TEST BANK FOR
INTERPERSONAL RELATIONSHIPS
PROFESSIONAL COMMUNICATION
SKILLS FOR NURSES 9TH EDITION
BY ELIZABETH, C. ARNOLD, KATHLEEN
UNDERMAN BOGGS|CHAPTERS 1-26|VERIFIED
ANSWERSA
,TABLE OF CONTENTS
CHAPTER 1: THEORY BASED PERSPECTIVES AND CONTEMPORARY DYNAMICS ....................................... 3
CHAPTER 2: PROFESSIONAL GUIDES FOR NURSING COMMUNICATION .................................................. 12
CHAPTER 3: CLINICAL JUDGMENT AND ETHICAL DECISION MAKING ...................................................... 21
CHAPTER 4: CLARITY AND SAFETY IN COMMUNICATION ......................................................................... 30
CHAPTER 5: DEVELOPING THERAPEUTIC COMMUNICATION SKILLS ........................................................ 41
CHAPTER 6: VARIATION IN COMMUNICATION STYLES............................................................................. 52
CHAPTER 7: INTERCULTURAL COMMUNICATION ..................................................................................... 63
CHAPTER 8: THERAPEUTIC COMMUNICATION IN GROUPS ...................................................................... 72
CHAPTER 9: SELF CONCEPT IN PROFESSIONAL INTERPERSONAL RELATIONSHIPS .................................. 84
CHAPTER 10: DEVELOPING THERAPEUTIC RELATIONSHIPS ...................................................................... 92
CHAPTER 11: BRIDGES AND BARRIERS IN THERAPEUTIC RELATIONSHIPS ............................................. 102
CHAPTER 12: COMMUNICATING WITH FAMILIES ................................................................................... 110
CHAPTER 13: RESOLVING CONFLICTS BETWEEN NURSE AND CLIENT .................................................... 122
CHAPTER 14: COMMUNICATING TO ENCOURAGE HEALTH LITERACY, HEALTH PROMOTION, AND
PREVENTION OF DISEASE ......................................................................................................................... 133
CHAPTER 15: HEALTH TEACHING AND COACHING.................................................................................. 144
CHAPTER 16: EMPOWERMENT-ORIENTED COMMUNICATION STRATEGIES TO REDUCE STRESS ......... 155
CHAPTER 17: COMMUNICATING WITH CLIENTS EXPERIENCING COMMUNICATION DEFICITS ............. 162
CHAPTER 18: COMMUNICATING WITH CHILDREN .................................................................................. 171
CHAPTER 19: COMMUNICATING WITH OLDER ADULTS ......................................................................... 181
CHAPTER 20: COMMUNICATING WITH CLIENTS IN CRISIS ..................................................................... 191
CHAPTER 21: COMMUNICATING WITH CLIENTS AND FAMILIES AT THE END OF LIFE ........................... 206
CHAPTER 22: ROLE RELATIONSHIPS AND INTERPROFESSIONAL COMMUNICATION ............................ 218
CHAPTER 23: COMMUNICATING WITH OTHER HEALTH PROFESSIONALS ............................................. 227
CHAPTER 24: COMMUNICATING FOR CONTINUITY OF CARE ................................................................. 234
CHAPTER 25: DOCUMENTATION IN AN ELECTRONIC ERA ...................................................................... 248
CHAPTER 26: COMMUNICATING AT THE POINT OF CARE: APPLICATION OF EHEALTH INFORMATION
TECHNOLOGIES ......................................................................................................................................... 256
,CHAPTER 1: THEORY BASED PERSPECTIVES AND CONTEMPORARY
DYNAMICS
ARNOLD: INTERPERSONAL RELATIONSHIPS, 9TH EDITION
MULTIPLE CHOICE
1. WHEN DESCRIBING NURSING TO A GROUP OF NURSING STUDENTS, THE NURSING INSTRUCTOR
LISTS ALL OF THE FOLLOWING CHARACTERISTICS OF NURSING EXCEPT
A. HISTORICALLY NURSING IS AS OLD AS MANKIND.
B. NURSING WAS ORIGINALLY PRACTICED INFORMALLY BY RELIGIOUS ORDERS DEDICATED TO
CARE OF THE SICK.
C. NURSING WAS LATER PRACTICED IN THE HOME BY FEMALE CAREGIVERS WITH NO FORMAL
EDUCATION.
D. NURSING HAS ALWAYS BEEN IDENTIFIABLE AS A DISTINCT OCCUPATION.
ANS: A
HISTORICALLY, NURSING IS AS OLD AS MANKIND. ORIGINALLY PRACTICED INFORMALLY BY RELIGIOUS
ORDERS DEDICATED TO CARE OF THE SICK AND LATER IN THE HOME BY FEMALE CAREGIVERS WITH NO
FORMAL EDUCATION, NURSING WAS NOT IDENTIFIABLE AS A DISTINCT OCCUPATION UNTIL THE 1854
CRIMEAN WAR. THERE, FLORENCE NIGHTINGALE’S NOTES ON NURSING INTRODUCED THE WORLD TO
THE FUNCTIONAL ROLES OF PROFESSIONAL NURSING AND THE NEED FOR FORMAL EDUCATION.
DIF: COGNITIVE LEVEL: COMPREHENSION REF: P. 1 TOP: STEP OF THE NURSING PROCESS: ALL
PHASES
MSC: CLIENT NEEDS: PSYCHOSOCIAL INTEGRITY
2. THE NURSING PROFESSION’S FIRST NURSE RESEARCHER, WHO SERVED AS AN EARLY ADVOCATE
FOR HIGH- QUALITY CARE AND USED STATISTICAL DATA TO DOCUMENT THE NEED FOR HANDWASHING
IN PREVENTING INFECTION, WAS
A. ABRAHAM MASLOW.
B. MARTHA ROGERS.
C. HILDEGARD PEPLAU.
D. FLORENCE NIGHTINGALE.
ANS: D
, AN EARLY ADVOCATE FOR HIGH-QUALITY CARE, FLORENCE NIGHTINGALE’S USE OF STATISTICAL DATA
TO DOCUMENT THE NEED FOR HANDWASHING IN PREVENTING INFECTION MARKS HER AS THE
PROFESSION’S FIRST NURSE RESEARCHER.
DIF: COGNITIVE LEVEL: KNOWLEDGE REF: P. 1 TOP: STEP OF THE NURSING PROCESS: ALL PHASES
MSC: CLIENT NEEDS: MANAGEMENT OF CARE
3. TODAY, PROFESSIONAL NURSING EDUCATION BEGINS AT THE
A. UNDERGRADUATE LEVEL.
B. GRADUATE LEVEL.
C. ADVANCED PRACTICE LEVEL.
D. ADMINISTRATIVE LEVEL.
ANS: A
TODAY, PROFESSIONAL NURSING EDUCATION BEGINS AT THE UNDERGRADUATE LEVEL, WITH A
GROWING NUMBER OF NURSES CHOOSING GRADUATE STUDIES TO SUPPORT DIFFERENTIATED
PRACTICE ROLES AND/OR RESEARCH OPPORTUNITIES. NURSES ARE PREPARED TO FUNCTION AS
ADVANCED PRACTICE NURSE PRACTITIONERS, ADMINISTRATORS, AND EDUCATORS.
DIF: COGNITIVE LEVEL: COMPREHENSION REF: P. 2 TOP: STEP OF THE NURSING PROCESS: ALL
PHASES
MSC: CLIENT NEEDS: MANAGEMENT OF CARE
4. NURSING’S METAPARADIGM, OR WORLDVIEW, DISTINGUISHES THE NURSING PROFESSION
FROM OTHER DISCIPLINES AND EMPHASIZES ITS UNIQUE FUNCTIONAL CHARACTERISTICS. THE FOUR
KEY CONCEPTS THAT FORM THE FOUNDATION FOR ALL NURSING THEORIES ARE
A. CARING, COMPASSION, HEALTH PROMOTION, AND EDUCATION.
B. RESPECT, INTEGRITY, HONESTY, AND ADVOCACY.
C. PERSON, ENVIRONMENT, HEALTH, AND NURSING.
D. NURSING, TEACHING, CARING, AND HEALTH PROMOTION.
ANS: C
INDIVIDUAL NURSING THEORIES REPRESENT DIFFERENT INTERPRETATIONS OF THE PHENOMENON OF
NURSING, BUT CENTRAL CONSTRUCTS—PERSON, ENVIRONMENT, HEALTH, AND NURSING—ARE FOUND
IN ALL THEORIES AND MODELS. THEY ARE REFERRED TO AS NURSING’S METAPARADIGM.
INTERPERSONAL RELATIONSHIPS
PROFESSIONAL COMMUNICATION
SKILLS FOR NURSES 9TH EDITION
BY ELIZABETH, C. ARNOLD, KATHLEEN
UNDERMAN BOGGS|CHAPTERS 1-26|VERIFIED
ANSWERSA
,TABLE OF CONTENTS
CHAPTER 1: THEORY BASED PERSPECTIVES AND CONTEMPORARY DYNAMICS ....................................... 3
CHAPTER 2: PROFESSIONAL GUIDES FOR NURSING COMMUNICATION .................................................. 12
CHAPTER 3: CLINICAL JUDGMENT AND ETHICAL DECISION MAKING ...................................................... 21
CHAPTER 4: CLARITY AND SAFETY IN COMMUNICATION ......................................................................... 30
CHAPTER 5: DEVELOPING THERAPEUTIC COMMUNICATION SKILLS ........................................................ 41
CHAPTER 6: VARIATION IN COMMUNICATION STYLES............................................................................. 52
CHAPTER 7: INTERCULTURAL COMMUNICATION ..................................................................................... 63
CHAPTER 8: THERAPEUTIC COMMUNICATION IN GROUPS ...................................................................... 72
CHAPTER 9: SELF CONCEPT IN PROFESSIONAL INTERPERSONAL RELATIONSHIPS .................................. 84
CHAPTER 10: DEVELOPING THERAPEUTIC RELATIONSHIPS ...................................................................... 92
CHAPTER 11: BRIDGES AND BARRIERS IN THERAPEUTIC RELATIONSHIPS ............................................. 102
CHAPTER 12: COMMUNICATING WITH FAMILIES ................................................................................... 110
CHAPTER 13: RESOLVING CONFLICTS BETWEEN NURSE AND CLIENT .................................................... 122
CHAPTER 14: COMMUNICATING TO ENCOURAGE HEALTH LITERACY, HEALTH PROMOTION, AND
PREVENTION OF DISEASE ......................................................................................................................... 133
CHAPTER 15: HEALTH TEACHING AND COACHING.................................................................................. 144
CHAPTER 16: EMPOWERMENT-ORIENTED COMMUNICATION STRATEGIES TO REDUCE STRESS ......... 155
CHAPTER 17: COMMUNICATING WITH CLIENTS EXPERIENCING COMMUNICATION DEFICITS ............. 162
CHAPTER 18: COMMUNICATING WITH CHILDREN .................................................................................. 171
CHAPTER 19: COMMUNICATING WITH OLDER ADULTS ......................................................................... 181
CHAPTER 20: COMMUNICATING WITH CLIENTS IN CRISIS ..................................................................... 191
CHAPTER 21: COMMUNICATING WITH CLIENTS AND FAMILIES AT THE END OF LIFE ........................... 206
CHAPTER 22: ROLE RELATIONSHIPS AND INTERPROFESSIONAL COMMUNICATION ............................ 218
CHAPTER 23: COMMUNICATING WITH OTHER HEALTH PROFESSIONALS ............................................. 227
CHAPTER 24: COMMUNICATING FOR CONTINUITY OF CARE ................................................................. 234
CHAPTER 25: DOCUMENTATION IN AN ELECTRONIC ERA ...................................................................... 248
CHAPTER 26: COMMUNICATING AT THE POINT OF CARE: APPLICATION OF EHEALTH INFORMATION
TECHNOLOGIES ......................................................................................................................................... 256
,CHAPTER 1: THEORY BASED PERSPECTIVES AND CONTEMPORARY
DYNAMICS
ARNOLD: INTERPERSONAL RELATIONSHIPS, 9TH EDITION
MULTIPLE CHOICE
1. WHEN DESCRIBING NURSING TO A GROUP OF NURSING STUDENTS, THE NURSING INSTRUCTOR
LISTS ALL OF THE FOLLOWING CHARACTERISTICS OF NURSING EXCEPT
A. HISTORICALLY NURSING IS AS OLD AS MANKIND.
B. NURSING WAS ORIGINALLY PRACTICED INFORMALLY BY RELIGIOUS ORDERS DEDICATED TO
CARE OF THE SICK.
C. NURSING WAS LATER PRACTICED IN THE HOME BY FEMALE CAREGIVERS WITH NO FORMAL
EDUCATION.
D. NURSING HAS ALWAYS BEEN IDENTIFIABLE AS A DISTINCT OCCUPATION.
ANS: A
HISTORICALLY, NURSING IS AS OLD AS MANKIND. ORIGINALLY PRACTICED INFORMALLY BY RELIGIOUS
ORDERS DEDICATED TO CARE OF THE SICK AND LATER IN THE HOME BY FEMALE CAREGIVERS WITH NO
FORMAL EDUCATION, NURSING WAS NOT IDENTIFIABLE AS A DISTINCT OCCUPATION UNTIL THE 1854
CRIMEAN WAR. THERE, FLORENCE NIGHTINGALE’S NOTES ON NURSING INTRODUCED THE WORLD TO
THE FUNCTIONAL ROLES OF PROFESSIONAL NURSING AND THE NEED FOR FORMAL EDUCATION.
DIF: COGNITIVE LEVEL: COMPREHENSION REF: P. 1 TOP: STEP OF THE NURSING PROCESS: ALL
PHASES
MSC: CLIENT NEEDS: PSYCHOSOCIAL INTEGRITY
2. THE NURSING PROFESSION’S FIRST NURSE RESEARCHER, WHO SERVED AS AN EARLY ADVOCATE
FOR HIGH- QUALITY CARE AND USED STATISTICAL DATA TO DOCUMENT THE NEED FOR HANDWASHING
IN PREVENTING INFECTION, WAS
A. ABRAHAM MASLOW.
B. MARTHA ROGERS.
C. HILDEGARD PEPLAU.
D. FLORENCE NIGHTINGALE.
ANS: D
, AN EARLY ADVOCATE FOR HIGH-QUALITY CARE, FLORENCE NIGHTINGALE’S USE OF STATISTICAL DATA
TO DOCUMENT THE NEED FOR HANDWASHING IN PREVENTING INFECTION MARKS HER AS THE
PROFESSION’S FIRST NURSE RESEARCHER.
DIF: COGNITIVE LEVEL: KNOWLEDGE REF: P. 1 TOP: STEP OF THE NURSING PROCESS: ALL PHASES
MSC: CLIENT NEEDS: MANAGEMENT OF CARE
3. TODAY, PROFESSIONAL NURSING EDUCATION BEGINS AT THE
A. UNDERGRADUATE LEVEL.
B. GRADUATE LEVEL.
C. ADVANCED PRACTICE LEVEL.
D. ADMINISTRATIVE LEVEL.
ANS: A
TODAY, PROFESSIONAL NURSING EDUCATION BEGINS AT THE UNDERGRADUATE LEVEL, WITH A
GROWING NUMBER OF NURSES CHOOSING GRADUATE STUDIES TO SUPPORT DIFFERENTIATED
PRACTICE ROLES AND/OR RESEARCH OPPORTUNITIES. NURSES ARE PREPARED TO FUNCTION AS
ADVANCED PRACTICE NURSE PRACTITIONERS, ADMINISTRATORS, AND EDUCATORS.
DIF: COGNITIVE LEVEL: COMPREHENSION REF: P. 2 TOP: STEP OF THE NURSING PROCESS: ALL
PHASES
MSC: CLIENT NEEDS: MANAGEMENT OF CARE
4. NURSING’S METAPARADIGM, OR WORLDVIEW, DISTINGUISHES THE NURSING PROFESSION
FROM OTHER DISCIPLINES AND EMPHASIZES ITS UNIQUE FUNCTIONAL CHARACTERISTICS. THE FOUR
KEY CONCEPTS THAT FORM THE FOUNDATION FOR ALL NURSING THEORIES ARE
A. CARING, COMPASSION, HEALTH PROMOTION, AND EDUCATION.
B. RESPECT, INTEGRITY, HONESTY, AND ADVOCACY.
C. PERSON, ENVIRONMENT, HEALTH, AND NURSING.
D. NURSING, TEACHING, CARING, AND HEALTH PROMOTION.
ANS: C
INDIVIDUAL NURSING THEORIES REPRESENT DIFFERENT INTERPRETATIONS OF THE PHENOMENON OF
NURSING, BUT CENTRAL CONSTRUCTS—PERSON, ENVIRONMENT, HEALTH, AND NURSING—ARE FOUND
IN ALL THEORIES AND MODELS. THEY ARE REFERRED TO AS NURSING’S METAPARADIGM.
