TEST BANK for Timby's Fundamental Nursing Skills
n2 n2 n2 n2 n2 n2 n2
and Concepts 12th Edition
n2 n2 n2 n2
by Loretta A Donnelly-Moreno, Chapters 1 - 38 Complete
n2 n2 n2 n2 n2 n2 n2 n2 n2
WWW.THENURSINGMASTERY.COM
wwwcom
,Table of contents
n2 n2
o Chapter 1 n2 Nursing Foundations
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 2 n2 n2 n2 n2 n2 n2 n2 n2 Nursing Process n2
o Chapter 3 n2 Laws and Ethics
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 4 n2 n2 n2 n2 n2 n2 n2 n2 Health and Illness
n2 n2
o Chapter 5 n2 Homeostasis, Adaptation, and Stress
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 6 n2 Culture and Ethnicity
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 7 n2 The Nurse–Client Relationship
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 8 n2 Client Teaching
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 9 n2 n2 n2 n2 n2 n2 n2 n2 Recording and Reporting n2 n2
o Chapter 10
n2 Asepsis
n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 11
n2 Admission, Discharge, Transfer, and Referrals
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 12
n2 Vital Signs
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 13
n2 Physical Assessment
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 14
n2 Special Examinations and Tests
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 15
n2 Nutrition
n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 16
n2 Fluid and Chemical Balance
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 17
n2 Hygiene
n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 18
n2 Comfort, Rest, and Sleep
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 19
n2 Safety
n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 20
n2 Pain Management
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 21
n2 Oxygenation
n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 22
n2 Infection Control
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 23
n2 Body Mechanics, Positioning, and Moving
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 24
n2 Fitness and Therapeutic Exercise
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 25
n2 Mechanical Immobilization
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 26
n2 Ambulatory Aids
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 27
n2 Perioperative Care
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 28
n2 Wound Care
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 29
n2 Gastrointestinal Intubation
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 30
n2 Urinary Elimination
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 31
n2 Bowel Elimination
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 32
n2 Oral Medications
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 33
n2 Topical and Inhalant Medications
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 34
n2 Parenteral Medications
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 35
n2 Intravenous Medications
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 36
n2 Airway Management
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 37
n2 Resuscitation
n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 38
n2 End-of-Life Care
n2 n2 n2 n2 n2 n2 n2 n2 n2
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,Chapter 1 Nursing Foundations
n2 n2 n2
MULTIPLE CHOICE n2
1. Florence Nightingales contributions to nursing practice and education:
n2 n2 n2 n2 n2 n2 n2
a. are historically important but have no validity for nursing today.
n2 n2 n2 n2 n2 n2 n2 n2 n2
b. were neither recognized nor appreciated in her own time.
n2 n2 n2 n2 n2 n2 n2 n2
c. were a major factor in reducing the death rate in the Crimean War.
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
d. were limited only to the care of severe traumatic
n2 n2 n2 n2 n2 n2 n2 n2
n2 wounds.ANSWER: C 2
n n2
By improving sanitation, nutrition ventilation, and handwashing techniques, Florence
n2 n2 n2 n2 n2 n2 n2 n2
n2 Nightingales nurses dramatically reduced the death rate from injuries in the Crimean
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
n2 War.DIF: Cognitive Level: Knowledge REF: dm 2 OBJ: Theory #1
2
n n2 n2 n2 n2 n2 n2 n2 n2 n2
TOP: Nursing History KEY: Nursing Process Step:
n2 n2 n2 n2 n2 n2
n2 N/AMSC: NCLEX: N/A
2
n n2 n2
2. Early nursing education and care in the United States:
n2 n2 n2 n2 n2 n2 n2 n2
a. were directed at community health.
n2 n2 n2 n2
b. provided independence for women through education and employment.
n2 n2 n2 n2 n2 n2 n2
c. were an educational model based in institutions of higher learning.
n2 n2 n2 n2 n2 n2 n2 n2 n2
d. have continued to be entirely focused on hospital
n2 n2 n2 n2 n2 n2 n2
n2 nursing.ANSWER: B 2
n n2
Because of the influence of early nursing leaders, nursing education became more
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
n2 formalizedthrough apprenticeships in Nightingale schools that offered independence to
2
n n2 n2 n2 n2 n2 n2 n2 n2
n2 women througheducation and employment.
n2 n2 n2 n2
DIF: Cognitive Level: Knowledge REF: dm 2 OBJ: Theory
n2 n2 n2 n2 n2 n2 n2 n2
#4TOP: Nursing History KEY: Nursing Process Step:
n2 2
n n2 n2 n2 n2 n2 n2
n2 N/A MSC: NCLEX: N/A
n2 n2 n2
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, 3. In order to fulfill the common goals defined by nursing theorists (promote wellness,
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
n2 preventillness, facilitate coping, and restore health), the LPN must take on the roles of:
2
n n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
a. caregiver, educator, and collaborator. n2 n2 n2
b. nursing assistant, delegator, and environmental specialist.
n2 n2 n2 n2 n2
c. medication dispenser, collaborator, and transporter.
n2 n2 n2 n2
d. dietitian, manager, and n2 n2
housekeeper.ANSWER: A
n2 n2 n2
In order for the LPN to apply the common goals of nursing, he or she must assume the
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
n2 roles ofcaregiver, educator, collaborator, manager, and advocate.
n2 2
n n2 n2 n2 n2 n2
DIF: Cognitive Level: Comprehension REF: dm 4 OBJ: Theory
n2 n2 n2 n2 n2 n2 n2 n2
n2 #2 TOP: Art and Science of Nursing KEY: Nursing Process
2
n n2 n2 n2 n2 n2 n2 n2 n2
n2 Step: N/AMSC: NCLEX: N/A
n2 2
n n2 n2
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n2 n2 n2 n2 n2 n2 n2
and Concepts 12th Edition
n2 n2 n2 n2
by Loretta A Donnelly-Moreno, Chapters 1 - 38 Complete
n2 n2 n2 n2 n2 n2 n2 n2 n2
WWW.THENURSINGMASTERY.COM
wwwcom
,Table of contents
n2 n2
o Chapter 1 n2 Nursing Foundations
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 2 n2 n2 n2 n2 n2 n2 n2 n2 Nursing Process n2
o Chapter 3 n2 Laws and Ethics
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 4 n2 n2 n2 n2 n2 n2 n2 n2 Health and Illness
n2 n2
o Chapter 5 n2 Homeostasis, Adaptation, and Stress
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 6 n2 Culture and Ethnicity
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 7 n2 The Nurse–Client Relationship
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 8 n2 Client Teaching
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 9 n2 n2 n2 n2 n2 n2 n2 n2 Recording and Reporting n2 n2
o Chapter 10
n2 Asepsis
n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 11
n2 Admission, Discharge, Transfer, and Referrals
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 12
n2 Vital Signs
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 13
n2 Physical Assessment
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 14
n2 Special Examinations and Tests
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 15
n2 Nutrition
n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 16
n2 Fluid and Chemical Balance
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 17
n2 Hygiene
n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 18
n2 Comfort, Rest, and Sleep
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 19
n2 Safety
n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 20
n2 Pain Management
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 21
n2 Oxygenation
n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 22
n2 Infection Control
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 23
n2 Body Mechanics, Positioning, and Moving
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 24
n2 Fitness and Therapeutic Exercise
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 25
n2 Mechanical Immobilization
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 26
n2 Ambulatory Aids
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 27
n2 Perioperative Care
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 28
n2 Wound Care
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 29
n2 Gastrointestinal Intubation
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 30
n2 Urinary Elimination
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 31
n2 Bowel Elimination
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 32
n2 Oral Medications
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 33
n2 Topical and Inhalant Medications
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 34
n2 Parenteral Medications
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 35
n2 Intravenous Medications
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 36
n2 Airway Management
n2 n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 37
n2 Resuscitation
n2 n2 n2 n2 n2 n2 n2 n2
o Chapter 38
n2 End-of-Life Care
n2 n2 n2 n2 n2 n2 n2 n2 n2
WWW.THENURSINGMASTERY.COM
wwwcom
,Chapter 1 Nursing Foundations
n2 n2 n2
MULTIPLE CHOICE n2
1. Florence Nightingales contributions to nursing practice and education:
n2 n2 n2 n2 n2 n2 n2
a. are historically important but have no validity for nursing today.
n2 n2 n2 n2 n2 n2 n2 n2 n2
b. were neither recognized nor appreciated in her own time.
n2 n2 n2 n2 n2 n2 n2 n2
c. were a major factor in reducing the death rate in the Crimean War.
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
d. were limited only to the care of severe traumatic
n2 n2 n2 n2 n2 n2 n2 n2
n2 wounds.ANSWER: C 2
n n2
By improving sanitation, nutrition ventilation, and handwashing techniques, Florence
n2 n2 n2 n2 n2 n2 n2 n2
n2 Nightingales nurses dramatically reduced the death rate from injuries in the Crimean
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
n2 War.DIF: Cognitive Level: Knowledge REF: dm 2 OBJ: Theory #1
2
n n2 n2 n2 n2 n2 n2 n2 n2 n2
TOP: Nursing History KEY: Nursing Process Step:
n2 n2 n2 n2 n2 n2
n2 N/AMSC: NCLEX: N/A
2
n n2 n2
2. Early nursing education and care in the United States:
n2 n2 n2 n2 n2 n2 n2 n2
a. were directed at community health.
n2 n2 n2 n2
b. provided independence for women through education and employment.
n2 n2 n2 n2 n2 n2 n2
c. were an educational model based in institutions of higher learning.
n2 n2 n2 n2 n2 n2 n2 n2 n2
d. have continued to be entirely focused on hospital
n2 n2 n2 n2 n2 n2 n2
n2 nursing.ANSWER: B 2
n n2
Because of the influence of early nursing leaders, nursing education became more
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
n2 formalizedthrough apprenticeships in Nightingale schools that offered independence to
2
n n2 n2 n2 n2 n2 n2 n2 n2
n2 women througheducation and employment.
n2 n2 n2 n2
DIF: Cognitive Level: Knowledge REF: dm 2 OBJ: Theory
n2 n2 n2 n2 n2 n2 n2 n2
#4TOP: Nursing History KEY: Nursing Process Step:
n2 2
n n2 n2 n2 n2 n2 n2
n2 N/A MSC: NCLEX: N/A
n2 n2 n2
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wwwcom
, 3. In order to fulfill the common goals defined by nursing theorists (promote wellness,
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
n2 preventillness, facilitate coping, and restore health), the LPN must take on the roles of:
2
n n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
a. caregiver, educator, and collaborator. n2 n2 n2
b. nursing assistant, delegator, and environmental specialist.
n2 n2 n2 n2 n2
c. medication dispenser, collaborator, and transporter.
n2 n2 n2 n2
d. dietitian, manager, and n2 n2
housekeeper.ANSWER: A
n2 n2 n2
In order for the LPN to apply the common goals of nursing, he or she must assume the
n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2 n2
n2 roles ofcaregiver, educator, collaborator, manager, and advocate.
n2 2
n n2 n2 n2 n2 n2
DIF: Cognitive Level: Comprehension REF: dm 4 OBJ: Theory
n2 n2 n2 n2 n2 n2 n2 n2
n2 #2 TOP: Art and Science of Nursing KEY: Nursing Process
2
n n2 n2 n2 n2 n2 n2 n2 n2
n2 Step: N/AMSC: NCLEX: N/A
n2 2
n n2 n2
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