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Grand Canyon University Medical-Surgical Nursing Test Bank (Latest 2026 Update) GRADED A+ – 96 Questions with Answers and Rationales | Nursing Exam Study Guide | Professional Nursing Practice, Health Disparities, Cultural Competence, Health History, Physi

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Grand Canyon University Medical-Surgical Nursing Test Bank – Latest 2026 Update – GRADED A+ Are you preparing for your Medical-Surgical Nursing exam at Grand Canyon University? This comprehensive test bank is designed to help you pass with confidence. It contains 96 carefully curated exam-style questions with correct answers and detailed rationales, covering the most commonly tested topics in medical-surgical nursing. What's Included: 96 practice questions with verified correct answers Detailed rationales explaining why each answer is correct Select All That Apply (SATA) questions for comprehensive review Covers all major medical-surgical nursing topics tested on exams Topics Covered: Professional Nursing Practice: ANA definition of nursing Evidence-based practice (EBP) Nursing process (assessment, diagnosis, planning, implementation, evaluation) Nursing diagnosis statement format (problem, etiology, signs and symptoms) NANDA nursing diagnoses Prioritization of nursing diagnoses Delegation to UAP and LPN/LVN Scope of practice Case management Transitional care Quality care initiatives QSEN competencies SBAR communication Health care financing and reimbursement Catheter-related infections Preventable complications Safe delivery of care Health Disparities and Culturally Competent Care: Health care disparities Stereotyping, biases, and prejudice Cultural competence Cultural assessment Cultural beliefs and practices Hispanic/Latino health beliefs Native American health beliefs Asian health beliefs Arab health beliefs Eye contact across cultures Touch and personal space Language barriers Medical interpreters Translation applications Folk medicine and traditional healing Curanderismo Empacho Shaman Cultural healing practices Health promotion and maintenance Community health assessment Birth and death rates Life expectancy Access to care Morbidity and mortality Tuberculosis screening for immigrants Hepatitis testing Contraceptive teaching Colonoscopy information Health literacy Limited English proficiency Social determinants of health Health equity Uninsured patients Evidence-based guidelines Health History and Physical Examination: Health history interview Subjective and objective data Emergency assessment Focused assessment Comprehensive assessment Detailed health assessment Functional health patterns Coping-stress tolerance pattern Health perception-health management pattern Activity-exercise pattern Cognitive-perceptual pattern Self-perception-self-concept pattern General survey Nutritional status Pertinent negative findings Physical examination techniques Inspection, palpation, percussion, auscultation Abdominal assessment sequence Vital signs measurement Delegation of vital signs to UAP Inspection of the leg for blood clots Capillary refill Pedal pulses Pain assessment Pain management before health history Severe headache assessment Colonoscopy assessment Rectal bleeding assessment Stethoscope use for breath sounds Older adult examination adaptations Minimizing position changes Family history assessment Risk factor identification Patient and Caregiver Teaching: Patient teaching Learning goals and outcomes Readiness to learn Motivation for learning Adult education principles Transtheoretical Model of Health Behavior Change Precontemplation, contemplation, preparation, action, maintenance, termination Teaching strategies Demonstration and return demonstration Peer teaching Lecture-discussion Printed instructions Written handouts Low literacy patients Visual and hands-on learning Internet health information American Diabetes Association Home health referrals Short-term and long-term evaluation Positive reinforcement Lifestyle changes Smoking cessation Diabetes management Hypertension management Heart failure management Colon cancer education Diet instructions Sodium restriction Foot care for diabetic neuropathy Eye drop instillation Medication compliance Pillbox use Caregiver support Respite services Family caregiver stress Discharge teaching Older Adults: Older adult assessment Geriatric assessment instruments Functional abilities Preadmission functional abilities Individualized care plans Relocation stress syndrome Long-term care facilities Assisted living facilities Skilled care facilities Residential care facilities Transitional care facilities Intermediate care facilities Drug-drug interactions Polypharmacy Medication schedule Marked pillbox Over-the-counter medications Herbal supplements Drug metabolism Risk for injury Falls prevention Bed alarm Physical restraints Chemical restraints Least restrictive restraint alternative Elder abuse Elder protective services Malnutrition Weight loss Depression Nutritional status assessment Depression assessment Laboratory results Albumin levels Cholesterol levels Transportation barriers Rural health care Homeless older adults Social services Interprofessional approach Foot care Chronic foot infection Inactivity and immobility Deconditioning Functional decline Urinary tract infection (UTI) Diuretics Bladder distention Suprapubic palpation Hematuria Nocturia Older adult medication compliance Health promotion for older adults Safety guidelines Fall risk assessment Morse Fall Scale Hendrich II Fall Risk Model Bed alarm systems Chair alarms Call lights Non-skid footwear Assistive devices Walker Cane Crutches Wheelchair Gait belt Transfer belt Nursing Process and Clinical Judgment: Assessment phase Diagnosis phase Planning phase Implementation phase Evaluation phase Problem-solving approach Scientific method Critical thinking Clinical judgment Clinical decision making Patient-centered care Quality improvement Evidence-based practice Informatics and technology Teamwork and collaboration Safety Patient outcomes Measurable data Defining characteristics Etiology Signs and symptoms Subjective data Objective data Nursing interventions Patient goals Expected outcomes Delegation and Supervision: Delegation to UAP Delegation to LPN/LVN Scope of practice State nurse practice act Institutional policies Patient stability Experience of the delegate Teaching abilities Assessment cannot be delegated Patient teaching cannot be delegated Medication administration Vital signs measurement Blood glucose monitoring Hygiene assistance Documentation Incident reports Risk management Quality improvement Continuous quality improvement (CQI) Total quality management (TQM) Evidence-based practice Research utilization Clinical pathways Care maps Protocols Standing orders Verbal orders Telephone orders Read-back Transcription Medication reconciliation Health Care Delivery and Financing: Case management Coordination of care Multiple settings Levels of care Maximal patient benefit Least cost Direct care Acute care Home care Transitional care Long-term care Intermediate care Skilled care Residential care Assisted living Health care disparities Socioeconomic status Insurance coverage Medicaid Medicare Affordable Care Act Patient Protection and Affordable Care Act Health insurance marketplace Premium Deductible Copayment Coinsurance Out-of-pocket maximum Formulary Prior authorization Referral Preauthorization Utilization review Denial management Appeal process Quality measures Clinical outcomes Patient satisfaction Reimbursement Value-based purchasing Hospital-acquired conditions Never events Catheter-associated urinary tract infection (CAUTI) Central line-associated bloodstream infection (CLABSI) Surgical site infection (SSI) Ventilator-associated event (VAE) Patient safety indicators Nursing-sensitive indicators Communication: SBAR communication Situation Background Assessment Recommendation Hand-off communication Interprofessional communication Team communication Assertive communication Therapeutic communication Active listening Open-ended questions Clarifying questions Leading questions Nonverbal communication Eye contact Body language Touch Personal space Cultural communication Language barriers Interpreters Translation services Health literacy Teach-back method Return demonstration Key Features: Latest 2025 update – reflects current exam trends GRADED A+ – high-quality, accurate content 96 questions – comprehensive coverage Detailed rationales – understand the "why" behind each answer Select All That Apply (SATA) – mirrors actual nursing exam format Test bank format – includes multiple choice and SATA questions Instant digital download – study anytime, anywhere Who This Is For: Grand Canyon University nursing students Nursing students (BSN, ADN, LPN/LVN) PNLE (Philippine Nurse Licensure Examination) takers NCLEX-RN and NCLEX-PN candidates Medical-surgical nursing students Nurse Practitioners (NP) students Clinical instructors and educators Anyone preparing for medical-surgical nursing exams Why Choose This Study Guide: Proven format that mirrors actual exam questions Comprehensive coverage of high-yield topics Detailed rationales for deeper understanding Verified answers for accuracy and confidence Save hours of study time with focused, relevant content Boost your confidence and your grade

Content preview

Grand Canyon University –
Medical-Surgical Nursing Test
Bank
Practice Questions and Answers


1. The nurse completes an admission database and explains
that the plan of care and discharge goals will be developed
with the patient's input. The patient states, "How is this
different from what the doctor does?" Which response would
be most appropriate for the nurse to make?
a. "The role of the nurse is to administer medications and other
treatments prescribed by your doctor."
b. "The nurse's job is to help the doctor by collecting information
and communicating any problems that occur."
c. "Nurses perform many of the same procedures as the doctor, but
nurses are with the patients for a longer time than the doctor."
d. "In addition to caring for you while you are sick, the nurses will
assist you to develop an individualized plan to maintain your
health."
Answer: D
Rationale: This response is consistent with the American
Nurses Association (ANA) definition of nursing, which
describes the role of nurses in promoting health. The other
responses describe some of the dependent and collaborative
functions of the nursing role but do not accurately describe
the nurse's role in the health care system.




2. The nurse describes to a student nurse how to use
evidence-based practice guidelines when caring for patients.
Which statement, if made by the nurse, would be the most
accurate?
a. "Inferences from clinical research studies are used as a guide."
b. "Patient care is based on clinical judgment, experience, and
traditions."
c. "Data are evaluated to show that the patient outcomes are
consistently met."




1

,d. "Recommendations are based on research, clinical expertise, and
patient preferences."
Answer: D
Rationale: Evidence-based practice (EBP) is the use of the
best research-based evidence combined with clinician
expertise. Clinical judgment based on the nurse's clinical
experience is part of EBP, but clinical decision making
should also incorporate current research and research-based
guidelines. Evaluation of patient outcomes is important, but
interventions should be based on research from randomized
control studies with a large number of subjects.




3. The nurse teaches a student nurse about how to apply the
nursing process when providing patient care. Which
statement, if made by the student nurse, indicates that
teaching was successful?
a. "The nursing process is a scientific-based method of diagnosing
the patient's health care problems."
b. "The nursing process is a problem-solving tool used to identify
and treat patients' health care needs."
c. "The nursing process is used primarily to explain nursing
interventions to other health care professionals."
d. "The nursing process is based on nursing theory that incorporates
the biopsychosocial nature of humans."
Answer: B
Rationale: The nursing process is a problem-solving
approach to the identification and treatment of patients'
problems. Diagnosis is only one phase of the nursing
process. The primary use of the nursing process is in patient
care, not to establish nursing theory or explain nursing
interventions to other health care professionals.




4. A patient has been admitted to the hospital for surgery
and tells the nurse, "I do not feel comfortable leaving my
children with my parents." Which action should the nurse
take next?
a. Reassure the patient that these feelings are common for parents.
b. Have the patient call the children to ensure that they are doing
well.
c. Gather more data about the patient's feelings about the child-
care arrangements.


2

,d. Call the patient's parents to determine whether adequate child
care is being provided.
Answer: C
Rationale: Because a complete assessment is necessary in
order to identify a problem and choose an appropriate
intervention, the nurse's first action should be to obtain
more information. The other actions may be appropriate, but
more assessment is needed before the best intervention can
be chosen.




5. A patient who is paralyzed on the left side of the body
after a stroke develops a pressure ulcer on the left hip.
Which nursing diagnosis is most appropriate?
a. Impaired physical mobility related to left-sided paralysis
b. Risk for impaired tissue integrity related to left-sided weakness
c. Impaired skin integrity related to altered circulation and pressure
d. Ineffective tissue perfusion related to inability to move
independently
Answer: C
Rationale: The patient's major problem is the impaired skin
integrity as demonstrated by the presence of a pressure
ulcer. The nurse is able to treat the cause of altered
circulation and pressure by frequently repositioning the
patient. Although left-sided weakness is a problem for the
patient, the nurse cannot treat the weakness. The "risk for"
diagnosis is not appropriate for this patient, who already
has impaired tissue integrity. The patient does have
ineffective tissue perfusion, but the impaired skin integrity
diagnosis indicates more clearly what the health problem is.




6. A patient with a bacterial infection has a nursing
diagnosis of deficient fluid volume related to excessive
diaphoresis. Which outcome would the nurse recognize as
appropriate for this patient?
a. Patient has a balanced intake and output.
b. Patient's bedding is changed when it becomes damp.
c. Patient understands the need for increased fluid intake.
d. Patient's skin remains cool and dry throughout hospitalization.
Answer: A




3

, Rationale: This statement gives measurable data showing
resolution of the problem of deficient fluid volume that was
identified in the nursing diagnosis statement. The other
statements would not indicate that the problem of deficient
fluid volume was resolved.




7. A nurse asks the patient if pain was relieved after
receiving medication. What is the purpose of the evaluation
phase of the nursing process?
a. To determine if interventions have been effective in meeting
patient outcomes
b. To document the nursing care plan in the progress notes of the
medical record
c. To decide whether the patient's health problems have been
completely resolved
d. To establish if the patient agrees that the nursing care provided
was satisfactory
Answer: A
Rationale: Evaluation consists of determining whether the
desired patient outcomes have been met and whether the
nursing interventions were appropriate. The other
responses do not describe the evaluation phase.




8. The nurse interviews a patient while completing the
health history and physical examination. What is the
purpose of the assessment phase of the nursing process?
a. To teach interventions that relieve health problems
b. To use patient data to evaluate patient care outcomes
c. To obtain data with which to diagnose patient problems
d. To help the patient identify realistic outcomes for health problems
Answer: C
Rationale: During the assessment phase, the nurse gathers
information about the patient to diagnose patient problems.
The other responses are examples of the planning,
intervention, and evaluation phases of the nursing process.




9. Which nursing diagnosis statement is written correctly?




4

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