Test Bank Evidence-Based Practice for Nurses Appraisal and
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Application of Research 6th Edition by Schmidt Brown
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All ChaptersFully Covered
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,Test Bank for Evidence-Based Practice for Nurses: Appraisal and Application of Research
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d 6th Edition by Schmidt, Brown
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Table of Contents: dfdf dfdf
Chapter 1 What Is Evidence-Based Practice? ddff dfdf dfdf dfdf dfdf
Chapter 2 Using Evidence Through Collaboration To Promote Excellence In Nursing Practice Chapter
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d f d f 3 Identifying Research Questions
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Chapter 4 Finding Sources Of Evidence ddff dfdf dfdf dfdf ddff
Chapter5 LinkingTheory, Research, And Practice df dfdf ddff dfdf ddff ddff
d f d f Chapter 6 Key Principles Of Quantitative Designs dfdf dfdf dfdf dfdf dfdf dfdf
Chapter 7 Quantitative Designs: Using Numbers To Provide Evidence Chapter dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
d f d f 8 Epidemiologic Designs: Using Data To Understand Populations Chapter 9
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d f d f Qualitative Designs: Using Words To Provide Evidence Chapter 10 Collecting dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
d f d f Evidence
Chapter11 Using Samples To Provide Evidence Chapter 12 df ddff ddff ddff dfdf ddff dfdf dfdf
d f d f Other Sources Of Evidence ddff ddff dfdf
Chapter 13 What Do The Quantitative Data Mean? ddff ddff dfdf dfdf dfdf dfdf ddff
d f d f Chapter 14 What Do The Qualitative Data Mean? dfdf dfdf dfdf dfdf dfdf dfdf dfdf
dfdf Chapter d f d f 15 Weighing In On The Evidence
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Chapter 16 Transitioning Evidence To Practice Chapter 17 dfdf dfdf dfdf dfdf dfdf dfdf ddff
d f d f Developing Oneself As An Innovator Chapter 18 ddff dfdf ddff dfdf dfdf ddff
d f d f Evaluating Outcomes Of Innovations Chapter 19 Sharing dfdf ddff ddff dfdf dfdf dfdf
dfdf d f d f The Insights With Others dfdf dfdf dfdf dfdf
,CHAPTER 1: WHAT IS EVIDENCE BASED PRACTICE?
dfdf dfdf dfdf dfdf dfdf dfdf
Test Bank Evidence-Based Practice for Nurses: Appraisal and Application of Research 6th Edition
dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
dfdf
dfdf
Schmidt, Brown
dfdf dfdf dfdf
Multiple Choice
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Definition of research (p. 14)
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1. Which of the following is the best definition of research?
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a. Critically thinking about problems that occur in health care to determine possible ddff dfdf dfdf ddff dfdf dfdf dfdf dfdf ddff dfdf dfdf
solutions. d f d f
b. Information that is based on personal experience or tradition. dfdf dfdf ddff dfdf dfdf dfdf dfdf ddff
c. Planned and systematic activity that leads to new knowledge and/or the dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
discovery of solutions to problems or questions.
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d. Trying a variety of approaches to a clinical problem and settling on the approach that
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is effective more often than not. d f d f dfdf dfdf dfdf dfdf dfdf
Definition of research utilization (p. 4)
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2. Which of the following is the best definition of research utilization?
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a. Applying research findings from individual studies to practice. dfdf dfdf dfdf dfdf dfdf dfdf dfdf
b. Analyzing multiple research studies to synthesize findings. dfdf dfdf dfdf dfdf dfdf dfdf
c. Appreciating the importance of clinical decision making. dfdf dfdf dfdf dfdf dfdf dfdf
d. Using previous personal experience to build confidence. dfdf dfdf dfdf dfdf dfdf ddff
Definition of EBP (pp. 4-5)
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3. Which of the following is the best definition of evidence-based practice (EBP)?
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a. Application of research findings based on scientific theories in a clinical setting. dfdf ddff dfdf dfdf ddff dfdf dfdf dfdf dfdf ddff dfdf
b. Research studies that correspond to nationally established priorities forhealthcare, ddff ddff dfdf ddff ddff ddff ddff ddff df
conducted by experts in their fields. d f d f dfdf dfdf dfdf dfdf dfdf
c. Use of theory-derived, research-based information in making decisions about dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
health care delivery, with consideration of individual needs and preferences
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and the clinical expertise of the provider.
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d. Using the individual health care provider’s perception of truth without conscious
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attention or reasoning. d f d f dfdf ddff
Difference between research utilization and EBP (pp. 4-5)
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4. Which of the following best describes the difference between research utilization and EBP?
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a. Research utilization is a process of evaluating multiple studies for the most dfdf dfdf ddff ddff dfdf dfdf dfdf ddff ddff ddff dfdf
generalizable findings; EBP is use of the most recent study on a topic.
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, b. Research utilization involves changing practice based on findings of a single
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research study; EBP is the syntheses of findings from multiple studies to
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incorporate with practitioner skills and client preference to determine
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best care. dfdf d f d f
c. Research utilization is the application of research findings to health care practice; EBP ddff dfdf ddff ddff dfdf dfdf dfdf ddff dfdf dfdf ddff dfdf
is considered in selecting medication options.
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d. Research utilization is review of research publications; EBP is using the dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
healthcare provider’s perception of what care would be best in
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individual situations. dfdf d f d f
Evidence from other disciplines (p. 6)
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5. In what way can evidence from disciplines other than nursing be helpful?
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a. Theory based non-nursing evidence can provide a basis on which to build dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
new evidence. d f d f dfdf
b. Non-nursing evidence supports the use of nursing knowledge obtained by trial and dfdf dfdf ddff dfdf dfdf ddff dfdf dfdf dfdf ddff dfdf
error. d f d f
c. Clinical decision making can be based on findings from single non-nursing dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
research studies. d f d f dfdf
d. All evidence is equally important to the practice of nursing. dfdf dfdf dfdf ddff dfdf dfdf dfdf dfdf dfdf
Identification of sources of evidence (p. 6) dfdf dfdf dfdf dfdf dfdf dfdf
6. You are a new nurse working at XYZ hospital. Your preceptor tells you to dangle Ms. Jones’
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d legs on the side of the bed before you attempt to assist her to a chair. You ask your preceptor
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d why this is done and shNeUaRnSsIw
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NeGrTs,B.C
“TOhM
is is what we have always done, so go do it.” This is
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an example of which type of evidence?
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a. Trial and error dfdf dfdf
b. Intuition
c. Borrowedevidence df
d. Tradition dfdf dfdf d f d f
Identification of sources of evidence (p. 6) dfdf dfdf dfdf dfdf dfdf dfdf
7. You are a new nurse working at XYZ hospital. Your preceptor tells you to dangle Ms. Jones’
dfdf dfdf dfdf dfdf df df dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
d legs on the side of the bed before you attempt to assist her to a chair. You ask your preceptor
f d f dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
why this is done and she answers, “Because I said so.” This is an example of which type
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of evidence?
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a. Intuition
b. Tradition
c. Authority
d. Borrowed evidence dfdf dfdf d f d f dfdf
Identification of sources of evidence (p. 6) dfdf dfdf dfdf dfdf dfdf dfdf
8. Trial and error is not a preferred approach for delivering nursing care because
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a. it is not based on systematic scientific approaches. dfdf dfdf dfdf dfdf dfdf dfdf dfdf
b. it is not a sanctioned method by the American Nurses Association. dfdf ddff dfdf dfdf dfdf dfdf ddff dfdf dfdf dfdf
c. it is based only on intuition and therefore not scientifically based. dfdf ddff dfdf ddff dfdf dfdf dfdf dfdf dfdf ddff
d. patient outcomes are always based only on level 1 evidence. dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
Application of Research 6th Edition by Schmidt Brown
dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
All ChaptersFully Covered
dfdf dfdf d f d f dfd dfdf
,Test Bank for Evidence-Based Practice for Nurses: Appraisal and Application of Research
dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
d 6th Edition by Schmidt, Brown
f d f dfdf dfdf dfdf dfdf
Table of Contents: dfdf dfdf
Chapter 1 What Is Evidence-Based Practice? ddff dfdf dfdf dfdf dfdf
Chapter 2 Using Evidence Through Collaboration To Promote Excellence In Nursing Practice Chapter
ddff dfdf dfdf dfdf ddff dfdf dfdf dfdf dfdf dfdf dfdf dfdf
d f d f 3 Identifying Research Questions
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Chapter 4 Finding Sources Of Evidence ddff dfdf dfdf dfdf ddff
Chapter5 LinkingTheory, Research, And Practice df dfdf ddff dfdf ddff ddff
d f d f Chapter 6 Key Principles Of Quantitative Designs dfdf dfdf dfdf dfdf dfdf dfdf
Chapter 7 Quantitative Designs: Using Numbers To Provide Evidence Chapter dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
d f d f 8 Epidemiologic Designs: Using Data To Understand Populations Chapter 9
ddff dfdf dfdf ddff dfdf dfdf dfdf dfdf dfdf
d f d f Qualitative Designs: Using Words To Provide Evidence Chapter 10 Collecting dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
d f d f Evidence
Chapter11 Using Samples To Provide Evidence Chapter 12 df ddff ddff ddff dfdf ddff dfdf dfdf
d f d f Other Sources Of Evidence ddff ddff dfdf
Chapter 13 What Do The Quantitative Data Mean? ddff ddff dfdf dfdf dfdf dfdf ddff
d f d f Chapter 14 What Do The Qualitative Data Mean? dfdf dfdf dfdf dfdf dfdf dfdf dfdf
dfdf Chapter d f d f 15 Weighing In On The Evidence
dfdf dfdf dfdf dfdf dfdf
Chapter 16 Transitioning Evidence To Practice Chapter 17 dfdf dfdf dfdf dfdf dfdf dfdf ddff
d f d f Developing Oneself As An Innovator Chapter 18 ddff dfdf ddff dfdf dfdf ddff
d f d f Evaluating Outcomes Of Innovations Chapter 19 Sharing dfdf ddff ddff dfdf dfdf dfdf
dfdf d f d f The Insights With Others dfdf dfdf dfdf dfdf
,CHAPTER 1: WHAT IS EVIDENCE BASED PRACTICE?
dfdf dfdf dfdf dfdf dfdf dfdf
Test Bank Evidence-Based Practice for Nurses: Appraisal and Application of Research 6th Edition
dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
dfdf
dfdf
Schmidt, Brown
dfdf dfdf dfdf
Multiple Choice
ddff
Definition of research (p. 14)
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1. Which of the following is the best definition of research?
dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
a. Critically thinking about problems that occur in health care to determine possible ddff dfdf dfdf ddff dfdf dfdf dfdf dfdf ddff dfdf dfdf
solutions. d f d f
b. Information that is based on personal experience or tradition. dfdf dfdf ddff dfdf dfdf dfdf dfdf ddff
c. Planned and systematic activity that leads to new knowledge and/or the dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
discovery of solutions to problems or questions.
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d. Trying a variety of approaches to a clinical problem and settling on the approach that
dfdf dfdf d f d f dfdf ddff dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
is effective more often than not. d f d f dfdf dfdf dfdf dfdf dfdf
Definition of research utilization (p. 4)
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2. Which of the following is the best definition of research utilization?
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a. Applying research findings from individual studies to practice. dfdf dfdf dfdf dfdf dfdf dfdf dfdf
b. Analyzing multiple research studies to synthesize findings. dfdf dfdf dfdf dfdf dfdf dfdf
c. Appreciating the importance of clinical decision making. dfdf dfdf dfdf dfdf dfdf dfdf
d. Using previous personal experience to build confidence. dfdf dfdf dfdf dfdf dfdf ddff
Definition of EBP (pp. 4-5)
dfdf dfdf dfdf dfdf
3. Which of the following is the best definition of evidence-based practice (EBP)?
dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
a. Application of research findings based on scientific theories in a clinical setting. dfdf ddff dfdf dfdf ddff dfdf dfdf dfdf dfdf ddff dfdf
b. Research studies that correspond to nationally established priorities forhealthcare, ddff ddff dfdf ddff ddff ddff ddff ddff df
conducted by experts in their fields. d f d f dfdf dfdf dfdf dfdf dfdf
c. Use of theory-derived, research-based information in making decisions about dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
health care delivery, with consideration of individual needs and preferences
d f d f dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
and the clinical expertise of the provider.
dfdf d f d f dfdf dfdf dfdf dfdf dfdf
d. Using the individual health care provider’s perception of truth without conscious
dfdf dfdf d f d f ddff dfdf dfdf dfdf ddff dfdf dfdf ddff dfdf dfdf
attention or reasoning. d f d f dfdf ddff
Difference between research utilization and EBP (pp. 4-5)
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4. Which of the following best describes the difference between research utilization and EBP?
ddff ddff dfdf dfdf dfdf ddff dfdf dfdf dfdf ddff dfdf dfdf
a. Research utilization is a process of evaluating multiple studies for the most dfdf dfdf ddff ddff dfdf dfdf dfdf ddff ddff ddff dfdf
generalizable findings; EBP is use of the most recent study on a topic.
d f d f dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
, b. Research utilization involves changing practice based on findings of a single
dfdf dfdf d f d f dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
research study; EBP is the syntheses of findings from multiple studies to
d f d f dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
incorporate with practitioner skills and client preference to determine
d f d f dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
best care. dfdf d f d f
c. Research utilization is the application of research findings to health care practice; EBP ddff dfdf ddff ddff dfdf dfdf dfdf ddff dfdf dfdf ddff dfdf
is considered in selecting medication options.
d f d f ddff dfdf dfdf dfdf dfdf
d. Research utilization is review of research publications; EBP is using the dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
healthcare provider’s perception of what care would be best in
d f d f dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
individual situations. dfdf d f d f
Evidence from other disciplines (p. 6)
dfdf dfdf dfdf dfdf dfdf
5. In what way can evidence from disciplines other than nursing be helpful?
dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
a. Theory based non-nursing evidence can provide a basis on which to build dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
new evidence. d f d f dfdf
b. Non-nursing evidence supports the use of nursing knowledge obtained by trial and dfdf dfdf ddff dfdf dfdf ddff dfdf dfdf dfdf ddff dfdf
error. d f d f
c. Clinical decision making can be based on findings from single non-nursing dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
research studies. d f d f dfdf
d. All evidence is equally important to the practice of nursing. dfdf dfdf dfdf ddff dfdf dfdf dfdf dfdf dfdf
Identification of sources of evidence (p. 6) dfdf dfdf dfdf dfdf dfdf dfdf
6. You are a new nurse working at XYZ hospital. Your preceptor tells you to dangle Ms. Jones’
dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
d legs on the side of the bed before you attempt to assist her to a chair. You ask your preceptor
f d f dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf ddff dfdf ddff dfdf dfdf dfdf dfdf
d why this is done and shNeUaRnSsIw
f d f
NeGrTs,B.C
“TOhM
is is what we have always done, so go do it.” This is
ddff dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
an example of which type of evidence?
dfdf dfdf dfdf dfdf dfdf dfdf dfdf
a. Trial and error dfdf dfdf
b. Intuition
c. Borrowedevidence df
d. Tradition dfdf dfdf d f d f
Identification of sources of evidence (p. 6) dfdf dfdf dfdf dfdf dfdf dfdf
7. You are a new nurse working at XYZ hospital. Your preceptor tells you to dangle Ms. Jones’
dfdf dfdf dfdf dfdf df df dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
d legs on the side of the bed before you attempt to assist her to a chair. You ask your preceptor
f d f dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
why this is done and she answers, “Because I said so.” This is an example of which type
d f d f dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
of evidence?
dfdf d f d f
a. Intuition
b. Tradition
c. Authority
d. Borrowed evidence dfdf dfdf d f d f dfdf
Identification of sources of evidence (p. 6) dfdf dfdf dfdf dfdf dfdf dfdf
8. Trial and error is not a preferred approach for delivering nursing care because
dfdf dfdf ddff dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
a. it is not based on systematic scientific approaches. dfdf dfdf dfdf dfdf dfdf dfdf dfdf
b. it is not a sanctioned method by the American Nurses Association. dfdf ddff dfdf dfdf dfdf dfdf ddff dfdf dfdf dfdf
c. it is based only on intuition and therefore not scientifically based. dfdf ddff dfdf ddff dfdf dfdf dfdf dfdf dfdf ddff
d. patient outcomes are always based only on level 1 evidence. dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf dfdf
