TEST BANK x1
FundamentalsofNursing ThinkingDoingand Caring
x1 x1 x1 x1 x1 x1
4thEditionVolume 2Wilkinson Treas
x1 x1 x1 x1 x1 x1
TEST BANK x1
, Fundamentals of Nursing Thinking Doing and Caring 4th Edition Volume 2 Wilkinson Treas Test Bank
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
x1 Table of Content
x1 x1
Chapter 1 Evolution of Nursing Thought & Action
x1 x1 x1 x1 x1 x1 x1
Chapter 2 Critical Thinking & Nursing Process
x1 x1 x1 x1 x1 x1
Chapter 3 Assessment
x1 x1
Chapter 4 Analysis/Diagnosis
x1 x1
Chapter 5 Planning Outcomes
x1 x1 x1
Chapter 6 Planning Interventions
x1 x1 x1
Chapter 7 Implementation & Evaluation
x1 x1 x1 x1
Chapter 8 Theory, Research, & Evidence-Based Practice
x1 x1 x1 x1 x1 x1
Chapter 9 Life Span: Infancy Through Middle Adulthood
x1 x1 x1 x1 x1 x1 x1
Chapter 10 Life Span: Older Adults
x1 x1 x1 x1 x1
Chapter 11 Experiencing Health & Illness
x1 x1 x1 x1 x1
Chapter 12 Stress & Adaptation
x1 x1 x1 x1
Chapter 13 Psychosocial Health & Illness
x1 x1 x1 x1 x1
Chapter 14 The Family
x1 x1 x1
Chapter 15 Culture & Ethnicity
x1 x1 x1 x1
Chapter 16 Spirituality
x1 x1
Chapter 17 Loss, Grief, & Dying
x1 x1 x1 x1 x1
Chapter 18 Documenting & Reporting
x1 x1 x1 x1
Chapter 19 Teaching & Learning
x1 x1 x1 x1
Chapter 20 Measuring Vital Signs
x1 x1 x1 x1
Chapter 21 Communication & Therapeutic Relationships
x1 x1 x1 x1 x1
Chapter 22 Health Assessment
x1 x1 x1
Chapter 23 Promoting Asepsis & Preventing Infection
x1 x1 x1 x1 x1 x1
Chapter 24 Promoting Safety
x1 x1 x1
Chapter 25 Facilitating Hygiene
x1 x1 x1
Chapter 26 Administering Medications
x1 x1 x1
Chapter 27 Nutrition
x1 x1
Chapter 28 Urinary Elimination
x1 x1 x1
Chapter 29 Bowel Elimination
x1 x1 x1
Chapter 30 Sensation, Perception, & Response
x1 x1 x1 x1 x1
Chapter 31 Pain
x1 x1
Chapter 32 Physical Activity & Immobility
x1 x1 x1 x1 x1
Chapter 33 Sexual Health
x1 x1 x1
Chapter 34 Sleep & Rest
x1 x1 x1 x1
Chapter 35 Skin Integrity & Wound Healing
x1 x1 x1 x1 x1 x1
Chapter 36 Oxygenation
x1 x1
Chapter 37 Circulation & Perfusion
x1 x1 x1 x1
Chapter 38 Fluids, Electrolytes, & Acid-Base Balance
x1 x1 x1 x1 x1 x1
Chapter 39 Perioperative Care
x1 x1 x1
Chapter 40 Leading & Managing
x1 x1 x1 x1
Chapter 41 Nursing Informatics
x1 x1 x1
Chapter 42 Promoting Health
x1 x1 x1
Chapter 43 Community & Home Health Nursing
x1 x1 x1 x1 x1 x1
Chapter 44 Ethics & Values
x1 x1 x1 x1
Chapter 45 Legal Accountability
x1 x1 x1
Chapter 46 Holistic Healing
x1 x1 x1
,Chapter 1. Evolution of Nursing Thought & Action
x1 x1 x1 x1 x1 x1 x1
MULTIPLE CHOICE x1
1. Which of the following is an example of an illness prevention activity?
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
a) Encouraging the use of a food diary x1 x1 x1 x1 x1 x1
b) Joining a cancer support group x1 x1 x1 x1
c) Administering immunization for HPV x1 x1 x1
d) Teaching a diabetic patient about his diet x1 x1 x1 x1 x1 x1
ANS: x 1 C
Administering immunization for HPV is an example of illness prevention. Although cancer x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
is a disease, it is assumed that a person joining a support group would already have the
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
disease; therefore, it would be treatment and not disease prevention. Illness prevention
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
activities focus on avoiding a specific disease. A food diary is a health promotion activity.
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
Teaching a diabetic patient about diet is a treatment for diabetes; the patient already has
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
diabetes, so the teaching cannot prevent diabetes.
x1 x1 x1 x1 x1 x1 x1
Difficulty: Moderate x1
Client Need: Health Promotion and Maintenance
x1 x1 x1 x1 x1
Cognitive Level: Application
x1 x1 x1
PTS: x 1 x 1 1
2. Which organization can require nurses to take continuing education courses as a condition
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
x1 of licensure renewal?
x1 x1
a) American Nurses Association x1 x1
b) National League for Nursing x1 x1 x1
c) Sigma Theta Tau x1 x1
d) State Board of Nursing x1 x1 x1
ANS: x 1 D
Continuing education is a professional strategy designed to ensure that nurses remain
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
current in their clinical knowledge. Many states require nurses to engage in a certain
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
number of continuing-education requirements to renew their license. The knowledge
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
gained in the nursing curriculum is sufficient for nursing school graduates to obtain their
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
initial license.
x1 x1
Requirements for renewal of a nurse‘s license can be found in the state‘s nurse practice act
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
(state board of nursing).
x1 x1 x1 x1
Difficulty: Difficult x1
Cognitive Level:
x1 x1
Analysis
x1
Client Need: Health Promotion and Maintenance
x1 x1 x1 x1 x1
Cognitive Level: Application
x1 x1 x1
PTS: x 1 x 1 1
3. An experienced seasoned nurse uses her knowledge of patient medical conditions and
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
intuition to identify patient problems. She is often the resource for other nurses on the
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
unit. What stage of proficiency has this nurse achieved?
x1 x1 x1 x1 x1 x1 x1 x1 x1
a) Novice
, b) Advanced beginner x1
c) Competent
d) Expert
ANS: x 1 D
The nurse who has reached the expert stage of proficiency has a deep understanding of the
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
clinical situation based on knowledge and experience. The nurse often senses a potential
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
problem in the absence of classic signs and symptoms. The novice nurse is inexperienced
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
and relies on rules and processes. The advanced beginner focuses on aspects of a situation
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
and is unable to see the comprehensive perspective. A nurse functioning at the competent
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
level is able to prioritize to meet the patient needs but does not fully grasp the total
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
situation.
x1
Difficulty: Moderate x1
Cognitive Level: Comprehension x1 x1
PTS: x 1 x 1 1
4. Which of the following best explains the importance of standards of practice?
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
a) Nurses and other healthcare providers have the same standards of practice.
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
b) Standard of practice only apply to nurses who work in hospital settings.
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
c) Standards of practice identify the knowledge, skills, and attitudes nurses need
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
to provide safe care.
x1 x1 x1 x1
d) Standards of practice differ among registered nurses because the roles are
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
different based on the population they serve.
x1 x1 x1 x1 x1 x1 x1
ANS: x 1 C
Standards of practice are authoritative statements of the duties that all registered nurses,
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
regardless of role, population, or specialty, are expected to perform competently. Standards
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
are derived from several sources, including professional organizations and healthcare
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
facilities‘ policies and procedures.
x1 x1 x1 x1
Difficulty: Moderate x1
Cognitive Level:
x1 x1
Application
x1
PTS: x 1 x 1 1
5. What is the primary goal of the National League for Nursing?
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
a) Advocate for the needs of registered nurses to promote patient safety
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
b) Establish and maintain standards for nursing education x1 x1 x1 x1 x1 x1
c) Support global health policies and improve health worldwide
x1 x1 x1 x1 x1 x1 x1
d) Foster nursing scholarship, leadership, and service to improve health worldwide
x1 x1 x1 x1 x1 x1 x1 x1 x1
ANS: x 1 B
The National League for Nursing (NLN) was founded to establish and maintain a universal
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
standard of nursing education. The NLN focuses on faculty development in nursing education
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
programs and is the voice for nursing education.
x1 x1 x1 x1 x1 x1 x1 x1
Difficulty: Moderate x1
Cognitive Level:
x1 x1
Application
x1
PTS: x 1 x 1 1
FundamentalsofNursing ThinkingDoingand Caring
x1 x1 x1 x1 x1 x1
4thEditionVolume 2Wilkinson Treas
x1 x1 x1 x1 x1 x1
TEST BANK x1
, Fundamentals of Nursing Thinking Doing and Caring 4th Edition Volume 2 Wilkinson Treas Test Bank
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
x1 Table of Content
x1 x1
Chapter 1 Evolution of Nursing Thought & Action
x1 x1 x1 x1 x1 x1 x1
Chapter 2 Critical Thinking & Nursing Process
x1 x1 x1 x1 x1 x1
Chapter 3 Assessment
x1 x1
Chapter 4 Analysis/Diagnosis
x1 x1
Chapter 5 Planning Outcomes
x1 x1 x1
Chapter 6 Planning Interventions
x1 x1 x1
Chapter 7 Implementation & Evaluation
x1 x1 x1 x1
Chapter 8 Theory, Research, & Evidence-Based Practice
x1 x1 x1 x1 x1 x1
Chapter 9 Life Span: Infancy Through Middle Adulthood
x1 x1 x1 x1 x1 x1 x1
Chapter 10 Life Span: Older Adults
x1 x1 x1 x1 x1
Chapter 11 Experiencing Health & Illness
x1 x1 x1 x1 x1
Chapter 12 Stress & Adaptation
x1 x1 x1 x1
Chapter 13 Psychosocial Health & Illness
x1 x1 x1 x1 x1
Chapter 14 The Family
x1 x1 x1
Chapter 15 Culture & Ethnicity
x1 x1 x1 x1
Chapter 16 Spirituality
x1 x1
Chapter 17 Loss, Grief, & Dying
x1 x1 x1 x1 x1
Chapter 18 Documenting & Reporting
x1 x1 x1 x1
Chapter 19 Teaching & Learning
x1 x1 x1 x1
Chapter 20 Measuring Vital Signs
x1 x1 x1 x1
Chapter 21 Communication & Therapeutic Relationships
x1 x1 x1 x1 x1
Chapter 22 Health Assessment
x1 x1 x1
Chapter 23 Promoting Asepsis & Preventing Infection
x1 x1 x1 x1 x1 x1
Chapter 24 Promoting Safety
x1 x1 x1
Chapter 25 Facilitating Hygiene
x1 x1 x1
Chapter 26 Administering Medications
x1 x1 x1
Chapter 27 Nutrition
x1 x1
Chapter 28 Urinary Elimination
x1 x1 x1
Chapter 29 Bowel Elimination
x1 x1 x1
Chapter 30 Sensation, Perception, & Response
x1 x1 x1 x1 x1
Chapter 31 Pain
x1 x1
Chapter 32 Physical Activity & Immobility
x1 x1 x1 x1 x1
Chapter 33 Sexual Health
x1 x1 x1
Chapter 34 Sleep & Rest
x1 x1 x1 x1
Chapter 35 Skin Integrity & Wound Healing
x1 x1 x1 x1 x1 x1
Chapter 36 Oxygenation
x1 x1
Chapter 37 Circulation & Perfusion
x1 x1 x1 x1
Chapter 38 Fluids, Electrolytes, & Acid-Base Balance
x1 x1 x1 x1 x1 x1
Chapter 39 Perioperative Care
x1 x1 x1
Chapter 40 Leading & Managing
x1 x1 x1 x1
Chapter 41 Nursing Informatics
x1 x1 x1
Chapter 42 Promoting Health
x1 x1 x1
Chapter 43 Community & Home Health Nursing
x1 x1 x1 x1 x1 x1
Chapter 44 Ethics & Values
x1 x1 x1 x1
Chapter 45 Legal Accountability
x1 x1 x1
Chapter 46 Holistic Healing
x1 x1 x1
,Chapter 1. Evolution of Nursing Thought & Action
x1 x1 x1 x1 x1 x1 x1
MULTIPLE CHOICE x1
1. Which of the following is an example of an illness prevention activity?
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
a) Encouraging the use of a food diary x1 x1 x1 x1 x1 x1
b) Joining a cancer support group x1 x1 x1 x1
c) Administering immunization for HPV x1 x1 x1
d) Teaching a diabetic patient about his diet x1 x1 x1 x1 x1 x1
ANS: x 1 C
Administering immunization for HPV is an example of illness prevention. Although cancer x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
is a disease, it is assumed that a person joining a support group would already have the
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
disease; therefore, it would be treatment and not disease prevention. Illness prevention
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
activities focus on avoiding a specific disease. A food diary is a health promotion activity.
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
Teaching a diabetic patient about diet is a treatment for diabetes; the patient already has
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
diabetes, so the teaching cannot prevent diabetes.
x1 x1 x1 x1 x1 x1 x1
Difficulty: Moderate x1
Client Need: Health Promotion and Maintenance
x1 x1 x1 x1 x1
Cognitive Level: Application
x1 x1 x1
PTS: x 1 x 1 1
2. Which organization can require nurses to take continuing education courses as a condition
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
x1 of licensure renewal?
x1 x1
a) American Nurses Association x1 x1
b) National League for Nursing x1 x1 x1
c) Sigma Theta Tau x1 x1
d) State Board of Nursing x1 x1 x1
ANS: x 1 D
Continuing education is a professional strategy designed to ensure that nurses remain
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
current in their clinical knowledge. Many states require nurses to engage in a certain
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
number of continuing-education requirements to renew their license. The knowledge
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
gained in the nursing curriculum is sufficient for nursing school graduates to obtain their
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
initial license.
x1 x1
Requirements for renewal of a nurse‘s license can be found in the state‘s nurse practice act
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
(state board of nursing).
x1 x1 x1 x1
Difficulty: Difficult x1
Cognitive Level:
x1 x1
Analysis
x1
Client Need: Health Promotion and Maintenance
x1 x1 x1 x1 x1
Cognitive Level: Application
x1 x1 x1
PTS: x 1 x 1 1
3. An experienced seasoned nurse uses her knowledge of patient medical conditions and
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
intuition to identify patient problems. She is often the resource for other nurses on the
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
unit. What stage of proficiency has this nurse achieved?
x1 x1 x1 x1 x1 x1 x1 x1 x1
a) Novice
, b) Advanced beginner x1
c) Competent
d) Expert
ANS: x 1 D
The nurse who has reached the expert stage of proficiency has a deep understanding of the
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
clinical situation based on knowledge and experience. The nurse often senses a potential
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
problem in the absence of classic signs and symptoms. The novice nurse is inexperienced
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
and relies on rules and processes. The advanced beginner focuses on aspects of a situation
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
and is unable to see the comprehensive perspective. A nurse functioning at the competent
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
level is able to prioritize to meet the patient needs but does not fully grasp the total
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
situation.
x1
Difficulty: Moderate x1
Cognitive Level: Comprehension x1 x1
PTS: x 1 x 1 1
4. Which of the following best explains the importance of standards of practice?
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
a) Nurses and other healthcare providers have the same standards of practice.
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
b) Standard of practice only apply to nurses who work in hospital settings.
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
c) Standards of practice identify the knowledge, skills, and attitudes nurses need
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
to provide safe care.
x1 x1 x1 x1
d) Standards of practice differ among registered nurses because the roles are
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
different based on the population they serve.
x1 x1 x1 x1 x1 x1 x1
ANS: x 1 C
Standards of practice are authoritative statements of the duties that all registered nurses,
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
regardless of role, population, or specialty, are expected to perform competently. Standards
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
are derived from several sources, including professional organizations and healthcare
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
facilities‘ policies and procedures.
x1 x1 x1 x1
Difficulty: Moderate x1
Cognitive Level:
x1 x1
Application
x1
PTS: x 1 x 1 1
5. What is the primary goal of the National League for Nursing?
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
a) Advocate for the needs of registered nurses to promote patient safety
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
b) Establish and maintain standards for nursing education x1 x1 x1 x1 x1 x1
c) Support global health policies and improve health worldwide
x1 x1 x1 x1 x1 x1 x1
d) Foster nursing scholarship, leadership, and service to improve health worldwide
x1 x1 x1 x1 x1 x1 x1 x1 x1
ANS: x 1 B
The National League for Nursing (NLN) was founded to establish and maintain a universal
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
standard of nursing education. The NLN focuses on faculty development in nursing education
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
programs and is the voice for nursing education.
x1 x1 x1 x1 x1 x1 x1 x1
Difficulty: Moderate x1
Cognitive Level:
x1 x1
Application
x1
PTS: x 1 x 1 1
