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