STUDY GUIDE l#
Davis Advantage for Understanding
l# l# l#
l# Medical-Surgical Nursing 7th Edition
l# l# l#
By Hopper, Williams, All Chapter's 1 - 57
l# l# l# l# l# l# l#
1
,(Davis l# Advantage l # for l# Understanding l # Medical-Surgical l# Nursing, l# 7e l# Linda l # Williams, l# Paula l # Hopper)
Answers
CHAPTER 1 l#
Clinical l # judgment
CRITICAL
l#
Definition: l # The l # observed l # outcome l # of l # critical
l # thinking l # and l # dec l#ision l#making. l#A l#process
THINKING,
l#
l # that l# uses l# nursing l# knowledge
CLINICAL JUDGMENT, ANDTHE l# l#
O
NURSING PROCESS
l# l#
AUDIO l # CASE l # STUDY
Jane l# Practices l # Clinical l# Judgment
1. Identify l#and l#analyze l#cues; l#prioritize l#hypotheses;
l#generate l#sol l#utions; l#take l# action; l#evaluate
l # outcomes; l# repeat.
2. Jane l#was l#exhausted, l#failed l#a l#test, l#and l#was l#pulled
l#in l#too l#many l#directions. l#She l#was l#also l#crying l#in
l#her l#car l#and l#had l#poor l # study l # habits l # and l # not
l # enough l # sleep.
3. Jane’s l#resources l# included l# a l# good l#friend, l# sick
l#time l# from l#work, l # and l # wasted l # time l # between
l # classes l # that l # she l # could l # b l#etter l# utilize. l # Your
l # resources l # will l # be l # different, l # but l # they l#e l#xist!
4. Critical l # thinking—
the l#why: l#Jane l#uses l#critical l#thinking l#to l#determine
l#why l#her l#current l#plan l#isn’t l#working. l#She l#thinks
l#honestly l#about l#h l#er l # poor l # study l # habits,
l # her l # time-
management l#problems, l#and l#the l#impact l#this l#is
l#having l#on l#her l # and l # her l # family.
Clinical l # judgment—
the l# do: l# Jane l# uses l # her l # thinking l # to l#develop l # and
l # carry l # out l # a l#plan l# that l# uses l# her l# resources l # and
l# provides l# more l# productive l#study l # time l # and l # more
l # quality l # time l # with l # her l # kids.
VOCABULARY
Sample l#sentences l#will l#vary Ofor l#the l#Vocabulary l#problems.
Nursing l # process
Definition: l#An l#organizing l#framework l#that l#links l#thinking
l#with l#nursing l#actions. l#Steps l#include l#assessment/data
l#collection, l#nursing l#diagnosis, l#planning,
l#implementation, l#and l#evaluatio l#n.
Critical l # thinking
Definition: l # The l# use l# of l # those l# cognitive l# (knowledge)
l# skills l # or l#strategies l # that l # increase l # the l # probability
l # of l # a l # desirable l # outc l#ome. l# Also l# involves
l# reflection, l# problem-
solving, l # and l#related l # thinking l # skills.
, to l#collect l#appropriate l#data, l#identify l#a l#patient l#problem, l#a
l#nd l#determine l#the l#best l#possible l#plan l#of l#action. l#Clinical
l#ju l#dgment l# is l # based l # on l# good l# critical l# thinking.
Cue
Definition: l# Significant l# or l# relevant l# data. l# Not l# all l# data l# are
l#cues l # (relevant), l # but l # all l # cues l # are l # data.
Collaboration
Definition: l# Working l# together l# with l# the l# health l# team l# to
l#improve l # patient l # outcomes.
Intervention
Definition: l# Taking l # action l # to l# carry l # out l # a l# plan.
Evaluation
Definition: l#Comparing l#the l#outcomes l#you l#expected l#with l#a
l#ctual l#outcomes. l#Did l#the l#plan l#work? l#Were l#expected
l#o l#utcomes l # met?
Vigilance
Definition: l # The l # act l # of l # being l # attentive, l # alert, l # and l # watchful.
CRITICAL l # THINKING l# AND l# CLINICALl#JUDGMENT
Critical l # thinking l # and l # clinical l # judgment l # both l # follow l # a
l # similar l#fo l# rmat. l# Both l# follow l# steps l# from l# collecting l# data l# to
l # determin-
ing l # problems l # and l # outcomes, l # developing l # and l # taking
l # actions, l#and l# evaluating l# outcomes. l# However, l# critical
l # thinking l# helps l# yo l#u l# think l # about l#the l # problem: l # What l # is
l # it? l # Why l # is l # it l # happen- l#ing? l # And l # clinical l # judgment
l # leads l # you l # to l# do l#something l # to l # ma l#nage l # the l # problem.
CUE l # RECOGNITION
You l#will l#do l#many l#things l#for l#each l#individual, l#but l#the l#FIRSTthing l#is l#l
l#isted l# below.
1. Sit l# the l # patient l # upright.
2. Call l# 911 l# while l# running l# across l# the l# street.
3. Elevate l # the l # feet l # off l # the l # bed l # by l # placing l # a l # pillow
l # under l # the l#calves l# and l# allowing l# the l# feet l# to l# hang l# off
l# the l# edge l# of l# the l#pillow.
4. Check l # blood l # glucose l # and l # have l # a l # glucose l # source
l # ready.
5. Turn l# the l# patient l# to l# the l# side l# to l# prevent l# aspiration.
1
, 2 Chapter l # 1 Answers
CRITICAL l # THINKING
This l# is l# just l# one l# possible l# way l# to l# complete l# a l# cognitive l# map.
Could l#it l#be
low l# l#
Patient's
l#
Headache
Mother l# l#
l#i l#s
l# 1–
l# l# l# l#
2
REVIEW l # QUESTIONS taking l# vital l# signs; l# data l# collection l# is l# the l# first
l # step l# in l# the l#nursing l# process. l# (2, l# 3, l# 4) l # are l# all
TheO correct l # answers l # are l # in l # boldface.
l# steps l# in l# the l# nursing l# pr l#ocess, l # for l # which l # the
1. (2) l# Critical l # thinking l # can l# lead l # to l# better l # registered l # nurse l # is l # responsible; l # the l#LPN/LVN
l # outcomes l # for l # the l#patient. l# (1, l # 3, l# 4) l # may l # be l # may l # assist l # the l # registered l # nurse l # with l # these. l # Ni
l # true l # but l# are l# not l # the l# best l# answ l#er. l#troglycerin l# should l # not l # be l # administered l # without l#first
2. (4) l#is l#correct. l#The l#nurse l#who l#can l#admit l#to l#not l # knowi l#ng l # the l # patient’s l # blood l # pressure.
l#knowin l#g l#something l#is l#exhibiting l#intellectual 7. (2) l#indicates l#that l#the l#patient l#is l#concerned l#about
l#humility. l#(1) l#shows l#expertise l # but l # not l#freedom l#from l#injury l#and l#harm. l#(1) l#relates l#to
l # necessarily l # intellectual l # humility; l#basic l#needs l#such l#as l#air, l#oxygen, l#and l#water. l#(3)
(2) reporting l# an l# error l # shows l # intellectual l# integrity; l#relates l#to l#feeling l#loved. l#(4) l#i l#s l#related l # to
l # having l # positive l # self-esteem.
(3) empathizing l#is l#positive l#but l#does l#is l#not
l#evidence l#of l # humility. 8. (3, l# 1, l # 2, l# 4) l # is l # the l # correct l # order l# according l # to
l # Maslow.
3. (3, l # 4, l # 5, l # 1, l # 2) l # is l # the l # correct l # order.
4. (1) l# is l# the l# best l# definition. l# (2, l# 3, l# 4) l# do l# not 9. (5, l # 2, l # 1, l # 4, l # 6, l # 3) l # is l # the l # correct l # order.
l# define l# critic l#al l#thinking l# but l# are l# examples l# of 10. (3) l# shows l# the l# patient l# is l # actually l# taking l# action. l# (1, l# 2,
l# good l# thinking. l# 4
5. (4) l # is l # correct. l # Evaluation l # determines l # whether ) l#are l#all l # positive l # but l # do l # not l # show l # intent l # to l # take
l # action.
l # goals l # are l # ac l#hieved l# and l# interventions l# effective.
l # (2) l# is l # the l# role l # of l # the l#ph l#ysician. l # (1, l # 3)
11. (4) l#is l# the l# nurse’s l#analysis l# of l# the l# situation.
l# (1, l# 2) l#are l#data; l # (3) l # is l # a
l # encompass l # data l # collection l # and l # imple- l#mentation,
l # recommendation.
l# which l# are l# earlier l# steps l#in l# the l# nursing l# process.
6. (1) l# is l# correct. l#The l# licensed l# practical 12. (1, l#2, l#3, l#4) l#should l#be l#present. l#Since l#the l#data
l#provide l#s l#only l#hip l#replacement l#as l#the l#patient’s
l# nurse/licensed l# voca- l#tional l # nurse l # (LPN/LVN) l # can
l#problem, l#(5) l#th l#e l#dietitian l # is l # not l # necessary.
l # collect l # data, l # which l # includes
Davis Advantage for Understanding
l# l# l#
l# Medical-Surgical Nursing 7th Edition
l# l# l#
By Hopper, Williams, All Chapter's 1 - 57
l# l# l# l# l# l# l#
1
,(Davis l# Advantage l # for l# Understanding l # Medical-Surgical l# Nursing, l# 7e l# Linda l # Williams, l# Paula l # Hopper)
Answers
CHAPTER 1 l#
Clinical l # judgment
CRITICAL
l#
Definition: l # The l # observed l # outcome l # of l # critical
l # thinking l # and l # dec l#ision l#making. l#A l#process
THINKING,
l#
l # that l# uses l# nursing l# knowledge
CLINICAL JUDGMENT, ANDTHE l# l#
O
NURSING PROCESS
l# l#
AUDIO l # CASE l # STUDY
Jane l# Practices l # Clinical l# Judgment
1. Identify l#and l#analyze l#cues; l#prioritize l#hypotheses;
l#generate l#sol l#utions; l#take l# action; l#evaluate
l # outcomes; l# repeat.
2. Jane l#was l#exhausted, l#failed l#a l#test, l#and l#was l#pulled
l#in l#too l#many l#directions. l#She l#was l#also l#crying l#in
l#her l#car l#and l#had l#poor l # study l # habits l # and l # not
l # enough l # sleep.
3. Jane’s l#resources l# included l# a l# good l#friend, l# sick
l#time l# from l#work, l # and l # wasted l # time l # between
l # classes l # that l # she l # could l # b l#etter l# utilize. l # Your
l # resources l # will l # be l # different, l # but l # they l#e l#xist!
4. Critical l # thinking—
the l#why: l#Jane l#uses l#critical l#thinking l#to l#determine
l#why l#her l#current l#plan l#isn’t l#working. l#She l#thinks
l#honestly l#about l#h l#er l # poor l # study l # habits,
l # her l # time-
management l#problems, l#and l#the l#impact l#this l#is
l#having l#on l#her l # and l # her l # family.
Clinical l # judgment—
the l# do: l# Jane l# uses l # her l # thinking l # to l#develop l # and
l # carry l # out l # a l#plan l# that l# uses l# her l# resources l # and
l# provides l# more l# productive l#study l # time l # and l # more
l # quality l # time l # with l # her l # kids.
VOCABULARY
Sample l#sentences l#will l#vary Ofor l#the l#Vocabulary l#problems.
Nursing l # process
Definition: l#An l#organizing l#framework l#that l#links l#thinking
l#with l#nursing l#actions. l#Steps l#include l#assessment/data
l#collection, l#nursing l#diagnosis, l#planning,
l#implementation, l#and l#evaluatio l#n.
Critical l # thinking
Definition: l # The l# use l# of l # those l# cognitive l# (knowledge)
l# skills l # or l#strategies l # that l # increase l # the l # probability
l # of l # a l # desirable l # outc l#ome. l# Also l# involves
l# reflection, l# problem-
solving, l # and l#related l # thinking l # skills.
, to l#collect l#appropriate l#data, l#identify l#a l#patient l#problem, l#a
l#nd l#determine l#the l#best l#possible l#plan l#of l#action. l#Clinical
l#ju l#dgment l# is l # based l # on l# good l# critical l# thinking.
Cue
Definition: l# Significant l# or l# relevant l# data. l# Not l# all l# data l# are
l#cues l # (relevant), l # but l # all l # cues l # are l # data.
Collaboration
Definition: l# Working l# together l# with l# the l# health l# team l# to
l#improve l # patient l # outcomes.
Intervention
Definition: l# Taking l # action l # to l# carry l # out l # a l# plan.
Evaluation
Definition: l#Comparing l#the l#outcomes l#you l#expected l#with l#a
l#ctual l#outcomes. l#Did l#the l#plan l#work? l#Were l#expected
l#o l#utcomes l # met?
Vigilance
Definition: l # The l # act l # of l # being l # attentive, l # alert, l # and l # watchful.
CRITICAL l # THINKING l# AND l# CLINICALl#JUDGMENT
Critical l # thinking l # and l # clinical l # judgment l # both l # follow l # a
l # similar l#fo l# rmat. l# Both l# follow l# steps l# from l# collecting l# data l# to
l # determin-
ing l # problems l # and l # outcomes, l # developing l # and l # taking
l # actions, l#and l# evaluating l# outcomes. l# However, l# critical
l # thinking l# helps l# yo l#u l# think l # about l#the l # problem: l # What l # is
l # it? l # Why l # is l # it l # happen- l#ing? l # And l # clinical l # judgment
l # leads l # you l # to l# do l#something l # to l # ma l#nage l # the l # problem.
CUE l # RECOGNITION
You l#will l#do l#many l#things l#for l#each l#individual, l#but l#the l#FIRSTthing l#is l#l
l#isted l# below.
1. Sit l# the l # patient l # upright.
2. Call l# 911 l# while l# running l# across l# the l# street.
3. Elevate l # the l # feet l # off l # the l # bed l # by l # placing l # a l # pillow
l # under l # the l#calves l# and l# allowing l# the l# feet l# to l# hang l# off
l# the l# edge l# of l# the l#pillow.
4. Check l # blood l # glucose l # and l # have l # a l # glucose l # source
l # ready.
5. Turn l# the l# patient l# to l# the l# side l# to l# prevent l# aspiration.
1
, 2 Chapter l # 1 Answers
CRITICAL l # THINKING
This l# is l# just l# one l# possible l# way l# to l# complete l# a l# cognitive l# map.
Could l#it l#be
low l# l#
Patient's
l#
Headache
Mother l# l#
l#i l#s
l# 1–
l# l# l# l#
2
REVIEW l # QUESTIONS taking l# vital l# signs; l# data l# collection l# is l# the l# first
l # step l# in l# the l#nursing l# process. l# (2, l# 3, l# 4) l # are l# all
TheO correct l # answers l # are l # in l # boldface.
l# steps l# in l# the l# nursing l# pr l#ocess, l # for l # which l # the
1. (2) l# Critical l # thinking l # can l# lead l # to l# better l # registered l # nurse l # is l # responsible; l # the l#LPN/LVN
l # outcomes l # for l # the l#patient. l# (1, l # 3, l# 4) l # may l # be l # may l # assist l # the l # registered l # nurse l # with l # these. l # Ni
l # true l # but l# are l# not l # the l# best l# answ l#er. l#troglycerin l# should l # not l # be l # administered l # without l#first
2. (4) l#is l#correct. l#The l#nurse l#who l#can l#admit l#to l#not l # knowi l#ng l # the l # patient’s l # blood l # pressure.
l#knowin l#g l#something l#is l#exhibiting l#intellectual 7. (2) l#indicates l#that l#the l#patient l#is l#concerned l#about
l#humility. l#(1) l#shows l#expertise l # but l # not l#freedom l#from l#injury l#and l#harm. l#(1) l#relates l#to
l # necessarily l # intellectual l # humility; l#basic l#needs l#such l#as l#air, l#oxygen, l#and l#water. l#(3)
(2) reporting l# an l# error l # shows l # intellectual l# integrity; l#relates l#to l#feeling l#loved. l#(4) l#i l#s l#related l # to
l # having l # positive l # self-esteem.
(3) empathizing l#is l#positive l#but l#does l#is l#not
l#evidence l#of l # humility. 8. (3, l# 1, l # 2, l# 4) l # is l # the l # correct l # order l# according l # to
l # Maslow.
3. (3, l # 4, l # 5, l # 1, l # 2) l # is l # the l # correct l # order.
4. (1) l# is l# the l# best l# definition. l# (2, l# 3, l# 4) l# do l# not 9. (5, l # 2, l # 1, l # 4, l # 6, l # 3) l # is l # the l # correct l # order.
l# define l# critic l#al l#thinking l# but l# are l# examples l# of 10. (3) l# shows l# the l# patient l# is l # actually l# taking l# action. l# (1, l# 2,
l# good l# thinking. l# 4
5. (4) l # is l # correct. l # Evaluation l # determines l # whether ) l#are l#all l # positive l # but l # do l # not l # show l # intent l # to l # take
l # action.
l # goals l # are l # ac l#hieved l# and l# interventions l# effective.
l # (2) l# is l # the l# role l # of l # the l#ph l#ysician. l # (1, l # 3)
11. (4) l#is l# the l# nurse’s l#analysis l# of l# the l# situation.
l# (1, l# 2) l#are l#data; l # (3) l # is l # a
l # encompass l # data l # collection l # and l # imple- l#mentation,
l # recommendation.
l# which l# are l# earlier l# steps l#in l# the l# nursing l# process.
6. (1) l# is l# correct. l#The l# licensed l# practical 12. (1, l#2, l#3, l#4) l#should l#be l#present. l#Since l#the l#data
l#provide l#s l#only l#hip l#replacement l#as l#the l#patient’s
l# nurse/licensed l# voca- l#tional l # nurse l # (LPN/LVN) l # can
l#problem, l#(5) l#th l#e l#dietitian l # is l # not l # necessary.
l # collect l # data, l # which l # includes
