Test Bank for Potter & Perry's Canadian Fundamentals
̦̣ of Nursing
̦̣ 7th Edition by
Barbara J. Astle, Wendy Duggleby,
̦̣ Patricia A. Potter, and Anne G. Perry
,Chapter 01: Health and Wellness
Potter et al: Canadian Fundamentals
̦̣ of Nursing,
̦̣ 7th Edition
MULTIPLE CHOICE
1. The nurse
̦̣ is using
̦̣ the population
̦̣ health promotion model to develop actions for
improving health. After asking, “On what should ̦̣ we take action?”; “How should ̦̣ we take
action?”; and “Why should ̦̣ we take action?” the nu rse
̦̣ will ask which of the following
questions?
̦̣
a. “With whom should ̦̣ we act?”
b. “When should ̦̣ we take action?”
c. “Which government should ̦̣ take action?”
d. “Where should ̦̣ we first act?”
ANS: A
The next question
̦̣ to ask when using
̦̣ the population
̦̣ health model approach is “With whom
should
̦̣ we act?” The other choices are not questions
̦̣ included
̦̣ in this model.
DIF: Apply REF: 13 (Figure ̦̣ 1-5)
OBJ: Contrast distinguishing
̦̣ featu res
̦̣ of health promotion and disease prevention.
TOP: Implementation MSC: NCLEX: Health Promotion and Maintenance
2. The principle “Health promotion is multisectoral”
̦̣ means which of the following?
a. Relationships between individual,
̦̣ social, and environmental factors must
̦̣ be
recognized.
b. Physical, mental, social, ecological, cultu
̦̣ ral,
̦̣ and spiritual
̦̣ aspects of health must
̦̣
be recognized.
c. In order to change unhealthy
̦̣ living and working conditions, areas other than health
must
̦̣ also be involved.
d. Health promotion uses
̦̣ knowledge from disciplines such
̦̣ as social, economic,
political, environmental, medical, and nursing
̦̣ sciences, as well as from first-hand
experience.
ANS: C
The statement “Health promotion is multisectoral”
̦̣ is the principle explained by the
necessity to involve areas other than health in order to change unhealthy
̦̣ living and
working conditions.
DIF: Understand REF: 11
OBJ: Contrast distinguishing
̦̣ features
̦̣ of health promotion and disease prevention.
TOP: Planning MSC: NCLEX: Health Promotion and Maintenance
3. According to the World Health Organization, what is the best description of “health”?
a. Simply the absence of disease.
b. Involving the total person and environment.
c. Strictly personal in nature.
̦̣
d. Statuș̣ of pathological state.
ANS: B
, WHO defines health as “. . .the extent to which an individual ̦̣ or group̦̣ is able, on the one
hand, to realize aspirations and satisfy needs; and, on the other hand, to change or cope
with the environment. Health is, therefore, seen as a resource ̦̣ for everyday life, not the
objective of living; it is a positive concept emphasizing social and personal resources, ̦̣ as
well as physical capacities.” Nurses’
̦̣ attitudes
̦̣ toward health and illness should ̦̣ consider
the total person, as well as the environment in which the person lives. People free of
disease are not equally
̦̣ healthy. Views of health have broadened to include ̦̣ mental, social,
and spiritual
̦̣ well-being, as well as a focu s
̦̣ on health at family and commu nity
̦̣ levels.
Conditions of life, rather than pathological states, are what determine health.
DIF: Knowledge REF: 2
OBJ: Discuss
̦̣ ways that definitions of health have been conceptualized.
̦̣
TOP: Evaluate̦̣ MSC: NCLEX: Health Promotion and Maintenance
4. What priority strategy for health promotion in Canada is optional buț̣ seen as important to
incorporate in nursing
̦̣ education
̦̣ curricu
̦̣ la?
̦̣
a. Knowledge of disease prevention.
b. Strategies for health promotion.
c. Policy advocacy.
d. Concepts of determinants of health.
ANS: C
Increasingly, policy advocacy is incorporated into nursing ̦̣ role statements and nursing
̦̣
education
̦̣ cu rricu
̦̣ la.
̦̣ Nu rses
̦̣ shou ld
̦̣ think abou t
̦̣ policies that have contribu ted
̦̣ to health
problems, policies that would ̦̣ help alleviate health problems, and how nurses ̦̣ champion
public
̦̣ policies. Disease prevention, health promotion, and concepts of determinants of
health are integral parts of nursing ̦̣ curricu
̦̣ la.
̦̣
DIF: Understand REF: 11| 12
OBJ: Analyze how the nature ̦̣ and scope of nursing
̦̣ practice are influenced
̦̣ by different
conceptualizations
̦̣ of health and health determinants. TOP: Planning
MSC: NCLEX: Health Promotion and Maintenance
5. Which of the following is a prerequisite
̦̣ for health, as identified by the Ottawa Charter for
Health Promotion?
a. Education.
̦̣
b. Social support.
̦̣
c. Self-esteem.
d. Physical environment.
ANS: A
Education
̦̣ is one of the nine prerequisites
̦̣ for health that were identified in the Ottawa
Charter for Health Promotion. Lack of social support
̦̣ and low self-esteem were identified
as psychosocial risk factors by Labonte (1993). Dangerouș̣ physical environments were
identified as socioenvironmental risk factors by Labonte (1993).
DIF: Understand REF: 4
OBJ: Discuss ̦̣ contributions
̦̣ of the following Canadian publications
̦̣ to conceptualizations
̦̣ of
health and health determinants: Lalonde Report, Ottawa Charter, Epp Report, Strategies for
Population
̦̣ Health, Jakarta Declaration, Bangkok Charter, Toronto Charter. TOP: Planning
MSC: NCLEX: Health Promotion and Maintenance
, 6. The determinant of health with the greatest effect on the health of Canadians is which of
the following?
a. Education.
̦̣
b. Health services.
c. Social support
̦̣ networks.
d. Income and social status.
̦̣
ANS: D
Income, income distribution, ̦̣ and social statuș̣ constitute ̦̣ the greatest determinant of health
because
̦̣ they influ ence
̦̣ most other determinants. Some investigators suggest
̦̣ that literacy
and education
̦̣ are important influences ̦̣ on health statuș̣ because ̦̣ they affect many other
health determinants. Approximately 25% of a population’s ̦̣ health statuș̣ is attributed
̦̣ to the
quality
̦̣ of its health care services. Social support ̦̣ affects health, health behaviours, ̦̣ and
health care utilization
̦̣ bu ț̣ is not the greatest determinant of health.
DIF: Understand REF: 6
OBJ: Discuss
̦̣ key health determinants and their interrelationships and how they influence
̦̣ health.
TOP: Planning MSC: NCLEX: Health Promotion and Maintenance
7. A paraplegic patient in the hospital for an electrolyte imbalance is receiving care at which
prevention level?
a. Primary prevention level.
b. Secondary prevention level.
c. Tertiary prevention level.
d. Health promotion level.
ANS: B
The secondary prevention level focuses ̦̣ on early detection of disease once pathogenesis
has occurred,
̦̣ so that prompt treatment can be initiated to halt disease and limit disability.
The primary prevention level focuses ̦̣ on health promotion, specific protection measures ̦̣
such
̦̣ as immu nizations,
̦̣ and the redu ction
̦̣ of risk factors such̦̣ as smoking. The tertiary
prevention level focuses
̦̣ on minimizing residual ̦̣ disability.
DIF: Apply REF: 11
OBJ: Contrast distinguishing
̦̣ features
̦̣ of health promotion and disease prevention.
TOP: Implementation MSC: NCLEX: Health Promotion and Maintenance
8. The nurse
̦̣ incorporates levels of prevention on the basis of patient needs and the type of
nursing
̦̣ care provided. Which of the following is an example of tertiary level preventive
caregiving?
a. Teaching a patient how to irrigate a new temporary colostomy.
b. Providing a lesson on hygiene for an elementary school class.
c. Informing a patient that immunizations
̦̣ for her infant are available through
̦̣ the
health department.
d. Arranging for a hospice nurse
̦̣ to visit with the family of a patient with cancer.
ANS: D
̦̣ of Nursing
̦̣ 7th Edition by
Barbara J. Astle, Wendy Duggleby,
̦̣ Patricia A. Potter, and Anne G. Perry
,Chapter 01: Health and Wellness
Potter et al: Canadian Fundamentals
̦̣ of Nursing,
̦̣ 7th Edition
MULTIPLE CHOICE
1. The nurse
̦̣ is using
̦̣ the population
̦̣ health promotion model to develop actions for
improving health. After asking, “On what should ̦̣ we take action?”; “How should ̦̣ we take
action?”; and “Why should ̦̣ we take action?” the nu rse
̦̣ will ask which of the following
questions?
̦̣
a. “With whom should ̦̣ we act?”
b. “When should ̦̣ we take action?”
c. “Which government should ̦̣ take action?”
d. “Where should ̦̣ we first act?”
ANS: A
The next question
̦̣ to ask when using
̦̣ the population
̦̣ health model approach is “With whom
should
̦̣ we act?” The other choices are not questions
̦̣ included
̦̣ in this model.
DIF: Apply REF: 13 (Figure ̦̣ 1-5)
OBJ: Contrast distinguishing
̦̣ featu res
̦̣ of health promotion and disease prevention.
TOP: Implementation MSC: NCLEX: Health Promotion and Maintenance
2. The principle “Health promotion is multisectoral”
̦̣ means which of the following?
a. Relationships between individual,
̦̣ social, and environmental factors must
̦̣ be
recognized.
b. Physical, mental, social, ecological, cultu
̦̣ ral,
̦̣ and spiritual
̦̣ aspects of health must
̦̣
be recognized.
c. In order to change unhealthy
̦̣ living and working conditions, areas other than health
must
̦̣ also be involved.
d. Health promotion uses
̦̣ knowledge from disciplines such
̦̣ as social, economic,
political, environmental, medical, and nursing
̦̣ sciences, as well as from first-hand
experience.
ANS: C
The statement “Health promotion is multisectoral”
̦̣ is the principle explained by the
necessity to involve areas other than health in order to change unhealthy
̦̣ living and
working conditions.
DIF: Understand REF: 11
OBJ: Contrast distinguishing
̦̣ features
̦̣ of health promotion and disease prevention.
TOP: Planning MSC: NCLEX: Health Promotion and Maintenance
3. According to the World Health Organization, what is the best description of “health”?
a. Simply the absence of disease.
b. Involving the total person and environment.
c. Strictly personal in nature.
̦̣
d. Statuș̣ of pathological state.
ANS: B
, WHO defines health as “. . .the extent to which an individual ̦̣ or group̦̣ is able, on the one
hand, to realize aspirations and satisfy needs; and, on the other hand, to change or cope
with the environment. Health is, therefore, seen as a resource ̦̣ for everyday life, not the
objective of living; it is a positive concept emphasizing social and personal resources, ̦̣ as
well as physical capacities.” Nurses’
̦̣ attitudes
̦̣ toward health and illness should ̦̣ consider
the total person, as well as the environment in which the person lives. People free of
disease are not equally
̦̣ healthy. Views of health have broadened to include ̦̣ mental, social,
and spiritual
̦̣ well-being, as well as a focu s
̦̣ on health at family and commu nity
̦̣ levels.
Conditions of life, rather than pathological states, are what determine health.
DIF: Knowledge REF: 2
OBJ: Discuss
̦̣ ways that definitions of health have been conceptualized.
̦̣
TOP: Evaluate̦̣ MSC: NCLEX: Health Promotion and Maintenance
4. What priority strategy for health promotion in Canada is optional buț̣ seen as important to
incorporate in nursing
̦̣ education
̦̣ curricu
̦̣ la?
̦̣
a. Knowledge of disease prevention.
b. Strategies for health promotion.
c. Policy advocacy.
d. Concepts of determinants of health.
ANS: C
Increasingly, policy advocacy is incorporated into nursing ̦̣ role statements and nursing
̦̣
education
̦̣ cu rricu
̦̣ la.
̦̣ Nu rses
̦̣ shou ld
̦̣ think abou t
̦̣ policies that have contribu ted
̦̣ to health
problems, policies that would ̦̣ help alleviate health problems, and how nurses ̦̣ champion
public
̦̣ policies. Disease prevention, health promotion, and concepts of determinants of
health are integral parts of nursing ̦̣ curricu
̦̣ la.
̦̣
DIF: Understand REF: 11| 12
OBJ: Analyze how the nature ̦̣ and scope of nursing
̦̣ practice are influenced
̦̣ by different
conceptualizations
̦̣ of health and health determinants. TOP: Planning
MSC: NCLEX: Health Promotion and Maintenance
5. Which of the following is a prerequisite
̦̣ for health, as identified by the Ottawa Charter for
Health Promotion?
a. Education.
̦̣
b. Social support.
̦̣
c. Self-esteem.
d. Physical environment.
ANS: A
Education
̦̣ is one of the nine prerequisites
̦̣ for health that were identified in the Ottawa
Charter for Health Promotion. Lack of social support
̦̣ and low self-esteem were identified
as psychosocial risk factors by Labonte (1993). Dangerouș̣ physical environments were
identified as socioenvironmental risk factors by Labonte (1993).
DIF: Understand REF: 4
OBJ: Discuss ̦̣ contributions
̦̣ of the following Canadian publications
̦̣ to conceptualizations
̦̣ of
health and health determinants: Lalonde Report, Ottawa Charter, Epp Report, Strategies for
Population
̦̣ Health, Jakarta Declaration, Bangkok Charter, Toronto Charter. TOP: Planning
MSC: NCLEX: Health Promotion and Maintenance
, 6. The determinant of health with the greatest effect on the health of Canadians is which of
the following?
a. Education.
̦̣
b. Health services.
c. Social support
̦̣ networks.
d. Income and social status.
̦̣
ANS: D
Income, income distribution, ̦̣ and social statuș̣ constitute ̦̣ the greatest determinant of health
because
̦̣ they influ ence
̦̣ most other determinants. Some investigators suggest
̦̣ that literacy
and education
̦̣ are important influences ̦̣ on health statuș̣ because ̦̣ they affect many other
health determinants. Approximately 25% of a population’s ̦̣ health statuș̣ is attributed
̦̣ to the
quality
̦̣ of its health care services. Social support ̦̣ affects health, health behaviours, ̦̣ and
health care utilization
̦̣ bu ț̣ is not the greatest determinant of health.
DIF: Understand REF: 6
OBJ: Discuss
̦̣ key health determinants and their interrelationships and how they influence
̦̣ health.
TOP: Planning MSC: NCLEX: Health Promotion and Maintenance
7. A paraplegic patient in the hospital for an electrolyte imbalance is receiving care at which
prevention level?
a. Primary prevention level.
b. Secondary prevention level.
c. Tertiary prevention level.
d. Health promotion level.
ANS: B
The secondary prevention level focuses ̦̣ on early detection of disease once pathogenesis
has occurred,
̦̣ so that prompt treatment can be initiated to halt disease and limit disability.
The primary prevention level focuses ̦̣ on health promotion, specific protection measures ̦̣
such
̦̣ as immu nizations,
̦̣ and the redu ction
̦̣ of risk factors such̦̣ as smoking. The tertiary
prevention level focuses
̦̣ on minimizing residual ̦̣ disability.
DIF: Apply REF: 11
OBJ: Contrast distinguishing
̦̣ features
̦̣ of health promotion and disease prevention.
TOP: Implementation MSC: NCLEX: Health Promotion and Maintenance
8. The nurse
̦̣ incorporates levels of prevention on the basis of patient needs and the type of
nursing
̦̣ care provided. Which of the following is an example of tertiary level preventive
caregiving?
a. Teaching a patient how to irrigate a new temporary colostomy.
b. Providing a lesson on hygiene for an elementary school class.
c. Informing a patient that immunizations
̦̣ for her infant are available through
̦̣ the
health department.
d. Arranging for a hospice nurse
̦̣ to visit with the family of a patient with cancer.
ANS: D
