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 must choose between two staffing
models to improve patient flow. Before comparing options, the
manager drafts specific, measurable objectives for patient wait
time, staff overtime, and quality indicators. Which next step
best demonstrates application of Huston’s guidance on defining
objectives?
,A. Select the staffing model preferred by the senior
administrator and implement immediately.
B. Use the objectives to develop measurable criteria and then
evaluate each staffing model against them.
C. Ask staff informally which model they like and use that as the
deciding criterion.
D. Postpone decision-making until more funding is available.
Correct Answer: B
Rationale — Correct: Developing measurable criteria from
objectives allows objective comparison of alternatives and
aligns decisions to intended outcomes. Huston emphasizes
clear, specific objectives to guide evidence-based selection and
evaluation. This approach reduces bias and ensures the decision
directly addresses the stated goals.
Rationale — A: Choosing by administrator preference bypasses
objective criteria and risks misalignment with unit goals.
Rationale — C: Informal staff preference is valuable for buy-in
but insufficient as the primary decision criterion.
Rationale — D: Indefinite postponement without analysis
wastes time and may worsen outcomes.
Teaching Point: Translate objectives into measurable evaluation
criteria before comparing alternatives.
Citation: Huston, C. J. (2024). Leadership Roles and
Management Functions in Nursing (11th ed.). Ch. 1.
2
,Reference: Ch. 1 — Decision Making, Problem Solving, Critical
Thinking, and Clinical Reasoning — Gather Data Carefully
Stem: A charge nurse notices an increase in medication errors
over two weeks. To follow Huston’s recommendation to gather
data carefully, which initial action is most appropriate?
A. Punish staff members appearing most frequently on incident
reports.
B. Immediately mandate double-checking for all medications
without further analysis.
C. Collect and analyze incident reports, timing, staffing levels,
and workflow patterns to identify root causes.
D. Ignore the trend, assuming a reporting spike.
Correct Answer: C
Rationale — Correct: Systematic data collection across multiple
variables identifies patterns and root causes, which is essential
for targeted interventions. Huston emphasizes careful data
gathering to avoid premature or misdirected solutions. This
supports evidence-based corrective actions and fairness.
Rationale — A: Punitive action without understanding causes
can damage morale and misses system contributors.
Rationale — B: A temporary safeguard might help but is not
sufficient without understanding underlying factors.
Rationale — D: Ignoring trends risks patient safety and
leadership responsibility.
Teaching Point: Collect comprehensive data (timing, staffing,
workflow) before deciding corrective actions.
, Citation: Huston, C. J. (2024). Leadership Roles and
Management Functions in Nursing (11th ed.). Ch. 1.
3
Reference: Ch. 1 — The Marquis–Huston Critical-Thinking
Teaching Model — Vicarious Learning and Simulation
Stem: A nurse educator must prepare charge nurses for rapid
deterioration scenarios. According to the Marquis–Huston
model and vicarious learning principles, which educational
strategy most effectively builds clinical reasoning?
A. Provide a 2-hour lecture on protocols and expect mastery.
B. Use high-fidelity simulation with debriefing and reflective
discussion of decision points.
C. Give a checklist and ask nurses to study it independently.
D. Ask nurses to read about deterioration cases on their own
time.
Correct Answer: B
Rationale — Correct: High-fidelity simulation with structured
debriefing fosters vicarious learning, critical reflection, and
transfer to practice—core elements of the Marquis–Huston
model. Simulation replicates ambiguity and allows safe practice
of decision-making. Debriefing consolidates clinical reasoning
and identifies biases.
Rationale — A: Lecture alone is low engagement and limits skill
transfer for complex decisions.
Rationale — C: Checklists help standardization but do not build
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 must choose between two staffing
models to improve patient flow. Before comparing options, the
manager drafts specific, measurable objectives for patient wait
time, staff overtime, and quality indicators. Which next step
best demonstrates application of Huston’s guidance on defining
objectives?
,A. Select the staffing model preferred by the senior
administrator and implement immediately.
B. Use the objectives to develop measurable criteria and then
evaluate each staffing model against them.
C. Ask staff informally which model they like and use that as the
deciding criterion.
D. Postpone decision-making until more funding is available.
Correct Answer: B
Rationale — Correct: Developing measurable criteria from
objectives allows objective comparison of alternatives and
aligns decisions to intended outcomes. Huston emphasizes
clear, specific objectives to guide evidence-based selection and
evaluation. This approach reduces bias and ensures the decision
directly addresses the stated goals.
Rationale — A: Choosing by administrator preference bypasses
objective criteria and risks misalignment with unit goals.
Rationale — C: Informal staff preference is valuable for buy-in
but insufficient as the primary decision criterion.
Rationale — D: Indefinite postponement without analysis
wastes time and may worsen outcomes.
Teaching Point: Translate objectives into measurable evaluation
criteria before comparing alternatives.
Citation: Huston, C. J. (2024). Leadership Roles and
Management Functions in Nursing (11th ed.). Ch. 1.
2
,Reference: Ch. 1 — Decision Making, Problem Solving, Critical
Thinking, and Clinical Reasoning — Gather Data Carefully
Stem: A charge nurse notices an increase in medication errors
over two weeks. To follow Huston’s recommendation to gather
data carefully, which initial action is most appropriate?
A. Punish staff members appearing most frequently on incident
reports.
B. Immediately mandate double-checking for all medications
without further analysis.
C. Collect and analyze incident reports, timing, staffing levels,
and workflow patterns to identify root causes.
D. Ignore the trend, assuming a reporting spike.
Correct Answer: C
Rationale — Correct: Systematic data collection across multiple
variables identifies patterns and root causes, which is essential
for targeted interventions. Huston emphasizes careful data
gathering to avoid premature or misdirected solutions. This
supports evidence-based corrective actions and fairness.
Rationale — A: Punitive action without understanding causes
can damage morale and misses system contributors.
Rationale — B: A temporary safeguard might help but is not
sufficient without understanding underlying factors.
Rationale — D: Ignoring trends risks patient safety and
leadership responsibility.
Teaching Point: Collect comprehensive data (timing, staffing,
workflow) before deciding corrective actions.
, Citation: Huston, C. J. (2024). Leadership Roles and
Management Functions in Nursing (11th ed.). Ch. 1.
3
Reference: Ch. 1 — The Marquis–Huston Critical-Thinking
Teaching Model — Vicarious Learning and Simulation
Stem: A nurse educator must prepare charge nurses for rapid
deterioration scenarios. According to the Marquis–Huston
model and vicarious learning principles, which educational
strategy most effectively builds clinical reasoning?
A. Provide a 2-hour lecture on protocols and expect mastery.
B. Use high-fidelity simulation with debriefing and reflective
discussion of decision points.
C. Give a checklist and ask nurses to study it independently.
D. Ask nurses to read about deterioration cases on their own
time.
Correct Answer: B
Rationale — Correct: High-fidelity simulation with structured
debriefing fosters vicarious learning, critical reflection, and
transfer to practice—core elements of the Marquis–Huston
model. Simulation replicates ambiguity and allows safe practice
of decision-making. Debriefing consolidates clinical reasoning
and identifies biases.
Rationale — A: Lecture alone is low engagement and limits skill
transfer for complex decisions.
Rationale — C: Checklists help standardization but do not build
