TEST BANK x@
Fundamentals of Nursing Thinking Doing and Caring 4
x@ x@ x@ x@ x@ x@ x@
th Edition Volume 2 Wilkinson Treas
x@ x@ x@ x@ x@
TEST BANK x@
, Fundamentals of Nursing Thinking Doing and Caring 4th Edition Volume 2 Wilkinson Treas Test Bank
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
Table of Content
x@ x@ x@
Chapter 1 Evolution of Nursing Thought & Action
x@ x@ x@ x@ x@ x@ x@
Chapter 2 Critical Thinking & Nursing Process
x@ x@ x@ x@ x@ x@
Chapter 3 Assessment
x@ x@
Chapter 4 Analysis/Diagnosis
x@ x@
Chapter 5 Planning Outcomes
x@ x@ x@
Chapter 6 Planning Interventions
x@ x@ x@
Chapter 7 Implementation & Evaluation
x@ x@ x@ x@
Chapter 8 Theory, Research, & Evidence-Based Practice
x@ x@ x@ x@ x@ x@
Chapter 9 Life Span: Infancy Through Middle Adulthood
x@ x@ x@ x@ x@ x@ x@
Chapter 10 Life Span: Older Adults
x@ x@ x@ x@ x@
Chapter 11 Experiencing Health & Illness
x@ x@ x@ x@ x@
Chapter 12 Stress & Adaptation
x@ x@ x@ x@
Chapter 13 Psychosocial Health & Illness
x@ x@ x@ x@ x@
Chapter 14 The Family
x@ x@ x@
Chapter 15 Culture & Ethnicity
x@ x@ x@ x@
Chapter 16 Spirituality
x@ x@
Chapter 17 Loss, Grief, & Dying
x@ x@ x@ x@ x@
Chapter 18 Documenting & Reporting
x@ x@ x@ x@
Chapter 19 Teaching & Learning
x@ x@ x@ x@
Chapter 20 Measuring Vital Signs
x@ x@ x@ x@
Chapter 21 Communication & Therapeutic Relationships
x@ x@ x@ x@ x@
Chapter 22 Health Assessment
x@ x@ x@
Chapter 23 Promoting Asepsis & Preventing Infection
x@ x@ x@ x@ x@ x@
Chapter 24 Promoting Safety
x@ x@ x@
Chapter 25 Facilitating Hygiene
x@ x@ x@
Chapter 26 Administering Medications
x@ x@ x@
Chapter 27 Nutrition
x@ x@
Chapter 28 Urinary Elimination
x@ x@ x@
Chapter 29 Bowel Elimination
x@ x@ x@
Chapter 30 Sensation, Perception, & Response
x@ x@ x@ x@ x@
Chapter 31 Pain
x@ x@
Chapter 32 Physical Activity & Immobility
x@ x@ x@ x@ x@
Chapter 33 Sexual Health
x@ x@ x@
Chapter 34 Sleep & Rest
x@ x@ x@ x@
Chapter 35 Skin Integrity & Wound Healing
x@ x@ x@ x@ x@ x@
Chapter 36 Oxygenation
x@ x@
Chapter 37 Circulation & Perfusion
x@ x@ x@ x@
Chapter 38 Fluids, Electrolytes, & Acid-Base Balance
x@ x@ x@ x@ x@ x@
Chapter 39 Perioperative Care
x@ x@ x@
Chapter 40 Leading & Managing
x@ x@ x@ x@
Chapter 41 Nursing Informatics
x@ x@ x@
Chapter 42 Promoting Health
x@ x@ x@
Chapter 43 Community & Home Health Nursing
x@ x@ x@ x@ x@ x@
Chapter 44 Ethics & Values
x@ x@ x@ x@
Chapter 45 Legal Accountability
x@ x@ x@
Chapter 46 Holistic Healing
x@ x@ x@
,Chapter 1. Evolution of Nursing Thought & Action
x@ x@ x@ x@ x@ x@ x@
MULTIPLE CHOICE x@
1. Which of the following is an example of an illness prevention activity?
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
a) Encouraging the use of a food diary x@ x@ x@ x@ x@ x@
b) Joining a cancer support group x@ x@ x@ x@
c) Administering immunization for HPV x@ x@ x@
d) Teaching a diabetic patient about his diet x@ x@ x@ x@ x@ x@
ANS: x @ C
Administering immunization for HPV is an example of illness prevention. Although cancer
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
is a disease, it is assumed that a person joining a support group would already have the d
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
isease; therefore, it would be treatment and not disease prevention. Illness prevention activ
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
ities focus on avoiding a specific disease. A food diary is a health promotion activity. Teach
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
ing a diabetic patient about diet is a treatment for diabetes; the patient already has diabete
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
s, so the teaching cannot prevent diabetes.
x@ x@ x@ x@ x@ x@
Difficulty: Moderate x@
Client Need: Health Promotion and Maintenance Co
x@ x@ x@ x@ x@ x@
gnitive Level: Application x@ x@
PTS: x @ x @ 1
2. Which organization can require nurses to take continuing education courses as a condition
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x
@of licensure renewal?
x@ x@
a) American Nurses Association x@ x@
b) National League for Nursing x@ x@ x@
c) Sigma Theta Tau x@ x@
d) State Board of Nursing x@ x@ x@
ANS: x @ D
Continuing education is a professional strategy designed to ensure that nurses remain curr
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
ent in their clinical knowledge. Many states require nurses to engage in a certain number
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x
@of continuing-
x@
education requirements to renew their license. The knowledge gained in the nursing curri
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
culum is sufficient for nursing school graduates to obtain their initial license.
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
Requirements for renewal of a nurse‘s license can be found in the state‘s nurse practice ac
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
t (state board of nursing).
x@ x@ x@ x@
Difficulty: Difficult Cog x@ x@
nitive Level: Analysisx@ x@
Client Need: Health Promotion and Maintenance Co
x@ x@ x@ x@ x@ x@
gnitive Level: Application x@ x@
PTS: x @ x @ 1
3. An experienced seasoned nurse uses her knowledge of patient medical conditions and i
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
ntuition to identify patient problems. She is often the resource for other nurses on the u
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
nit. What stage of proficiency has this nurse achieved?
x@ x@ x@ x@ x@ x@ x@ x@
a) Novice
, b) Advanced beginner x@
c) Competent
d) Expert
ANS: x @ D
The nurse who has reached the expert stage of proficiency has a deep understanding of th
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
e clinical situation based on knowledge and experience. The nurse often senses a potential
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x
@problem in the absence of classic signs and symptoms. The novice nurse is inexperienced
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
and relies on rules and processes. The advanced beginner focuses on aspects of a situation
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x
@and is unable to see the comprehensive perspective. A nurse functioning at the competent
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
level is able to prioritize to meet the patient needs but does not fully grasp the total situati
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
on.
Difficulty: Moderate x@
Cognitive Level: Comprehension x@ x@
PTS: x @ x @ 1
4. Which of the following best explains the importance of standards of practice?
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
a) Nurses and other healthcare providers have the same standards of practice.
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
b) Standard of practice only apply to nurses who work in hospital settings.
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
c) Standards of practice identify the knowledge, skills, and attitudes nurses need
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x
@to provide safe care.
x@ x@ x@
d) Standards of practice differ among registered nurses because the roles are differe
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
nt based on the population they serve.
x@ x@ x@ x@ x@ x@
ANS: x @ C
Standards of practice are authoritative statements of the duties that all registered nurses, re
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
gardless of role, population, or specialty, are expected to perform competently. Standards are
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
derived from several sources, including professional organizations and healthcare facilities
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
‘ policies and procedures.
x@ x@ x@
Difficulty: Moderate Cognit x@ x@
ive Level: Application
x@ x@
PTS: x @ x @ 1
5. What is the primary goal of the National League for Nursing?
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
a) Advocate for the needs of registered nurses to promote patient safety
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
b) Establish and maintain standards for nursing education
x@ x@ x@ x@ x@ x@
c) Support global health policies and improve health worldwide
x@ x@ x@ x@ x@ x@ x@
d) Foster nursing scholarship, leadership, and service to improve health worldwide
x@ x@ x@ x@ x@ x@ x@ x@ x@
ANS: x @ B
The National League for Nursing (NLN) was founded to establish and maintain a universal sta
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
ndard of nursing education. The NLN focuses on faculty development in nursing education pro
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
grams and is the voice for nursing education.
x@ x@ x@ x@ x@ x@ x@
Difficulty: Moderate Cognit x@ x@
ive Level: Application
x@ x@
PTS: x @ x @ 1
Fundamentals of Nursing Thinking Doing and Caring 4
x@ x@ x@ x@ x@ x@ x@
th Edition Volume 2 Wilkinson Treas
x@ x@ x@ x@ x@
TEST BANK x@
, Fundamentals of Nursing Thinking Doing and Caring 4th Edition Volume 2 Wilkinson Treas Test Bank
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
Table of Content
x@ x@ x@
Chapter 1 Evolution of Nursing Thought & Action
x@ x@ x@ x@ x@ x@ x@
Chapter 2 Critical Thinking & Nursing Process
x@ x@ x@ x@ x@ x@
Chapter 3 Assessment
x@ x@
Chapter 4 Analysis/Diagnosis
x@ x@
Chapter 5 Planning Outcomes
x@ x@ x@
Chapter 6 Planning Interventions
x@ x@ x@
Chapter 7 Implementation & Evaluation
x@ x@ x@ x@
Chapter 8 Theory, Research, & Evidence-Based Practice
x@ x@ x@ x@ x@ x@
Chapter 9 Life Span: Infancy Through Middle Adulthood
x@ x@ x@ x@ x@ x@ x@
Chapter 10 Life Span: Older Adults
x@ x@ x@ x@ x@
Chapter 11 Experiencing Health & Illness
x@ x@ x@ x@ x@
Chapter 12 Stress & Adaptation
x@ x@ x@ x@
Chapter 13 Psychosocial Health & Illness
x@ x@ x@ x@ x@
Chapter 14 The Family
x@ x@ x@
Chapter 15 Culture & Ethnicity
x@ x@ x@ x@
Chapter 16 Spirituality
x@ x@
Chapter 17 Loss, Grief, & Dying
x@ x@ x@ x@ x@
Chapter 18 Documenting & Reporting
x@ x@ x@ x@
Chapter 19 Teaching & Learning
x@ x@ x@ x@
Chapter 20 Measuring Vital Signs
x@ x@ x@ x@
Chapter 21 Communication & Therapeutic Relationships
x@ x@ x@ x@ x@
Chapter 22 Health Assessment
x@ x@ x@
Chapter 23 Promoting Asepsis & Preventing Infection
x@ x@ x@ x@ x@ x@
Chapter 24 Promoting Safety
x@ x@ x@
Chapter 25 Facilitating Hygiene
x@ x@ x@
Chapter 26 Administering Medications
x@ x@ x@
Chapter 27 Nutrition
x@ x@
Chapter 28 Urinary Elimination
x@ x@ x@
Chapter 29 Bowel Elimination
x@ x@ x@
Chapter 30 Sensation, Perception, & Response
x@ x@ x@ x@ x@
Chapter 31 Pain
x@ x@
Chapter 32 Physical Activity & Immobility
x@ x@ x@ x@ x@
Chapter 33 Sexual Health
x@ x@ x@
Chapter 34 Sleep & Rest
x@ x@ x@ x@
Chapter 35 Skin Integrity & Wound Healing
x@ x@ x@ x@ x@ x@
Chapter 36 Oxygenation
x@ x@
Chapter 37 Circulation & Perfusion
x@ x@ x@ x@
Chapter 38 Fluids, Electrolytes, & Acid-Base Balance
x@ x@ x@ x@ x@ x@
Chapter 39 Perioperative Care
x@ x@ x@
Chapter 40 Leading & Managing
x@ x@ x@ x@
Chapter 41 Nursing Informatics
x@ x@ x@
Chapter 42 Promoting Health
x@ x@ x@
Chapter 43 Community & Home Health Nursing
x@ x@ x@ x@ x@ x@
Chapter 44 Ethics & Values
x@ x@ x@ x@
Chapter 45 Legal Accountability
x@ x@ x@
Chapter 46 Holistic Healing
x@ x@ x@
,Chapter 1. Evolution of Nursing Thought & Action
x@ x@ x@ x@ x@ x@ x@
MULTIPLE CHOICE x@
1. Which of the following is an example of an illness prevention activity?
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
a) Encouraging the use of a food diary x@ x@ x@ x@ x@ x@
b) Joining a cancer support group x@ x@ x@ x@
c) Administering immunization for HPV x@ x@ x@
d) Teaching a diabetic patient about his diet x@ x@ x@ x@ x@ x@
ANS: x @ C
Administering immunization for HPV is an example of illness prevention. Although cancer
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
is a disease, it is assumed that a person joining a support group would already have the d
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
isease; therefore, it would be treatment and not disease prevention. Illness prevention activ
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
ities focus on avoiding a specific disease. A food diary is a health promotion activity. Teach
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
ing a diabetic patient about diet is a treatment for diabetes; the patient already has diabete
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
s, so the teaching cannot prevent diabetes.
x@ x@ x@ x@ x@ x@
Difficulty: Moderate x@
Client Need: Health Promotion and Maintenance Co
x@ x@ x@ x@ x@ x@
gnitive Level: Application x@ x@
PTS: x @ x @ 1
2. Which organization can require nurses to take continuing education courses as a condition
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x
@of licensure renewal?
x@ x@
a) American Nurses Association x@ x@
b) National League for Nursing x@ x@ x@
c) Sigma Theta Tau x@ x@
d) State Board of Nursing x@ x@ x@
ANS: x @ D
Continuing education is a professional strategy designed to ensure that nurses remain curr
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
ent in their clinical knowledge. Many states require nurses to engage in a certain number
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x
@of continuing-
x@
education requirements to renew their license. The knowledge gained in the nursing curri
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
culum is sufficient for nursing school graduates to obtain their initial license.
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
Requirements for renewal of a nurse‘s license can be found in the state‘s nurse practice ac
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
t (state board of nursing).
x@ x@ x@ x@
Difficulty: Difficult Cog x@ x@
nitive Level: Analysisx@ x@
Client Need: Health Promotion and Maintenance Co
x@ x@ x@ x@ x@ x@
gnitive Level: Application x@ x@
PTS: x @ x @ 1
3. An experienced seasoned nurse uses her knowledge of patient medical conditions and i
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
ntuition to identify patient problems. She is often the resource for other nurses on the u
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
nit. What stage of proficiency has this nurse achieved?
x@ x@ x@ x@ x@ x@ x@ x@
a) Novice
, b) Advanced beginner x@
c) Competent
d) Expert
ANS: x @ D
The nurse who has reached the expert stage of proficiency has a deep understanding of th
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
e clinical situation based on knowledge and experience. The nurse often senses a potential
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x
@problem in the absence of classic signs and symptoms. The novice nurse is inexperienced
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
and relies on rules and processes. The advanced beginner focuses on aspects of a situation
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x
@and is unable to see the comprehensive perspective. A nurse functioning at the competent
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
level is able to prioritize to meet the patient needs but does not fully grasp the total situati
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
on.
Difficulty: Moderate x@
Cognitive Level: Comprehension x@ x@
PTS: x @ x @ 1
4. Which of the following best explains the importance of standards of practice?
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
a) Nurses and other healthcare providers have the same standards of practice.
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
b) Standard of practice only apply to nurses who work in hospital settings.
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
c) Standards of practice identify the knowledge, skills, and attitudes nurses need
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x
@to provide safe care.
x@ x@ x@
d) Standards of practice differ among registered nurses because the roles are differe
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
nt based on the population they serve.
x@ x@ x@ x@ x@ x@
ANS: x @ C
Standards of practice are authoritative statements of the duties that all registered nurses, re
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
gardless of role, population, or specialty, are expected to perform competently. Standards are
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
derived from several sources, including professional organizations and healthcare facilities
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
‘ policies and procedures.
x@ x@ x@
Difficulty: Moderate Cognit x@ x@
ive Level: Application
x@ x@
PTS: x @ x @ 1
5. What is the primary goal of the National League for Nursing?
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
a) Advocate for the needs of registered nurses to promote patient safety
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
b) Establish and maintain standards for nursing education
x@ x@ x@ x@ x@ x@
c) Support global health policies and improve health worldwide
x@ x@ x@ x@ x@ x@ x@
d) Foster nursing scholarship, leadership, and service to improve health worldwide
x@ x@ x@ x@ x@ x@ x@ x@ x@
ANS: x @ B
The National League for Nursing (NLN) was founded to establish and maintain a universal sta
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
ndard of nursing education. The NLN focuses on faculty development in nursing education pro
x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@ x@
grams and is the voice for nursing education.
x@ x@ x@ x@ x@ x@ x@
Difficulty: Moderate Cognit x@ x@
ive Level: Application
x@ x@
PTS: x @ x @ 1
