LEADERSHIP ROLES AND MANAGEMENT
FUNCTIONS IN NURSING
THEORY AND APPLICATION
11TH EDITION
• AUTHOR(S)CAROL J. HUSTON
TEST BANK
1.
Reference: Ch. 1 — Decision Making, Problem Solving, Critical
Thinking, and Clinical Reasoning — Defining Objectives Clearly
Stem: A nurse manager is planning to reduce medication
administration delays in a 28-bed med-surg unit. Before
implementing changes, the manager asks charge nurses to
define success measures. Which objective definition will best
guide evidence-based interventions?
Options:
,A. Reduce medication administration delays by improving nurse
punctuality.
B. Decrease the number of medication administration delays by
30% within 6 months, measured by time from medication order
availability to documented administration.
C. Ensure nurses understand the importance of timely
medication administration.
D. Improve patient satisfaction scores related to medications.
Correct Answer: B
Rationales — Correct: Option B sets a specific, measurable,
time-bound objective aligned with Huston’s emphasis on clearly
defined objectives to guide problem solving and evaluation. It
enables data collection and evidence-based selection of
interventions.
Rationales — Incorrect: A is vague and attributes delays to
punctuality without measurable criteria. C is education-focused
and not measurable as an outcome. D is outcome-oriented but
broad and may be influenced by many factors beyond
medication timing.
Teaching Point: Objectives must be specific, measurable, and
time-bound.
Citation: Huston, C. J. (2024). Leadership Roles and
Management Functions in Nursing (11th ed.). Ch. 1.
2.
,Reference: Ch. 1 — Vicarious Learning to Increase Problem-
Solving and Decision-Making Skills
Stem: A new charge nurse must quickly learn triage
prioritization on a busy ED shift. The nurse manager organizes
observation shifts with experienced charge nurses. Which
approach best uses vicarious learning to build decision-making
skill?
Options:
A. Assign the new charge nurse to observe without debrief so
they can form their own conclusions.
B. Pair observation with structured debriefing and reflection on
decisions observed.
C. Provide only written policies and ask the new nurse to study
them independently.
D. Let the new nurse float through shifts without assigned
mentorship to learn by immersion.
Correct Answer: B
Rationales — Correct: Option B leverages Huston’s vicarious
learning—observing experts plus guided reflection enhances
clinical reasoning and transfer to practice. Debriefing helps
convert observation into actionable decision-making habits.
Rationales — Incorrect: A misses reflective processing
necessary to internalize reasoning. C is passive and limits
contextual learning. D risks inconsistent learning and potential
unsafe practice without guided feedback.
Teaching Point: Observation plus reflective debriefing
accelerates clinical reasoning development.
, Citation: Huston, C. J. (2024). Leadership Roles and
Management Functions in Nursing (11th ed.). Ch. 1.
3.
Reference: Ch. 1 — Case Studies, Simulation, and Problem-
Based Learning
Stem: A nurse educator must strengthen leaders’ critical-
thinking skills for overnight code team management. Which
training design best meets Walker’s goal of realistic, high-stakes
decision practice?
Options:
A. Didactic lecture on code algorithms followed by a written
test.
B. Low-fidelity tabletop scenarios with no time constraints.
C. High-fidelity simulation replicating overnight conditions with
debrief and role rotation.
D. Self-study modules with case vignettes to read at home.
Correct Answer: C
Rationales — Correct: Option C aligns with Huston’s
recommendation for simulation and problem-based learning to
reproduce real-world complexity, allow role practice, and
provide targeted feedback that improves decision-making
under pressure.
Rationales — Incorrect: A is passive and tests recall rather than
application. B lacks realism and time pressure. D is self-directed
but lacks experiential practice and guided feedback.
FUNCTIONS IN NURSING
THEORY AND APPLICATION
11TH EDITION
• AUTHOR(S)CAROL J. HUSTON
TEST BANK
1.
Reference: Ch. 1 — Decision Making, Problem Solving, Critical
Thinking, and Clinical Reasoning — Defining Objectives Clearly
Stem: A nurse manager is planning to reduce medication
administration delays in a 28-bed med-surg unit. Before
implementing changes, the manager asks charge nurses to
define success measures. Which objective definition will best
guide evidence-based interventions?
Options:
,A. Reduce medication administration delays by improving nurse
punctuality.
B. Decrease the number of medication administration delays by
30% within 6 months, measured by time from medication order
availability to documented administration.
C. Ensure nurses understand the importance of timely
medication administration.
D. Improve patient satisfaction scores related to medications.
Correct Answer: B
Rationales — Correct: Option B sets a specific, measurable,
time-bound objective aligned with Huston’s emphasis on clearly
defined objectives to guide problem solving and evaluation. It
enables data collection and evidence-based selection of
interventions.
Rationales — Incorrect: A is vague and attributes delays to
punctuality without measurable criteria. C is education-focused
and not measurable as an outcome. D is outcome-oriented but
broad and may be influenced by many factors beyond
medication timing.
Teaching Point: Objectives must be specific, measurable, and
time-bound.
Citation: Huston, C. J. (2024). Leadership Roles and
Management Functions in Nursing (11th ed.). Ch. 1.
2.
,Reference: Ch. 1 — Vicarious Learning to Increase Problem-
Solving and Decision-Making Skills
Stem: A new charge nurse must quickly learn triage
prioritization on a busy ED shift. The nurse manager organizes
observation shifts with experienced charge nurses. Which
approach best uses vicarious learning to build decision-making
skill?
Options:
A. Assign the new charge nurse to observe without debrief so
they can form their own conclusions.
B. Pair observation with structured debriefing and reflection on
decisions observed.
C. Provide only written policies and ask the new nurse to study
them independently.
D. Let the new nurse float through shifts without assigned
mentorship to learn by immersion.
Correct Answer: B
Rationales — Correct: Option B leverages Huston’s vicarious
learning—observing experts plus guided reflection enhances
clinical reasoning and transfer to practice. Debriefing helps
convert observation into actionable decision-making habits.
Rationales — Incorrect: A misses reflective processing
necessary to internalize reasoning. C is passive and limits
contextual learning. D risks inconsistent learning and potential
unsafe practice without guided feedback.
Teaching Point: Observation plus reflective debriefing
accelerates clinical reasoning development.
, Citation: Huston, C. J. (2024). Leadership Roles and
Management Functions in Nursing (11th ed.). Ch. 1.
3.
Reference: Ch. 1 — Case Studies, Simulation, and Problem-
Based Learning
Stem: A nurse educator must strengthen leaders’ critical-
thinking skills for overnight code team management. Which
training design best meets Walker’s goal of realistic, high-stakes
decision practice?
Options:
A. Didactic lecture on code algorithms followed by a written
test.
B. Low-fidelity tabletop scenarios with no time constraints.
C. High-fidelity simulation replicating overnight conditions with
debrief and role rotation.
D. Self-study modules with case vignettes to read at home.
Correct Answer: C
Rationales — Correct: Option C aligns with Huston’s
recommendation for simulation and problem-based learning to
reproduce real-world complexity, allow role practice, and
provide targeted feedback that improves decision-making
under pressure.
Rationales — Incorrect: A is passive and tests recall rather than
application. B lacks realism and time pressure. D is self-directed
but lacks experiential practice and guided feedback.
