,Canadian Fundamentals of Nursing 7th Edition Potter Test Ban
fi G! fi G! G! fi fi G!
k
, Canadian Fundamentals of Nursing 7th Edition Potter Test Ban
fi G! fi G! G! fi fi G!
k
Canadian Fundamentalsof Nursing7thEditionPott fi fi G
!
er TestBank fi G
!
Chapter 01: Health and Wellness
G
! G! G! fi
Potter et al: Canadian Fundamentalsof Nursing, 7th Edition
fi G! G! G! fi G! fi
MULTIPLE CHOICE G!
1. The nurse is using the population health promotion model to develop actions for improving
G! G! G! fi G! fi G! fi G! G! G! G! G! G!
h ealth. After asking, ―On what should we take action?‖; ―How should we take action?‖; and
G! G! fi G! G! fi G! fi G! G! G! fi G! G! G! fi
―W hy should we take action?‖ the nurse will ask which of the following questions?
G! fi G! G! G! G! G! G! G! fi G! fi G! G!
a. ―With whom should we act?‖ G! G! G! G!
b. ―When should we take action?‖ G! G! G! G!
c. ―Which government should take action?‖ G! G! fi G!
d. ―Where should we first act?‖ G! fi G! G!
ANS: A G!
The next question to ask when using the population health model approach is ―With whom should
G! G! fi G! fi fi G! fi G! G! G! fi G! G! fi G!
we act?‖ The other choices are not questions included in this model.
G! G! G! G! G! fi fi G! G! fi G!
DIF: Apply REF: 13, Figure 1-5 G! G! G!
OBJ: Contrast distinguishing features of health promotion and disease prevention.
G! fi G! G! fi G! fi G! G! G!
T OP:Implementation
G!
MSC: CPNRE: Foundations of Practice G ! G! fi fi
2. Theprinciple ―Health promotion ismultisectoral‖ means which of the following?
G! G! G! G! G! G! f G!
a. Relationshipsbetween individual, social, and environmental factors must be r fi G! G! G! G! G! fi G!
G! ecognized.
b. Physical, mental, social, ecological, cultural, and spiritual aspects of health must
G! G! G! G! G! fi G! G! fi G! G!
b e recognized.
G! G! NRIGB.CM!
G !
G !
G !
G !
G
c. In order to change u nhealthUy l i Sv i n gNa n Td workiO
fi fi ng conditions, areas other than health
fi G! fi G! G! G! G! G! G! G! G! G! fi fi fi
must also be involved.
G ! G! G! fi
d. Health promotion involves the use of knowledge from disciplines such as social, e
fi G! G! G! G! fi G! G! G! fi G! G!
c onomic, political, environmental, medical, and nursing sciences, as well as from f
G! G! G! G! G! fi G! G! fi G! G! fi
irst
-hand experience. G!
ANS: C G!
The statement ―Health promotion is multisectoral‖ is the principle explained by the necessity to i
G! G! G! G! G! G! G! G! G! G! fi G! fi G!
nvolve areas other than health in order to change unhealthy living and working conditions.
G! G! G! fi G! fi fi G! G! fi G! G! G!
DIF: Understand REF: 11 G!
OBJ: Contrast distinguishing features of health promotion and diseaseprevention.
G! fi fi G! fi fi fi G!
TOP: Planning
G! MSC: CPNRE: Foundations of Practice G ! G! G! fi
3. Accordingto the World Health Organization, what is the best description of ―health‖?
G! fi G! G! G! G! G! G! G! fi fi
a. Simply the absence of disease. fi G! G! fi
b. Involvingthe total person and environment. G! fi G! fi
c. Strictlypersonal in nature. G! G!
d. Status of pathological state. G! fi G!
ANS: B G!
, Canadian Fundamentals of Nursing 7th Edition Potter Test Ban fi G! fi G! G! fi fi G!
k
The WHO defines health as ―…the extent to which an individual or group is able, on the one
G! G! G! fi G! G! fi G! G! G! G! fi G! G! G! G! G! G!
ha nd, to realize aspirations and satisfy needs; and, on the other hand, to change or cope with
G! G! G! G! G! fi fi G! G! G! G! fi G! G! G! G! G! G!
the e nvironment. Health is, therefore, seen as a resource for everyday life, not the objective
fi G! G! G! G! G! G! G! G! G! fi fG ! G! fi G! G!
of living; it is a positive concept emphasizing social and personal resources, as well as physica
fi G! fi fi G! G! G! fi fi fi fi G! G! fi G!
l capacitie s.‖ Nurses‘ attitudes toward health and illness should account for the total person, a
G! G! G! G! G! fi G! G! G! G! G! fi G! G! G!
s well as the environment in which the person lives. People free of disease are not equally he
G! G! G! fG ! fi G! G! G! fi G! G! G! fi G! fi fi fi
althy. Views of health have broadened to include mental, social, and spiritual well-
G! G! fiG ! G! fi G! G! fi G! G! G! G!
being, as well as a focus on health at family and community levels. Conditions of life, rather th
G! G! G! G! G! G! fi fi fi fi G! fi G! G! fi G! G!
a n pathological states, are what determine health.
G! G! G! G! G! fi G!
DIF: Knowledge REF: 2
G ! G ! G ! G ! G!
OBJ: Discuss ways that definitions of health have been conceptualize
G! fi G! G! G! fi G! G! fi
d. TOP: G! Evaluate
MSC: CPNRE: Foundations of Practice G ! G! G! fi
4. What priority strategy for health promotion in Canada is optional but seen as important to i
fi G! fi fi G! G! G! G! G! G! fi fi G! G! G!
n corporate in nursing education curricula?
G! G! G! G! fi
a. Knowledge of disease prevention. G! fi fi
b. Strategies for health promotion. G! G! G!
c. Policy advocacy. fi
d. Concepts of determinants of health. G! fi G! fi
ANS: C G!
Increasingly, policy advocacy is incorporated into nursing role statements and nursing educatio n
G! fi fi G! G! G! G! G! G! fi G! G! f
curricula. Nurses should think about policies that have contributed to health
i G! G! fi fi G! G! G! G! G! G!
problems, policies that would help to alleviate health problems, and how nursing champions pu
G! G! fi G! G! G! G! G! G! fi G! G! fi
blic policies. Disease prevention is an integral part of nursing curricula. Health promotion i
fi G! fi G! G! G! G! fi fi G! G! G! G!
s a fundamental part of nursing curricu la. B.CM
N RUS
INGT
G! fi fi fi fi G! G!
G! G!
!
G !
G
G!
O
DIF: Understand REF: 11 | 12 G! G! G!
OBJ: Analyze how the nature and scope of nursing practice are influenced by different c onceptualizat
G! G! fi G! G! G! G! fi fi G! G! fi fi fi G!
ions of health and health determinants.
G! fi G! G! fi
TOP: Planning MS G! G!
C: CPNRE: Foundations of Practice
G ! G! G! fi
5. Which of the following is a prerequisite for health, as identified by the Ottawa Charter for
fi fi G! G! G! G! G! G! G! G! G! fi G! G! G! G!
H ealth Promotion?
G! G!
a. Education.
b. Social support. fi
c. Self-esteem.
d. Physical environment. G!
ANS: A G!
Education is one of the nine prerequisites for health that were identified in the Ottawa Charter fo
fi G! G! fi G! fi G! fi fi G! G! fi G! G! G! G! G!
r Health Promotion. Lack of social support and low self-
fi G! G! fi fi G! fi fi G!
esteem were identified as a psychosocial risk factors by Labonte (1993). Dangerous physical e
G! G! G! G! fi G! fi G! G! fi G! G! G!
n vironments were identified as socioenvironmental risk factors by Labonte (1993).
G! G! G ! G! G! G! G! G! fi G!
DIF: Understand REF: 4 G!
OBJ: Discuss contributions of the following Canadian publications to conceptualizations of health
G! fi G! fi G! fi G! G! G! G! fi f
a nd health determinants: Lalonde Report, Ottawa Charter, Epp Report, Strategies for Populatio
i G! G! G! G! G! G! fi G! fi G! G! G!
n He alth, Jakarta Declaration, Bangkok Charter, Toronto Charter.
G! G! G! TOP: Planning fi G! fi G! G! G ! G ! G ! G !
MSC: CPNRE: Foundations of Practice
G ! G! G! fi
fi G! fi G! G! fi fi G!
k
, Canadian Fundamentals of Nursing 7th Edition Potter Test Ban
fi G! fi G! G! fi fi G!
k
Canadian Fundamentalsof Nursing7thEditionPott fi fi G
!
er TestBank fi G
!
Chapter 01: Health and Wellness
G
! G! G! fi
Potter et al: Canadian Fundamentalsof Nursing, 7th Edition
fi G! G! G! fi G! fi
MULTIPLE CHOICE G!
1. The nurse is using the population health promotion model to develop actions for improving
G! G! G! fi G! fi G! fi G! G! G! G! G! G!
h ealth. After asking, ―On what should we take action?‖; ―How should we take action?‖; and
G! G! fi G! G! fi G! fi G! G! G! fi G! G! G! fi
―W hy should we take action?‖ the nurse will ask which of the following questions?
G! fi G! G! G! G! G! G! G! fi G! fi G! G!
a. ―With whom should we act?‖ G! G! G! G!
b. ―When should we take action?‖ G! G! G! G!
c. ―Which government should take action?‖ G! G! fi G!
d. ―Where should we first act?‖ G! fi G! G!
ANS: A G!
The next question to ask when using the population health model approach is ―With whom should
G! G! fi G! fi fi G! fi G! G! G! fi G! G! fi G!
we act?‖ The other choices are not questions included in this model.
G! G! G! G! G! fi fi G! G! fi G!
DIF: Apply REF: 13, Figure 1-5 G! G! G!
OBJ: Contrast distinguishing features of health promotion and disease prevention.
G! fi G! G! fi G! fi G! G! G!
T OP:Implementation
G!
MSC: CPNRE: Foundations of Practice G ! G! fi fi
2. Theprinciple ―Health promotion ismultisectoral‖ means which of the following?
G! G! G! G! G! G! f G!
a. Relationshipsbetween individual, social, and environmental factors must be r fi G! G! G! G! G! fi G!
G! ecognized.
b. Physical, mental, social, ecological, cultural, and spiritual aspects of health must
G! G! G! G! G! fi G! G! fi G! G!
b e recognized.
G! G! NRIGB.CM!
G !
G !
G !
G !
G
c. In order to change u nhealthUy l i Sv i n gNa n Td workiO
fi fi ng conditions, areas other than health
fi G! fi G! G! G! G! G! G! G! G! G! fi fi fi
must also be involved.
G ! G! G! fi
d. Health promotion involves the use of knowledge from disciplines such as social, e
fi G! G! G! G! fi G! G! G! fi G! G!
c onomic, political, environmental, medical, and nursing sciences, as well as from f
G! G! G! G! G! fi G! G! fi G! G! fi
irst
-hand experience. G!
ANS: C G!
The statement ―Health promotion is multisectoral‖ is the principle explained by the necessity to i
G! G! G! G! G! G! G! G! G! G! fi G! fi G!
nvolve areas other than health in order to change unhealthy living and working conditions.
G! G! G! fi G! fi fi G! G! fi G! G! G!
DIF: Understand REF: 11 G!
OBJ: Contrast distinguishing features of health promotion and diseaseprevention.
G! fi fi G! fi fi fi G!
TOP: Planning
G! MSC: CPNRE: Foundations of Practice G ! G! G! fi
3. Accordingto the World Health Organization, what is the best description of ―health‖?
G! fi G! G! G! G! G! G! G! fi fi
a. Simply the absence of disease. fi G! G! fi
b. Involvingthe total person and environment. G! fi G! fi
c. Strictlypersonal in nature. G! G!
d. Status of pathological state. G! fi G!
ANS: B G!
, Canadian Fundamentals of Nursing 7th Edition Potter Test Ban fi G! fi G! G! fi fi G!
k
The WHO defines health as ―…the extent to which an individual or group is able, on the one
G! G! G! fi G! G! fi G! G! G! G! fi G! G! G! G! G! G!
ha nd, to realize aspirations and satisfy needs; and, on the other hand, to change or cope with
G! G! G! G! G! fi fi G! G! G! G! fi G! G! G! G! G! G!
the e nvironment. Health is, therefore, seen as a resource for everyday life, not the objective
fi G! G! G! G! G! G! G! G! G! fi fG ! G! fi G! G!
of living; it is a positive concept emphasizing social and personal resources, as well as physica
fi G! fi fi G! G! G! fi fi fi fi G! G! fi G!
l capacitie s.‖ Nurses‘ attitudes toward health and illness should account for the total person, a
G! G! G! G! G! fi G! G! G! G! G! fi G! G! G!
s well as the environment in which the person lives. People free of disease are not equally he
G! G! G! fG ! fi G! G! G! fi G! G! G! fi G! fi fi fi
althy. Views of health have broadened to include mental, social, and spiritual well-
G! G! fiG ! G! fi G! G! fi G! G! G! G!
being, as well as a focus on health at family and community levels. Conditions of life, rather th
G! G! G! G! G! G! fi fi fi fi G! fi G! G! fi G! G!
a n pathological states, are what determine health.
G! G! G! G! G! fi G!
DIF: Knowledge REF: 2
G ! G ! G ! G ! G!
OBJ: Discuss ways that definitions of health have been conceptualize
G! fi G! G! G! fi G! G! fi
d. TOP: G! Evaluate
MSC: CPNRE: Foundations of Practice G ! G! G! fi
4. What priority strategy for health promotion in Canada is optional but seen as important to i
fi G! fi fi G! G! G! G! G! G! fi fi G! G! G!
n corporate in nursing education curricula?
G! G! G! G! fi
a. Knowledge of disease prevention. G! fi fi
b. Strategies for health promotion. G! G! G!
c. Policy advocacy. fi
d. Concepts of determinants of health. G! fi G! fi
ANS: C G!
Increasingly, policy advocacy is incorporated into nursing role statements and nursing educatio n
G! fi fi G! G! G! G! G! G! fi G! G! f
curricula. Nurses should think about policies that have contributed to health
i G! G! fi fi G! G! G! G! G! G!
problems, policies that would help to alleviate health problems, and how nursing champions pu
G! G! fi G! G! G! G! G! G! fi G! G! fi
blic policies. Disease prevention is an integral part of nursing curricula. Health promotion i
fi G! fi G! G! G! G! fi fi G! G! G! G!
s a fundamental part of nursing curricu la. B.CM
N RUS
INGT
G! fi fi fi fi G! G!
G! G!
!
G !
G
G!
O
DIF: Understand REF: 11 | 12 G! G! G!
OBJ: Analyze how the nature and scope of nursing practice are influenced by different c onceptualizat
G! G! fi G! G! G! G! fi fi G! G! fi fi fi G!
ions of health and health determinants.
G! fi G! G! fi
TOP: Planning MS G! G!
C: CPNRE: Foundations of Practice
G ! G! G! fi
5. Which of the following is a prerequisite for health, as identified by the Ottawa Charter for
fi fi G! G! G! G! G! G! G! G! G! fi G! G! G! G!
H ealth Promotion?
G! G!
a. Education.
b. Social support. fi
c. Self-esteem.
d. Physical environment. G!
ANS: A G!
Education is one of the nine prerequisites for health that were identified in the Ottawa Charter fo
fi G! G! fi G! fi G! fi fi G! G! fi G! G! G! G! G!
r Health Promotion. Lack of social support and low self-
fi G! G! fi fi G! fi fi G!
esteem were identified as a psychosocial risk factors by Labonte (1993). Dangerous physical e
G! G! G! G! fi G! fi G! G! fi G! G! G!
n vironments were identified as socioenvironmental risk factors by Labonte (1993).
G! G! G ! G! G! G! G! G! fi G!
DIF: Understand REF: 4 G!
OBJ: Discuss contributions of the following Canadian publications to conceptualizations of health
G! fi G! fi G! fi G! G! G! G! fi f
a nd health determinants: Lalonde Report, Ottawa Charter, Epp Report, Strategies for Populatio
i G! G! G! G! G! G! fi G! fi G! G! G!
n He alth, Jakarta Declaration, Bangkok Charter, Toronto Charter.
G! G! G! TOP: Planning fi G! fi G! G! G ! G ! G ! G !
MSC: CPNRE: Foundations of Practice
G ! G! G! fi
