TEST BANK FOR
Concepts for Nursing Practice
by Jean Foret Giddens3rd Edition All Chapters|Graded A+| 2025 EDITION
,Table of Contents
CONCEPT 01: DEVELOPMENT ................................................................................................. 5
CONCEPT 02: FUNCTIONAL ABILITY ...................................................................................... 10
CONCEPT 03: FAMILY DYNAMICS .......................................................................................... 15
CONCEPT 04: CULTURE......................................................................................................... 19
CONCEPT 05: SPIRITUALITY .................................................................................................. 24
CONCEPT 06: ADHERENCE .................................................................................................... 29
CONCEPT 07: SELF-MANAGEMENT ....................................................................................... 35
CONCEPT 08: FLUID AND ELECTROLYTES ............................................................................... 40
CONCEPT 09: ACID–BASE BALANCE ...................................................................................... 47
CONCEPT 10: THERMOREGULATION ..................................................................................... 51
CONCEPT 11: SLEEP.............................................................................................................. 56
CONCEPT 12: CELLULAR REGULATION................................................................................... 61
CONCEPT 13: INTRACRANIAL REGULATION........................................................................... 67
CONCEPT 14: HORMONAL REGULATION ............................................................................... 72
CONCEPT 15: GLUCOSE REGULATION ................................................................................... 77
CONCEPT 16: NUTRITION ..................................................................................................... 81
CONCEPT 17: ELIMINATION .................................................................................................. 86
CONCEPT 18: PERFUSION ..................................................................................................... 91
CONCEPT 19: GAS EXCHANGE .............................................................................................. 95
CONCEPT 20: REPRODUCTION ........................................................................................... 101
CONCEPT 21: SEXUALITY .................................................................................................... 106
CONCEPT 22: IMMUNITY ................................................................................................... 111
CONCEPT 23: INFLAMMATION ........................................................................................... 116
CONCEPT 24: INFECTION .................................................................................................... 121
CONCEPT 25: MOBILITY ..................................................................................................... 126
CONCEPT 26: TISSUE INTEGRITY ......................................................................................... 131
,CONCEPT 27: SENSORY PERCEPTION .................................................................................. 137
CONCEPT 28: PAIN ............................................................................................................. 142
CONCEPT 29: FATIGUE........................................................................................................ 148
CONCEPT 30: STRESS AND COPING..................................................................................... 155
CONCEPT 31: MOOD AND AFFECT ...................................................................................... 166
CONCEPT 32: ANXIETY ....................................................................................................... 173
CONCEPT 33: COGNITION .................................................................................................. 178
CONCEPT 34: PSYCHOSIS .................................................................................................... 184
CONCEPT 35: ADDICTION ................................................................................................... 189
CONCEPT 36: INTERPERSONAL VIOLENCE ........................................................................... 195
CONCEPT 37: PROFESSIONAL IDENTITY .............................................................................. 199
CONCEPT 38: CLINICAL JUDGMENT .................................................................................... 204
CONCEPT 39: LEADERSHIP.................................................................................................. 212
CONCEPT 40: ETHICS .......................................................................................................... 217
CONCEPT 41: PATIENT EDUCATION ..................................................................................... 223
CONCEPT 42: HEALTH PROMOTION .................................................................................... 228
CONCEPT 43: COMMUNICATION ........................................................................................ 233
CONCEPT 44: COLLABORATION .......................................................................................... 237
CONCEPT 45: SAFETY ......................................................................................................... 243
CONCEPT 46: TECHNOLOGY AND INFORMATICS ................................................................. 250
CONCEPT 47: EVIDENCE ..................................................................................................... 254
CONCEPT 48: HEALTH CARE QUALITY ................................................................................. 260
CONCEPT 49: CARE COORDINATION ................................................................................... 264
CONCEPT 50: CAREGIVING ................................................................................................. 268
CONCEPT 51: PALLIATIVE CARE ........................................................................................... 273
CONCEPT 52: HEALTH DISPARITIES ..................................................................................... 277
CONCEPT 53: POPULATION HEALTH.................................................................................... 283
CONCEPT 54: HEALTH CARE ORGANIZATIONS ..................................................................... 287
CONCEPT 55: HEALTH CARE ECONOMICS ............................................................................ 293
,CONCEPT 56: HEALTH POLICY ............................................................................................. 298
CONCEPT 57: HEALTH CARE LAW ........................................................................................ 302
,CONCEPT 01: DEVELOPMENT
Giddens: Concepts for Nursing Practice, 3rd Edition
MULTIPLE CHOICE
1. The nurse manager of a pediatric clinic could confirm that the new nurse recognized the
purpose of the HEADSS Adolescent Risk Profile when the new nurse responds that it is used to
assess for needs related to
a. anticipatory guidance.
b. low-risk adolescents.
c. physical development.
d. sexual development.
ANSWER: A
The HEADSS Adolescent Risk Profile is a psychosocial assessment screening tool which assesses
home, education, activities, drugs, sex, and suicide for the purpose of identifying high-risk
adolescents and the need for anticipatory guidance. It is used to identify high- risk,not low-risk,
adolescents. Physical development is assessed with anthropometric data.
Sexual development is assessed using physical examination.
OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
2. The nurse preparing a teaching plan for a preschooler knows that, according to Piaget,
the expected stage of development for a preschooler is
,a. concrete operational.
b. formal operational.
c. preoperational.
d. sensorimotor.
ANSWER: C
The expected stage of development for a preschooler (3–4 years old) is pre-operational.
Concrete operational describes the thinking of a school-age child (7–11 years old). Formal
operational describes the thinking of an individual after about 11 years of age.
Sensorimotordescribes the earliest pattern of thinking from birth to 2 years old. OBJ: NCLEX
Client Needs Category: Health Promotion and Maintenance
3. The school nurse talking with a high school class about the difference between growth
and development would best describe growth as
a. processes by which early cells specialize.
b. psychosocial and cognitive changes.
c. qualitative changes associated with aging.
d. quantitative changes in size or weight.
ANSWER: D
Growth is a quantitative change in which an increase in cell number and size results in an
increase in overall size or weight of the body or any of its parts. The processes by which early
cells specialize are referred to as differentiation. Psychosocial and cognitive changes are referred
to as development. Qualitative changes associated with aging are referred to asmaturation.
OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
, 4. The most appropriate response of the nurse when a mother asks what the Denver II
does is that it
a. can diagnose developmental disabilities.
b. identifies a need for physical therapy.
c. is a developmental screening tool.
d. provides a framework for health teaching.
ANSWER: C
The Denver II is the most commonly used measure of developmental status used by healthcare
professionals; it is a screening tool. Screening tools do not provide a diagnosis.Diagnosis
requires a thorough neurodevelopment history and physical examination.
Developmental delay, which is suggested by screening, is a symptom, not a diagnosis. Theneed
for any therapy would be identified with a comprehensive evaluation, not a
screeningtool. Some providers use the Denver II as a framework for teaching about expected
development, but this is not the primary purpose of the tool.
OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
5. To plan early intervention anNd care for an infant with Down syndrome, the nurse
considers knowledge of other physical development exemplars such as
a. cerebral palsy.
b. autism.
c. attention-deficit/hyperactivity disorder (ADHD).
d. failure to thrive.
ANSWER: D
Concepts for Nursing Practice
by Jean Foret Giddens3rd Edition All Chapters|Graded A+| 2025 EDITION
,Table of Contents
CONCEPT 01: DEVELOPMENT ................................................................................................. 5
CONCEPT 02: FUNCTIONAL ABILITY ...................................................................................... 10
CONCEPT 03: FAMILY DYNAMICS .......................................................................................... 15
CONCEPT 04: CULTURE......................................................................................................... 19
CONCEPT 05: SPIRITUALITY .................................................................................................. 24
CONCEPT 06: ADHERENCE .................................................................................................... 29
CONCEPT 07: SELF-MANAGEMENT ....................................................................................... 35
CONCEPT 08: FLUID AND ELECTROLYTES ............................................................................... 40
CONCEPT 09: ACID–BASE BALANCE ...................................................................................... 47
CONCEPT 10: THERMOREGULATION ..................................................................................... 51
CONCEPT 11: SLEEP.............................................................................................................. 56
CONCEPT 12: CELLULAR REGULATION................................................................................... 61
CONCEPT 13: INTRACRANIAL REGULATION........................................................................... 67
CONCEPT 14: HORMONAL REGULATION ............................................................................... 72
CONCEPT 15: GLUCOSE REGULATION ................................................................................... 77
CONCEPT 16: NUTRITION ..................................................................................................... 81
CONCEPT 17: ELIMINATION .................................................................................................. 86
CONCEPT 18: PERFUSION ..................................................................................................... 91
CONCEPT 19: GAS EXCHANGE .............................................................................................. 95
CONCEPT 20: REPRODUCTION ........................................................................................... 101
CONCEPT 21: SEXUALITY .................................................................................................... 106
CONCEPT 22: IMMUNITY ................................................................................................... 111
CONCEPT 23: INFLAMMATION ........................................................................................... 116
CONCEPT 24: INFECTION .................................................................................................... 121
CONCEPT 25: MOBILITY ..................................................................................................... 126
CONCEPT 26: TISSUE INTEGRITY ......................................................................................... 131
,CONCEPT 27: SENSORY PERCEPTION .................................................................................. 137
CONCEPT 28: PAIN ............................................................................................................. 142
CONCEPT 29: FATIGUE........................................................................................................ 148
CONCEPT 30: STRESS AND COPING..................................................................................... 155
CONCEPT 31: MOOD AND AFFECT ...................................................................................... 166
CONCEPT 32: ANXIETY ....................................................................................................... 173
CONCEPT 33: COGNITION .................................................................................................. 178
CONCEPT 34: PSYCHOSIS .................................................................................................... 184
CONCEPT 35: ADDICTION ................................................................................................... 189
CONCEPT 36: INTERPERSONAL VIOLENCE ........................................................................... 195
CONCEPT 37: PROFESSIONAL IDENTITY .............................................................................. 199
CONCEPT 38: CLINICAL JUDGMENT .................................................................................... 204
CONCEPT 39: LEADERSHIP.................................................................................................. 212
CONCEPT 40: ETHICS .......................................................................................................... 217
CONCEPT 41: PATIENT EDUCATION ..................................................................................... 223
CONCEPT 42: HEALTH PROMOTION .................................................................................... 228
CONCEPT 43: COMMUNICATION ........................................................................................ 233
CONCEPT 44: COLLABORATION .......................................................................................... 237
CONCEPT 45: SAFETY ......................................................................................................... 243
CONCEPT 46: TECHNOLOGY AND INFORMATICS ................................................................. 250
CONCEPT 47: EVIDENCE ..................................................................................................... 254
CONCEPT 48: HEALTH CARE QUALITY ................................................................................. 260
CONCEPT 49: CARE COORDINATION ................................................................................... 264
CONCEPT 50: CAREGIVING ................................................................................................. 268
CONCEPT 51: PALLIATIVE CARE ........................................................................................... 273
CONCEPT 52: HEALTH DISPARITIES ..................................................................................... 277
CONCEPT 53: POPULATION HEALTH.................................................................................... 283
CONCEPT 54: HEALTH CARE ORGANIZATIONS ..................................................................... 287
CONCEPT 55: HEALTH CARE ECONOMICS ............................................................................ 293
,CONCEPT 56: HEALTH POLICY ............................................................................................. 298
CONCEPT 57: HEALTH CARE LAW ........................................................................................ 302
,CONCEPT 01: DEVELOPMENT
Giddens: Concepts for Nursing Practice, 3rd Edition
MULTIPLE CHOICE
1. The nurse manager of a pediatric clinic could confirm that the new nurse recognized the
purpose of the HEADSS Adolescent Risk Profile when the new nurse responds that it is used to
assess for needs related to
a. anticipatory guidance.
b. low-risk adolescents.
c. physical development.
d. sexual development.
ANSWER: A
The HEADSS Adolescent Risk Profile is a psychosocial assessment screening tool which assesses
home, education, activities, drugs, sex, and suicide for the purpose of identifying high-risk
adolescents and the need for anticipatory guidance. It is used to identify high- risk,not low-risk,
adolescents. Physical development is assessed with anthropometric data.
Sexual development is assessed using physical examination.
OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
2. The nurse preparing a teaching plan for a preschooler knows that, according to Piaget,
the expected stage of development for a preschooler is
,a. concrete operational.
b. formal operational.
c. preoperational.
d. sensorimotor.
ANSWER: C
The expected stage of development for a preschooler (3–4 years old) is pre-operational.
Concrete operational describes the thinking of a school-age child (7–11 years old). Formal
operational describes the thinking of an individual after about 11 years of age.
Sensorimotordescribes the earliest pattern of thinking from birth to 2 years old. OBJ: NCLEX
Client Needs Category: Health Promotion and Maintenance
3. The school nurse talking with a high school class about the difference between growth
and development would best describe growth as
a. processes by which early cells specialize.
b. psychosocial and cognitive changes.
c. qualitative changes associated with aging.
d. quantitative changes in size or weight.
ANSWER: D
Growth is a quantitative change in which an increase in cell number and size results in an
increase in overall size or weight of the body or any of its parts. The processes by which early
cells specialize are referred to as differentiation. Psychosocial and cognitive changes are referred
to as development. Qualitative changes associated with aging are referred to asmaturation.
OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
, 4. The most appropriate response of the nurse when a mother asks what the Denver II
does is that it
a. can diagnose developmental disabilities.
b. identifies a need for physical therapy.
c. is a developmental screening tool.
d. provides a framework for health teaching.
ANSWER: C
The Denver II is the most commonly used measure of developmental status used by healthcare
professionals; it is a screening tool. Screening tools do not provide a diagnosis.Diagnosis
requires a thorough neurodevelopment history and physical examination.
Developmental delay, which is suggested by screening, is a symptom, not a diagnosis. Theneed
for any therapy would be identified with a comprehensive evaluation, not a
screeningtool. Some providers use the Denver II as a framework for teaching about expected
development, but this is not the primary purpose of the tool.
OBJ: NCLEX Client Needs Category: Health Promotion and Maintenance
5. To plan early intervention anNd care for an infant with Down syndrome, the nurse
considers knowledge of other physical development exemplars such as
a. cerebral palsy.
b. autism.
c. attention-deficit/hyperactivity disorder (ADHD).
d. failure to thrive.
ANSWER: D
