TEST BANK FOR
CANADIAN FUNDAMENTALS OF NURSING, 6TH EDITION
BY POTTER ALL CHAPTERS 1-49(QUESTIONS & ANSWERS) A+ GUIDE.
,Table of Contents
Chapter 01: Health And Wellness....................................................................................................................... 4
Chapter 02: The Canadian Health Care Delivery System .......................................................................... 16
Chapter 03: The Development Of Nursing In Canada ................................................................................ 26
Chapter 04: Community Health Nursing Practice ...................................................................................... 34
Chapter 05: Theoretical Foundations Of Nursing Practice ...................................................................... 45
Chapter 06: Evidence-Informed Practice ...................................................................................................... 52
Chapter 07: Nursing Values And Ethics......................................................................................................... 63
Chapter 08: Legal Implications In Nursing Practice .................................................................................. 72
Chapter 09: Global Health .................................................................................................................................. 86
Chapter 10: Indigenous Health .......................................................................................................................... 96
Chapter 11: Nursing Leadership, Management, And Collaborative Practice .....................................106
Chapter 12: Critical Thinking In Nursing Practice ...................................................................................... 116
Chapter 13: Nursing Assessment, Diagnosis, And Planning .................................................................. 126
Chapter 14: Implementing And Evaluating Nursing Care ........................................................................ 141
Chapter 15: Documenting And Reporting..................................................................................................... 155
Chapter 16: Nursing Informatics And Canadian Nursing Practice ....................................................... 172
Chapter 17: Communication And Relational Practice ............................................................................... 181
Chapter 18: Patient-Centred Care: Interprofessional Collaborative Practice .................................. 197
Chapter 19: Family Nursing .............................................................................................................................. 207
Chapter 20: Family Nursing .............................................................................................................................. 216
Chapter 21: Patient Education ......................................................................................................................... 225
Chapter 22: Developmental Theories .......................................................................................................... 240
Chapter 23: Conception Through Adolescence.......................................................................................... 252
Chapter 24: Young To Middle Adulthood ...................................................................................................... 265
Chapter 25: Older Persons .............................................................................................................................. 276
Chapter 26: The Experience Of Loss, Death, And Grief ............................................................................ 291
Chapter 27: Self-Concept .................................................................................................................................303
Chapter 28: Sexuality .........................................................................................................................................313
Chapter 29: Spirituality In Health And Health Care..................................................................................324
Chapter 30: Stress And Adaptation...............................................................................................................335
Chapter 31: Vital Signs.......................................................................................................................................346
Chapter 32: Pain Assessment And Management...................................................................................... 369
,Chapter 33: Health Assessment And Physical Examination .................................................................389
Chapter 34: Infection Control ......................................................................................................................... 408
Chapter 35: Medication Administration .......................................................................................................432
Chapter 36: Complementary And Alternative Approaches In Health Care ......................................452
Chapter 37: Activity And Exercise .................................................................................................................462
Chapter 38: Quality And Patient Safety....................................................................................................... 478
Chapter 39: Hygiene .......................................................................................................................................... 494
Chapter 40: Cardiopulmonary Functioning And Oxygenation ................................................................519
Chapter 41: Fluid, Electrolyte, And Acid–Base Balances ...................................................................... 540
Chapter 42: Sleep ................................................................................................................................................561
Chapter 43: Nutrition ..........................................................................................................................................571
Chapter 44: Urinary Elimination..................................................................................................................... 593
Chapter 45: Bowel Elimination ........................................................................................................................613
Chapter 46: Mobility And Immobility ............................................................................................................. 630
Chapter 47: Skin Integrity And Wound Care ...............................................................................................654
Chapter 48: Sensory Alterations ...................................................................................................................680
Chapter 49: Care Of Surgical Patients ......................................................................................................... 693
,Chapter 01: Health And Wellness
MULTIPLE CHOICE
1. The Nurse Is Using The Population Health Promotion Model To Develop Actions For
Improving Health. After Asking, “On What Should We Take Action?”; “How Should We Take
Action?”; And “Why Should We Take Action?” The Nurse Will Ask Which Of The Following
Questions?
A. “With Whom Should We Act?”
B. “When Should We Take Action?”
C. “Which Government Should Take Action?”
D. “Where Should We First Act?”
ANSWER: A
The Next Question To Ask When Using The Population Health Model Approach Is “With Whom
Should We Act?” The Other Choices Are Not Questions Included In This Model.
DIF: Apply
REF: 13 (Figure 1-5)
OBJ: Contrast Distinguishing Features Of Health Promotion And Disease Prevention.
TOP: Implementation
MSC: NCLEX: Health Promotion And Maintenance
2. The Principle “Health Promotion Is Multisectoral” Means Which Of The Following?
A. Relationships Between Individual, Social, And Environmental Factors Must Be
Recognized.
B. Physical, Mental, Social, Ecological, Cultural, And Spiritual Aspects Of Health Must Be
Recognized.
C. In Order To Change Unhealthy Living And Working Conditions, Areas Other Than Health
Must Also Be Involved.
D. Health Promotion Uses Knowledge From Disciplines Such As Social, Economic,
Political, Environmental, Medical, And Nursing Sciences, As Well As From First-Hand
Experience.
ANSWER: C
,The Statement “Health Promotion Is Multisectoral” Is The Principle Explained By The Necessity
To Involve Areas Other Than Health In Order To Change Unhealthy Living And Working
Conditions.
DIF: Understand
REF: 11
OBJ: Contrast Distinguishing Features Of Health Promotion And Disease Prevention.
TOP: Planning
MSC: NCLEX: Health Promotion And Maintenance
3. According To The World Health Organization, What Is The Best Description Of “Health”?
A. Simply The Absence Of Disease.
B. Involving The Total Person And Environment.
C. Strictly Personal In Nature.
D. Status Of Pathological State.
ANSWER: B
WHO Defines Health As “. . .The Extent To Which An Individual Or Group Is Able, On The One
Hand, To Realize Aspirations And Satisfy Needs; And, On The Other Hand, To Change Or Cope
With The Environment. Health Is, Therefore, Seen As A Resource For Everyday Life, Not The
Objective Of Living; It Is A Positive Concept Emphasizing Social And Personal Resources, As
Well As Physical Capacities.” Nurses’ Attitudes Toward Health And Illness Should Consider The
Total Person, As Well As The Environment In Which The Person Lives. People Free Of Disease
Are Not Equally Healthy. Views Of Health Have Broadened To Include Mental, Social, And
Spiritual Well-Being, As Well As A Focus On Health At Family And Community Levels.
Conditions Of Life, Rather Than Pathological States, Are What Determine Health.
DIF: Knowledge
REF: 2
OBJ: Discuss Ways That Definitions Of Health Have Been Conceptualized.
TOP: Evaluate
MSC: NCLEX: Health Promotion And Maintenance
4. What Priority Strategy For Health Promotion In Canada Is Optional But Seen As Important To
Incorporate In Nursing Education Curricula?
,A. Knowledge Of Disease Prevention.
B. Strategies For Health Promotion.
C. Policy Advocacy.
D. Concepts Of Determinants Of Health.
ANSWER: C
Increasingly, Policy Advocacy Is Incorporated Into Nursing Role Statements And Nursing
Education Curricula. Nurses Should Think About Policies That Have Contributed To Health
Problems, Policies That Would Help Alleviate Health Problems, And How Nurses Champion
Public Policies. Disease Prevention, Health Promotion, And Concepts Of Determinants Of
Health Are Integral Parts Of Nursing Curricula.
DIF: Understand
REF: 11| 12
OBJ: Analyze How The Nature And Scope Of Nursing Practice Are Influenced By Different
Conceptualizations Of Health And Health Determinants.
TOP: Planning
MSC: NCLEX: Health Promotion And Maintenance
5. Which Of The Following Is A Prerequisite For Health, As Identified By The Ottawa Charter
For Health Promotion?
A. Education.
B. Social Support.
C. Self-Esteem.
D. Physical Environment.
ANSWER: A
Education Is One Of The Nine Prerequisites For Health That Were Identified In The Ottawa
Charter For Health Promotion. Lack Of Social Support And Low Self-Esteem Were Identified
As Psychosocial Risk Factors By Labonte (1993). Dangerous Physical Environments Were
Identified As Socioenvironmental Risk Factors By Labonte (1993).
DIF: Understand
REF: 4
OBJ: Discuss Contributions Of The Following Canadian Publications To Conceptualizations Of
Health And Health Determinants: Lalonde Report, Ottawa Charter, Epp Report, Strategies For
Population Health, Jakarta Declaration, Bangkok Charter, Toronto Charter.
,TOP: Planning
MSC: NCLEX: Health Promotion And Maintenance
6. The Determinant Of Health With The Greatest Effect On The Health Of Canadians Is Which Of
The Following?
A. Education.
B. Health Services.
C. Social Support Networks.
D. Income And Social Status.
ANSWER: D
Income, Income Distribution, And Social Status Constitute The Greatest Determinant Of Health
Because They Influence Most Other Determinants. Some Investigators Suggest That Literacy
And Education Are Important Influences On Health Status Because They Affect Many Other
Health Determinants. Approximately 25% Of A Population’s Health Status Is Attributed To The
Quality Of Its Health Care Services. Social Support Affects Health, Health Behaviours, And
Health Care Utilization But Is Not The Greatest Determinant Of Health.
DIF: Understand
REF: 6
OBJ: Discuss Key Health Determinants And Their Interrelationships And How They Influence
Health.
TOP: Planning
MSC: NCLEX: Health Promotion And Maintenance
7. A Paraplegic Patient In The Hospital For An Electrolyte Imbalance Is Receiving Care At
Which Prevention Level?
A. Primary Prevention Level.
B. Secondary Prevention Level.
C. Tertiary Prevention Level.
D. Health Promotion Level.
ANSWER: B
The Secondary Prevention Level Focuses On Early Detection Of Disease Once Pathogenesis
Has Occurred, So That Prompt Treatment Can Be Initiated To Halt Disease And Limit Disability.
The Primary Prevention Level Focuses On Health Promotion, Specific Protection Measures
,Such As Immunizations, And The Reduction Of Risk Factors Such As Smoking. The Tertiary
Prevention Level Focuses On Minimizing Residual Disability.
DIF: Apply
REF: 11
OBJ: Contrast Distinguishing Features Of Health Promotion And Disease Prevention.
TOP: Implementation
MSC: NCLEX: Health Promotion And Maintenance
8. The Nurse Incorporates Levels Of Prevention On The Basis Of Patient Needs And The Type Of
Nursing Care Provided. Which Of The Following Is An Example Of Tertiary Level Preventive
Caregiving?
A. Teaching A Patient How To Irrigate A New Temporary Colostomy.
B. Providing A Lesson On Hygiene For An Elementary School Class.
C. Informing A Patient That Immunizations For Her Infant Are Available Through The
Health Department.
D. Arranging For A Hospice Nurse To Visit With The Family Of A Patient With Cancer.
ANSWER: D
Tertiary Prevention Is Provided When A Defect Or Disability Is Permanent And Irreversible. At
This Level, The Hospice Nurse Aims To Help The Patient And His Or Her Family To Achieve A
High Level Of Function, Despite The Limitations Caused By The Patient’s Illness. Teaching A
Patient How To Irrigate A New Colostomy Is An Example Of Secondary Prevention. If The
Colostomy Is To Be Permanent, Care May Later Move To The Tertiary Level Of Prevention.
Providing A Lesson On Hygiene For An Elementary School Class And Informing A Patient
About Available Immunizations Are Examples Of Primary Prevention.
DIF: Apply
REF: 11
OBJ: Discuss The Three Levels Of Disease Prevention.
TOP: Implementation
MSC: NCLEX: Health Promotion And Maintenance
,9. The Nurse Is Working On A Committee To Evaluate The Need For Increasing The Levels Of
Fluoride In The Drinking Water Of The Community. In Doing So, The Nurse Is Fostering Which
Concept?
A. Anticipatory Prevention.
B. Primary Prevention.
C. Secondary Prevention.
D. Tertiary Prevention.
ANSWER: B
Fluoridation Of Municipal Drinking Water And Fortification Of Homogenized Milk With Vitamin D
Are Examples Of Primary Prevention Strategies. With Active Strategies Of Health Promotion,
Individuals Are Motivated To Adopt Specific Health Programs Such As Weight Reduction And
Smoking Cessation Programs. “Anticipatory Prevention” Is Not A Known Concept. Secondary
Prevention Promotes Early Detection Of Disease (E.G., Screening).
Tertiary Prevention Activities Are Initiated In The Convalescence Phase Of Disease.
DIF: Apply
REF: 11
OBJ: Discuss The Three Levels Of Disease Prevention.
TOP: Implementation
MSC: NCLEX: Health Promotion And Maintenance
10. The Nurse Is Working In A Clinic That Is Designed To Provide Health Education And
Immunizations. As Such, This Clinic Focuses On Which Type Of Prevention?
A. Primary Prevention.
B. Secondary Prevention.
C. Tertiary Prevention.
D. Diagnosis And Prompt Intervention.
ANSWER: A
Primary Prevention Precedes Disease Or Dysfunction And Is Applied To People Considered
Physically And Emotionally Healthy. Health Promotion Includes Health Education Programs,
Immunizations, And Physical And Nutritional Fitness Activities. Secondary Prevention Focuses
On Individuals Who Are Experiencing Health Problems Or Illnesses And Who Are At Risk For
Developing Complications Or Worsening Conditions; Activities Are Directed At Diagnosis And
Prompt Intervention. Tertiary Prevention Is Provided When A Defect Or Disability Is Permanent
, And Irreversible. It Involves Minimizing The Effects Of Long-Term Disease Or Disability
Through Interventions Directed At Preventing Complications And Deterioration.
DIF: Understand
REF: 11
OBJ: Discuss The Three Levels Of Disease Prevention.
TOP: Implementation
MSC: NCLEX: Health Promotion And Maintenance
11. The Patient Is Admitted To The Emergency Department Of The Local Hospital From Home
With Reports Of Chest Discomfort And Shortness Of Breath. She Is Administered Oxygen And
Breathing Treatments, Laboratory Tests And Blood Gas Measurements Are Performed, And
Electrocardiography Is Conducted. What Level Of Preventive Care Is This Patient Receiving?
A. Primary Prevention.
B. Secondary Prevention.
C. Tertiary Prevention.
D. Health Promotion.
ANSWER: B
Secondary Prevention Focuses On Individuals Who Are Experiencing Health Problems Or
Illnesses And Who Are At Risk For Developing Complications Or Worsening Conditions.
Activities Are Directed At Diagnosis And Prompt Intervention. Primary Prevention Precedes
Disease Or Dysfunction And Is Applied To People Considered Physically And Emotionally
Healthy. Health Promotion Includes Health Education Programs, Immunizations, And Physical
And Nutritional Fitness Activities. Tertiary Prevention Is Provided When A Defect Or Disability
Is Permanent And Irreversible. It Involves Minimizing The Effects Of Long-Term Disease Or
Disability Through Interventions Directed At Preventing Complications And Deterioration.
DIF: Apply
REF: 11
OBJ: Discuss The Three Levels Of Disease Prevention.
TOP: Implementation
MSC: NCLEX: Health Promotion And Maintenance
CANADIAN FUNDAMENTALS OF NURSING, 6TH EDITION
BY POTTER ALL CHAPTERS 1-49(QUESTIONS & ANSWERS) A+ GUIDE.
,Table of Contents
Chapter 01: Health And Wellness....................................................................................................................... 4
Chapter 02: The Canadian Health Care Delivery System .......................................................................... 16
Chapter 03: The Development Of Nursing In Canada ................................................................................ 26
Chapter 04: Community Health Nursing Practice ...................................................................................... 34
Chapter 05: Theoretical Foundations Of Nursing Practice ...................................................................... 45
Chapter 06: Evidence-Informed Practice ...................................................................................................... 52
Chapter 07: Nursing Values And Ethics......................................................................................................... 63
Chapter 08: Legal Implications In Nursing Practice .................................................................................. 72
Chapter 09: Global Health .................................................................................................................................. 86
Chapter 10: Indigenous Health .......................................................................................................................... 96
Chapter 11: Nursing Leadership, Management, And Collaborative Practice .....................................106
Chapter 12: Critical Thinking In Nursing Practice ...................................................................................... 116
Chapter 13: Nursing Assessment, Diagnosis, And Planning .................................................................. 126
Chapter 14: Implementing And Evaluating Nursing Care ........................................................................ 141
Chapter 15: Documenting And Reporting..................................................................................................... 155
Chapter 16: Nursing Informatics And Canadian Nursing Practice ....................................................... 172
Chapter 17: Communication And Relational Practice ............................................................................... 181
Chapter 18: Patient-Centred Care: Interprofessional Collaborative Practice .................................. 197
Chapter 19: Family Nursing .............................................................................................................................. 207
Chapter 20: Family Nursing .............................................................................................................................. 216
Chapter 21: Patient Education ......................................................................................................................... 225
Chapter 22: Developmental Theories .......................................................................................................... 240
Chapter 23: Conception Through Adolescence.......................................................................................... 252
Chapter 24: Young To Middle Adulthood ...................................................................................................... 265
Chapter 25: Older Persons .............................................................................................................................. 276
Chapter 26: The Experience Of Loss, Death, And Grief ............................................................................ 291
Chapter 27: Self-Concept .................................................................................................................................303
Chapter 28: Sexuality .........................................................................................................................................313
Chapter 29: Spirituality In Health And Health Care..................................................................................324
Chapter 30: Stress And Adaptation...............................................................................................................335
Chapter 31: Vital Signs.......................................................................................................................................346
Chapter 32: Pain Assessment And Management...................................................................................... 369
,Chapter 33: Health Assessment And Physical Examination .................................................................389
Chapter 34: Infection Control ......................................................................................................................... 408
Chapter 35: Medication Administration .......................................................................................................432
Chapter 36: Complementary And Alternative Approaches In Health Care ......................................452
Chapter 37: Activity And Exercise .................................................................................................................462
Chapter 38: Quality And Patient Safety....................................................................................................... 478
Chapter 39: Hygiene .......................................................................................................................................... 494
Chapter 40: Cardiopulmonary Functioning And Oxygenation ................................................................519
Chapter 41: Fluid, Electrolyte, And Acid–Base Balances ...................................................................... 540
Chapter 42: Sleep ................................................................................................................................................561
Chapter 43: Nutrition ..........................................................................................................................................571
Chapter 44: Urinary Elimination..................................................................................................................... 593
Chapter 45: Bowel Elimination ........................................................................................................................613
Chapter 46: Mobility And Immobility ............................................................................................................. 630
Chapter 47: Skin Integrity And Wound Care ...............................................................................................654
Chapter 48: Sensory Alterations ...................................................................................................................680
Chapter 49: Care Of Surgical Patients ......................................................................................................... 693
,Chapter 01: Health And Wellness
MULTIPLE CHOICE
1. The Nurse Is Using The Population Health Promotion Model To Develop Actions For
Improving Health. After Asking, “On What Should We Take Action?”; “How Should We Take
Action?”; And “Why Should We Take Action?” The Nurse Will Ask Which Of The Following
Questions?
A. “With Whom Should We Act?”
B. “When Should We Take Action?”
C. “Which Government Should Take Action?”
D. “Where Should We First Act?”
ANSWER: A
The Next Question To Ask When Using The Population Health Model Approach Is “With Whom
Should We Act?” The Other Choices Are Not Questions Included In This Model.
DIF: Apply
REF: 13 (Figure 1-5)
OBJ: Contrast Distinguishing Features Of Health Promotion And Disease Prevention.
TOP: Implementation
MSC: NCLEX: Health Promotion And Maintenance
2. The Principle “Health Promotion Is Multisectoral” Means Which Of The Following?
A. Relationships Between Individual, Social, And Environmental Factors Must Be
Recognized.
B. Physical, Mental, Social, Ecological, Cultural, And Spiritual Aspects Of Health Must Be
Recognized.
C. In Order To Change Unhealthy Living And Working Conditions, Areas Other Than Health
Must Also Be Involved.
D. Health Promotion Uses Knowledge From Disciplines Such As Social, Economic,
Political, Environmental, Medical, And Nursing Sciences, As Well As From First-Hand
Experience.
ANSWER: C
,The Statement “Health Promotion Is Multisectoral” Is The Principle Explained By The Necessity
To Involve Areas Other Than Health In Order To Change Unhealthy Living And Working
Conditions.
DIF: Understand
REF: 11
OBJ: Contrast Distinguishing Features Of Health Promotion And Disease Prevention.
TOP: Planning
MSC: NCLEX: Health Promotion And Maintenance
3. According To The World Health Organization, What Is The Best Description Of “Health”?
A. Simply The Absence Of Disease.
B. Involving The Total Person And Environment.
C. Strictly Personal In Nature.
D. Status Of Pathological State.
ANSWER: B
WHO Defines Health As “. . .The Extent To Which An Individual Or Group Is Able, On The One
Hand, To Realize Aspirations And Satisfy Needs; And, On The Other Hand, To Change Or Cope
With The Environment. Health Is, Therefore, Seen As A Resource For Everyday Life, Not The
Objective Of Living; It Is A Positive Concept Emphasizing Social And Personal Resources, As
Well As Physical Capacities.” Nurses’ Attitudes Toward Health And Illness Should Consider The
Total Person, As Well As The Environment In Which The Person Lives. People Free Of Disease
Are Not Equally Healthy. Views Of Health Have Broadened To Include Mental, Social, And
Spiritual Well-Being, As Well As A Focus On Health At Family And Community Levels.
Conditions Of Life, Rather Than Pathological States, Are What Determine Health.
DIF: Knowledge
REF: 2
OBJ: Discuss Ways That Definitions Of Health Have Been Conceptualized.
TOP: Evaluate
MSC: NCLEX: Health Promotion And Maintenance
4. What Priority Strategy For Health Promotion In Canada Is Optional But Seen As Important To
Incorporate In Nursing Education Curricula?
,A. Knowledge Of Disease Prevention.
B. Strategies For Health Promotion.
C. Policy Advocacy.
D. Concepts Of Determinants Of Health.
ANSWER: C
Increasingly, Policy Advocacy Is Incorporated Into Nursing Role Statements And Nursing
Education Curricula. Nurses Should Think About Policies That Have Contributed To Health
Problems, Policies That Would Help Alleviate Health Problems, And How Nurses Champion
Public Policies. Disease Prevention, Health Promotion, And Concepts Of Determinants Of
Health Are Integral Parts Of Nursing Curricula.
DIF: Understand
REF: 11| 12
OBJ: Analyze How The Nature And Scope Of Nursing Practice Are Influenced By Different
Conceptualizations Of Health And Health Determinants.
TOP: Planning
MSC: NCLEX: Health Promotion And Maintenance
5. Which Of The Following Is A Prerequisite For Health, As Identified By The Ottawa Charter
For Health Promotion?
A. Education.
B. Social Support.
C. Self-Esteem.
D. Physical Environment.
ANSWER: A
Education Is One Of The Nine Prerequisites For Health That Were Identified In The Ottawa
Charter For Health Promotion. Lack Of Social Support And Low Self-Esteem Were Identified
As Psychosocial Risk Factors By Labonte (1993). Dangerous Physical Environments Were
Identified As Socioenvironmental Risk Factors By Labonte (1993).
DIF: Understand
REF: 4
OBJ: Discuss Contributions Of The Following Canadian Publications To Conceptualizations Of
Health And Health Determinants: Lalonde Report, Ottawa Charter, Epp Report, Strategies For
Population Health, Jakarta Declaration, Bangkok Charter, Toronto Charter.
,TOP: Planning
MSC: NCLEX: Health Promotion And Maintenance
6. The Determinant Of Health With The Greatest Effect On The Health Of Canadians Is Which Of
The Following?
A. Education.
B. Health Services.
C. Social Support Networks.
D. Income And Social Status.
ANSWER: D
Income, Income Distribution, And Social Status Constitute The Greatest Determinant Of Health
Because They Influence Most Other Determinants. Some Investigators Suggest That Literacy
And Education Are Important Influences On Health Status Because They Affect Many Other
Health Determinants. Approximately 25% Of A Population’s Health Status Is Attributed To The
Quality Of Its Health Care Services. Social Support Affects Health, Health Behaviours, And
Health Care Utilization But Is Not The Greatest Determinant Of Health.
DIF: Understand
REF: 6
OBJ: Discuss Key Health Determinants And Their Interrelationships And How They Influence
Health.
TOP: Planning
MSC: NCLEX: Health Promotion And Maintenance
7. A Paraplegic Patient In The Hospital For An Electrolyte Imbalance Is Receiving Care At
Which Prevention Level?
A. Primary Prevention Level.
B. Secondary Prevention Level.
C. Tertiary Prevention Level.
D. Health Promotion Level.
ANSWER: B
The Secondary Prevention Level Focuses On Early Detection Of Disease Once Pathogenesis
Has Occurred, So That Prompt Treatment Can Be Initiated To Halt Disease And Limit Disability.
The Primary Prevention Level Focuses On Health Promotion, Specific Protection Measures
,Such As Immunizations, And The Reduction Of Risk Factors Such As Smoking. The Tertiary
Prevention Level Focuses On Minimizing Residual Disability.
DIF: Apply
REF: 11
OBJ: Contrast Distinguishing Features Of Health Promotion And Disease Prevention.
TOP: Implementation
MSC: NCLEX: Health Promotion And Maintenance
8. The Nurse Incorporates Levels Of Prevention On The Basis Of Patient Needs And The Type Of
Nursing Care Provided. Which Of The Following Is An Example Of Tertiary Level Preventive
Caregiving?
A. Teaching A Patient How To Irrigate A New Temporary Colostomy.
B. Providing A Lesson On Hygiene For An Elementary School Class.
C. Informing A Patient That Immunizations For Her Infant Are Available Through The
Health Department.
D. Arranging For A Hospice Nurse To Visit With The Family Of A Patient With Cancer.
ANSWER: D
Tertiary Prevention Is Provided When A Defect Or Disability Is Permanent And Irreversible. At
This Level, The Hospice Nurse Aims To Help The Patient And His Or Her Family To Achieve A
High Level Of Function, Despite The Limitations Caused By The Patient’s Illness. Teaching A
Patient How To Irrigate A New Colostomy Is An Example Of Secondary Prevention. If The
Colostomy Is To Be Permanent, Care May Later Move To The Tertiary Level Of Prevention.
Providing A Lesson On Hygiene For An Elementary School Class And Informing A Patient
About Available Immunizations Are Examples Of Primary Prevention.
DIF: Apply
REF: 11
OBJ: Discuss The Three Levels Of Disease Prevention.
TOP: Implementation
MSC: NCLEX: Health Promotion And Maintenance
,9. The Nurse Is Working On A Committee To Evaluate The Need For Increasing The Levels Of
Fluoride In The Drinking Water Of The Community. In Doing So, The Nurse Is Fostering Which
Concept?
A. Anticipatory Prevention.
B. Primary Prevention.
C. Secondary Prevention.
D. Tertiary Prevention.
ANSWER: B
Fluoridation Of Municipal Drinking Water And Fortification Of Homogenized Milk With Vitamin D
Are Examples Of Primary Prevention Strategies. With Active Strategies Of Health Promotion,
Individuals Are Motivated To Adopt Specific Health Programs Such As Weight Reduction And
Smoking Cessation Programs. “Anticipatory Prevention” Is Not A Known Concept. Secondary
Prevention Promotes Early Detection Of Disease (E.G., Screening).
Tertiary Prevention Activities Are Initiated In The Convalescence Phase Of Disease.
DIF: Apply
REF: 11
OBJ: Discuss The Three Levels Of Disease Prevention.
TOP: Implementation
MSC: NCLEX: Health Promotion And Maintenance
10. The Nurse Is Working In A Clinic That Is Designed To Provide Health Education And
Immunizations. As Such, This Clinic Focuses On Which Type Of Prevention?
A. Primary Prevention.
B. Secondary Prevention.
C. Tertiary Prevention.
D. Diagnosis And Prompt Intervention.
ANSWER: A
Primary Prevention Precedes Disease Or Dysfunction And Is Applied To People Considered
Physically And Emotionally Healthy. Health Promotion Includes Health Education Programs,
Immunizations, And Physical And Nutritional Fitness Activities. Secondary Prevention Focuses
On Individuals Who Are Experiencing Health Problems Or Illnesses And Who Are At Risk For
Developing Complications Or Worsening Conditions; Activities Are Directed At Diagnosis And
Prompt Intervention. Tertiary Prevention Is Provided When A Defect Or Disability Is Permanent
, And Irreversible. It Involves Minimizing The Effects Of Long-Term Disease Or Disability
Through Interventions Directed At Preventing Complications And Deterioration.
DIF: Understand
REF: 11
OBJ: Discuss The Three Levels Of Disease Prevention.
TOP: Implementation
MSC: NCLEX: Health Promotion And Maintenance
11. The Patient Is Admitted To The Emergency Department Of The Local Hospital From Home
With Reports Of Chest Discomfort And Shortness Of Breath. She Is Administered Oxygen And
Breathing Treatments, Laboratory Tests And Blood Gas Measurements Are Performed, And
Electrocardiography Is Conducted. What Level Of Preventive Care Is This Patient Receiving?
A. Primary Prevention.
B. Secondary Prevention.
C. Tertiary Prevention.
D. Health Promotion.
ANSWER: B
Secondary Prevention Focuses On Individuals Who Are Experiencing Health Problems Or
Illnesses And Who Are At Risk For Developing Complications Or Worsening Conditions.
Activities Are Directed At Diagnosis And Prompt Intervention. Primary Prevention Precedes
Disease Or Dysfunction And Is Applied To People Considered Physically And Emotionally
Healthy. Health Promotion Includes Health Education Programs, Immunizations, And Physical
And Nutritional Fitness Activities. Tertiary Prevention Is Provided When A Defect Or Disability
Is Permanent And Irreversible. It Involves Minimizing The Effects Of Long-Term Disease Or
Disability Through Interventions Directed At Preventing Complications And Deterioration.
DIF: Apply
REF: 11
OBJ: Discuss The Three Levels Of Disease Prevention.
TOP: Implementation
MSC: NCLEX: Health Promotion And Maintenance
