Fundamental Nursing Skills and Concepts 11th Edition Latest Update
Test Bank for
Fundamental Nursing
Skills and Concepts
11th Edition
,Fundamental Nursing Skills and Concepts 11th Edition Latest Update
| | | | | | | |
Chapter1
| MULTIPLE |CHOICE
1. Florence |Nightingale’s |contributions |to |nursing |practice |and |education:
a. are |historically |important |but |have |no |validity |for |nursing |today.
b. were |neither |recognized |nor |appreciated |in |her |own |time.
c. were |a |major |factor |in |reducing |the |death |rate |in |the |Crimean |War.
d. were |limited |only |to |the |care |of |severe |traumatic |wounds.
ANS: |C
By |improving |sanitation, |nutrition |ventilation, |and |handwashing |techniques, |Florence
|Nightingale’s |nurses |dramatically |reduced |the |death |rate |from |injuries |in |the |Crimean |War.
DIF: |Cognitive |Level: |Knowledge |REF: |p. |2 |OBJ: |Theory
#1|TOP: |Nursing |History |KEY: |Nursing |Process |Step: |N/A
|
MSC: |NCLEX: |N/A
|
2. Early |nursing |education |and |care |in |the |United |States:
a. were |directed |at |community |health.
b. provided |independence |for |women |through |education |and |employment.
,Fundamental Nursing Skills and Concepts 11th Edition Latest Update
| | | | | | | |
c. were |an |educational |model |based |in |institutions |of |higher |learning.
, Fundamental Nursing Skills and Concepts 11th Edition Latest Update
| | | | | | | |
d. have |continued |to |be |entirely |focused |on |hospital |nursing.
ANS: |B
Because |of |the |influence |of |early |nursing |leaders, |nursing |education |became |more
|formalized |through |apprenticeships |in |Nightingale |schools |that |offered |independence |to
|women |through|education |and |employment.
DIF: |Cognitive |Level: |Knowledge |REF: |p. |2 |OBJ: |Theory
#4|TOP: |Nursing |History |KEY: |Nursing |Process |Step: |N/A
|
MSC: |NCLEX: |N/A
|
3. In |order |to |fulfill |the |common |goals |defined |by |nursing |theorists |(promote |wellness,
prevent|illness, |facilitate |coping, |and |restore |health), |the |LPN |must |take |on |the |roles |of:
|
a. caregiver, |educator, |and |collaborator.
b. nursing |assistant, |delegator, |and |environmental |specialist.
c. medication |dispenser, |collaborator, |and |transporter.
d. dietitian, |manager, |and |housekeeper.
ANS: |A
In |order |for |the |LPN |to |apply |the |common |goals |of |nursing, |he |or |she |must |assume |the |roles
|of|caregiver, |educator, |collaborator, |manager, | and |advocate.
DIF: |Cognitive |Level: |Comprehension |REF: |p. |4 |OBJ: |Theory |#2
TOP: |Art |and |Science |of |Nursing |KEY: |Nursing |Process |Step:
|
| N/A|MSC: |NCLEX: |N/A
Test Bank for
Fundamental Nursing
Skills and Concepts
11th Edition
,Fundamental Nursing Skills and Concepts 11th Edition Latest Update
| | | | | | | |
Chapter1
| MULTIPLE |CHOICE
1. Florence |Nightingale’s |contributions |to |nursing |practice |and |education:
a. are |historically |important |but |have |no |validity |for |nursing |today.
b. were |neither |recognized |nor |appreciated |in |her |own |time.
c. were |a |major |factor |in |reducing |the |death |rate |in |the |Crimean |War.
d. were |limited |only |to |the |care |of |severe |traumatic |wounds.
ANS: |C
By |improving |sanitation, |nutrition |ventilation, |and |handwashing |techniques, |Florence
|Nightingale’s |nurses |dramatically |reduced |the |death |rate |from |injuries |in |the |Crimean |War.
DIF: |Cognitive |Level: |Knowledge |REF: |p. |2 |OBJ: |Theory
#1|TOP: |Nursing |History |KEY: |Nursing |Process |Step: |N/A
|
MSC: |NCLEX: |N/A
|
2. Early |nursing |education |and |care |in |the |United |States:
a. were |directed |at |community |health.
b. provided |independence |for |women |through |education |and |employment.
,Fundamental Nursing Skills and Concepts 11th Edition Latest Update
| | | | | | | |
c. were |an |educational |model |based |in |institutions |of |higher |learning.
, Fundamental Nursing Skills and Concepts 11th Edition Latest Update
| | | | | | | |
d. have |continued |to |be |entirely |focused |on |hospital |nursing.
ANS: |B
Because |of |the |influence |of |early |nursing |leaders, |nursing |education |became |more
|formalized |through |apprenticeships |in |Nightingale |schools |that |offered |independence |to
|women |through|education |and |employment.
DIF: |Cognitive |Level: |Knowledge |REF: |p. |2 |OBJ: |Theory
#4|TOP: |Nursing |History |KEY: |Nursing |Process |Step: |N/A
|
MSC: |NCLEX: |N/A
|
3. In |order |to |fulfill |the |common |goals |defined |by |nursing |theorists |(promote |wellness,
prevent|illness, |facilitate |coping, |and |restore |health), |the |LPN |must |take |on |the |roles |of:
|
a. caregiver, |educator, |and |collaborator.
b. nursing |assistant, |delegator, |and |environmental |specialist.
c. medication |dispenser, |collaborator, |and |transporter.
d. dietitian, |manager, |and |housekeeper.
ANS: |A
In |order |for |the |LPN |to |apply |the |common |goals |of |nursing, |he |or |she |must |assume |the |roles
|of|caregiver, |educator, |collaborator, |manager, | and |advocate.
DIF: |Cognitive |Level: |Comprehension |REF: |p. |4 |OBJ: |Theory |#2
TOP: |Art |and |Science |of |Nursing |KEY: |Nursing |Process |Step:
|
| N/A|MSC: |NCLEX: |N/A
