TEST BA
2j
,Chapter 01: Nursing and the Health Care System
2j 2j 2j 2j 2j 2j 2j
MULTIPLE CHOICE 2j
1. Florence Nightingale’s contributions to nursing practice and education:
2j 2j 2j 2j 2j 2j 2j
a. are historically important but have no validity for nursing today.
2j 2j 2j 2j 2j 2j 2j 2j 2j
b. were neither recognized nor appreciated in her own time.
2j 2j 2j 2j 2j 2j 2j 2j
c. were a major factor in reducing the death rate in the Crimean War.
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
d. were limited only to the care of severe traumatic wounds.
2j 2j 2j 2j 2j 2j 2j 2j 2j
ANS: C 2j
By improving sanitation, nutrition ventilation, and handwashing techniques, Florence
2 j 2 j 2 j 2 j 2j 2j 2j 2j
Nightingale’s nurses dramatically reduced the death rate from injuries in the Crimean War
2 j 2 j 2 j 2 j 2j 2j 2j 2j 2j 2j 2j 2j
.
DIF: Cognitive Level: Knowledge REF: p. 2 2j 2j 2 j 2j
OBJ: Theory #1 TOP: Nursing History
2j 2j 2j 2 j 2j
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
2j 2j 2j 2j 2j 2 j 2j
2. Early nursing education and care in the United States:
2j 2j 2j 2j 2j 2j 2j 2j
a. were directed at community health. 2j 2j 2j 2j
b. provided independence for women through education and employment. 2j 2j 2j 2j 2j 2j 2j
c. were an educational model based in institutions of higher learning.
2j 2j 2j 2j 2j 2j 2j 2j 2j
d. have continued to be entirely focused on hospital nursing.
2j 2j 2j 2j 2j 2j 2j 2j
ANS: B 2j
Because of the influence of early nursing leaders, nursing education became more formalized th
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
rough apprenticeships in Nightingale schools that offered independence to women through ed
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
ucation and employment. 2j 2j
DIF: Cognitive Level: Knowledge REF: p. 2 2j 2j 2 j 2j
OBJ: Theory #4 TOP: Nursing History
2j 2j 2j 2 j 2j
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
2j 2j 2j 2j 2j 2 j 2j
3. In order to fulfill the common goals defined by nursing theorists (promote wellness, pre
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
vent illness, facilitate coping, and restore health), the LPN must take on the roles of:
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
a. caregiver, educator, and collaborator. 2j 2j 2j
b. nursing assistant, delegator, and environmental specialist. 2j 2j 2j 2j 2j
c. medication dispenser, collaborator, and transporter. 2j 2j 2j 2j
d. dietitian, manager, and housekeeper. 2j 2j 2j
ANS: A 2j
In order for the LPN to apply the common goals of nursing, he or she must assume the roles of c
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2 j 2j 2j
aregiver, educator, collaborator, manager, and advocate.
2j 2j 2j 2j 2j
DIF: Cognitive Level: Comprehension REF: p. 3 2j 2j 2 j 2j
OBJ: Theory #2 TOP: Art and Science of Nursing
2j 2j 2j 2 j 2j 2j 2j 2j
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
2j 2j 2j 2j 2j 2 j 2j
,4. Although nursing theories differ in their attempts to define nursing, all of them base their be
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
liefs on common concepts concerning:
2j 2j 2j 2j
a. self-actualization, fundamental needs, and belonging. 2j 2j 2j 2j
b. stress reduction, self-care, and a systems model.
2j 2j 2j 2j 2j 2j
c. curative care, restorative care, and terminal care. 2j 2j 2j 2j 2j 2j
d. human relationships, the environment, and health. 2j 2j 2j 2j 2j
ANS: D 2j
Although nursing theories differ, they all base their beliefs on human relationships, the environme
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
nt, and health.
2j 2j
DIF: Cognitive Level: Comprehension REF: p. 4 2j 2j 2 j 2j
OBJ: Theory #2 TOP: Nursing Theories 2j 2j 2j 2 j 2j
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A2j 2j 2j 2j 2j 2 j 2j
5. Standards of care for the nursing practice of the LPN are established by the:
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
a. Boards of Nursing Examiners in each state. 2j 2j 2j 2j 2j 2j
b. National Council of States Boards of Nursing (NCSBN). 2j 2j 2j 2j 2j 2j 2j
c. American Nurses Association (ANA). 2j 2j 2j
d. National Federation of Licensed Practical Nurses. 2j 2j 2j 2j 2j
ANS: D 2j
The National Federation of Licensed Practical Nurses modified the standards published by the A
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
NA in 2015 to better fit the role of the LPN. In 2015 the American Nurses Association (ANA) re
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
vised the Standards of Nursing Practice which contained 17 standards of national practice of nur
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
sing, describing all facets of nursing practice: who, what, when, where, how.
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
DIF: Cognitive Level: Comprehension REF: p. 6 2j 2j 2 j 2j
OBJ: Theory #2 TOP: Standards of Care2j 2j 2j 2 j 2j 2j
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A2j 2j 2j 2j 2j 2 j 2j
6. The LPN demonstrates an evidence-based practice by:
2j 2j 2j 2j 2j 2j
a. using a drug manual to check compatibility of drugs.
2j 2j 2j 2j 2j 2j 2j 2j
b. using scientific information to guide decision making.
2j 2j 2j 2j 2j 2j
c. using medical history of a patient to direct nursing interventions.
2j 2j 2j 2j 2j 2j 2j 2j 2j
d. basing nursing care on advice from an experienced nurse.
2j 2j 2j 2j 2j 2j 2j 2j
ANS: B 2j
The use of scientific information from high-
2j 2j 2j 2j 2j 2j
quality research to guide nursing decisions is reflective of the application of evidence-
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
based practice. 2j
DIF: Cognitive Level: Knowledge REF: p. 7 2j 2j 2 j 2j
OBJ: Theory #3 TOP: Evidence-Based Practice
2j 2j 2j 2 j 2j
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A2j 2j 2j 2j 2j 2 j 2j
7. Lillian Wald and Mary Brewster established the Henry Street Settlement Service in New York in
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
1893 in order to: 2j 2j 2j
a. offer a shelter to injured war veterans.
2j 2j 2j 2j 2j 2j
b. found a nursing apprenticeship. 2j 2j 2j
c. provide health care to poor persons living in tenements. 2j 2j 2j 2j 2j 2j 2j 2j
d. offer better housing to low-income families.
2j 2j 2j 2j 2j
ANS: C 2j
, Henry Street Settlement Service brought the provision of community health care to the poor peopl
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
e living in tenements.
2j 2j 2j
DIF: Cognitive Level: Comprehension REF: p. 2 2j 2j 2 j 2j
OBJ: Theory #4 TOP: Growth of Nursing
2j 2j 2j 2 j 2j 2j
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
2j 2j 2j 2j 2j 2 j 2j
8. An educational pathway for an LPN/LVN refers to an LPN/LVN:
2j 2j 2j 2j 2j 2j 2j 2j 2j
a. learning on the job and being promoted to a higher level of responsibility.
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
b. moving from a maternity unit to a more complicated surgical unit.
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
c. obtaining additional education to move from one level of nursing to another.
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
d. learning that advancement requires consistent work and commitment.
2j 2j 2j 2j 2j 2j 2j
ANS: C 2j
By broadening the educational base, an LPN/LVN may advance and build a nursing career.
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
DIF: Cognitive Level: Knowledge REF: p. 7 2j 2j 2 j 2j
OBJ: Theory #7 TOP: Nursing Education Pathways
2j 2j 2j 2 j 2j 2j
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
2j 2j 2j 2j 2j 2 j 2j
9. When diagnosis- 2j
related groups (DRGs) were established by Medicare in 1983, the purpose was to:
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
a. put patients with the same diagnosis on the same unit.
2j 2j 2j 2j 2j 2j 2j 2j 2j
b. attempt to contain the costs of health care. 2j 2j 2j 2j 2j 2j 2j
c. increase the availability of medical care to older adults.
2j 2j 2j 2j 2j 2j 2j 2j
d. identify a patient’s condition more quickly. 2j 2j 2j 2j 2j
ANS: B 2 j
The purpose of instituting DRGs was to contain skyrocketing costs of health care.
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
DIF: Cognitive Level: Knowledge REF: p. 9 2j 2j 2 j 2j
OBJ: Theory #10 TOP: Health Care Delivery
2j 2j 2j 2 j 2j 2j
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
2j 2j 2j 2j 2j 2 j 2j
10. The advent of diagnosis-
2j 2j 2j
related groups (DRGs) required that nurses working in health care agencies:
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
a. record supportive documentation to confirm a patient’s need for care in order to qu
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
alify for reimbursement. 2j 2j
b. use the DRG rather than their own observations for patient assessment.
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
c. be aware of the specific drugs related to the diagnosis.
2j 2j 2j 2j 2j 2j 2j 2j 2j
d. acquire cross-training to make staffing more flexible.
2j 2j 2j 2j 2j 2j
ANS: A 2j
DRGs required that nurses provide more supportive documentation of their assessments and identi
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
fied patient’s needs to qualify the facility for Medicare reimbursement. Observant assessment m
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
ight also indicate another DRG classification and consequently more reimbursement for the facil
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
ity.
DIF: Cognitive Level: Comprehension REF: p. 10 2j 2j 2 j 2j
OBJ: Theory #10 TOP: Managed Care
2j 2j 2j 2 j 2j
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
2j 2j 2j 2j 2j 2 j 2j
2j
,Chapter 01: Nursing and the Health Care System
2j 2j 2j 2j 2j 2j 2j
MULTIPLE CHOICE 2j
1. Florence Nightingale’s contributions to nursing practice and education:
2j 2j 2j 2j 2j 2j 2j
a. are historically important but have no validity for nursing today.
2j 2j 2j 2j 2j 2j 2j 2j 2j
b. were neither recognized nor appreciated in her own time.
2j 2j 2j 2j 2j 2j 2j 2j
c. were a major factor in reducing the death rate in the Crimean War.
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
d. were limited only to the care of severe traumatic wounds.
2j 2j 2j 2j 2j 2j 2j 2j 2j
ANS: C 2j
By improving sanitation, nutrition ventilation, and handwashing techniques, Florence
2 j 2 j 2 j 2 j 2j 2j 2j 2j
Nightingale’s nurses dramatically reduced the death rate from injuries in the Crimean War
2 j 2 j 2 j 2 j 2j 2j 2j 2j 2j 2j 2j 2j
.
DIF: Cognitive Level: Knowledge REF: p. 2 2j 2j 2 j 2j
OBJ: Theory #1 TOP: Nursing History
2j 2j 2j 2 j 2j
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
2j 2j 2j 2j 2j 2 j 2j
2. Early nursing education and care in the United States:
2j 2j 2j 2j 2j 2j 2j 2j
a. were directed at community health. 2j 2j 2j 2j
b. provided independence for women through education and employment. 2j 2j 2j 2j 2j 2j 2j
c. were an educational model based in institutions of higher learning.
2j 2j 2j 2j 2j 2j 2j 2j 2j
d. have continued to be entirely focused on hospital nursing.
2j 2j 2j 2j 2j 2j 2j 2j
ANS: B 2j
Because of the influence of early nursing leaders, nursing education became more formalized th
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
rough apprenticeships in Nightingale schools that offered independence to women through ed
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
ucation and employment. 2j 2j
DIF: Cognitive Level: Knowledge REF: p. 2 2j 2j 2 j 2j
OBJ: Theory #4 TOP: Nursing History
2j 2j 2j 2 j 2j
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
2j 2j 2j 2j 2j 2 j 2j
3. In order to fulfill the common goals defined by nursing theorists (promote wellness, pre
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
vent illness, facilitate coping, and restore health), the LPN must take on the roles of:
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
a. caregiver, educator, and collaborator. 2j 2j 2j
b. nursing assistant, delegator, and environmental specialist. 2j 2j 2j 2j 2j
c. medication dispenser, collaborator, and transporter. 2j 2j 2j 2j
d. dietitian, manager, and housekeeper. 2j 2j 2j
ANS: A 2j
In order for the LPN to apply the common goals of nursing, he or she must assume the roles of c
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2 j 2j 2j
aregiver, educator, collaborator, manager, and advocate.
2j 2j 2j 2j 2j
DIF: Cognitive Level: Comprehension REF: p. 3 2j 2j 2 j 2j
OBJ: Theory #2 TOP: Art and Science of Nursing
2j 2j 2j 2 j 2j 2j 2j 2j
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
2j 2j 2j 2j 2j 2 j 2j
,4. Although nursing theories differ in their attempts to define nursing, all of them base their be
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
liefs on common concepts concerning:
2j 2j 2j 2j
a. self-actualization, fundamental needs, and belonging. 2j 2j 2j 2j
b. stress reduction, self-care, and a systems model.
2j 2j 2j 2j 2j 2j
c. curative care, restorative care, and terminal care. 2j 2j 2j 2j 2j 2j
d. human relationships, the environment, and health. 2j 2j 2j 2j 2j
ANS: D 2j
Although nursing theories differ, they all base their beliefs on human relationships, the environme
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
nt, and health.
2j 2j
DIF: Cognitive Level: Comprehension REF: p. 4 2j 2j 2 j 2j
OBJ: Theory #2 TOP: Nursing Theories 2j 2j 2j 2 j 2j
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A2j 2j 2j 2j 2j 2 j 2j
5. Standards of care for the nursing practice of the LPN are established by the:
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
a. Boards of Nursing Examiners in each state. 2j 2j 2j 2j 2j 2j
b. National Council of States Boards of Nursing (NCSBN). 2j 2j 2j 2j 2j 2j 2j
c. American Nurses Association (ANA). 2j 2j 2j
d. National Federation of Licensed Practical Nurses. 2j 2j 2j 2j 2j
ANS: D 2j
The National Federation of Licensed Practical Nurses modified the standards published by the A
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
NA in 2015 to better fit the role of the LPN. In 2015 the American Nurses Association (ANA) re
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
vised the Standards of Nursing Practice which contained 17 standards of national practice of nur
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
sing, describing all facets of nursing practice: who, what, when, where, how.
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
DIF: Cognitive Level: Comprehension REF: p. 6 2j 2j 2 j 2j
OBJ: Theory #2 TOP: Standards of Care2j 2j 2j 2 j 2j 2j
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A2j 2j 2j 2j 2j 2 j 2j
6. The LPN demonstrates an evidence-based practice by:
2j 2j 2j 2j 2j 2j
a. using a drug manual to check compatibility of drugs.
2j 2j 2j 2j 2j 2j 2j 2j
b. using scientific information to guide decision making.
2j 2j 2j 2j 2j 2j
c. using medical history of a patient to direct nursing interventions.
2j 2j 2j 2j 2j 2j 2j 2j 2j
d. basing nursing care on advice from an experienced nurse.
2j 2j 2j 2j 2j 2j 2j 2j
ANS: B 2j
The use of scientific information from high-
2j 2j 2j 2j 2j 2j
quality research to guide nursing decisions is reflective of the application of evidence-
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
based practice. 2j
DIF: Cognitive Level: Knowledge REF: p. 7 2j 2j 2 j 2j
OBJ: Theory #3 TOP: Evidence-Based Practice
2j 2j 2j 2 j 2j
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A2j 2j 2j 2j 2j 2 j 2j
7. Lillian Wald and Mary Brewster established the Henry Street Settlement Service in New York in
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
1893 in order to: 2j 2j 2j
a. offer a shelter to injured war veterans.
2j 2j 2j 2j 2j 2j
b. found a nursing apprenticeship. 2j 2j 2j
c. provide health care to poor persons living in tenements. 2j 2j 2j 2j 2j 2j 2j 2j
d. offer better housing to low-income families.
2j 2j 2j 2j 2j
ANS: C 2j
, Henry Street Settlement Service brought the provision of community health care to the poor peopl
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
e living in tenements.
2j 2j 2j
DIF: Cognitive Level: Comprehension REF: p. 2 2j 2j 2 j 2j
OBJ: Theory #4 TOP: Growth of Nursing
2j 2j 2j 2 j 2j 2j
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
2j 2j 2j 2j 2j 2 j 2j
8. An educational pathway for an LPN/LVN refers to an LPN/LVN:
2j 2j 2j 2j 2j 2j 2j 2j 2j
a. learning on the job and being promoted to a higher level of responsibility.
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
b. moving from a maternity unit to a more complicated surgical unit.
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
c. obtaining additional education to move from one level of nursing to another.
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
d. learning that advancement requires consistent work and commitment.
2j 2j 2j 2j 2j 2j 2j
ANS: C 2j
By broadening the educational base, an LPN/LVN may advance and build a nursing career.
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
DIF: Cognitive Level: Knowledge REF: p. 7 2j 2j 2 j 2j
OBJ: Theory #7 TOP: Nursing Education Pathways
2j 2j 2j 2 j 2j 2j
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
2j 2j 2j 2j 2j 2 j 2j
9. When diagnosis- 2j
related groups (DRGs) were established by Medicare in 1983, the purpose was to:
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
a. put patients with the same diagnosis on the same unit.
2j 2j 2j 2j 2j 2j 2j 2j 2j
b. attempt to contain the costs of health care. 2j 2j 2j 2j 2j 2j 2j
c. increase the availability of medical care to older adults.
2j 2j 2j 2j 2j 2j 2j 2j
d. identify a patient’s condition more quickly. 2j 2j 2j 2j 2j
ANS: B 2 j
The purpose of instituting DRGs was to contain skyrocketing costs of health care.
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
DIF: Cognitive Level: Knowledge REF: p. 9 2j 2j 2 j 2j
OBJ: Theory #10 TOP: Health Care Delivery
2j 2j 2j 2 j 2j 2j
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
2j 2j 2j 2j 2j 2 j 2j
10. The advent of diagnosis-
2j 2j 2j
related groups (DRGs) required that nurses working in health care agencies:
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
a. record supportive documentation to confirm a patient’s need for care in order to qu
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
alify for reimbursement. 2j 2j
b. use the DRG rather than their own observations for patient assessment.
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
c. be aware of the specific drugs related to the diagnosis.
2j 2j 2j 2j 2j 2j 2j 2j 2j
d. acquire cross-training to make staffing more flexible.
2j 2j 2j 2j 2j 2j
ANS: A 2j
DRGs required that nurses provide more supportive documentation of their assessments and identi
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
fied patient’s needs to qualify the facility for Medicare reimbursement. Observant assessment m
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
ight also indicate another DRG classification and consequently more reimbursement for the facil
2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j 2j
ity.
DIF: Cognitive Level: Comprehension REF: p. 10 2j 2j 2 j 2j
OBJ: Theory #10 TOP: Managed Care
2j 2j 2j 2 j 2j
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
2j 2j 2j 2j 2j 2 j 2j
