TEST BANK FOR
FUNDAMENTAL
CONCEPTS AND
SKILLS FOR
NURSING 6TH
EDITION
WILLIAMS-ALL
CHAPTERS-2022-
,Chapter 01: Nursing and the Health Care System
| | | | | | |
Williams: deWit's Fundamental Concepts and Skills for Nursing, 5th Edition
| | | | | | | | |
MULTIPLE CHOICE |
1. Florence Nightingale’s contributions to nursing practice and education:
| | | | | | |
a. are historically important but have no validity for nursing today.
| | | | | | | | |
b. were neither recognized nor appreciated in her own time.
| | | | | | | |
c. were a major factor in reducing the death rate in the Crimean War.
| | | | | | | | | | | |
d. were limited only to the care of severe traumatic wounds.
| | | | | | | | |
ANS: C |
By improving sanitation, nutrition ventilation, and handwashing techniques,
| | | | | | |
Florence Nightingale’s nurses dramatically reduced the death rate from injuries in the
| | | | | | | | | | | |
Crimean War.
| |
DIF: Cognitive Level: Knowledge REF: p. 2
| | | | | OBJ:
Theory #1TOP: Nursing History KEY: Nursing Process Step:
| | | | | | | |
N/A MSC: NCLEX: N/A
| | | |
2. Early nursing education and care in the United States:
| | | | | | | |
a. were directed at community health. | | | |
b. provided independence for women through education and employment.
| | | | | | |
c. were an educational model based in institutions of higher learning.
| | | | | | | | |
d. have continued to be entirely focused on hospital nursing.
| | | | | | | |
ANS: B |
Because of the influence of early nNuUrRs iSnI gNGleTaBd.eCrOs ,Mnursing education
| | | | | | |
,became more formalized through apprenticeships in Nightingale schools that
| | | | | | | |
offered independence to women througheducation and employment.
| | | | | | |
DIF: Cognitive Level: KnowledgeREF:
| | | | p. 2
| OBJ:
Theory #4TOP: Nursing History KEY: Nursing Process Step:
| | | | | | |
N/A MSC: NCLEX: N/A
| | | |
, 3. In order to fulfill the common goals defined by nursing theorists (promote
| | | | | | | | | | |
wellness, preventillness, facilitate coping, and restore health), the LPN must
| | | | | | | | | |
take on the roles of:
| | | | |
a. caregiver, educator, and collaborator. | | |
b. nursing assistant, delegator, and environmental specialist.
| | | | |
c. medication dispenser, collaborator, and transporter. | | | |
d. dietitian, manager, and housekeeper. | | |
ANS: A |
In order for the LPN to apply the common goals of nursing, he or she must assume
| | | | | | | | | | | | | | | |
the rolesof caregiver, educator, collaborator, manager, and advocate.
| | | | | | | |
DIF: Cognitive Level: Comprehension
| | | REF: p.3 |
OBJ: Theory #2TOP: Art and Science of Nursing
| | | | | | | |
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
| | | | | | |
4. Although nursing theories differ in their attempts to define nursing, all of
| | | | | | | | | | |
them base theirbeliefs on common concepts concerning:
| | | | | | |
FUNDAMENTAL
CONCEPTS AND
SKILLS FOR
NURSING 6TH
EDITION
WILLIAMS-ALL
CHAPTERS-2022-
,Chapter 01: Nursing and the Health Care System
| | | | | | |
Williams: deWit's Fundamental Concepts and Skills for Nursing, 5th Edition
| | | | | | | | |
MULTIPLE CHOICE |
1. Florence Nightingale’s contributions to nursing practice and education:
| | | | | | |
a. are historically important but have no validity for nursing today.
| | | | | | | | |
b. were neither recognized nor appreciated in her own time.
| | | | | | | |
c. were a major factor in reducing the death rate in the Crimean War.
| | | | | | | | | | | |
d. were limited only to the care of severe traumatic wounds.
| | | | | | | | |
ANS: C |
By improving sanitation, nutrition ventilation, and handwashing techniques,
| | | | | | |
Florence Nightingale’s nurses dramatically reduced the death rate from injuries in the
| | | | | | | | | | | |
Crimean War.
| |
DIF: Cognitive Level: Knowledge REF: p. 2
| | | | | OBJ:
Theory #1TOP: Nursing History KEY: Nursing Process Step:
| | | | | | | |
N/A MSC: NCLEX: N/A
| | | |
2. Early nursing education and care in the United States:
| | | | | | | |
a. were directed at community health. | | | |
b. provided independence for women through education and employment.
| | | | | | |
c. were an educational model based in institutions of higher learning.
| | | | | | | | |
d. have continued to be entirely focused on hospital nursing.
| | | | | | | |
ANS: B |
Because of the influence of early nNuUrRs iSnI gNGleTaBd.eCrOs ,Mnursing education
| | | | | | |
,became more formalized through apprenticeships in Nightingale schools that
| | | | | | | |
offered independence to women througheducation and employment.
| | | | | | |
DIF: Cognitive Level: KnowledgeREF:
| | | | p. 2
| OBJ:
Theory #4TOP: Nursing History KEY: Nursing Process Step:
| | | | | | |
N/A MSC: NCLEX: N/A
| | | |
, 3. In order to fulfill the common goals defined by nursing theorists (promote
| | | | | | | | | | |
wellness, preventillness, facilitate coping, and restore health), the LPN must
| | | | | | | | | |
take on the roles of:
| | | | |
a. caregiver, educator, and collaborator. | | |
b. nursing assistant, delegator, and environmental specialist.
| | | | |
c. medication dispenser, collaborator, and transporter. | | | |
d. dietitian, manager, and housekeeper. | | |
ANS: A |
In order for the LPN to apply the common goals of nursing, he or she must assume
| | | | | | | | | | | | | | | |
the rolesof caregiver, educator, collaborator, manager, and advocate.
| | | | | | | |
DIF: Cognitive Level: Comprehension
| | | REF: p.3 |
OBJ: Theory #2TOP: Art and Science of Nursing
| | | | | | | |
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
| | | | | | |
4. Although nursing theories differ in their attempts to define nursing, all of
| | | | | | | | | | |
them base theirbeliefs on common concepts concerning:
| | | | | | |
