NFDN 1002 Midterm Test Questions with
100% Correct Answers
Deep Tissue Injury
Deep tissue pressure injury. Persistent, non-blanchable, deep red/purple discolouration,
epidermis separated, blister, results from prolonged pressure and shear forces.
Stage 1 Pressure Ulcer
Non-blanchable erythema of area over bony prominence. Skin discolouration, warmth,
edema, hardness, pain.
Stage 2 Pressure Ulcer
Partial thickness skin loss or blister; shallow open ulcer, punk wound bed, no slough/bruising.
Stage 3 Pressure Ulcer
Full thickness skin loss, adipose tissue is present. Necrosis & drainage. Infection develops.
Stage 4 Pressure Ulcer
Extends to underlying muscle and bone. Deep pockets of infection. Necrosis & Damage.
Unstageable Pressure Ulcer
Full thickness skin & tissue loss. Tissue damage undetermined - presence of slough and
eschar
Cognitive Domain of Learning
Includes all intellectual behaviours and requires thinking. Involves: Knowledge,
comprehension, application, analysis, synthesis, evaluation.
Affective Domain of Learning
,Expression of feelings and acceptance of attitudes, opinions or values.
Psychomotor Domain of Learning
Involves acquiring skills that require integration of mental and muscular activity.
Visual-Verbal Learners
Written language - textbooks; blackboards & notes.
Visual-nonverbal Learners
Pictures, videos, maps, charts & diagrams.
Auditory Verbal Learners
Oral language - classroom lectures, group discussions, audiotapes.
Tactile Kinesthetic Learners
Physical activity, movement, hands on activities.
Factual Documentation
Objective information with supporting data. Vague terms or implying information not
acceptable. Do not use words that imply an opinion.
Accurate Documentation
Exact measurements. Approved abbreviations vary by facility. Date, time, sign full name
(first initial, last name), designation. Reflect accountability - only chart for yourself. Late
entries
Complete Documentation
Appropriate, essential information. Not charted = not done.
, Current Documentation
Timely, completed as soon as possible after event, describe chronologically, use of 24 hour
time.
Organized Documentation
Logical order, make notes as you go to avoid missing information.
Charting by Inclusion
Continuous documentation. Initial assessment & changes are continually recorded with
nurses actions & patient outcomes. Head-to-toe documentation approach.
Charting by Exclusion (Exception)
Chat only when there is a significant change or finding different from the norm. Narrative
format. Alerts staff to something unusual that had occured with the patient. Presumes that
unless documented otherwise, all standards have been met with a normal response.
Narrative Charting
Based on chronological order rather than on systems. Data is recorded in the progress notes,
often without an organized framework. Stand alone or may be completed by other tolls, such
as flow sheets & checklists. Chart only what you see personally (be objective), heard (use
stated) or done.
Problem-Oriented Charting
Organize info according to identified pt problems. All health care members document into
sequentially. All use same problem list when charting. Each staff member who addresses a
problem uses their own language (medical diagnosis vs nurse's diagnosis).
SOAP Charting
100% Correct Answers
Deep Tissue Injury
Deep tissue pressure injury. Persistent, non-blanchable, deep red/purple discolouration,
epidermis separated, blister, results from prolonged pressure and shear forces.
Stage 1 Pressure Ulcer
Non-blanchable erythema of area over bony prominence. Skin discolouration, warmth,
edema, hardness, pain.
Stage 2 Pressure Ulcer
Partial thickness skin loss or blister; shallow open ulcer, punk wound bed, no slough/bruising.
Stage 3 Pressure Ulcer
Full thickness skin loss, adipose tissue is present. Necrosis & drainage. Infection develops.
Stage 4 Pressure Ulcer
Extends to underlying muscle and bone. Deep pockets of infection. Necrosis & Damage.
Unstageable Pressure Ulcer
Full thickness skin & tissue loss. Tissue damage undetermined - presence of slough and
eschar
Cognitive Domain of Learning
Includes all intellectual behaviours and requires thinking. Involves: Knowledge,
comprehension, application, analysis, synthesis, evaluation.
Affective Domain of Learning
,Expression of feelings and acceptance of attitudes, opinions or values.
Psychomotor Domain of Learning
Involves acquiring skills that require integration of mental and muscular activity.
Visual-Verbal Learners
Written language - textbooks; blackboards & notes.
Visual-nonverbal Learners
Pictures, videos, maps, charts & diagrams.
Auditory Verbal Learners
Oral language - classroom lectures, group discussions, audiotapes.
Tactile Kinesthetic Learners
Physical activity, movement, hands on activities.
Factual Documentation
Objective information with supporting data. Vague terms or implying information not
acceptable. Do not use words that imply an opinion.
Accurate Documentation
Exact measurements. Approved abbreviations vary by facility. Date, time, sign full name
(first initial, last name), designation. Reflect accountability - only chart for yourself. Late
entries
Complete Documentation
Appropriate, essential information. Not charted = not done.
, Current Documentation
Timely, completed as soon as possible after event, describe chronologically, use of 24 hour
time.
Organized Documentation
Logical order, make notes as you go to avoid missing information.
Charting by Inclusion
Continuous documentation. Initial assessment & changes are continually recorded with
nurses actions & patient outcomes. Head-to-toe documentation approach.
Charting by Exclusion (Exception)
Chat only when there is a significant change or finding different from the norm. Narrative
format. Alerts staff to something unusual that had occured with the patient. Presumes that
unless documented otherwise, all standards have been met with a normal response.
Narrative Charting
Based on chronological order rather than on systems. Data is recorded in the progress notes,
often without an organized framework. Stand alone or may be completed by other tolls, such
as flow sheets & checklists. Chart only what you see personally (be objective), heard (use
stated) or done.
Problem-Oriented Charting
Organize info according to identified pt problems. All health care members document into
sequentially. All use same problem list when charting. Each staff member who addresses a
problem uses their own language (medical diagnosis vs nurse's diagnosis).
SOAP Charting
