Test Bank For Fundamentals of
nn nn nn nn
Nursing: Active Learning for
nn nn nn nn
Collaborative Practice 3rd
nn nn nn
Edition by Barbara L Yoost
nn nn nn nn nn
Chapter 1-42|Complete Guide
nn nn nn
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nnStudy nnMaterial
Fundamentals of Nursing Active Learning for Collaborative Practice 3rd
nn nn nn nn nn nn nn nn
Edition Yoost Test Bank
nn nn nn nn
Table of Contents
nn nn
1.Nursing, nnTheory, nnand nnProfessional
nnPractice nn2.Values, nnBeliefs, nnand nnCaring
nn3.Communication
4.Critical nnThinking nnin nnNursing
5.Introduction nnto nnthe nnNursing nnProcess
nn6.Assessment
7.Nursing
nnDiagnosis
nn8.Planning
9. Implementation nnand nnEvaluation
10. Documentation, nnElectronic nnHealth nnRecords, nnand nnReporting
11. Ethical nnand nnLegal nnConsiderations
12. Leadership nnand nnManagement
13. Evidence-Based nnPractice nnand nnNursing nnResearch
14. Health nnLiteracy nnand nnPatient nnEducation
15. Nursing nnInformatics
16. Health nnand nnWellness
17. Human nnDevelopment: nnConception nnthrough nnAdolescence
18. Human nnDevelopment: nnYoung nnAdult nnthrough nnOlder nnAdult
19. Vital nnSigns
20. Health nnHistory nnand nnPhysical
nnAssessment nn21.Ethnicity nnand nnCultural
nnAssessment nn22.Spiritual nnHealth
23. Public nnHealth, nnCommunity-Based, nnand nnHome nnHealth nnCare
24. Human
nnSexuality
nn25.Safety
26. Asepsis nnand nnInfection nnControl
27. Hygiene nnand nnPersonal nnCare
28. Activity, nnImmobility, nnand nnSafe nnMovement
29. Skin nnIntegrity nnand nnWound
nnCare nn30.Nutrition
31. Cognitive nnand nnSensory nnAlterations
32. Stress nnand
nnCoping nn33.Sleep
nn34.Diagnostic
nnTesting
35.Medication nnAdministration
36.Pain nnManagement
nn37.Perioperative nnNursing nnCare
38.Oxygenation nnand nnTissues nnPerfusion
nn39.Fluid, nnElectrolyte, nnand nnAcid-Base
nnBalance nn40.Bowel nnElimination
41. Urinary nnElimination
42. Death nnand nnLoss
, Stuvia.com nn- nnThe nnMarketplace nnto nnBuy nnand nnSell nnyour
nnStudy nnMaterial
Chapter 01: Nursing, Theory, and Professional Practice
nn nn nn nn nn nn
Yoost nn& nnCrawford: nnFundamentals nnof nnNursing: nnActive nnLearning nnfor nnCollaborative
nnPractice, nn3rd nnEdition
MULTIPLE nnCHOICE
1. A nngroup nnof nnnursing nnstudents nnare nndiscussing nnthe nnimpact nnof nnnonnursing nntheories nnin
clinical nnpractice. nnThe nnstudents nnwould nnbe nncorrect nnif nnthey nnchose nnwhich nntheory nnto
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b. Paul’s nnCritical-Thinking nnTheory
c. Maslow’s nnHierarchy nnofnnNeeds
d. Rosenstock’s nnHealth nnBelief nnModel
ANS: nnC
Maslow’s nnhierarchy nnof nnneeds nnspecifies nnthe nnpsychological nnand nnphysiologic nnfactors nnthat
nnaffect nneach nnperson’s nnphysical nnand nnmental nnhealth. nnThe nnnurse’s nnunderstanding nnof
nnthese nnfactors nnhelps nnwith nnformulating nnNursing nndiagnoses nnthat nnaddress nnthe nnpatient’s
nnneeds nnand nnvalues nnto nnprioritize nncare. nnErikson’s nnPsychosocial nnTheory nnof nnDevelopment
nnand nnSocialization nnis nnbased nnon nnindividuals’ nninteracting nnand nnlearning nnabout nntheir
nnworld. nnNurses nnuse nnconcepts nnof nndevelopmental nntheory nnto nncritically nnthink nnin nnproviding
nncare nnfor nntheir nnpatients nnat nnvarious nnstages nnof nntheir nnlives.
Rosenstock nn(1974) nndeveloped nnthe nnpsychological nnHealth nnBelief nnModel. nnThe
nnmodeladdresses nnpossible nnreasons nnfor nnwhy nna nnpatient nnmay nnnot nncomply nnwith
nnrecommended nnhealth nnpromotion nnbehaviors. nnThis nnmodel nnis nnespecially nnuseful nnto
nnnurses nnas nnthey nneducate nnpatients.
DIF: Remembering OBJ: n n n n 1.5 TOP: n n Planning
MSC: nnNCLEX nnClient nnNeeds nnCategory: nnSafe nnand nnEffective nnCare nnEnvironment: nnManagement
nnof nnCare nnNOT: nnConcepts: nnCare nnCoordination
2. A nnnursing nnstudent nnis nnpreparing nnstudy nnnotes nnfrom nna nnrecent nnlecture nnin nnnursing
history.nnThe nnstudent nnwould nncredit nnFlorence nnNightingale nnfor nnwhich nndefinition
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nncapacitynnfor nnhealth.
b. The nnnurse nnneeds nnto nnfocus nnon nninterpersonal nnprocesses nnbetween nnnurse nnand nnpatient.
c. The nnnurse nnassists nnthe nnpatient nnwith nnessential nnfunctions nntowardnnindependence.
d. Human nnbeings nnare nninteracting nnin nncontinuous nnmotion nnas nnenergynnfields.
ANS: nnA
Florence nnNightingale’s nn(1860) nnconcept nnof nnthe nnenvironment nnemphasized nnprevention
nnand nnclean nnair, nnwater, nnand nnhousing. nnThis nntheory nnstates nnthat nnthe nnimbalance nnbetween
nnthe nnpatient nnand nnthe nnenvironment nndecreases nnthe nncapacity nnfor nnhealth nnand nndoes nnnot
nnallow nnfor nnconservation nnof nnenergy. nnHildegard nnPeplau nn(1952) nnfocused nnon nnthe nnroles
nnplayed nnby nnthe nnnurse nnand nnthe nninterpersonal nnprocess nnbetween nna nnnurse nnand nna nnpatient.
nnVirginia nnHenderson nndescribed nnthe nnnurse’s nnrole nnas nnsubstitutive nn(doing nnfor nnthe
nnperson), nnsupplementary nn(helping nnthe nnperson), nnor nncomplementary nn(working nnwith nnthe
nnperson), nnwith nnthe nngoal nnof nnindependence nnfor nnthe nnpatient. nnMartha nnRogers nn(1970)
nndeveloped nnthe nnScience nnof nnUnitary nnHuman nnBeings. nnShe nnstated nnthat nnhuman nnbeings
nnand nntheir nnenvironments nnare nninteracting nnin nncontinuous nnmotion nnas nninfinite nnenergy
nnfields.
DIF: Understanding OBJ: n n 1.4 TOP:
nnPlanning nnMSC: n n NCLEX nnClient nnNeeds nnCategory: nnHealth nnPromotion
nnand nnMaintenance nnNOT: nnConcepts: nnHealth nnPromotion
, Stuvia.com nn- nnThe nnMarketplace nnto nnBuy nnand nnSell nnyour
nnStudy nnMaterial
3. The nnnurse nnidentifies nnwhich nnnurse nnestablished nnthe nnAmerican nnRed nnCross nnduring nnthe nnCivilnnWar?
a. Dorothea nnDix
b. Linda nnRichards
c. Lena nnHigbee
d. Clara nnBarton
ANS: nnD
Clara nnBarton nnpracticed nnnursing nnin nnthe nnCivil nnWar nnand nnestablished nnthe nnAmerican nnRed
nnCross. nnDorothea nnDix nnwas nnthe nnhead nnof nnthe nnU.S. nnSanitary nnCommission, nnwhich nnwas nna
nnforerunner nnof nnthe nnArmy nnNurse nnCorps. nnLinda nnRichards nnwas nnAmerica’s nnfirst nntrained
nnnurse, nngraduating nnfrom nnBoston’s nnWomen’s nnHospital nnin nn1873, nnand nnLena nnHigbee,
nnsuperintendent nnof nnthe nnU.S. nnNavy nnNurse nnCorps, nnwas nnawarded nnthe nnNavy nnCross nnin
nn1918.
DIF: Remembering OBJ: n n 1.3 TOP:
nnAssessment nnMSC: nnNCLEX nnClient nnNeeds nnCategory: nnHealth nnPromotion nnand
nnMaintenance
NOT: nnConcepts: nnProfessionalism
4. The nnnursing nninstructor nnis nnresearching nnthe nnfive nnproficiencies nnregarded nnas nnessential
nnfornnstudents nnand nnprofessionals. nnThe nnnursing nninstructor nnidentifies nnwhich nnorganization
nnwould nnbe nnfound nnto nnhave nnadded nnsafety nnas nna nnsixth nncompetency?
a. Quality nnand nnSafety nnEducation nnfor nnNurses(QSEN)
b. Institute nnof nnMedicine nn(IOM)
c. American nnAssociation nnof nnColleges nnof nnNursing nn(AACN)
d. National nnLeague nnfor nnNursing nn(NLN)
ANS: nnA
The nnInstitute nnof nnMedicine nnreport nnhealth nnprofessions nnEducation: nnA nnBridge nnto nnQuality
nn(2003), nnoutlines nnfive nncore nncompetencies. nnThese nninclude nnpatient-centered nncare,
nninterdisciplinary
teamwork, nnuse nnof nnevidence-based nnmedicine, nnquality nnimprovement, nnand nnuse nnof
nninformation nntechnology. nnQSEN nnadded nnsafety nnas nna nnsixth nncompetency. nnThe nnEssentials
nnof nnBaccalaureate nnEducation nnfor nnProfessional nnNursing nnPractice nnare nnprovided nnand
nnupdated nnby nnthe nnAmerican nnAssociation nnof nnColleges nnof nnNursing nn(AACN) nn(2008). nnThe
nndocument nnoffers nna nnframework nnfor nnthe nneducation nnof nnprofessional nnnurses nnwith
nnoutcomes nnfor nnstudents nnto nnmeet. nnThe nnNational nnLeague nnfor nnNursing nn(NLN) nnoutlines
nnand nnupdates nncompetencies nnfor nnpractical, nnassociate, nnbaccalaureate, nnand nngraduate
nnnursing nneducation nnprograms.
DIF: Remembering OBJ: n n n n 1.1 TOP: n n Planning
MSC: nnNCLEX nnClient nnNeeds nnCategory: nnSafe nnand nnEffective nnCare nnEnvironment: nnManagement
nnof nnCare nnNOT: nnConcepts: nnCare nnCoordination
5. The nn nurse nnmanager nnis nninterviewing nngraduate nnnurses nnto nnfill nnexisting nnstaffing
nnvacancies. nnWhen nnhiring nngraduate nnnurses, nnthe nnnurse nnmanager nnrealizes nnthat nnthey
nnwill nnprobably nnnot nnbe nnconsidered nn“competent” nnuntil nnthey nncomplete nnwhich nntask?
a. They nngraduate nnand nnpass nnNCLEX.
b. They nnhave nnworked nn2 nnto nn3 nnyears.
c. Their nnlast nnyear nnof nnnursing nnschool.
d. They nnare nnactuallynnhired.
ANS: nnB
nn nn nn nn
Nursing: Active Learning for
nn nn nn nn
Collaborative Practice 3rd
nn nn nn
Edition by Barbara L Yoost
nn nn nn nn nn
Chapter 1-42|Complete Guide
nn nn nn
A+
nn
, Stuvia.com nn- nnThe nnMarketplace nnto nnBuy nnand nnSell nnyour
nnStudy nnMaterial
Fundamentals of Nursing Active Learning for Collaborative Practice 3rd
nn nn nn nn nn nn nn nn
Edition Yoost Test Bank
nn nn nn nn
Table of Contents
nn nn
1.Nursing, nnTheory, nnand nnProfessional
nnPractice nn2.Values, nnBeliefs, nnand nnCaring
nn3.Communication
4.Critical nnThinking nnin nnNursing
5.Introduction nnto nnthe nnNursing nnProcess
nn6.Assessment
7.Nursing
nnDiagnosis
nn8.Planning
9. Implementation nnand nnEvaluation
10. Documentation, nnElectronic nnHealth nnRecords, nnand nnReporting
11. Ethical nnand nnLegal nnConsiderations
12. Leadership nnand nnManagement
13. Evidence-Based nnPractice nnand nnNursing nnResearch
14. Health nnLiteracy nnand nnPatient nnEducation
15. Nursing nnInformatics
16. Health nnand nnWellness
17. Human nnDevelopment: nnConception nnthrough nnAdolescence
18. Human nnDevelopment: nnYoung nnAdult nnthrough nnOlder nnAdult
19. Vital nnSigns
20. Health nnHistory nnand nnPhysical
nnAssessment nn21.Ethnicity nnand nnCultural
nnAssessment nn22.Spiritual nnHealth
23. Public nnHealth, nnCommunity-Based, nnand nnHome nnHealth nnCare
24. Human
nnSexuality
nn25.Safety
26. Asepsis nnand nnInfection nnControl
27. Hygiene nnand nnPersonal nnCare
28. Activity, nnImmobility, nnand nnSafe nnMovement
29. Skin nnIntegrity nnand nnWound
nnCare nn30.Nutrition
31. Cognitive nnand nnSensory nnAlterations
32. Stress nnand
nnCoping nn33.Sleep
nn34.Diagnostic
nnTesting
35.Medication nnAdministration
36.Pain nnManagement
nn37.Perioperative nnNursing nnCare
38.Oxygenation nnand nnTissues nnPerfusion
nn39.Fluid, nnElectrolyte, nnand nnAcid-Base
nnBalance nn40.Bowel nnElimination
41. Urinary nnElimination
42. Death nnand nnLoss
, Stuvia.com nn- nnThe nnMarketplace nnto nnBuy nnand nnSell nnyour
nnStudy nnMaterial
Chapter 01: Nursing, Theory, and Professional Practice
nn nn nn nn nn nn
Yoost nn& nnCrawford: nnFundamentals nnof nnNursing: nnActive nnLearning nnfor nnCollaborative
nnPractice, nn3rd nnEdition
MULTIPLE nnCHOICE
1. A nngroup nnof nnnursing nnstudents nnare nndiscussing nnthe nnimpact nnof nnnonnursing nntheories nnin
clinical nnpractice. nnThe nnstudents nnwould nnbe nncorrect nnif nnthey nnchose nnwhich nntheory nnto
nn
prioritize nnpatientcare?
nn
a. Erikson’s nnPsychosocial nnTheory
b. Paul’s nnCritical-Thinking nnTheory
c. Maslow’s nnHierarchy nnofnnNeeds
d. Rosenstock’s nnHealth nnBelief nnModel
ANS: nnC
Maslow’s nnhierarchy nnof nnneeds nnspecifies nnthe nnpsychological nnand nnphysiologic nnfactors nnthat
nnaffect nneach nnperson’s nnphysical nnand nnmental nnhealth. nnThe nnnurse’s nnunderstanding nnof
nnthese nnfactors nnhelps nnwith nnformulating nnNursing nndiagnoses nnthat nnaddress nnthe nnpatient’s
nnneeds nnand nnvalues nnto nnprioritize nncare. nnErikson’s nnPsychosocial nnTheory nnof nnDevelopment
nnand nnSocialization nnis nnbased nnon nnindividuals’ nninteracting nnand nnlearning nnabout nntheir
nnworld. nnNurses nnuse nnconcepts nnof nndevelopmental nntheory nnto nncritically nnthink nnin nnproviding
nncare nnfor nntheir nnpatients nnat nnvarious nnstages nnof nntheir nnlives.
Rosenstock nn(1974) nndeveloped nnthe nnpsychological nnHealth nnBelief nnModel. nnThe
nnmodeladdresses nnpossible nnreasons nnfor nnwhy nna nnpatient nnmay nnnot nncomply nnwith
nnrecommended nnhealth nnpromotion nnbehaviors. nnThis nnmodel nnis nnespecially nnuseful nnto
nnnurses nnas nnthey nneducate nnpatients.
DIF: Remembering OBJ: n n n n 1.5 TOP: n n Planning
MSC: nnNCLEX nnClient nnNeeds nnCategory: nnSafe nnand nnEffective nnCare nnEnvironment: nnManagement
nnof nnCare nnNOT: nnConcepts: nnCare nnCoordination
2. A nnnursing nnstudent nnis nnpreparing nnstudy nnnotes nnfrom nna nnrecent nnlecture nnin nnnursing
history.nnThe nnstudent nnwould nncredit nnFlorence nnNightingale nnfor nnwhich nndefinition
nn
of nnnursing?
nn
a. The nnimbalance nnbetween nnthe nnpatient nnand nnthe nnenvironment nndecreases nnthe
nncapacitynnfor nnhealth.
b. The nnnurse nnneeds nnto nnfocus nnon nninterpersonal nnprocesses nnbetween nnnurse nnand nnpatient.
c. The nnnurse nnassists nnthe nnpatient nnwith nnessential nnfunctions nntowardnnindependence.
d. Human nnbeings nnare nninteracting nnin nncontinuous nnmotion nnas nnenergynnfields.
ANS: nnA
Florence nnNightingale’s nn(1860) nnconcept nnof nnthe nnenvironment nnemphasized nnprevention
nnand nnclean nnair, nnwater, nnand nnhousing. nnThis nntheory nnstates nnthat nnthe nnimbalance nnbetween
nnthe nnpatient nnand nnthe nnenvironment nndecreases nnthe nncapacity nnfor nnhealth nnand nndoes nnnot
nnallow nnfor nnconservation nnof nnenergy. nnHildegard nnPeplau nn(1952) nnfocused nnon nnthe nnroles
nnplayed nnby nnthe nnnurse nnand nnthe nninterpersonal nnprocess nnbetween nna nnnurse nnand nna nnpatient.
nnVirginia nnHenderson nndescribed nnthe nnnurse’s nnrole nnas nnsubstitutive nn(doing nnfor nnthe
nnperson), nnsupplementary nn(helping nnthe nnperson), nnor nncomplementary nn(working nnwith nnthe
nnperson), nnwith nnthe nngoal nnof nnindependence nnfor nnthe nnpatient. nnMartha nnRogers nn(1970)
nndeveloped nnthe nnScience nnof nnUnitary nnHuman nnBeings. nnShe nnstated nnthat nnhuman nnbeings
nnand nntheir nnenvironments nnare nninteracting nnin nncontinuous nnmotion nnas nninfinite nnenergy
nnfields.
DIF: Understanding OBJ: n n 1.4 TOP:
nnPlanning nnMSC: n n NCLEX nnClient nnNeeds nnCategory: nnHealth nnPromotion
nnand nnMaintenance nnNOT: nnConcepts: nnHealth nnPromotion
, Stuvia.com nn- nnThe nnMarketplace nnto nnBuy nnand nnSell nnyour
nnStudy nnMaterial
3. The nnnurse nnidentifies nnwhich nnnurse nnestablished nnthe nnAmerican nnRed nnCross nnduring nnthe nnCivilnnWar?
a. Dorothea nnDix
b. Linda nnRichards
c. Lena nnHigbee
d. Clara nnBarton
ANS: nnD
Clara nnBarton nnpracticed nnnursing nnin nnthe nnCivil nnWar nnand nnestablished nnthe nnAmerican nnRed
nnCross. nnDorothea nnDix nnwas nnthe nnhead nnof nnthe nnU.S. nnSanitary nnCommission, nnwhich nnwas nna
nnforerunner nnof nnthe nnArmy nnNurse nnCorps. nnLinda nnRichards nnwas nnAmerica’s nnfirst nntrained
nnnurse, nngraduating nnfrom nnBoston’s nnWomen’s nnHospital nnin nn1873, nnand nnLena nnHigbee,
nnsuperintendent nnof nnthe nnU.S. nnNavy nnNurse nnCorps, nnwas nnawarded nnthe nnNavy nnCross nnin
nn1918.
DIF: Remembering OBJ: n n 1.3 TOP:
nnAssessment nnMSC: nnNCLEX nnClient nnNeeds nnCategory: nnHealth nnPromotion nnand
nnMaintenance
NOT: nnConcepts: nnProfessionalism
4. The nnnursing nninstructor nnis nnresearching nnthe nnfive nnproficiencies nnregarded nnas nnessential
nnfornnstudents nnand nnprofessionals. nnThe nnnursing nninstructor nnidentifies nnwhich nnorganization
nnwould nnbe nnfound nnto nnhave nnadded nnsafety nnas nna nnsixth nncompetency?
a. Quality nnand nnSafety nnEducation nnfor nnNurses(QSEN)
b. Institute nnof nnMedicine nn(IOM)
c. American nnAssociation nnof nnColleges nnof nnNursing nn(AACN)
d. National nnLeague nnfor nnNursing nn(NLN)
ANS: nnA
The nnInstitute nnof nnMedicine nnreport nnhealth nnprofessions nnEducation: nnA nnBridge nnto nnQuality
nn(2003), nnoutlines nnfive nncore nncompetencies. nnThese nninclude nnpatient-centered nncare,
nninterdisciplinary
teamwork, nnuse nnof nnevidence-based nnmedicine, nnquality nnimprovement, nnand nnuse nnof
nninformation nntechnology. nnQSEN nnadded nnsafety nnas nna nnsixth nncompetency. nnThe nnEssentials
nnof nnBaccalaureate nnEducation nnfor nnProfessional nnNursing nnPractice nnare nnprovided nnand
nnupdated nnby nnthe nnAmerican nnAssociation nnof nnColleges nnof nnNursing nn(AACN) nn(2008). nnThe
nndocument nnoffers nna nnframework nnfor nnthe nneducation nnof nnprofessional nnnurses nnwith
nnoutcomes nnfor nnstudents nnto nnmeet. nnThe nnNational nnLeague nnfor nnNursing nn(NLN) nnoutlines
nnand nnupdates nncompetencies nnfor nnpractical, nnassociate, nnbaccalaureate, nnand nngraduate
nnnursing nneducation nnprograms.
DIF: Remembering OBJ: n n n n 1.1 TOP: n n Planning
MSC: nnNCLEX nnClient nnNeeds nnCategory: nnSafe nnand nnEffective nnCare nnEnvironment: nnManagement
nnof nnCare nnNOT: nnConcepts: nnCare nnCoordination
5. The nn nurse nnmanager nnis nninterviewing nngraduate nnnurses nnto nnfill nnexisting nnstaffing
nnvacancies. nnWhen nnhiring nngraduate nnnurses, nnthe nnnurse nnmanager nnrealizes nnthat nnthey
nnwill nnprobably nnnot nnbe nnconsidered nn“competent” nnuntil nnthey nncomplete nnwhich nntask?
a. They nngraduate nnand nnpass nnNCLEX.
b. They nnhave nnworked nn2 nnto nn3 nnyears.
c. Their nnlast nnyear nnof nnnursing nnschool.
d. They nnare nnactuallynnhired.
ANS: nnB
