TEST BANK
Fundamentals of Nursing Care: Concepts, Connections & Skills
Marti Burton, David Smith, and Linda J. May Ludwig
3rd Edition
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THIRD EDITION Acceee " 1
Code Inside >>>
,Table of Contents
Chapter 1 The Vista of Nursing 1
Chapter 2 Health-Care Delivery, Settings, and Economics 15
Chapter 3 Ethics, Law, and Delegation in Nursing 31
Chapter 4 The Nursing Process Critical Thinking and Decision Making 46
Chapter 5 Documentation 61
Chapter 6 Communication and Relationships 77
Chapter 7 Promoting Health and Wellness 91
Chapter 8 Ethnic, Cultural, and Spiritual Aspects of Care 106
Chapter 9 Growth and Development Throughout the Life Span 119
Chapter 10 Loss, Grief, and Dying 137
Chapter 11 Complementary and Alternative Medicine 155
Chapter 12 Patient Teaching 172
Chapter 13 Safety 189
Chapter 14 Medical Asepsis and Infection Control 207
Chapter 15 Personal Care 223
Chapter 16 Moving and Positioning Patients 241
Chapter 17 Vital Signs 260
Chapter 18 Applying Heat and Cold Therapies 275
Chapter 19 Pain Management, Rest, and Restorative Sleep 290
Chapter 20 Admission, Transfer, and Discharge 305
Chapter 21 Physical Assessment 325
Chapter 22 Surgical Asepsis 343
Chapter 23 Nutrition 361
Chapter 24 Nutritional Care and Support 378
Chapter 25 Diagnostic Tests 396
Chapter 26 Wound Care 415
Chapter 27 Musculoskeletal Care 434
Chapter 28 Respiratory Care 452
Chapter 29 Fluids, Electrolytes, and Introduction to Acid-Base Balance 470
Chapter 30 Bowel Elimination and Care 486
Chapter 31 Urinary Elimination and Care 503
Chapter 32 Care of Elderly Patients 520
Chapter 33 Care of the Surgical Patient 538
Chapter 34 Phlebotomy and Blood Specimens 556
Chapter 35 Researching and Preparing Medications 574
Chapter 36 Administering Oral, Topical, and Mucosa! Medications 591
Chapter 37 Administering Intradermal, Subcutaneous, and Intramuscular Injections 608
Chapter 38 Intravenous Therapy 624
,FUNDAMENTALS OF NURSING CONCEPTS, CONNECTIONS &
SKILLS CARE 3RD EDITION TESTBANK BY MARTI BURTON
Chapter 1 The Vista of Nursing
1. The first practicing nurse epidemiologist was
a. Florence Nightingale.
b. Mildred Montag.
c. Clara Barton.
d. Mary Agnes Snively.
ANS: A
Nightingale was the first practicing nurse epidemiologist. Her statistical analyses connected poor
sanitation with cholera and dysentery. Mildred Montag, Clara Barton, and Mary Agnes Snively
came after Nightingale, each contributing to the nursing profession in her own way. Clara Barton
founded the American Red Cross. Dr. Mildred Montag established the first associate degree
nursing program in 1952. Mary Agnes Snively began forming the Canadian National Association
of Trained Nurses in 1883.
2. The American Red Cross was founded by
a. Florence Nightingale.
b. Harriet Tubman.
c. Clara Barton.
d. Mary Mahoney.
ANS: C
In 1882, the United States ratified the American Red Cross, founded by Clara Barton. Florence
Nightingale established the Training School for Nurses in London, England, in 1860. Harriet
Tubman was active in the Underground Railroad movement during the American Civil War.
Mary Mahoney was the first professionally trained African American nurse.
, Stuvia.com - The Marketplace to Buy and Sell your Study Material
3. Nurses working in the Henry Street Settlement in 1893 were among the first nurses to
demonstrate autonomy in practice. This was because those nurses
a. Had no ability to work in the hospital setting.
b. Were required to use critical thinking skills.
c. Focused solely on healing the very ill.
d. Planned their care around research findings.
ANS: B
In 1893, nurses working in the Henry Street Settlement were some of the first to demonstrate
autonomy in practice because they encountered situations that required quick and innovative
problem solving and critical thinking, and provided therapies aimed at maintaining wellness, as
well as curing the ill. Nursing hospitals expanded in the late nineteenth century and were major
providers of nursing care. Not until the early twentieth century was there a movement toward a
scientific, research-based body of nursing knowledge.
4. In 1923, the Goldmark Report was an important study that
a. Formed formal nurse midwifery programs.
b. Established the Center for Ethics and Human Rights.
c. Revised the ANA code of ethics.
d. Led to the development of the Yale School of Nursing.
ANS: D
In 1923, the Goldmark Report identified the need for increased financial support for university-
based schools of nursing. As a result, the Yale School of Nursing was developed. Graduate nurse
midwifery programs did not come into existence until the 1940s, and the Center for Ethics and
Human Rights was founded in 1990. The ANA code of ethics was published in 1985 and was
last updated in 2001.
5. The major difference between a baccalaureate degree nursing program and an associates
degree nursing program is that the baccalaureate program includes studies in
, Stuvia.com - The Marketplace to Buy and Sell your Study Material
a. Basic fsciences fand ftheoretical fcourses.
b. Social fsciences fand fhumanities.
c. Theoretical fand fclinical fcourses.
d. Basic fsciences fand fclinical fcourses.
ANS: fB
Both fassociates fdegree fprograms fand fbaccalaureate fprograms ffocus fon fbasic fsciences fand
fon ftheoretical fand fclinical fcourses. fBaccalaureate fprograms, fhowever, falso ffocus fon fcourses
fin fthe fsocial f sciences, farts, fand fhumanities fto fsupport fnursing ftheory.
6. The fnurse fhas fbeen fworking fin fthe fclinical fsetting ffor fseveral fyears fas fan fadvanced
fpractice f nurse fand f has fearned f her f masters fdegree fas fa f family f nurse fpractitioner.
fHowever, fshe fseems funfulfilled fand f has fa f strong fdesire fto fdo fresearch. fTo ffulfill f her
fdesire, fthe f nurse f most f likely fwould fapply fto fattend fa fprogram fthat fwould f lead fto fa
a. Doctor fof fNursing fScience fdegree f(DNSc).
b. Doctor fof fPhilosophy fdegree f(PhD).
c. Doctor fof fNursing fPractice fdegree f(DNP).
d. Doctor fin fthe fScience fof fNursing fdegree f(DSN).
ANS: fB
PhD fprograms femphasize fbasic fresearch fand ftheory fand fare fresearch foriented.
fProfessional fdoctoral fprograms f in f nursing f(DSN for fDNSc) fprepare fgraduates fto fapply
fresearch f findings fto fclinical fnursing. fThe fDNP fis fa fpractice fdoctorate fthat fprepares
fadvanced fpractice fnurses fsuch fas f nurse fpractitioners.
7. The fnurse fis fcaring ffor fher fpatients fand fis ffocused fon fmanaging ftheir fcare fas fopposed
fto fmanaging fand fperforming fskills. fThis fnurse fdemonstrates fwhich flevel fof fproficiency
faccording fto fBenner?
a. Novice
b. Competent
, Stuvia.com - The Marketplace to Buy and Sell your Study Material
c. Proficient
d. Expert
ANS: fC
The fproficient fnurse ffocuses fon fmanaging fcare fas fopposed fto fmanaging fand fperforming
fskills. fThe fnovice f nurse fdeals fwith f a fspecific f set fof frules for fprocedures, fwhich fare
fusually fstepwise fand f linear. fThe fcompetent fnurse funderstands fthe forganization fand fthe
fspecific fcare frequired f by fspecific ftypes fof fpatients fand fhas fexperience fwith fpsychomotor
fskills. fThe fexpert fnurse fidentifies fpatient-centered fproblems, fas fwell fas fproblems frelated
fto fthe fhealth f care fsystem.
8. Which fof fthe ffollowing fresources fguides ffaculty fon fstructure fand fevaluation fof fthe
fnursing fcurriculum?
a. ANAs fStandards fof fNursing fPractice
b. Essentials fof fBaccalaureate fEducation
c. NLNAC fInterpretive fGuidelines
d. Standards fof fProfessional fPerformance
ANS: fB
The fAmerican fAssociation fof fColleges fof fNursing f(AACN) fpublished fEssentials fof
fBaccalaureate fEducation ffor fProfessional fNursing: fA fFinal fReport f(1998), fwhich fguides
ffaculty fon fstructure fand fevaluation fof fthe fcurriculum fand fthe fperformance fof fthe
fgraduate. fThe f ANAs fStandards fof fNursing f Practice fdemonstrates fthe fcritical fthinking
f model fknown fas fthe f nursing fprocess. fStandards fof fProfessional fPerformance fdescribes fa
fcompetent f level fof f behavior f in fthe fprofessional frole. fNLNAC fInterpretive fGuidelines
f identifies fcore fcompetencies f for fthe fprofessional f nurse.
9. The fnurse fis fcaring ffor fthe fpatient fwho fhas fhad fmajor fabdominal fsurgery fand falso
fhas fa flarge f sacral fpressure fsore. fThe fnurse fimplements fcoughing fand fdeep fbreathing
fexercises fand fconsults fthe f wound fcare fspecialist fto fevaluate fand fprescribe fcare f for fthe
fpressure fsore, feven fthough f no fphysician forder fhas fprovided f instructions fto fdo fso. fIn
fdoing fthis, fthe f nurse f is f implementing fthe felement fof
, Stuvia.com - The Marketplace to Buy and Sell your Study Material
a. Autonomy.
b. Accountability.
c. Advanced fpractice.
d. Nurse fpractitioner.
ANS: fA
Autonomy fis fan fessential felement fof fprofessional fnursing. fSome findependent fnursing
f interventions f such fas f implementing fcoughing f and fdeep f breathing f exercises fand
fcollaboration fwith fother fhealth fprofessionals fcan f be f initiated fwithout fmedical forders.
fAccountability f means fthat fthe fnurse f is fresponsible, fprofessionally fand f legally, f for fthe
ftype fand fquality fof f nursing fcare fprovided. fAdvanced fpractice fnurse fis fan fumbrella fterm
ffor fadvanced fclinical fnurses fsuch fas fnurse fpractitioners fwho fprovide fcare fto fa fgroup fof
fpatients.
10. The fphysician fis fplanning fto ftake fthe fpatient fto fsurgery fin fthe fmorning fand f leaves
fan forder ffor fthe fnurse fto fget fthe fpatient fto fsign fthe f surgical fpermit. fThe fphysicians
fnote findicates fthat fthe fpatient fhas f been f educated fon fthe fprocedure. fHowever, fthe fpatient
ftells fthe f nurse, fI fhave f no f idea fwhat fhes fgoing fto fdo. fHe frushed fin fand frushed fout fso
ffast, fI fcouldnt fask fany fquestions. fThe fnurse fdoes fnot fallow fthe fpatient fto fsign fthe fpermit
fand fcalls fthe fphysician fto finform fhim fof fthe fpatients fstatement. fThis f is fan f example fof
fthe fnurse facting fas
a. Patient fadvocate.
b. Patient feducator.
c. Manager.
d. Clinical fnurse fspecialist.
ANS: fA
As fa fpatient fadvocate, fthe fnurse fprotects fthe fpatients fhuman fand flegal frights, fincluding
fthe fright fof fthe fpatient fto funderstand fprocedures f before fsigning fpermits. fAlthough f nurses
fcan f be feducators, fit f is fthe fresponsibility fof fthe fsurgeon fto fprovide feducation f for fthe
fpatient f in fpreparation ffor fsurgery, fand fit fis fthe fnurses fresponsibility fto fnotify fthe
fphysician fif fthe fpatient fis f not fproperly feducated. fManagers fcoordinate fthe factivities fof
f members fof fthe f nursing f staff f in
Fundamentals of Nursing Care: Concepts, Connections & Skills
Marti Burton, David Smith, and Linda J. May Ludwig
3rd Edition
Zw@ET@EI
@'~I[Ti@l@EI
[@'eel@[K@@77ZR@ii'3j@ls
THIRD EDITION Acceee " 1
Code Inside >>>
,Table of Contents
Chapter 1 The Vista of Nursing 1
Chapter 2 Health-Care Delivery, Settings, and Economics 15
Chapter 3 Ethics, Law, and Delegation in Nursing 31
Chapter 4 The Nursing Process Critical Thinking and Decision Making 46
Chapter 5 Documentation 61
Chapter 6 Communication and Relationships 77
Chapter 7 Promoting Health and Wellness 91
Chapter 8 Ethnic, Cultural, and Spiritual Aspects of Care 106
Chapter 9 Growth and Development Throughout the Life Span 119
Chapter 10 Loss, Grief, and Dying 137
Chapter 11 Complementary and Alternative Medicine 155
Chapter 12 Patient Teaching 172
Chapter 13 Safety 189
Chapter 14 Medical Asepsis and Infection Control 207
Chapter 15 Personal Care 223
Chapter 16 Moving and Positioning Patients 241
Chapter 17 Vital Signs 260
Chapter 18 Applying Heat and Cold Therapies 275
Chapter 19 Pain Management, Rest, and Restorative Sleep 290
Chapter 20 Admission, Transfer, and Discharge 305
Chapter 21 Physical Assessment 325
Chapter 22 Surgical Asepsis 343
Chapter 23 Nutrition 361
Chapter 24 Nutritional Care and Support 378
Chapter 25 Diagnostic Tests 396
Chapter 26 Wound Care 415
Chapter 27 Musculoskeletal Care 434
Chapter 28 Respiratory Care 452
Chapter 29 Fluids, Electrolytes, and Introduction to Acid-Base Balance 470
Chapter 30 Bowel Elimination and Care 486
Chapter 31 Urinary Elimination and Care 503
Chapter 32 Care of Elderly Patients 520
Chapter 33 Care of the Surgical Patient 538
Chapter 34 Phlebotomy and Blood Specimens 556
Chapter 35 Researching and Preparing Medications 574
Chapter 36 Administering Oral, Topical, and Mucosa! Medications 591
Chapter 37 Administering Intradermal, Subcutaneous, and Intramuscular Injections 608
Chapter 38 Intravenous Therapy 624
,FUNDAMENTALS OF NURSING CONCEPTS, CONNECTIONS &
SKILLS CARE 3RD EDITION TESTBANK BY MARTI BURTON
Chapter 1 The Vista of Nursing
1. The first practicing nurse epidemiologist was
a. Florence Nightingale.
b. Mildred Montag.
c. Clara Barton.
d. Mary Agnes Snively.
ANS: A
Nightingale was the first practicing nurse epidemiologist. Her statistical analyses connected poor
sanitation with cholera and dysentery. Mildred Montag, Clara Barton, and Mary Agnes Snively
came after Nightingale, each contributing to the nursing profession in her own way. Clara Barton
founded the American Red Cross. Dr. Mildred Montag established the first associate degree
nursing program in 1952. Mary Agnes Snively began forming the Canadian National Association
of Trained Nurses in 1883.
2. The American Red Cross was founded by
a. Florence Nightingale.
b. Harriet Tubman.
c. Clara Barton.
d. Mary Mahoney.
ANS: C
In 1882, the United States ratified the American Red Cross, founded by Clara Barton. Florence
Nightingale established the Training School for Nurses in London, England, in 1860. Harriet
Tubman was active in the Underground Railroad movement during the American Civil War.
Mary Mahoney was the first professionally trained African American nurse.
, Stuvia.com - The Marketplace to Buy and Sell your Study Material
3. Nurses working in the Henry Street Settlement in 1893 were among the first nurses to
demonstrate autonomy in practice. This was because those nurses
a. Had no ability to work in the hospital setting.
b. Were required to use critical thinking skills.
c. Focused solely on healing the very ill.
d. Planned their care around research findings.
ANS: B
In 1893, nurses working in the Henry Street Settlement were some of the first to demonstrate
autonomy in practice because they encountered situations that required quick and innovative
problem solving and critical thinking, and provided therapies aimed at maintaining wellness, as
well as curing the ill. Nursing hospitals expanded in the late nineteenth century and were major
providers of nursing care. Not until the early twentieth century was there a movement toward a
scientific, research-based body of nursing knowledge.
4. In 1923, the Goldmark Report was an important study that
a. Formed formal nurse midwifery programs.
b. Established the Center for Ethics and Human Rights.
c. Revised the ANA code of ethics.
d. Led to the development of the Yale School of Nursing.
ANS: D
In 1923, the Goldmark Report identified the need for increased financial support for university-
based schools of nursing. As a result, the Yale School of Nursing was developed. Graduate nurse
midwifery programs did not come into existence until the 1940s, and the Center for Ethics and
Human Rights was founded in 1990. The ANA code of ethics was published in 1985 and was
last updated in 2001.
5. The major difference between a baccalaureate degree nursing program and an associates
degree nursing program is that the baccalaureate program includes studies in
, Stuvia.com - The Marketplace to Buy and Sell your Study Material
a. Basic fsciences fand ftheoretical fcourses.
b. Social fsciences fand fhumanities.
c. Theoretical fand fclinical fcourses.
d. Basic fsciences fand fclinical fcourses.
ANS: fB
Both fassociates fdegree fprograms fand fbaccalaureate fprograms ffocus fon fbasic fsciences fand
fon ftheoretical fand fclinical fcourses. fBaccalaureate fprograms, fhowever, falso ffocus fon fcourses
fin fthe fsocial f sciences, farts, fand fhumanities fto fsupport fnursing ftheory.
6. The fnurse fhas fbeen fworking fin fthe fclinical fsetting ffor fseveral fyears fas fan fadvanced
fpractice f nurse fand f has fearned f her f masters fdegree fas fa f family f nurse fpractitioner.
fHowever, fshe fseems funfulfilled fand f has fa f strong fdesire fto fdo fresearch. fTo ffulfill f her
fdesire, fthe f nurse f most f likely fwould fapply fto fattend fa fprogram fthat fwould f lead fto fa
a. Doctor fof fNursing fScience fdegree f(DNSc).
b. Doctor fof fPhilosophy fdegree f(PhD).
c. Doctor fof fNursing fPractice fdegree f(DNP).
d. Doctor fin fthe fScience fof fNursing fdegree f(DSN).
ANS: fB
PhD fprograms femphasize fbasic fresearch fand ftheory fand fare fresearch foriented.
fProfessional fdoctoral fprograms f in f nursing f(DSN for fDNSc) fprepare fgraduates fto fapply
fresearch f findings fto fclinical fnursing. fThe fDNP fis fa fpractice fdoctorate fthat fprepares
fadvanced fpractice fnurses fsuch fas f nurse fpractitioners.
7. The fnurse fis fcaring ffor fher fpatients fand fis ffocused fon fmanaging ftheir fcare fas fopposed
fto fmanaging fand fperforming fskills. fThis fnurse fdemonstrates fwhich flevel fof fproficiency
faccording fto fBenner?
a. Novice
b. Competent
, Stuvia.com - The Marketplace to Buy and Sell your Study Material
c. Proficient
d. Expert
ANS: fC
The fproficient fnurse ffocuses fon fmanaging fcare fas fopposed fto fmanaging fand fperforming
fskills. fThe fnovice f nurse fdeals fwith f a fspecific f set fof frules for fprocedures, fwhich fare
fusually fstepwise fand f linear. fThe fcompetent fnurse funderstands fthe forganization fand fthe
fspecific fcare frequired f by fspecific ftypes fof fpatients fand fhas fexperience fwith fpsychomotor
fskills. fThe fexpert fnurse fidentifies fpatient-centered fproblems, fas fwell fas fproblems frelated
fto fthe fhealth f care fsystem.
8. Which fof fthe ffollowing fresources fguides ffaculty fon fstructure fand fevaluation fof fthe
fnursing fcurriculum?
a. ANAs fStandards fof fNursing fPractice
b. Essentials fof fBaccalaureate fEducation
c. NLNAC fInterpretive fGuidelines
d. Standards fof fProfessional fPerformance
ANS: fB
The fAmerican fAssociation fof fColleges fof fNursing f(AACN) fpublished fEssentials fof
fBaccalaureate fEducation ffor fProfessional fNursing: fA fFinal fReport f(1998), fwhich fguides
ffaculty fon fstructure fand fevaluation fof fthe fcurriculum fand fthe fperformance fof fthe
fgraduate. fThe f ANAs fStandards fof fNursing f Practice fdemonstrates fthe fcritical fthinking
f model fknown fas fthe f nursing fprocess. fStandards fof fProfessional fPerformance fdescribes fa
fcompetent f level fof f behavior f in fthe fprofessional frole. fNLNAC fInterpretive fGuidelines
f identifies fcore fcompetencies f for fthe fprofessional f nurse.
9. The fnurse fis fcaring ffor fthe fpatient fwho fhas fhad fmajor fabdominal fsurgery fand falso
fhas fa flarge f sacral fpressure fsore. fThe fnurse fimplements fcoughing fand fdeep fbreathing
fexercises fand fconsults fthe f wound fcare fspecialist fto fevaluate fand fprescribe fcare f for fthe
fpressure fsore, feven fthough f no fphysician forder fhas fprovided f instructions fto fdo fso. fIn
fdoing fthis, fthe f nurse f is f implementing fthe felement fof
, Stuvia.com - The Marketplace to Buy and Sell your Study Material
a. Autonomy.
b. Accountability.
c. Advanced fpractice.
d. Nurse fpractitioner.
ANS: fA
Autonomy fis fan fessential felement fof fprofessional fnursing. fSome findependent fnursing
f interventions f such fas f implementing fcoughing f and fdeep f breathing f exercises fand
fcollaboration fwith fother fhealth fprofessionals fcan f be f initiated fwithout fmedical forders.
fAccountability f means fthat fthe fnurse f is fresponsible, fprofessionally fand f legally, f for fthe
ftype fand fquality fof f nursing fcare fprovided. fAdvanced fpractice fnurse fis fan fumbrella fterm
ffor fadvanced fclinical fnurses fsuch fas fnurse fpractitioners fwho fprovide fcare fto fa fgroup fof
fpatients.
10. The fphysician fis fplanning fto ftake fthe fpatient fto fsurgery fin fthe fmorning fand f leaves
fan forder ffor fthe fnurse fto fget fthe fpatient fto fsign fthe f surgical fpermit. fThe fphysicians
fnote findicates fthat fthe fpatient fhas f been f educated fon fthe fprocedure. fHowever, fthe fpatient
ftells fthe f nurse, fI fhave f no f idea fwhat fhes fgoing fto fdo. fHe frushed fin fand frushed fout fso
ffast, fI fcouldnt fask fany fquestions. fThe fnurse fdoes fnot fallow fthe fpatient fto fsign fthe fpermit
fand fcalls fthe fphysician fto finform fhim fof fthe fpatients fstatement. fThis f is fan f example fof
fthe fnurse facting fas
a. Patient fadvocate.
b. Patient feducator.
c. Manager.
d. Clinical fnurse fspecialist.
ANS: fA
As fa fpatient fadvocate, fthe fnurse fprotects fthe fpatients fhuman fand flegal frights, fincluding
fthe fright fof fthe fpatient fto funderstand fprocedures f before fsigning fpermits. fAlthough f nurses
fcan f be feducators, fit f is fthe fresponsibility fof fthe fsurgeon fto fprovide feducation f for fthe
fpatient f in fpreparation ffor fsurgery, fand fit fis fthe fnurses fresponsibility fto fnotify fthe
fphysician fif fthe fpatient fis f not fproperly feducated. fManagers fcoordinate fthe factivities fof
f members fof fthe f nursing f staff f in
