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
Stem
A charge nurse on a 24-bed telemetry unit receives conflicting
lab results for a patient with suspected sepsis. The primary
provider is unavailable and two staff nurses offer different
interpretations. As charge nurse, which action best
demonstrates sound clinical reasoning and leadership?
,Options
A. Make a rapid treatment decision based on the more
experienced nurse’s suggestion.
B. Hold all decisions until the primary provider returns to avoid
liability.
C. Gather additional data (repeat vital signs, check trending
labs, notify rapid response if deterioration) and choose an
evidence-based interim action.
D. Assign a nurse to document both opinions in the chart and
wait.
Correct answer
C
Rationales
Correct: Gathering more data and choosing an evidence-based
interim action uses clinical reasoning and the nursing process to
manage risk while awaiting provider input; it balances
decisiveness and safety.
A: Relying solely on experience without new data risks
confirmation bias and may miss deterioration.
B: Waiting ignores time-sensitive sepsis interventions and
endangers patient safety.
D: Documenting opinions without action delays care and avoids
leadership responsibility.
Teaching point
Collect current data; act with evidence while escalating
appropriately.
,Citation
Huston, C. J. (2024). Leadership Roles and Management
Functions in Nursing (11th ed.). Ch. 1.
2. Reference
Ch. 1 — Marquis–Huston Critical-Thinking Teaching Model
/ Elastic Thinking
Stem
A new nurse struggles to prioritize tasks during change-of-shift
on a busy med-surg unit. As their preceptor, which teaching
strategy best promotes elastic thinking per the Marquis–Huston
model?
Options
A. Provide a detailed checklist and require strict adherence.
B. Use case-based scenarios and guided questioning to explore
multiple possible priorities.
C. Tell the nurse to always do medication rounds first because
they’re most important.
D. Let the nurse figure things out alone to build independence.
Correct answer
B
Rationales
Correct: Case-based scenarios with guided questioning
encourage flexible, reflective thinking—core to the Marquis–
Huston model—helping nurses adapt priorities in varying
, contexts.
A: A rigid checklist may limit adaptive thinking and fail in
dynamic situations.
C: Blanket rules ignore patient-specific variables and reduce
clinical reasoning.
D: Unguided practice risks repeated errors without feedback.
Teaching point
Use guided cases to build flexible clinical judgment.
Citation
Huston, C. J. (2024). Leadership Roles and Management
Functions in Nursing (11th ed.). Ch. 1.
3. Reference
Ch. 1 — Vicarious Learning and Simulation
Stem
A nurse manager must improve team responses to rapid
deterioration. Which intervention most effectively uses
vicarious learning to build team decision-making?
Options
A. Mandate additional online modules about emergencies.
B. Run interdisciplinary high-fidelity simulations with debrief
focused on decision points.
C. Post a handout summarizing the emergency protocol.
D. Require each nurse to shadow the rapid response nurse for
one shift.
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
Stem
A charge nurse on a 24-bed telemetry unit receives conflicting
lab results for a patient with suspected sepsis. The primary
provider is unavailable and two staff nurses offer different
interpretations. As charge nurse, which action best
demonstrates sound clinical reasoning and leadership?
,Options
A. Make a rapid treatment decision based on the more
experienced nurse’s suggestion.
B. Hold all decisions until the primary provider returns to avoid
liability.
C. Gather additional data (repeat vital signs, check trending
labs, notify rapid response if deterioration) and choose an
evidence-based interim action.
D. Assign a nurse to document both opinions in the chart and
wait.
Correct answer
C
Rationales
Correct: Gathering more data and choosing an evidence-based
interim action uses clinical reasoning and the nursing process to
manage risk while awaiting provider input; it balances
decisiveness and safety.
A: Relying solely on experience without new data risks
confirmation bias and may miss deterioration.
B: Waiting ignores time-sensitive sepsis interventions and
endangers patient safety.
D: Documenting opinions without action delays care and avoids
leadership responsibility.
Teaching point
Collect current data; act with evidence while escalating
appropriately.
,Citation
Huston, C. J. (2024). Leadership Roles and Management
Functions in Nursing (11th ed.). Ch. 1.
2. Reference
Ch. 1 — Marquis–Huston Critical-Thinking Teaching Model
/ Elastic Thinking
Stem
A new nurse struggles to prioritize tasks during change-of-shift
on a busy med-surg unit. As their preceptor, which teaching
strategy best promotes elastic thinking per the Marquis–Huston
model?
Options
A. Provide a detailed checklist and require strict adherence.
B. Use case-based scenarios and guided questioning to explore
multiple possible priorities.
C. Tell the nurse to always do medication rounds first because
they’re most important.
D. Let the nurse figure things out alone to build independence.
Correct answer
B
Rationales
Correct: Case-based scenarios with guided questioning
encourage flexible, reflective thinking—core to the Marquis–
Huston model—helping nurses adapt priorities in varying
, contexts.
A: A rigid checklist may limit adaptive thinking and fail in
dynamic situations.
C: Blanket rules ignore patient-specific variables and reduce
clinical reasoning.
D: Unguided practice risks repeated errors without feedback.
Teaching point
Use guided cases to build flexible clinical judgment.
Citation
Huston, C. J. (2024). Leadership Roles and Management
Functions in Nursing (11th ed.). Ch. 1.
3. Reference
Ch. 1 — Vicarious Learning and Simulation
Stem
A nurse manager must improve team responses to rapid
deterioration. Which intervention most effectively uses
vicarious learning to build team decision-making?
Options
A. Mandate additional online modules about emergencies.
B. Run interdisciplinary high-fidelity simulations with debrief
focused on decision points.
C. Post a handout summarizing the emergency protocol.
D. Require each nurse to shadow the rapid response nurse for
one shift.
