Canadian Fundamentals of Nursing 7th Edition Potter Test Ban
, Canadian Fundamentals of Nursing 7th Edition Potter Test Ban
Canadian Fundamentals of Nursing 7th Edition Pot
n n n n n n
ter Test Bank n n
Chapter n01: nHealth nand nWellness
Potter net nal: nCanadian nFundamentals nof nNursing, n7th nEdition
MULTIPLE nCHOICE
1. The nnurse nis nusing nthe npopulation nhealth npromotion nmodel nto ndevelop nactions nfor
nimprovin n g nhealth. nAfter nasking, n―On nwhat nshould nwe ntake naction?‖; n―How nshould
nwe ntake naction?‖; nand n―Why nshould nwe ntake naction?‖ nthe nnurse nwill nask nwhich nof nthe
nfollowing nquestions?
a. ―With nwhom nshould nwe nact?‖
b. ―When nshould nwe ntake naction?‖
c. ―Which ngovernment nshould ntake naction?‖
d. ―Where nshould nwe nfirst nact?‖
ANS: n A
The nnext nquestion nto nask nwhen nusing nthe npopulation nhealth nmodel napproach nis n―With nwhom
nsh nould nwe nact?‖ nThe nother n choices n are nnot n questions n included n in nthis nmodel.
DIF: Apply REF: n 13, n Figure n 1-5
OBJ: nContrast ndistinguishing nfeatures nof nhealth npromotion nand ndisease nprevention.
nTOP: n Implementation
MSC: n CPNRE: nFoundations nof n Practic
e
2. The nprinciple n―Health npromotion nis nmultisectoral‖ nmeans nwhich nof nthe nfollowing?
a. Relationships nbetween nindividual, nsocial, nand nenvironmental nfactors nmust
b ne nrecognized.
n
b. Physical, nmental, nsocial, necological, ncultural, nand nspiritual naspects nof nhealth
nmu nst nbe nrecognized. NnRnInGnB .CM
c. In norder nto nchange nunhealthUy nl ni Sv ni nn ngNa nn Td nworkiO
ng nconditions, nareas other @
nthan healt nh nmust nalso nbe ninvolved.
@
d. Health npromotion ninvolves nthe nuse nof nknowledge nfrom ndisciplines nsuch nas
nsocial, neconomic, npolitical, nenvironmental, nmedical, nand nnursing nsciences, nas
nwell nas nfro nm nfirst-hand nexperience.
ANS: n C
The nstatement n―Health npromotion nis nmultisectoral‖ nis nthe nprinciple nexplained nby nthe
nnecessit ny nto ninvolve nareas nother nthan nhealth nin norder nto nchange nunhealthy nliving nand
nworking nconditi nons.
DIF: n n Understand n n REF: n 11
OBJ: n Contrast n distinguishing nfeatures n of n health n promotion n and n disease n preventio
n. n TOP: n Planning MSC: n CPNRE: n Foundations n of n Practice
3. According nto n the nWorld n Health n Organization, n what n is n the n best n description n of n ―health‖?
a. Simply nthe n absence n of n disease.
b. Involving nthe n total n person n and n environment.
c. Strictly npersonal n in n nature.
d. Status nof npathological n state.
, Canadian Fundamentals of Nursing 7th Edition Potter Test Ban
ANS: n B
, Canadian Fundamentals of Nursing 7th Edition Potter Test Ban
The nWHO ndefines nhealth nas n―…the nextent nto nwhich nan nindividual nor ngroup nis nable, non
nthe no nne nhand, nto nrealize naspirations nand nsatisfy nneeds; nand, non nthe nother nhand, nto
nchange nor ncope nwith nthe nenvironment. nHealth nis, ntherefore, nseen nas na nresource nfor
neveryday nlife, nnot nthe nobj nective nof n living; n it nis na n positive nconcept n emphasizing nsocial
nand n personal n resources, n as nwell nas nphysical ncapacities.‖ nNurses‘ nattitudes ntoward nhealth
nand nillness nshould naccount nfor nthe nto ntal nperson, nas nwell nas nthe nenvironment nin nwhich nthe
nperson nlives. nPeople nfree nof ndisease nare n not nequally nhealthy. nViews nof nhealth nhave
nbroadened nto ninclude nmental, nsocial, nand nspiritual nwell-
being, n as n well n as n a n focus n on n health n at n family nand n community nlevels. n Conditions n of nlife,
n rathe nr nthan npathological nstates, nare nwhat ndetermine nhealth.
DIF: Knowledge REF: n 2
OBJ: n Discuss n ways n that n definitions n of n health n have n been n conceptualize
d. n TOP: n Evaluate MSC: n CPNRE: n Foundations n of n Practice
4. What npriority nstrategy nfor nhealth npromotion nin nCanada nis noptional nbut nseen nas
nimportant nto nincorporate nin nnursing neducation ncurricula?
a. Knowledge nof n disease n prevention.
b. Strategies n for n health n promotion.
c. Policy nadvocacy.
d. Concepts nof ndeterminants n of n health.
ANS: n C
Increasingly, npolicy nadvocacy nis nincorporated ninto nnursing nrole nstatements nand nnursing
neduca ntion ncurricula. nNurses nshould nthink nabout npolicies nthat nhave ncontributed nto nhealth
problems, npolicies nthat nwould nhelp nto nalleviate nhealth nproblems, nand nhow nnursing
nchampions npublic npolicies. nDisease nprevention nis nan nintegral npart nof nnursing ncurricula.
nHealth npromotion nis
a fundamental npart of nursing ncurricunla. n n B.CM
N USNT
R I G
@ @ @
O
DIF: Understand REF: n 11 n | n 12
OBJ: nAnalyze nhow nthe nnature nand nscope nof nnursing practice nare ninfluenced nby
@
ndiffer nent nconceptualizations nof nhealth nand nhealth ndeterminants.
TOP: n Planning n MS
C: n CPNRE: n Foundations n of n Practice
5. Which nof nthe nfollowing nis na nprerequisite nfor nhealth, nas nidentified nby nthe nOttawa
nCharter nf nor nHealth nPromotion?
a. Education.
b. Social n support.
c. Self-esteem.
d. Physical nenvironment.
ANS: n A
Education nis none nof nthe nnine nprerequisites nfor nhealth nthat nwere nidentified nin nthe nOttawa
nChart ner nfor nHealth nPromotion. nLack nof nsocial nsupport nand nlow nself-
esteem nwere nidentified nas na npsychosocial nrisk nfactors nby nLabonte n(1993). nDangerous
nphysical nenvironments nwere n identified nas nsocioenvironmental nrisk nfactors nby nLabonte
n(1993).
DIF: Understand REF: n 4
OBJ: nDiscuss ncontributions nof nthe nfollowing nCanadian npublications nto nconceptualizations nof
nheal nth nand nhealth ndeterminants: nLalonde nReport, nOttawa nCharter, nEpp nReport, nStrategies nfor
nPopulat nion nHealth, nJakarta nDeclaration, nBangkok nCharter, nToronto nCharter. n TOP:
n Planning
MSC: n CPNRE: n Foundations n of n Practice
, Canadian Fundamentals of Nursing 7th Edition Potter Test Ban
Canadian Fundamentals of Nursing 7th Edition Pot
n n n n n n
ter Test Bank n n
Chapter n01: nHealth nand nWellness
Potter net nal: nCanadian nFundamentals nof nNursing, n7th nEdition
MULTIPLE nCHOICE
1. The nnurse nis nusing nthe npopulation nhealth npromotion nmodel nto ndevelop nactions nfor
nimprovin n g nhealth. nAfter nasking, n―On nwhat nshould nwe ntake naction?‖; n―How nshould
nwe ntake naction?‖; nand n―Why nshould nwe ntake naction?‖ nthe nnurse nwill nask nwhich nof nthe
nfollowing nquestions?
a. ―With nwhom nshould nwe nact?‖
b. ―When nshould nwe ntake naction?‖
c. ―Which ngovernment nshould ntake naction?‖
d. ―Where nshould nwe nfirst nact?‖
ANS: n A
The nnext nquestion nto nask nwhen nusing nthe npopulation nhealth nmodel napproach nis n―With nwhom
nsh nould nwe nact?‖ nThe nother n choices n are nnot n questions n included n in nthis nmodel.
DIF: Apply REF: n 13, n Figure n 1-5
OBJ: nContrast ndistinguishing nfeatures nof nhealth npromotion nand ndisease nprevention.
nTOP: n Implementation
MSC: n CPNRE: nFoundations nof n Practic
e
2. The nprinciple n―Health npromotion nis nmultisectoral‖ nmeans nwhich nof nthe nfollowing?
a. Relationships nbetween nindividual, nsocial, nand nenvironmental nfactors nmust
b ne nrecognized.
n
b. Physical, nmental, nsocial, necological, ncultural, nand nspiritual naspects nof nhealth
nmu nst nbe nrecognized. NnRnInGnB .CM
c. In norder nto nchange nunhealthUy nl ni Sv ni nn ngNa nn Td nworkiO
ng nconditions, nareas other @
nthan healt nh nmust nalso nbe ninvolved.
@
d. Health npromotion ninvolves nthe nuse nof nknowledge nfrom ndisciplines nsuch nas
nsocial, neconomic, npolitical, nenvironmental, nmedical, nand nnursing nsciences, nas
nwell nas nfro nm nfirst-hand nexperience.
ANS: n C
The nstatement n―Health npromotion nis nmultisectoral‖ nis nthe nprinciple nexplained nby nthe
nnecessit ny nto ninvolve nareas nother nthan nhealth nin norder nto nchange nunhealthy nliving nand
nworking nconditi nons.
DIF: n n Understand n n REF: n 11
OBJ: n Contrast n distinguishing nfeatures n of n health n promotion n and n disease n preventio
n. n TOP: n Planning MSC: n CPNRE: n Foundations n of n Practice
3. According nto n the nWorld n Health n Organization, n what n is n the n best n description n of n ―health‖?
a. Simply nthe n absence n of n disease.
b. Involving nthe n total n person n and n environment.
c. Strictly npersonal n in n nature.
d. Status nof npathological n state.
, Canadian Fundamentals of Nursing 7th Edition Potter Test Ban
ANS: n B
, Canadian Fundamentals of Nursing 7th Edition Potter Test Ban
The nWHO ndefines nhealth nas n―…the nextent nto nwhich nan nindividual nor ngroup nis nable, non
nthe no nne nhand, nto nrealize naspirations nand nsatisfy nneeds; nand, non nthe nother nhand, nto
nchange nor ncope nwith nthe nenvironment. nHealth nis, ntherefore, nseen nas na nresource nfor
neveryday nlife, nnot nthe nobj nective nof n living; n it nis na n positive nconcept n emphasizing nsocial
nand n personal n resources, n as nwell nas nphysical ncapacities.‖ nNurses‘ nattitudes ntoward nhealth
nand nillness nshould naccount nfor nthe nto ntal nperson, nas nwell nas nthe nenvironment nin nwhich nthe
nperson nlives. nPeople nfree nof ndisease nare n not nequally nhealthy. nViews nof nhealth nhave
nbroadened nto ninclude nmental, nsocial, nand nspiritual nwell-
being, n as n well n as n a n focus n on n health n at n family nand n community nlevels. n Conditions n of nlife,
n rathe nr nthan npathological nstates, nare nwhat ndetermine nhealth.
DIF: Knowledge REF: n 2
OBJ: n Discuss n ways n that n definitions n of n health n have n been n conceptualize
d. n TOP: n Evaluate MSC: n CPNRE: n Foundations n of n Practice
4. What npriority nstrategy nfor nhealth npromotion nin nCanada nis noptional nbut nseen nas
nimportant nto nincorporate nin nnursing neducation ncurricula?
a. Knowledge nof n disease n prevention.
b. Strategies n for n health n promotion.
c. Policy nadvocacy.
d. Concepts nof ndeterminants n of n health.
ANS: n C
Increasingly, npolicy nadvocacy nis nincorporated ninto nnursing nrole nstatements nand nnursing
neduca ntion ncurricula. nNurses nshould nthink nabout npolicies nthat nhave ncontributed nto nhealth
problems, npolicies nthat nwould nhelp nto nalleviate nhealth nproblems, nand nhow nnursing
nchampions npublic npolicies. nDisease nprevention nis nan nintegral npart nof nnursing ncurricula.
nHealth npromotion nis
a fundamental npart of nursing ncurricunla. n n B.CM
N USNT
R I G
@ @ @
O
DIF: Understand REF: n 11 n | n 12
OBJ: nAnalyze nhow nthe nnature nand nscope nof nnursing practice nare ninfluenced nby
@
ndiffer nent nconceptualizations nof nhealth nand nhealth ndeterminants.
TOP: n Planning n MS
C: n CPNRE: n Foundations n of n Practice
5. Which nof nthe nfollowing nis na nprerequisite nfor nhealth, nas nidentified nby nthe nOttawa
nCharter nf nor nHealth nPromotion?
a. Education.
b. Social n support.
c. Self-esteem.
d. Physical nenvironment.
ANS: n A
Education nis none nof nthe nnine nprerequisites nfor nhealth nthat nwere nidentified nin nthe nOttawa
nChart ner nfor nHealth nPromotion. nLack nof nsocial nsupport nand nlow nself-
esteem nwere nidentified nas na npsychosocial nrisk nfactors nby nLabonte n(1993). nDangerous
nphysical nenvironments nwere n identified nas nsocioenvironmental nrisk nfactors nby nLabonte
n(1993).
DIF: Understand REF: n 4
OBJ: nDiscuss ncontributions nof nthe nfollowing nCanadian npublications nto nconceptualizations nof
nheal nth nand nhealth ndeterminants: nLalonde nReport, nOttawa nCharter, nEpp nReport, nStrategies nfor
nPopulat nion nHealth, nJakarta nDeclaration, nBangkok nCharter, nToronto nCharter. n TOP:
n Planning
MSC: n CPNRE: n Foundations n of n Practice
