LEADERSHIP ROLES AND MANAGEMENT
FUNCTIONS IN NURSING
THEORY AND APPLICATION
11TH EDITION
• AUTHOR(S)CAROL J. HUSTON
TEST BANK
Q1
Reference: Ch. 1 — Decision Making, Problem Solving, Critical
Thinking, and Clinical Reasoning
Stem: As the charge nurse on a busy med-surg unit, you receive
conflicting information about a patient’s DNR status during
change of shift. You must decide whether to proceed with a
rapid response for new respiratory distress while verifying
orders. Which action best reflects sound clinical reasoning and
leadership?
,A. Initiate the rapid response immediately and verify the DNR
status after stabilization.
B. Delay the rapid response until the DNR status is confirmed by
chart review and family.
C. Ask a staff nurse to attempt verification while you monitor
the patient from the nurses’ station.
D. Call the attending physician and wait for explicit orders
before any intervention.
Correct answer: A
Rationale — Correct: Initiating a rapid response prioritizes
immediate patient safety and aligns with ethical duty to
preserve life. Verification can occur after stabilization; leaders
act decisively when a patient is unstable. Huston emphasizes
taking decisive action when patient safety is at risk.
Rationale — Incorrect B: Waiting to confirm DNR may endanger
the patient; postponing lifesaving care is unsafe.
Rationale — Incorrect C: Delegating verification is reasonable,
but leaving active resuscitative action unattended shifts
responsibility and delays care.
Rationale — Incorrect D: Waiting for physician orders delays
time-sensitive interventions; nurses must act within scope to
protect patients.
Teaching point: Prioritize immediate patient safety; verify
documentation after stabilization.
Citation: Huston, C. J. (2024). Leadership Roles and
Management Functions in Nursing (11th ed.). Ch. 1.
,Q2
Reference: Ch. 1 — Decision Making, Problem Solving, Critical
Thinking, and Clinical Reasoning
Stem: A new graduate nurse is uncertain about interpreting
telemetry changes for a post-MI patient. As the preceptor, you
want to foster critical thinking using the Marquis–Huston
Critical-Thinking Teaching Model. Which preceptor action best
supports this goal?
A. Provide the correct interpretation immediately and instruct
the graduate to memorize it.
B. Ask open-ended questions about the ECG changes and
prompt the graduate to state their rationale.
C. Assign the graduate to read a textbook chapter and report
back tomorrow.
D. Observe silently and correct only if a major error occurs.
Correct answer: B
Rationale — Correct: The Marquis–Huston model emphasizes
questioning, reflection, and rationale to develop critical
thinking. Open-ended questioning stimulates analysis and
clinical reasoning, promoting learning through guided discovery.
Rationale — Incorrect A: Immediate instruction fosters
dependency and limits development of reasoning skills.
Rationale — Incorrect C: Passive reading lacks timely
application and feedback in a clinical context.
Rationale — Incorrect D: Silent observation misses teachable
moments and fails to actively scaffold thinking.
Teaching point: Use guided questioning to develop clinical
, reasoning.
Citation: Huston, C. J. (2024). Leadership Roles and
Management Functions in Nursing (11th ed.). Ch. 1.
Q3
Reference: Ch. 1 — Vicarious Learning to Increase Problem-
Solving and Decision-Making Skills
Stem: Your unit plans to implement vicarious learning to
improve staff decision-making. Which strategy will most
effectively use vicarious learning principles?
A. Require staff to watch recorded high-stakes simulations and
discuss their choices afterwards.
B. Have staff read incident reports independently with no
follow-up discussion.
C. Send staff to online modules without debriefing.
D. Post policies on the intranet and expect staff to self-study.
Correct answer: A
Rationale — Correct: Vicarious learning is maximized by
observing modeled behavior plus debriefing and discussion,
which facilitates transfer to practice. Recorded simulations with
facilitated reflection reinforce problem-solving.
Rationale — Incorrect B: Reading reports alone lacks observed
modeling and interactive reflection.
Rationale — Incorrect C: Modules without debriefing provide
limited vicarious learning opportunities.
Rationale — Incorrect D: Passive dissemination lacks social
FUNCTIONS IN NURSING
THEORY AND APPLICATION
11TH EDITION
• AUTHOR(S)CAROL J. HUSTON
TEST BANK
Q1
Reference: Ch. 1 — Decision Making, Problem Solving, Critical
Thinking, and Clinical Reasoning
Stem: As the charge nurse on a busy med-surg unit, you receive
conflicting information about a patient’s DNR status during
change of shift. You must decide whether to proceed with a
rapid response for new respiratory distress while verifying
orders. Which action best reflects sound clinical reasoning and
leadership?
,A. Initiate the rapid response immediately and verify the DNR
status after stabilization.
B. Delay the rapid response until the DNR status is confirmed by
chart review and family.
C. Ask a staff nurse to attempt verification while you monitor
the patient from the nurses’ station.
D. Call the attending physician and wait for explicit orders
before any intervention.
Correct answer: A
Rationale — Correct: Initiating a rapid response prioritizes
immediate patient safety and aligns with ethical duty to
preserve life. Verification can occur after stabilization; leaders
act decisively when a patient is unstable. Huston emphasizes
taking decisive action when patient safety is at risk.
Rationale — Incorrect B: Waiting to confirm DNR may endanger
the patient; postponing lifesaving care is unsafe.
Rationale — Incorrect C: Delegating verification is reasonable,
but leaving active resuscitative action unattended shifts
responsibility and delays care.
Rationale — Incorrect D: Waiting for physician orders delays
time-sensitive interventions; nurses must act within scope to
protect patients.
Teaching point: Prioritize immediate patient safety; verify
documentation after stabilization.
Citation: Huston, C. J. (2024). Leadership Roles and
Management Functions in Nursing (11th ed.). Ch. 1.
,Q2
Reference: Ch. 1 — Decision Making, Problem Solving, Critical
Thinking, and Clinical Reasoning
Stem: A new graduate nurse is uncertain about interpreting
telemetry changes for a post-MI patient. As the preceptor, you
want to foster critical thinking using the Marquis–Huston
Critical-Thinking Teaching Model. Which preceptor action best
supports this goal?
A. Provide the correct interpretation immediately and instruct
the graduate to memorize it.
B. Ask open-ended questions about the ECG changes and
prompt the graduate to state their rationale.
C. Assign the graduate to read a textbook chapter and report
back tomorrow.
D. Observe silently and correct only if a major error occurs.
Correct answer: B
Rationale — Correct: The Marquis–Huston model emphasizes
questioning, reflection, and rationale to develop critical
thinking. Open-ended questioning stimulates analysis and
clinical reasoning, promoting learning through guided discovery.
Rationale — Incorrect A: Immediate instruction fosters
dependency and limits development of reasoning skills.
Rationale — Incorrect C: Passive reading lacks timely
application and feedback in a clinical context.
Rationale — Incorrect D: Silent observation misses teachable
moments and fails to actively scaffold thinking.
Teaching point: Use guided questioning to develop clinical
, reasoning.
Citation: Huston, C. J. (2024). Leadership Roles and
Management Functions in Nursing (11th ed.). Ch. 1.
Q3
Reference: Ch. 1 — Vicarious Learning to Increase Problem-
Solving and Decision-Making Skills
Stem: Your unit plans to implement vicarious learning to
improve staff decision-making. Which strategy will most
effectively use vicarious learning principles?
A. Require staff to watch recorded high-stakes simulations and
discuss their choices afterwards.
B. Have staff read incident reports independently with no
follow-up discussion.
C. Send staff to online modules without debriefing.
D. Post policies on the intranet and expect staff to self-study.
Correct answer: A
Rationale — Correct: Vicarious learning is maximized by
observing modeled behavior plus debriefing and discussion,
which facilitates transfer to practice. Recorded simulations with
facilitated reflection reinforce problem-solving.
Rationale — Incorrect B: Reading reports alone lacks observed
modeling and interactive reflection.
Rationale — Incorrect C: Modules without debriefing provide
limited vicarious learning opportunities.
Rationale — Incorrect D: Passive dissemination lacks social
