FUNDAMENTALS OF NURSING
THE ART AND SCIENCE OF
PERSON-CENTERED CARE
10TH EDITION
• AUTHOR(S)CAROL R TAYLOR;
PAMELA LYNN; JENNIFER
BARTLETT
TEST BANK
1
Reference: Ch. 1 — Historical Perspectives on Nursing —
Florence Nightingale and the Birth of Modern Nursing
Clinical scenario (2–3 sentences): A newly hired ADN student
nurse studies the role of early nursing leaders while preparing a
short reflection on how environmental control affected patient
outcomes in the Crimean War. She must link historical principles
to current infection-prevention measures at the bedside.
Options:
A. Explain that improving ventilation, sanitation, and nutrition
,historically reduced infection rates and still guides nursing
interventions.
B. State that modern antibiotics have removed the need to
consider environmental factors in infection prevention.
C. Claim that Florence Nightingale emphasized only bedside
compassion and not environmental control.
D. Suggest that infection prevention is only the responsibility of
physicians, not nurses.
Correct answer: A
Rationales — Correct (2–3 sentences): Nightingale’s work
linked environmental control (ventilation, sanitation, nutrition)
to improved outcomes; modern nursing continues these
principles as foundational infection-prevention measures.
Choosing A demonstrates application of historical nursing
principles to current bedside practice.
Incorrect (1–2 sentences each):
B. Antibiotics are important but do not replace environmental
and nursing measures; this reflects overreliance on
pharmacology.
C. Misstates Nightingale’s contributions — she emphasized
environmental factors as central to patient recovery.
D. Incorrect delegation of responsibility: infection prevention is
a core nursing role.
Teaching point (≤20 words): Environmental control (cleanliness,
ventilation, nutrition) remains a nursing priority for infection
prevention.
,Citation: Fundamentals of Nursing: The Art and Science of
Person-Centered Care (10th ed.). Chapter 1.
2
Reference: Ch. 1 — Definitions of Nursing — Nursing’s Aims and
Competencies — Promoting Health
Clinical scenario: A 45-year-old patient with prediabetes asks a
nurse how daily care can reduce progression to diabetes. The
nurse must prioritize evidence-based health promotion actions.
Options:
A. Encourage a scheduled plan of moderate exercise and diet
changes tailored to the patient's preferences.
B. Advise the patient only to rely on medications when
symptoms begin.
C. Recommend avoiding all carbohydrates regardless of
personal preference.
D. Tell the patient to wait for a physician referral before
changing lifestyle.
Correct answer: A
Rationales — Correct: Promoting health includes individualized
education and lifestyle modifications; tailoring plans to patient
preferences improves adherence and reduces disease
progression.
Incorrect:
B. Waiting for symptoms or medications ignores prevention and
reflects secondary/tertiary focus.
,C. Blanket carbohydrate avoidance is neither individualized nor
evidence-based and may harm nutrition.
D. Delaying health promotion until physician referral misses the
nurse’s role in early prevention.
Teaching point: Individualized lifestyle counseling is key to
health promotion.
Citation: Fundamentals of Nursing: The Art and Science of
Person-Centered Care (10th ed.). Chapter 1.
3
Reference: Ch. 1 — Definitions of Nursing — Nursing’s Aims and
Competencies — Preventing Illness
Clinical scenario: On a med-surg unit, a nurse notices multiple
patients without influenza vaccinations during flu season. The
nurse decides how to apply nursing prevention strategies.
Options:
A. Offer education and facilitate vaccines per hospital protocol
and patient consent.
B. Assume patients will refuse and document no further action.
C. Force vaccination without consent because it’s during flu
season.
D. Ignore vaccination status because preventing illness is only a
public health role.
Correct answer: A
Rationales — Correct: Preventing illness includes patient
education and facilitating preventive interventions within policy
,and consent. Offering vaccines aligns with nurse competencies
and patient-centered care.
Incorrect:
B. Passive assumption neglects the nurse’s role in prevention.
C. Forcing violates ethical/legal principles and patient
autonomy.
D. Incorrectly narrows nursing scope; nurses play a central role
in prevention.
Teaching point: Facilitate preventive measures and educate
patients while respecting consent.
Citation: Fundamentals of Nursing: The Art and Science of
Person-Centered Care (10th ed.). Chapter 1.
4
Reference: Ch. 1 — Nursing’s Aims and Competencies —
Restoring Health
Clinical scenario: A postoperative patient exhibits uncontrolled
pain limiting incentive spirometer use. The nurse must choose
the best immediate action to support recovery.
Options:
A. Assess pain, administer prescribed analgesic, and coach
spirometer use once effective.
B. Tell the patient pain is normal and encourage spirometer use
despite discomfort.
C. Leave incentive spirometry until the next shift without
addressing pain.
,D. Suggest the patient avoid deep breathing to prevent
discomfort.
Correct answer: A
Rationales — Correct: Restoring health requires managing pain
to enable participation in recovery activities; assessment and
timely analgesia permit effective respiratory exercises.
Incorrect:
B. Encouraging activity without pain control risks
noncompliance and poor outcomes.
C. Delaying intervention neglects the nurse role in immediate
symptom management.
D. Avoiding deep breathing increases atelectasis risk and
impairs recovery.
Teaching point: Control pain to enable participation in
restorative therapies.
Citation: Fundamentals of Nursing: The Art and Science of
Person-Centered Care (10th ed.). Chapter 1.
5
Reference: Ch. 1 — Nursing’s Aims and Competencies —
Facilitating Coping with Disability and Death
Clinical scenario: A terminally ill patient expresses fear about
dying alone; family is not present. The nurse must respond to
support coping.
Options:
A. Sit with the patient, offer presence, listen to fears, and ask
,about preferred comfort measures.
B. Change the subject to clinical tasks to avoid emotional
discomfort.
C. Tell the patient not to worry because the team will handle
everything.
D. Encourage the patient to toughen up and avoid discussing
death.
Correct answer: A
Rationales — Correct: Facilitating coping includes therapeutic
presence, active listening, and honoring patient-centered
comfort preferences at end of life.
Incorrect:
B. Avoidance denies the patient’s emotional needs and is
nontherapeutic.
C. Minimizing feelings by delegating denies immediate
emotional support.
D. Dismissive statements violate empathy and patient-centered
care.
Teaching point: Presence and listening are central to supporting
coping in end-of-life care.
Citation: Fundamentals of Nursing: The Art and Science of
Person-Centered Care (10th ed.). Chapter 1.
6
Reference: Ch. 1 — Nursing as a Professional Discipline —
Professional Formation
,Clinical scenario: A novice nurse is developing a professional
identity and is unsure how to demonstrate accountability on
the unit. Which action best shows professional formation?
Options:
A. Accept assignments within scope, report errors promptly,
and seek supervisory guidance.
B. Avoid asking questions to appear confident.
C. Delegate clinical judgment tasks to unlicensed assistive
personnel (UAP) to save time.
D. Refuse to collaborate with the interdisciplinary team.
Correct answer: A
Rationales — Correct: Professional formation includes
accountability, honesty about errors, seeking guidance, and
working within scope—behaviors that foster safe practice.
Incorrect:
B. Avoiding questions risks unsafe practice and impairs learning.
C. Delegating beyond UAP scope violates standards and safety.
D. Refusing collaboration undermines professional teamwork
and patient care.
Teaching point: Accountability and seeking guidance are core
professional behaviors.
Citation: Fundamentals of Nursing: The Art and Science of
Person-Centered Care (10th ed.). Chapter 1.
7
,Reference: Ch. 1 — Educational Preparation for Nursing Practice
— Registered Nursing Education
Clinical scenario: A nursing student wonders why both ADN and
BSN graduates provide bedside care but the BSN is emphasized
for complex clinical settings. What rationale aligns with
professional education goals?
Options:
A. BSN programs include broader community, leadership, and
evidence-based practice content for complex care.
B. ADN programs teach no clinical skills, only theory.
C. BSN graduates are the only nurses legally allowed to
administer medications.
D. ADN education focuses solely on charting and not patient
care.
Correct answer: A
Rationales — Correct: BSN curricula emphasize public health,
leadership, research, and complex clinical judgment
preparation, supporting roles in diverse and complex settings.
Incorrect:
B. ADN programs teach clinical skills; the statement is false.
C. Medication administration is within RN scope regardless of
ADN/BSN; legality doesn’t distinguish degree.
D. ADN includes patient care and clinical competencies; the
statement mischaracterizes ADN.
Teaching point: BSN education expands knowledge for complex,
population-level, and leadership roles.
, Citation: Fundamentals of Nursing: The Art and Science of
Person-Centered Care (10th ed.). Chapter 1.
8
Reference: Ch. 1 — Educational Preparation — Graduate
Education in Nursing
Clinical scenario: An RN considers a master's program to move
into advanced practice. Which outcome best aligns with
graduate education goals?
Options:
A. Acquire advanced clinical decision-making, systems
leadership, and specialty expertise.
B. Replace the need for RN licensure with a certificate.
C. Learn only basic bedside skills previously taught in ADN
programs.
D. Limit scope solely to administrative tasks without clinical
application.
Correct answer: A
Rationales — Correct: Graduate education builds advanced
clinical judgment, leadership, and specialty roles (APRN,
education, leadership).
Incorrect:
B. Graduate education does not replace licensure; licensure
requirements persist.
C. Graduate programs build beyond basic bedside skills toward
advanced practice.
THE ART AND SCIENCE OF
PERSON-CENTERED CARE
10TH EDITION
• AUTHOR(S)CAROL R TAYLOR;
PAMELA LYNN; JENNIFER
BARTLETT
TEST BANK
1
Reference: Ch. 1 — Historical Perspectives on Nursing —
Florence Nightingale and the Birth of Modern Nursing
Clinical scenario (2–3 sentences): A newly hired ADN student
nurse studies the role of early nursing leaders while preparing a
short reflection on how environmental control affected patient
outcomes in the Crimean War. She must link historical principles
to current infection-prevention measures at the bedside.
Options:
A. Explain that improving ventilation, sanitation, and nutrition
,historically reduced infection rates and still guides nursing
interventions.
B. State that modern antibiotics have removed the need to
consider environmental factors in infection prevention.
C. Claim that Florence Nightingale emphasized only bedside
compassion and not environmental control.
D. Suggest that infection prevention is only the responsibility of
physicians, not nurses.
Correct answer: A
Rationales — Correct (2–3 sentences): Nightingale’s work
linked environmental control (ventilation, sanitation, nutrition)
to improved outcomes; modern nursing continues these
principles as foundational infection-prevention measures.
Choosing A demonstrates application of historical nursing
principles to current bedside practice.
Incorrect (1–2 sentences each):
B. Antibiotics are important but do not replace environmental
and nursing measures; this reflects overreliance on
pharmacology.
C. Misstates Nightingale’s contributions — she emphasized
environmental factors as central to patient recovery.
D. Incorrect delegation of responsibility: infection prevention is
a core nursing role.
Teaching point (≤20 words): Environmental control (cleanliness,
ventilation, nutrition) remains a nursing priority for infection
prevention.
,Citation: Fundamentals of Nursing: The Art and Science of
Person-Centered Care (10th ed.). Chapter 1.
2
Reference: Ch. 1 — Definitions of Nursing — Nursing’s Aims and
Competencies — Promoting Health
Clinical scenario: A 45-year-old patient with prediabetes asks a
nurse how daily care can reduce progression to diabetes. The
nurse must prioritize evidence-based health promotion actions.
Options:
A. Encourage a scheduled plan of moderate exercise and diet
changes tailored to the patient's preferences.
B. Advise the patient only to rely on medications when
symptoms begin.
C. Recommend avoiding all carbohydrates regardless of
personal preference.
D. Tell the patient to wait for a physician referral before
changing lifestyle.
Correct answer: A
Rationales — Correct: Promoting health includes individualized
education and lifestyle modifications; tailoring plans to patient
preferences improves adherence and reduces disease
progression.
Incorrect:
B. Waiting for symptoms or medications ignores prevention and
reflects secondary/tertiary focus.
,C. Blanket carbohydrate avoidance is neither individualized nor
evidence-based and may harm nutrition.
D. Delaying health promotion until physician referral misses the
nurse’s role in early prevention.
Teaching point: Individualized lifestyle counseling is key to
health promotion.
Citation: Fundamentals of Nursing: The Art and Science of
Person-Centered Care (10th ed.). Chapter 1.
3
Reference: Ch. 1 — Definitions of Nursing — Nursing’s Aims and
Competencies — Preventing Illness
Clinical scenario: On a med-surg unit, a nurse notices multiple
patients without influenza vaccinations during flu season. The
nurse decides how to apply nursing prevention strategies.
Options:
A. Offer education and facilitate vaccines per hospital protocol
and patient consent.
B. Assume patients will refuse and document no further action.
C. Force vaccination without consent because it’s during flu
season.
D. Ignore vaccination status because preventing illness is only a
public health role.
Correct answer: A
Rationales — Correct: Preventing illness includes patient
education and facilitating preventive interventions within policy
,and consent. Offering vaccines aligns with nurse competencies
and patient-centered care.
Incorrect:
B. Passive assumption neglects the nurse’s role in prevention.
C. Forcing violates ethical/legal principles and patient
autonomy.
D. Incorrectly narrows nursing scope; nurses play a central role
in prevention.
Teaching point: Facilitate preventive measures and educate
patients while respecting consent.
Citation: Fundamentals of Nursing: The Art and Science of
Person-Centered Care (10th ed.). Chapter 1.
4
Reference: Ch. 1 — Nursing’s Aims and Competencies —
Restoring Health
Clinical scenario: A postoperative patient exhibits uncontrolled
pain limiting incentive spirometer use. The nurse must choose
the best immediate action to support recovery.
Options:
A. Assess pain, administer prescribed analgesic, and coach
spirometer use once effective.
B. Tell the patient pain is normal and encourage spirometer use
despite discomfort.
C. Leave incentive spirometry until the next shift without
addressing pain.
,D. Suggest the patient avoid deep breathing to prevent
discomfort.
Correct answer: A
Rationales — Correct: Restoring health requires managing pain
to enable participation in recovery activities; assessment and
timely analgesia permit effective respiratory exercises.
Incorrect:
B. Encouraging activity without pain control risks
noncompliance and poor outcomes.
C. Delaying intervention neglects the nurse role in immediate
symptom management.
D. Avoiding deep breathing increases atelectasis risk and
impairs recovery.
Teaching point: Control pain to enable participation in
restorative therapies.
Citation: Fundamentals of Nursing: The Art and Science of
Person-Centered Care (10th ed.). Chapter 1.
5
Reference: Ch. 1 — Nursing’s Aims and Competencies —
Facilitating Coping with Disability and Death
Clinical scenario: A terminally ill patient expresses fear about
dying alone; family is not present. The nurse must respond to
support coping.
Options:
A. Sit with the patient, offer presence, listen to fears, and ask
,about preferred comfort measures.
B. Change the subject to clinical tasks to avoid emotional
discomfort.
C. Tell the patient not to worry because the team will handle
everything.
D. Encourage the patient to toughen up and avoid discussing
death.
Correct answer: A
Rationales — Correct: Facilitating coping includes therapeutic
presence, active listening, and honoring patient-centered
comfort preferences at end of life.
Incorrect:
B. Avoidance denies the patient’s emotional needs and is
nontherapeutic.
C. Minimizing feelings by delegating denies immediate
emotional support.
D. Dismissive statements violate empathy and patient-centered
care.
Teaching point: Presence and listening are central to supporting
coping in end-of-life care.
Citation: Fundamentals of Nursing: The Art and Science of
Person-Centered Care (10th ed.). Chapter 1.
6
Reference: Ch. 1 — Nursing as a Professional Discipline —
Professional Formation
,Clinical scenario: A novice nurse is developing a professional
identity and is unsure how to demonstrate accountability on
the unit. Which action best shows professional formation?
Options:
A. Accept assignments within scope, report errors promptly,
and seek supervisory guidance.
B. Avoid asking questions to appear confident.
C. Delegate clinical judgment tasks to unlicensed assistive
personnel (UAP) to save time.
D. Refuse to collaborate with the interdisciplinary team.
Correct answer: A
Rationales — Correct: Professional formation includes
accountability, honesty about errors, seeking guidance, and
working within scope—behaviors that foster safe practice.
Incorrect:
B. Avoiding questions risks unsafe practice and impairs learning.
C. Delegating beyond UAP scope violates standards and safety.
D. Refusing collaboration undermines professional teamwork
and patient care.
Teaching point: Accountability and seeking guidance are core
professional behaviors.
Citation: Fundamentals of Nursing: The Art and Science of
Person-Centered Care (10th ed.). Chapter 1.
7
,Reference: Ch. 1 — Educational Preparation for Nursing Practice
— Registered Nursing Education
Clinical scenario: A nursing student wonders why both ADN and
BSN graduates provide bedside care but the BSN is emphasized
for complex clinical settings. What rationale aligns with
professional education goals?
Options:
A. BSN programs include broader community, leadership, and
evidence-based practice content for complex care.
B. ADN programs teach no clinical skills, only theory.
C. BSN graduates are the only nurses legally allowed to
administer medications.
D. ADN education focuses solely on charting and not patient
care.
Correct answer: A
Rationales — Correct: BSN curricula emphasize public health,
leadership, research, and complex clinical judgment
preparation, supporting roles in diverse and complex settings.
Incorrect:
B. ADN programs teach clinical skills; the statement is false.
C. Medication administration is within RN scope regardless of
ADN/BSN; legality doesn’t distinguish degree.
D. ADN includes patient care and clinical competencies; the
statement mischaracterizes ADN.
Teaching point: BSN education expands knowledge for complex,
population-level, and leadership roles.
, Citation: Fundamentals of Nursing: The Art and Science of
Person-Centered Care (10th ed.). Chapter 1.
8
Reference: Ch. 1 — Educational Preparation — Graduate
Education in Nursing
Clinical scenario: An RN considers a master's program to move
into advanced practice. Which outcome best aligns with
graduate education goals?
Options:
A. Acquire advanced clinical decision-making, systems
leadership, and specialty expertise.
B. Replace the need for RN licensure with a certificate.
C. Learn only basic bedside skills previously taught in ADN
programs.
D. Limit scope solely to administrative tasks without clinical
application.
Correct answer: A
Rationales — Correct: Graduate education builds advanced
clinical judgment, leadership, and specialty roles (APRN,
education, leadership).
Incorrect:
B. Graduate education does not replace licensure; licensure
requirements persist.
C. Graduate programs build beyond basic bedside skills toward
advanced practice.
