Test Bank for Fundamentals of Nursing: Active Learning for Collaborative Practice 3rd Edition By Barbara L Yoost LATEST VERSION

,TABLE .OF .CONTENT
Chapter .01NURSING .Theory, .and .Professional .Practice


.Chapter .02: .Values, .Beliefs, .and .Caring



Chapter .03: .Communication


Chapter .04: .Clinical .Judgment .in .Nursing


.Chapter .05: .Introduction .to .the .Nursing



.Process .Chapter .06: .Assessment



Chapter .07: .Data .Analysis/Nursing .Diagnosis


.Chapter .08: .Planning



Chapter .09: .Implementation .and .Evaluation


Chapter .10: .Documentation, .Electronic .Health .Records, .and .Reporting


.Chapter .11: .Ethical .and .Legal .Considerations



Chapter .12: .Leadership .and .Management


Chapter .13: .Evidence-Based .Practice .and .Nursing .Research


.Chapter .14: .Health .Literacy .and .Patient .Education



Chapter .15: .Nursing .Informatics


.Chapter .16: .Health .and .Wellness



Chapter .17: .Human .Development: .Conception .Through



.Adolescence .Chapter .18: .Human .Development: .Young .Adult



.Through .Older .Adult .Chapter .19: .Vital .Signs



Chapter .20: .Health .History .and .Physical .Assessment


.Chapter .21: .Ethnicity .and .Cultural .Assessment



.Chapter .22: .Spiritual .Health

,Chapter .23: .Public .Health, .Community-Based, .and .Home .Health .Care


.Chapter .24: .Human .Sexuality



Chapter .25: .Safety


Chapter .26: .Asepsis .and .Infection .control


.Chapter .27: .Hygiene .and .Personal .Care



Chapter .28: .Activity, .Immobility, .and .Safe .Movement


.Chapter .29: .Skin .Integrity .and .Wound .Care



Chapter .30: .Nutrition


Chapter .31: .Cognitive .and .Sensory .Alterations


.Chapter .32: .Stress .and .Coping



Chapter .33: .Sleep


Chapter .34: .Diagnostic .Testing


.Chapter .35: .Medication



.Administration .Chapter .36: .Pain



.Management



Chapter .37: .Perioperative .Nursing .Care


.Chapter .38: .Oxygenation .and .Tissue



.Perfusion



Chapter .39: .Fluid, .Electrolytes, .and .Acid-Base .Balance


.Chapter .40: .Bowel .Elimination



Chapter .41: .Urinary


.Elimination .Chapter .42:



.Death .and .Loss

, Fundamentals of Nursing 3rd Edition Yoost Test Bank

Chapter .01NURSING .Theory, .and .Professional .Practice
.Yoost .& .Crawford: .Fundamentals .of .Nursing: .Active .Learning .for
.CollaborativePractice, .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
CORRECT .ANSWER: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.

DIFFERENCE: Remembering OBJECTIVE: .1.5
TOPIC:Planning .MSC: .NCLEXClient .Needs.C .N
a . t e gR
o
IS .a f Ge .a n Bd .E.f Cf .e.c.t.i Mv .e .CareEnvironment:.Management.of.Care
.r y:
NOT: .Concepts: .Care .CoordinatiU 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. TheNurseneeds .to .focus .on .interpersonal .processes .betweenNurseand .patient.
c. TheNurseassists .the .patient .with .essential .functions .toward .independence.
d. Human .beings .are .interacting .in .continuous .motion .as .energy .fields.
CORRECT .ANSWER: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 .theNurseand .the
.interpersonal .process .between .aNurseand .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.


DIFFERENCE: Understanding OBJECTIVE: