TEST BANK
FD
Leddy & Pepper's Professional Nursing
FD FD FD FD
Lucy J. Hood
FD FD
10th Edition
FD
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Table of Contents
FD FD
ChapterFD 01 FD The Professional Nurse
FD FD 1
ChapterFD 02 FD The History Behind the Development of Professional Nursing
FD FD FD FD FD FD FD 13
ChapterFD 03 FD Contextual, Philosophical, and Ethical Elements of Professional Nursing
FD FD FD FD FD FD FD 24
ChapterFD 04 FD Establishing Helping and Healing Relationships
FD FD FD FD 35
ChapterFD 05 FD The Health Process and Self-Care of the Nurse
FD FD FD FD FD FD FD 46
ChapterFD 06 FD Patterns of Knowing and Nursing Science
FD FD FD FD FD 55
ChapterFD 07 FD Nursing Models and Theories
FD FD FD 66
ChapterFD 08 FD Professional Nursing Processes
FD FD 77
ChapterFD 09 FD Health Care Delivery Systems
FD FD FD 88
ChapterFD 10 FD Developing and Using Nursing Knowledge Through Research
FD FD FD FD FD FD 99
Chapter 11 Multicultural Issues in Professional Practice
FD FD FD FD FD FD 111
Chapter 12 Professional Nurse Accountability
FD FD FD FD 120
ChapterFD 13 FDEnvironmental and Global Health FD FD FD 132
ChapterFD 14 FDInformatics and Technology in Nursing Practice
FD FD FD FD FD 144
ChapterFD 15 FDNursing Approaches to Client Systems
FD FD FD FD 155
ChapterFD 16 FDThe Professional Nurse's Role in Teaching and Learning
FD FD FD FD FD FD FD 166
ChapterFD 17 FDLeadership and Management in Professional Nursing
FD FD FD FD FD 177
ChapterFD 18 FDQuality Improvement Enhancing Patient Safety and Health Care Quality
FD FD FD FD FD FD FD FD 190
Chapter 19
FD FDThe Professional Nurse's Role in Public Policy
FD FD FD FD FD FD 201
Chapter 20 Career Options for Professional Nurses
FD FD FD FD FD FD 210
Chapter 21 Development of a Professional Nursing Career
FD FD FD FD FD FD FD 221
Chapter 22 Shaping the Future of Nursing
FD FD FD FD FD FD 232
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TestFDBankFD-
FD LeddyFDandFDPepper'sFDProfessionalFDNursing,FD10thFDEditionFD(Hood,FD2022)
Chapter 1, The Professional Nurse
FD FD FD FD
1. The nursing director attends a workshop and is presenting information on the AN
FD FD FD FD FD FD FD FD FD FD FD FD
A's Nursing's Social Policy Statement (2015b). Which statement regarding the profe
FD FD FD FD FD FD FD FD FD FD
ssion of nursing is included in the publication?
FD FD FD FD FD FD FD
a. Nurses are expected to have the necessary knowledge, skill, and competenc
FD FD FD FD FD FD FD FD FD FD
e to execute their professional duties.
FD FD FD FD FD
b. Use public policy of current legislature to shape the future of the nu
FD FD FD FD FD FD FD FD FD FD FD FD
rsing profession. FD
c. Use scientific knowledge to ration care to those individuals with noncom
FD FD FD FD FD FD FD FD FD FD
plex diagnoses and simple treatment options.
FD FD FD FD FD
d. Use assessment as the guide in order to treat the full range of human resp
FD FD FD FD FD FD FD FD FD FD FD FD FD FD
onses within the physical environment.
FD FD FD FD
ANS: A FDFD
Feedback: According to the ANA (2015b) Nursing's Social Policy Statement, nurses ar
FD FD FD FD FD FD FD FD FD FD FD
e expected to have the necessary knowledge, skill, and competence to execute their pr
FD FD FD FD FD FD FD FD FD FD FD FD FD
ofessional duties. In return, nurses expect society to authorize practice autonomy, exte
FD FD FD FD FD FD FD FD FD FD FD
nd self- FD
governance, protect the title of RN and scope of practice, receive respect and fair rem
FD FD FD FD FD FD FD FD FD FD FD FD FD FD
uneration for services, be free to practice nursing to the full extent of educational prep
FD FD FD FD FD FD FD FD FD FD FD FD FD FD
aration, receive support to sustain the nursing profession, and be protected from hazar
FD FD FD FD FD FD FD FD FD FD FD FD
dous service activities. Shaping the future of nursing is a primary goal of the ANA an
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
d all its efforts. Use of scientific knowledge and assessment are characteristics of the
FD FD FD FD FD FD FD FD FD FD FD FD FD FD
nursing profession and are included in the nursing process.
FD FD FD FD FD FD FD FD
PTS: 1 REF:
Page and Header: p. 25, Service to Society OBJ: 5
FD FD FD FD FD FD FD FD
NAT: Client Needs: Safe and Effective Care Environment: Management of
F D FD FD FD FD FD FD FD FD FD
Care TOP: FDChapter: 1 FD
KEY: Integrated Process: Nursing Process F D FD FD FD
BLM: Cognitive Level: Apply
F D NOT: Multiple Choice FD FD F D FD
2. A nurse who has worked for 15 years in the hospital has an opportunity to attend an
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
RN-to-
BSN program, and the hospital will pay for the cost of tuition if the nurse agrees to
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
work there for 2 years following graduation. The nurse has accepted and is in the first
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
term at the local college. If the nurse wants to work on critical and reflective thinkin
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
g skills, which activity should the nurse focus on developing?
FD FD FD FD FD FD FD FD FD
a. Reading a chapter on “Care of the Cardiac Patient”
FD FD FD FD FD FD FD FD
b. Speaking to the nurses on the clinical unit FD FD FD FD FD FD FD
c. Listening to family as they share the client's story
FD FD FD FD FD FD FD FD
d. Writing a paper on nursing for the palliative client
FD FD FD FD FD FD FD FD
ANS: D FDFD
Feedback: Writing requires nurses to use critical and reflective thinking. Speaking enab
FD FD FD FD FD FD FD FD FD FD FD
les the nurse to develop skills to communicate effectively verbally with clients as well
FD FD FD FD FD FD FD FD FD FD FD FD FD
as colleagues. Listening enables thought organization. Reading stimulates the release
FD FD FD FD FD FD FD FD FD FD FD
of neurotrophins, strengthening neural pathways.
FD FD FD FD
PTS: 1 REF: Page and Header: p. 11, Writing OBJ: FD FD FD FD FD
4 NAT:
FD F D Client Needs: Psychosocial Integrity: Psychosocial Int
FD FD FD FD FD
egrity
1
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TestFDBankFD-
FD LeddyFDandFDPepper'sFDProfessionalFDNursing,FD10thFDEditionFD(Hood,FD2022)
TOP: Chapter: 1 FD
KEY: Integrated Process: Communication BLM: Cogni F D FD FD FD F D
tive Level: Apply
FD NOT: Multiple Choice FD F D FD
3. A nurse in the long-
FD FD FD FD
term care facility has decided to return to nursing school to earn a higher degree. The
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
nurse is full of positive thoughts and energy when contemplates all the new things to l
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
earn. According to Shane's returning-to-
FD FD FD FD
school syndrome, which phase is this nurse experiencing?
FD FD FD FD FD FD FD
a. Conflict phase FD
b. Reintegration phase FD
c. Integration phase FD
d. Honeymoon phase FD
ANS: D FDFD
Feedback: Shane describes a “returning-to- FD FD FD FD
school syndrome” encountered by registered nurses returning to earn higher nursing de
FD FD FD FD FD FD FD FD FD FD FD
grees. The first phase, the honeymoon, is positive and the nurse recognizes similarities
FD FD FD FD FD FD FD FD FD FD FD FD F
Dbetween previous educational experiences and the present experiences that reinforce the
FD FD FD FD FD FD FD FD FD FD
ir original role identity as a nurse. As a result, the nurse feels energetic about learning
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
new things. The conflict phase is characterized by turbulent negative emotions when fa
FD FD FD FD FD FD FD FD FD FD FD FD
culty members challenge the nurse to change ways of thinking and/or practicing. Phase
FD FD FD FD FD FD FD FD FD FD FD FD F
D3, or reintegration, identifies the successful resolution of conflict. In this stage, nurses
FD FD FD FD FD FD FD FD FD FD FD FD FD
struggle to hold on to cherished beliefs about practice and frequently wonder why they
FD FD FD FD FD FD FD FD FD FD FD FD FD
decided to pursue a higher degree. The final stage, integration, is characterized by the
FD FD FD FD FD FD FD FD FD FD FD FD FD FD F
Dability to blend the original culture of work with the new culture of school. Integratio
FD FD FD FD FD FD FD FD FD FD FD FD FD FD
n of the old with the new results in a positive resolution of the
FD FD FD FD FD FD FD FD FD FD FD FD FD
returning-to-school syndrome but occurs later in the process. FD FD FD FD FD FD FD
PTS: 1
REF: Page and Header: p. 15, Shane’s Returning-to-School Syndrome
FD FD FD FD FD FD FD
OBJ: 4
NAT: Client Needs: Psychosocial Integrity: Psychosocial Integrity TOP:
F D FD FD FD FD FD FD
Chapter: 1 KEY: Integrated Process: Teaching/Learning FD F D FD FD
BLM: Cognitive Level: Apply
F D NOT: Multiple Choice FD FD F D FD
4. A student nurse, who is in the second semester of nursing school, is experiencin
FD FD FD FD FD FD FD FD FD FD FD FD FD
g an unsettled feeling. The nurse notes a lack of confidence in knowing how to
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
act or what questions to ask. According to Bridges' Managing Transitions theory
FD FD FD FD FD FD FD FD FD FD FD
, what phase of transition is this student experiencing?
FD FD FD FD FD FD FD FD
a. New beginning FD
b. Neutral zone FD
c. Transition one FD
d. Letting go FD
ANS: B FDFD
Feedback: The second phase that Bridges calls “the neutral zone” is when the old ide
FD FD FD FD FD FD FD FD FD FD FD FD FD FD
ntity has vanished but the new one is not fully developed. In this phase, people experi
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
ence a very unsettled feeling because they may not know how to act or what question
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
s to ask. A new beginning is the third phase and is characterized by a new mental i
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
mage or experience hallmarked by “a release of new energy in a new direction.” A tr
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
ansition is the psychological adaptation that occurs and is not part of the phases. Letti
FD FD FD FD FD FD FD FD FD FD FD FD FD FD
ng go is the first phase of the process and requires letting go of the old identity.
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
2
www.PlusBay.Plus | P a g
FD FD FD FD FD
e
FD
Leddy & Pepper's Professional Nursing
FD FD FD FD
Lucy J. Hood
FD FD
10th Edition
FD
www.PlusBay.Plus
, STtuhveiaM
.caorm
ke-tpTlahceeMtoarBkeutypalancdeStoelBlF D yuoyuarnSdtuSdeyllM
yoauterrS
iatludyF D Material
Table of Contents
FD FD
ChapterFD 01 FD The Professional Nurse
FD FD 1
ChapterFD 02 FD The History Behind the Development of Professional Nursing
FD FD FD FD FD FD FD 13
ChapterFD 03 FD Contextual, Philosophical, and Ethical Elements of Professional Nursing
FD FD FD FD FD FD FD 24
ChapterFD 04 FD Establishing Helping and Healing Relationships
FD FD FD FD 35
ChapterFD 05 FD The Health Process and Self-Care of the Nurse
FD FD FD FD FD FD FD 46
ChapterFD 06 FD Patterns of Knowing and Nursing Science
FD FD FD FD FD 55
ChapterFD 07 FD Nursing Models and Theories
FD FD FD 66
ChapterFD 08 FD Professional Nursing Processes
FD FD 77
ChapterFD 09 FD Health Care Delivery Systems
FD FD FD 88
ChapterFD 10 FD Developing and Using Nursing Knowledge Through Research
FD FD FD FD FD FD 99
Chapter 11 Multicultural Issues in Professional Practice
FD FD FD FD FD FD 111
Chapter 12 Professional Nurse Accountability
FD FD FD FD 120
ChapterFD 13 FDEnvironmental and Global Health FD FD FD 132
ChapterFD 14 FDInformatics and Technology in Nursing Practice
FD FD FD FD FD 144
ChapterFD 15 FDNursing Approaches to Client Systems
FD FD FD FD 155
ChapterFD 16 FDThe Professional Nurse's Role in Teaching and Learning
FD FD FD FD FD FD FD 166
ChapterFD 17 FDLeadership and Management in Professional Nursing
FD FD FD FD FD 177
ChapterFD 18 FDQuality Improvement Enhancing Patient Safety and Health Care Quality
FD FD FD FD FD FD FD FD 190
Chapter 19
FD FDThe Professional Nurse's Role in Public Policy
FD FD FD FD FD FD 201
Chapter 20 Career Options for Professional Nurses
FD FD FD FD FD FD 210
Chapter 21 Development of a Professional Nursing Career
FD FD FD FD FD FD FD 221
Chapter 22 Shaping the Future of Nursing
FD FD FD FD FD FD 232
www.PlusBay.Plus
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ke-tpTlahceeMtoarBkeutypalancdeStoelBlF D yuoyuarnSdtuSdeyllM
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iatludyF D Material
TestFDBankFD-
FD LeddyFDandFDPepper'sFDProfessionalFDNursing,FD10thFDEditionFD(Hood,FD2022)
Chapter 1, The Professional Nurse
FD FD FD FD
1. The nursing director attends a workshop and is presenting information on the AN
FD FD FD FD FD FD FD FD FD FD FD FD
A's Nursing's Social Policy Statement (2015b). Which statement regarding the profe
FD FD FD FD FD FD FD FD FD FD
ssion of nursing is included in the publication?
FD FD FD FD FD FD FD
a. Nurses are expected to have the necessary knowledge, skill, and competenc
FD FD FD FD FD FD FD FD FD FD
e to execute their professional duties.
FD FD FD FD FD
b. Use public policy of current legislature to shape the future of the nu
FD FD FD FD FD FD FD FD FD FD FD FD
rsing profession. FD
c. Use scientific knowledge to ration care to those individuals with noncom
FD FD FD FD FD FD FD FD FD FD
plex diagnoses and simple treatment options.
FD FD FD FD FD
d. Use assessment as the guide in order to treat the full range of human resp
FD FD FD FD FD FD FD FD FD FD FD FD FD FD
onses within the physical environment.
FD FD FD FD
ANS: A FDFD
Feedback: According to the ANA (2015b) Nursing's Social Policy Statement, nurses ar
FD FD FD FD FD FD FD FD FD FD FD
e expected to have the necessary knowledge, skill, and competence to execute their pr
FD FD FD FD FD FD FD FD FD FD FD FD FD
ofessional duties. In return, nurses expect society to authorize practice autonomy, exte
FD FD FD FD FD FD FD FD FD FD FD
nd self- FD
governance, protect the title of RN and scope of practice, receive respect and fair rem
FD FD FD FD FD FD FD FD FD FD FD FD FD FD
uneration for services, be free to practice nursing to the full extent of educational prep
FD FD FD FD FD FD FD FD FD FD FD FD FD FD
aration, receive support to sustain the nursing profession, and be protected from hazar
FD FD FD FD FD FD FD FD FD FD FD FD
dous service activities. Shaping the future of nursing is a primary goal of the ANA an
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
d all its efforts. Use of scientific knowledge and assessment are characteristics of the
FD FD FD FD FD FD FD FD FD FD FD FD FD FD
nursing profession and are included in the nursing process.
FD FD FD FD FD FD FD FD
PTS: 1 REF:
Page and Header: p. 25, Service to Society OBJ: 5
FD FD FD FD FD FD FD FD
NAT: Client Needs: Safe and Effective Care Environment: Management of
F D FD FD FD FD FD FD FD FD FD
Care TOP: FDChapter: 1 FD
KEY: Integrated Process: Nursing Process F D FD FD FD
BLM: Cognitive Level: Apply
F D NOT: Multiple Choice FD FD F D FD
2. A nurse who has worked for 15 years in the hospital has an opportunity to attend an
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
RN-to-
BSN program, and the hospital will pay for the cost of tuition if the nurse agrees to
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
work there for 2 years following graduation. The nurse has accepted and is in the first
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
term at the local college. If the nurse wants to work on critical and reflective thinkin
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
g skills, which activity should the nurse focus on developing?
FD FD FD FD FD FD FD FD FD
a. Reading a chapter on “Care of the Cardiac Patient”
FD FD FD FD FD FD FD FD
b. Speaking to the nurses on the clinical unit FD FD FD FD FD FD FD
c. Listening to family as they share the client's story
FD FD FD FD FD FD FD FD
d. Writing a paper on nursing for the palliative client
FD FD FD FD FD FD FD FD
ANS: D FDFD
Feedback: Writing requires nurses to use critical and reflective thinking. Speaking enab
FD FD FD FD FD FD FD FD FD FD FD
les the nurse to develop skills to communicate effectively verbally with clients as well
FD FD FD FD FD FD FD FD FD FD FD FD FD
as colleagues. Listening enables thought organization. Reading stimulates the release
FD FD FD FD FD FD FD FD FD FD FD
of neurotrophins, strengthening neural pathways.
FD FD FD FD
PTS: 1 REF: Page and Header: p. 11, Writing OBJ: FD FD FD FD FD
4 NAT:
FD F D Client Needs: Psychosocial Integrity: Psychosocial Int
FD FD FD FD FD
egrity
1
www.PlusBay.Plus | P a g
FD FD FD FD FD
e
, STtuhveiaM
.caorm
ke-tpTlahceeMtoarBkeutypalancdeStoelBlF D yuoyuarnSdtuSdeyllM
yoauterrS
iatludyF D Material
TestFDBankFD-
FD LeddyFDandFDPepper'sFDProfessionalFDNursing,FD10thFDEditionFD(Hood,FD2022)
TOP: Chapter: 1 FD
KEY: Integrated Process: Communication BLM: Cogni F D FD FD FD F D
tive Level: Apply
FD NOT: Multiple Choice FD F D FD
3. A nurse in the long-
FD FD FD FD
term care facility has decided to return to nursing school to earn a higher degree. The
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
nurse is full of positive thoughts and energy when contemplates all the new things to l
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
earn. According to Shane's returning-to-
FD FD FD FD
school syndrome, which phase is this nurse experiencing?
FD FD FD FD FD FD FD
a. Conflict phase FD
b. Reintegration phase FD
c. Integration phase FD
d. Honeymoon phase FD
ANS: D FDFD
Feedback: Shane describes a “returning-to- FD FD FD FD
school syndrome” encountered by registered nurses returning to earn higher nursing de
FD FD FD FD FD FD FD FD FD FD FD
grees. The first phase, the honeymoon, is positive and the nurse recognizes similarities
FD FD FD FD FD FD FD FD FD FD FD FD F
Dbetween previous educational experiences and the present experiences that reinforce the
FD FD FD FD FD FD FD FD FD FD
ir original role identity as a nurse. As a result, the nurse feels energetic about learning
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
new things. The conflict phase is characterized by turbulent negative emotions when fa
FD FD FD FD FD FD FD FD FD FD FD FD
culty members challenge the nurse to change ways of thinking and/or practicing. Phase
FD FD FD FD FD FD FD FD FD FD FD FD F
D3, or reintegration, identifies the successful resolution of conflict. In this stage, nurses
FD FD FD FD FD FD FD FD FD FD FD FD FD
struggle to hold on to cherished beliefs about practice and frequently wonder why they
FD FD FD FD FD FD FD FD FD FD FD FD FD
decided to pursue a higher degree. The final stage, integration, is characterized by the
FD FD FD FD FD FD FD FD FD FD FD FD FD FD F
Dability to blend the original culture of work with the new culture of school. Integratio
FD FD FD FD FD FD FD FD FD FD FD FD FD FD
n of the old with the new results in a positive resolution of the
FD FD FD FD FD FD FD FD FD FD FD FD FD
returning-to-school syndrome but occurs later in the process. FD FD FD FD FD FD FD
PTS: 1
REF: Page and Header: p. 15, Shane’s Returning-to-School Syndrome
FD FD FD FD FD FD FD
OBJ: 4
NAT: Client Needs: Psychosocial Integrity: Psychosocial Integrity TOP:
F D FD FD FD FD FD FD
Chapter: 1 KEY: Integrated Process: Teaching/Learning FD F D FD FD
BLM: Cognitive Level: Apply
F D NOT: Multiple Choice FD FD F D FD
4. A student nurse, who is in the second semester of nursing school, is experiencin
FD FD FD FD FD FD FD FD FD FD FD FD FD
g an unsettled feeling. The nurse notes a lack of confidence in knowing how to
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
act or what questions to ask. According to Bridges' Managing Transitions theory
FD FD FD FD FD FD FD FD FD FD FD
, what phase of transition is this student experiencing?
FD FD FD FD FD FD FD FD
a. New beginning FD
b. Neutral zone FD
c. Transition one FD
d. Letting go FD
ANS: B FDFD
Feedback: The second phase that Bridges calls “the neutral zone” is when the old ide
FD FD FD FD FD FD FD FD FD FD FD FD FD FD
ntity has vanished but the new one is not fully developed. In this phase, people experi
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
ence a very unsettled feeling because they may not know how to act or what question
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
s to ask. A new beginning is the third phase and is characterized by a new mental i
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
mage or experience hallmarked by “a release of new energy in a new direction.” A tr
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
ansition is the psychological adaptation that occurs and is not part of the phases. Letti
FD FD FD FD FD FD FD FD FD FD FD FD FD FD
ng go is the first phase of the process and requires letting go of the old identity.
FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD FD
2
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FD FD FD FD FD
e
