Test nbank nfor nCanadian nFundamentals nof nNursing n6th nEdition nPotter, nPerry
n
n
, Canadian Fundamentals of Nursing 6th Edition Potter Test Bank
Chapter 01: Health and Wellness
n n n n
Potter et al: Canadian Fundamentals of Nursing, 6th Edition
n n n n n n n n
MULTIPLE nCHOICE
1. The nnurse nis nusing nthe npopulation nhealth npromotion nmodel nto ndevelop nactions nfor
nimproving nhealth. nAfter nasking, n―On nwhat nshould nwe ntake naction?‖; n―How nshould nwe ntake
naction?‖; nand n
―Why nshould nwe ntake naction?‖ nthe nnurse nwill nask nwhich nof nthe nfollowing
nquestions?
a. ―With nwhom nshould nwe nact?‖
b. ―When nshould nwe ntake naction?‖
c. ―Which ngovernment nshould ntake naction?‖
d. ―Where nshould nwe nfirst nact?‖
ANS: n A
The nnext nquestion nto nask nwhen nusing nthe npopulation nhealth nmodel napproach nis n―With
nwhomn should nwe nact?‖ nThe nother nchoices nare nnot nquestions nincluded nin nthis nmodel.
DIF: Apply REF: n 13, nFigure n1-5
OBJ: nContrast ndistinguishing nfeatures nof nhealth npromotion nand ndisease nprevention.
nTOP: n Implementation MSC: n CPNRE: nFoundations nof
nPractice
2. The nprinciple n―Health npromotion nis nmultisectoral‖ nmeans nwhich nof nthe nfollowing?
a. Relationships nbetween nindividual, nsocial, nand nenvironmental nfactors nmust
n benrecognized.
b. Physical, nmental, nsocial, necological, ncultural, nand nspiritual naspects nof nhealth
mustnbe nrecognized.
n N nR nI nG nB.C nM
c. In norder nto nchange nunhealthUy nliS
vingNanT
d nworkiO
ng nconditions, nareas nother nthan
nhealth nmust nalso nbe ninvolved.
d. Health npromotion ninvolves nthe nuse nof nknowledge nfrom ndisciplines nsuch nas nsocial,
neconomic, npolitical, nenvironmental, nmedical, nand nnursing nsciences, nas nwell nas
nfromnfirst-hand nexperience.
ANS: n C
The nstatement n―Health npromotion nis nmultisectoral‖ nis nthe nprinciple nexplained nby nthe
nnecessity nto ninvolve nareas nother nthan nhealth nin norder nto nchange nunhealthy nliving nand
nworking nconditions.
DIF: Understand REF: n 11
OBJ: nContrast ndistinguishing nfeatures nof nhealth npromotion nand ndisease
nprevention.n
TOP: n Planning MSC: n CPNRE: nFoundations nof nPractice
3. According nto nthe nWorld nHealth nOrganization, nwhat nis nthe nbest ndescription nof n―health‖?
a. Simply nthe nabsence nof ndisease.
b. Involving nthe ntotal nperson nand nenvironment.
c. Strictly npersonal nin nnature.
d. Status nof npathological nstate.
ANS: n B
, Canadian Fundamentals of Nursing 6th Edition Potter Test Bank
The nWHO ndefines nhealth nas n―…the nextent nto nwhich nan nindividual nor ngroup nis nable, non nthe
none nhand, nto nrealize naspirations nand nsatisfy nneeds; nand, non nthe nother nhand, nto nchange nor
ncope nwith nthe nenvironment. nHealth nis, ntherefore, nseen nas na nresource nfor neveryday nlife, nnot
nthe nobjective nofn living; nit nis na npositive nconcept nemphasizing nsocial nand npersonal nresources,
nas nwell nas nphysical ncapacities.‖ nNurses‘ nattitudes ntoward nhealth nand nillness nshould naccount
nfor nthe ntotal nperson, nas nwell nas nthe nenvironment nin nwhich nthe nperson nlives. nPeople nfree nof
ndisease nare nnot nequally n healthy. nViews nof nhealth nhave nbroadened nto ninclude nmental, nsocial,
nand nspiritual nwell-being, nasn well nas na nfocus non nhealth nat nfamily nand ncommunity nlevels.
nConditions nof nlife, nrather nthan npathological nstates, nare nwhat ndetermine nhealth.
DIF: Knowledge REF: n 2
OBJ: nDiscuss nways nthat ndefinitions nof nhealth nhave nbeen
nconceptualized.n
TOP: n Evaluate MSC: n CPNRE: nFoundations
nof nPractice
4. What npriority nstrategy nfor nhealth npromotion nin nCanada nis noptional nbut nseen nas nimportant
ntonincorporate nin nnursing neducation ncurricula?
a. Knowledge nof ndisease nprevention.
b. Strategies nfor nhealth npromotion.
c. Policy nadvocacy.
d. Concepts nof ndeterminants nof nhealth.
ANS: n C
Increasingly, npolicy nadvocacy nis nincorporated ninto nnursing nrole nstatements nand nnursing
neducation ncurricula. nNurses nshould nthink nabout npolicies nthat nhave ncontributed nto nhealth
nproblems, npolicies nthat nwould nhelp nto nalleviate nhealth nproblems, nand nhow nnursing nchampions
public npolicies. nDisease nprevention nis nan nintegral npart nof nnursing ncurricula. n Health npromotion
nisna nfundamental npart nof nnursing ncurricula. B.C nM
N R I G
USNTn n n O
DIF: Understand REF: n 11 n| n12
OBJ: nAnalyze nhow nthe nnature nand nscope nof nnursing npractice nare ninfluenced nby
ndifferentn
conceptualizations nof nhealth nand nhealth ndeterminants. TOP: nPlanning
nMSC: n CPNRE: nFoundations nof nPractice
5. Which nof nthe nfollowing nis na nprerequisite nfor nhealth, nas nidentified nby nthe nOttawa nCharter
nfornHealth nPromotion?
a. Education.
b. Social nsupport.
c. Self-esteem.
d. Physical nenvironment.
ANS: n A
Education nis none nof nthe nnine nprerequisites nfor nhealth nthat nwere nidentified nin nthe nOttawa
nChartern for nHealth nPromotion. nLack nof nsocial nsupport nand nlow nself-esteem nwere nidentified nas
na npsychosocial n risk n factors n by n Labonte n(1993). n Dangerous n physical n environments n were
nidentified nas nsocioenvironmental nrisk nfactors nby nLabonte n(1993).
DIF: Understand REF: n 4
OBJ: nDiscuss ncontributions nof nthe nfollowing nCanadian npublications nto nconceptualizations nof
nhealthn
and nhealth ndeterminants: nLalonde nReport, nOttawa nCharter, nEpp nReport, nStrategies nfor
nPopulation nHealth, nJakarta nDeclaration, nBangkok nCharter, nToronto nCharter. TOP: n Planning
MSC: n CPNRE: nFoundations nof nPractice
, Canadian Fundamentals of Nursing 6th Edition Potter Test Bank
6. The ndeterminant nof nhealth nwith nthe ngreatest neffect non nthe nhealth nof nCanadians nis nwhich nof
nthenfollowing?
a. Education.
b. Health nservices.
c. Social nsupport nnetworks.
d. Income nand nsocial nstatus.
ANS: n D
Income, nincome ndistribution, nand nsocial nstatus nare nthe ndeterminants nof nhealth nthat ninfluence
nmost nother ndeterminants. nSome ninvestigators nsuggest nthat nliteracy nand neducation nare
nimportantn influences non nhealth nstatus nbecause nthey naffect nmany nother nhealth ndeterminants.
Approximately n25% nof na npopulation‘s nhealth nstatus nis nattributed nto nthe nquality nof nits nhealth
ncarenservices. nSocial nsupport naffects nhealth, nhealth nbehaviours, nand nhealth ncare nutilization nbut
nis nnotn
the nmost ninfluential ndeterminant nof nhealth.
DIF: Understand REF: n 6
OBJ: nDiscuss nkey nhealth ndeterminants nand ntheir ninterrelationships nand nhow nthey ninfluence
nhealth.n
TOP: n Planning MSC: n CPNRE: nFoundations nof nPractice
7. A nparaplegic npatient nin nthe nhospital nfor nan nelectrolyte nimbalance nis nreceiving ncare nat
n whichnprevention nlevel?
a. Primary nprevention.
b. Secondary nprevention.
c. Tertiary nprevention.
d. Health npromotion.
ANS: n B
The nsecondary nprevention nlevNeU l nfR
ocSuI snG
seN onTeBar.lyCdeM
tection nof ndisease nonce npathogenesis nhas
noccurred, nso nthat nprompt ntreatment ncan nbe ninitiated nto nhalt ndisease nand nlimit ndisability. nThe
primary nprevention nlevel nfocuses non nhealth npromotion, nspecific nprotection nmeasures nsuch
nasnimmunizations, nand nthe nreduction nof nrisk nfactors nsuch nas nsmoking. nThe ntertiary
nprevention nlevel nfocuses non nminimizing nresidual ndisability.
DIF: Apply REF: n 11
OBJ: nContrast ndistinguishing nfeatures nof nhealth npromotion nand ndisease nprevention.
nTOP: n Implementation MSC: n CPNRE: nFoundations nof
nPractice
8. The nnurse nincorporates nlevels nof nprevention non nthe nbasis nof npatient nneeds nand nthe ntype
nof nnursing ncare nprovided. nWhich nof nthe nfollowing nis nan nexample nof ntertiary nlevel
npreventivencaregiving?
a. Teaching na npatient nhow nto nirrigate na nnew ntemporary ncolostomy.
b. Providing na nlesson non nhygiene nfor nan nelementary nschool nclass.
c. Informing na npatient nthat nimmunizations nfor nher ninfant nare navailable nthrough
nthen
health ndepartment.
d. Arranging nfor na nhospice nnurse nto nvisit nwith nthe nfamily nof na npatient nwith ncancer.
ANS: n D
n
n
, Canadian Fundamentals of Nursing 6th Edition Potter Test Bank
Chapter 01: Health and Wellness
n n n n
Potter et al: Canadian Fundamentals of Nursing, 6th Edition
n n n n n n n n
MULTIPLE nCHOICE
1. The nnurse nis nusing nthe npopulation nhealth npromotion nmodel nto ndevelop nactions nfor
nimproving nhealth. nAfter nasking, n―On nwhat nshould nwe ntake naction?‖; n―How nshould nwe ntake
naction?‖; nand n
―Why nshould nwe ntake naction?‖ nthe nnurse nwill nask nwhich nof nthe nfollowing
nquestions?
a. ―With nwhom nshould nwe nact?‖
b. ―When nshould nwe ntake naction?‖
c. ―Which ngovernment nshould ntake naction?‖
d. ―Where nshould nwe nfirst nact?‖
ANS: n A
The nnext nquestion nto nask nwhen nusing nthe npopulation nhealth nmodel napproach nis n―With
nwhomn should nwe nact?‖ nThe nother nchoices nare nnot nquestions nincluded nin nthis nmodel.
DIF: Apply REF: n 13, nFigure n1-5
OBJ: nContrast ndistinguishing nfeatures nof nhealth npromotion nand ndisease nprevention.
nTOP: n Implementation MSC: n CPNRE: nFoundations nof
nPractice
2. The nprinciple n―Health npromotion nis nmultisectoral‖ nmeans nwhich nof nthe nfollowing?
a. Relationships nbetween nindividual, nsocial, nand nenvironmental nfactors nmust
n benrecognized.
b. Physical, nmental, nsocial, necological, ncultural, nand nspiritual naspects nof nhealth
mustnbe nrecognized.
n N nR nI nG nB.C nM
c. In norder nto nchange nunhealthUy nliS
vingNanT
d nworkiO
ng nconditions, nareas nother nthan
nhealth nmust nalso nbe ninvolved.
d. Health npromotion ninvolves nthe nuse nof nknowledge nfrom ndisciplines nsuch nas nsocial,
neconomic, npolitical, nenvironmental, nmedical, nand nnursing nsciences, nas nwell nas
nfromnfirst-hand nexperience.
ANS: n C
The nstatement n―Health npromotion nis nmultisectoral‖ nis nthe nprinciple nexplained nby nthe
nnecessity nto ninvolve nareas nother nthan nhealth nin norder nto nchange nunhealthy nliving nand
nworking nconditions.
DIF: Understand REF: n 11
OBJ: nContrast ndistinguishing nfeatures nof nhealth npromotion nand ndisease
nprevention.n
TOP: n Planning MSC: n CPNRE: nFoundations nof nPractice
3. According nto nthe nWorld nHealth nOrganization, nwhat nis nthe nbest ndescription nof n―health‖?
a. Simply nthe nabsence nof ndisease.
b. Involving nthe ntotal nperson nand nenvironment.
c. Strictly npersonal nin nnature.
d. Status nof npathological nstate.
ANS: n B
, Canadian Fundamentals of Nursing 6th Edition Potter Test Bank
The nWHO ndefines nhealth nas n―…the nextent nto nwhich nan nindividual nor ngroup nis nable, non nthe
none nhand, nto nrealize naspirations nand nsatisfy nneeds; nand, non nthe nother nhand, nto nchange nor
ncope nwith nthe nenvironment. nHealth nis, ntherefore, nseen nas na nresource nfor neveryday nlife, nnot
nthe nobjective nofn living; nit nis na npositive nconcept nemphasizing nsocial nand npersonal nresources,
nas nwell nas nphysical ncapacities.‖ nNurses‘ nattitudes ntoward nhealth nand nillness nshould naccount
nfor nthe ntotal nperson, nas nwell nas nthe nenvironment nin nwhich nthe nperson nlives. nPeople nfree nof
ndisease nare nnot nequally n healthy. nViews nof nhealth nhave nbroadened nto ninclude nmental, nsocial,
nand nspiritual nwell-being, nasn well nas na nfocus non nhealth nat nfamily nand ncommunity nlevels.
nConditions nof nlife, nrather nthan npathological nstates, nare nwhat ndetermine nhealth.
DIF: Knowledge REF: n 2
OBJ: nDiscuss nways nthat ndefinitions nof nhealth nhave nbeen
nconceptualized.n
TOP: n Evaluate MSC: n CPNRE: nFoundations
nof nPractice
4. What npriority nstrategy nfor nhealth npromotion nin nCanada nis noptional nbut nseen nas nimportant
ntonincorporate nin nnursing neducation ncurricula?
a. Knowledge nof ndisease nprevention.
b. Strategies nfor nhealth npromotion.
c. Policy nadvocacy.
d. Concepts nof ndeterminants nof nhealth.
ANS: n C
Increasingly, npolicy nadvocacy nis nincorporated ninto nnursing nrole nstatements nand nnursing
neducation ncurricula. nNurses nshould nthink nabout npolicies nthat nhave ncontributed nto nhealth
nproblems, npolicies nthat nwould nhelp nto nalleviate nhealth nproblems, nand nhow nnursing nchampions
public npolicies. nDisease nprevention nis nan nintegral npart nof nnursing ncurricula. n Health npromotion
nisna nfundamental npart nof nnursing ncurricula. B.C nM
N R I G
USNTn n n O
DIF: Understand REF: n 11 n| n12
OBJ: nAnalyze nhow nthe nnature nand nscope nof nnursing npractice nare ninfluenced nby
ndifferentn
conceptualizations nof nhealth nand nhealth ndeterminants. TOP: nPlanning
nMSC: n CPNRE: nFoundations nof nPractice
5. Which nof nthe nfollowing nis na nprerequisite nfor nhealth, nas nidentified nby nthe nOttawa nCharter
nfornHealth nPromotion?
a. Education.
b. Social nsupport.
c. Self-esteem.
d. Physical nenvironment.
ANS: n A
Education nis none nof nthe nnine nprerequisites nfor nhealth nthat nwere nidentified nin nthe nOttawa
nChartern for nHealth nPromotion. nLack nof nsocial nsupport nand nlow nself-esteem nwere nidentified nas
na npsychosocial n risk n factors n by n Labonte n(1993). n Dangerous n physical n environments n were
nidentified nas nsocioenvironmental nrisk nfactors nby nLabonte n(1993).
DIF: Understand REF: n 4
OBJ: nDiscuss ncontributions nof nthe nfollowing nCanadian npublications nto nconceptualizations nof
nhealthn
and nhealth ndeterminants: nLalonde nReport, nOttawa nCharter, nEpp nReport, nStrategies nfor
nPopulation nHealth, nJakarta nDeclaration, nBangkok nCharter, nToronto nCharter. TOP: n Planning
MSC: n CPNRE: nFoundations nof nPractice
, Canadian Fundamentals of Nursing 6th Edition Potter Test Bank
6. The ndeterminant nof nhealth nwith nthe ngreatest neffect non nthe nhealth nof nCanadians nis nwhich nof
nthenfollowing?
a. Education.
b. Health nservices.
c. Social nsupport nnetworks.
d. Income nand nsocial nstatus.
ANS: n D
Income, nincome ndistribution, nand nsocial nstatus nare nthe ndeterminants nof nhealth nthat ninfluence
nmost nother ndeterminants. nSome ninvestigators nsuggest nthat nliteracy nand neducation nare
nimportantn influences non nhealth nstatus nbecause nthey naffect nmany nother nhealth ndeterminants.
Approximately n25% nof na npopulation‘s nhealth nstatus nis nattributed nto nthe nquality nof nits nhealth
ncarenservices. nSocial nsupport naffects nhealth, nhealth nbehaviours, nand nhealth ncare nutilization nbut
nis nnotn
the nmost ninfluential ndeterminant nof nhealth.
DIF: Understand REF: n 6
OBJ: nDiscuss nkey nhealth ndeterminants nand ntheir ninterrelationships nand nhow nthey ninfluence
nhealth.n
TOP: n Planning MSC: n CPNRE: nFoundations nof nPractice
7. A nparaplegic npatient nin nthe nhospital nfor nan nelectrolyte nimbalance nis nreceiving ncare nat
n whichnprevention nlevel?
a. Primary nprevention.
b. Secondary nprevention.
c. Tertiary nprevention.
d. Health npromotion.
ANS: n B
The nsecondary nprevention nlevNeU l nfR
ocSuI snG
seN onTeBar.lyCdeM
tection nof ndisease nonce npathogenesis nhas
noccurred, nso nthat nprompt ntreatment ncan nbe ninitiated nto nhalt ndisease nand nlimit ndisability. nThe
primary nprevention nlevel nfocuses non nhealth npromotion, nspecific nprotection nmeasures nsuch
nasnimmunizations, nand nthe nreduction nof nrisk nfactors nsuch nas nsmoking. nThe ntertiary
nprevention nlevel nfocuses non nminimizing nresidual ndisability.
DIF: Apply REF: n 11
OBJ: nContrast ndistinguishing nfeatures nof nhealth npromotion nand ndisease nprevention.
nTOP: n Implementation MSC: n CPNRE: nFoundations nof
nPractice
8. The nnurse nincorporates nlevels nof nprevention non nthe nbasis nof npatient nneeds nand nthe ntype
nof nnursing ncare nprovided. nWhich nof nthe nfollowing nis nan nexample nof ntertiary nlevel
npreventivencaregiving?
a. Teaching na npatient nhow nto nirrigate na nnew ntemporary ncolostomy.
b. Providing na nlesson non nhygiene nfor nan nelementary nschool nclass.
c. Informing na npatient nthat nimmunizations nfor nher ninfant nare navailable nthrough
nthen
health ndepartment.
d. Arranging nfor na nhospice nnurse nto nvisit nwith nthe nfamily nof na npatient nwith ncancer.
ANS: n D
