TEST BANK 2w
Fundamentals of Nursing Thinking Doing and Caring
2w 2w 2w 2w 2w 2w 2w
4th Edition Volume 2 Wilkinson Treas
2w 2w 2w 2w 2w
TEST BANK 2w
, Fundamentals of Nursing Thinking Doing and Caring 4th Edition Volume 2 Wilkinson Treas Test Ba
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
nk Table of Content
2w 2w 2w
Chapter 1 Evolution of Nursing Thought & Action
2w 2w 2w 2w 2w 2w 2w
Chapter 2 Critical Thinking & Nursing Process
2w 2w 2w 2w 2w 2w
Chapter 3 Assessment
2w 2w
Chapter 4 Analysis/Diagnosis
2w 2w
Chapter 5 Planning Outcomes
2w 2w 2w
Chapter 6 Planning Interventions
2w 2w 2w
Chapter 7 Implementation & Evaluation
2w 2w 2w 2w
Chapter 8 Theory, Research, & Evidence-Based Practice
2w 2w 2w 2w 2w 2w
Chapter 9 Life Span: Infancy Through Middle Adulthood
2w 2w 2w 2w 2w 2w 2w
Chapter 10 Life Span: Older Adults
2w 2w 2w 2w 2w
Chapter 11 Experiencing Health & Illness
2w 2w 2w 2w 2w
Chapter 12 Stress & Adaptation
2w 2w 2w 2w
Chapter 13 Psychosocial Health & Illness
2w 2w 2w 2w 2w
Chapter 14 The Family
2w 2w 2w
Chapter 15 Culture & Ethnicity
2w 2w 2w 2w
Chapter 16 Spirituality
2w 2w
Chapter 17 Loss, Grief, & Dying
2w 2w 2w 2w 2w
Chapter 18 Documenting & Reporting
2w 2w 2w 2w
Chapter 19 Teaching & Learning
2w 2w 2w 2w
Chapter 20 Measuring Vital Signs
2w 2w 2w 2w
Chapter 21 Communication & Therapeutic Relationships
2w 2w 2w 2w 2w
Chapter 22 Health Assessment
2w 2w 2w
Chapter 23 Promoting Asepsis & Preventing Infection
2w 2w 2w 2w 2w 2w
Chapter 24 Promoting Safety
2w 2w 2w
Chapter 25 Facilitating Hygiene
2w 2w 2w
Chapter 26 Administering Medications
2w 2w 2w
Chapter 27 Nutrition
2w 2w
Chapter 28 Urinary Elimination
2w 2w 2w
Chapter 29 Bowel Elimination
2w 2w 2w
Chapter 30 Sensation, Perception, & Response
2w 2w 2w 2w 2w
Chapter 31 Pain
2w 2w
Chapter 32 Physical Activity & Immobility
2w 2w 2w 2w 2w
Chapter 33 Sexual Health
2w 2w 2w
Chapter 34 Sleep & Rest
2w 2w 2w 2w
Chapter 35 Skin Integrity & Wound Healing
2w 2w 2w 2w 2w 2w
Chapter 36 Oxygenation
2w 2w
Chapter 37 Circulation & Perfusion
2w 2w 2w 2w
Chapter 38 Fluids, Electrolytes, & Acid-Base Balance
2w 2w 2w 2w 2w 2w
Chapter 39 Perioperative Care
2w 2w 2w
Chapter 40 Leading & Managing
2w 2w 2w 2w
Chapter 41 Nursing Informatics
2w 2w 2w
Chapter 42 Promoting Health
2w 2w 2w
Chapter 43 Community & Home Health Nursing
2w 2w 2w 2w 2w 2w
Chapter 44 Ethics & Values
2w 2w 2w 2w
Chapter 45 Legal Accountability
2w 2w 2w
Chapter 46 Holistic Healing
2w 2w 2w
,Chapter 1. Evolution of Nursing Thought & Action
2w 2w 2w 2w 2w 2w 2w
MULTIPLE CHOICE 2w
1. Which of the following is an example of an illness prevention activity?
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
a) Encouraging the use of a food diary 2w 2w 2w 2w 2w 2w
b) Joining a cancer support group 2w 2w 2w 2w
c) Administering immunization for HPV 2w 2w 2w
d) Teaching a diabetic patient about his diet 2w 2w 2w 2w 2w 2w
ANS: 2 w C
Administering immunization for HPV is an example of illness prevention. Although canc
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
er is a disease, it is assumed that a person joining a support group would already have t
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
he disease; therefore, it would be treatment and not disease prevention. Illness prevention
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
activities focus on avoiding a specific disease. A food diary is a health promotion activit
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
y. Teaching a diabetic patient about diet is a treatment for diabetes; the patient already h
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
as diabetes, so the teaching cannot prevent diabetes.
2w 2w 2w 2w 2w 2w 2w
Difficulty: Moderate 2w
Client Need: Health Promotion and Maintenance C
2w 2w 2w 2w 2w 2w
ognitive Level: Application 2w 2w
PTS: 2 w 2 w 1
2. Which organization can require nurses to take continuing education courses as a conditio
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
n of licensure renewal?
2w 2w 2w
a) American Nurses Association 2w 2w
b) National League for Nursing 2w 2w 2w
c) Sigma Theta Tau 2w 2w
d) State Board of Nursing 2w 2w 2w
ANS: 2 w D
Continuing education is a professional strategy designed to ensure that nurses remain cur
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
rent in their clinical knowledge. Many states require nurses to engage in a certain num
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
ber of continuing-
2w 2w
education requirements to renew their license. The knowledge gained in the nursing cur
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
riculum is sufficient for nursing school graduates to obtain their initial license.
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
Requirements for renewal of a nurse‘s license can be found in the state‘s nurse practice
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
act (state board of nursing).
2w 2w 2w 2w
Difficulty: Difficult Cog 2w 2w
nitive Level: Analysis
2w 2w
Client Need: Health Promotion and Maintenance C
2w 2w 2w 2w 2w 2w
ognitive Level: Application 2w 2w
PTS: 2 w 2 w 1
3. An experienced seasoned nurse uses her knowledge of patient medical conditions and
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2
intuition to identify patient problems. She is often the resource for other nurses on the
w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
unit. What stage of proficiency has this nurse achieved?
2w 2w 2w 2w 2w 2w 2w 2w 2w
a) Novice
, b) Advanced beginner 2w
c) Competent
d) Expert
ANS: 2 w D
The nurse who has reached the expert stage of proficiency has a deep understanding of t
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
he clinical situation based on knowledge and experience. The nurse often senses a potent
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
ial problem in the absence of classic signs and symptoms. The novice nurse is inexperien
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
ced and relies on rules and processes. The advanced beginner focuses on aspects of a sit
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
uation and is unable to see the comprehensive perspective. A nurse functioning at the co
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
mpetent level is able to prioritize to meet the patient needs but does not fully grasp the
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
total situation.
2w
Difficulty: Moderate 2w
Cognitive Level: Comprehension 2w 2w
PTS: 2 w 2 w 1
4. Which of the following best explains the importance of standards of practice?
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
a) Nurses and other healthcare providers have the same standards of practice.
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
b) Standard of practice only apply to nurses who work in hospital settings.
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
c) Standards of practice identify the knowledge, skills, and attitudes nurses nee
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
d to provide safe care.
2w 2w 2w 2w
d) Standards of practice differ among registered nurses because the roles are diffe
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
rent based on the population they serve.
2w 2w 2w 2w 2w 2w
ANS: 2 w C
Standards of practice are authoritative statements of the duties that all registered nurses, r
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
egardless of role, population, or specialty, are expected to perform competently. Standards
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
are derived from several sources, including professional organizations and healthcare facil
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
ities‘ policies and procedures.
2w 2w 2w
Difficulty: Moderate Cognit 2w 2w
ive Level: Application
2w 2w
PTS: 2 w 2 w 1
5. What is the primary goal of the National League for Nursing?
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
a) Advocate for the needs of registered nurses to promote patient safety
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
b) Establish and maintain standards for nursing education
2w 2w 2w 2w 2w 2w
c) Support global health policies and improve health worldwide
2w 2w 2w 2w 2w 2w 2w
d) Foster nursing scholarship, leadership, and service to improve health worldwide
2w 2w 2w 2w 2w 2w 2w 2w 2w
ANS: 2 w B
The National League for Nursing (NLN) was founded to establish and maintain a universal s
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
tandard of nursing education. The NLN focuses on faculty development in nursing education
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
programs and is the voice for nursing education.
2w 2w 2w 2w 2w 2w 2w
Difficulty: Moderate Cognit 2w 2w
ive Level: Application
2w 2w
PTS: 2 w 2 w 1
Fundamentals of Nursing Thinking Doing and Caring
2w 2w 2w 2w 2w 2w 2w
4th Edition Volume 2 Wilkinson Treas
2w 2w 2w 2w 2w
TEST BANK 2w
, Fundamentals of Nursing Thinking Doing and Caring 4th Edition Volume 2 Wilkinson Treas Test Ba
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
nk Table of Content
2w 2w 2w
Chapter 1 Evolution of Nursing Thought & Action
2w 2w 2w 2w 2w 2w 2w
Chapter 2 Critical Thinking & Nursing Process
2w 2w 2w 2w 2w 2w
Chapter 3 Assessment
2w 2w
Chapter 4 Analysis/Diagnosis
2w 2w
Chapter 5 Planning Outcomes
2w 2w 2w
Chapter 6 Planning Interventions
2w 2w 2w
Chapter 7 Implementation & Evaluation
2w 2w 2w 2w
Chapter 8 Theory, Research, & Evidence-Based Practice
2w 2w 2w 2w 2w 2w
Chapter 9 Life Span: Infancy Through Middle Adulthood
2w 2w 2w 2w 2w 2w 2w
Chapter 10 Life Span: Older Adults
2w 2w 2w 2w 2w
Chapter 11 Experiencing Health & Illness
2w 2w 2w 2w 2w
Chapter 12 Stress & Adaptation
2w 2w 2w 2w
Chapter 13 Psychosocial Health & Illness
2w 2w 2w 2w 2w
Chapter 14 The Family
2w 2w 2w
Chapter 15 Culture & Ethnicity
2w 2w 2w 2w
Chapter 16 Spirituality
2w 2w
Chapter 17 Loss, Grief, & Dying
2w 2w 2w 2w 2w
Chapter 18 Documenting & Reporting
2w 2w 2w 2w
Chapter 19 Teaching & Learning
2w 2w 2w 2w
Chapter 20 Measuring Vital Signs
2w 2w 2w 2w
Chapter 21 Communication & Therapeutic Relationships
2w 2w 2w 2w 2w
Chapter 22 Health Assessment
2w 2w 2w
Chapter 23 Promoting Asepsis & Preventing Infection
2w 2w 2w 2w 2w 2w
Chapter 24 Promoting Safety
2w 2w 2w
Chapter 25 Facilitating Hygiene
2w 2w 2w
Chapter 26 Administering Medications
2w 2w 2w
Chapter 27 Nutrition
2w 2w
Chapter 28 Urinary Elimination
2w 2w 2w
Chapter 29 Bowel Elimination
2w 2w 2w
Chapter 30 Sensation, Perception, & Response
2w 2w 2w 2w 2w
Chapter 31 Pain
2w 2w
Chapter 32 Physical Activity & Immobility
2w 2w 2w 2w 2w
Chapter 33 Sexual Health
2w 2w 2w
Chapter 34 Sleep & Rest
2w 2w 2w 2w
Chapter 35 Skin Integrity & Wound Healing
2w 2w 2w 2w 2w 2w
Chapter 36 Oxygenation
2w 2w
Chapter 37 Circulation & Perfusion
2w 2w 2w 2w
Chapter 38 Fluids, Electrolytes, & Acid-Base Balance
2w 2w 2w 2w 2w 2w
Chapter 39 Perioperative Care
2w 2w 2w
Chapter 40 Leading & Managing
2w 2w 2w 2w
Chapter 41 Nursing Informatics
2w 2w 2w
Chapter 42 Promoting Health
2w 2w 2w
Chapter 43 Community & Home Health Nursing
2w 2w 2w 2w 2w 2w
Chapter 44 Ethics & Values
2w 2w 2w 2w
Chapter 45 Legal Accountability
2w 2w 2w
Chapter 46 Holistic Healing
2w 2w 2w
,Chapter 1. Evolution of Nursing Thought & Action
2w 2w 2w 2w 2w 2w 2w
MULTIPLE CHOICE 2w
1. Which of the following is an example of an illness prevention activity?
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
a) Encouraging the use of a food diary 2w 2w 2w 2w 2w 2w
b) Joining a cancer support group 2w 2w 2w 2w
c) Administering immunization for HPV 2w 2w 2w
d) Teaching a diabetic patient about his diet 2w 2w 2w 2w 2w 2w
ANS: 2 w C
Administering immunization for HPV is an example of illness prevention. Although canc
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
er is a disease, it is assumed that a person joining a support group would already have t
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
he disease; therefore, it would be treatment and not disease prevention. Illness prevention
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
activities focus on avoiding a specific disease. A food diary is a health promotion activit
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
y. Teaching a diabetic patient about diet is a treatment for diabetes; the patient already h
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
as diabetes, so the teaching cannot prevent diabetes.
2w 2w 2w 2w 2w 2w 2w
Difficulty: Moderate 2w
Client Need: Health Promotion and Maintenance C
2w 2w 2w 2w 2w 2w
ognitive Level: Application 2w 2w
PTS: 2 w 2 w 1
2. Which organization can require nurses to take continuing education courses as a conditio
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
n of licensure renewal?
2w 2w 2w
a) American Nurses Association 2w 2w
b) National League for Nursing 2w 2w 2w
c) Sigma Theta Tau 2w 2w
d) State Board of Nursing 2w 2w 2w
ANS: 2 w D
Continuing education is a professional strategy designed to ensure that nurses remain cur
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
rent in their clinical knowledge. Many states require nurses to engage in a certain num
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
ber of continuing-
2w 2w
education requirements to renew their license. The knowledge gained in the nursing cur
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
riculum is sufficient for nursing school graduates to obtain their initial license.
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
Requirements for renewal of a nurse‘s license can be found in the state‘s nurse practice
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
act (state board of nursing).
2w 2w 2w 2w
Difficulty: Difficult Cog 2w 2w
nitive Level: Analysis
2w 2w
Client Need: Health Promotion and Maintenance C
2w 2w 2w 2w 2w 2w
ognitive Level: Application 2w 2w
PTS: 2 w 2 w 1
3. An experienced seasoned nurse uses her knowledge of patient medical conditions and
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2
intuition to identify patient problems. She is often the resource for other nurses on the
w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
unit. What stage of proficiency has this nurse achieved?
2w 2w 2w 2w 2w 2w 2w 2w 2w
a) Novice
, b) Advanced beginner 2w
c) Competent
d) Expert
ANS: 2 w D
The nurse who has reached the expert stage of proficiency has a deep understanding of t
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
he clinical situation based on knowledge and experience. The nurse often senses a potent
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
ial problem in the absence of classic signs and symptoms. The novice nurse is inexperien
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
ced and relies on rules and processes. The advanced beginner focuses on aspects of a sit
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
uation and is unable to see the comprehensive perspective. A nurse functioning at the co
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
mpetent level is able to prioritize to meet the patient needs but does not fully grasp the
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
total situation.
2w
Difficulty: Moderate 2w
Cognitive Level: Comprehension 2w 2w
PTS: 2 w 2 w 1
4. Which of the following best explains the importance of standards of practice?
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
a) Nurses and other healthcare providers have the same standards of practice.
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
b) Standard of practice only apply to nurses who work in hospital settings.
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
c) Standards of practice identify the knowledge, skills, and attitudes nurses nee
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
d to provide safe care.
2w 2w 2w 2w
d) Standards of practice differ among registered nurses because the roles are diffe
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
rent based on the population they serve.
2w 2w 2w 2w 2w 2w
ANS: 2 w C
Standards of practice are authoritative statements of the duties that all registered nurses, r
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
egardless of role, population, or specialty, are expected to perform competently. Standards
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
are derived from several sources, including professional organizations and healthcare facil
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
ities‘ policies and procedures.
2w 2w 2w
Difficulty: Moderate Cognit 2w 2w
ive Level: Application
2w 2w
PTS: 2 w 2 w 1
5. What is the primary goal of the National League for Nursing?
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
a) Advocate for the needs of registered nurses to promote patient safety
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
b) Establish and maintain standards for nursing education
2w 2w 2w 2w 2w 2w
c) Support global health policies and improve health worldwide
2w 2w 2w 2w 2w 2w 2w
d) Foster nursing scholarship, leadership, and service to improve health worldwide
2w 2w 2w 2w 2w 2w 2w 2w 2w
ANS: 2 w B
The National League for Nursing (NLN) was founded to establish and maintain a universal s
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
tandard of nursing education. The NLN focuses on faculty development in nursing education
2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w 2w
programs and is the voice for nursing education.
2w 2w 2w 2w 2w 2w 2w
Difficulty: Moderate Cognit 2w 2w
ive Level: Application
2w 2w
PTS: 2 w 2 w 1
