEST BANK f
,Critical fThinking fClinical fReasoning fand fClinical fJudgment f7th fEdition: fA fPractical
fApproach fTest fBank fby fRosalinda fAlfaro-LeFevre
Table fof fContents:
1. fWhat fare fCritical fThinking, fClinical fReasoning, fand fClinical fJudgment? 3
2. fBecoming fa fCritical fThinker 10
3. fCritical fThinking fand fLearning fCultures: fTeaching, fLearning, fand fTaking fTests 18
4. fInterprofessional fClinical fReasoning, fDecision fMaking, fand fJudgment 30
5. fEthical fReasoning, fProfessionalism, fEvidence-Based fPractice, fand fQuality fImprovement 42
6. fPracticing fClinical fReasoning, fClinical fJudgment, fand fDecision-making fSkills 66
7. fInterprofessional fPractice fSkills: fCommunication, fTeamwork, fand fSelf-Management 88
,Chapter f1. fWhat fare fCritical fThinking, fClinical fReasoning, fand fClinical fJudgment?
Alfaro-LeFevre: fCritical fThinking fClinical fReasoning fand fClinical fJudgment f7th fEdition fA
fPractical fApproach fTest fBank
Multiple fChoice
Identify fthe fchoice fthat fbest fcompletes fthe fstatement for fanswers fthe fquestion.
1. Which fof fthe ffollowing fcharacteristics fdo fthe fvarious fdefinitions fof fcritical fthinking fhavein
fcommon? fCritical fthinking
1) Requires freasoned fthought
2) Asks fthe fquestions fwhy? for fhow?
3) Is fa fhierarchical fprocess
4) Demands fspecialized fthinking fskills
ANS: f1
The fdefinitions flisted fin fthe ftext fas fwell fas fdefinitions fin fBox f2-1 fstate fthat fcritical fthinking
frequires freasoning for freasoned fthinking. fCritical fthinking fis fneither flinear fnor fhierarchical. fThat
fmeans fthat fthe fsteps finvolved fin fcritical fthinking fare fnot fnecessarily fsequential, fwhere fmastery fof
fone fstep fis fnecessary fto fproceed fto fthe fnext. fCritical fthinking fis fa fpurposeful, fdynamic, fanalytic
fprocess fthat fcontributes fto freasoned fdecisions fand fsound fcontextual fjudgments.
PTS:1DIF:Moderate fhigh-level fquestion, fanswer fnot fstated fverbatim
KEY: fNursing fprocess: fN/A f| fClient fneed: fSECE f| fCognitive flevel: fAnalysis
2. A ffew fnurses fon fa funit fhave fproposed fto fthe fnurse fmanager fthat fthe fprocess ffor fdocumenting
fcare fon fthe funit fbe fchanged. fThey fhave fdescribed fa fcompletely fnew fsystem. fWhy fisit fimportant
ffor fthe fnurse fmanager fto fhave fa fcritical fattitude? fIt fwill fhelp fthe fmanager fto
1) Consider fall fthe fpossible fadvantages fand fdisadvantages
2) Maintain fan fopen fmind fabout fthe fproposed fchange
3) Apply fthe fnursing fprocess fto fthe fsituation
4) Make fa fdecision fbased fon fpast fexperience fwith fdocumentation
ANS: f2
f
A fcritical fattitude fenables fthe fperson fto fthink ffairly fand fkeep fan fopen fmind.
fPTS:1DIF:ModerateKEY: fNursing fprocess: fN/A f| fClient fneed: fSECE f| fCognitive flevel:
fComprehension
3. The fnurse fhas fjust fbeen fassigned fto fthe fclinical fcare fof fa fnewly fadmitted fpatient. fTo fknow
fhow fto fbest fcare ffor fthe fpatient, fthe fnurse fuses fthe fnursing fprocess. fWhich fstep fwould fthenurse
fprobably fdo ffirst?
1) Assessment
2) Diagnosis
3) Plan foutcomes
4) Plan finterventions
, ANS: f1
Assessment fis fthe ffirst fstep fof fthe fnursing fprocess. fThe fnursing fdiagnosis fis fderived ffrom fthe fdata
fgathered fduring fassessment, foutcomes ffrom fthe fdiagnosis, fand finterventions ffrom fthe foutcomes.
PTS:1DIF:Easy
KEY: fNursing fprocess: fAssessment f| fClient fneed: fSECE f| fCognitive flevel: fApplication
4. Which fof fthe ffollowing fis fan fexample fof ftheoretical fknowledge?
1) A fnurse fuses fsterile ftechnique fto fcatheterize fa fpatient.
2) Room fair fhas fan foxygen fconcentration fof f21%.
3) Glucose fmonitoring fmachines fshould fbe fcalibrated fdaily.
4) An firregular fapical fheart frate fshould fbe fcompared fwith fthe fradial
fpulse.
ANS: f2
Theoretical fknowledge fconsists fof fresearch ffindings, ffacts, fprinciples, fand ftheories. fThe foxygen
fconcentration fof froom fair fis fa fscientific ffact. fThe fothers fare fexamples fof fpractical
fknowledgewhat fto fdo fand fhow fto fdo fit.
PTS:1DIF:Moderate; fhigh-level fquestion, fanswer fnot fstated fverbatim
KEY: fNursing fprocess: fN/A f| fClient fneed: fSECE f| fCognitive flevel: fApplication
5. Which fof fthe ffollowing fis fan fexample fof fpractical fknowledge? f(Assume fall fare ftrue.)
1) The ftricuspid fvalve fis fbetween fthe fright fatrium fand fventricle fof fthe fheart.
2) The fpancreas fdoes fnot fproduce fenough finsulin fin ftype f1 fdiabetes.
3) When fassessing fthe fabdomen, fyou fshould fauscultate fbefore fpalpating.
4) Research fshows fpain fmedication fgiven fintravenously facts ffaster fthan fby fother froutes.
ANS: f3
Practical fknowledge fis fknowing fwhat fto fdo fand fhow fto fdo fit, fsuch fas fhow fto fdo fan fassessment.
fThe fothers fare fexamples fof ftheoretical fknowledge, fanatomy f(tricuspid fvalve), ffact f(type f1
fdiabetes), fand fresearch f(IV fpain fmedication).
PTS:1DIF:Moderate fhigh-level fquestion, fanswer fnot fstated fverbatim
KEY: fNursing fprocess: fN/A f| fClient fneed: fSECE f| fCognitive flevel: fApplication
6. Which fof fthe ffollowing fis fan fexample fof fself-knowledge? fThe fnurse fthinks, fI fknow fthat fI
1) Should ftake fthe fclients fapical fpulse ffor f1 fminute fbefore fgiving fdigoxin
2) Should ffollow fthe fclients fwishes feven fthough fit fis fnot fwhat fI fwould fwant
3) Have freligious fbeliefs fthat fmay fmake fit fdifficult fto ftake fcare fof fsome fclients
4) Need fto fhonor fthe fclients frequest fnot fto fdiscuss fhis fhealth fconcern fwith fthe ffamily
fANS: f3
