TEST BANK for Medical-Surgical Nursing: Concepts for Clinical Judgment and Collaborative Care 11th Edition by Donna D. Ignatavicius, All 65 chapters Available

Contents 1. Overview of Professional Nursing Concepts for Medical-Surgical Nursing 2. Clinical Judgment and Systems Thinking 3. Overview of Health Concepts for Medical-Surgical Nursing 4. Concepts of Care for Older Adults 5. Concepts of Care for Transgender and Non-Binary Patients 6. Assessment and Concepts of Care for Patients with Pain 7. Concepts of Rehabilitation for Chronic and Disabling Health Conditions 8. Concepts of Care for Patients at End-of-Life 9. Concepts of Care for Perioperative Patients 10. Concepts of Emergency and Trauma Nursing 11. Concepts of Care for Patients with Common Environmental Emergencies 12. Concepts of Disaster Preparedness 13. Concepts of Fluid and Electrolyte Balance and Imbalance 14. Concepts of Acid-Base Balance and Imbalance 15. Concepts of Infusion Therapy 16. Concepts of Inflammation and Immunity 17. Concepts of Care for Patients with Allergy and Immunity Conditions 18. Concepts of Care for Patients with Cancer 19. Concepts of Care for Patients with Infection 20. Assessment of the Skin, Hair, and Nails 21. Concepts of Care for Patients with Conditions of the Skin, Hair, and Nails 22. Assessment of the Respiratory System 23. Concepts of Care for Patients with Noninfectious Upper Respiratory Conditions 24. Concepts of Care for Patients with Noninfectious Lower Respiratory Conditions 25. Concepts of Care for Patients with Infectious Respiratory Conditions 26. Critical Care of Patients with Respiratory Emergencies 27. Assessment of the Cardiovascular System 28. Concepts of Care for Patients with Dysrhythmias 29. Concepts of Care for Patients with Cardiac Conditions 30. Concepts of Care for Patients with Vascular Conditions 31. Critical Care of Patients with Shock 32. Critical Care of Patients with Acute Coronary Syndromes 33. Assessment of the Hematologic System 34. Concepts of Care for Patients with Hematologic Conditions 35. Assessment of the Nervous System 36. Concepts of Care for Patients with Conditions of the Central Nervous System: The Brain 37. Concepts of Care for Patients with Conditions of the Central Nervous System: The Spinal Cord 38. Critical Care of Patients with Neurologic Emergencies 39. Assessment and Concepts of Care for Patients with Eye and Vision Conditions 40. Assessment and Concepts of Care for Patients with Ear and Hearing Conditions 41. Assessment of the Musculoskeletal System 42. Concepts of Care for Patients with Musculoskeletal Conditions 43. Concepts of Care for Patients with Arthritis and Total Joint Arthroplasty 44. Concepts of Care for Patients with Musculoskeletal Trauma 45. Assessment of the Gastrointestinal System 46. Concepts of Care for Patients with Oral Cavity and Esophageal Conditions 47. Concepts of Care for Patients with Stomach Conditions 48. Concepts of Care for Patients with Noninflammatory Intestinal Conditions 49. Concepts of Care for Patients with Inflammatory Intestinal Conditions 50. Concepts of Care for Patients with Liver Conditions 51. Concepts of Care for Patients with Conditions of the Biliary System and Pancreas 52. Concepts of Care for Patients with Malnutrition: Undernutrition and Obesity 53. Assessment of the Endocrine System 54. Concepts of Care for Patients with Pituitary and Adrenal Gland Conditions 55. Concepts of Care for Patients with Conditions of the Thyroid and Parathyroid Glands 56. Concepts of Care for Patients with Diabetes Mellitus 57. Assessment of the Renal/Urinary System 58. Concepts of Care for Patients with Urinary Conditions 59. Concepts of Care for Patients with Kidney Conditions 60. Concepts of Care for Patients with Acute Kidney Injury and Chronic Kidney Disease 61. Assessment of the Reproductive System 62. Concepts of Care for Patients with Breast Conditions 63. Concepts of Care for Patients with Gynecologic Conditions 64. Concepts of Care for Patients with Male Reproductive Conditions 65. Concepts of Care for Patients with Sexually Transmitted Infections Chapter 01: Overview of Professional Nursing Concepts for Medical-Surgical Nursing Ignatavicius: Medical-Surgical Nursing, 11th Edition MULTIPLE CHOICE 1. A new nurse is working with a preceptor on a medical-surgical unit. The preceptor advises the new nurse that which is the priority when working as a professional nurse? a. Attending to holistic client needs b. Ensuring client safety c. Not making medication errors d. Providing client-focused care CORRECT ANSWER: B All actions are appropriate for the professional nurse. However, ensuring client safety is the priority. Health care errors have been widely reported for 25 years, many of which result in client injury, death, and increased health care costs. There are several national and international organizations that have either recommended or mandated safety initiatives. Every nurse has the responsibility to guard the client’s safety. The other actions are important for quality nursing, but they are not as vital as providing safety. Not making medication errors does provide safety, but is too narrow in scope to be the best answer. DIF: Understanding TOP: Integrated Process: Nursing Process: Intervention KEY: Client safety MSC: Client Needs Category: Safe and Effective Care Environment: Safety and Infection Control 2. A nurse is orienting a new client and family to the medical-surgical unit. What information does the nurse provide to best help the client promote his or her own safety? a. Encourage the client and family to be active partners. b. Have the client monitor hand hygiene in caregivers. c. Offer the family the opportunity to stay with the client. d. Tell the client to always wear his or her armband. CORRECT ANSWER: A Each action could be important for the client or family to perform. However, encouraging the client to be active in his or her health care as a safety partner is the most critical. The other actions are very limited in scope and do not provide the broad protection that being active and involved does. DIF: Understanding TOP: Integrated Process: Teaching/Learning KEY: Client safety MSC: Client Needs Category: Safe and Effective Care Environment: Safety and Infection Control 3. A nurse is caring for a postoperative client on the surgical unit. The client’s blood pressure was 142/76 mm Hg 30 minutes ago, and now is 88/50 mm Hg. What action would the nurse take first? a. Call the Rapid Response Team. b. Document and continue to monitor. c. Notify the primary health care provider. d. Repeat the blood pressure in 15 minutes. CORRECT ANSWER: A The purpose of the Rapid Response Team (RRT) is to intervene when clients are deteriorating before they suffer either respiratory or cardiac arrest. Since the client has manifested a significant change, the nurse would call the RRT. Changes in blood pressure, mental status, heart rate, temperature, oxygen saturation, and last 2 hours’ urine output are particularly significant and are part of the Modified Early Warning System guide. Documentation is vital, but the nurse must do more than document. The primary health care provider would be notified, but this is not more important than calling the RRT. The client’s blood pressure would be reassessed frequently, but the priority is getting the rapid care to the client. DIF: Applying TOP: Integrated Process: Communication and Documentation KEY: Rapid Response Team (RRT), Clinical judgment MSC: Client Needs Category: Physiological Integrity: Physiological Adaptation 4. A nurse wishes to provide client-centered care in all interactions. Which action by the nurse best demonstrates this concept? a. Assesses for cultural influences affecting health care. b. Ensures that all the client’s basic needs are met. c. Tells the client and family about all upcoming tests. d. Thoroughly orients the client and family to the room. CORRECT ANSWER: A Showing respect for the client and family’s preferences and needs is essential to ensure a holistic or “whole-person” approach to care. By assessing the effect of the client’s culture on health care, this nurse is practicing client-focused care. Providing for basic needs does not demonstrate this competence. Simply telling the client about all upcoming tests is not providing empowering education. Orienting the client and family to the room is an important safety measure, but not directly related to demonstrating client-centered care.