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The Test Bank for Medical-Surgical Nursing: Concepts & Practice, 6th Edition by Holly Stromberg is an essential assessment companion designed to support instructors, students, and nursing programs in mastering today’s core medical-surgical nursing content

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The Test Bank for Medical-Surgical Nursing: Concepts & Practice, 6th Edition by Holly Stromberg is an essential assessment companion designed to support instructors, students, and nursing programs in mastering today’s core medical-surgical nursing content. Developed to align precisely with the structure, scope, and learning objectives of the 6th edition textbook, this test bank provides a comprehensive collection of exam-quality questions that reinforce clinical reasoning, promote safe practice, and prepare learners for real-world patient care and licensure examinations. This resource contains a wide variety of question types—including multiple-choice, multiple-response, true/false, prioritization, delegation, fill-in-the-blank, and case-based scenario questions. Each question is written to reflect current evidence-based practice standards, updated nursing guidelines, and the conceptual framework emphasized in Stromberg’s text. The test bank is crafted to help students develop the critical thinking abilities required in complex clinical settings and to prepare them for NCLEX-style assessments. Instructors can use the questions to create quizzes, unit exams, practice assignments, or full-length mock tests that accurately reflect modern nursing competencies. One of the greatest strengths of this test bank is its alignment with concept-based learning, a model widely adopted in contemporary nursing education. Rather than focusing solely on disease-specific memorization, the questions emphasize broad nursing concepts—such as fluid and electrolyte balance, oxygenation, perfusion, mobility, infection control, patient safety, health promotion, and chronic illness management. This approach allows learners to transfer understanding across different patient presentations and environments, a skill crucial for clinical adaptability and high-stakes testing. Each chapter and body-system unit of the textbook is supported with a curated set of questions that explore physiology, pathophysiology, assessment findings, diagnostic procedures, therapeutic interventions, and nursing care priorities. Students benefit from repeated exposure to clinical judgment scenarios that mimic real-life nursing decision-making. Many questions are structured around the NCSBN Clinical Judgment Measurement Model (CJMM), helping learners practice analyzing cues, generating hypotheses, prioritizing responses, and evaluating outcomes. This makes the test bank particularly valuable for programs striving to strengthen clinical reasoning skills and prepare students for next-generation NCLEX items. Detailed answer keys accompany every question, offering clear rationales that clarify why each correct option is accurate and why incorrect choices do not apply. These rationales support self-study, remediation, and instructor-guided review. They also reinforce safe practice principles, evidence-based interventions, patient-centered care, and interprofessional collaboration. The test bank covers a broad range of essential medical-surgical nursing topics, including: Fundamental concepts of adult health and chronic illness Pain management and comfort measures Fluid, electrolyte, and acid–base regulation Immune function, inflammation, and infection control Cardiovascular and respiratory disorders Gastrointestinal, renal, and endocrine system conditions Hematologic, oncologic, musculoskeletal, and neurologic disorders Perioperative nursing care and postoperative complications Emergency and critical care scenarios Older adult considerations and long-term care Patient education, cultural competence, and communication strategies Because the test bank mirrors the teaching structure of Stromberg’s 6th edition, it integrates seamlessly into classroom, hybrid, and online learning environments. Nursing educators can select questions according to difficulty level, topic area, or cognitive domain, allowing for differentiated instruction and targeted assessment. The resource is suitable for first-semester medical-surgical students advancing into more complex content, as well as for advanced learners preparing for capstone courses and licensure exams. Students gain an invaluable opportunity to strengthen exam confidence by practicing with questions modeled after current NCLEX standards. Many items test the student’s ability to prioritize patient needs using Maslow’s hierarchy, the nursing process (ADPIE), safety frameworks, and critical clinical indicators. Delegation and teamwork questions challenge learners to think like a practicing nurse and apply both leadership and communication skills in a fast-paced, realistic context. In addition to exam preparation, this test bank also enhances everyday study routines. Learners can use the questions to test their understanding of assigned readings, prepare for laboratory and simulation sessions, or assess comprehension after lectures. The rationales help students identify gaps in knowledge and correct misconceptions early in the learning process. This leads to improved retention and a stronger foundation for clinical rotations. Programs that utilize this test bank benefit from its ability to streamline assessment creation, reduce instructor workload, and ensure content consistency across cohorts. Whether you are an educator designing a full medical-surgical curriculum or a student striving for mastery of essential nursing concepts, the Test Bank for Medical-Surgical Nursing: Concepts & Practice, 6th Edition (Holly Stromberg) is a powerful and versatile academic tool. Overall, this test bank delivers a rigorous, highly structured, and clinically relevant question set that complements the textbook’s clear, concept-based approach. It equips nursing students with the cognitive skills, clinical reasoning, and confidence needed to excel in coursework, simulations, and professional practice. Reliable, accurate, and carefully crafted, it stands as an indispensable resource for anyone committed to excellence in medical-surgical nursing education. Developed to align precisely with the structure, scope, and learning objectives of the 6th edition textbook, this test bank provides a comprehensive collection of exam-quality questions that reinforce clinical reasoning, promote safe practice, and prepare learners for real-world patient care and licensure examinations. This resource contains a wide variety of question types—including multiple-choice, multiple-response, true/false, prioritization, delegation, fill-in-the-blank, and case-based scenario questions. Each question is written to reflect current evidence-based practice standards, updated nursing guidelines, and the conceptual framework emphasized in Stromberg’s text. The test bank is crafted to help students develop the critical thinking abilities required in complex clinical settings and to prepare them for NCLEX-style assessments. Instructors can use the questions to create quizzes, unit exams, practice assignments, or full-length mock tests that accurately reflect modern nursing competencies. One of the greatest strengths of this test bank is its alignment with concept-based learning, a model widely adopted in contemporary nursing education. Rather than focusing solely on disease-specific memorization, the questions emphasize broad nursing concepts—such as fluid and electrolyte balance, oxygenation, perfusion, mobility, infection control, patient safety, health promotion, and chronic illness management. This approach allows learners to transfer understanding across different patient presentations and environments, a skill crucial for clinical adaptability and high-stakes testing. Each chapter and body-system unit of the textbook is supported with a curated set of questions that explore physiology, pathophysiology, assessment findings, diagnostic procedures, therapeutic interventions, and nursing care priorities. Students benefit from repeated exposure to clinical judgment scenarios that mimic real-life nursing decision-making. Many questions are structured around the NCSBN Clinical Judgment Measurement Model (CJMM), helping learners practice analyzing cues, generating hypotheses, prioritizing responses, and evaluating outcomes. This makes the test bank particularly valuable for programs striving to strengthen clinical reasoning skills and prepare students for next-generation NCLEX items. Detailed answer keys accompany every question, offering clear rationales that clarify why each correct option is accurate and why incorrect choices do not apply. These rationales support self-study, remediation, and instructor-guided review. They also reinforce safe practice principles, evidence-based interventions, patient-centered care, and interprofessional collaboration. The test bank covers a broad range of essential medical-surgical nursing topics, including: Fundamental concepts of adult health and chronic illness Pain management and comfort measures Fluid, electrolyte, and acid–base regulation Immune function, inflammation, and infection control Cardiovascular and respiratory disorders Gastrointestinal, renal, and endocrine system conditions Hematologic, oncologic, musculoskeletal, and neurologic disorders Perioperative nursing care and postoperative complications Emergency and critical care scenarios Older adult considerations and long-term care Patient education, cultural competence, and communication strategies Because the test bank mirrors the teaching structure of Stromberg’s 6th edition, it integrates seamlessly into classroom, hybrid, and online learning environments. Nursing educators can select questions according to difficulty level, topic area, or cognitive domain, allowing for differentiated instruction and targeted assessment. The resource is suitable for first-semester medical-surgical students advancing into more complex content, as well as for advanced learners preparing for capstone courses and licensure exams. Students gain an invaluable opportunity to strengthen exam confidence by practicing with questions modeled after current NCLEX standards. Many items test the student’s ability to prioritize patient needs using Maslow’s hierarchy, the nursing process (ADPIE), safety frameworks, and critical clinical indicators. Delegation and teamwork questions challenge learners to think like a practicing nurse and apply both leadership and communication skills in a fast-paced, realistic context. In addition to exam preparation, this test bank also enhances everyday study routines. Learners can use the questions to test their understanding of assigned readings, prepare for laboratory and simulation sessions, or assess comprehension after lectures. The rationales help students identify gaps in knowledge and correct misconceptions early in the learning process. This leads to improved retention and a stronger foundation for clinical rotations. Programs that utilize this test bank benefit from its ability to streamline assessment creation, reduce instructor workload, and ensure content consistency across cohorts. Whether you are an educator designing a full medical-surgical curriculum or a student striving for mastery of essential nursing concepts, the Test Bank for Medical-Surgical Nursing: Concepts & Practice, 6th Edition (Holly Stromberg) is a powerful and versatile academic tool. Overall, this test bank delivers a rigorous, highly structured, and clinically relevant question set that complements the textbook’s clear, concept-based approach. It equips nursing students with the cognitive skills, clinical reasoning, and confidence needed to excel in coursework, simulations, and professional practice. Reliable, accurate, and carefully crafted, it stands as an indispensable resource for anyone committed to excellence in medical-surgical nursing education.

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Advanced Practice Nursing: Essential Knowledge for the Profession
3rd Edition Denisco Test Bank



Chapter1 Introduction to the Role of Advanced Practices Nursing
Multiple Choice



1. In which year did the American Association of College of Nursing (AACN) introduced
the Doctorate of Nursing Practice (DNP)?

a. 2006
b. 2004
c. 2000
d. 2002

TAhNeSA: ABC N introduced the DNP degree in 2004 to prepare advanced practice nurses
(APRNs) to meet challenges and standardize practice beyond master’s degree programs.


2. Which of the following is the best explanation for the creation of the Doctorate of
Nursing Practice (DNP) degree?

a. To compete against master’s degree programs
b. To ensure standardized curriculum ensuring independent practice
c. To validate APRN’s for financial reimbursement
d. To address increasing curriculum requirements of master’s degree programs

ANS: D
Although all answers are influenced by the DNP core competencies, the DNP program creation in
2004 by the AACN was designed to address curriculum requirements of master’s degree programs.


3. Which of the following was the first recognized area of advanced practice nursing?

a. Clinical Nurse Specialist
b. Family nurse practitioner
c. Pediatric nurse practitioner
d. Certified Registered Nurse Anesthetist

, ANS: D
In 1931, the National Association of Nurse Anesthetists (NANA), renamed in 1939 to the American
Association of Nurse Anesthetists (AANA) was the first recognized group promoting advanced
nursing practice. Agatha Hodgins founded the AANM at Lakeside Hospital in Cleveland, Ohio.


4. Which factor is broadly perceived to solidify and standardize the role of the APNs over the
last 25 years?

a. Lack of access to health care providers
b. Standardized curriculum development
c. Payment for services
d. Societal forces

ANS: B
As the evolution of Advanced Practice Nursing advances specific specialties and needs are
identified. Through the evolution of organization and standardization these roles have solidified
the APN’s role in today’s health care environment.


5. During the formation of early APN roles in anesthesia, which of the following
increased demand for access to health care?

a. Poverty
b. War
c. Rural access to care
d. Availability of training

ANS: B
Earliest demand for nursing-provided anesthesia spiked during periods of war when numbers of
physicians were inadequate. The earliest records date back to the American Civil War with the
administration of chloroform. During World War I in 1917 more than 1000 nurses, some trained
anesthetists, traveled into battle. Other factors such as need for rural health care came later in the
validation and need for APNs.


6. In 1889, Dr. William Worrall Mayo built and opened St. Mary’s hospital in Rochester, NY.
He is known for some of the earliest recruitment and specialized training of nurses in which
of the following roles?

a. Pediatrics
b. Anesthesia
c. Obstetrics
d. Research and statistics
e. Family nursing

, ANS: B
In 1889, Dr. William Worrall Mayo began formally training and recognizing nurse anesthetists. This
has been regarded as the earliest training in nurse-provided anesthesia.


7. In 1893, Lillian Wald established the Henry Street Settlement (HSS) House for which purpose?

a. Access to health care of rural areas
b. Create inner-city nursing awareness
c. Provide the disadvantaged access to care
d. Establish guidelines for advanced nursing roles

ANS: C
The HHS was established to provide nursing services to immigrants and low-income patients and
their families in Manhattan. As resistance to nurse-provided care grew, standing orders were
drafted from a group of Lower East Side physicians thereby circumventing then-existing legal
ramifications.


8. The Frontier Nursing Service (FNS) founded in Kentucky in 1925 by Mary Breckenridge
initiallyprovided Appalachia with nursing resources and which type of advanced nursing
care?

a. Pediatric care
b. Anesthesia
c. Midwifery
d. Surgical services

ANS: C
The original FNS provided nursing services and obstetric services to Appalachian residents. Later
working from standard orders developed from their medical advisory committee nurses treated
patients, made diagnoses, and dispensed medications.


9. Which organization founded in 1941 under Mary Breckenridge’s leadership merged with
the American College of Nurse-Midwives (ACNM) in 1969?

a. American Association of Nurse-Midwives (AANM)
b. American Nurses Association (ANA)
c. Association for National Nurse-Midwifery (ANNM)
d. Council of Nursing Midwifery (ANM)

ANS: A
The American College of Nurse-Midwives (ACNM) formed under the leadership of Mary
Breckenridge in 1941 to provide nurse-midwife development and collaboration for midwife

, development. In 1955, the American College of Nurse-Midwives was formed and the two
organizations merged in 1969 after the death of Mary Breckenridge.


10. In a landmark ruling by the Supreme Court as a result of Chalmers-Frances v. Nelson,
1936, what legal precedent was established?

a. Nurse anesthesia was allowed under the nurse practice act
b. Nurse anesthesia scope of practice included anesthesia
c. Nurse anesthesia was legal, if under guidance of a supervising physician
d. Only trained nursing professionals could administer anesthesia independently

ANS: C
The landmark decision from the Chalmers-Frances v. Nelson case set national precedent for the
advanced nursing practice role. It proved to be the basis for other cases over the following few
decades and established that trained nurses could legally provide anesthesia care under
supervision of a physician.


11. The first known establishment of the nurse practitioner role occurred in 1965 at
theUniversity of Colorado. In which area of training did this role specialize?

a. Pediatrics
b. Geriatrics
c. Midwifery
d. Anesthesia

ANS: A
The establishment of the first pediatric nurse practitioner program was in 1965 at the University
of Colorado. Loretta Ford, RN and Henry Silver, MD provided a 4-month course to certified
registered nurses to provide education on managing childhood health problems.


12. The DNP program curriculum outlined which of the following clinical requirements in
an effort to standardize training?

a. 1000 supervised clinical hours and 200 unsupervised clinical hours
b. 1000 supervised clinical hours
c. 900 supervised clinical hours
d. 800 supervised clinical hours and 200 unsupervised clinical hours

ANS: B
In 2004, the AACN outlined the DNP curriculum in an effort to standardize and relieve
challenges of master’s degree programs. This includes a standardized curriculum requiring 1000
supervised clinical hours.
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