Test Bank For Yoder-Wise’s Leading And Managing In Canadian Nursing, 2nd Edition, Patricia S. Yoder-Wise, Chapters 1 - 32

Test Bank For Yoder-Wise’s Leading And Managing
In Canadian Nursing, 2nd Edition,
Patricia S. Yoder-Wise, Chapters 1 - 32

, TEST BANK FOR YODER-WISE’S LEADING AND MANAGING IN CANADIAN NURSING, 2ND
EDITION, PATRICIA S. YODER-WISE, JANICE WADDELL, NANCY WALTON,

ISBN: 9781771721684,
ISBN: 9781771721745,
ISBN: 9781771721677


Table of Contents
Part I: Core Concepts
Overview
1. Leading, Managing, and Following
2. Developing the Role of Leader
3. Developing the Role of Manager
4. Nursing Leadership and Indigenous Health
5. Patient Focus


Context
6. Ethical Issues
7. Legal Issues
8. Making Decisions and Solving Problems
9. Health Care Organizations
10. Understanding and Designing Organizational Structures
11. Cultural Diversity in Health Care
12. Power, Politics, and Influence


Part II: Managing Resources
13. Caring, Communicating, and Managing with Technology
14. Managing Costs and Budgets
15. Care Delivery Strategies
16. Staffing and Scheduling (available only on Evolve)
17. Selecting, Developing, and Evaluating Staff (available only on Evolve)

,Part III: Changing the Status Quo
18. Strategic Planning, Goal-Setting, and Marketing
19. Nurses Leading Change: A Relational Emancipatory Framework for Health and Social
Action
20. Building Teams Through Communication and Partnerships
21. Collective Nursing Advocacy
22. Understanding Quality, Risk, and Safety
23. Translating Research into Practice


Part IV: Interpersonal and Personal Skills


Interpersonal
24. Understanding and Resolving Conflict
25. Managing Personal/Personnel Problems
26. Workplace Violence and Incivility
27. Inter and Intraprofessional Practice and Leading in Professional Practice Settings


Personal
28. Role Transition
29. Self-Management: Stress and Time


Future
30. Thriving for the Future
31. Leading and Managing Your Career
32. Nursing Students as Leaders

,Chapter 01: Leading, Managing, and Following
Waddell/Walton: Yoder-Wise’s Leading and Managing in Canadian Nursing, Second
Edition


MULTIPLE CHOICE

1. A nurse manager of a 20-bed medical unit finds that 80% of the patients are older adults. She
is asked to assess and adapt the unit to better meet the unique needs of older adult patients.
According to complexity principles, what would be the best approach to take in making this
change?
a. Leverage the hierarchical management position to get unit staff involved in
assessment and planning.
b. Engage involved staff at all levels in the decision-making process.
c. Focus the assessment on the unit, and omit the hospital and community
environment.
d. Hire a geriatric specialist to oversee and control the project.

ANSWER: B
Complexity theory suggests that systems interact and adapt and that decision making occurs
throughout the systems, as opposed to being held in a hierarchy. In complexity theory,
everybody’s opinion counts; therefore, all levels of staff would be involved in decision
making.

DIF: Cognitive Level: Apply REF: Page 14
TOP: Nursing Process: Implementation
.
U S N T areaOreceives a phone call from a nurse who has
2. A unit manager of a 25-bed medical/surgical
called in sick five times in the past month. He tells the manager that he very much wants to
come to work when scheduled, but must often care for his wife, who is undergoing treatment
for breast cancer. In the practice of a strengths-based nursing leader, what would be the best
approach to satisfying the needs of this nurse, other staff, and patients?
a. Line up agency nurses who can be called in to work on short notice.
b. Place the nurse on unpaid leave for the remainder of his wife’s treatment.
c. Sympathize with the nurse’s dilemma and let the charge nurse know that this nurse
may be calling in frequently in the future.
d. Work with the nurse, staffing office, and other nurses to arrange his scheduled
days off around his wife’s treatments.
ANSWER: D
Placing the nurse on unpaid leave may threaten physiologic needs and demotivate the nurse.
Unsatisfactory coverage of shifts on short notice could affect patient care and threaten staff
members’ sense of competence. Strengths-based nurse leaders honour the uniqueness of
individuals, teams, systems, and organizations; therefore arranging the schedule around the
wife’s needs would result in a win-win situation, also creating a work environment that
promotes the health of all the nurses and facilitates their development.

DIF: Cognitive Level: Analyze REF: Page 6
TOP: Nursing Process: Implementation

,3. A grievance brought by a staff nurse against the unit manager requires mediation. At the first
mediation session, the staff nurse repeatedly calls the unit manager’s actions unfair, and the
unit manager continues to reiterate the reasons for the actions. What would be the best course
of action at this time?
a. Send the two disputants away to reach their own resolution.
b. Involve another staff nurse in the discussion so as to clarify issues.
c. Ask each party to examine her own motives and issues in the conflict.
d. Continue to listen as the parties repeat their thoughts and feelings about the
conflict.
ANSWER: C
Nurses and leaders must assess each situation as unique, determining appropriate actions
accordingly. Leaders must adapt their styles to complement specific issues being faced, such
as conflict. Examining motives and issues for the conflict in perceptions promotes equal
representation of each point of view.

DIF: Cognitive Level: Apply REF: Pages 11–13
TOP: Nursing Process: Implementation

4. Shortly after being informed of fetal death, a labouring woman asks why she is not able to
hear her baby’s heartbeat on the monitor anymore. Although the monitor volume had been
turned off so that the patient would be able to sleep between contractions, the nurse responded
that there was no heartbeat to hear because the baby had died in utero; then the nurse asked
whether the patient would like to talk about how she was feeling. This response demonstrates:
a. Lack of empathy.
b. Ethical leadership.
c. Complexity science. .
d. A coercive relationship.

ANSWER: B
Ethical leadership is based on a willingness to identify and act on complex problems in an
ethical manner. Leadership can be misused when coercive relationships form, and information
and true goals are withheld.

DIF: Cognitive Level: Analyze REF: Page 7
TOP: Nursing Process: Implementation

5. The manager of a surgical area envisions a future that requires the addition of registered nurse
(RN) assistants or unlicensed persons to feed, bathe, and walk patients. The RNs on the staff
have always practiced in a primary nursing-delivery system and are very resistant to this idea.
The best initial strategy in this situation would include:
a. Exploring the values of the RNs in relation to this change.
b. Leaving the RNs alone for a time so they can think about the change before they
are approached again.
c. Dropping the idea and trying for the change in another year or so.
d. Hiring the assistants and allowing the RNs to see what good additions they are.

ANSWER: A

, Leadership involves engaged decision making around a vision that is based on evidence and
tacit knowledge. Influencing others requires emotional intelligence in domains such as
empathy and handling relationships.

DIF: Cognitive Level: Apply REF: Page 5
TOP: Nursing Process: Implementation

6. As sthe scharge snurse son sthe snight sshift sin sa ssmall slong-term scare sfacility, syou shave
sfound sthat sthere sis slittle sturnover samong syour slicensed spractical snurse sand snursing
sassistant s(NA) sstaff smembers, sbut sthey sare snot svery smotivated sto swork sbeyond stheir sjob
sdescriptions. sWhich sof sthesfollowing sstrategies smight smotivate sthe sstaff sand slead sto
sgreater sjob ssatisfaction?
a. Ask sthe sdirector sof snursing sto soffer shigher swages sand sbonuses sfor sextra
swork sforsthe snight slicensed spractical snurses sand sNAs.
b. Allow sthe slicensed spractical snurses sand sNAs sgreater sdecision-making spower
swithinsthe sscope sof stheir spositions sin sthe sinstitution.
c. Help sthe slicensed spractical snurses sand sNAs swith stheir swork, swhenever spossible.
d. Ask sthe sdirector sof snursing sto sincrease sjob ssecurity sfor snight sstaff sby shaving
sthemssign scontracts sthat sguarantee swork.

ANSWER: s B
A snurse sleader sshould sprovide san senvironment sconducive sto sopinion ssharing sthat sinvolves
sstaffsin sdecision smaking sat sall slevels. sThis sapproach sis sshown sto sincrease sjob
ssatisfaction. sDecision smaking sand sthe scorresponding sactions staken sare score stasks
sperformed sin sengagement swith scoworkers.


DIF: Cognitive sLevel: sApply REF: sPage
NentR
s7sTOP: s s sNursing sProcess: sImplem ationI
7.
8. As sthe snurse smanager, syou swant sto sincrease smotivation sby sproviding smotivating
sfactors.sWhich saction swould s you sselect?
a. Collaborate swith sthe shuman sresources/personnel sdepartment sto sdevelop son-
sitesdaycare sservices.
b. Provide sa shierarchical sorganizational sstructure.
c. Implement sa smodel sof sshared sgovernance.
d. Promote sthe sdevelopment sof sa sflexible sbenefits spackage.

ANSWER: s C
Complexity stheory ssuggests sthat ssystems sinteract sand sadapt sand sthat sdecision smaking
soccurssthroughout ssystems, sas sopposed sto sbeing smade sunilaterally sby sdifferent slevels sof
sthe sorganizational shierarchy. s In scomplexity stheory, severy sperson’s sopinion scounts, sand
sthereforesall slevels sof sstaff swould sbe sinvolved sin sdecision smaking. sThis sprinciple
sunderlies sshared sgovernance. sShared sgovernance sis san sexample sof snurse sdecision
smaking sin swhich snurses sat sdifferent sorganizational slevels sengage sin sshaping spolicy sand
spractices.


DIF: Cognitive sLevel: sApply REF: sPage
s5sTOP: s Nursing sProcess: sImplementation

, 9. A scharge snurse son sa sbusy s40-bed smedical/surgical sunit sis sapproached sby sa spatient’s
sson, swhosbegins sto scomplain sloudly sabout sthe squality sof scare shis smother sis sreceiving.
sHis sbehaviour sis sso sdisruptive sthat sit sis soverheard sby sstaff, sphysicians, sand sother
svisitors. sThe sfamily smember srejects sany sattempt sto sintervene stherapeutically sto sresolve
sthe sissue. sHe sleaves sthe sunit sabruptly, sand sthe snurse sis sleft sfeeling sfrustrated. sWhich
sbehaviour sby sthe scharge snurse sbest sillustrates srefined sleadership sskills sin san
semotionally sintelligent spractitioner?
a. Reflection sto sobtain sinsight sinto show sthe ssituation scould sbe shandled
sdifferently sinsthe sfuture
b. Trying sto scatch sup swith sthe sangry sfamily smember sto sresolve sthe sconcern
c. Discussing sthe sconcern swith sthe spatient safter sthe sfamily smember shas sleft
d. Notifying snursing sadministration sof sthe ssituation

ANSWER: s A
Emotional sintelligence sis sclosely saligned swith sindividuals’ scapacity sto sknow sthemselves
sandsothers. sReflecting sto sobtain sinsight sand sbeing sable sto s“step” soutside sthe ssituation
sto senvisionsthe scontext sof swhat sis shappening sis san sexample sof sthe sactions sof san
semotionally sintelligent spractitioner.


DIF: Cognitive sLevel: sApply REF: sPage
s8sTOP: s Nursing sProcess: sImplementation


10. The schief snursing sofficer shas sasked sthe sstaff sdevelopment scoordinator sto sfacilitate sthe
sdevelopment sof sa sclinical scompetency sprogram sfor sthe sfacility. sWhile smaking srounds
son sthe sunits, sthe sstaff sdevelopment scoordinator soverhears sRN sstaff scomplaining sthat
sthey sbelieve sit sissinsulting sto sbe srequired sto sparticipate sin sa scompetency sprogram. sWhich
sbehaviour sby sthe sstaffsdevelopment scoordinator sis smost sappropriate sin sthis ssituation?

a. Disregard sstaff sconcerns sN
andR conI
S N Gsis B
tinue swith.dCeveMlopment sof sthe sprogram.
b. Inform sthe snurses sthat sthisUsprogram sa srequirement sfor saccreditation sby sthe sJoint
Commission son sAccreditation sof sHealthcare sOrganizations s(JCAHO).
c. Schedule sa smeeting swith sthe schief snurse sexecutive sto sapprise sher sof sthe ssituation.
d. Facilitate sa smeeting sso snurses scan sarticulate stheir svalues sand sconcerns
sabout sascompetency sprogram.

ANSWER: s D
The smanager srole sinvolves sguiding sother speople sthrough sa sset sof sderived spractices sthat
sare sevidence-informed sand sknown sto ssatisfy spre-established soutcomes ssuch sas
sparticipation sin sa scompetency sprogram. sThis sinvolves sengagement sof sstaff sthrough
ssharing sof sconcerns sand sideas. sThis stype sof sleader scan sinstill shope sand strust sin
sfollowers, swhich sinfluence stheir sbehaviours sand sattitudes s(such sas sengagement sand
ssatisfaction) sand scause swork senvironmentssto sbecome smore spositive.


DIF: Cognitive sLevel: sApply REF: sPages s11–
13sTOP: s Nursing sProcess: sImplementation

11. Which scategory sis sunique sto sleadership sbut sis snot spart sof smanagement?
a. Initiating schange
b. Personal squalities
c. Developing speople
d. Information smanagement

, ANSWER: s C
Developing speople—coaching, smentoring, ssuccession splanning—is sa scategory sof ssolely
sleadership, snot smanagement. sInitiating schange sand spersonal squalities sare scategories sof
sbothsmanagement sand sleadership. s Information smanagement sis sa scategory sof
smanagement sonly.


DIF: Cognitive sLevel: sUnderstand REF: sPage
s17sTOP: s Nursing sProcess: sAssessment


12. You soverhear sa snewly sgraduated sRN stelling sone sof syour scolleagues sthat sleadership sand
smanagement sbelong sto sthe sunit smanager sand snot sto sher. sBecause s you sare sa snursing
scolleague,syour sresponse sdemonstrates sunderstanding sthat sthe sperception sof sthe snew
sgraduate:
a. Is saccurately sreflected sin sthe snew sgraduate’s sstatement.
b. Would sbenefit sfrom sfurther sunderstanding sof sher srole sas sa sprofessional sin
srelationsto sdecision-making.
c. Has sbeen sinfluenced sby snurse sleaders sand smanagers swho sleave sfor sother spositions.
d. Is srelated sto sthe sgeneral sperception sthat snurse sleaders sand smanagers
sare snotssatisfied sin stheir sjobs.

ANSWER: s B
Decision smaking sand sthe scorresponding sactions staken sare sthe score swork sperformed sin
sengagement swith sco-workers. sThis score swork srequires sthat snurses sbe sleaders,
smanagers, sandsfollowers sat sthe spoint-of-care, sunit, sinstitutional, sand seven ssocietal
slevels.


DIF: Cognitive sLevel: sUnderstand REF: s s s Page s7 TOP: s Nursing sProcess: sEvaluation

13. You swalk sinto sa spatient’s sroom sand sfind shim syelling sat sthe slicensed spractical snurse.
sThe spatient sis sobviously svery supset, sand safter syou sspeak swith shim sregarding shis
sbehaviour, s you N R I G B.
determine sthat she shas snot ssleptU
forsS
threN
e sniT
ghts sbeO
cause sof sunrelieved spain slevels. sThe
slicensed
practical snurse sis svery supset swith shim sand scalls shim san s“ugly, sold sman.” sYou
sacknowledge shersfeelings sand sconcerns sand sthen ssuggest sthat sthe spatient’s sbehaviour swas
saggressive sbut sis srelated sto slack sof ssleep sand sto spain. sYou sask, s“Can sboth syou sand sthe
spatient stogether sdeterminestriggers sfor sthe spain sand seffective sapproaches sto scontrolling
shis spain?” sThis sapproach sdemonstrates:
a. Lack sof sempathy sand sunderstanding sfor sthe slicensed spractical snurse.
b. Concern swith splacating sthe spatient.
c. Leadership sbehaviour.
d. Management sbehaviour.

ANSWER: s C
The ssituation sbetween sthe spatient sand sthe slicensed spractical snurse sis scomplex, sinvolving
sunrelieved ssymptoms sand saggressiveness stoward sa sstaff smember. sHealth scare sis snow
sdeliveredsin sa scollaborative, sand smost soften, san sinterdisciplinary smanner, swhereby sselect
sleadership/management sroles s(e.g., sfirst-line snurse sleaders) sserve sas sconduits sfor
sinformation sand scare scoordination. sProviding sengaged, scollaborative sguidance sand
sdecision smaking sin sa scomplex ssituation sfor swhich sthere sis sno sstandardized ssolution
sreflects sleadership.


DIF: Cognitive sLevel: sApply REF: sPage
s7sTOP: s Nursing sProcess: sImplementation


14. Which scategory sis sunique sto smanagement sbut sis snot spart sof sleadership?

, a. Initiating schange
b. Personal squalities
c. Developing speople
d. Information smanagement
ANSWER: s D
Information smanagement sis sa scategory sof smanagement sonly. sDeveloping speople sis sa
scategory sof ssolely sleadership, snot smanagement. sInitiating schange sand spersonal squalities
sare scategories sof sboth smanagement sand s leadership.


DIF: Cognitive sLevel: sUnderstand REF: sPage
s15sTOP: s Nursing sProcess: sAssessment


15. Chart saudits shave srevealed ssignificant somissions sof sdata sthat scould shave slegal sand
sfunding sguidelines. sAs sthe sunit smanager, s you smeet swith sthe sstaff sto sdiscuss saudit
sfindings sand sto sfindsapproaches sthat swill saddress sthe sgaps sin scharting sand sachieve
sdesired sgoals. sThis sis san sexample sof:
a. Leadership.
b. Management.
c. Decision smaking.
d. Vision.
ANSWER: s B
The sprocess sof sguiding sother speople sto smeet sestablished sgoals, soutcomes, sand sprocedures sis
smanagement. sThis scan srequire scollaborative sdecision smaking sto sdetermine show sbest sto
sreachspredetermined sgoals sand sfollow sestablished spractices.

N R I G B.C M
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7 sTOP: s Nursing sProcess: sImplementation

16. A sfamily sis skeeping svigil s at sa scritically sill spatient’s sbedside. sOther sdistant sfamily
smembers, snotsyet sable sto scome, scall sthe sunit scontinuously, sasking sfor supdates sand
swanting sto sexpress sconcern. sYou sspeak swith sthe sdistant sfamily smembers sand ssuggest
sthat syou sare sgoing sto srefer sthem sto sthe shospital ssocial sworker, swhose srole sis sto swork
swith ssuch ssituations. sWhat srole sare syou sassuming sthrough sthis saction?
a. Manager
b. Leader
c. Follower
d. Laissez sfaire
ANSWER: s A
Management sis sthe sprocess sof sgetting sthe sjob sdone sand sensuring sthat speople s have sthe
snecessary sresources sto sget sthe sjob sdone. sReferral sto sa ssocial sworker salleviates sdemand
son snursesstaff stime sand sis sconsistent swith shospital sprocedures.


DIF: Cognitive sLevel: sApply REF: sPage
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17. After sa smeeting swith smembers sof sthe sfamily sof sa sdying spatient, sthe snursing smanager
sdiscusses swith syou sthe sfamily’s sdesired sapproach sto scare, sand syou ssupport sthe smanager’s
sdecision. sYoursactions sindicate sthat s you s are sacting sin swhat srole?

, a. Leadership
b. Management
c. Followership
d. Evidence-informed
ANSWER: s C
Followership sis sengaging swith sother speople swho sare sleading sor smanaging sby
scontributing stosthe swork sthat sneeds sto sbe sdone. sBy saccepting sand simplementing sthe
sdesired sapproach sto scaresdirection sgiven sby sthe smanager sin sresponse sto syour sconcerns,
syou sare sdemonstrating sfollowership.


DIF: Cognitive sLevel: sAnalyze REF: sPage
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18. You spull sstaff stogether sto sassess sa ssituation sin swhich sthe sfamily sof sa sseriously sill
spatient sis sanxious sand sis sabsorbing sa sgreat sdeal sof sstaff stime sin sconsultation, sdiscussion,
sand squestioningsof streatment sdecisions. sStaff smembers sare sbeginning sto sdistance
sthemselves sfrom sthe sfamily. sAfter sinviting sthe sconcerns sof sstaff, syou sexplain sthat sthe
sorganization svalues spatient-centred scare sand ssuggest sthat sevidence sindicates sthat sacting
sas san sadvocate sand sa slistener sis shelpful sto sfamilies. sYou sask sthe sstaff sfor sideas sas sto
sstrategies sthat sare seffectively spatient-centred sin sthesessituations. sIn sthis ssituation, s you sare
staking son swhich srole?
a. Leadership
b. Management
c. Follower
d. Visionary
ANSWER: s A .U S N T O sothers. sStrong sleaders sare sassociated
Leadership sis sthe sprocess sof sengaging sand sinfluencing
with swords ssuch sas svisionary, senergetic, sinspirational, sand sinnovative; sthey sgo sbeyond
sthe sstatus squo sto smake sa sdifference sfor sothers. sAs sa sleader, syou sengage sother speople
sin sdecision smaking sthat smoves sthem stoward sa sgoal swith sa sreasonable slevel sof srisk
staking.


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19. Marie-Claire, sthe snursing sunit smanager, sfinds sit sdifficult sto swork swith sThomas, sa snew
sgraduate. sThomas shas smany sideas sand shis smanner sof spresenting sthem sirks sMarie-Claire.
sAfter sreflection sand sdiscussion swith sothers, sMarie-Claire srecognizes sthat sshe salso sfeels
sthreatened sbyshis sbehaviour. sShe scomes sto sunderstand sthat sThomas sis strying sto sestablish
shis sown srole son sthe sunit, sis snot strying sto schallenge sher, sand sneeds s guidance, scoaching,
sand saffirmation.
Marie-Claire sis sdemonstrating
a. A spositive sself-concept.
b. Deepening sself-awareness.
c. Leadership.
d. Acquiescence.

ANSWER: s B
Individuals sdemonstrate semotional sintelligence sby sraising stheir sself-awareness sand
sbetter sregulating stheir semotions. sBeing sempathetic sand sshowing ssensitivity sto sthe
sexperiences sofsothers shelp snurse sleaders sdevelop stheir semotional sintelligence.