Anderson's Nursing Leadership, Management, And Professional Practice For The LPN/LVN In Nursing School and Beyond 5th Edition by Tamara R. Dahlkemper - Test Bank

Chapter 7: The Importance of Critical Thinking Multiple Choice Identify the choice that best completes the statement or answers the question. ____ 1. The nurse considers a problem and arrives at one possible solution. What should the nurse do next? 1. Apply the solution to the problem. 2. Continue looking for other solutions. 3. Evaluate the effectiveness of the solution. 4. Ask others for their opinion of the solution. ____ 2. What skill will the nurse need to be an effectively thorough thinker? 1. Quick thinking 2. Sharpened intuition 3. Proactive thinking 4. Creative thinking ____ 3. The nurse displays the essence of critical thinking by doing what? 1. Having all the answers 2. Accepting what is read as true 3. Asking questions 4. Sharpening intuition ____ 4. The instructor asks the student nurse a question, and the student responds by saying, “I studied, but I don’t know the answer to that question.” The student is displaying what? 1. Thorough thinking 2. Creative thinking 3. Reactive thinking 4. Critical thinking ____ 5. The nurse listens as a patient relates having multiple abortions. While the nurse does not personally believe abortion should be legal, the nurse respects the patient’s beliefs and opinion. What is this nurse demonstrating? 1. Tolerance 2. Shyness 3. Bigotry 4. Serendipity ____ 6. Critical thinking is of most value to the nurse who is doing what? 1. Performing a procedure by following the steps in the procedure manual 2. Making decisions about how to handle a patient-based situation 3. Documenting patient care delivered over the past hour 4. Holding the hand of a dying patient who is alone ____ 7. What situation demonstrates that the nurse is thinking critically? 1. Questioning a physician regarding the rationale for an order 2. Performing CPR on a pulseless patient who is not breathing 3. Teaching coworkers how to use a new piece of equipment 4. Attending class on time every day ____ 8. The nurse is dealing with a problem at work and has been focused on finding solutions. After a good night’s sleep the nurse wakes with a solution. How did sleeping help the nurse solve the problem? 1. It was focus time. 2. It was letting-go time. 3. It was time for creative thinking. 4. It provided serendipity. ____ 9. The nurse is one of five nurses selected to brainstorm solutions to a problem on the unit. The group sits quietly to relax for two minutes, then sets a time. What will the group do next? 1. Have someone write down all ideas produced by the group. 2. Review all of the ideas generated by the group. 3. Eliminate ideas that are not usable. 4. Begin to prioritize workable solutions. ____ 10. The nurse is trying to solve a problem and begins by brainstorming, being as creative as possible. Next the nurse looks at all of the ideas to determine if there are any workable solutions in the written list. The nurse decides to take a break from problem solving and returns after a pleasant afternoon with friends to think about the problem more. Which of these actions demonstrates letting go? 1. Brainstorming 2. Reviewing written list for workable solution 3. Spending the afternoon with friends 4. Returning to the problem ____ 11. The graduate nurse takes a new job and meets many nurses who are very knowledgeable and experienced. After one week at the new job, the graduate nurse realizes how much he or she learned. What does this demonstrate? 1. Serendipity 2. Creativity 3. Critical thinking 4. Thorough thinking ____ 12. When a patient complains of sudden onset left-sided chest pain, the nurse asks questions to better understand the pain and collects data such as vital signs, ECG, and breath sounds to determine the possible cause of the pain. Once data is analyzed the nurse develops a plan and begins to intervene. What has this nurse demonstrated? 1. Serendipity 2. Creative thinking 3. Critical thinking 4. Thorough thinking ____ 13. What action would lead a nurse to believe a coworker is not a good critical thinker? 1. Consistently follows the charge nurse’s directions without question 2. Asks many questions when confronted with a new situation 3. Freely admits to not knowing the answer to questions 4. Verifies the meaning of communication to improve understanding ____ 14. The nurse with strong critical thinking skills accepts information without question from what source? 1. Textbook 2. Physician 3. Nursing instructor 4. No one ____ 15. What is the primary reason the nurse needs to be a skilled critical thinker? 1. To earn promotions at work 2. To pass the nurse licensure exam 3. To graduate at the top of the class 4. To provide excellent patient care Multiple Response Identify one or more choices that best complete the statement or answer the question. ____ 16. For what purpose does the nurse use brainstorming? (Select all that apply.) 1. To find solutions 2. To create plans 3. To minimize time spent problem solving 4. To discover new ideas 5. To make new friends ____ 17. The nurse uses what approach as a good critical thinker? (Select all that apply.) 1. Following every doctor’s order as written 2. Learning all facts needed to pass a test 3. Applying thorough thinking to complex situations 4. Using creativity in thinking 5. Obediently doing everything asked to do ____ 18. The nurse develops serendipity by doing what? (Select all that apply.) 1. Reading textbooks 2. Being attentive to the world 3. Following all directions 4. Spending time with classmates 5. Learning more about faculty members Chapter 7: The Importance of Critical Thinking Answer Section MULTIPLE CHOICE 1. ANS: 2 The nurse should continue thinking of other potential solutions and should come up with at least three options. This allows the nurse to weigh different options and act on the best possible solution. PTS: 1 REF: Chapter: 7 OBJ: Objective: 3 KEY: Content Area: Critical Thinking | Integrated Processes: Teaching/Learning | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 2. ANS: 4 Creative thinking is essential to thorough thinking. PTS: 1 REF: Chapter: 7 OBJ: Objective: 3 KEY: Content Area: Critical Thinking | Integrated Processes: Teaching/Learning | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 3. ANS: 3 The essence of critical thinking is asking questions to gain more knowledge. A true critical thinker asks questions others did not think to ask. PTS: 1 REF: Chapter: 7 OBJ: Objective: 1 KEY: Content Area: Critical Thinking | Integrated Processes: Teaching/Learning | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 4. ANS: 4 One component of critical thinking is honesty and admitting when the answer is unknown instead of trying to make something up. PTS: 1 REF: Chapter: 7 OBJ: Objective: 3 KEY: Content Area: Critical Thinking | Integrated Processes: Teaching/Learning | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 5. ANS: 1 Tolerance is respecting other people’s opinions and beliefs without criticism. PTS: 1 REF: Chapter: 7 OBJ: Objective: 3 KEY: Content Area: Critical Thinking | Integrated Processes: Teaching/Learning | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 6. ANS: 2 Critical thinking is most valuable when making decisions because it guides the nurse to ask questions, use creative thinking, and consider the situation carefully. PTS: 1 REF: Chapter: 7 OBJ: Objective: 2 KEY: Content Area: Critical Thinking | Integrated Processes: Teaching/Learning | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 7. ANS: 1 Critical thinking involves questioning and decision making. A nurse who doesn’t understand the reason for an order questions the physician and demonstrates critical thinking. PTS: 1 REF: Chapter: 7 OBJ: Objective: 2 KEY: Content Area: Critical Thinking | Integrated Processes: Teaching/Learning | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 8. ANS: 2 The nurse’s night of sleep served as letting-go time, allowing the mind to focus again after some rest, which led to the solution. PTS: 1 REF: Chapter: 7 OBJ: Objective: 3 KEY: Content Area: Critical Thinking | Integrated Processes: Teaching/Learning | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 9. ANS: 1 The first thing the group will do is generate ideas. One member of the group will write everything down, no matter how crazy or farfetched. PTS: 1 REF: Chapter: 7 OBJ: Objective: 3 KEY: Content Area: Critical Thinking | Integrated Processes: Teaching/Learning | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 10. ANS: 3 Letting go means taking a break from thinking about the problem. This is best demonstrated by the nurse spending time not thinking about the problem and having a pleasant afternoon with friends. PTS: 1 REF: Chapter: 7 OBJ: Objective: 3 KEY: Content Area: Critical Thinking | Integrated Processes: Teaching/Learning | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 11. ANS: 1 The nurse has found value in interacting with new peers, which indicates serendipity. PTS: 1 REF: Chapter: 7 OBJ: Objective: 1 KEY: Content Area: Critical Thinking | Integrated Processes: Teaching/Learning | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 12. ANS: 3 This nurse displayed critical thinking in not just responding to the patient’s pain but in assessing and collecting data, analyzing the data, and developing a plan for how to respond. By the time the nurse begins to intervene, there is a strong enough base of data to indicate what is required for this patient. PTS: 1 REF: Chapter: 7 OBJ: Objective: 2 KEY: Content Area: Critical Thinking | Integrated Processes: Teaching/Learning | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 13. ANS: 1 A critical thinker does not blindly follow another but finds the best route. PTS: 1 REF: Chapter: 7 OBJ: Objective: 3 KEY: Content Area: Critical Thinking | Integrated Processes: Teaching/Learning | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 14. ANS: 4 No single source should be blindly accepted as correct without question or finding other sources of support. PTS: 1 REF: Chapter: 7 OBJ: Objective: 3 KEY: Content Area: Critical Thinking | Integrated Processes: Teaching/Learning | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 15. ANS: 4 The reason nurses need to be strong critical thinkers is to provide optimal patient care and make sound decisions when planning care. PTS: 1 REF: Chapter: 7 OBJ: Objective: 2 KEY: Content Area: Critical Thinking | Integrated Processes: Teaching/Learning | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying MULTIPLE RESPONSE 16. ANS: 1, 2, 4 Some purposes of brainstorming are to find creative and effective solutions and to create plans to avoid future problems. Brainstorming is also useful for finding new ideas. PTS: 1 REF: Chapter: 7 OBJ: Objective: 2 KEY: Content Area: Critical Thinking | Integrated Processes: Teaching/Learning | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 17. ANS: 3, 4 Thorough thinking is one part of critical thinking and requires asking questions and gaining information about a situation before making a decision. Creativity is essential to good critical thinking because it considers new possibilities. PTS: 1 REF: Chapter: 7 OBJ: Objective: 1 KEY: Content Area: Critical Thinking | Integrated Processes: Teaching/Learning | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 18. ANS: 2, 4, 5 Serendipity is finding things of value in unexpected places and requires the nurse to be aware of things occurring in the world. Spending time with classmates allows the nurse to learn more about them and perhaps find something serendipitous. Learning more about faculty members opens the nurse’s eyes to possible value and finding something serendipitous. PTS: 1 REF: Chapter: 7 OBJ: Objective: 3 KEY: Content Area: Critical Thinking | Integrated Processes: Teaching/Learning | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying Chapter 3: Understanding the Changing Roles in Nursing Multiple Choice Identify the choice that best completes the statement or answers the question. ____ 1. The nurse is teaching a group about paradigm thinking and defines it as what? 1. One’s mathematical knowledge and ability to solve math problems 2. The ability to see 20 feet away without wearing glasses 3. An individual’s perception or frame of reference about the world 4. A nurse’s ability to solve patient-care problems ____ 2. Most nursing paradigms are based on what? 1. The nurse’s ability to perform procedures with skill 2. Dr. Jean Watson’s transpersonal caring theory 3. Maslow’s theory of hierarchy of needs 4. Learning by studying nursing theories and clinical experiences ____ 3. The increasing use of licensed practical nurses (LPNs) in management positions, especially in long-term care facilities, is an example of what? 1. Assertive management 2. A shifting paradigm 3. Critical thinking 4. Smarter LPN graduates ____ 4. Why is critical thinking necessary for the nurse to identify and understand paradigms that exist in nursing practice? 1. Critical thinking allows the nurse to make superficial decisions. 2. Critical thinking allows the nurse to thoroughly examine situations and issues. 3. Critical thinking provides the nurse with quick answers. 4. Critical thinking allows the nurse to accept information without needing to check its validity. ____ 5. The nurse values respect for the individual, more than anything else, as defining high-quality patient care. What does this describe about the nurse? 1. Critical thinking 2. Caritas 3. Paradigm 4. Hierarchy of needs ____ 6. The nurse reads a peer-reviewed nursing journal article that recommends changing the procedure for caring for a patient with an indwelling urinary catheter. The nurse displays critical thinking with what action? 1. Changing how the nurse provides care for a patient with an indwelling catheter according to the article 2. Taking the journal article to the nurse manager and suggesting the procedure be rewritten 3. Searching for other peer-reviewed articles that support this author’s recommendation 4. Ignoring the article and following the procedure as written at the facility where the nurse works ____ 7. The nurse applies Maslow’s hierarchy of needs to what aspect of care? 1. Judging the patient’s behavior 2. Improving the skillfulness of care 3. Understanding the patient’s behavior 4. Improving communication skills ____ 8. The nurse is caring for a patient who has just received a cancer diagnosis. The patient is crying. The nurse recognizes this patient is operating on what level of Maslow’s hierarchy of needs? 1. Self-esteem 2. Love and belonging 3. Safety 4. Self-actualization ____ 9. The caring LPN manager avoids what approach when dealing with staff? 1. Delegating 2. Understanding 3. Judging 4. Evaluating ____ 10. The student nurse experiences a paradigm shift as a result of increasing knowledge and finds the result of the shift is what? 1. Life changing 2. Temporary 3. Short-lived 4. Overwhelming ____ 11. The nurse is caring for an adolescent who will be hospitalized for several weeks while in traction. The patient frequently has a room full of friends and they can be heard laughing. The nurse recognizes this patient is meeting which of Maslow’s hierarchy of needs? 1. Self-esteem 2. Love and belonging 3. Safety 4. Self-actualization ____ 12. The nurse is providing pre-operative teaching to the anxious patient, who doesn’t seem to be learning. What need must the nurse help this patient meet before continuing to teach? 1. Self-esteem 2. Love and belonging 3. Safety 4. Self-actualization ____ 13. The nurse manager learns that one of the staff nurses on the unit has a substance addiction and is arriving at work under the influence of the substance. Using Watson’s theory, how should the nurse manager deal with this staff member? 1. Send the nurse home with instructions not to return until clear of the substance. 2. Call the police and have the nurse arrested for working while impaired. 3. Confront the nurse privately, order drug testing, and suggest a substance-abuse program. 4. Notify the board of nursing and fire the nurse immediately. ____ 14. The nurse receives a shift report from the nurse going off shift and asks about a patient’s state of mind and emotional needs, which demonstrates what aspect of Dr. Watson’s theory? 1. Intentionality 2. Curiosity 3. Caritas 4. Holism ____ 15. While working in a long-term care facility, the nurse notices that older residents take pleasure in telling stories about their earlier lives and reliving special events. The nurse recognizes this helps residents meet what level of Maslow’s Hierarchy of needs? 1. Self-esteem 2. Love and belonging 3. Safety 4. Self-actualization ____ 16. The nurse makes the decision to return to school to obtain a bachelor of science degree in nursing. What theme of critical thinking is the nurse displaying? 1. Critical thinking is a productive and positive activity. 2. Critical thinking is a process, not an outcome. 3. Manifestations of critical thinking vary, depending on the context in which they occur. 4. Critical thinking is triggered by both positive and negative events. ____ 17. The nursing assistant asks the nurse to explain the meaning of advocacy. The nurse explains the fundamental principle of patient advocacy is what? 1. Independence 2. Caring 3. Competence 4. Protection ____ 18. The nurse listens as the physician asks the patient to participate in a research study and realizes the physician is not adequately explaining the risks of the study. As they leave the patient’s room, the nurse encourages the physician to go back and explain the risks more thoroughly. What role is this nurse playing in patient care? 1. Teacher 2. Caregiver 3. Advocate 4. Communicator ____ 19. The nurse is caring for a patient with HIV who is known to have infected others due to unsafe sexual practices. What is the nurse’s priority action to advocate for this client and others with whom he may have a relationship? 1. Teach the patient of the increased risk to his own health from sexually transmitted diseases. 2. Inform the patient that he can be sued or arrested for endangering the health of others. 3. Explore the patient’s knowledge of safer sexual practices and help him find methods that work for him. 4. Report his behavior to the public health department for follow-up as needed. ____ 20. The charge nurse is preparing assignments when one of the staff nurses requests not to be assigned a specific patient, using a derogatory name to refer to the patient’s ethnicity. What is the charge nurse’s best response? 1. Encourage the nurse to embrace diversity and reject prejudice. 2. Report the nurse to human resources for demonstrating prejudicial behavior. 3. Assign the patient to a different nurse and make a note not to ever assign this patient to this nurse. 4. Schedule a staff meeting to talk to the entire staff about avoiding prejudice. ____ 21. The nurse is caring for a diabetic patient whose religious beliefs require fasting from sun up to sun down on holy days. How can the nurse best advocate for this patient? 1. Teach the patient the importance of eating throughout the day to avoid hypoglycemia. 2. Choose the nursing diagnosis of noncompliance if the patient becomes hypoglycemic due to fasting. 3. Invite the spiritual leader of his faith to talk with him about exceptions to the need to fast. 4. Meet the patient’s caloric needs before sunrise and after sunset and monitor blood sugar closely. ____ 22. The nurse arrives to work impaired and under the influence of alcohol. What patient right has this nurse infringed on? 1. Research-related rights 2. Right to refuse treatment or medication 3. Right to be fully informed about procedures 4. The right to safe care Multiple Response Identify one or more choices that best complete the statement or answer the question. ____ 23. Which patient rights is the nurse likely to be called to advocate for? (Select all that apply.) 1. Research-related rights 2. Right to refuse treatment or medication 3. Right to be fully informed about procedures 4. The right to safe care 5. The right to the treating physician of choice ____ 24. The nurse identifies critical thinking through which themes? (Select all that apply.) 1. Critical thinking is a productive and positive activity. 2. Critical thinking is a process, not an outcome. 3. Manifestations of critical thinking vary depending on the context in which they occur. 4. Critical thinking is triggered by both positive and negative events. 5. Critical thinking requires supreme intellect to be effective. ____ 25. The successful nurse manager applies Anderson’s rules for successfully working with people, which include what two statements? (Select all that apply.) 1. It is better to understand people than to judge them. 2. There is a reason for every behavior. 3. Follow the Golden Rule when working with people. 4. The nurse manager must have control of all situations. 5. Set expectations high and people will rise to meet them. Chapter 3: Understanding the Changing Roles in Nursing Answer Section MULTIPLE CHOICE 1. ANS: 3 Paradigm refers to a model, theory, assumption, or a frame of reference. Generally, it means the way a person “sees” the world; this does not refer to a person’s visual sight, but a person’s mental perception. PTS: 1 REF: Chapter: 3 OBJ: Objective: 1 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding 2. ANS: 4 Most nursing paradigms, or ways of seeing nursing practice, are based on learning through theories or clinical experiences. Culture is another paradigm that impacts nursing. PTS: 1 REF: Chapter: 3 OBJ: Objective: 1 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 3. ANS: 2 The use of LPNs in more management positions is a paradigm shift. A shifting paradigm is a break with older ways of thinking. This shift changes the world of those who experience it, and it is the source of attitudes and behaviors. PTS: 1 REF: Chapter: 3 OBJ: Objective: 2 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 4. ANS: 2 The LPN must have the tools to identify paradigm strategies. One tool is critical thinking, which allows the nurse to identify existing paradigms and to devise strategies needed to shift paradigms. Critical thinking also allows the nurse to be open to alternative ways of thinking and to be wary of “quick-fix” solutions. PTS: 1 REF: Chapter: 3 OBJ: Objective: 3 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 5. ANS: 3 Respect is the nurse’s perspective of how care should be delivered, so this describes the nurse’s paradigm. PTS: 1 REF: Chapter: 3 OBJ: Objective: 2 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 6. ANS: 3 The critically thinking nurse seeks further support for the author’s conclusions to determine if further research is available. PTS: 1 REF: Chapter: 3 OBJ: Objective: 3 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 7. ANS: 3 Maslow’s hierarchy of needs allows the nurse to understand the patient’s behavior by recognizing the level of need from which the patient is operating. PTS: 1 REF: Chapter: 3 OBJ: Objective: 5 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Health Promotion and Maintenance | Cognitive Level: Understanding 8. ANS: 3 Cancer diagnoses often result in fear of death, even when the patient is told the disease is curable, so this patient is operating at the level of safety as he or she copes with the fear of death. PTS: 1 REF: Chapter: 3 OBJ: Objective: 5 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Psychosocial Integrity | Cognitive Level: Applying 9. ANS: 3 Judging others is a negative approach and should be avoided at all times. PTS: 1 REF: Chapter: 3 OBJ: Objective: 6 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding 10. ANS: 1 Whether the shift is positive or negative, life altering, or as simple as when to make your bed, a paradigm shift changes the world of the person experiencing it. PTS: 1 REF: Chapter: 3 OBJ: Objective: 1 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 11. ANS: 2 The adolescent is seeking a sense of belonging from peers, which is of particular importance during this age group. PTS: 1 REF: Chapter: 3 OBJ: Objective: 5 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Psychosocial Integrity | Cognitive Level: Analyzing 12. ANS: 3 The patient’s safety feels threatened by the impending surgery, and the nurse needs to listen to this patient’s concerns and provide support to lower anxiety before continuing with preoperative teaching. PTS: 1 REF: Chapter: 3 OBJ: Objective: 1 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Psychosocial Integrity | Cognitive Level: Analyzing 13. ANS: 3 Talking with the nurse privately, confirming drug use, and helping the nurse to recover all show true caring. PTS: 1 REF: Chapter: 3 OBJ: Objective: 6 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 14. ANS: 1 Intentionality is the concept that the nurse enters every patient encounter with the intention of acting with care. Learning more about the patient’s emotional needs demonstrates intentionality in planning care. PTS: 1 REF: Chapter: 3 OBJ: Objective: 6 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Health Promotion and Maintenance | Cognitive Level: Analyzing 15. ANS: 4 Individuals look back over their lives and achieve self-actualization by recognizing their accomplishments and finding that they lived a full life. PTS: 1 REF: Chapter: 3 OBJ: Objective: 1 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 16. ANS: 2 This theme is demonstrated by the belief that continuous learning contributes to the ongoing process of critical thinking. PTS: 1 REF: Chapter: 3 OBJ: Objective: 4 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Analyzing 17. ANS: 4 To advocate for is to protect. When the nurse advocates for the patient, the nurse protects the patient from infringement on his or her rights as a patient and as a human being. PTS: 1 REF: Chapter: 3 OBJ: Objective: 7 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding 18. ANS: 3 The nurse is protecting the patient’s rights by asking the physician to be more forthcoming, so the nurse is acting in the role of advocate. PTS: 1 REF: Chapter: 3 OBJ: Objective: 7 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Health Promotion and Maintenance | Cognitive Level: Analyzing 19. ANS: 3 Exploring what the patient knows is the first priority, because the nurse cannot understand the patient’s behavior without understanding why the patient acts as he does. PTS: 1 REF: Chapter: 3 OBJ: Objective: 8 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Health Promotion and Maintenance | Cognitive Level: Applying 20. ANS: 1 While the nurse’s request may need to be granted to protect the patient from poor care, the nurse should be encouraged to embrace diversity and reject prejudice. PTS: 1 REF: Chapter: 3 OBJ: Objective: 8 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying 21. ANS: 4 Respecting a patient’s religious needs demonstrates caring. Work with the patient and the physician to develop a diet that allows the patient to fast while adjusting when and what the patient eats and medications are taken. PTS: 1 REF: Chapter: 3 OBJ: Objective: 8 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Health Promotion and Maintenance | Cognitive Level: Applying 22. ANS: 4 The impaired nurse cannot deliver safe patient care and is infringing on the patient’s right to safe care. PTS: 1 REF: Chapter: 3 OBJ: Objective: 8 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Analyzing MULTIPLE RESPONSE 23. ANS: 1, 2, 3, 4 No one can perform research, even of an innocent nature such as an interview, without the research process being scrutinized by a committee (the IRB) and the patient being fully informed of the research being done. The nurse is often the one who learns that the patient consented to participation due to fear of retribution if he or she declines, and the nurse must advocate for that patient. Whatever the ailment or disease, every patient has the right to refuse treatments, including medications, surgery, or other things as simple as a bath or the measurement of blood pressure. While it is the physician’s responsibility to explain the procedure, it is the nurse’s responsibility when asked to obtain the patient’s signature to ensure that the patient fully understands what the physician told the patient. Every patient has the right to safe care. Although the patient’s right to safe care seems a simple concept, it can become complicated by things such as an impaired nurse or short staffing. PTS: 1 REF: Chapter: 3 OBJ: Objective: 8 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding 24. ANS: 1, 2, 3, 4 Critical thinkers are actively engaged in life, value creativity, and are innovative people. In addition, they are self-confident about themselves personally and their ability to contribute to a group process. No one is ever “done” if he or she is a critical thinker. Critical thinking suggests a continual assessment of the “certainties” of life. Critical thinking can be demonstrated quietly through writing or talking. It also can be more dramatic when it is a political change, a march for a particular cause, or a strike. A common theme to many discussions of critical thinking is an activity resulting from a traumatic experience that prompts re-examining the situation that caused the trauma. Just as true is the occurrence of a joyful, pleasing, or fulfilling event—a hallmark life experience that alters one’s view of how the world has previously functioned. PTS: 1 REF: Chapter: 3 OBJ: Objective: 4 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding 25. ANS: 1, 2 Nurse managers should avoid judging, criticizing, or rejecting behavior but instead should seek to understand people according to Anderson’s rules for successfully working with people. It is the nurse manager’s responsibility to identify the reason for people’s behavior and work with it rather than judge it according to Anderson’s rules for successfully working with people. PTS: 1 REF: Chapter: 3 OBJ: Objective: 5 KEY: Content Area: Nursing Role | Integrated Processes: Caring | Client Need: Psychosocial Integrity | Cognitive Level: Understanding