,Complete Test Bank For Canadian Clinical Nursing Skills and Techniques 2nd Edition by
s! s! s! s! s! s! s! s! s! s! s! s! s!
Perry, Patricia A. Potter Chapter 1-43 Complete Guide
s! s! s! s! s! s! s!
Table Of Content s! s!
Chapter 1. Using Evidence in Nursing Practice Cha
s! s! s! s! s! s! s!
pter 2. Communication and Collaboration Chapter
s! s! s! s! s! s
3. Admitting, Transfer, and Discharge Chapter 4.
! s! s! s! s! s! s! s!
Documentation and Informatics Chapter 5. Vital S s! s! s! s! s! s!
igns
Chapter 6. Health Assessment Ch s! s! s! s!
apter 7. Specimen Collection Cha
s! s! s! s!
pter 8. Diagnostic Procedures Cha
s! s! s! s!
pter 9. Medical Asepsis Chapter 1
s! s! s! s! s!
0. Sterile Technique
s! s!
Chapter 11. Safe PATIENT Handling and Mobility (SPHM)
s! s! s! s! s! s! s! s!
Chapter 12. Exercise and Mobility s! s! s! s!
Chapter 13. Support Surfaces and Special Beds Ch
s! s! s! s! s! s! s!
apter 14. PATIENT Safety s! s! s!
Chapter 15. Disaster Preparedness s! s! s! s!
Chapter 16. Pain Management Ch s! s! s! s!
apter 17. End-of-Life Cares! s! s!
Chapter 18. Personal Hygiene and Bed Making Cha
s! s! s! s! s! s! s!
pter 19. Care of the Eye and Ear
s! s! s! s! s! s! s!
Chapter 20. Safe Medication Preparation Ch s! s! s! s! s!
apter 21. Nonparenteral Medications Chap
s! s! s! s!
ter 22. Parenteral Medications Chapter 23.
s! s! s! s! s! s!
Oxygen Therapy s!
Chapter 24. Performing Chest Physiotherapy Chapt
s! s! s! s! s!
er 25. Airway Management
s! s! s!
Chapter 26. Cardiac Care s! s! s!
Chapter 27. Closed Chest Drainage Systems Chaps! s! s! s! s! s!
ter 28. Emergency Measures for Life Support
s! s! s! s! s! s!
Chapter 29. Intravenous and Vascular Access Therapy Chapte
s! s! s! s! s! s! s!
r 30. Blood Therapy
s! s! s!
Chapter 31. Oral Nutrition Chapt s! s! s! s!
er 32. Enteral Nutrition Chapter 3
s! s! s! s! s!
3. Parenteral Nutrition Chapter 34.
s! s! s! s!
Urinary Elimination
s! s!
Chapter 35. Bowel Elimination and Gastric Intubation Chapte
s! s! s! s! s! s! s!
r 36. Ostomy Care
s! s! s!
Chapter 37. Preoperative and Postoperative Care C
s! s! s! s! s! s!
hapter 38. Intraoperative Care s! s! s!
Chapter 39. Wound Care and Irrigations s! s! s! s! s!
Chapter 40. Impaired Skin Integrity Prevention and Care Chap
s! s! s! s! s! s! s! s!
ter 41. Dressings, Bandages, and Binders
s! s! s! s! s!
Chapter 42. Home Care Safety C s! s! s! s! s!
hapter 43. Home Care Teaching s! s! s! s!
,Chapter 01: Using Evidence in Nursing Practice
s! s! s! s! s! s!
Perry et al.: Clinical Nursing Skills & Techniques, 2nd Edition
s! s! s! s! s! s! s! s! s!
MULTIPLE CHOICE s!
1. Evidence-based practice is a problem- s! s! s! s!
solving approach to making decisions about PATIENT carethat is grounded in:
s! s! s! s! s! s! s! s! s! s!
a. the latest information found in textbooks.
s! s! s! s! s!
b. systematically conducted research studies. s! s! s!
c. tradition in clinical practice. s! s! s!
d. quality improvement and risk-management data. s! s! s! s!
ANS: B s!
The best evidence comes from well-
s! s! s! s! s!
designed, systematically conducted research studies described in scientific journals. Portions of
s! s! s! s! s! s! s! s! s! s! s!
a textbook often become outdated by the time it is published. Many health care settings do not h
s! s! s! s! s! s! s! s! s! s! s! s! s! s! s! s! s!
ave a process to help staff adopt new evidence in practice, and nurses in practice settings lack ea
s! s! s! s! s! s! s! s! s! s! s! s! s! s! s! s! s!
sy access to risk-
s! s! s!
management data, relying instead on tradition or convenience. Some sources of evidence do not
s! s! s! s! s! s! s! s! s! s! s! s! s! s!
originate from research. These include quality improvement and risk-
s! s! s! s! s! s! s! s!
management data; infection control data; retrospective or concurrent chart reviews; and clinicia
s! s! s! s! s! s! s! s! s! s! s!
ns‘ expertise. Although
s! s!
non–research-
based evidence is often very valuable, it is important that you learn to rely more on research-
s! s! s! s! s! s! s! s! s! s! s! s! s! s! s! s!
based evidence. s!
DIFFERENCE: CognitiveLevel: Comprehension OBJECTIVE: Discuss the benefits of evidence- s! s! s! s! s! s! s! s!
based practice.TOP: Evidence-Based Practice KEY: Nursing Process Step: Assessment
s! s! s ! s! s! s! s! s!
MSC: NCLEX: Safe and Effective Care Environment (management of care)
s! s! s! s! s! s! s! s! s!
2. When evidence-based practice is used, PATIENT care will be:
s! s! s! s! s! s! s! s!
a. standardized for all. s! s!
b. unhampered by PATIENT culture. s! s! s!
c. variable according to the situation. s! s! s! s!
d. safe from the hazards of critical thinking. s! s! s! s! s! s!
ANS: C s!
Using your clinical expertise and considering PATIENTs‘ cultures, values, and preferenc
s! s! s! s! s! s! s! s! s! s!
es ensures that you will apply available evidence in practice ethically and appropriately. E
s! s! s! s! s! s! s! s! s! s! s! s! s!
venwhen you use the best evidence available, application and outcomes will differ; as a nu
s! s! s! s! s! s! s! s! s! s! s! s! s! s!
rse,you will develop critical thinking skills to determine whether evidence is relevant and
s! s! s! s! s! s! s! s! s! s! s! s! s!
appropriate.
DIFFERENCE: CognitiveLevel: Application OBJECTIVE: Discuss the benefits of evidence- s! s! s! s! s! s! s!
based practice.TOP: Evidence-Based Practice KEY: Nursing Process Step: Assessment
s! s! s ! s! s! s! s! s!
MSC: NCLEX: Safe and Effective Care Environment (management of care)
s! s! s! s! s! s! s! s! s!
3. When a PICOT question is developed, the letter that corresponds with the usual standard of
s! s! s! s! s! s! s! s! s! s! s! s! s! s! s!
care is: s!
a. P.
b. I.
c.
, c. CHOICE BLANK s!
d. O.
ANS: C s!
C = Comparison of interest. What standard of care or current intervention do you usually use no
s! s! s! s! s! s! s! s! s! s! s! s! s! s! s! s!
w in practice?
s! s!
P = PATIENT population of interest. Identify your PATIENT by age, gender, ethnicity, disease,
s! s! s! s! s! s! s! s! s! s! s! s! s! s!
orhealth problem. s!
I = Intervention of interest. What intervention (e.g., treatment, diagnostic test, and prognostic fact
s! s! s! s! s! s! s! s! s! s! s! s! s!
or) do you think is worthwhile to use in practice?
s! s! s! s! s! s! s! s! s!
O = Outcome. What result (e.g., change in PATIENT‘s behavior, physical finding, and change in
s! s! s! s! s! s! s! s! s! s! s! s! s! s!
PATIENT‘s perception) do you wish to achieve or observe as the result of an intervention?
s! s! s! s! s! s! s! s! s! s! s! s! s! s!
DIFFERENCE: CognitiveLevel: Knowledge s!
OBJECTIVE: Develop a PICO question.TOP: PI s! s! s! s! s !
CO KEY: Nursing Process Step: Implementation s! s! s! s!
MSC: NCLEX: Safe and Effective Care Environment (management of care)
s! s! s! s! s! s! s! s! s!
4. A well-developed PICOT question helps the nurse:
s! s! s! s! s! s!
a. search for evidence. s! s!
b. include all five elements of the sequence. s! s! s! s! s! s!
c. find as many articles as possible in a literature search.
s! s! s! s! s! s! s! s! s!
d. accept standard clinical routines. s! s! s!
ANS: A s!
The more focused a question that you ask is, the easier it is to search for evidence in the scient
s! s! s! s! s! s! s! s! s! s! s! s! s! s! s! s! s! s! s!
ific literature. A well-
s! s! s!
designed PICOT question does not have to include all five elements, nor does it have to follo
s! s! s! s! s! s! s! s! s! s! s! s! s! s! s! s!
w the PICOT sequence. Do not be satisfied with clinical routines. Always question and use cri
s! s! s! s! s! s! s! s! s! s! s! s! s! s! s!
tical thinking to consider better ways to provide PATIENTcare.
s! s! s! s! s! s! s! s!
DIFFERENCE: CognitiveLevel: Analysis s!
OBJECTIVE: Describe the six steps of evidence- s! s! s! s! s! s!
based practice.TOP: Evidence-Based Practice
s! s ! s!
KEY: Nursing Process Step: Implementation s! s! s! s!
MSC: NCLEX: Safe and Effective Care Environment (management of care)
s! s! s! s! s! s! s! s! s!
5. The nurse is not sure that the procedure the PATIENT requires is the best possible for
s! s! s! s! s! s! s! s! s! s! s! s! s! s! s! s!
the situation. Utilizing which of the following resources would be the quickest way to
s! s! s! s! s! s! s! s! s! s! s! s! s! s!
reviewresearch on the topic? s! s! s!
a. CINAHL
b. PubMed
c. MEDLINE
d. The Cochrane Database s! s!
ANS: D s!
The Cochrane Community Database of Systematic Reviews is a valuable source of synthesize
s! s! s! s! s! s! s! s! s! s! s! s!
d evidence (i.e., pre-
s! s! s!
appraised evidence). The Cochrane Database includes the full text of regularly updated system
s! s! s! s! s! s! s! s! s! s! s! s!
atic reviews and protocols for reviews currently happening. MEDLINE, CINAHL, and PubM
s! s! s! s! s! s! s! s! s! s! s!
ed are among the most comprehensive databases and represent the scientific knowledge base
s! s! s! s! s! s! s! s! s! s! s! s! s!
of health care.
s! s!
DIFFERENCE: CognitiveLevel: Synthesis s!
OBJECTIVE: Describe the six steps of evidence- s! s! s! s! s! s!
based practice.TOP: Evidence-Based Practice
s! s ! s!
KEY: Nursing Process Step: Implementation s! s! s! s!
MSC: NCLEX: Safe and Effective Care Environment (management of care)
s! s! s! s! s! s! s! s! s!
s! s! s! s! s! s! s! s! s! s! s! s! s!
Perry, Patricia A. Potter Chapter 1-43 Complete Guide
s! s! s! s! s! s! s!
Table Of Content s! s!
Chapter 1. Using Evidence in Nursing Practice Cha
s! s! s! s! s! s! s!
pter 2. Communication and Collaboration Chapter
s! s! s! s! s! s
3. Admitting, Transfer, and Discharge Chapter 4.
! s! s! s! s! s! s! s!
Documentation and Informatics Chapter 5. Vital S s! s! s! s! s! s!
igns
Chapter 6. Health Assessment Ch s! s! s! s!
apter 7. Specimen Collection Cha
s! s! s! s!
pter 8. Diagnostic Procedures Cha
s! s! s! s!
pter 9. Medical Asepsis Chapter 1
s! s! s! s! s!
0. Sterile Technique
s! s!
Chapter 11. Safe PATIENT Handling and Mobility (SPHM)
s! s! s! s! s! s! s! s!
Chapter 12. Exercise and Mobility s! s! s! s!
Chapter 13. Support Surfaces and Special Beds Ch
s! s! s! s! s! s! s!
apter 14. PATIENT Safety s! s! s!
Chapter 15. Disaster Preparedness s! s! s! s!
Chapter 16. Pain Management Ch s! s! s! s!
apter 17. End-of-Life Cares! s! s!
Chapter 18. Personal Hygiene and Bed Making Cha
s! s! s! s! s! s! s!
pter 19. Care of the Eye and Ear
s! s! s! s! s! s! s!
Chapter 20. Safe Medication Preparation Ch s! s! s! s! s!
apter 21. Nonparenteral Medications Chap
s! s! s! s!
ter 22. Parenteral Medications Chapter 23.
s! s! s! s! s! s!
Oxygen Therapy s!
Chapter 24. Performing Chest Physiotherapy Chapt
s! s! s! s! s!
er 25. Airway Management
s! s! s!
Chapter 26. Cardiac Care s! s! s!
Chapter 27. Closed Chest Drainage Systems Chaps! s! s! s! s! s!
ter 28. Emergency Measures for Life Support
s! s! s! s! s! s!
Chapter 29. Intravenous and Vascular Access Therapy Chapte
s! s! s! s! s! s! s!
r 30. Blood Therapy
s! s! s!
Chapter 31. Oral Nutrition Chapt s! s! s! s!
er 32. Enteral Nutrition Chapter 3
s! s! s! s! s!
3. Parenteral Nutrition Chapter 34.
s! s! s! s!
Urinary Elimination
s! s!
Chapter 35. Bowel Elimination and Gastric Intubation Chapte
s! s! s! s! s! s! s!
r 36. Ostomy Care
s! s! s!
Chapter 37. Preoperative and Postoperative Care C
s! s! s! s! s! s!
hapter 38. Intraoperative Care s! s! s!
Chapter 39. Wound Care and Irrigations s! s! s! s! s!
Chapter 40. Impaired Skin Integrity Prevention and Care Chap
s! s! s! s! s! s! s! s!
ter 41. Dressings, Bandages, and Binders
s! s! s! s! s!
Chapter 42. Home Care Safety C s! s! s! s! s!
hapter 43. Home Care Teaching s! s! s! s!
,Chapter 01: Using Evidence in Nursing Practice
s! s! s! s! s! s!
Perry et al.: Clinical Nursing Skills & Techniques, 2nd Edition
s! s! s! s! s! s! s! s! s!
MULTIPLE CHOICE s!
1. Evidence-based practice is a problem- s! s! s! s!
solving approach to making decisions about PATIENT carethat is grounded in:
s! s! s! s! s! s! s! s! s! s!
a. the latest information found in textbooks.
s! s! s! s! s!
b. systematically conducted research studies. s! s! s!
c. tradition in clinical practice. s! s! s!
d. quality improvement and risk-management data. s! s! s! s!
ANS: B s!
The best evidence comes from well-
s! s! s! s! s!
designed, systematically conducted research studies described in scientific journals. Portions of
s! s! s! s! s! s! s! s! s! s! s!
a textbook often become outdated by the time it is published. Many health care settings do not h
s! s! s! s! s! s! s! s! s! s! s! s! s! s! s! s! s!
ave a process to help staff adopt new evidence in practice, and nurses in practice settings lack ea
s! s! s! s! s! s! s! s! s! s! s! s! s! s! s! s! s!
sy access to risk-
s! s! s!
management data, relying instead on tradition or convenience. Some sources of evidence do not
s! s! s! s! s! s! s! s! s! s! s! s! s! s!
originate from research. These include quality improvement and risk-
s! s! s! s! s! s! s! s!
management data; infection control data; retrospective or concurrent chart reviews; and clinicia
s! s! s! s! s! s! s! s! s! s! s!
ns‘ expertise. Although
s! s!
non–research-
based evidence is often very valuable, it is important that you learn to rely more on research-
s! s! s! s! s! s! s! s! s! s! s! s! s! s! s! s!
based evidence. s!
DIFFERENCE: CognitiveLevel: Comprehension OBJECTIVE: Discuss the benefits of evidence- s! s! s! s! s! s! s! s!
based practice.TOP: Evidence-Based Practice KEY: Nursing Process Step: Assessment
s! s! s ! s! s! s! s! s!
MSC: NCLEX: Safe and Effective Care Environment (management of care)
s! s! s! s! s! s! s! s! s!
2. When evidence-based practice is used, PATIENT care will be:
s! s! s! s! s! s! s! s!
a. standardized for all. s! s!
b. unhampered by PATIENT culture. s! s! s!
c. variable according to the situation. s! s! s! s!
d. safe from the hazards of critical thinking. s! s! s! s! s! s!
ANS: C s!
Using your clinical expertise and considering PATIENTs‘ cultures, values, and preferenc
s! s! s! s! s! s! s! s! s! s!
es ensures that you will apply available evidence in practice ethically and appropriately. E
s! s! s! s! s! s! s! s! s! s! s! s! s!
venwhen you use the best evidence available, application and outcomes will differ; as a nu
s! s! s! s! s! s! s! s! s! s! s! s! s! s!
rse,you will develop critical thinking skills to determine whether evidence is relevant and
s! s! s! s! s! s! s! s! s! s! s! s! s!
appropriate.
DIFFERENCE: CognitiveLevel: Application OBJECTIVE: Discuss the benefits of evidence- s! s! s! s! s! s! s!
based practice.TOP: Evidence-Based Practice KEY: Nursing Process Step: Assessment
s! s! s ! s! s! s! s! s!
MSC: NCLEX: Safe and Effective Care Environment (management of care)
s! s! s! s! s! s! s! s! s!
3. When a PICOT question is developed, the letter that corresponds with the usual standard of
s! s! s! s! s! s! s! s! s! s! s! s! s! s! s!
care is: s!
a. P.
b. I.
c.
, c. CHOICE BLANK s!
d. O.
ANS: C s!
C = Comparison of interest. What standard of care or current intervention do you usually use no
s! s! s! s! s! s! s! s! s! s! s! s! s! s! s! s!
w in practice?
s! s!
P = PATIENT population of interest. Identify your PATIENT by age, gender, ethnicity, disease,
s! s! s! s! s! s! s! s! s! s! s! s! s! s!
orhealth problem. s!
I = Intervention of interest. What intervention (e.g., treatment, diagnostic test, and prognostic fact
s! s! s! s! s! s! s! s! s! s! s! s! s!
or) do you think is worthwhile to use in practice?
s! s! s! s! s! s! s! s! s!
O = Outcome. What result (e.g., change in PATIENT‘s behavior, physical finding, and change in
s! s! s! s! s! s! s! s! s! s! s! s! s! s!
PATIENT‘s perception) do you wish to achieve or observe as the result of an intervention?
s! s! s! s! s! s! s! s! s! s! s! s! s! s!
DIFFERENCE: CognitiveLevel: Knowledge s!
OBJECTIVE: Develop a PICO question.TOP: PI s! s! s! s! s !
CO KEY: Nursing Process Step: Implementation s! s! s! s!
MSC: NCLEX: Safe and Effective Care Environment (management of care)
s! s! s! s! s! s! s! s! s!
4. A well-developed PICOT question helps the nurse:
s! s! s! s! s! s!
a. search for evidence. s! s!
b. include all five elements of the sequence. s! s! s! s! s! s!
c. find as many articles as possible in a literature search.
s! s! s! s! s! s! s! s! s!
d. accept standard clinical routines. s! s! s!
ANS: A s!
The more focused a question that you ask is, the easier it is to search for evidence in the scient
s! s! s! s! s! s! s! s! s! s! s! s! s! s! s! s! s! s! s!
ific literature. A well-
s! s! s!
designed PICOT question does not have to include all five elements, nor does it have to follo
s! s! s! s! s! s! s! s! s! s! s! s! s! s! s! s!
w the PICOT sequence. Do not be satisfied with clinical routines. Always question and use cri
s! s! s! s! s! s! s! s! s! s! s! s! s! s! s!
tical thinking to consider better ways to provide PATIENTcare.
s! s! s! s! s! s! s! s!
DIFFERENCE: CognitiveLevel: Analysis s!
OBJECTIVE: Describe the six steps of evidence- s! s! s! s! s! s!
based practice.TOP: Evidence-Based Practice
s! s ! s!
KEY: Nursing Process Step: Implementation s! s! s! s!
MSC: NCLEX: Safe and Effective Care Environment (management of care)
s! s! s! s! s! s! s! s! s!
5. The nurse is not sure that the procedure the PATIENT requires is the best possible for
s! s! s! s! s! s! s! s! s! s! s! s! s! s! s! s!
the situation. Utilizing which of the following resources would be the quickest way to
s! s! s! s! s! s! s! s! s! s! s! s! s! s!
reviewresearch on the topic? s! s! s!
a. CINAHL
b. PubMed
c. MEDLINE
d. The Cochrane Database s! s!
ANS: D s!
The Cochrane Community Database of Systematic Reviews is a valuable source of synthesize
s! s! s! s! s! s! s! s! s! s! s! s!
d evidence (i.e., pre-
s! s! s!
appraised evidence). The Cochrane Database includes the full text of regularly updated system
s! s! s! s! s! s! s! s! s! s! s! s!
atic reviews and protocols for reviews currently happening. MEDLINE, CINAHL, and PubM
s! s! s! s! s! s! s! s! s! s! s!
ed are among the most comprehensive databases and represent the scientific knowledge base
s! s! s! s! s! s! s! s! s! s! s! s! s!
of health care.
s! s!
DIFFERENCE: CognitiveLevel: Synthesis s!
OBJECTIVE: Describe the six steps of evidence- s! s! s! s! s! s!
based practice.TOP: Evidence-Based Practice
s! s ! s!
KEY: Nursing Process Step: Implementation s! s! s! s!
MSC: NCLEX: Safe and Effective Care Environment (management of care)
s! s! s! s! s! s! s! s! s!
