FULL TEST BANK FOR
INTERPERSONAL RELATIONSHIPS PROFESSIONAL COMMUNICATION SKILLS FOR NURSES 9TH
EDITION BY ELIZABETH ARNOLD, KATHLEEN BOGGS
,TABLE OF CONTENTS
PART I: CONCEPTUAL FOUNDATIONS OF INTERPERSONAL RELATIONSHIPS AND PROFESSIONAL
COMMUNICATION SKILLS ............................................................................................................................ 4
CHAPTER 1: THEORY BASED PERSPECTIVES AND CONTEMPORARY DYNAMICS ...................................... 4
CHAPTER 2: PROFESSIONAL GUIDES FOR NURSING COMMUNICATION ................................................ 13
CHAPTER 3: CLINICAL JUDGMENT AND ETHICAL DECISION MAKING..................................................... 22
CHAPTER 4: CLARITY AND SAFETY IN COMMUNICATION ....................................................................... 31
PART II: ESSENTIAL COMMUNICATION SKILLS .......................................................................................... 41
CHAPTER 5: DEVELOPING THERAPEUTIC COMMUNICATION SKILLS ...................................................... 41
CHAPTER 6: VARIATION IN COMMUNICATION STYLES........................................................................... 53
CHAPTER 7: INTERCULTURAL COMMUNICATION................................................................................... 64
CHAPTER 8: THERAPEUTIC COMMUNICATION IN GROUPS .................................................................... 73
PART III: THERAPEUTIC INTERPERSONAL RELATIONSHIP SKILLS .............................................................. 85
CHAPTER 9: SELF CONCEPT IN PROFESSIONAL INTERPERSONAL RELATIONSHIPS ................................. 85
CHAPTER 10: DEVELOPING THERAPEUTIC RELATIONSHIPS .................................................................... 92
CHAPTER 11: BRIDGES AND BARRIERS IN THERAPEUTIC RELATIONSHIPS ........................................... 103
CHAPTER 12: COMMUNICATING WITH FAMILIES................................................................................. 111
CHAPTER 13: RESOLVING CONFLICTS BETWEEN NURSE AND CLIENT .................................................. 122
CHAPTER 14: COMMUNICATING TO ENCOURAGE HEALTH LITERACY, HEALTH PROMOTION, AND
PREVENTION OF DISEASE ...................................................................................................................... 134
CHAPTER 15: HEALTH TEACHING AND COACHING ............................................................................... 145
CHAPTER 16: EMPOWERMENT-ORIENTED COMMUNICATION STRATEGIES TO REDUCE STRESS ....... 156
PART V: ACCOMMODATING CLIENTS WITH SPECIAL COMMUNICATION NEEDS .................................. 163
CHAPTER 17: COMMUNICATING WITH CLIENTS EXPERIENCING COMMUNICATION DEFICITS ........... 163
CHAPTER 18: COMMUNICATING WITH CHILDREN ............................................................................... 172
CHAPTER 19: COMMUNICATING WITH OLDER ADULTS ....................................................................... 181
CHAPTER 20: COMMUNICATING WITH CLIENTS IN CRISIS ................................................................... 192
CHAPTER 21: COMMUNICATING WITH CLIENTS AND FAMILIES AT THE END OF LIFE ......................... 206
PART VI: COLLABORATIVE AND PROFESSIONAL COMMUNICATION...................................................... 219
CHAPTER 22: ROLE RELATIONSHIPS AND INTERPROFESSIONAL COMMUNICATION ........................... 219
CHAPTER 23: COMMUNICATING WITH OTHER HEALTH PROFESSIONALS ........................................... 227
CHAPTER 24: COMMUNICATING FOR CONTINUITY OF CARE ............................................................... 235
CHAPTER 25: DOCUMENTATION IN AN ELECTRONIC ERA .................................................................... 248
,CHAPTER 26: COMMUNICATING AT THE POINT OF CARE: APPLICATION OF EHEALTH INFORMATION
TECHNOLOGIES ..................................................................................................................................... 256
,PART I: CONCEPTUAL FOUNDATIONS OF INTERPERSONAL RELATIONSHIPS
AND PROFESSIONAL COMMUNICATION SKILLS
CHAPTER 1: THEORY BASED PERSPECTIVES AND CONTEMPORARY DYNAMICS
ARNOLD: INTERPERSONAL RELATIONSHIPS, 9TH EDITION
MULTIPLE CHOICE
1. WHEN DESCRIBING NURSING TO A GROUP OF NURSING STUDENTS, THE NURSING INSTRUCTOR
LISTS ALL OF THE FOLLOWING CHARACTERISTICS OF NURSING EXCEPT
A. HISTORICALLY NURSING IS AS OLD AS MANKIND.
B. NURSING WAS ORIGINALLY PRACTICED INFORMALLY BY RELIGIOUS ORDERS DEDICATED TO
CARE OF THE SICK.
C. NURSING WAS LATER PRACTICED IN THE HOME BY FEMALE CAREGIVERS WITH NO FORMAL
EDUCATION.
D. NURSING HAS ALWAYS BEEN IDENTIFIABLE AS A DISTINCT OCCUPATION.
ANSWER: A
HISTORICALLY, NURSING IS AS OLD AS MANKIND. ORIGINALLY PRACTICED INFORMALLY BY RELIGIOUS
ORDERS DEDICATED TO CARE OF THE SICK AND LATER IN THE HOME BY FEMALE CAREGIVERS WITH NO
FORMAL EDUCATION, NURSING WAS NOT IDENTIFIABLE AS A DISTINCT OCCUPATION UNTIL THE 1854
CRIMEAN WAR. THERE, FLORENCE NIGHTINGALE’S NOTES ON NURSING INTRODUCED THE WORLD TO
THE FUNCTIONAL ROLES OF PROFESSIONAL NURSING AND THE NEED FOR FORMAL EDUCATION.
DIF: COGNITIVE LEVEL: COMPREHENSION REF: P. 1 TOP: STEP OF THE NURSING PROCESS: ALL
PHASES
MSC: CLIENT NEEDS: PSYCHOSOCIAL INTEGRITY
2. THE NURSING PROFESSION’S FIRST NURSE RESEARCHER, WHO SERVED AS AN EARLY ADVOCATE
FOR HIGH- QUALITY CARE AND USED STATISTICAL DATA TO DOCUMENT THE NEED FOR HANDWASHING
IN PREVENTING INFECTION, WAS
A. ABRAHAM MASLOW.
B. MARTHA ROGERS.
C. HILDEGARD PEPLAU.
D. FLORENCE NIGHTINGALE.
ANSWER: D
,AN EARLY ADVOCATE FOR HIGH-QUALITY CARE, FLORENCE NIGHTINGALE’S USE OF STATISTICAL DATA
TO DOCUMENT THE NEED FOR HANDWASHING IN PREVENTING INFECTION MARKS HER AS THE
PROFESSION’S FIRST NURSE RESEARCHER.
DIF: COGNITIVE LEVEL: KNOWLEDGE REF: P. 1 TOP: STEP OF THE NURSING PROCESS: ALL PHASES
MSC: CLIENT NEEDS: MANAGEMENT OF CARE
3. TODAY, PROFESSIONAL NURSING EDUCATION BEGINS AT THE
A. UNDERGRADUATE LEVEL.
B. GRADUATE LEVEL.
C. ADVANCED PRACTICE LEVEL.
D. ADMINISTRATIVE LEVEL.
ANSWER: A
TODAY, PROFESSIONAL NURSING EDUCATION BEGINS AT THE UNDERGRADUATE LEVEL, WITH A
GROWING NUMBER OF NURSES CHOOSING GRADUATE STUDIES TO SUPPORT DIFFERENTIATED
PRACTICE ROLES AND/OR RESEARCH OPPORTUNITIES. NURSES ARE PREPARED TO FUNCTION AS
ADVANCED PRACTICE NURSE PRACTITIONERS, ADMINISTRATORS, AND EDUCATORS.
DIF: COGNITIVE LEVEL: COMPREHENSION REF: P. 2 TOP: STEP OF THE NURSING PROCESS: ALL
PHASES
MSC: CLIENT NEEDS: MANAGEMENT OF CARE
4. NURSING’S METAPARADIGM, OR WORLDVIEW, DISTINGUISHES THE NURSING PROFESSION
FROM OTHER DISCIPLINES AND EMPHASIZES ITS UNIQUE FUNCTIONAL CHARACTERISTICS. THE FOUR
KEY CONCEPTS THAT FORM THE FOUNDATION FOR ALL NURSING THEORIES ARE
A. CARING, COMPASSION, HEALTH PROMOTION, AND EDUCATION.
B. RESPECT, INTEGRITY, HONESTY, AND ADVOCACY.
C. PERSON, ENVIRONMENT, HEALTH, AND NURSING.
D. NURSING, TEACHING, CARING, AND HEALTH PROMOTION.
ANSWER: C
, INDIVIDUAL NURSING THEORIES REPRESENT DIFFERENT INTERPRETATIONS OF THE PHENOMENON OF
NURSING, BUT CENTRAL CONSTRUCTS—PERSON, ENVIRONMENT, HEALTH, AND NURSING—ARE FOUND
IN ALL THEORIES AND MODELS. THEY ARE REFERRED TO AS NURSING’S METAPARADIGM.
DIF: COGNITIVE LEVEL: KNOWLEDGE REF: P. 2 TOP: STEP OF THE NURSING PROCESS: ALL PHASES
MSC: CLIENT NEEDS: MANAGEMENT OF CARE
5. WHEN ADMITTING A CLIENT TO THE MEDICAL-SURGICAL UNIT, THE NURSE ASKS THE CLIENT
ABOUT CULTURAL ISSUES. THE NURSE IS DEMONSTRATING USE OF THE CONCEPT OF
A. PERSON.
B. ENVIRONMENT.
C. HEALTH.
D. NURSING.
ANSWER: B
THE CONCEPT OF ENVIRONMENT INCLUDES ALL CULTURAL, DEVELOPMENTAL, AND SOCIAL
DETERMINANTS THAT INFLUENCE A CLIENT’S HEALTH PERCEPTIONS AND BEHAVIOR. A PERSON IS
DEFINED AS THE RECIPIENT OF NURSING CARE, HAVING UNIQUE BIO-PSYCHO-SOCIAL AND SPIRITUAL
DIMENSIONS. THE WORD HEALTH DERIVES FROM THE WORD WHOLE. HEALTH IS A MULTIDIMENSIONAL
CONCEPT, HAVING PHYSICAL, PSYCHOLOGICAL, SOCIOCULTURAL, DEVELOPMENTAL, AND SPIRITUAL
CHARACTERISTICS. THE WORLD HEALTH ORGANIZATION (WHO, 1946) DEFINES HEALTH AS “A STATE OF
COMPLETE PHYSICAL, MENTAL, SOCIAL WELL- BEING, NOT MERELY THE ABSENCE OF DISEASE OR
INFIRMITY.” NURSING INCLUDES THE PROMOTION OF HEALTH, PREVENTION OF ILLNESS, AND THE CARE
OF ILL, DISABLED, AND DYING PEOPLE.
DIF: COGNITIVE LEVEL: APPLICATIONREF: P. 3 TOP: STEP OF THE NURSING PROCESS: ASSESSMENT
MSC: CLIENT NEEDS: PSYCHOSOCIAL INTEGRITY
6. A YOUNG MOTHER TELLS THE NURSE, “I’M WORRIED BECAUSE MY SON NEEDS A BLOOD
TRANSWERFUSION. I DON’T KNOW WHAT TO DO, BECAUSE BLOOD TRANSWERFUSIONS CAUSE AIDS.”
WHICH CENTRAL NURSING CONSTRUCT IS REPRESENTED IN THIS SITUATION?
A. ENVIRONMENT
B. CARING
C. HEALTH
INTERPERSONAL RELATIONSHIPS PROFESSIONAL COMMUNICATION SKILLS FOR NURSES 9TH
EDITION BY ELIZABETH ARNOLD, KATHLEEN BOGGS
,TABLE OF CONTENTS
PART I: CONCEPTUAL FOUNDATIONS OF INTERPERSONAL RELATIONSHIPS AND PROFESSIONAL
COMMUNICATION SKILLS ............................................................................................................................ 4
CHAPTER 1: THEORY BASED PERSPECTIVES AND CONTEMPORARY DYNAMICS ...................................... 4
CHAPTER 2: PROFESSIONAL GUIDES FOR NURSING COMMUNICATION ................................................ 13
CHAPTER 3: CLINICAL JUDGMENT AND ETHICAL DECISION MAKING..................................................... 22
CHAPTER 4: CLARITY AND SAFETY IN COMMUNICATION ....................................................................... 31
PART II: ESSENTIAL COMMUNICATION SKILLS .......................................................................................... 41
CHAPTER 5: DEVELOPING THERAPEUTIC COMMUNICATION SKILLS ...................................................... 41
CHAPTER 6: VARIATION IN COMMUNICATION STYLES........................................................................... 53
CHAPTER 7: INTERCULTURAL COMMUNICATION................................................................................... 64
CHAPTER 8: THERAPEUTIC COMMUNICATION IN GROUPS .................................................................... 73
PART III: THERAPEUTIC INTERPERSONAL RELATIONSHIP SKILLS .............................................................. 85
CHAPTER 9: SELF CONCEPT IN PROFESSIONAL INTERPERSONAL RELATIONSHIPS ................................. 85
CHAPTER 10: DEVELOPING THERAPEUTIC RELATIONSHIPS .................................................................... 92
CHAPTER 11: BRIDGES AND BARRIERS IN THERAPEUTIC RELATIONSHIPS ........................................... 103
CHAPTER 12: COMMUNICATING WITH FAMILIES................................................................................. 111
CHAPTER 13: RESOLVING CONFLICTS BETWEEN NURSE AND CLIENT .................................................. 122
CHAPTER 14: COMMUNICATING TO ENCOURAGE HEALTH LITERACY, HEALTH PROMOTION, AND
PREVENTION OF DISEASE ...................................................................................................................... 134
CHAPTER 15: HEALTH TEACHING AND COACHING ............................................................................... 145
CHAPTER 16: EMPOWERMENT-ORIENTED COMMUNICATION STRATEGIES TO REDUCE STRESS ....... 156
PART V: ACCOMMODATING CLIENTS WITH SPECIAL COMMUNICATION NEEDS .................................. 163
CHAPTER 17: COMMUNICATING WITH CLIENTS EXPERIENCING COMMUNICATION DEFICITS ........... 163
CHAPTER 18: COMMUNICATING WITH CHILDREN ............................................................................... 172
CHAPTER 19: COMMUNICATING WITH OLDER ADULTS ....................................................................... 181
CHAPTER 20: COMMUNICATING WITH CLIENTS IN CRISIS ................................................................... 192
CHAPTER 21: COMMUNICATING WITH CLIENTS AND FAMILIES AT THE END OF LIFE ......................... 206
PART VI: COLLABORATIVE AND PROFESSIONAL COMMUNICATION...................................................... 219
CHAPTER 22: ROLE RELATIONSHIPS AND INTERPROFESSIONAL COMMUNICATION ........................... 219
CHAPTER 23: COMMUNICATING WITH OTHER HEALTH PROFESSIONALS ........................................... 227
CHAPTER 24: COMMUNICATING FOR CONTINUITY OF CARE ............................................................... 235
CHAPTER 25: DOCUMENTATION IN AN ELECTRONIC ERA .................................................................... 248
,CHAPTER 26: COMMUNICATING AT THE POINT OF CARE: APPLICATION OF EHEALTH INFORMATION
TECHNOLOGIES ..................................................................................................................................... 256
,PART I: CONCEPTUAL FOUNDATIONS OF INTERPERSONAL RELATIONSHIPS
AND PROFESSIONAL COMMUNICATION SKILLS
CHAPTER 1: THEORY BASED PERSPECTIVES AND CONTEMPORARY DYNAMICS
ARNOLD: INTERPERSONAL RELATIONSHIPS, 9TH EDITION
MULTIPLE CHOICE
1. WHEN DESCRIBING NURSING TO A GROUP OF NURSING STUDENTS, THE NURSING INSTRUCTOR
LISTS ALL OF THE FOLLOWING CHARACTERISTICS OF NURSING EXCEPT
A. HISTORICALLY NURSING IS AS OLD AS MANKIND.
B. NURSING WAS ORIGINALLY PRACTICED INFORMALLY BY RELIGIOUS ORDERS DEDICATED TO
CARE OF THE SICK.
C. NURSING WAS LATER PRACTICED IN THE HOME BY FEMALE CAREGIVERS WITH NO FORMAL
EDUCATION.
D. NURSING HAS ALWAYS BEEN IDENTIFIABLE AS A DISTINCT OCCUPATION.
ANSWER: A
HISTORICALLY, NURSING IS AS OLD AS MANKIND. ORIGINALLY PRACTICED INFORMALLY BY RELIGIOUS
ORDERS DEDICATED TO CARE OF THE SICK AND LATER IN THE HOME BY FEMALE CAREGIVERS WITH NO
FORMAL EDUCATION, NURSING WAS NOT IDENTIFIABLE AS A DISTINCT OCCUPATION UNTIL THE 1854
CRIMEAN WAR. THERE, FLORENCE NIGHTINGALE’S NOTES ON NURSING INTRODUCED THE WORLD TO
THE FUNCTIONAL ROLES OF PROFESSIONAL NURSING AND THE NEED FOR FORMAL EDUCATION.
DIF: COGNITIVE LEVEL: COMPREHENSION REF: P. 1 TOP: STEP OF THE NURSING PROCESS: ALL
PHASES
MSC: CLIENT NEEDS: PSYCHOSOCIAL INTEGRITY
2. THE NURSING PROFESSION’S FIRST NURSE RESEARCHER, WHO SERVED AS AN EARLY ADVOCATE
FOR HIGH- QUALITY CARE AND USED STATISTICAL DATA TO DOCUMENT THE NEED FOR HANDWASHING
IN PREVENTING INFECTION, WAS
A. ABRAHAM MASLOW.
B. MARTHA ROGERS.
C. HILDEGARD PEPLAU.
D. FLORENCE NIGHTINGALE.
ANSWER: D
,AN EARLY ADVOCATE FOR HIGH-QUALITY CARE, FLORENCE NIGHTINGALE’S USE OF STATISTICAL DATA
TO DOCUMENT THE NEED FOR HANDWASHING IN PREVENTING INFECTION MARKS HER AS THE
PROFESSION’S FIRST NURSE RESEARCHER.
DIF: COGNITIVE LEVEL: KNOWLEDGE REF: P. 1 TOP: STEP OF THE NURSING PROCESS: ALL PHASES
MSC: CLIENT NEEDS: MANAGEMENT OF CARE
3. TODAY, PROFESSIONAL NURSING EDUCATION BEGINS AT THE
A. UNDERGRADUATE LEVEL.
B. GRADUATE LEVEL.
C. ADVANCED PRACTICE LEVEL.
D. ADMINISTRATIVE LEVEL.
ANSWER: A
TODAY, PROFESSIONAL NURSING EDUCATION BEGINS AT THE UNDERGRADUATE LEVEL, WITH A
GROWING NUMBER OF NURSES CHOOSING GRADUATE STUDIES TO SUPPORT DIFFERENTIATED
PRACTICE ROLES AND/OR RESEARCH OPPORTUNITIES. NURSES ARE PREPARED TO FUNCTION AS
ADVANCED PRACTICE NURSE PRACTITIONERS, ADMINISTRATORS, AND EDUCATORS.
DIF: COGNITIVE LEVEL: COMPREHENSION REF: P. 2 TOP: STEP OF THE NURSING PROCESS: ALL
PHASES
MSC: CLIENT NEEDS: MANAGEMENT OF CARE
4. NURSING’S METAPARADIGM, OR WORLDVIEW, DISTINGUISHES THE NURSING PROFESSION
FROM OTHER DISCIPLINES AND EMPHASIZES ITS UNIQUE FUNCTIONAL CHARACTERISTICS. THE FOUR
KEY CONCEPTS THAT FORM THE FOUNDATION FOR ALL NURSING THEORIES ARE
A. CARING, COMPASSION, HEALTH PROMOTION, AND EDUCATION.
B. RESPECT, INTEGRITY, HONESTY, AND ADVOCACY.
C. PERSON, ENVIRONMENT, HEALTH, AND NURSING.
D. NURSING, TEACHING, CARING, AND HEALTH PROMOTION.
ANSWER: C
, INDIVIDUAL NURSING THEORIES REPRESENT DIFFERENT INTERPRETATIONS OF THE PHENOMENON OF
NURSING, BUT CENTRAL CONSTRUCTS—PERSON, ENVIRONMENT, HEALTH, AND NURSING—ARE FOUND
IN ALL THEORIES AND MODELS. THEY ARE REFERRED TO AS NURSING’S METAPARADIGM.
DIF: COGNITIVE LEVEL: KNOWLEDGE REF: P. 2 TOP: STEP OF THE NURSING PROCESS: ALL PHASES
MSC: CLIENT NEEDS: MANAGEMENT OF CARE
5. WHEN ADMITTING A CLIENT TO THE MEDICAL-SURGICAL UNIT, THE NURSE ASKS THE CLIENT
ABOUT CULTURAL ISSUES. THE NURSE IS DEMONSTRATING USE OF THE CONCEPT OF
A. PERSON.
B. ENVIRONMENT.
C. HEALTH.
D. NURSING.
ANSWER: B
THE CONCEPT OF ENVIRONMENT INCLUDES ALL CULTURAL, DEVELOPMENTAL, AND SOCIAL
DETERMINANTS THAT INFLUENCE A CLIENT’S HEALTH PERCEPTIONS AND BEHAVIOR. A PERSON IS
DEFINED AS THE RECIPIENT OF NURSING CARE, HAVING UNIQUE BIO-PSYCHO-SOCIAL AND SPIRITUAL
DIMENSIONS. THE WORD HEALTH DERIVES FROM THE WORD WHOLE. HEALTH IS A MULTIDIMENSIONAL
CONCEPT, HAVING PHYSICAL, PSYCHOLOGICAL, SOCIOCULTURAL, DEVELOPMENTAL, AND SPIRITUAL
CHARACTERISTICS. THE WORLD HEALTH ORGANIZATION (WHO, 1946) DEFINES HEALTH AS “A STATE OF
COMPLETE PHYSICAL, MENTAL, SOCIAL WELL- BEING, NOT MERELY THE ABSENCE OF DISEASE OR
INFIRMITY.” NURSING INCLUDES THE PROMOTION OF HEALTH, PREVENTION OF ILLNESS, AND THE CARE
OF ILL, DISABLED, AND DYING PEOPLE.
DIF: COGNITIVE LEVEL: APPLICATIONREF: P. 3 TOP: STEP OF THE NURSING PROCESS: ASSESSMENT
MSC: CLIENT NEEDS: PSYCHOSOCIAL INTEGRITY
6. A YOUNG MOTHER TELLS THE NURSE, “I’M WORRIED BECAUSE MY SON NEEDS A BLOOD
TRANSWERFUSION. I DON’T KNOW WHAT TO DO, BECAUSE BLOOD TRANSWERFUSIONS CAUSE AIDS.”
WHICH CENTRAL NURSING CONSTRUCT IS REPRESENTED IN THIS SITUATION?
A. ENVIRONMENT
B. CARING
C. HEALTH
