Test Bank for Perry & Potter's Canadian Clinical Nursing Skills and Techniques, 2nd Edition by Shelley Cobbett | 978-0323827447 | All Chapters 1-40 | Canadian Nursing Skills Exam Prep 2026/2027

,Complete Test Bank For Canadian Clinical Nursing Skills and Techniques 2nd Edition b
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


y Perry, Patricia A. Potter Chapter 1-43 Complete Guide
C/ C/ C/ C/ C/ C/ C/ C/




Table Of Content C/ C/


Chapter 1. Using Evidence in Nursing Practice Ch
C/ C/ C/ C/ C/ C/ C/


apter 2. Communication and Collaboration Chapt
C/ C/ C/ C/ C/


er 3. Admitting, Transfer, and Discharge Chapter
C/ C/ C/ C/ C/ C/ C/


4. Documentation and Informatics Chapter 5. Vit
C/ C/ C/ C/ C/ C/


al Signs
C/


Chapter 6. Health Assessment C C/ C/ C/ C/


hapter 7. Specimen Collection C
C/ C/ C/ C/


hapter 8. Diagnostic Procedures C
C/ C/ C/ C/


hapter 9. Medical Asepsis Chapt
C/ C/ C/ C/


er 10. Sterile Technique
C/ C/ C/


Chapter 11. Safe PATIENT Handling and Mobility (SPHM)
C/ C/ C/ C/ C/ C/ C/ C/


Chapter 12. Exercise and Mobility C/ C/ C/ C/


Chapter 13. Support Surfaces and Special Beds C
C/ C/ C/ C/ C/ C/ C/


hapter 14. PATIENT Safety C/ C/ C/


Chapter 15. Disaster Preparedness C/ C/ C/


Chapter 16. Pain Management
C/ C/ C/ C/ C/


Chapter 17. End-of-Life Care C/ C/ C/


Chapter 18. Personal Hygiene and Bed Making Ch
C/ C/ C/ C/ C/ C/ C/


apter 19. Care of the Eye and Ear
C/ C/ C/ C/ C/ C/ C/


Chapter 20. Safe Medication Preparation C
C/ C/ C/ C/ C/


hapter 21. Nonparenteral Medications Ch
C/ C/ C/ C/


apter 22. Parenteral Medications Chapter
C/ C/ C/ C/ C/


23. Oxygen Therapy
C/ C/


Chapter 24. Performing Chest Physiotherapy Chap
C/ C/ C/ C/ C/


ter 25. Airway Management
C/ C/ C/


Chapter 26. Cardiac Care C/ C/ C/


Chapter 27. Closed Chest Drainage Systems Cha
C/ C/ C/ C/ C/ C/


pter 28. Emergency Measures for Life Support
C/ C/ C/ C/ C/ C/


Chapter 29. Intravenous and Vascular Access Therapy Chapt
C/ C/ C/ C/ C/ C/ C/


er 30. Blood Therapy
C/ C/ C/


Chapter 31. Oral Nutrition Chapt C/ C/ C/ C/


er 32. Enteral Nutrition Chapter
C/ C/ C/ C/ C/


33. Parenteral Nutrition Chapter
C/ C/ C/ C/


34. Urinary Elimination
C/ C/


Chapter 35. Bowel Elimination and Gastric Intubation Chapt
C/ C/ C/ C/ C/ C/ C/


er 36. Ostomy Care
C/ C/ C/


Chapter 37. Preoperative and Postoperative Care
C/ C/ C/ C/ C/ C/


Chapter 38. Intraoperative Care C/ C/ C/


Chapter 39. Wound Care and Irrigations
C/ C/ C/ C/ C/


Chapter 40. Impaired Skin Integrity Prevention and Care Ch
C/ C/ C/ C/ C/ C/ C/ C/


apter 41. Dressings, Bandages, and Binders
C/ C/ C/ C/ C/


Chapter 42. Home Care Safety C C/ C/ C/ C/ C/


hapter 43. Home Care Teaching
C/ C/ C/ C/

,Chapter 01: Using Evidence in Nursing Practice
C/ C/ C/ C/ C/ C/


Perry et al.: Clinical Nursing Skills & Techniques, 2nd Edition
C/ C/ C/ C/ C/ C/ C/ C/ C/




MULTIPLE CHOICE C/




1. Evidence-based practice is a problem- C/ C/ C/ C/


solving approach to making decisions about PATIENT carethat is grounded in:
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


a. the latest information found in textbooks.
C/ C/ C/ C/ C/


b. systematically conducted research studies. C/ C/ C/


c. tradition in clinical practice. C/ C/ C/


d. quality improvement and risk-management data. C/ C/ C/ C/




ANS: B C/


The best evidence comes from well-
C/ C/ C/ C/ C/


designed, systematically conducted research studies described in scientific journals. Portions
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


of a textbook often become outdated by the time it is published. Many health care settings do
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


not have a process to help staff adopt new evidence in practice, and nurses in practice settings
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


lack easy access to risk-
C/ C/ C/ C/ C/


management data, relying instead on tradition or convenience. Some sources of evidence do n
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


ot originate from research. These include quality improvement and risk-
C/ C/ C/ C/ C/ C/ C/ C/ C/


management data; infection control data; retrospective or concurrent chart reviews; and clinic
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


ians‘ expertise. Although C/ C/


non–research-
based evidence is often very valuable, it is important that you learn to rely more on research-
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


based evidence. C/




DIFFERENCE: CognitiveLevel: Comprehension OBJECTIVE: Discuss the benefits of evidenc
C/ C/ C/ C/ C/ C/ C/ C/


e- based practice.TOP: Evidence-Based Practice
C/ C/ C / C/


KEY: Nursing Process Step: Assessment C/ C/ C/ C/


MSC: NCLEX: Safe and Effective Care Environment (management of care)
C/ C/ C/ C/ C/ C/ C/ C/ C/




2. When evidence-based practice is used, PATIENT care will be:
C/ C/ C/ C/ C/ C/ C/ C/


a. standardized for all. C/ C/


b. unhampered by PATIENT culture. C/ C/ C/


c. variable according to the situation. C/ C/ C/ C/


d. safe from the hazards of critical thinking.
C/ C/ C/ C/ C/ C/




ANS: C C/


Using your clinical expertise and considering PATIENTs‘ cultures, values, and preferen
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


ces ensures that you will apply available evidence in practice ethically and appropriatel
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


y. Evenwhen you use the best evidence available, application and outcomes will differ;
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


as a nurse,you will develop critical thinking skills to determine whether evidence is rel
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


evant and appropriate. C/ C/




DIFFERENCE: CognitiveLevel: Application C/ C/


OBJECTIVE: Discuss the benefits of evidence C/ C/ C/ C/ C/


- based practice.TOP: Evidence-Based PracticeKEY: Nursing Process Step: Assessment
C/ C/ C / C/ C/ C/ C/ C/


MSC: NCLEX: Safe and Effective Care Environment (management of care)
C/ C/ C/ C/ C/ C/ C/ C/ C/




3. When a PICOT question is developed, the letter that corresponds with the usual standard
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


of care is:
C/ C/


a. P.
b. I.
c.

, c. CHOICE BLANK C/


d. O.

ANS: C C/


C = Comparison of interest. What standard of care or current intervention do you usually use n
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


ow in practice?C/ C/


P = PATIENT population of interest. Identify your PATIENT by age, gender, ethnicity, diseas
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


e, orhealth problem.
C/ C/


I = Intervention of interest. What intervention (e.g., treatment, diagnostic test, and prognostic f
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


actor) do you think is worthwhile to use in practice?
C/ C/ C/ C/ C/ C/ C/ C/ C/


O = Outcome. What result (e.g., change in PATIENT‘s behavior, physical finding, and change
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C


inPATIENT‘s perception) do you wish to achieve or observe as the result of an intervention?
/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/




DIFFERENCE: CognitiveLevel: Knowledge C/


OBJECTIVE: Develop a PICO question.TOP: C/ C/ C/ C/ C /


PICO KEY: Nursing Process Step: Implementation C/ C/ C/ C/


MSC: NCLEX: Safe and Effective Care Environment (management of care)
C/ C/ C/ C/ C/ C/ C/ C/ C/




4. A well-developed PICOT question helps the nurse:
C/ C/ C/ C/ C/ C/


a. search for evidence. C/ C/


b. include all five elements of the sequence. C/ C/ C/ C/ C/ C/


c. find as many articles as possible in a literature search.
C/ C/ C/ C/ C/ C/ C/ C/ C/


d. accept standard clinical routines. C/ C/ C/




ANS: A C/


The more focused a question that you ask is, the easier it is to search for evidence in the sc
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


ientific literature. A well- C/ C/ C/


designed PICOT question does not have to include all five elements, nor does it have to fol
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


low the PICOT sequence. Do not be satisfied with clinical routines. Always question and us
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


e critical thinking to consider better ways to provide PATIENTcare.
C/ C/ C/ C/ C/ C/ C/ C/ C/




DIFFERENCE: CognitiveLevel: Analysis C/


OBJECTIVE: Describe the six steps of evidence- C/ C/ C/ C/ C/ C/


based practice.TOP: Evidence-Based Practice
C/ C / C/


KEY: Nursing Process Step: Implementation C/ C/ C/ C/


MSC: NCLEX: Safe and Effective Care Environment (management of care)
C/ C/ C/ C/ C/ C/ C/ C/ C/




5. The nurse is not sure that the procedure the PATIENT requires is the best possible f
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


or the situation. Utilizing which of the following resources would be the quickest w
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


ay to reviewresearch on the topic?
C/ C/ C/ C/ C/


a. CINAHL
b. PubMed
c. MEDLINE
d. The Cochrane Database C/ C/




ANS: D C/


The Cochrane Community Database of Systematic Reviews is a valuable source of synthesi
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


zed evidence (i.e., pre-
C/ C/ C/


appraised evidence). The Cochrane Database includes the full text of regularly updated syste
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


matic reviews and protocols for reviews currently happening. MEDLINE, CINAHL, and Pu
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


bMed are among the most comprehensive databases and represent the scientific knowledge
C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/ C/


base of health care. C/ C/ C/




DIFFERENCE: CognitiveLevel: Synthesis C/


OBJECTIVE: Describe the six steps of evidence- C/ C/ C/ C/ C/ C/


based practice.TOP: Evidence-Based Practice
C/ C / C/


KEY: Nursing Process Step: Implementation C/ C/ C/ C/


MSC: NCLEX: Safe and Effective Care Environment (management of care)
C/ C/ C/ C/ C/ C/ C/ C/ C/