TEST BANK r3
Fundamentals of Nursing Thinking Doing and Caring
r3 r3 r3 r3 r3 r3 r3
4th Edition Volume 2 Wilkinson Treas
r3 r3 r3 r3 r3
TEST BANK r3
, Fundamentals of Nursing Thinking Doing and Caring 4th Edition Volume 2 Wilkinson Treas Test Bank
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
Table of Content
r3 r3
Chapter 1 Evolution of Nursing Thought & Action
r3 r3 r3 r3 r3 r3 r3
Chapter 2 Critical Thinking & Nursing Process
r3 r3 r3 r3 r3 r3
Chapter 3 Assessment
r3 r3
Chapter 4 Analysis/Diagnosis
r3 r3
Chapter 5 Planning Outcomes
r3 r3 r3
Chapter 6 Planning Interventions
r3 r3 r3
Chapter 7 Implementation & Evaluation
r3 r3 r3 r3
Chapter 8 Theory, Research, & Evidence-Based Practice
r3 r3 r3 r3 r3 r3
Chapter 9 Life Span: Infancy Through Middle Adulthood
r3 r3 r3 r3 r3 r3 r3
Chapter 10 Life Span: Older Adults
r3 r3 r3 r3 r3
Chapter 11 Experiencing Health & Illness
r3 r3 r3 r3 r3
Chapter 12 Stress & Adaptation
r3 r3 r3 r3
Chapter 13 Psychosocial Health & Illness
r3 r3 r3 r3 r3
Chapter 14 The Family
r3 r3 r3
Chapter 15 Culture & Ethnicity
r3 r3 r3 r3
Chapter 16 Spirituality
r3 r3
Chapter 17 Loss, Grief, & Dying
r3 r3 r3 r3 r3
Chapter 18 Documenting & Reporting
r3 r3 r3 r3
Chapter 19 Teaching & Learning
r3 r3 r3 r3
Chapter 20 Measuring Vital Signs
r3 r3 r3 r3
Chapter 21 Communication & Therapeutic Relationships
r3 r3 r3 r3 r3
Chapter 22 Health Assessment
r3 r3 r3
Chapter 23 Promoting Asepsis & Preventing Infection
r3 r3 r3 r3 r3 r3
Chapter 24 Promoting Safety
r3 r3 r3
Chapter 25 Facilitating Hygiene
r3 r3 r3
Chapter 26 Administering Medications
r3 r3 r3
Chapter 27 Nutrition
r3 r3
Chapter 28 Urinary Elimination
r3 r3 r3
Chapter 29 Bowel Elimination
r3 r3 r3
Chapter 30 Sensation, Perception, & Response
r3 r3 r3 r3 r3
Chapter 31 Pain
r3 r3
Chapter 32 Physical Activity & Immobility
r3 r3 r3 r3 r3
Chapter 33 Sexual Health
r3 r3 r3
Chapter 34 Sleep & Rest
r3 r3 r3 r3
Chapter 35 Skin Integrity & Wound Healing
r3 r3 r3 r3 r3 r3
Chapter 36 Oxygenation
r3 r3
Chapter 37 Circulation & Perfusion
r3 r3 r3 r3
Chapter 38 Fluids, Electrolytes, & Acid-Base Balance
r3 r3 r3 r3 r3 r3
Chapter 39 Perioperative Care
r3 r3 r3
Chapter 40 Leading & Managing
r3 r3 r3 r3
Chapter 41 Nursing Informatics
r3 r3 r3
Chapter 42 Promoting Health
r3 r3 r3
Chapter 43 Community & Home Health Nursing
r3 r3 r3 r3 r3 r3
Chapter 44 Ethics & Values
r3 r3 r3 r3
Chapter 45 Legal Accountability
r3 r3 r3
Chapter 46 Holistic Healing
r3 r3 r3
,Chapter 1. Evolution of Nursing Thought & Action
r3 r3 r3 r3 r3 r3 r3
MULTIPLE CHOICE r3
1. Which of the following is an example of an illness prevention activity?
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
a) Encouraging the use of a food diary r3 r3 r3 r3 r3 r3
b) Joining a cancer support group r3 r3 r3 r3
c) Administering immunization for HPV r3 r3 r3
d) Teaching a diabetic patient about his diet r3 r3 r3 r3 r3 r3
ANS: r 3 C
Administering immunization for HPV is an example of illness prevention. Although cancer i
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
s a disease, it is assumed that a person joining a support group would already have the diseas
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
e; therefore, it would be treatment and not disease prevention. Illness prevention activities fo
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
cus on avoiding a specific disease. A food diary is a health promotion activity. Teaching a diab
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
etic patient about diet is a treatment for diabetes; the patient already has diabetes, so the teac
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
hing cannot prevent diabetes.
r3 r3 r3
Difficulty: Moderate r3
Client Need: Health Promotion and Maintenance Co
r3 r3 r3 r3 r3 r3
gnitive Level: Application r3 r3
PTS: r 3 r 3 1
2. Which organization can require nurses to take continuing education courses as a condition of
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
r3 licensure renewal? r3
a) American Nurses Association r3 r3
b) National League for Nursing r3 r3 r3
c) Sigma Theta Tau r3 r3
d) State Board of Nursing r3 r3 r3
ANS: r 3 D
Continuing education is a professional strategy designed to ensure that nurses remain current
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
in their clinical knowledge. Many states require nurses to engage in a certain number of co
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
ntinuing-
education requirements to renew their license. The knowledge gained in the nursing curricu
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
lum is sufficient for nursing school graduates to obtain their initial license.
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
Requirements for renewal of a nurse‘s license can be found in the state‘s nurse practice act (
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
state board of nursing). r3 r3 r3
Difficulty: Difficult Cogn r3 r3
itive Level: Analysis r3 r3
Client Need: Health Promotion and Maintenance Co
r3 r3 r3 r3 r3 r3
gnitive Level: Application r3 r3
PTS: r 3 r 3 1
3. An experienced seasoned nurse uses her knowledge of patient medical conditions and int
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
uition to identify patient problems. She is often the resource for other nurses on the unit.
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
What stage of proficiency has this nurse achieved?
r3 r3 r3 r3 r3 r3 r3
a) Novice
, b) Advanced beginner r3
c) Competent
d) Expert
ANS: r 3 D
The nurse who has reached the expert stage of proficiency has a deep understanding of the cl
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
inical situation based on knowledge and experience. The nurse often senses a potential probl
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
em in the absence of classic signs and symptoms. The novice nurse is inexperienced and relie
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
s on rules and processes. The advanced beginner focuses on aspects of a situation and is una
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
ble to see the comprehensive perspective. A nurse functioning at the competent level is able t
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
o prioritize to meet the patient needs but does not fully grasp the total situation.
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
Difficulty: Moderate r3
Cognitive Level: Comprehension r3 r3
PTS: r 3 r 3 1
4. Which of the following best explains the importance of standards of practice?
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
a) Nurses and other healthcare providers have the same standards of practice.
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
b) Standard of practice only apply to nurses who work in hospital settings.
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
c) Standards of practice identify the knowledge, skills, and attitudes nurses need to
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
provide safe care.
r3 r3 r3
d) Standards of practice differ among registered nurses because the roles are different
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
based on the population they serve.
r3 r3 r3 r3 r3 r3
ANS: r 3 C
Standards of practice are authoritative statements of the duties that all registered nurses, regar
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
dless of role, population, or specialty, are expected to perform competently. Standards are deri
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
ved from several sources, including professional organizations and healthcare facilities‘ polic
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
ies and procedures.
r3 r3
Difficulty: Moderate Cogniti r3 r3
ve Level: Application
r3 r3
PTS: r 3 r 3 1
5. What is the primary goal of the National League for Nursing?
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
a) Advocate for the needs of registered nurses to promote patient safety
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
b) Establish and maintain standards for nursing education r3 r3 r3 r3 r3 r3
c) Support global health policies and improve health worldwide
r3 r3 r3 r3 r3 r3 r3
d) Foster nursing scholarship, leadership, and service to improve health worldwide
r3 r3 r3 r3 r3 r3 r3 r3 r3
ANS: r 3 B
The National League for Nursing (NLN) was founded to establish and maintain a universal stand
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
ard of nursing education. The NLN focuses on faculty development in nursing education program
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
s and is the voice for nursing education.
r3 r3 r3 r3 r3 r3 r3
Difficulty: Moderate Cogniti r3 r3
ve Level: Application
r3 r3
PTS: r 3 r 3 1
Fundamentals of Nursing Thinking Doing and Caring
r3 r3 r3 r3 r3 r3 r3
4th Edition Volume 2 Wilkinson Treas
r3 r3 r3 r3 r3
TEST BANK r3
, Fundamentals of Nursing Thinking Doing and Caring 4th Edition Volume 2 Wilkinson Treas Test Bank
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
Table of Content
r3 r3
Chapter 1 Evolution of Nursing Thought & Action
r3 r3 r3 r3 r3 r3 r3
Chapter 2 Critical Thinking & Nursing Process
r3 r3 r3 r3 r3 r3
Chapter 3 Assessment
r3 r3
Chapter 4 Analysis/Diagnosis
r3 r3
Chapter 5 Planning Outcomes
r3 r3 r3
Chapter 6 Planning Interventions
r3 r3 r3
Chapter 7 Implementation & Evaluation
r3 r3 r3 r3
Chapter 8 Theory, Research, & Evidence-Based Practice
r3 r3 r3 r3 r3 r3
Chapter 9 Life Span: Infancy Through Middle Adulthood
r3 r3 r3 r3 r3 r3 r3
Chapter 10 Life Span: Older Adults
r3 r3 r3 r3 r3
Chapter 11 Experiencing Health & Illness
r3 r3 r3 r3 r3
Chapter 12 Stress & Adaptation
r3 r3 r3 r3
Chapter 13 Psychosocial Health & Illness
r3 r3 r3 r3 r3
Chapter 14 The Family
r3 r3 r3
Chapter 15 Culture & Ethnicity
r3 r3 r3 r3
Chapter 16 Spirituality
r3 r3
Chapter 17 Loss, Grief, & Dying
r3 r3 r3 r3 r3
Chapter 18 Documenting & Reporting
r3 r3 r3 r3
Chapter 19 Teaching & Learning
r3 r3 r3 r3
Chapter 20 Measuring Vital Signs
r3 r3 r3 r3
Chapter 21 Communication & Therapeutic Relationships
r3 r3 r3 r3 r3
Chapter 22 Health Assessment
r3 r3 r3
Chapter 23 Promoting Asepsis & Preventing Infection
r3 r3 r3 r3 r3 r3
Chapter 24 Promoting Safety
r3 r3 r3
Chapter 25 Facilitating Hygiene
r3 r3 r3
Chapter 26 Administering Medications
r3 r3 r3
Chapter 27 Nutrition
r3 r3
Chapter 28 Urinary Elimination
r3 r3 r3
Chapter 29 Bowel Elimination
r3 r3 r3
Chapter 30 Sensation, Perception, & Response
r3 r3 r3 r3 r3
Chapter 31 Pain
r3 r3
Chapter 32 Physical Activity & Immobility
r3 r3 r3 r3 r3
Chapter 33 Sexual Health
r3 r3 r3
Chapter 34 Sleep & Rest
r3 r3 r3 r3
Chapter 35 Skin Integrity & Wound Healing
r3 r3 r3 r3 r3 r3
Chapter 36 Oxygenation
r3 r3
Chapter 37 Circulation & Perfusion
r3 r3 r3 r3
Chapter 38 Fluids, Electrolytes, & Acid-Base Balance
r3 r3 r3 r3 r3 r3
Chapter 39 Perioperative Care
r3 r3 r3
Chapter 40 Leading & Managing
r3 r3 r3 r3
Chapter 41 Nursing Informatics
r3 r3 r3
Chapter 42 Promoting Health
r3 r3 r3
Chapter 43 Community & Home Health Nursing
r3 r3 r3 r3 r3 r3
Chapter 44 Ethics & Values
r3 r3 r3 r3
Chapter 45 Legal Accountability
r3 r3 r3
Chapter 46 Holistic Healing
r3 r3 r3
,Chapter 1. Evolution of Nursing Thought & Action
r3 r3 r3 r3 r3 r3 r3
MULTIPLE CHOICE r3
1. Which of the following is an example of an illness prevention activity?
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
a) Encouraging the use of a food diary r3 r3 r3 r3 r3 r3
b) Joining a cancer support group r3 r3 r3 r3
c) Administering immunization for HPV r3 r3 r3
d) Teaching a diabetic patient about his diet r3 r3 r3 r3 r3 r3
ANS: r 3 C
Administering immunization for HPV is an example of illness prevention. Although cancer i
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
s a disease, it is assumed that a person joining a support group would already have the diseas
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
e; therefore, it would be treatment and not disease prevention. Illness prevention activities fo
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
cus on avoiding a specific disease. A food diary is a health promotion activity. Teaching a diab
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
etic patient about diet is a treatment for diabetes; the patient already has diabetes, so the teac
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
hing cannot prevent diabetes.
r3 r3 r3
Difficulty: Moderate r3
Client Need: Health Promotion and Maintenance Co
r3 r3 r3 r3 r3 r3
gnitive Level: Application r3 r3
PTS: r 3 r 3 1
2. Which organization can require nurses to take continuing education courses as a condition of
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
r3 licensure renewal? r3
a) American Nurses Association r3 r3
b) National League for Nursing r3 r3 r3
c) Sigma Theta Tau r3 r3
d) State Board of Nursing r3 r3 r3
ANS: r 3 D
Continuing education is a professional strategy designed to ensure that nurses remain current
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
in their clinical knowledge. Many states require nurses to engage in a certain number of co
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
ntinuing-
education requirements to renew their license. The knowledge gained in the nursing curricu
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
lum is sufficient for nursing school graduates to obtain their initial license.
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
Requirements for renewal of a nurse‘s license can be found in the state‘s nurse practice act (
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
state board of nursing). r3 r3 r3
Difficulty: Difficult Cogn r3 r3
itive Level: Analysis r3 r3
Client Need: Health Promotion and Maintenance Co
r3 r3 r3 r3 r3 r3
gnitive Level: Application r3 r3
PTS: r 3 r 3 1
3. An experienced seasoned nurse uses her knowledge of patient medical conditions and int
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
uition to identify patient problems. She is often the resource for other nurses on the unit.
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
What stage of proficiency has this nurse achieved?
r3 r3 r3 r3 r3 r3 r3
a) Novice
, b) Advanced beginner r3
c) Competent
d) Expert
ANS: r 3 D
The nurse who has reached the expert stage of proficiency has a deep understanding of the cl
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
inical situation based on knowledge and experience. The nurse often senses a potential probl
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
em in the absence of classic signs and symptoms. The novice nurse is inexperienced and relie
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
s on rules and processes. The advanced beginner focuses on aspects of a situation and is una
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
ble to see the comprehensive perspective. A nurse functioning at the competent level is able t
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
o prioritize to meet the patient needs but does not fully grasp the total situation.
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
Difficulty: Moderate r3
Cognitive Level: Comprehension r3 r3
PTS: r 3 r 3 1
4. Which of the following best explains the importance of standards of practice?
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
a) Nurses and other healthcare providers have the same standards of practice.
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
b) Standard of practice only apply to nurses who work in hospital settings.
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
c) Standards of practice identify the knowledge, skills, and attitudes nurses need to
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
provide safe care.
r3 r3 r3
d) Standards of practice differ among registered nurses because the roles are different
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
based on the population they serve.
r3 r3 r3 r3 r3 r3
ANS: r 3 C
Standards of practice are authoritative statements of the duties that all registered nurses, regar
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
dless of role, population, or specialty, are expected to perform competently. Standards are deri
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
ved from several sources, including professional organizations and healthcare facilities‘ polic
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
ies and procedures.
r3 r3
Difficulty: Moderate Cogniti r3 r3
ve Level: Application
r3 r3
PTS: r 3 r 3 1
5. What is the primary goal of the National League for Nursing?
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
a) Advocate for the needs of registered nurses to promote patient safety
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
b) Establish and maintain standards for nursing education r3 r3 r3 r3 r3 r3
c) Support global health policies and improve health worldwide
r3 r3 r3 r3 r3 r3 r3
d) Foster nursing scholarship, leadership, and service to improve health worldwide
r3 r3 r3 r3 r3 r3 r3 r3 r3
ANS: r 3 B
The National League for Nursing (NLN) was founded to establish and maintain a universal stand
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
ard of nursing education. The NLN focuses on faculty development in nursing education program
r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3 r3
s and is the voice for nursing education.
r3 r3 r3 r3 r3 r3 r3
Difficulty: Moderate Cogniti r3 r3
ve Level: Application
r3 r3
PTS: r 3 r 3 1
