Canadian Fundamentals of Nursing 7th Edition Potter Test Ban
@ @
, Canadian Fundamentals of Nursing 7th Edition Potter Test Ban
@ @
Canadian Fundamentals of Nursing 7th Edition Potter @
Test Bank
Chapter 01: Health and Wellness
Potter et al: Canadian Fundamentals of@Nursing, 7th Edition
MULTIPLE CHOICE
1. The nurse is using the population health promotion model to develop actions for improvin g health.
After@asking, ―On what should@we take action?‖; ―How should we take action?‖; and ―Why should we
take action?‖ the nurse will ask which of@the following questions?
a. ―With whom should we act?‖
b. ―When should we take action?‖
c. ―Which government should take action?‖
d. ―Where should we first act?‖
ANS: A
The next question to ask when using the population health model@approach is ―With whom sh ould we act?‖ The
other choices are not questions included in this model.
DIF: Apply REF: 13, Figure 1-5
OBJ: Contrast distinguishing features of@health@promotion and@disease prevention. TOP:
Implementation
MSC: CPNRE: Foundations of@Practic
e
2. The principle ―Health promotion@is multisectoral‖ means which of@the following?
a. Relationships between individual, social, and environmental factors must b e recognized.
b. Physical, mental, social, ecological, cultural, and@spiritual aspects of@health mu st be
recognized. NRI GB.CM
c. In order@to change@unhealthUy l i Sv i n gNa n Td w orkiOn g conditions, areas@other@than@healt h@must
also be involved.
d. Health promotion@involves the use of@knowledge from disciplines such@as social, economic,
political, environmental, medical, and@nursing sciences, as well as fro m first-hand@experience.
ANS: C
The statement ―Health promotion is multisectoral‖ is the principle explained by the necessit y to involve areas
other@than@health in order to change unhealthy living and working conditi ons.
DIF: Understand REF: 11
OBJ: Contrast distinguishing features of@health promotion and disease preventio
n. TOP: Planning MSC: CPNRE: Foundations of@Practice
3. According to the World Health Organization, what is the best description of@―health‖?
a. Simply@the absence of@disease.
b. Involving the total person and@environment.
c. Strictly personal in nature.
d. Status of@pathological state.
ANS: B
, Canadian Fundamentals of Nursing 7th Edition Potter Test Ban
@ @
The WHO defines health as ―…the extent to which an individual or group is able, on the o @
ne hand, to realize aspirations and satisfy needs; and, on the other hand, to change or cope
@ @
with the environment. Health is, therefore, seen as a resource for everyday life, not the obj
@ @ @
ective of living; it is a positive concept emphasizing social and personal resources, as well
@ @ @ @ @ @
as physical capacities.‖ Nurses‘ attitudes toward health and illness should account for the to
@
tal person, as well as the environment in which the person lives. People free of disease are @
not equally healthy. Views of health have broadened to include mental, social, and spiritual
@ @
well-
being, as well as a focus on health at family and community levels. Conditions of life, rathe
@ @
r than pathological states, are what determine health.
DIF: Knowledge REF: 2
OBJ: Discuss ways that definitions of health have been conceptualize @
d. TOP: Evaluate MSC: CPNRE: Foundations of Practice @
4. What priority strategy for health promotion in Canada is optional but seen as important
@ @
to incorporate in nursing education curricula?
@ @
a. Knowledge of disease prevention. @
b. Strategies for health promotion. @
c. Policy advocacy. @
d. Concepts of determinants of health.
@ @
ANS: C
Increasingly, policy advocacy is incorporated into nursing role statements and nursing educa
tion curricula. Nurses should think about policies that have contributed to health
@
problems, policies that would help to alleviate health problems, and how nursing champions
public policies. Disease prevention is an integral part of nursing curricula. Health promotion
@ @ @
is
a fundamental part of nursing curricu la. B.CM
N USNT
R I G
@ @ @
O
DIF: Understand REF: 11 | 12
OBJ: Analyze how the nature and scope of nursing practice are influenced by differ @ @
ent conceptualizations of health and health determinants.
@ @ @
TOP: Planning MS
C: CPNRE: Foundations of Practice @
5. Which of the following is a prerequisite for health, as identified by the Ottawa Charter f
@ @
or Health Promotion?
@
a. Education.
b. Social support.
c. Self-esteem.
d. Physical environment.
ANS: A
Education is one of the nine prerequisites for health that were identified in the Ottawa Chart
@ @
er for Health Promotion. Lack of social support and low self-
@ @ @
esteem were identified as a psychosocial risk factors by Labonte (1993). Dangerous physical
environments were identified as socioenvironmental risk factors by Labonte (1993). @ @
DIF: Understand REF: 4
OBJ: Discuss contributions of the following Canadian publications to conceptualizations of heal
@ @
th and health determinants: Lalonde Report, Ottawa Charter, Epp Report, Strategies for Populat
@
ion Health, Jakarta Declaration, Bangkok Charter, Toronto Charter. TOP: Planning
MSC: CPNRE: Foundations of Practice @
, Canadian Fundamentals of Nursing 7th Edition Potter Test Ban
@ @
6. The determinant of health with the greatest effect on the health of Canadians is which of t
@ @ @ @ @ @ @
he following?
a. Education.
b. Health services.
@
c. Social support networks.
d. Income and social status.
ANS: D
Income, income distribution, and social status are the determinants of health that influence @
most other determinants. Some investigators suggest that literacy and education are importan @
t influences on health status because they affect many other health determinants. @
Approximately 25% of a population‘s health status is attributed to the quality of its health ca
@ @ @
re services. Social support affects health, health behaviours, and health care utilization but is
@
not the most influential determinant of health. @
DIF: Understand REF: 6
OBJ: Discuss key health determinants and their interrelationships and how they influence heal
@ @
th. TOP: Planning MSC: CPNRE: Foundations of Practice @
7. A paraplegic patient in the hospital for an electrolyte imbalance is receiving care at whi
@
ch prevention level?
a. Primary prevention.
@
b. Secondary prevention.
c. Tertiary prevention.
@
d. Health promotion.
@
ANS: B
The secondary prevention levNeU
@ @ l fR
ocSuI sG
seN o nTeBa r.l yCd e Mt e ct i o n of disease once pathogenesis has oc
@ @ @ @ @
curred, so that prompt treatment can be initiated to halt disease and limit disability. The
@
primary prevention level focuses on health promotion, specific protection measures such as i
mmunizations, and the reduction of risk factors such as smoking. The tertiary prevention le
@
vel focuses on minimizing residual disability.
DIF: Apply REF: 11
OBJ: Contrast distinguishing features of health promotion and disease prevention.
@ @ @
TOP: Implementation
MSC: CPNRE: Foundations of Practic @
e
8. The nurse incorporates levels of prevention on the basis of patient needs and the type
@ @ @
of nursing care provided. Which of the following is an example of tertiary level preve
@ @ @ @
ntive caregiving?
a. Teaching a patient how to irrigate a new temporary colostomy.
@ @
b. Providing a lesson on hygiene for an elementary school class.
@
c. Informing a patient that immunizations for her infant are available through th
@ @ @ @
e health department.
d. Arranging for a hospice nurse to visit with the family of a patient with cancer.
@ @
ANS: D
@ @
, Canadian Fundamentals of Nursing 7th Edition Potter Test Ban
@ @
Canadian Fundamentals of Nursing 7th Edition Potter @
Test Bank
Chapter 01: Health and Wellness
Potter et al: Canadian Fundamentals of@Nursing, 7th Edition
MULTIPLE CHOICE
1. The nurse is using the population health promotion model to develop actions for improvin g health.
After@asking, ―On what should@we take action?‖; ―How should we take action?‖; and ―Why should we
take action?‖ the nurse will ask which of@the following questions?
a. ―With whom should we act?‖
b. ―When should we take action?‖
c. ―Which government should take action?‖
d. ―Where should we first act?‖
ANS: A
The next question to ask when using the population health model@approach is ―With whom sh ould we act?‖ The
other choices are not questions included in this model.
DIF: Apply REF: 13, Figure 1-5
OBJ: Contrast distinguishing features of@health@promotion and@disease prevention. TOP:
Implementation
MSC: CPNRE: Foundations of@Practic
e
2. The principle ―Health promotion@is multisectoral‖ means which of@the following?
a. Relationships between individual, social, and environmental factors must b e recognized.
b. Physical, mental, social, ecological, cultural, and@spiritual aspects of@health mu st be
recognized. NRI GB.CM
c. In order@to change@unhealthUy l i Sv i n gNa n Td w orkiOn g conditions, areas@other@than@healt h@must
also be involved.
d. Health promotion@involves the use of@knowledge from disciplines such@as social, economic,
political, environmental, medical, and@nursing sciences, as well as fro m first-hand@experience.
ANS: C
The statement ―Health promotion is multisectoral‖ is the principle explained by the necessit y to involve areas
other@than@health in order to change unhealthy living and working conditi ons.
DIF: Understand REF: 11
OBJ: Contrast distinguishing features of@health promotion and disease preventio
n. TOP: Planning MSC: CPNRE: Foundations of@Practice
3. According to the World Health Organization, what is the best description of@―health‖?
a. Simply@the absence of@disease.
b. Involving the total person and@environment.
c. Strictly personal in nature.
d. Status of@pathological state.
ANS: B
, Canadian Fundamentals of Nursing 7th Edition Potter Test Ban
@ @
The WHO defines health as ―…the extent to which an individual or group is able, on the o @
ne hand, to realize aspirations and satisfy needs; and, on the other hand, to change or cope
@ @
with the environment. Health is, therefore, seen as a resource for everyday life, not the obj
@ @ @
ective of living; it is a positive concept emphasizing social and personal resources, as well
@ @ @ @ @ @
as physical capacities.‖ Nurses‘ attitudes toward health and illness should account for the to
@
tal person, as well as the environment in which the person lives. People free of disease are @
not equally healthy. Views of health have broadened to include mental, social, and spiritual
@ @
well-
being, as well as a focus on health at family and community levels. Conditions of life, rathe
@ @
r than pathological states, are what determine health.
DIF: Knowledge REF: 2
OBJ: Discuss ways that definitions of health have been conceptualize @
d. TOP: Evaluate MSC: CPNRE: Foundations of Practice @
4. What priority strategy for health promotion in Canada is optional but seen as important
@ @
to incorporate in nursing education curricula?
@ @
a. Knowledge of disease prevention. @
b. Strategies for health promotion. @
c. Policy advocacy. @
d. Concepts of determinants of health.
@ @
ANS: C
Increasingly, policy advocacy is incorporated into nursing role statements and nursing educa
tion curricula. Nurses should think about policies that have contributed to health
@
problems, policies that would help to alleviate health problems, and how nursing champions
public policies. Disease prevention is an integral part of nursing curricula. Health promotion
@ @ @
is
a fundamental part of nursing curricu la. B.CM
N USNT
R I G
@ @ @
O
DIF: Understand REF: 11 | 12
OBJ: Analyze how the nature and scope of nursing practice are influenced by differ @ @
ent conceptualizations of health and health determinants.
@ @ @
TOP: Planning MS
C: CPNRE: Foundations of Practice @
5. Which of the following is a prerequisite for health, as identified by the Ottawa Charter f
@ @
or Health Promotion?
@
a. Education.
b. Social support.
c. Self-esteem.
d. Physical environment.
ANS: A
Education is one of the nine prerequisites for health that were identified in the Ottawa Chart
@ @
er for Health Promotion. Lack of social support and low self-
@ @ @
esteem were identified as a psychosocial risk factors by Labonte (1993). Dangerous physical
environments were identified as socioenvironmental risk factors by Labonte (1993). @ @
DIF: Understand REF: 4
OBJ: Discuss contributions of the following Canadian publications to conceptualizations of heal
@ @
th and health determinants: Lalonde Report, Ottawa Charter, Epp Report, Strategies for Populat
@
ion Health, Jakarta Declaration, Bangkok Charter, Toronto Charter. TOP: Planning
MSC: CPNRE: Foundations of Practice @
, Canadian Fundamentals of Nursing 7th Edition Potter Test Ban
@ @
6. The determinant of health with the greatest effect on the health of Canadians is which of t
@ @ @ @ @ @ @
he following?
a. Education.
b. Health services.
@
c. Social support networks.
d. Income and social status.
ANS: D
Income, income distribution, and social status are the determinants of health that influence @
most other determinants. Some investigators suggest that literacy and education are importan @
t influences on health status because they affect many other health determinants. @
Approximately 25% of a population‘s health status is attributed to the quality of its health ca
@ @ @
re services. Social support affects health, health behaviours, and health care utilization but is
@
not the most influential determinant of health. @
DIF: Understand REF: 6
OBJ: Discuss key health determinants and their interrelationships and how they influence heal
@ @
th. TOP: Planning MSC: CPNRE: Foundations of Practice @
7. A paraplegic patient in the hospital for an electrolyte imbalance is receiving care at whi
@
ch prevention level?
a. Primary prevention.
@
b. Secondary prevention.
c. Tertiary prevention.
@
d. Health promotion.
@
ANS: B
The secondary prevention levNeU
@ @ l fR
ocSuI sG
seN o nTeBa r.l yCd e Mt e ct i o n of disease once pathogenesis has oc
@ @ @ @ @
curred, so that prompt treatment can be initiated to halt disease and limit disability. The
@
primary prevention level focuses on health promotion, specific protection measures such as i
mmunizations, and the reduction of risk factors such as smoking. The tertiary prevention le
@
vel focuses on minimizing residual disability.
DIF: Apply REF: 11
OBJ: Contrast distinguishing features of health promotion and disease prevention.
@ @ @
TOP: Implementation
MSC: CPNRE: Foundations of Practic @
e
8. The nurse incorporates levels of prevention on the basis of patient needs and the type
@ @ @
of nursing care provided. Which of the following is an example of tertiary level preve
@ @ @ @
ntive caregiving?
a. Teaching a patient how to irrigate a new temporary colostomy.
@ @
b. Providing a lesson on hygiene for an elementary school class.
@
c. Informing a patient that immunizations for her infant are available through th
@ @ @ @
e health department.
d. Arranging for a hospice nurse to visit with the family of a patient with cancer.
@ @
ANS: D
