TEST BANK INTERPERSONAL RELATIONSHIPS PROFESSIONAL COMMUNICATION SKILLS FOR NURSES 9TH EDITION BY ELIZABETH C. ARNOLD, KATHLEEN UNDERMAN BOGGS CLASSROOM CLASSROOM This Is A Test Bank Of Test (Study Questions) To Help You Prepare For the Tests To Cla

TEST BANK INTERPERSONAL RELATIONSHIPS PROFESSIONAL COMMUNICATION SKILLS FOR NURSES 9TH EDITION BY ELIZABETH C. ARNOLD, KATHLEEN UNDERMAN BOGGS CLASSROOM CLASSROOM This Is A Test Bank Of Test (Study Questions) To Help You Prepare For the Tests To Clarify, This Is A Test Bank, Not A Textbook You Have Immediate Access To Download Your Test Bank. No Delays In Loading Is Fast And Instant Immediately After Purchase! You Will Receive A Full Bank Of Tests, In Other Words, All Chapters Will Be There. Test Banks Are Presented In PDF Format Therefore, No Special Software Is Required To Download Them Effective communication with clients, families, and professional colleagues starts here! With Interpersonal Relationships: Professional Communication Skills for Nurses, 9th Edition, you’ll see how good communication skills can lead to achieving treatment goals in health care. Clear guidelines show how you can enhance the nurse-client relationship through proven communication strategies as well as principles drawn from nursing, psychology, and related theoretical frameworks. And you’ll see how to apply theory to real-life practice with case studies, interactive exercises, and evidence-based practice studies. A two-time winner of the AJN Book of the Year award, this book is updated to emphasize interdisciplinary communication and QSEN competencies. From expert nursing educators Elizabeth Arnold and Kathleen Underman Boggs, this comprehensive, market-leading text is unmatched for helping nurses develop effective communication skills! Table of contents PART I: Conceptual Foundations of Interpersonal Relationships and Professional Communication Skills 1. Theory-Based Perspectives and Contemporary Dynamics 2. Professional Guides for Nursing Communication CLASSROOM CLASSROOM 3. Clinical Judgment and Ethical Decision Making 4. Clarity and Safety in Communication PART II: Essential Communication Skills 5. Developing Therapeutic Communication Skills 6. Variation in Communication Styles 7. Intercultural Communication 8. Therapeutic Communication in Groups PART III: Therapeutic Interpersonal Relationship Skills CLASSROOM CLASSROOM 9. Self-Concept in Professional Interpersonal Relationships 10. Developing Therapeutic Relationships 11. Bridges and Barriers in Therapeutic Relationships 12. Communicating with Families 13. Resolving Conflicts Between Nurse and Client PART IV: Communicating to Foster Health Literacy and Health Promotion and Prevention of Disease Among Diverse Populations 14. Communicating to Encourage Health Literacy and Health Promotion and Prevention of Disease 15. Health Teaching and Coaching 16. Empowerment-Oriented Communication Strategies to Reduce Stress PART V: Accommodating Clients with Special Communication Needs 17. Communicating with Clients Experiencing Communication Deficits 18. Communicating with Children 19. Communicating with Older Adults 20. Communicating with Clients in Crisis 21. Communicating with Clients and Families at End of Life PART VI: Collaborative and Professional Communication 22. Role Relationships and Interpersonal Communication 23. Communicating with Other Health Professionals 24. Communicating for Continuity of Care 25. Documentation in an Electronic Era 26. Communication at the Point of Care: Application of e-Health Technologies CLASSROOM CLASSROOM Chapter 1: Theory Based Perspectives and Contemporary Dynamics Arnold: Interpersonal Relationships, 9th Edition MULTIPLE CHOICE 1. When describing nursing to a group of nursing students, the nursing instructor lists all of the following characteristics of nursing except a. historically nursing is as old as mankind. b. nursing was originally practiced informally by religious orders dedicated to care of the sick. c. nursing was later practiced in the home by female caregivers with no formal education. d. nursing has always been identifiable as a distinct occupation. ANS: A Historically, nursing is as old as mankind. Originally practiced informally by religious orders dedicated to care of the sick and later in the home by female caregivers with no formal education, nursing was not identifiable as a distinct occupation until the 1854 Crimean war. There, Florence Nightingale’s Notes on Nursing introduced the world to the functional roles of professional nursing and the need for formal education. DIF: Cognitive Level: Comprehension TOP: Step of the Nursing Process: All phases MSC: Client Needs: Psychosocial Integrity REF: p. 1 2. The nursing profession’s first nurse researcher, who served as an early advocate for high quality care and used statistical data to document the need for handwashing in preventing infection, was a. Abraham Maslow. b. Martha Rogers. c. Hildegard Peplau. d. Florence Nightingale. ANS: D An early advocate for high-quality care, Florence Nightingale’s use of statistical data to document the need for handwashing in preventing infection marks her as the profession’s first nurse researcher. DIF: Cognitive Level: Knowledge TOP: Step of the Nursing Process: All phases MSC: Client Needs: Management of Care REF: p. 1 3. Today, professional nursing education begins at the a. undergraduate level. b. graduate level. CLASSROOM CLASSROOM c. advanced practice level. d. administrative level. ANS: A Today, professional nursing education begins at the undergraduate level, with a growing number of nurses choosing graduate studies to support differentiated practice roles and/or research opportunities. Nurses are prepared to function as advanced practice nurse practitioners, administrators, and educators. DIF: Cognitive Level: Comprehension TOP: Step of the Nursing Process: All phases MSC: Client Needs: Management of Care REF: p. 2 4. Nursing’s metaparadigm, or worldview, distinguishes the nursing profession from other disciplines and emphasizes its unique functional characteristics. The four key concepts that form the foundation for all nursing theories are a. caring, compassion, health promotion, and education. b. respect, integrity, honesty, and advocacy. c. person, environment, health, and nursing. d. nursing, teaching, caring, and health promotion. ANS: C Individual nursing theories represent different interpretations of the phenomenon of nursing, but central constructs—person, environment, health, and nursing—are found in all theories and models. They are referred to as nursing’s metaparadigm. DIF: Cognitive Level: Knowledge TOP: Step of the Nursing Process: All phases MSC: Client Needs: Management of Care REF: p. 2 5. When admitting a client to the medical-surgical unit, the nurse asks the client about cultural issues. The nurse is demonstrating use of the concept of a. person. b. environment. c. health. d. nursing. ANS: B The concept of environment includes all cultural, developmental, and social determinants that influence a client’s health perceptions and behavior. A person is defined as the recipient of nursing care, having unique bio-psycho-social and spiritual dimensions. The word health derives from the word whole. Health is a multidimensional concept, having physical, psychological, sociocultural, developmental, and spiritual characteristics. The World Health Organization (WHO, 1946) defines health as “a state of complete physical, mental, social well being, not merely the absence of disease or infirmity.” Nursing includes the promotion of health, prevention of illness, and the care of ill, disabled, and dying people. CLASSROOM DIF: Cognitive Level: Application CLASSROOM REF: p. 3 TOP: Step of the Nursing Process: Asse