Berman/Snyder, Test Bank for Skills in Clinical Nursing 8th Edition
Chapter 1
Question 1
Type: MCSA
The nurse is caring for a client who developed an infection after admission to the hospital. Which term would the
nurse use when documenting this infection?
1. Nosocomial infection
2. Bacterial infection
3. Health care-associated infection
4. Therapeutic infection
Correct Answer: 1
Rationale 1: A nosocomial infection is an infection that originates specifically in the hospital, whereas a health
care-associated infection can originate in any health care setting. Not enough information is provided to determine
whether the infection is bacterial in nature, and there is no such thing as a therapeutic infection.
Rationale 2: A nosocomial infection is an infection that originates specifically in the hospital, whereas a health
care-associated infection can originate in any health care setting. Not enough information is provided to determine
whether the infection is bacterial in nature, and there is no such thing as a therapeutic infection.
Rationale 3: A nosocomial infection is an infection that originates specifically in the hospital, whereas a health
care-associated infection can originate in any health care setting. Not enough information is provided to determine
whether the infection is bacterial in nature, and there is no such thing as a therapeutic infection.
Rationale 4: A nosocomial infection is an infection that originates specifically in the hospital, whereas a health
care-associated infection can originate in any health care setting. Not enough information is provided to determine
whether the infection is bacterial in nature, and there is no such thing as a therapeutic infection.
Global Rationale: A nosocomial infection is an infection that originates specifically in the hospital, whereas a
health care-associated infection can originate in any health care setting. Not enough information is provided to
determine whether the infection is bacterial in nature, and there is no such thing as a therapeutic infection.
Cognitive Level: Applying
Client Need: Physiological Integrity
Client Need Sub: Physiological Adaptation
QSEN Competencies: V.B.1. Demonstrate effective use of technology and standardized practices that support
safety and quality
AACN Essential Competencies: II.5. Participate in quality and client safety initiatives, recognizing that these are
complex system issues that involve individuals, families, groups, communities, populations, and other members of
the health care team
Berman/Snyder, Test Bank for Skills in Clinical Nursing 8th Edition
Copyright 2016 by Pearson Education, Inc.
,NLN Competencies: Knowledge and Science: Relationships between knowledge/science and quality and safe
client care
Nursing/Integrated Concepts: Nursing Process: Assessment
Learning Outcome: Define the key terms used in foundational skills and equipment that protect nurses and
clients.
Page Number: p. 6
Question 2
Type: MCMA
The nurse would use a Situation, Background, Assessment, and Recommendation (SBAR) process in which
situations?
Standard Text: Select all that apply.
1. Discharging a client
2. Transferring a client to another unit
3. Contacting the primary care provider
4. Changing from day to evening shift
5. Informing family members of client status
Correct Answer: 2,3,4
Rationale 1: The SBAR is used to enhance the safety of the client in situations where nurses are communicating
with other members of the health care team, such as when transferring the client to another unit, conducting
change-of-shift report, or contacting the primary care provider. The SBAR is not used for discharge teaching or
notifying family members of the client's status.
Rationale 2: The SBAR is used to enhance the safety of the client in situations where nurses are communicating
with other members of the health care team, such as when transferring the client to another unit, conducting
change-of-shift report, or contacting the primary care provider. The SBAR is not used for discharge teaching or
notifying family members of the client's status.
Rationale 3: The SBAR is used to enhance the safety of the client in situations where nurses are communicating
with other members of the health care team, such as when transferring the client to another unit, conducting
change-of-shift report, or contacting the primary care provider. The SBAR is not used for discharge teaching or
notifying family members of the client's status.
Rationale 4: The SBAR is used to enhance the safety of the client in situations where nurses are communicating
with other members of the health care team, such as when transferring the client to another unit, conducting
change-of-shift report, or contacting the primary care provider. The SBAR is not used for discharge teaching or
notifying family members of the client's status.
Rationale 5: The SBAR is used to enhance the safety of the client in situations where nurses are communicating
with other members of the health care team, such as when transferring the client to another unit, conducting
Berman/Snyder, Test Bank for Skills in Clinical Nursing 8th Edition
Copyright 2016 by Pearson Education, Inc.
,change-of-shift report, or contacting the primary care provider. The SBAR is not used for discharge teaching or
notifying family members of the client's status.
Global Rationale: The SBAR is used to enhance the safety of the client in situations where nurses are
communicating with other members of the health care team, such as when transferring the client to another unit,
conducting change-of-shift report, or contacting the primary care provider. The SBAR is not used for discharge
teaching or notifying family members of the client's status.
Cognitive Level: Applying
Client Need: Safe and Effective Care Environmnet
Client Need Sub: Management of Care
QSEN Competencies: V.B.1. Demonstrate effective use of technology and standardized practices that support
safety and quality
AACN Essential Competencies: II.5. Participate in quality and client safety initiatives, recognizing that these are
complex system issues, that involve individuals, families, groups, communities, populations, and other members
of the health care team
NLN Competencies: Knowledge and Science: Relationships between knowledge/science and quality and safe
client care
Nursing/Integrated Concepts: Nursing Process: Implementation
Learning Outcome: Define the key terms used in foundational skills and equipment that protect nurses and
clients.
Page Number: p. 15
Question 3
Type: MCSA
The nurse is caring for a client with a medical diagnosis of HIV/AIDS admitted to the hospital with Pneumocystis
carinii infection. In order to reduce the spread of infection, which is the priority nursing intervention?
1. Teaching the client to provide self-care
2. Teaching respiratory/cough etiquette
3. Teaching the use of sexual barriers
4. Teaching the use of standard precautions
Correct Answer: 2
Rationale 1: The client with a respiratory infection would benefit most from learning how to use respiratory
hygiene/cough etiquette in order to reduce the risk of spreading infection to others. Although teaching the use of
sexual barriers would reduce the risk of sexually transmitted infections, it is not the priority need at this time.
Teaching self-care might be indicated for this client, but it is not related to reducing the spread of infection.
Standard precautions are used by the health care provider, and are not generally taught to clients.
Rationale 2: The client with a respiratory infection would benefit most from learning how to use respiratory
hygiene/cough etiquette in order to reduce the risk of spreading infection to others. Although teaching the use of
Berman/Snyder, Test Bank for Skills in Clinical Nursing 8th Edition
Copyright 2016 by Pearson Education, Inc.
, sexual barriers would reduce the risk of sexually transmitted infections, it is not the priority need at this time.
Teaching self-care might be indicated for this client, but it is not related to reducing the spread of infection.
Standard precautions are used by the health care provider, and are not generally taught to clients.
Rationale 3: The client with a respiratory infection would benefit most from learning how to use respiratory
hygiene/cough etiquette in order to reduce the risk of spreading infection to others. Although teaching the use of
sexual barriers would reduce the risk of sexually transmitted infections, it is not the priority need at this time.
Teaching self-care might be indicated for this client, but it is not related to reducing the spread of infection.
Standard precautions are used by the health care provider, and are not generally taught to clients.
Rationale 4: The client with a respiratory infection would benefit most from learning how to use respiratory
hygiene/cough etiquette in order to reduce the risk of spreading infection to others. Although teaching the use of
sexual barriers would reduce the risk of sexually transmitted infections, it is not the priority need at this time.
Teaching self-care might be indicated for this client, but it is not related to reducing the spread of infection.
Standard precautions are used by the health care provider, and are not generally taught to clients.
Global Rationale: The client with a respiratory infection would benefit most from learning how to use respiratory
hygiene/cough etiquette in order to reduce the risk of spreading infection to others. Although teaching the use of
sexual barriers would reduce the risk of sexually transmitted infections, it is not the priority need at this time.
Teaching self-care might be indicated for this client, but it is not related to reducing the spread of infection.
Standard precautions are used by the health care provider, and are not generally taught to clients.
Cognitive Level: Analyzing
Client Need: Physiological Integrity
Client Need Sub: Reduction of Risk Potential
QSEN Competencies: V.B.1. Demonstrate effective use of technology and standardized practices that support
safety and quality
AACN Essential Competencies: II.5. Participate in quality and client safety initiatives, recognizing that these are
complex system issues that involve individuals, families, groups, communities, populations, and other members of
the health care team
NLN Competencies: Knowledge and Science: Relationships between knowledge/science and quality and safe
client care
Nursing/Integrated Concepts: Nursing Process: Implementation
Learning Outcome: Define the key terms used in foundational skills and equipment that protect nurses and
clients.
Page Number: p. 4
Question 4
Type: MCMA
Which tasks would be appropriate for the nurse to delegate to the unlicensed assistive personnel (UAP)?
Standard Text: Select all that apply.
1. Taking vital signs
2. Measuring and recording intake and output
3. Postmortem care
Berman/Snyder, Test Bank for Skills in Clinical Nursing 8th Edition
Copyright 2016 by Pearson Education, Inc.
Chapter 1
Question 1
Type: MCSA
The nurse is caring for a client who developed an infection after admission to the hospital. Which term would the
nurse use when documenting this infection?
1. Nosocomial infection
2. Bacterial infection
3. Health care-associated infection
4. Therapeutic infection
Correct Answer: 1
Rationale 1: A nosocomial infection is an infection that originates specifically in the hospital, whereas a health
care-associated infection can originate in any health care setting. Not enough information is provided to determine
whether the infection is bacterial in nature, and there is no such thing as a therapeutic infection.
Rationale 2: A nosocomial infection is an infection that originates specifically in the hospital, whereas a health
care-associated infection can originate in any health care setting. Not enough information is provided to determine
whether the infection is bacterial in nature, and there is no such thing as a therapeutic infection.
Rationale 3: A nosocomial infection is an infection that originates specifically in the hospital, whereas a health
care-associated infection can originate in any health care setting. Not enough information is provided to determine
whether the infection is bacterial in nature, and there is no such thing as a therapeutic infection.
Rationale 4: A nosocomial infection is an infection that originates specifically in the hospital, whereas a health
care-associated infection can originate in any health care setting. Not enough information is provided to determine
whether the infection is bacterial in nature, and there is no such thing as a therapeutic infection.
Global Rationale: A nosocomial infection is an infection that originates specifically in the hospital, whereas a
health care-associated infection can originate in any health care setting. Not enough information is provided to
determine whether the infection is bacterial in nature, and there is no such thing as a therapeutic infection.
Cognitive Level: Applying
Client Need: Physiological Integrity
Client Need Sub: Physiological Adaptation
QSEN Competencies: V.B.1. Demonstrate effective use of technology and standardized practices that support
safety and quality
AACN Essential Competencies: II.5. Participate in quality and client safety initiatives, recognizing that these are
complex system issues that involve individuals, families, groups, communities, populations, and other members of
the health care team
Berman/Snyder, Test Bank for Skills in Clinical Nursing 8th Edition
Copyright 2016 by Pearson Education, Inc.
,NLN Competencies: Knowledge and Science: Relationships between knowledge/science and quality and safe
client care
Nursing/Integrated Concepts: Nursing Process: Assessment
Learning Outcome: Define the key terms used in foundational skills and equipment that protect nurses and
clients.
Page Number: p. 6
Question 2
Type: MCMA
The nurse would use a Situation, Background, Assessment, and Recommendation (SBAR) process in which
situations?
Standard Text: Select all that apply.
1. Discharging a client
2. Transferring a client to another unit
3. Contacting the primary care provider
4. Changing from day to evening shift
5. Informing family members of client status
Correct Answer: 2,3,4
Rationale 1: The SBAR is used to enhance the safety of the client in situations where nurses are communicating
with other members of the health care team, such as when transferring the client to another unit, conducting
change-of-shift report, or contacting the primary care provider. The SBAR is not used for discharge teaching or
notifying family members of the client's status.
Rationale 2: The SBAR is used to enhance the safety of the client in situations where nurses are communicating
with other members of the health care team, such as when transferring the client to another unit, conducting
change-of-shift report, or contacting the primary care provider. The SBAR is not used for discharge teaching or
notifying family members of the client's status.
Rationale 3: The SBAR is used to enhance the safety of the client in situations where nurses are communicating
with other members of the health care team, such as when transferring the client to another unit, conducting
change-of-shift report, or contacting the primary care provider. The SBAR is not used for discharge teaching or
notifying family members of the client's status.
Rationale 4: The SBAR is used to enhance the safety of the client in situations where nurses are communicating
with other members of the health care team, such as when transferring the client to another unit, conducting
change-of-shift report, or contacting the primary care provider. The SBAR is not used for discharge teaching or
notifying family members of the client's status.
Rationale 5: The SBAR is used to enhance the safety of the client in situations where nurses are communicating
with other members of the health care team, such as when transferring the client to another unit, conducting
Berman/Snyder, Test Bank for Skills in Clinical Nursing 8th Edition
Copyright 2016 by Pearson Education, Inc.
,change-of-shift report, or contacting the primary care provider. The SBAR is not used for discharge teaching or
notifying family members of the client's status.
Global Rationale: The SBAR is used to enhance the safety of the client in situations where nurses are
communicating with other members of the health care team, such as when transferring the client to another unit,
conducting change-of-shift report, or contacting the primary care provider. The SBAR is not used for discharge
teaching or notifying family members of the client's status.
Cognitive Level: Applying
Client Need: Safe and Effective Care Environmnet
Client Need Sub: Management of Care
QSEN Competencies: V.B.1. Demonstrate effective use of technology and standardized practices that support
safety and quality
AACN Essential Competencies: II.5. Participate in quality and client safety initiatives, recognizing that these are
complex system issues, that involve individuals, families, groups, communities, populations, and other members
of the health care team
NLN Competencies: Knowledge and Science: Relationships between knowledge/science and quality and safe
client care
Nursing/Integrated Concepts: Nursing Process: Implementation
Learning Outcome: Define the key terms used in foundational skills and equipment that protect nurses and
clients.
Page Number: p. 15
Question 3
Type: MCSA
The nurse is caring for a client with a medical diagnosis of HIV/AIDS admitted to the hospital with Pneumocystis
carinii infection. In order to reduce the spread of infection, which is the priority nursing intervention?
1. Teaching the client to provide self-care
2. Teaching respiratory/cough etiquette
3. Teaching the use of sexual barriers
4. Teaching the use of standard precautions
Correct Answer: 2
Rationale 1: The client with a respiratory infection would benefit most from learning how to use respiratory
hygiene/cough etiquette in order to reduce the risk of spreading infection to others. Although teaching the use of
sexual barriers would reduce the risk of sexually transmitted infections, it is not the priority need at this time.
Teaching self-care might be indicated for this client, but it is not related to reducing the spread of infection.
Standard precautions are used by the health care provider, and are not generally taught to clients.
Rationale 2: The client with a respiratory infection would benefit most from learning how to use respiratory
hygiene/cough etiquette in order to reduce the risk of spreading infection to others. Although teaching the use of
Berman/Snyder, Test Bank for Skills in Clinical Nursing 8th Edition
Copyright 2016 by Pearson Education, Inc.
, sexual barriers would reduce the risk of sexually transmitted infections, it is not the priority need at this time.
Teaching self-care might be indicated for this client, but it is not related to reducing the spread of infection.
Standard precautions are used by the health care provider, and are not generally taught to clients.
Rationale 3: The client with a respiratory infection would benefit most from learning how to use respiratory
hygiene/cough etiquette in order to reduce the risk of spreading infection to others. Although teaching the use of
sexual barriers would reduce the risk of sexually transmitted infections, it is not the priority need at this time.
Teaching self-care might be indicated for this client, but it is not related to reducing the spread of infection.
Standard precautions are used by the health care provider, and are not generally taught to clients.
Rationale 4: The client with a respiratory infection would benefit most from learning how to use respiratory
hygiene/cough etiquette in order to reduce the risk of spreading infection to others. Although teaching the use of
sexual barriers would reduce the risk of sexually transmitted infections, it is not the priority need at this time.
Teaching self-care might be indicated for this client, but it is not related to reducing the spread of infection.
Standard precautions are used by the health care provider, and are not generally taught to clients.
Global Rationale: The client with a respiratory infection would benefit most from learning how to use respiratory
hygiene/cough etiquette in order to reduce the risk of spreading infection to others. Although teaching the use of
sexual barriers would reduce the risk of sexually transmitted infections, it is not the priority need at this time.
Teaching self-care might be indicated for this client, but it is not related to reducing the spread of infection.
Standard precautions are used by the health care provider, and are not generally taught to clients.
Cognitive Level: Analyzing
Client Need: Physiological Integrity
Client Need Sub: Reduction of Risk Potential
QSEN Competencies: V.B.1. Demonstrate effective use of technology and standardized practices that support
safety and quality
AACN Essential Competencies: II.5. Participate in quality and client safety initiatives, recognizing that these are
complex system issues that involve individuals, families, groups, communities, populations, and other members of
the health care team
NLN Competencies: Knowledge and Science: Relationships between knowledge/science and quality and safe
client care
Nursing/Integrated Concepts: Nursing Process: Implementation
Learning Outcome: Define the key terms used in foundational skills and equipment that protect nurses and
clients.
Page Number: p. 4
Question 4
Type: MCMA
Which tasks would be appropriate for the nurse to delegate to the unlicensed assistive personnel (UAP)?
Standard Text: Select all that apply.
1. Taking vital signs
2. Measuring and recording intake and output
3. Postmortem care
Berman/Snyder, Test Bank for Skills in Clinical Nursing 8th Edition
Copyright 2016 by Pearson Education, Inc.
