TEST BANK b&
Canadian Fundamentals of Nursing
b& b& b&
Patricia A. Potter, Anne Griffin Perry, Patricia A. Stockert, Amy Hall, Barbara J. Astle & Wendy Duggleby
b& b& b& b& b& b& b& b& b& b& b& b& b& b& b& b&
6th Edition
b&
,Table of Contents
b& b&
Chapterb& 01 b& Health and Wellness
b& b& 2
Chapterb& 02 b& The Canadian Health Care Delivery System
b& b& b& b& b& 11
Chapterb& 03 b& The Development of Nursing in Canada
b& b& b& b& b& 19
Chapterb& 04 b& Community Health Nursing Practice
b& b& b& 25
Chapter 05
b& b& Theoretical Foundations of Nursing Practice
b& b& b& b& 34
Chapterb& 06 b& Evidence-Informed Practice b& 40
Chapterb& 07 b& Nursing Values and Ethics
b& b& b& 48
Chapterb& 08 b& Legal Implications in Nursing Practice
b& b& b& b& 56
Chapterb& 09 b& Global Health b& 67
Chapter 10
b& b& Indigenous Health b& 75
Chapter 11 Nursing Leadership, Management, and Collaborative Practice
b& b& b& b& b& b& b& 83
Chapterb& 12 b&Critical Thinking in Nursing Practice
b& b& b& b& 91
Chapterb& 13 Nursing Assessment, Diagnosis, and Planning
b& b& b& b& b& 99
Chapterb& 14 Implementing and Evaluating Nursing Care
b& b& b& b& b& 110
Chapterb& 15 Documenting and Reporting
b& b& b& 121
Chapterb& 16 b&Nursing Informatics and Canadian Nursing Practice
b& b& b& b& b& 135
Chapter 17
b& b&Communication and Relational Practice b& b& b& 142
Chapter 18
b& b&Patient-Centred Care Interprofessional Collaborative Practice
b& b& b& b& 154
Chapterb& 19 Family Nursing
b& b& 161
Chapterb& 20 b&Patient Educationb& 175
Chapterb& 21 b&Developmental Theories b& 187
Chapterb& 22 Conception Through Adolescence
b& b& b& 196
Chapterb& 23 b&Young to Middle Adulthood
b& b& b& 206
Chapterb& 24 Older Persons
b& b& 215
Chapterb& 25 b&The Experience of Loss, Death, and Grief
b& b& b& b& b& b& 226
Chapterb& 26 b&Self-Concept 236
Chapterb& 27 Sexuality
b& 244
Chapterb& 28 Spirituality in Health and Health Care
b& b& b& b& b& b& 253
Chapterb& 29 b& Stress and Adaptation
b& b& 261
Chapterb& 30 b& Vital Signs
b& 269
Chapterb& 31 b& Pain Assessment and Management
b& b& b& 286
Chapterb& 32 b& Health Assessment and Physical Examination
b& b& b& b& 302
Chapterb& 33 b& Infection Control b& 317
Chapterb& 34 b& Medication Administration b& 335
Chapterb& 35 b& Complementary and Alternative Approaches in Health Care
b& b& b& b& b& b& 350
Chapterb& 36 b& Activity and Exercise
b& b& 358
Chapter 37
b& b& Quality and Patient Safety
b& b& b& 370
Chapter 38 Hygiene
b& b& 382
,Chapter 39 Cardiopulmonary Functioning and Oxygenation
b& b& b& b& b& 401
Chapter 40 Fluid, Electrolyte, and Acid–Base Balances
b& b& b& b& b& b& 417
Chapter
b& 41 Sleep
b& 433
Chapter
b& 42 Nutrition
b& 441
Chapter
b& 43 Urinary Elimination
b& b& 457
Chapter
b& 44
b& Bowel Elimination
b& 472
Chapter
b& 45 Mobility and Immobility
b& b& b& 485
Chapter
b& 46 Skin Integrity and Wound Care
b& b& b& b& b& 503
Chapter
b& 47 Sensory Alterations
b& b& 523
Chapter
b& 48
b& Care of Surgical Patients
b& b& b& 534
, Testb&Bankb&-
b&Canadianb&Fundamentalsb&of b&Nursing,b&6eb&(Potter,b&Perry,b&2019)
Chapter 01: Health and Wellness
b& b& b& b&
Potter et al: Canadian Fundamentals of Nursing, 6th Edition
b& b& b& b& b& b& b& b&
MULTIPLE CHOICE b&
1. The nurse is using the population health promotion model to develop actions for i
b& b& b& b& b& b& b& b& b& b& b& b& b &
mproving health. After asking, “On what should we take action?”; “How should we
b& b& b& b& b& b& b& b& b& b& b& b& b
&take action?”; and “Why should we take action?” the nurse will ask which of the f
b& b& b& b& b& b& b& b& b& b& b& b& b& b& b&
ollowing questions? b&
a. “With whom should we act?”
b& b& b& b&
b. “When should we take action?”
b& b& b& b&
c. “Which government should take action?”
b& b& b& b&
d. “Where should we first act?” b& b& b& b&
ANS: A b&
The next question to ask when using the population health model approach is “With
b& b& b& b& b& b& b& b& b& b& b& b& b& b&
whom should we act?” The other choices are not questions included in this model.
b& b& b& b& b& b& b& b& b& b& b& b& b&
DIF: Apply REF: 13 (Figure 1-5) b& b& b&
OBJ: Contrast distinguishing features of health promotion and disease prevention.
b & b& b& b& b& b& b& b& b&
TOP: Implementation
b & MSC: NCLEX: Health Promotion and Maintenance b & b& b& b& b&
2. The principle “Health promotion is multisectoral” means which of the following?
b& b& b& b& b& b& b& b& b& b&
a. Relationships between individual, social, and environmental factors must
b& b& b& b& b& b& b& b
be recognized.
& b&
b. Physical, mental, social, ecological, cultural, and spiritual aspects of health
b& b& b& b& b& b& b& b& b& b&
must be recognized.
b& b&
c. In order to change unhealthy living and working conditions, areas other than h
b& b& b& b& b& b& b& b& b& b& b& b&
ealth must also be involved.
b& b& b& b&
d. Health promotion uses knowledge from disciplines such as social, economic,
b& b& b& b& b& b& b& b& b& b&
political, environmental, medical, and nursing sciences, as well as from first-
b& b& b& b& b& b& b& b& b& b&
hand experience. b&
ANS: C b&
The statement “Health promotion is multisectoral” is the principle explained by
b& b& b& b& b& b& b& b& b& b& b
&the necessity to involve areas other than health in order to change unhealthy li
b& b& b& b& b& b& b& b& b& b& b& b& b&
ving and working conditions.
b& b& b&
DIF: Understand REF: 11 b &
OBJ: Contrast distinguishing features of health promotion and disease preve
b& b& b& b& b& b& b& b& b&
ntion. TOP: Planning
b& b &
MSC: NCLEX: Health Promotion and Maintenance b & b& b& b& b&
3. According to the World Health Organization, what is the best description of “health”?
b& b& b& b& b& b& b& b& b& b& b& b&
a. Simply the absence of disease.
b& b& b& b&
b. Involving the total person and environment.
b& b& b& b& b&
c. Strictly personal in nature.b& b& b&
d. Status of pathological state.
b& b& b&
ANS: B b&
1 | P a g e
b& b& b& b& b&
Canadian Fundamentals of Nursing
b& b& b&
Patricia A. Potter, Anne Griffin Perry, Patricia A. Stockert, Amy Hall, Barbara J. Astle & Wendy Duggleby
b& b& b& b& b& b& b& b& b& b& b& b& b& b& b& b&
6th Edition
b&
,Table of Contents
b& b&
Chapterb& 01 b& Health and Wellness
b& b& 2
Chapterb& 02 b& The Canadian Health Care Delivery System
b& b& b& b& b& 11
Chapterb& 03 b& The Development of Nursing in Canada
b& b& b& b& b& 19
Chapterb& 04 b& Community Health Nursing Practice
b& b& b& 25
Chapter 05
b& b& Theoretical Foundations of Nursing Practice
b& b& b& b& 34
Chapterb& 06 b& Evidence-Informed Practice b& 40
Chapterb& 07 b& Nursing Values and Ethics
b& b& b& 48
Chapterb& 08 b& Legal Implications in Nursing Practice
b& b& b& b& 56
Chapterb& 09 b& Global Health b& 67
Chapter 10
b& b& Indigenous Health b& 75
Chapter 11 Nursing Leadership, Management, and Collaborative Practice
b& b& b& b& b& b& b& 83
Chapterb& 12 b&Critical Thinking in Nursing Practice
b& b& b& b& 91
Chapterb& 13 Nursing Assessment, Diagnosis, and Planning
b& b& b& b& b& 99
Chapterb& 14 Implementing and Evaluating Nursing Care
b& b& b& b& b& 110
Chapterb& 15 Documenting and Reporting
b& b& b& 121
Chapterb& 16 b&Nursing Informatics and Canadian Nursing Practice
b& b& b& b& b& 135
Chapter 17
b& b&Communication and Relational Practice b& b& b& 142
Chapter 18
b& b&Patient-Centred Care Interprofessional Collaborative Practice
b& b& b& b& 154
Chapterb& 19 Family Nursing
b& b& 161
Chapterb& 20 b&Patient Educationb& 175
Chapterb& 21 b&Developmental Theories b& 187
Chapterb& 22 Conception Through Adolescence
b& b& b& 196
Chapterb& 23 b&Young to Middle Adulthood
b& b& b& 206
Chapterb& 24 Older Persons
b& b& 215
Chapterb& 25 b&The Experience of Loss, Death, and Grief
b& b& b& b& b& b& 226
Chapterb& 26 b&Self-Concept 236
Chapterb& 27 Sexuality
b& 244
Chapterb& 28 Spirituality in Health and Health Care
b& b& b& b& b& b& 253
Chapterb& 29 b& Stress and Adaptation
b& b& 261
Chapterb& 30 b& Vital Signs
b& 269
Chapterb& 31 b& Pain Assessment and Management
b& b& b& 286
Chapterb& 32 b& Health Assessment and Physical Examination
b& b& b& b& 302
Chapterb& 33 b& Infection Control b& 317
Chapterb& 34 b& Medication Administration b& 335
Chapterb& 35 b& Complementary and Alternative Approaches in Health Care
b& b& b& b& b& b& 350
Chapterb& 36 b& Activity and Exercise
b& b& 358
Chapter 37
b& b& Quality and Patient Safety
b& b& b& 370
Chapter 38 Hygiene
b& b& 382
,Chapter 39 Cardiopulmonary Functioning and Oxygenation
b& b& b& b& b& 401
Chapter 40 Fluid, Electrolyte, and Acid–Base Balances
b& b& b& b& b& b& 417
Chapter
b& 41 Sleep
b& 433
Chapter
b& 42 Nutrition
b& 441
Chapter
b& 43 Urinary Elimination
b& b& 457
Chapter
b& 44
b& Bowel Elimination
b& 472
Chapter
b& 45 Mobility and Immobility
b& b& b& 485
Chapter
b& 46 Skin Integrity and Wound Care
b& b& b& b& b& 503
Chapter
b& 47 Sensory Alterations
b& b& 523
Chapter
b& 48
b& Care of Surgical Patients
b& b& b& 534
, Testb&Bankb&-
b&Canadianb&Fundamentalsb&of b&Nursing,b&6eb&(Potter,b&Perry,b&2019)
Chapter 01: Health and Wellness
b& b& b& b&
Potter et al: Canadian Fundamentals of Nursing, 6th Edition
b& b& b& b& b& b& b& b&
MULTIPLE CHOICE b&
1. The nurse is using the population health promotion model to develop actions for i
b& b& b& b& b& b& b& b& b& b& b& b& b &
mproving health. After asking, “On what should we take action?”; “How should we
b& b& b& b& b& b& b& b& b& b& b& b& b
&take action?”; and “Why should we take action?” the nurse will ask which of the f
b& b& b& b& b& b& b& b& b& b& b& b& b& b& b&
ollowing questions? b&
a. “With whom should we act?”
b& b& b& b&
b. “When should we take action?”
b& b& b& b&
c. “Which government should take action?”
b& b& b& b&
d. “Where should we first act?” b& b& b& b&
ANS: A b&
The next question to ask when using the population health model approach is “With
b& b& b& b& b& b& b& b& b& b& b& b& b& b&
whom should we act?” The other choices are not questions included in this model.
b& b& b& b& b& b& b& b& b& b& b& b& b&
DIF: Apply REF: 13 (Figure 1-5) b& b& b&
OBJ: Contrast distinguishing features of health promotion and disease prevention.
b & b& b& b& b& b& b& b& b&
TOP: Implementation
b & MSC: NCLEX: Health Promotion and Maintenance b & b& b& b& b&
2. The principle “Health promotion is multisectoral” means which of the following?
b& b& b& b& b& b& b& b& b& b&
a. Relationships between individual, social, and environmental factors must
b& b& b& b& b& b& b& b
be recognized.
& b&
b. Physical, mental, social, ecological, cultural, and spiritual aspects of health
b& b& b& b& b& b& b& b& b& b&
must be recognized.
b& b&
c. In order to change unhealthy living and working conditions, areas other than h
b& b& b& b& b& b& b& b& b& b& b& b&
ealth must also be involved.
b& b& b& b&
d. Health promotion uses knowledge from disciplines such as social, economic,
b& b& b& b& b& b& b& b& b& b&
political, environmental, medical, and nursing sciences, as well as from first-
b& b& b& b& b& b& b& b& b& b&
hand experience. b&
ANS: C b&
The statement “Health promotion is multisectoral” is the principle explained by
b& b& b& b& b& b& b& b& b& b& b
&the necessity to involve areas other than health in order to change unhealthy li
b& b& b& b& b& b& b& b& b& b& b& b& b&
ving and working conditions.
b& b& b&
DIF: Understand REF: 11 b &
OBJ: Contrast distinguishing features of health promotion and disease preve
b& b& b& b& b& b& b& b& b&
ntion. TOP: Planning
b& b &
MSC: NCLEX: Health Promotion and Maintenance b & b& b& b& b&
3. According to the World Health Organization, what is the best description of “health”?
b& b& b& b& b& b& b& b& b& b& b& b&
a. Simply the absence of disease.
b& b& b& b&
b. Involving the total person and environment.
b& b& b& b& b&
c. Strictly personal in nature.b& b& b&
d. Status of pathological state.
b& b& b&
ANS: B b&
1 | P a g e
b& b& b& b& b&
