TEST BANK
NL
Leddy & Pepper's Professional Nursing
NL NL NL NL
Lucy J. Hood
NL NL
10th Edition
NL
www.PlusBay.Plus
, STtuhveiaM
.caorm
ke-tpTlahceeMtoarBkeutypalancdeStoelBlN L yuoyuarnSdtuSdeyllM
yoauterrS
iatludyN L Material
Table of Contents
NL NL
ChapterNL 01 NLThe Professional Nurse
NL NL 1
ChapterNL 02 NLThe History Behind the Development of Professional Nursing
NL NL NL NL NL NL NL 13
ChapterNL 03 NLContextual, Philosophical, and Ethical Elements of Professional Nursing
NL NL NL NL NL NL NL 24
ChapterNL 04 Establishing Helping and Healing Relationships
NL NL NL NL NL 35
ChapterNL 05 NLThe Health Process and Self-Care of the Nurse
NL NL NL NL NL NL NL 46
ChapterNL 06 Patterns of Knowing and Nursing Science
NL NL NL NL NL NL 55
ChapterNL 07 Nursing Models and Theories
NL NL NL NL 66
ChapterNL 08 NLProfessional Nursing Processes
NL NL 77
ChapterNL 09 Health Care Delivery Systems
NL NL NL NL 88
ChapterNL 10 Developing and Using Nursing Knowledge Through Research
NL NL NL NL NL NL NL 99
Chapter 11 Multicultural Issues in Professional Practice
NL NL NL NL NL NL 111
Chapter 12 Professional Nurse Accountability
NL NL NL NL 120
ChapterNL 13 NLEnvironmental and Global Health NL NL NL 132
ChapterNL 14 NLInformatics and Technology in Nursing Practice
NL NL NL NL NL 144
ChapterNL 15 NLNursing Approaches to Client Systems
NL NL NL NL 155
ChapterNL 16 NLThe Professional Nurse's Role in Teaching and Learning
NL NL NL NL NL NL NL 166
ChapterNL 17 NLLeadership and Management in Professional Nursing
NL NL NL NL NL 177
ChapterNL 18 Quality Improvement Enhancing Patient Safety and Health Care Quality
NL NL NL NL NL NL NL NL NL 190
ChapterNL 19 NLThe Professional Nurse's Role in Public Policy
NL NL NL NL NL NL 201
Chapter 20 Career Options for Professional Nurses
NL NL NL NL NL NL 210
Chapter 21 Development of a Professional Nursing Career
NL NL NL NL NL NL NL 221
Chapter 22 Shaping the Future of Nursing
NL NL NL NL NL NL 232
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iatludyN L Material
TestNLBankNL-
NL LeddyNLandNLPepper'sNLProfessionalNLNursing,NL10thNLEditionNL(Hood,NL2022)
Chapter 1, The Professional Nurse
NL NL NL NL
1. The nursing director attends a workshop and is presenting information on the AN
NL NL NL NL NL NL NL NL NL NL NL NL
A's Nursing's Social Policy Statement (2015b). Which statement regarding the prof
NL NL NL NL NL NL NL NL NL NL
ession of nursing is included in the publication?
NL NL NL NL NL NL NL
a. Nurses are expected to have the necessary knowledge, skill, and competen
NL NL NL NL NL NL NL NL NL NL
ce to execute their professional duties.
NL NL NL NL NL
b. Use public policy of current legislature to shape the future of the nu
NL NL NL NL NL NL NL NL NL NL NL NL
rsing profession. NL
c. Use scientific knowledge to ration care to those individuals with noncom
NL NL NL NL NL NL NL NL NL NL
plex diagnoses and simple treatment options.
NL NL NL NL NL
d. Use assessment as the guide in order to treat the full range of human res
NL NL NL NL NL NL NL NL NL NL NL NL NL NL
ponses within the physical environment.
NL NL NL NL
ANS: A NLNL
Feedback: According to the ANA (2015b) Nursing's Social Policy Statement, nurses a
NL NL NL NL NL NL NL NL NL NL NL
re expected to have the necessary knowledge, skill, and competence to execute their p
NL NL NL NL NL NL NL NL NL NL NL NL NL
rofessional duties. In return, nurses expect society to authorize practice autonomy, ext
NL NL NL NL NL NL NL NL NL NL NL
end self- NL
governance, protect the title of RN and scope of practice, receive respect and fair re
NL NL NL NL NL NL NL NL NL NL NL NL NL NL
muneration for services, be free to practice nursing to the full extent of educational p
NL NL NL NL NL NL NL NL NL NL NL NL NL NL
reparation, receive support to sustain the nursing profession, and be protected from ha
NL NL NL NL NL NL NL NL NL NL NL NL
zardous service activities. Shaping the future of nursing is a primary goal of the ANA
NL NL NL NL NL NL NL NL NL NL NL NL NL NL N
Land all its efforts. Use of scientific knowledge and assessment are characteristics of t
NL NL NL NL NL NL NL NL NL NL NL NL NL
he nursing profession and are included in the nursing process.
NL NL NL NL NL NL NL NL NL
PTS: 1 REF:
Page and Header: p. 25, Service to Society OBJ:
NL 5 NL NL NL NL NL NL NL
NAT: Client Needs: Safe and Effective Care Environment: Management of
N L NL NL NL NL NL NL NL NL N
Care TOP:
L Chapter: 1
NL NL
KEY: Integrated Process: Nursing Process N L NL NL NL
BLM: Cognitive Level: Apply
N L NOT: Multiple Choice NL NL N L NL
2. A nurse who has worked for 15 years in the hospital has an opportunity to attend an
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL
RN-to-
BSN program, and the hospital will pay for the cost of tuition if the nurse agrees to
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL
work there for 2 years following graduation. The nurse has accepted and is in the firs
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL
t term at the local college. If the nurse wants to work on critical and reflective think
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL
ing skills, which activity should the nurse focus on developing?
NL NL NL NL NL NL NL NL NL
a. Reading a chapter on “Care of the Cardiac Patient”
NL NL NL NL NL NL NL NL
b. Speaking to the nurses on the clinical unit NL NL NL NL NL NL NL
c. Listening to family as they share the client's story
NL NL NL NL NL NL NL NL
d. Writing a paper on nursing for the palliative client
NL NL NL NL NL NL NL NL
ANS: D NLNL
Feedback: Writing requires nurses to use critical and reflective thinking. Speaking enab
NL NL NL NL NL NL NL NL NL NL NL
les the nurse to develop skills to communicate effectively verbally with clients as wel
NL NL NL NL NL NL NL NL NL NL NL NL NL
l as colleagues. Listening enables thought organization. Reading stimulates the release
NL NL NL NL NL NL NL NL NL NL N
Lof neurotrophins, strengthening neural pathways.
NL NL NL NL
PTS: 1 REF: Page and Header: p. 11, Writing OBJ: NL NL NL NL NL
4 NAT:
NL N L Client Needs: Psychosocial Integrity: Psychosocial Int
NL NL NL NL NL
egrity
1
www.PlusBay.Plus | P a g e
NL NL NL NL NL
, STtuhveiaM
.caorm
ke-tpTlahceeMtoarBkeutypalancdeStoelBlN L yuoyuarnSdtuSdeyllM
yoauterrS
iatludyN L Material
TestNLBankNL-
LeddyNLandNLPepper'sNLProfessionalNLNursing,NL10thNLEditionNL(Hood,NL2022)
NL
TOP: Chapter: 1 NL
KEY: Integrated Process: Communication BLM: Cogni
N L NL NL NL N L
tive Level: Apply NOT: Multiple Choice
NL NL N L NL
3. A nurse in the long-
NL NL NL NL
term care facility has decided to return to nursing school to earn a higher degree. The
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL N
Lnurse is full of positive thoughts and energy when contemplates all the new things to
NL NL NL NL NL NL NL NL NL NL NL NL NL NL N
Llearn. According to Shane's returning-to-
NL NL NL NL
school syndrome, which phase is this nurse experiencing?
NL NL NL NL NL NL NL
a. Conflict phase NL
b. Reintegration phase NL
c. Integration phase NL
d. Honeymoon phase NL
ANS: D NLNL
Feedback: Shane describes a “returning-to-
NL NL NL NL
school syndrome” encountered by registered nurses returning to earn higher nursing de
NL NL NL NL NL NL NL NL NL NL NL
grees. The first phase, the honeymoon, is positive and the nurse recognizes similarities
NL NL NL NL NL NL NL NL NL NL NL NL
NLbetween previous educational experiences and the present experiences that reinforce th
NL NL NL NL NL NL NL NL NL NL
eir original role identity as a nurse. As a result, the nurse feels energetic about learnin
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL
g new things. The conflict phase is characterized by turbulent negative emotions when
NL NL NL NL NL NL NL NL NL NL NL NL
NLfaculty members challenge the nurse to change ways of thinking and/or practicing. Ph
NL NL NL NL NL NL NL NL NL NL NL NL
ase 3, or reintegration, identifies the successful resolution of conflict. In this stage, nur
NL NL NL NL NL NL NL NL NL NL NL NL NL
ses struggle to hold on to cherished beliefs about practice and frequently wonder why
NL NL NL NL NL NL NL NL NL NL NL NL NL N
Lthey decided to pursue a higher degree. The final stage, integration, is characterized b
NL NL NL NL NL NL NL NL NL NL NL NL NL
y the ability to blend the original culture of work with the new culture of school. Inte
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL
gration of the old with the new results in a positive resolution of the
NL NL NL NL NL NL NL NL NL NL NL NL NL
returning-to-school syndrome but occurs later in the process. NL NL NL NL NL NL NL
PTS: 1
REF: Page and Header: p. 15, Shane’s Returning-to-School Syndrome
NL NL NL NL NL NL NL
OBJ: 4
NAT: Client Needs: Psychosocial Integrity: Psychosocial Integrity TOP:
N L NL NL NL NL NL NL
Chapter: 1 KEY: Integrated Process: Teaching/Learning NL N L NL NL
BLM: Cognitive Level: Apply
N L NOT: Multiple Choice NL NL N L NL
4. A student nurse, who is in the second semester of nursing school, is experienci
NL NL NL NL NL NL NL NL NL NL NL NL NL
ng an unsettled feeling. The nurse notes a lack of confidence in knowing how t
NL NL NL NL NL NL NL NL NL NL NL NL NL NL
o act or what questions to ask. According to Bridges' Managing Transitions the
NL NL NL NL NL NL NL NL NL NL NL NL
ory, what phase of transition is this student experiencing?
NL NL NL NL NL NL NL NL
a. New beginning NL
b. Neutral zone NL
c. Transition one NL
d. Letting go NL
ANS: B NLNL
Feedback: The second phase that Bridges calls “the neutral zone” is when the old ide
NL NL NL NL NL NL NL NL NL NL NL NL NL NL
ntity has vanished but the new one is not fully developed. In this phase, people exper
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL
ience a very unsettled feeling because they may not know how to act or what questi
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL
ons to ask. A new beginning is the third phase and is characterized by a new mental
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL
image or experience hallmarked by “a release of new energy in a new direction.” A
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL
transition is the psychological adaptation that occurs and is not part of the phases. L
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL
etting go is the first phase of the process and requires letting go of the old identity.
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL
2
www.PlusBay.Plus | P a g e
NL NL NL NL NL
NL
Leddy & Pepper's Professional Nursing
NL NL NL NL
Lucy J. Hood
NL NL
10th Edition
NL
www.PlusBay.Plus
, STtuhveiaM
.caorm
ke-tpTlahceeMtoarBkeutypalancdeStoelBlN L yuoyuarnSdtuSdeyllM
yoauterrS
iatludyN L Material
Table of Contents
NL NL
ChapterNL 01 NLThe Professional Nurse
NL NL 1
ChapterNL 02 NLThe History Behind the Development of Professional Nursing
NL NL NL NL NL NL NL 13
ChapterNL 03 NLContextual, Philosophical, and Ethical Elements of Professional Nursing
NL NL NL NL NL NL NL 24
ChapterNL 04 Establishing Helping and Healing Relationships
NL NL NL NL NL 35
ChapterNL 05 NLThe Health Process and Self-Care of the Nurse
NL NL NL NL NL NL NL 46
ChapterNL 06 Patterns of Knowing and Nursing Science
NL NL NL NL NL NL 55
ChapterNL 07 Nursing Models and Theories
NL NL NL NL 66
ChapterNL 08 NLProfessional Nursing Processes
NL NL 77
ChapterNL 09 Health Care Delivery Systems
NL NL NL NL 88
ChapterNL 10 Developing and Using Nursing Knowledge Through Research
NL NL NL NL NL NL NL 99
Chapter 11 Multicultural Issues in Professional Practice
NL NL NL NL NL NL 111
Chapter 12 Professional Nurse Accountability
NL NL NL NL 120
ChapterNL 13 NLEnvironmental and Global Health NL NL NL 132
ChapterNL 14 NLInformatics and Technology in Nursing Practice
NL NL NL NL NL 144
ChapterNL 15 NLNursing Approaches to Client Systems
NL NL NL NL 155
ChapterNL 16 NLThe Professional Nurse's Role in Teaching and Learning
NL NL NL NL NL NL NL 166
ChapterNL 17 NLLeadership and Management in Professional Nursing
NL NL NL NL NL 177
ChapterNL 18 Quality Improvement Enhancing Patient Safety and Health Care Quality
NL NL NL NL NL NL NL NL NL 190
ChapterNL 19 NLThe Professional Nurse's Role in Public Policy
NL NL NL NL NL NL 201
Chapter 20 Career Options for Professional Nurses
NL NL NL NL NL NL 210
Chapter 21 Development of a Professional Nursing Career
NL NL NL NL NL NL NL 221
Chapter 22 Shaping the Future of Nursing
NL NL NL NL NL NL 232
www.PlusBay.Plus
, STtuhveiaM
.caorm
ke-tpTlahceeMtoarBkeutypalancdeStoelBlN L yuoyuarnSdtuSdeyllM
yoauterrS
iatludyN L Material
TestNLBankNL-
NL LeddyNLandNLPepper'sNLProfessionalNLNursing,NL10thNLEditionNL(Hood,NL2022)
Chapter 1, The Professional Nurse
NL NL NL NL
1. The nursing director attends a workshop and is presenting information on the AN
NL NL NL NL NL NL NL NL NL NL NL NL
A's Nursing's Social Policy Statement (2015b). Which statement regarding the prof
NL NL NL NL NL NL NL NL NL NL
ession of nursing is included in the publication?
NL NL NL NL NL NL NL
a. Nurses are expected to have the necessary knowledge, skill, and competen
NL NL NL NL NL NL NL NL NL NL
ce to execute their professional duties.
NL NL NL NL NL
b. Use public policy of current legislature to shape the future of the nu
NL NL NL NL NL NL NL NL NL NL NL NL
rsing profession. NL
c. Use scientific knowledge to ration care to those individuals with noncom
NL NL NL NL NL NL NL NL NL NL
plex diagnoses and simple treatment options.
NL NL NL NL NL
d. Use assessment as the guide in order to treat the full range of human res
NL NL NL NL NL NL NL NL NL NL NL NL NL NL
ponses within the physical environment.
NL NL NL NL
ANS: A NLNL
Feedback: According to the ANA (2015b) Nursing's Social Policy Statement, nurses a
NL NL NL NL NL NL NL NL NL NL NL
re expected to have the necessary knowledge, skill, and competence to execute their p
NL NL NL NL NL NL NL NL NL NL NL NL NL
rofessional duties. In return, nurses expect society to authorize practice autonomy, ext
NL NL NL NL NL NL NL NL NL NL NL
end self- NL
governance, protect the title of RN and scope of practice, receive respect and fair re
NL NL NL NL NL NL NL NL NL NL NL NL NL NL
muneration for services, be free to practice nursing to the full extent of educational p
NL NL NL NL NL NL NL NL NL NL NL NL NL NL
reparation, receive support to sustain the nursing profession, and be protected from ha
NL NL NL NL NL NL NL NL NL NL NL NL
zardous service activities. Shaping the future of nursing is a primary goal of the ANA
NL NL NL NL NL NL NL NL NL NL NL NL NL NL N
Land all its efforts. Use of scientific knowledge and assessment are characteristics of t
NL NL NL NL NL NL NL NL NL NL NL NL NL
he nursing profession and are included in the nursing process.
NL NL NL NL NL NL NL NL NL
PTS: 1 REF:
Page and Header: p. 25, Service to Society OBJ:
NL 5 NL NL NL NL NL NL NL
NAT: Client Needs: Safe and Effective Care Environment: Management of
N L NL NL NL NL NL NL NL NL N
Care TOP:
L Chapter: 1
NL NL
KEY: Integrated Process: Nursing Process N L NL NL NL
BLM: Cognitive Level: Apply
N L NOT: Multiple Choice NL NL N L NL
2. A nurse who has worked for 15 years in the hospital has an opportunity to attend an
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL
RN-to-
BSN program, and the hospital will pay for the cost of tuition if the nurse agrees to
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL
work there for 2 years following graduation. The nurse has accepted and is in the firs
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL
t term at the local college. If the nurse wants to work on critical and reflective think
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL
ing skills, which activity should the nurse focus on developing?
NL NL NL NL NL NL NL NL NL
a. Reading a chapter on “Care of the Cardiac Patient”
NL NL NL NL NL NL NL NL
b. Speaking to the nurses on the clinical unit NL NL NL NL NL NL NL
c. Listening to family as they share the client's story
NL NL NL NL NL NL NL NL
d. Writing a paper on nursing for the palliative client
NL NL NL NL NL NL NL NL
ANS: D NLNL
Feedback: Writing requires nurses to use critical and reflective thinking. Speaking enab
NL NL NL NL NL NL NL NL NL NL NL
les the nurse to develop skills to communicate effectively verbally with clients as wel
NL NL NL NL NL NL NL NL NL NL NL NL NL
l as colleagues. Listening enables thought organization. Reading stimulates the release
NL NL NL NL NL NL NL NL NL NL N
Lof neurotrophins, strengthening neural pathways.
NL NL NL NL
PTS: 1 REF: Page and Header: p. 11, Writing OBJ: NL NL NL NL NL
4 NAT:
NL N L Client Needs: Psychosocial Integrity: Psychosocial Int
NL NL NL NL NL
egrity
1
www.PlusBay.Plus | P a g e
NL NL NL NL NL
, STtuhveiaM
.caorm
ke-tpTlahceeMtoarBkeutypalancdeStoelBlN L yuoyuarnSdtuSdeyllM
yoauterrS
iatludyN L Material
TestNLBankNL-
LeddyNLandNLPepper'sNLProfessionalNLNursing,NL10thNLEditionNL(Hood,NL2022)
NL
TOP: Chapter: 1 NL
KEY: Integrated Process: Communication BLM: Cogni
N L NL NL NL N L
tive Level: Apply NOT: Multiple Choice
NL NL N L NL
3. A nurse in the long-
NL NL NL NL
term care facility has decided to return to nursing school to earn a higher degree. The
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL N
Lnurse is full of positive thoughts and energy when contemplates all the new things to
NL NL NL NL NL NL NL NL NL NL NL NL NL NL N
Llearn. According to Shane's returning-to-
NL NL NL NL
school syndrome, which phase is this nurse experiencing?
NL NL NL NL NL NL NL
a. Conflict phase NL
b. Reintegration phase NL
c. Integration phase NL
d. Honeymoon phase NL
ANS: D NLNL
Feedback: Shane describes a “returning-to-
NL NL NL NL
school syndrome” encountered by registered nurses returning to earn higher nursing de
NL NL NL NL NL NL NL NL NL NL NL
grees. The first phase, the honeymoon, is positive and the nurse recognizes similarities
NL NL NL NL NL NL NL NL NL NL NL NL
NLbetween previous educational experiences and the present experiences that reinforce th
NL NL NL NL NL NL NL NL NL NL
eir original role identity as a nurse. As a result, the nurse feels energetic about learnin
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL
g new things. The conflict phase is characterized by turbulent negative emotions when
NL NL NL NL NL NL NL NL NL NL NL NL
NLfaculty members challenge the nurse to change ways of thinking and/or practicing. Ph
NL NL NL NL NL NL NL NL NL NL NL NL
ase 3, or reintegration, identifies the successful resolution of conflict. In this stage, nur
NL NL NL NL NL NL NL NL NL NL NL NL NL
ses struggle to hold on to cherished beliefs about practice and frequently wonder why
NL NL NL NL NL NL NL NL NL NL NL NL NL N
Lthey decided to pursue a higher degree. The final stage, integration, is characterized b
NL NL NL NL NL NL NL NL NL NL NL NL NL
y the ability to blend the original culture of work with the new culture of school. Inte
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL
gration of the old with the new results in a positive resolution of the
NL NL NL NL NL NL NL NL NL NL NL NL NL
returning-to-school syndrome but occurs later in the process. NL NL NL NL NL NL NL
PTS: 1
REF: Page and Header: p. 15, Shane’s Returning-to-School Syndrome
NL NL NL NL NL NL NL
OBJ: 4
NAT: Client Needs: Psychosocial Integrity: Psychosocial Integrity TOP:
N L NL NL NL NL NL NL
Chapter: 1 KEY: Integrated Process: Teaching/Learning NL N L NL NL
BLM: Cognitive Level: Apply
N L NOT: Multiple Choice NL NL N L NL
4. A student nurse, who is in the second semester of nursing school, is experienci
NL NL NL NL NL NL NL NL NL NL NL NL NL
ng an unsettled feeling. The nurse notes a lack of confidence in knowing how t
NL NL NL NL NL NL NL NL NL NL NL NL NL NL
o act or what questions to ask. According to Bridges' Managing Transitions the
NL NL NL NL NL NL NL NL NL NL NL NL
ory, what phase of transition is this student experiencing?
NL NL NL NL NL NL NL NL
a. New beginning NL
b. Neutral zone NL
c. Transition one NL
d. Letting go NL
ANS: B NLNL
Feedback: The second phase that Bridges calls “the neutral zone” is when the old ide
NL NL NL NL NL NL NL NL NL NL NL NL NL NL
ntity has vanished but the new one is not fully developed. In this phase, people exper
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL
ience a very unsettled feeling because they may not know how to act or what questi
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL
ons to ask. A new beginning is the third phase and is characterized by a new mental
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL
image or experience hallmarked by “a release of new energy in a new direction.” A
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL
transition is the psychological adaptation that occurs and is not part of the phases. L
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL
etting go is the first phase of the process and requires letting go of the old identity.
NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL NL
2
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NL NL NL NL NL
