Test Bank For
Fundamentals of Nursing
Active Learning for Collaborative Practice
3rd Edition
By
Barbara L. Yoost, Lynne R. Crawford
,Chapter 01: Nursing, Theory, and Professional Practice
| | | | | |
Yoost & Crawford: Fundamentals of Nursing: Active Learning for Collaborative Practice,
| | | | | | | | | |
3rd Edition
| |
MULTIPLE |CHOICE
1. A |group |of |nursing |students |are |discussing |the |impact |of |nonnursing |theories |in |clinical
practice. |The |students |would |be |correct |if |they|chose |which |theory|to |prioritize |patient |care?
|
a. Erikson‘s |Psychosocial |Theory
b. Paul‘s |Critical-Thinking |Theory
c. Maslow‘s |Hierarchy|of |Needs
d. Rosenstock‘s |Health |Belief |Model
ANS: | C
Maslow‘s |hierarchy |of |needs |specifies |the |psychological |and |physiologic |factors |that |affect
|each |person‘s |physical |and |mental |health. |The |nurse‘s |understanding |of |these |factors |helps |with
|formulating |Nursing |diagnoses |that |address |the |patient‘s |needs |and |values |to |prioritize |care.
|Erikson‘s |Psychosocial |Theory |of |Development |and |Socialization |is |based |on |individuals‘
|interacting |and |learning |about |their |world. |Nurses |use |concepts |of |developmental |theory |to
|critically |think |in |providing |care |for |their |patients |at |various |stages |of |their |lives.
Rosenstock |(1974) |developed |the |psychological |Health |Belief |Model. |The |model |addresses
|possible |reasons |for |why |a |patient |may |not |comply |with |recommended |health |promotion
|behaviors. |This |model |is |especially |useful |to |nurses |as |they |educate |patients.
DIF: Remembering OBJ: | | 1.5 TOP: | Planning
MSC: |NCLEX|Client|Needs|C Na |t|e g R
o |r|y : IS|a|f|G
e | a|n|B .C M
d |Effective | Care|Environment:|Management |of|Care|NOT:
U
| Concepts: |Care |Coordinati on
2. A |nursing |student |is |preparing |study|notes |from |a |recent |lecture |in |nursing |history. |The
student |would |credit |Florence |Nightingale |for |which |definition |of |nursing?
|
a. The |imbalance |between |the |patient |and |the |environment |decreases |the |capacity |for
health.
|
b. The |nurse |needs |to |focus |on |interpersonal |processes |between |nurse |and |patient.
c. The |nurse |assists |the |patient |with |essential |functions |toward |independence.
d. Human |beings |are |interacting |in |continuous |motion |as |energy|fields.
ANS: | A
Florence |Nightingale‘s |(1860) |concept |of |the |environment |emphasized |prevention |and |clean |air,
|water, |and |housing. |This |theory |states |that |the |imbalance |between |the |patient |and |the
|environment |decreases |the |capacity |for |health |and |does |not |allow |for |conservation |of |energy.
|Hildegard |Peplau |(1952) |focused |on |the |roles |played |by |the |nurse |and |the |interpersonal |process
|between |a |nurse |and |a |patient. |Virginia |Henderson |described |the |nurse‘s |role |as |substitutive
|(doing |for |the |person), |supplementary |(helping |the |person), |or |complementary |(working |with
|the |person), |with |the |goal |of |independence |for |the |patient. |Martha |Rogers |(1970) |developed |the
|Science |of |Unitary |Human |Beings. |She |stated |that |human |beings |and |their |environments |are
|interacting |in |continuous |motion |as |infinite |energy |fields.
DIF: Understanding OBJ: | 1.4 TOP: |Planning
|MSC: | NCLEX |Client |Needs |Category: |Health |Promotion |and |Maintenance
|NOT: |Concepts: |Health |Promotion
,3. The |nurse |identifies |which |nurse |established |the |American |Red |Cross |during |the |Civil |War?
a. Dorothea |Dix
b. Linda |Richards
c. Lena |Higbee
d. Clara |Barton
ANS: | D
Clara |Barton |practiced |nursing |in |the |Civil |War |and |established |the |American |Red |Cross.
|Dorothea |Dix |was |the |head |of |the |U.S. |Sanitary |Commission, |which |was |a |forerunner |of |the |Army
|Nurse |Corps. |Linda |Richards |was |America‘s |first |trained |nurse, |graduating |from |Boston‘s
|Women‘s |Hospital |in |1873, |and |Lena |Higbee, |superintendent |of |the |U.S. |Navy |Nurse |Corps,
|was |awarded |the |Navy |Cross |in |1918.
DIF: Remembering OBJ: | 1.3 TOP: |Assessment
|MSC: | NCLEX |Client |Needs |Category: |Health |Promotion |and |Maintenance
NOT: |Concepts: |Professionalism
4. The |nursing |instructor |is |researching |the |five |proficiencies |regarded |as |essential |for |students
|and |professionals. |The |nursing |instructor |identifies |which |organization |would |be |found |to
|have |added |safety |as |a |sixth |competency?
a. Quality|and |Safety |Education |for |Nurses |(QSEN)
b. Institute |of |Medicine |(IOM)
c. American |Association |of |Colleges |of |Nursing |(AACN)
d. National |League |for |Nursing |(NLN)
ANS: | A
The|Institute|of|Medicine|r epNo|r|t|,RH|e I
Ua |l|t hGP|r|oBf|e.s|sCi|o nMs | Education:|A|Bridge|to|Quality|(2003),|outlines
|five |core |competencies. |These |include |patient-centered |care, |interdisciplinary
teamwork, |use |of |evidence-based |medicine, |quality |improvement, |and |use |of |information
|technology. |QSEN |added |safety |as |a |sixth |competency. |The |Essentials |of |Baccalaureate
|Education |for |Professional |Nursing |Practice |are |provided |and |updated |by |the |American
|Association |of |Colleges |of |Nursing |(AACN) |(2008). |The |document |offers |a |framework |for |the
|education |of |professional |nurses |with |outcomes |for |students |to |meet. |The |National |League |for
|Nursing |(NLN) |outlines |and |updates |competencies |for |practical, |associate, |baccalaureate, |and
|graduate |nursing |education |programs.
DIF: Remembering OBJ: | | 1.1 TOP: | Planning
MSC: |NCLEX |Client |Needs |Category: |Safe |and |Effective |Care |Environment: |Management |of |Care |NOT:
|Concepts: |Care |Coordination
5. The |nurse |manager |is |interviewing |graduate |nurses |to |fill |existing |staffing |vacancies. |When
hiring |graduate |nurses, |the |nurse |manager |realizes |that |they |will |probably |not |be |considered
|
―competentǁ |until |they |complete |which |task?
a. They |graduate |and |pass |NCLEX.
b. They |have |worked |2 |to |3 |years.
c. Their |last |year |of |nursing |school.
d. They |are |actually |hired.
ANS: | B
, DIF: Remembering OBJ: | | 1.1 TOP: | Assessment
MSC: | NCLEX |Client |Needs |Category: |Safe |and |Effective |Care |Environment: |Management |of |Care |NOT:
|Concepts: |Care |Coordination
8. The |nurse |is |caring |for |a |patient |who |refuses |two |units |of |packed |red |blood |cells. |When |the
nurse |notifies |the |health |care |provider |of |the |patient’s |decision, |the |nurse |is |acting |in |which
|
role?
|
a. Manager
b. Change |agent
c. Advocate
d. Educator
ANS: | C
As |the |patient’s |advocate, |the |nurse |interprets |information |and |provides |the |necessary
|education. |The |nurse |then |accepts |and |respects |the |patient’s |decisions |even |if |they |are
|different |from |the |nurse’s |own |beliefs. |The |nurse |supports |the |patient’s |wishes |and
|communicates |them |to |other |health |care |providers. |A |nurse |manages |all |of |the |activities |and
|treatments |for |patients. |In |the |role |of |change |agent, |the |nurse |works |with |patients |to |address
|their |health |concerns |and |with |staff |members |to |address |change |in |an |organization |or |within |a
|community. |The |nurse |ensures |that |the |patient |receives |sufficient |information |on |which |to
|base |consent |for |care |and |related |treatment. |Education |becomes |a |major |focus |of |discharge
|planning |so |that |patients |will |be |prepared |to |handle |their |own |needs |at |home.
DIF: Applying OBJ: | | 1.2 TOP: | Implementation
MSC: | NCLEX |Client |Needs |Category: |Safe |and |Effective |Care |Environment: |Management |of |Care |NOT:
|Concepts: |Care |Coordination
9. The |nursing |student |develops |a |plan |of |care |based |on |a |recently |published |article |describing
|the |effects |of |bed |rest |on |a |patient’s |calcium |blood |levels. |When |creating |the |plan |of |care, |the
|nursing |student |has |the |obligation |to |consider |which |action?
a. Critically|appraise |the |evidence |and |determine |validity.
b. Ensure |that |the |plan |of |care |does |not |alter |current |practice.
c. Change |the |process |even |when |there |is |no |problem |identified.
d. Maintain |the |plan |of |care |regardless |of |initial |outcome.
ANS: | A
Evidence-based |practice |(EBP) |is |an |integration |of |the |best-available |research |evidence |with
|clinical |judgment |about |a |specific |patient |situation. |The |nurse |assesses |current |and |past
|research, |clinical |guidelines, |and |other |resources |to |identify |relevant |literature. |The |application |of
|EBP |includes |critically |appraising |the |evidence |to |assess |its |validity, |designing |a |change |for
|practice, |assessing |the |need |for |change |and |identifying |a |problem, |and |integrating |and
|maintaining |change |while |monitoring |process |and |outcomes |by |reevaluating |the |application |of
|evidence |and |assessing |areas |for |improvement.
DIF: Applying OBJ: | | 1.2 TOP: | Implementation
MSC: | NCLEX |Client |Needs |Category: |Safe |and |Effective |Care |Environment: |Management |of |Care |NOT:
|Concepts: |Care |Coordination
Fundamentals of Nursing
Active Learning for Collaborative Practice
3rd Edition
By
Barbara L. Yoost, Lynne R. Crawford
,Chapter 01: Nursing, Theory, and Professional Practice
| | | | | |
Yoost & Crawford: Fundamentals of Nursing: Active Learning for Collaborative Practice,
| | | | | | | | | |
3rd Edition
| |
MULTIPLE |CHOICE
1. A |group |of |nursing |students |are |discussing |the |impact |of |nonnursing |theories |in |clinical
practice. |The |students |would |be |correct |if |they|chose |which |theory|to |prioritize |patient |care?
|
a. Erikson‘s |Psychosocial |Theory
b. Paul‘s |Critical-Thinking |Theory
c. Maslow‘s |Hierarchy|of |Needs
d. Rosenstock‘s |Health |Belief |Model
ANS: | C
Maslow‘s |hierarchy |of |needs |specifies |the |psychological |and |physiologic |factors |that |affect
|each |person‘s |physical |and |mental |health. |The |nurse‘s |understanding |of |these |factors |helps |with
|formulating |Nursing |diagnoses |that |address |the |patient‘s |needs |and |values |to |prioritize |care.
|Erikson‘s |Psychosocial |Theory |of |Development |and |Socialization |is |based |on |individuals‘
|interacting |and |learning |about |their |world. |Nurses |use |concepts |of |developmental |theory |to
|critically |think |in |providing |care |for |their |patients |at |various |stages |of |their |lives.
Rosenstock |(1974) |developed |the |psychological |Health |Belief |Model. |The |model |addresses
|possible |reasons |for |why |a |patient |may |not |comply |with |recommended |health |promotion
|behaviors. |This |model |is |especially |useful |to |nurses |as |they |educate |patients.
DIF: Remembering OBJ: | | 1.5 TOP: | Planning
MSC: |NCLEX|Client|Needs|C Na |t|e g R
o |r|y : IS|a|f|G
e | a|n|B .C M
d |Effective | Care|Environment:|Management |of|Care|NOT:
U
| Concepts: |Care |Coordinati on
2. A |nursing |student |is |preparing |study|notes |from |a |recent |lecture |in |nursing |history. |The
student |would |credit |Florence |Nightingale |for |which |definition |of |nursing?
|
a. The |imbalance |between |the |patient |and |the |environment |decreases |the |capacity |for
health.
|
b. The |nurse |needs |to |focus |on |interpersonal |processes |between |nurse |and |patient.
c. The |nurse |assists |the |patient |with |essential |functions |toward |independence.
d. Human |beings |are |interacting |in |continuous |motion |as |energy|fields.
ANS: | A
Florence |Nightingale‘s |(1860) |concept |of |the |environment |emphasized |prevention |and |clean |air,
|water, |and |housing. |This |theory |states |that |the |imbalance |between |the |patient |and |the
|environment |decreases |the |capacity |for |health |and |does |not |allow |for |conservation |of |energy.
|Hildegard |Peplau |(1952) |focused |on |the |roles |played |by |the |nurse |and |the |interpersonal |process
|between |a |nurse |and |a |patient. |Virginia |Henderson |described |the |nurse‘s |role |as |substitutive
|(doing |for |the |person), |supplementary |(helping |the |person), |or |complementary |(working |with
|the |person), |with |the |goal |of |independence |for |the |patient. |Martha |Rogers |(1970) |developed |the
|Science |of |Unitary |Human |Beings. |She |stated |that |human |beings |and |their |environments |are
|interacting |in |continuous |motion |as |infinite |energy |fields.
DIF: Understanding OBJ: | 1.4 TOP: |Planning
|MSC: | NCLEX |Client |Needs |Category: |Health |Promotion |and |Maintenance
|NOT: |Concepts: |Health |Promotion
,3. The |nurse |identifies |which |nurse |established |the |American |Red |Cross |during |the |Civil |War?
a. Dorothea |Dix
b. Linda |Richards
c. Lena |Higbee
d. Clara |Barton
ANS: | D
Clara |Barton |practiced |nursing |in |the |Civil |War |and |established |the |American |Red |Cross.
|Dorothea |Dix |was |the |head |of |the |U.S. |Sanitary |Commission, |which |was |a |forerunner |of |the |Army
|Nurse |Corps. |Linda |Richards |was |America‘s |first |trained |nurse, |graduating |from |Boston‘s
|Women‘s |Hospital |in |1873, |and |Lena |Higbee, |superintendent |of |the |U.S. |Navy |Nurse |Corps,
|was |awarded |the |Navy |Cross |in |1918.
DIF: Remembering OBJ: | 1.3 TOP: |Assessment
|MSC: | NCLEX |Client |Needs |Category: |Health |Promotion |and |Maintenance
NOT: |Concepts: |Professionalism
4. The |nursing |instructor |is |researching |the |five |proficiencies |regarded |as |essential |for |students
|and |professionals. |The |nursing |instructor |identifies |which |organization |would |be |found |to
|have |added |safety |as |a |sixth |competency?
a. Quality|and |Safety |Education |for |Nurses |(QSEN)
b. Institute |of |Medicine |(IOM)
c. American |Association |of |Colleges |of |Nursing |(AACN)
d. National |League |for |Nursing |(NLN)
ANS: | A
The|Institute|of|Medicine|r epNo|r|t|,RH|e I
Ua |l|t hGP|r|oBf|e.s|sCi|o nMs | Education:|A|Bridge|to|Quality|(2003),|outlines
|five |core |competencies. |These |include |patient-centered |care, |interdisciplinary
teamwork, |use |of |evidence-based |medicine, |quality |improvement, |and |use |of |information
|technology. |QSEN |added |safety |as |a |sixth |competency. |The |Essentials |of |Baccalaureate
|Education |for |Professional |Nursing |Practice |are |provided |and |updated |by |the |American
|Association |of |Colleges |of |Nursing |(AACN) |(2008). |The |document |offers |a |framework |for |the
|education |of |professional |nurses |with |outcomes |for |students |to |meet. |The |National |League |for
|Nursing |(NLN) |outlines |and |updates |competencies |for |practical, |associate, |baccalaureate, |and
|graduate |nursing |education |programs.
DIF: Remembering OBJ: | | 1.1 TOP: | Planning
MSC: |NCLEX |Client |Needs |Category: |Safe |and |Effective |Care |Environment: |Management |of |Care |NOT:
|Concepts: |Care |Coordination
5. The |nurse |manager |is |interviewing |graduate |nurses |to |fill |existing |staffing |vacancies. |When
hiring |graduate |nurses, |the |nurse |manager |realizes |that |they |will |probably |not |be |considered
|
―competentǁ |until |they |complete |which |task?
a. They |graduate |and |pass |NCLEX.
b. They |have |worked |2 |to |3 |years.
c. Their |last |year |of |nursing |school.
d. They |are |actually |hired.
ANS: | B
, DIF: Remembering OBJ: | | 1.1 TOP: | Assessment
MSC: | NCLEX |Client |Needs |Category: |Safe |and |Effective |Care |Environment: |Management |of |Care |NOT:
|Concepts: |Care |Coordination
8. The |nurse |is |caring |for |a |patient |who |refuses |two |units |of |packed |red |blood |cells. |When |the
nurse |notifies |the |health |care |provider |of |the |patient’s |decision, |the |nurse |is |acting |in |which
|
role?
|
a. Manager
b. Change |agent
c. Advocate
d. Educator
ANS: | C
As |the |patient’s |advocate, |the |nurse |interprets |information |and |provides |the |necessary
|education. |The |nurse |then |accepts |and |respects |the |patient’s |decisions |even |if |they |are
|different |from |the |nurse’s |own |beliefs. |The |nurse |supports |the |patient’s |wishes |and
|communicates |them |to |other |health |care |providers. |A |nurse |manages |all |of |the |activities |and
|treatments |for |patients. |In |the |role |of |change |agent, |the |nurse |works |with |patients |to |address
|their |health |concerns |and |with |staff |members |to |address |change |in |an |organization |or |within |a
|community. |The |nurse |ensures |that |the |patient |receives |sufficient |information |on |which |to
|base |consent |for |care |and |related |treatment. |Education |becomes |a |major |focus |of |discharge
|planning |so |that |patients |will |be |prepared |to |handle |their |own |needs |at |home.
DIF: Applying OBJ: | | 1.2 TOP: | Implementation
MSC: | NCLEX |Client |Needs |Category: |Safe |and |Effective |Care |Environment: |Management |of |Care |NOT:
|Concepts: |Care |Coordination
9. The |nursing |student |develops |a |plan |of |care |based |on |a |recently |published |article |describing
|the |effects |of |bed |rest |on |a |patient’s |calcium |blood |levels. |When |creating |the |plan |of |care, |the
|nursing |student |has |the |obligation |to |consider |which |action?
a. Critically|appraise |the |evidence |and |determine |validity.
b. Ensure |that |the |plan |of |care |does |not |alter |current |practice.
c. Change |the |process |even |when |there |is |no |problem |identified.
d. Maintain |the |plan |of |care |regardless |of |initial |outcome.
ANS: | A
Evidence-based |practice |(EBP) |is |an |integration |of |the |best-available |research |evidence |with
|clinical |judgment |about |a |specific |patient |situation. |The |nurse |assesses |current |and |past
|research, |clinical |guidelines, |and |other |resources |to |identify |relevant |literature. |The |application |of
|EBP |includes |critically |appraising |the |evidence |to |assess |its |validity, |designing |a |change |for
|practice, |assessing |the |need |for |change |and |identifying |a |problem, |and |integrating |and
|maintaining |change |while |monitoring |process |and |outcomes |by |reevaluating |the |application |of
|evidence |and |assessing |areas |for |improvement.
DIF: Applying OBJ: | | 1.2 TOP: | Implementation
MSC: | NCLEX |Client |Needs |Category: |Safe |and |Effective |Care |Environment: |Management |of |Care |NOT:
|Concepts: |Care |Coordination
