Test Bank for Canadian Fundamentals of Nursing 7th
ff ff ff ff ff ff ff
Edition by Potter ff ff
Chapter 01: Health and Wellness
ff ff ff ff
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,MULTIPLE CHOICE ff
1. The nurse is using the population health promotion model to develop actions for
ff ff ff ff ff ff ff ff ff ff ff ff
improving health. After asking, ―On what should we take action?‖; ―How should we
ff ff ff ff ff ff ff ff ff ff ff ff ff
take action?‖; and ―Why should we take action?‖ the nurse will ask which of the
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
following questions?
ff ff
a. ―With whom should we act?‖ ff ff ff ff
b. ―When should we take action?‖ ff ff ff ff
c. ―Which government should take action?‖ ff ff ff ff
d. ―Where should we first act?‖ ff ff ff ff
ANS: A ff
The next question to ask when using the population health model approach is ―With whom
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
should we act?‖ The other choices are not questions included in this model.
ff ff ff ff ff ff ff ff ff ff ff ff ff
DIF: Apply REF: 13 (Figure 1-5) f f ff ff
OBJ: Contrast distinguishing features of health promotion and disease prevention.
f f ff ff ff ff ff ff ff ff
TOP: Implementation f f MSC: NCLEX: Health Promotion and Maintenance f f ff ff ff ff
2. The principle ―Health promotion is multisectoral‖ means which of the following?
ff ff ff ff ff ff ff ff ff ff
a. Relationships between individual, social, and environmental factors must ff ff ff ff ff ff ff
be recognized.
ff ff
b. Physical, mental, social, ecological, cultural, and spiritual aspects of health
ff ff ff ff ff ff ff ff ff
must be recognized.
ff ff ff
c. In order to change unhealthy living and working conditions, areas other than
ff ff ff ff ff ff ff ff ff ff ff
health must also be involved.
ff ff ff ff ff
d. Health promotion uses knowledge from disciplines such as social, economic,
ff ff ff ff ff ff ff ff ff
political, environmental, medical, and nursing sciences, as well as from first-
ff ff ff ff ff ff ff ff ff ff ff
hand experience. ff
ANS: C ff
The statement ―Health promotion is multisectoral‖ is the principle explained by
ff ff ff ff ff ff ff ff ff ff
the necessity to involve areas other than health in order to change unhealthy
ff ff ff ff ff ff ff ff ff ff ff ff ff
living and working conditions.
ff ff ff ff
DIF: Understand REF: 11 f f
OBJ: Contrast distinguishing features of health promotion and disease
ff ff ff ff ff ff ff ff
prevention. TOP: Planning MSC: NCLEX: Health Promotion and
ff ff f f f f ff ff ff
Maintenance
ff
3. According to the World Health Organization, what is the best description of ―health‖?
ff ff ff ff ff ff ff ff ff ff ff ff
a. Simply the absence of disease. ff ff ff ff
b. Involving the total person and environment. ff ff ff ff ff
c. Strictly personal in nature. ff ff ff
d. Status of pathological state. ff ff ff
ANS: B ff
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Distribution ffof ffthis ffdocument ffis ffillegal
, WHO defines health as ―. . .the extent to which an individual or group is able, on the
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
one hand, to realize aspirations and satisfy needs; and, on the other hand, to change or
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
cope with the environment. Health is, therefore, seen as a resource for everyday life, not
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
the objective of living; it is a positive concept emphasizing social and personal
ff ff ff ff ff ff ff ff ff ff ff ff ff
resources, as well as physical capacities.‖ Nurses‘ attitudes toward health and illness
ff ff ff ff ff ff ff ff ff ff ff ff
should consider the total person, as well as the environment in which the person lives.
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
People free of disease are not equally healthy. Views of health have broadened to
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
include mental, social, and spiritual well-being, as well as a focus on health at family
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
and community levels.
ff ff ff
Conditions of life, rather than pathological states, are what determine health.
ff ff ff ff ff ff ff ff ff ff
DIF: Knowledge REF: 2 f f
OBJ: Discuss ways that definitions of health have been conceptualized.
ff ff ff ff ff ff ff ff ff
TOP: Evaluate
ff MSC: NCLEX: Health Promotion and
f f ff ff ff ff
Maintenance
ff
4. What priority strategy for health promotion in Canada is optional but seen as important
ff ff ff ff ff ff ff ff ff ff ff ff ff
to incorporate in nursing education curricula?
ff ff ff ff ff ff
a. Knowledge of disease prevention. ff ff ff
b. Strategies for health promotion. ff ff ff
c. Policy advocacy. ff
d. Concepts of determinants of health. ff ff ff ff
ANS: C ff
Increasingly, policy advocacy is incorporated into nursing role statements and nursing
ff ff ff ff ff ff ff ff ff ff
education curricula. Nurses should think about policies that have contributed to health
ff ff ff ff ff ff ff ff ff ff ff ff
problems, policies that would help alleviate health problems, and how nurses champion
ff ff ff ff ff ff ff ff ff ff ff ff
public policies. Disease prevention, health promotion, and concepts of determinants of
ff ff ff ff ff ff ff ff ff ff ff
health are integral parts of nursing curricula.
ff ff ff ff ff ff ff
DIF: Understand REF: 11| 12 f f ff
OBJ: Analyze how the nature and scope of nursing practice are influenced by
ff ff ff ff ff ff ff ff ff ff ff ff
different conceptualizations of health and health determinants. TOP: Planning
ff ff ff ff ff ff ff f f
MSC: NCLEX: Health Promotion and Maintenance
ff ff ff ff ff ff
5. Which of the following is a prerequisite for health, as identified by the Ottawa Charter
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
for Health Promotion?
ff ff ff
a. Education.
b. Social support. ff
c. Self-esteem.
d. Physical environment. ff
ANS: A ff
Education is one of the nine prerequisites for health that were identified in the Ottawa
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
Charter for Health Promotion. Lack of social support and low self-esteem were identified
ff ff ff ff ff ff ff ff ff ff ff ff ff
as psychosocial risk factors by Labonte (1993). Dangerous physical environments were
ff ff ff ff ff ff ff ff ff ff ff
identified as socioenvironmental risk factors by Labonte (1993).
ff ff ff ff ff ff ff ff
DIF: Understand REF: 4 f f
OBJ: Discuss contributions of the following Canadian publications to conceptualizations of
ff ff ff ff ff ff ff ff ff
health and health determinants: Lalonde Report, Ottawa Charter, Epp Report, Strategies for
ff ff ff ff ff ff ff ff ff ff ff ff
Population Health, Jakarta Declaration, Bangkok Charter, Toronto Charter.
ff ff TOP: Planning ff ff ff ff ff ff
MSC: NCLEX: Health Promotion and Maintenance
ff ff ff ff ff ff
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Distribution ffof ffthis ffdocument ffis ffillegal
, 6. The determinant of health with the greatest effect on the health of Canadians is which
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
of the following?
ff ff ff
a. Education.
b. Health services. ff
c. Social support networks. ff ff
d. Income and social status. ff ff ff
ANS: D ff
Income, income distribution, and social status constitute the greatest determinant of
ff ff ff ff ff ff ff ff ff ff
health because they influence most other determinants. Some investigators suggest that
ff ff ff ff ff ff ff ff ff ff ff
literacy and education are important influences on health status because they affect
ff ff ff ff ff ff ff ff ff ff ff ff
many other health determinants. Approximately 25% of a population‘s health status is
ff ff ff ff ff ff ff ff ff ff ff ff
attributed to the quality of its health care services. Social support affects health, health
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
behaviours, and health care utilization but is not the greatest determinant of health.
ff ff ff ff ff ff ff ff ff ff ff ff ff
DIF: Understand REF: 6 f f
OBJ: Discuss key health determinants and their interrelationships and how they influence
ff ff ff ff ff ff ff ff ff ff ff
health. TOP: Planning
ff MSC: NCLEX: Health Promotion and Maintenance
ff f f f f ff ff ff ff
7. A paraplegic patient in the hospital for an electrolyte imbalance is receiving care at which
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
prevention level?
ff ff
a. Primary prevention level. ff ff
b. Secondary prevention level. ff ff
c. Tertiary prevention level. ff ff
d. Health promotion level. ff ff
ANS: B ff
The secondary prevention level focuses on early detection of disease once pathogenesis
ff ff ff ff ff ff ff ff ff ff ff
has occurred, so that prompt treatment can be initiated to halt disease and limit disability.
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
The primary prevention level focuses on health promotion, specific protection measures
ff ff ff ff ff ff ff ff ff ff ff
such as immunizations, and the reduction of risk factors such as smoking. The tertiary
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
prevention level focuses on minimizing residual disability.
ff ff ff ff ff ff ff
DIF: Apply REF: 11 f f
OBJ: Contrast distinguishing features of health promotion and disease prevention.
f f ff ff ff ff ff ff ff ff
TOP: Implementation f f MSC: NCLEX: Health Promotion and Maintenance f f ff ff ff ff
8. The nurse incorporates levels of prevention on the basis of patient needs and the type
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
of nursing care provided. Which of the following is an example of tertiary level
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
preventive caregiving?
ff ff
a. Teaching a patient how to irrigate a new temporary colostomy. ff ff ff ff ff ff ff ff ff
b. Providing a lesson on hygiene for an elementary school class. ff ff ff ff ff ff ff ff ff
c. Informing a patient that immunizations for her infant are available through ff ff ff ff ff ff ff ff ff ff
the health department.
ff ff ff
d. Arranging for a hospice nurse to visit with the family of a patient with cancer. ff ff ff ff ff ff ff ff ff ff ff ff ff ff
ANS: D ff
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Distribution ffof ffthis ffdocument ffis ffillegal
ff ff ff ff ff ff ff
Edition by Potter ff ff
Chapter 01: Health and Wellness
ff ff ff ff
DownlD
oo
aw
dendlob
ayd:eLdebcytS
: f f tdeepnhneynsf|fsetm
epphireencm
ybuekru1h@
a5g6m7a@
il.gcm
omail.com
Distribution ffof ffthis ffdocument ffis ffillegal
,MULTIPLE CHOICE ff
1. The nurse is using the population health promotion model to develop actions for
ff ff ff ff ff ff ff ff ff ff ff ff
improving health. After asking, ―On what should we take action?‖; ―How should we
ff ff ff ff ff ff ff ff ff ff ff ff ff
take action?‖; and ―Why should we take action?‖ the nurse will ask which of the
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
following questions?
ff ff
a. ―With whom should we act?‖ ff ff ff ff
b. ―When should we take action?‖ ff ff ff ff
c. ―Which government should take action?‖ ff ff ff ff
d. ―Where should we first act?‖ ff ff ff ff
ANS: A ff
The next question to ask when using the population health model approach is ―With whom
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
should we act?‖ The other choices are not questions included in this model.
ff ff ff ff ff ff ff ff ff ff ff ff ff
DIF: Apply REF: 13 (Figure 1-5) f f ff ff
OBJ: Contrast distinguishing features of health promotion and disease prevention.
f f ff ff ff ff ff ff ff ff
TOP: Implementation f f MSC: NCLEX: Health Promotion and Maintenance f f ff ff ff ff
2. The principle ―Health promotion is multisectoral‖ means which of the following?
ff ff ff ff ff ff ff ff ff ff
a. Relationships between individual, social, and environmental factors must ff ff ff ff ff ff ff
be recognized.
ff ff
b. Physical, mental, social, ecological, cultural, and spiritual aspects of health
ff ff ff ff ff ff ff ff ff
must be recognized.
ff ff ff
c. In order to change unhealthy living and working conditions, areas other than
ff ff ff ff ff ff ff ff ff ff ff
health must also be involved.
ff ff ff ff ff
d. Health promotion uses knowledge from disciplines such as social, economic,
ff ff ff ff ff ff ff ff ff
political, environmental, medical, and nursing sciences, as well as from first-
ff ff ff ff ff ff ff ff ff ff ff
hand experience. ff
ANS: C ff
The statement ―Health promotion is multisectoral‖ is the principle explained by
ff ff ff ff ff ff ff ff ff ff
the necessity to involve areas other than health in order to change unhealthy
ff ff ff ff ff ff ff ff ff ff ff ff ff
living and working conditions.
ff ff ff ff
DIF: Understand REF: 11 f f
OBJ: Contrast distinguishing features of health promotion and disease
ff ff ff ff ff ff ff ff
prevention. TOP: Planning MSC: NCLEX: Health Promotion and
ff ff f f f f ff ff ff
Maintenance
ff
3. According to the World Health Organization, what is the best description of ―health‖?
ff ff ff ff ff ff ff ff ff ff ff ff
a. Simply the absence of disease. ff ff ff ff
b. Involving the total person and environment. ff ff ff ff ff
c. Strictly personal in nature. ff ff ff
d. Status of pathological state. ff ff ff
ANS: B ff
DownlD
oo
aw
dendlob
ayd:eLdebcytS
: f f tdeepnhneynsf|fsetm
epphireencm
ybuekru1h@
a5g6m7a@
il.gcm
omail.com
Distribution ffof ffthis ffdocument ffis ffillegal
, WHO defines health as ―. . .the extent to which an individual or group is able, on the
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
one hand, to realize aspirations and satisfy needs; and, on the other hand, to change or
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
cope with the environment. Health is, therefore, seen as a resource for everyday life, not
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
the objective of living; it is a positive concept emphasizing social and personal
ff ff ff ff ff ff ff ff ff ff ff ff ff
resources, as well as physical capacities.‖ Nurses‘ attitudes toward health and illness
ff ff ff ff ff ff ff ff ff ff ff ff
should consider the total person, as well as the environment in which the person lives.
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
People free of disease are not equally healthy. Views of health have broadened to
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
include mental, social, and spiritual well-being, as well as a focus on health at family
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
and community levels.
ff ff ff
Conditions of life, rather than pathological states, are what determine health.
ff ff ff ff ff ff ff ff ff ff
DIF: Knowledge REF: 2 f f
OBJ: Discuss ways that definitions of health have been conceptualized.
ff ff ff ff ff ff ff ff ff
TOP: Evaluate
ff MSC: NCLEX: Health Promotion and
f f ff ff ff ff
Maintenance
ff
4. What priority strategy for health promotion in Canada is optional but seen as important
ff ff ff ff ff ff ff ff ff ff ff ff ff
to incorporate in nursing education curricula?
ff ff ff ff ff ff
a. Knowledge of disease prevention. ff ff ff
b. Strategies for health promotion. ff ff ff
c. Policy advocacy. ff
d. Concepts of determinants of health. ff ff ff ff
ANS: C ff
Increasingly, policy advocacy is incorporated into nursing role statements and nursing
ff ff ff ff ff ff ff ff ff ff
education curricula. Nurses should think about policies that have contributed to health
ff ff ff ff ff ff ff ff ff ff ff ff
problems, policies that would help alleviate health problems, and how nurses champion
ff ff ff ff ff ff ff ff ff ff ff ff
public policies. Disease prevention, health promotion, and concepts of determinants of
ff ff ff ff ff ff ff ff ff ff ff
health are integral parts of nursing curricula.
ff ff ff ff ff ff ff
DIF: Understand REF: 11| 12 f f ff
OBJ: Analyze how the nature and scope of nursing practice are influenced by
ff ff ff ff ff ff ff ff ff ff ff ff
different conceptualizations of health and health determinants. TOP: Planning
ff ff ff ff ff ff ff f f
MSC: NCLEX: Health Promotion and Maintenance
ff ff ff ff ff ff
5. Which of the following is a prerequisite for health, as identified by the Ottawa Charter
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
for Health Promotion?
ff ff ff
a. Education.
b. Social support. ff
c. Self-esteem.
d. Physical environment. ff
ANS: A ff
Education is one of the nine prerequisites for health that were identified in the Ottawa
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
Charter for Health Promotion. Lack of social support and low self-esteem were identified
ff ff ff ff ff ff ff ff ff ff ff ff ff
as psychosocial risk factors by Labonte (1993). Dangerous physical environments were
ff ff ff ff ff ff ff ff ff ff ff
identified as socioenvironmental risk factors by Labonte (1993).
ff ff ff ff ff ff ff ff
DIF: Understand REF: 4 f f
OBJ: Discuss contributions of the following Canadian publications to conceptualizations of
ff ff ff ff ff ff ff ff ff
health and health determinants: Lalonde Report, Ottawa Charter, Epp Report, Strategies for
ff ff ff ff ff ff ff ff ff ff ff ff
Population Health, Jakarta Declaration, Bangkok Charter, Toronto Charter.
ff ff TOP: Planning ff ff ff ff ff ff
MSC: NCLEX: Health Promotion and Maintenance
ff ff ff ff ff ff
DownlD
oo
aw
dendlob
ayd:eLdebcytS
: f f tdeepnhneynsf|fsetm
epphireencm
ybuekru1h@
a5g6m7a@
il.gcm
omail.com
Distribution ffof ffthis ffdocument ffis ffillegal
, 6. The determinant of health with the greatest effect on the health of Canadians is which
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
of the following?
ff ff ff
a. Education.
b. Health services. ff
c. Social support networks. ff ff
d. Income and social status. ff ff ff
ANS: D ff
Income, income distribution, and social status constitute the greatest determinant of
ff ff ff ff ff ff ff ff ff ff
health because they influence most other determinants. Some investigators suggest that
ff ff ff ff ff ff ff ff ff ff ff
literacy and education are important influences on health status because they affect
ff ff ff ff ff ff ff ff ff ff ff ff
many other health determinants. Approximately 25% of a population‘s health status is
ff ff ff ff ff ff ff ff ff ff ff ff
attributed to the quality of its health care services. Social support affects health, health
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
behaviours, and health care utilization but is not the greatest determinant of health.
ff ff ff ff ff ff ff ff ff ff ff ff ff
DIF: Understand REF: 6 f f
OBJ: Discuss key health determinants and their interrelationships and how they influence
ff ff ff ff ff ff ff ff ff ff ff
health. TOP: Planning
ff MSC: NCLEX: Health Promotion and Maintenance
ff f f f f ff ff ff ff
7. A paraplegic patient in the hospital for an electrolyte imbalance is receiving care at which
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
prevention level?
ff ff
a. Primary prevention level. ff ff
b. Secondary prevention level. ff ff
c. Tertiary prevention level. ff ff
d. Health promotion level. ff ff
ANS: B ff
The secondary prevention level focuses on early detection of disease once pathogenesis
ff ff ff ff ff ff ff ff ff ff ff
has occurred, so that prompt treatment can be initiated to halt disease and limit disability.
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
The primary prevention level focuses on health promotion, specific protection measures
ff ff ff ff ff ff ff ff ff ff ff
such as immunizations, and the reduction of risk factors such as smoking. The tertiary
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
prevention level focuses on minimizing residual disability.
ff ff ff ff ff ff ff
DIF: Apply REF: 11 f f
OBJ: Contrast distinguishing features of health promotion and disease prevention.
f f ff ff ff ff ff ff ff ff
TOP: Implementation f f MSC: NCLEX: Health Promotion and Maintenance f f ff ff ff ff
8. The nurse incorporates levels of prevention on the basis of patient needs and the type
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
of nursing care provided. Which of the following is an example of tertiary level
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
preventive caregiving?
ff ff
a. Teaching a patient how to irrigate a new temporary colostomy. ff ff ff ff ff ff ff ff ff
b. Providing a lesson on hygiene for an elementary school class. ff ff ff ff ff ff ff ff ff
c. Informing a patient that immunizations for her infant are available through ff ff ff ff ff ff ff ff ff ff
the health department.
ff ff ff
d. Arranging for a hospice nurse to visit with the family of a patient with cancer. ff ff ff ff ff ff ff ff ff ff ff ff ff ff
ANS: D ff
DownlD
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aw
dendlob
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Distribution ffof ffthis ffdocument ffis ffillegal
