Chapter 01: Health Defined: Objectives for Promotion and Prevention
cc cc cc cc cc cc cc cc
Edelman: Health Promotion Throughout the Life Span, 8th Edition
cc cc cc cc cc cc cc cc cc
MULTIPLE CHOICE cc
1. Which model of health is most likely used by a person who does not believe in preventive health care?
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
a. Clinical model cc
b. Role performance model cc cc
c. Adaptive model cc
d. Eudaimonistic model cc
ANS: A c c
The clinical model of health views the absence of signs and symptoms of disease as indicative of health.
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
People who use this model wait until they are very sick to seek care.
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
DIF: Cognitive Level: Remember (Knowledge) cc cc cc REF: p. 3 cc
2. A person with chronic back pain is cared for by her primary care provider as well as
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
receives acupuncture. Which model of health does this person likely favor?
cc cc cc cc cc cc cc cc cc cc cc
a. Clinical model cc
b. Role performance model cc cc
c. Adaptive model cc
d. Eudaimonistic model cc
ANS: D c c
The eudaimonistic model embodies the interaction and interrelationships among physical, social,
cc cc cc cc cc cc cc cc cc cc
psychological, and spiritual aspects of life and the environment in goal attainment and creating meaning
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
in life. Practitioners who practice the clinical model may not be enough for someone who believes in the
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
eudaimonistic model. Those who believe in the eudaimonistic model often look for alternative providers
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
of care.
cc cc
DIF: Cognitive Level: Apply (Application) cc cc cc REF: p. 3 cc
3. A state of physical, mental, spiritual, and social functioning that realizes a person‘s potential
cc cc cc cc cc cc cc cc cc cc cc cc cc
and is experienced within a developmental context is known as:
cc cc cc cc cc cc cc cc cc cc
a. growth and development. cc cc
b. health.
c. functioning.
d. high-level wellness. cc
ANS: B c c
Health is defined as a state of physical, mental, spiritual, and social functioning that realizes a person‘s
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
potential and is experienced within a developmental context.
cc cc cc cc cc cc cc cc
DIF: Cognitive Level: Remember (Knowledge) cc cc cc REF: p. 5 cc
4. Which of the cc cc cc following best describes a client who has an illness?
cc cc cc cc cc cc cc cc
a. Someone cc who has well-controlled diabetes
cc cc cc
b. Someone cc with hypercholesterolemia
cc
c. Someone cc with a headache cc cc
d. Someone cc with coronary artery disease
cc cc cc
without angina ANS:
cc cc cc c c C
, Someone with a headache represents a person with an illness. An illness is made up of the subjective
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
experience of the individual and the physical manifestation of disease. It can be described as a response
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
characterized by a mismatch between a person‘s needs and the resources available to meet those needs.
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
A person can have a disease without feeling ill. The other choices represent disease.
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
DIF: Cognitive Level: Analyze (Analysis) cc cc cc REF: p. 6 cc
5. Which US report is considered a landmark document in creating a global approach to health?
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
a. The 1990 Health Objectives for the Nation: A Midcourse Review
cc cc cc cc cc cc cc cc cc
b. Healthy People 2020 cc cc
c. Healthy People 2000 cc cc
d. The U.S. Surgeon General Report
cc cc cc cc
ANS: C c c
Healthy People 2000 and its Midcourse Review and 1995 Revisions were landmark documents in which
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
a consortium of people representing national organizations worked with US Public Health Service officials
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
to create a more global approach to health.
cc cc cc cc cc cc cc cc
DIF: Cognitive Level: Remember (Knowledge) cc cc cc REF: p. 6 cc
6. Which of the following represents a method of primary prevention?
cc cc cc cc cc cc cc cc cc
a. Informational session about healthy lifestyles cc cc cc cc
b. Blood pressure screening cc cc
c. Interventional cardiac catheterization cc cc
d. Diagnostic cardiac catheterization cc cc
ANS: A c c
Primary prevention precedes disease or dysfunction. It includes health promotion and specific protection and
cc cc cc cc cc cc cc cc cc cc cc cc cc
encourages increased awareness; thus, education about healthy lifestyles fits this definition. Blood pressure
cc cc cc cc cc cc cc cc cc cc cc cc cc
screening does not prevent disease, but instead identifies it.
cc cc cc cc cc cc cc cc cc
DIF: Cognitive Level: Apply (Application) cc cc cc REF: p. 11 cc
7. Which of the following represents a method of secondary prevention?
cc cc cc cc cc cc cc cc cc
a. Self–breast examination education cc cc
b. Yearly mammograms cc
c. Chemotherapy for advanced breast cancer cc cc cc cc
d. Complete mastectomy for breast cancer cc cc cc cc
ANS: B c c
Screening is secondary prevention because the principal goal of screenings is to identify individuals in an
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
early, detectable stage of the disease process. A mammogram is a screening tool for breast cancer and
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
thus is considered a method of secondary prevention.
cc cc cc cc cc cc cc cc
DIF: Cognitive Level: Apply (Application) cc cc cc REF: p. 15 cc
8. Which of the following represents a method of tertiary prevention?
cc cc cc cc cc cc cc cc cc
a. Drunk driving campaign cc cc
b. Road blocks for drunk driving
cc cc cc cc
c. Emergency surgery for head trauma after a motor vehicle accident
cc cc cc cc cc cc cc cc cc
d. Physical and occupational therapy after a motor vehicle accident with
cc cc cc cc cc cc cc cc cc
head trauma ANS:
cc cc cc c c D
, Physical therapy and occupational therapy are considered tertiary prevention. Tertiary prevention occurs
cc cc cc cc cc cc cc cc cc cc cc
when a defect or disability is permanent and irreversible. It involves minimizing the effect of disease and
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
disability. The objective of tertiary prevention is to maximize remaining capacities.
cc cc cc cc cc cc cc cc cc cc cc
DIF: c c c c Cognitive Level: Apply (Application) cc cc cc REF: p. 15 cc
9. In reviewing a person‘s medical claims, a nurse realizes that the individual with moderate persistent
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
asthma has had several emergency department visits and is not on inhaled steroids as recommended by
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
the NHLBI asthma management guidelines. The nurse discusses this with the person‘s primary care
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
provider. In this scenario, the nurse is acting as a(n):
cc cc cc cc cc cc cc cc cc cc
a. advocate.
b. care manager. cc
c. consultant.
d. educator.
ANS: B c c
Care managers act to prevent duplication of service and reduce cost. Care managers base
cc cc cc cc cc cc cc cc cc cc cc cc cc
recommendation on reliable data sources such as evidence-based practices and protocols.
cc c c cc cc cc cc cc cc cc cc cc
DIF: c c c c Cognitive Level: Apply (Application) cc cc cc REF: p. 15 cc
10. During a home visit, a nurse assists an individual to complete an application for disability services.
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
The nurse is acting as a(n):
cc cc cc cc cc cc
a. advocate.
b. care manager. cc
c. consultant.
d. educator.
ANS: A c c
The advocacy role of the nurse helps individuals obtain what they are entitled to receive from the
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
health care system, tries to make the system more responsive to individuals‘ community needs, and
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
assists individuals in developing skills to advocate for themselves.
cc cc cc cc cc cc cc cc cc
DIF: c c c c Cognitive Level: Apply (Application) cc cc cc REF: p. 15 cc
11. During a home visit, a nurse discusses the dangers of smoking with an individual. In this scenario
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
the nurse is acting as a(n):
cc cc cc cc cc cc
a. advocate.
b. care manager. cc
c. consultant.
d. educator.
ANS: D c c
Health education is a primary prevention technique available to avoid major causes of disease.
cc cc cc cc cc cc cc cc cc cc cc cc cc
Teaching can range from a chance remark to a planned lesson.
cc cc cc cc cc cc cc cc cc cc cc
DIF: c c c c Cognitive Level: Apply (Application) cc cc cc REF: p. 16 cc
12. A nurse is asked to provide an expert opinion about the development of an education
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
program for newly diagnosed diabetics. In this scenario, the nurse is acting as a(n):
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
a. advocate.
b. care manager. cc
c. consultant.
d. educator.
, ANS: C c c
Nurses with a specialized area of expertise provide education about health promotion and disease prevention
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
to individuals and groups as consultants.
cc cc cc cc cc cc
DIF: Cognitive Level: Apply (Application) cc cc cc REF: p. 16 cc
13. A nurse is planning to deliver an educational program to individuals with diabetes. Which
cc cc cc cc cc cc cc cc cc cc cc cc cc
of the following should be the initial action taken by the nurse to ensure the success of
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
the program?
cc cc
a. Assess the motivation level of the individuals
cc cc cc cc cc cc
b. Assess the knowledge level of the individuals
cc cc cc cc cc cc
c. Establish teacher-learner goals with the individuals cc cc cc cc cc
d. Establish multiple teaching sessions with the individuals
cc cc cc cc cc cc
ANS: B c c
Selection of the methods most likely to succeed involves the establishment of teacher-learner goals. Thus,
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
the first step by the nurse should be establishment of goals.
cc cc cc cc cc cc cc cc cc cc cc
DIF: Cognitive Level: Analyze (Analysis) cc cc cc REF: p. 16 cc
14. The conscientious, explicit, and judicious use of current best evidence in making decisions about
cc cc cc cc cc cc cc cc cc cc cc cc cc
the care of individuals is known as:
cc cc cc cc cc cc cc
a. health-related quality of life. cc cc cc
b. evidence-based practice. cc
c. a Healthy People 2010 goal.
cc cc cc cc
d. the ecological model of health.
cc cc cc cc
ANS: B c c
Evidence-based practice is defined as the conscientious, explicit, and judicious use of current best evidence
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
in making decisions about the care of individuals.
cc cc cc cc cc cc cc cc
DIF: Cognitive Level: Remember (Knowledge) cc cc cc REF: p. 16 cc
15. Which research methodology should be used to address the question, ―What is the difference in
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
the infection rates between individuals who receive twice-a-day dressing changes versus once-a-day
cc cc cc cc cc cc cc cc cc cc cc cc
dressing changes?‖
cc cc
a. Evidence-based practice research cc cc
b. Qualitative research cc
c. Quantitative research cc
d. Clinical judgment research cc cc
ANS: C c c
Quantitative research studies describe situations, correlate different variables related to care, or test
cc cc cc cc cc cc cc cc cc cc cc cc
causal relationships among variables related to care. Evidence-based practice research and clinical
cc cc cc cc cc cc cc cc cc cc cc cc
judgment research are not research methodologies; they are used to answer clinical questions.
cc cc cc cc cc cc cc cc cc cc cc cc cc
DIF: Cognitive Level: Apply (Application) cc cc cc REF: p. 16 cc
16. The question, ―What is the experience of teenagers who lose a sibling to cancer?‖ can best be
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
answered by using which research methodology?
cc cc cc cc cc cc
a. Evidence-based practice research cc cc
b. Qualitative research cc
c. Quantitative research cc
d. Clinical judgment cc
research ANS:
cc cc c c B
cc cc cc cc cc cc cc cc
Edelman: Health Promotion Throughout the Life Span, 8th Edition
cc cc cc cc cc cc cc cc cc
MULTIPLE CHOICE cc
1. Which model of health is most likely used by a person who does not believe in preventive health care?
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
a. Clinical model cc
b. Role performance model cc cc
c. Adaptive model cc
d. Eudaimonistic model cc
ANS: A c c
The clinical model of health views the absence of signs and symptoms of disease as indicative of health.
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
People who use this model wait until they are very sick to seek care.
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
DIF: Cognitive Level: Remember (Knowledge) cc cc cc REF: p. 3 cc
2. A person with chronic back pain is cared for by her primary care provider as well as
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
receives acupuncture. Which model of health does this person likely favor?
cc cc cc cc cc cc cc cc cc cc cc
a. Clinical model cc
b. Role performance model cc cc
c. Adaptive model cc
d. Eudaimonistic model cc
ANS: D c c
The eudaimonistic model embodies the interaction and interrelationships among physical, social,
cc cc cc cc cc cc cc cc cc cc
psychological, and spiritual aspects of life and the environment in goal attainment and creating meaning
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
in life. Practitioners who practice the clinical model may not be enough for someone who believes in the
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
eudaimonistic model. Those who believe in the eudaimonistic model often look for alternative providers
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
of care.
cc cc
DIF: Cognitive Level: Apply (Application) cc cc cc REF: p. 3 cc
3. A state of physical, mental, spiritual, and social functioning that realizes a person‘s potential
cc cc cc cc cc cc cc cc cc cc cc cc cc
and is experienced within a developmental context is known as:
cc cc cc cc cc cc cc cc cc cc
a. growth and development. cc cc
b. health.
c. functioning.
d. high-level wellness. cc
ANS: B c c
Health is defined as a state of physical, mental, spiritual, and social functioning that realizes a person‘s
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
potential and is experienced within a developmental context.
cc cc cc cc cc cc cc cc
DIF: Cognitive Level: Remember (Knowledge) cc cc cc REF: p. 5 cc
4. Which of the cc cc cc following best describes a client who has an illness?
cc cc cc cc cc cc cc cc
a. Someone cc who has well-controlled diabetes
cc cc cc
b. Someone cc with hypercholesterolemia
cc
c. Someone cc with a headache cc cc
d. Someone cc with coronary artery disease
cc cc cc
without angina ANS:
cc cc cc c c C
, Someone with a headache represents a person with an illness. An illness is made up of the subjective
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
experience of the individual and the physical manifestation of disease. It can be described as a response
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
characterized by a mismatch between a person‘s needs and the resources available to meet those needs.
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
A person can have a disease without feeling ill. The other choices represent disease.
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
DIF: Cognitive Level: Analyze (Analysis) cc cc cc REF: p. 6 cc
5. Which US report is considered a landmark document in creating a global approach to health?
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
a. The 1990 Health Objectives for the Nation: A Midcourse Review
cc cc cc cc cc cc cc cc cc
b. Healthy People 2020 cc cc
c. Healthy People 2000 cc cc
d. The U.S. Surgeon General Report
cc cc cc cc
ANS: C c c
Healthy People 2000 and its Midcourse Review and 1995 Revisions were landmark documents in which
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
a consortium of people representing national organizations worked with US Public Health Service officials
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
to create a more global approach to health.
cc cc cc cc cc cc cc cc
DIF: Cognitive Level: Remember (Knowledge) cc cc cc REF: p. 6 cc
6. Which of the following represents a method of primary prevention?
cc cc cc cc cc cc cc cc cc
a. Informational session about healthy lifestyles cc cc cc cc
b. Blood pressure screening cc cc
c. Interventional cardiac catheterization cc cc
d. Diagnostic cardiac catheterization cc cc
ANS: A c c
Primary prevention precedes disease or dysfunction. It includes health promotion and specific protection and
cc cc cc cc cc cc cc cc cc cc cc cc cc
encourages increased awareness; thus, education about healthy lifestyles fits this definition. Blood pressure
cc cc cc cc cc cc cc cc cc cc cc cc cc
screening does not prevent disease, but instead identifies it.
cc cc cc cc cc cc cc cc cc
DIF: Cognitive Level: Apply (Application) cc cc cc REF: p. 11 cc
7. Which of the following represents a method of secondary prevention?
cc cc cc cc cc cc cc cc cc
a. Self–breast examination education cc cc
b. Yearly mammograms cc
c. Chemotherapy for advanced breast cancer cc cc cc cc
d. Complete mastectomy for breast cancer cc cc cc cc
ANS: B c c
Screening is secondary prevention because the principal goal of screenings is to identify individuals in an
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
early, detectable stage of the disease process. A mammogram is a screening tool for breast cancer and
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
thus is considered a method of secondary prevention.
cc cc cc cc cc cc cc cc
DIF: Cognitive Level: Apply (Application) cc cc cc REF: p. 15 cc
8. Which of the following represents a method of tertiary prevention?
cc cc cc cc cc cc cc cc cc
a. Drunk driving campaign cc cc
b. Road blocks for drunk driving
cc cc cc cc
c. Emergency surgery for head trauma after a motor vehicle accident
cc cc cc cc cc cc cc cc cc
d. Physical and occupational therapy after a motor vehicle accident with
cc cc cc cc cc cc cc cc cc
head trauma ANS:
cc cc cc c c D
, Physical therapy and occupational therapy are considered tertiary prevention. Tertiary prevention occurs
cc cc cc cc cc cc cc cc cc cc cc
when a defect or disability is permanent and irreversible. It involves minimizing the effect of disease and
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
disability. The objective of tertiary prevention is to maximize remaining capacities.
cc cc cc cc cc cc cc cc cc cc cc
DIF: c c c c Cognitive Level: Apply (Application) cc cc cc REF: p. 15 cc
9. In reviewing a person‘s medical claims, a nurse realizes that the individual with moderate persistent
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
asthma has had several emergency department visits and is not on inhaled steroids as recommended by
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
the NHLBI asthma management guidelines. The nurse discusses this with the person‘s primary care
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
provider. In this scenario, the nurse is acting as a(n):
cc cc cc cc cc cc cc cc cc cc
a. advocate.
b. care manager. cc
c. consultant.
d. educator.
ANS: B c c
Care managers act to prevent duplication of service and reduce cost. Care managers base
cc cc cc cc cc cc cc cc cc cc cc cc cc
recommendation on reliable data sources such as evidence-based practices and protocols.
cc c c cc cc cc cc cc cc cc cc cc
DIF: c c c c Cognitive Level: Apply (Application) cc cc cc REF: p. 15 cc
10. During a home visit, a nurse assists an individual to complete an application for disability services.
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
The nurse is acting as a(n):
cc cc cc cc cc cc
a. advocate.
b. care manager. cc
c. consultant.
d. educator.
ANS: A c c
The advocacy role of the nurse helps individuals obtain what they are entitled to receive from the
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
health care system, tries to make the system more responsive to individuals‘ community needs, and
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
assists individuals in developing skills to advocate for themselves.
cc cc cc cc cc cc cc cc cc
DIF: c c c c Cognitive Level: Apply (Application) cc cc cc REF: p. 15 cc
11. During a home visit, a nurse discusses the dangers of smoking with an individual. In this scenario
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
the nurse is acting as a(n):
cc cc cc cc cc cc
a. advocate.
b. care manager. cc
c. consultant.
d. educator.
ANS: D c c
Health education is a primary prevention technique available to avoid major causes of disease.
cc cc cc cc cc cc cc cc cc cc cc cc cc
Teaching can range from a chance remark to a planned lesson.
cc cc cc cc cc cc cc cc cc cc cc
DIF: c c c c Cognitive Level: Apply (Application) cc cc cc REF: p. 16 cc
12. A nurse is asked to provide an expert opinion about the development of an education
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
program for newly diagnosed diabetics. In this scenario, the nurse is acting as a(n):
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
a. advocate.
b. care manager. cc
c. consultant.
d. educator.
, ANS: C c c
Nurses with a specialized area of expertise provide education about health promotion and disease prevention
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
to individuals and groups as consultants.
cc cc cc cc cc cc
DIF: Cognitive Level: Apply (Application) cc cc cc REF: p. 16 cc
13. A nurse is planning to deliver an educational program to individuals with diabetes. Which
cc cc cc cc cc cc cc cc cc cc cc cc cc
of the following should be the initial action taken by the nurse to ensure the success of
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
the program?
cc cc
a. Assess the motivation level of the individuals
cc cc cc cc cc cc
b. Assess the knowledge level of the individuals
cc cc cc cc cc cc
c. Establish teacher-learner goals with the individuals cc cc cc cc cc
d. Establish multiple teaching sessions with the individuals
cc cc cc cc cc cc
ANS: B c c
Selection of the methods most likely to succeed involves the establishment of teacher-learner goals. Thus,
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
the first step by the nurse should be establishment of goals.
cc cc cc cc cc cc cc cc cc cc cc
DIF: Cognitive Level: Analyze (Analysis) cc cc cc REF: p. 16 cc
14. The conscientious, explicit, and judicious use of current best evidence in making decisions about
cc cc cc cc cc cc cc cc cc cc cc cc cc
the care of individuals is known as:
cc cc cc cc cc cc cc
a. health-related quality of life. cc cc cc
b. evidence-based practice. cc
c. a Healthy People 2010 goal.
cc cc cc cc
d. the ecological model of health.
cc cc cc cc
ANS: B c c
Evidence-based practice is defined as the conscientious, explicit, and judicious use of current best evidence
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
in making decisions about the care of individuals.
cc cc cc cc cc cc cc cc
DIF: Cognitive Level: Remember (Knowledge) cc cc cc REF: p. 16 cc
15. Which research methodology should be used to address the question, ―What is the difference in
cc cc cc cc cc cc cc cc cc cc cc cc cc cc
the infection rates between individuals who receive twice-a-day dressing changes versus once-a-day
cc cc cc cc cc cc cc cc cc cc cc cc
dressing changes?‖
cc cc
a. Evidence-based practice research cc cc
b. Qualitative research cc
c. Quantitative research cc
d. Clinical judgment research cc cc
ANS: C c c
Quantitative research studies describe situations, correlate different variables related to care, or test
cc cc cc cc cc cc cc cc cc cc cc cc
causal relationships among variables related to care. Evidence-based practice research and clinical
cc cc cc cc cc cc cc cc cc cc cc cc
judgment research are not research methodologies; they are used to answer clinical questions.
cc cc cc cc cc cc cc cc cc cc cc cc cc
DIF: Cognitive Level: Apply (Application) cc cc cc REF: p. 16 cc
16. The question, ―What is the experience of teenagers who lose a sibling to cancer?‖ can best be
cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc cc
answered by using which research methodology?
cc cc cc cc cc cc
a. Evidence-based practice research cc cc
b. Qualitative research cc
c. Quantitative research cc
d. Clinical judgment cc
research ANS:
cc cc c c B
