TEST BANK nn
Ebersole and Hess' Gerontological Nursing and Healthy Aging in
nn nn nn nn nn nn nn nn
Canada
nn
Veronique
Boscart
nn
3RD Edition
nn
TESTBANK n
,Chapter nn01: nnIntroduction nnto nnHealthy nnAging
Touhy nn& nnJett: nnEbersole nnand nnHess’ nnGerontological nnNursing nn& nnHealthy
nnAging, nn3rdn
Edition
MULTIPLE nnCHOICE
1. A nnman nnis nnterminally nnill nnwith nnend-stage nnprostate nncancer. nnWhich nnis nnthe nnbest
statement nnabout nnthisnman’s nnwellness?
nn
a. Wellness nncan nnonly nnbe nnachieved nnwith nnaggressive nnmedical nninterventions.
b. Wellness nnis nnnot nna nnreal nnoption nnfor nnthis nnclient nnbecause nnhe nnis nnterminally nnill.
c. Wellness nnis nndefined nnas nnthe nnabsence nnof nndisease.
d. Nursing nninterventions nncan nnhelp nnempower nna nnclient nnto nnachieve nna
nnhigher nnlevel nnofn
wellness.
ANS: nn D
Nursing nninterventions nncan nnhelp nnempower nna nnclient nnto nnachieve nna nnhigher nnlevel nnof
nnwellness; nna nnnursen can nnfoster nnwellness nnin nnhis nnor nnher nnclients. nnWellness nnis nndefined nnby
nnthe nnindividual nnand nnis nnmultidimensional. nnIt nnis nnnot nnjust nnthe nnabsence nnof nndisease. nnA
nnwellness nnperspective nnis nnbased nnon nnthe nnbelief nnthat nnevery nnperson nnhas nnan nnoptimal
nnlevel nnof nnhealth nnindependent nnof nnhis nnor nnher nnsituation nnor nnfunctional nnlevel. nnEven nnin
nnthe nnpresence nnof nnchronic nnillness nnor nnwhile nndying, nna nnmovement nntoward nnwellness nnis
nnpossible nnif nnemphasis nnof nncare nnis nnplaced nnon nnthe nnpromotion nnof nnwell-being nnin nna
nnsupportive nnenvironment.
PTS: nn nn n n 1 DIF: Apply REF: nn nn nn p. nn7 TOP: nn Nursing nnProcess:
nnDiagnosisn MSC: n n Health nnPromotion nnand nnMaintenance
2. In nndifferentiating nnbetween nnhealth nnand nnwellness nnin nnhealth nncare, nnwhich nnof nnthe
followingnstatements nnis nntrue?
nn
a. Health nnis nna nnbroad nnterm nnencompassing nnattitudes nnand nnbehaviors.
b. The nnconcept nnof nnillness nnprevention nnwas nnnever nnconsidered nnby nnprevious nngenerations.
c. Wellness nnand nnself-actualization nndevelop nnthrough nnlearning nnand nngrowth.
d. Wellness nnis nnimpossible nnwhen nnone’s nnhealth nnis nncompromised.
ANS: nn A
Health nnis nna nnbroad nnterm nnthat nnencompasses nnattitudes nnand nnbehaviors; nnholistically, nnhealth
nnincludes nnwellness, nnwhich nninvolves nnone’s nnwhole nnbeing. nnThe nnconcept nnof nnillness
nnprevention nnwas nnnever nnconsidered nnby nnprevious nngenerations; nnthroughout nnhistory, nnbasic
nnself-care nnrequirements nnhave nnbeen nnrecognized. nnWellness nnand nnself-actualization nndevelop
nnthrough nnlearning nnand nngrowth—as nnbasic nnneeds nnare nnmet, nnhigher nnlevel nnneeds nncan nnbe
nnsatisfied nnin nnturn, nnwith nnever-deepening nnrichness nnto nnlife. nnWellness nnis nnpossible nnwhen
nnone’s nnhealth nnis nncompromised—even nnwith nnchronic nnillness, nnwith nnmultiple nndisabilities,
nnor nnin nndying, nnmovement nntoward nna nnhigher nnlevel nnof nnwellness nnis nnpossible.
PTS: nn nn n n 1 DIF: Understand REF: nn nn nn p. nn7 TOP: nn Nursing nnProcess:
nnEvaluationn MSC: n n Health nnPromotion nnand nnMaintenance
3. Which nnracial nnor nnethnic nngroup nnhas nnthe nnhighest nnlife nnexpectancy nnin nnthe nnUnited nnStates?
a. Native nnAmericans
b. African nnAmericans
c. Hispanic nnAmericans
d. Asian nnand nnPacific nnIsland nnAmericans
, Chapter 02: Cross-Cultural Caring and Aging
nn nn nn nn nn
Touhy & Jett: Ebersole and Hess’ Gerontological Nursing & Healthy
nn nn nn nn nn nn nn nn nn
Aging, 3rdEdition
nn nn n
MULTIPLE nnCHOICE
1. Which nnof nnthe nnfollowing nnis nna nntrue nnstatement nnabout nndiffering nnhealth nnbelief nnsystems?
a. Personalistic nnor nnmagicoreligious nnbeliefs nnhave nnbeen nnsuperseded nnin nnWestern
minds nnbynbiomedical nnprinciples.
nn
b. In nnmost nncultures, nnolder nnadults nnare nnlikely nnto nntreat nnthemselves nnusing
nn traditionalnmethods nnbefore nnturning nnto nnbiomedical nnprofessionals.
c. Ayurvedic nnmedicine nnis nnanother nnname nnfor nntraditional nnChinese nnmedicine.
d. The nnbelief nnthat nnhealth nndepends nnon nnmaintaining nna nnbalance nnamong nnopposite
nn qualitiesnis nncharacteristic nnof nna nnmagicoreligious nnbelief nnsystem.
ANS: nn B
Older nnadults nnin nnmost nncultures nnusually nnhave nnhad nnexperience nnwith nntraditional nnmethods
nnthat nnhaven worked nnas nnwell nnas nnexpected. nnAfter nnthese nntreatments nnfail, nnolder nnadults nnturn
nnto nnthe nnformal nnhealthn
care nnsystem. nnEven nnin nnthe nnUnited nnStates, nnit nnis nncommon nnfor
nnolder nnadults nnto nnpray nnfor nncures nnor nnwonder nnwhat nnthey nndid nnto nnincur nnan nnillness nnas
nnpunishment. nnThe nnAyurvedic nnsystem nnis nna nnnaturalistic nnhealth nnbelief nnsystem nnpracticed
nnin nnIndia nnand nnin nnsome nnneighboring nncountries. nnThis nnbelief nnis nncharacteristic nnof nna
nnholistic nnor nnnaturalistic nnapproach.
PTS: nn nn nn 1 DIF: Understand REF: nn p. nn16-17
TOP: n n Nursing nnProcess: nnAssessment MSC: n n Health nnPromotion nnand nnMaintenance
2. Which nnof nnthe nnfollowing nn considU
eratiS
onsNis m
Tost nnlikO N R I G B. C M
ely nnto nnbe nntrue nnwhen
nn working nnwith nnan nninterpreter?
a. An nninterpreter nnis nnnever nnneeded nnif nnthe nnnurse nnspeaks nnthe nnsame nnlanguage nnas nnthe
nn patient.
b. When nnworking nnwith nninterpreters, nnthe nnnurse nncan nnuse nntechnical nnterms nnor nnmetaphors.
c. A nnpatient’s nnyoung nngranddaughter nnwho nnspeaks nnfluent nnEnglish nnwould nnmake
the nnbestninterpreter nnbecause nnshe nnis nnfamiliar nnwith nnand nnloves nnthe nnpatient.
nn
d. The nnnurse nnshould nnface nnthe nnpatient nnrather nnthan nnthe nninterpreter.
ANS: nn D
The nnnurse nnshould nnface nnthe nnpatient nnrather nnthan nnthe nninterpreter nnis nna nntrue nnstatement;
nnthe nnintent nnis nnton
converse nnwith nnthe nnpatient, nnnot nnwith nna nnthird nnparty nnabout nnthe nnpatient.
nnMany nnreasons nnmay nnprevent nnthe nnpatient nnfrom nnspeaking nndirectly nnto nna nnnurse.
nnTechnical nnterms nnand nnmetaphors nnmay nnbe nndifficult nnor nnimpossible nnto nntranslate.
nnCultural nnrestrictions nnmay nnprevent nnsome nntopics nnfrom nnbeing nnspoken nnof nto nna
nngrandparent nnor nnchild.
PTS: nn nn nn 1 DIF: nn nn n n Understand nn nn n n REF: nn nn nnp. nn18-19
TOP: n n Nursing nnProcess: nnImplementation nn nn n n MSC: n n Safe, nnEffective nnCare nnEnvironment
3. An nnolder nnadult nnwho nnis nna nntraditional nnChinese nnman nnhas nna nnblood nnpressure nnof nn80/54
nnmm nnHg nnand nnrefuses nnto nnremain nnin nnthe nnbed. nnWhich nnintervention nnshould nnthe nnnurse
nnuse nnto nnpromote nnand nnmaintainnhis nnhealth?
a. Have nnthe nnhealth nncare nnprovider nnspeak nnto nnhim.
b. Use nnprinciples nnof nnthe nnholistic nnhealth nnsystem.
c. Ask nnabout nnhis nnperceptions nnand nntreatment nnideas.
, d. Consult nnwith nna nnpractitioner nnof nnChinese nnmedicine.
ANS: nn C
Using nnthe nnLEARN nnmodel nn(listen nnwith nnsympathy nnto nnthe nnpatient’s nnperception nnof nnthe
nnproblem, nnexplain nnyour nnperception nnof nnthe nnproblem, nnacknowledge nnthe nndifferences nnand
nnsimilarities, nnrecommend nntreatment, nnand nnnegotiate nnagreement), nnthe nnnurse nngathers
nninformation nnfrom nnthe nnpatient nnabout nncultural nnbeliefs nnconcerning nnhealth nncare nnand
nnavoids nnstereotyping nnthe nnpatient. nnIn nnthenassessment, nnthe nnnurse nndetermines nnwhat nnthe
nnpatient nnbelieves nnabout nncaregiving, nndecision nnmaking, ntreatment, nnand nnother nnpertinent
nnhealth-related nninformation. nnSpeaking nnwith nnthe nnhealth nncare nnprovider nnis nnpremature
nnuntil nnthe nnassessment nnis nncomplete. nnUnless nnhe nnaccepts nnthe nnbeliefs, nnprinciples nnof nnthe
nnholistic nnhealth nnsystem nncan nnbe nnpotentially nnunsuitable nnand nninsulting nnfor nnthis nnpatient.
nnUnless nnhe nnaccepts nnthe nntreatments, nnconsulting nnwith nna nnpractitioner nnof nnChinese
nnmedicine nncan nnalso nnbe nnunsuitable nnand nninsulting nnfor nnthis nnpatient.
PTS: nn nn nn 1 DIF: Apply REF: n n p. nn18
TOP: n n Nursing nnProcess: nnImplementation MSC: n n Health nnPromotion nnand nnMaintenance
4. Which nnaction nnshould nnthe nnnurse nntake nnwhen nnaddressing nnolder nnadults?
a. Speak nnin nnan nnexaggerated nnpitch.
b. Use nna nnlower nnquality nnof nnspeech.
c. Use nnendearing nnterms nnsuch nnas nn“honey.”
d. Speak nnclearly.
ANS: nn D
Some nnhealth nnprofessionals nndemonstrate nnageism, nnin nnpart nnbecause nnproviders nntend nnto
nnsee nnmanyn
frail, nnolder nnpersons nnand nnfewer nnof nnthose nnwho nnare nnhealthy nnand nnactive.
nnProviders nnshould nnnot
assume nnthat nnall nnolder nnadults nnare nnhearing nnor nnmentally nnimpaired. nnThe nnmost
nnappropriate nnaction nnwhen nnaddressing nnan nnolder nnadu NltUwRoSulIdNbeGtTo Bsp.eC
akOcM
learly.
nnExamples nnof nnunintentional nnageism nn in nnlanguage nnare nnan nnexaggerated nnpitch, nna
nndemeaning nnemotional nntone, nnand nna nnlower nnquality nnof
speech.
PTS: nn nn nn 1 DIF: Apply REF: nn p. nn15
TOP: n n Nursing nnProcess: nnAssessment MSC: n n Health nnPromotion nnand nnMaintenance
5. The nnnurse nnprepares nnan nnolder nnwoman, nnwho nnis nnPolish, nnfor nndischarge nnthrough nnan
nninterpreter nnand nnotes nnthat nnshe nnbecomes nntense nnduring nnthe nninstructions nnabout
nnelimination. nnWhich nnintervention nnshould nnthe nnnurse nnimplement?
a. Move nnon nnto nnthe nndiscussion nnabout nnmedication.
b. Ask nnthe nnolder nnwoman nnhow nnshe nnfeels nnabout nnthis nntopic.
c. Instruct nnthe nninterpreter nnto nnrepeat nnthe nninstructions.
d. Have nnthe nnolder nnwoman nnrepeat nnthe nninstructions nnfor nnclarity.
ANS: nn B
When nnworking nnwith nnan nninterpreter, nnthe nnnurse nnclosely nnwatches nnthe nnolder nnadult nnfor
nnnonverbal nncommunication nnand nnemotion nnregarding nna nnspecific nntopic nnand nntherefore
nnvalidates nnthe nnassessment nnabout nnthe nnolder nnadult’s nntension nnbefore nnproceeding. nnBecause
nnthe nnnurse nnnotices nnher nntension, nnthe nnnurse nntemporarily nnsuspends nnthe nnpreparation nnto
nnvalidate nnher nnassessment. nnIf nnthe nnnurse nnproceeds nnand nnthe nnolder nnadult nnis
nnuncomfortable nndiscussing nnelimination, nnthen nnimportant nninstructions nncan nnbenmissed,
nnleading nnto nnadverse nneffects nnfor nnthe nnolder nnadult. nnRepeating nnthe nninstructions nncan
nnaggravaten the nnolder nnadult’s nndiscomfort. nnInstructing nnthe nnolder nn adult nn to nnrepeat nnthe
nnnurse’s nninstruction nnignores nnher nnneeds.
Ebersole and Hess' Gerontological Nursing and Healthy Aging in
nn nn nn nn nn nn nn nn
Canada
nn
Veronique
Boscart
nn
3RD Edition
nn
TESTBANK n
,Chapter nn01: nnIntroduction nnto nnHealthy nnAging
Touhy nn& nnJett: nnEbersole nnand nnHess’ nnGerontological nnNursing nn& nnHealthy
nnAging, nn3rdn
Edition
MULTIPLE nnCHOICE
1. A nnman nnis nnterminally nnill nnwith nnend-stage nnprostate nncancer. nnWhich nnis nnthe nnbest
statement nnabout nnthisnman’s nnwellness?
nn
a. Wellness nncan nnonly nnbe nnachieved nnwith nnaggressive nnmedical nninterventions.
b. Wellness nnis nnnot nna nnreal nnoption nnfor nnthis nnclient nnbecause nnhe nnis nnterminally nnill.
c. Wellness nnis nndefined nnas nnthe nnabsence nnof nndisease.
d. Nursing nninterventions nncan nnhelp nnempower nna nnclient nnto nnachieve nna
nnhigher nnlevel nnofn
wellness.
ANS: nn D
Nursing nninterventions nncan nnhelp nnempower nna nnclient nnto nnachieve nna nnhigher nnlevel nnof
nnwellness; nna nnnursen can nnfoster nnwellness nnin nnhis nnor nnher nnclients. nnWellness nnis nndefined nnby
nnthe nnindividual nnand nnis nnmultidimensional. nnIt nnis nnnot nnjust nnthe nnabsence nnof nndisease. nnA
nnwellness nnperspective nnis nnbased nnon nnthe nnbelief nnthat nnevery nnperson nnhas nnan nnoptimal
nnlevel nnof nnhealth nnindependent nnof nnhis nnor nnher nnsituation nnor nnfunctional nnlevel. nnEven nnin
nnthe nnpresence nnof nnchronic nnillness nnor nnwhile nndying, nna nnmovement nntoward nnwellness nnis
nnpossible nnif nnemphasis nnof nncare nnis nnplaced nnon nnthe nnpromotion nnof nnwell-being nnin nna
nnsupportive nnenvironment.
PTS: nn nn n n 1 DIF: Apply REF: nn nn nn p. nn7 TOP: nn Nursing nnProcess:
nnDiagnosisn MSC: n n Health nnPromotion nnand nnMaintenance
2. In nndifferentiating nnbetween nnhealth nnand nnwellness nnin nnhealth nncare, nnwhich nnof nnthe
followingnstatements nnis nntrue?
nn
a. Health nnis nna nnbroad nnterm nnencompassing nnattitudes nnand nnbehaviors.
b. The nnconcept nnof nnillness nnprevention nnwas nnnever nnconsidered nnby nnprevious nngenerations.
c. Wellness nnand nnself-actualization nndevelop nnthrough nnlearning nnand nngrowth.
d. Wellness nnis nnimpossible nnwhen nnone’s nnhealth nnis nncompromised.
ANS: nn A
Health nnis nna nnbroad nnterm nnthat nnencompasses nnattitudes nnand nnbehaviors; nnholistically, nnhealth
nnincludes nnwellness, nnwhich nninvolves nnone’s nnwhole nnbeing. nnThe nnconcept nnof nnillness
nnprevention nnwas nnnever nnconsidered nnby nnprevious nngenerations; nnthroughout nnhistory, nnbasic
nnself-care nnrequirements nnhave nnbeen nnrecognized. nnWellness nnand nnself-actualization nndevelop
nnthrough nnlearning nnand nngrowth—as nnbasic nnneeds nnare nnmet, nnhigher nnlevel nnneeds nncan nnbe
nnsatisfied nnin nnturn, nnwith nnever-deepening nnrichness nnto nnlife. nnWellness nnis nnpossible nnwhen
nnone’s nnhealth nnis nncompromised—even nnwith nnchronic nnillness, nnwith nnmultiple nndisabilities,
nnor nnin nndying, nnmovement nntoward nna nnhigher nnlevel nnof nnwellness nnis nnpossible.
PTS: nn nn n n 1 DIF: Understand REF: nn nn nn p. nn7 TOP: nn Nursing nnProcess:
nnEvaluationn MSC: n n Health nnPromotion nnand nnMaintenance
3. Which nnracial nnor nnethnic nngroup nnhas nnthe nnhighest nnlife nnexpectancy nnin nnthe nnUnited nnStates?
a. Native nnAmericans
b. African nnAmericans
c. Hispanic nnAmericans
d. Asian nnand nnPacific nnIsland nnAmericans
, Chapter 02: Cross-Cultural Caring and Aging
nn nn nn nn nn
Touhy & Jett: Ebersole and Hess’ Gerontological Nursing & Healthy
nn nn nn nn nn nn nn nn nn
Aging, 3rdEdition
nn nn n
MULTIPLE nnCHOICE
1. Which nnof nnthe nnfollowing nnis nna nntrue nnstatement nnabout nndiffering nnhealth nnbelief nnsystems?
a. Personalistic nnor nnmagicoreligious nnbeliefs nnhave nnbeen nnsuperseded nnin nnWestern
minds nnbynbiomedical nnprinciples.
nn
b. In nnmost nncultures, nnolder nnadults nnare nnlikely nnto nntreat nnthemselves nnusing
nn traditionalnmethods nnbefore nnturning nnto nnbiomedical nnprofessionals.
c. Ayurvedic nnmedicine nnis nnanother nnname nnfor nntraditional nnChinese nnmedicine.
d. The nnbelief nnthat nnhealth nndepends nnon nnmaintaining nna nnbalance nnamong nnopposite
nn qualitiesnis nncharacteristic nnof nna nnmagicoreligious nnbelief nnsystem.
ANS: nn B
Older nnadults nnin nnmost nncultures nnusually nnhave nnhad nnexperience nnwith nntraditional nnmethods
nnthat nnhaven worked nnas nnwell nnas nnexpected. nnAfter nnthese nntreatments nnfail, nnolder nnadults nnturn
nnto nnthe nnformal nnhealthn
care nnsystem. nnEven nnin nnthe nnUnited nnStates, nnit nnis nncommon nnfor
nnolder nnadults nnto nnpray nnfor nncures nnor nnwonder nnwhat nnthey nndid nnto nnincur nnan nnillness nnas
nnpunishment. nnThe nnAyurvedic nnsystem nnis nna nnnaturalistic nnhealth nnbelief nnsystem nnpracticed
nnin nnIndia nnand nnin nnsome nnneighboring nncountries. nnThis nnbelief nnis nncharacteristic nnof nna
nnholistic nnor nnnaturalistic nnapproach.
PTS: nn nn nn 1 DIF: Understand REF: nn p. nn16-17
TOP: n n Nursing nnProcess: nnAssessment MSC: n n Health nnPromotion nnand nnMaintenance
2. Which nnof nnthe nnfollowing nn considU
eratiS
onsNis m
Tost nnlikO N R I G B. C M
ely nnto nnbe nntrue nnwhen
nn working nnwith nnan nninterpreter?
a. An nninterpreter nnis nnnever nnneeded nnif nnthe nnnurse nnspeaks nnthe nnsame nnlanguage nnas nnthe
nn patient.
b. When nnworking nnwith nninterpreters, nnthe nnnurse nncan nnuse nntechnical nnterms nnor nnmetaphors.
c. A nnpatient’s nnyoung nngranddaughter nnwho nnspeaks nnfluent nnEnglish nnwould nnmake
the nnbestninterpreter nnbecause nnshe nnis nnfamiliar nnwith nnand nnloves nnthe nnpatient.
nn
d. The nnnurse nnshould nnface nnthe nnpatient nnrather nnthan nnthe nninterpreter.
ANS: nn D
The nnnurse nnshould nnface nnthe nnpatient nnrather nnthan nnthe nninterpreter nnis nna nntrue nnstatement;
nnthe nnintent nnis nnton
converse nnwith nnthe nnpatient, nnnot nnwith nna nnthird nnparty nnabout nnthe nnpatient.
nnMany nnreasons nnmay nnprevent nnthe nnpatient nnfrom nnspeaking nndirectly nnto nna nnnurse.
nnTechnical nnterms nnand nnmetaphors nnmay nnbe nndifficult nnor nnimpossible nnto nntranslate.
nnCultural nnrestrictions nnmay nnprevent nnsome nntopics nnfrom nnbeing nnspoken nnof nto nna
nngrandparent nnor nnchild.
PTS: nn nn nn 1 DIF: nn nn n n Understand nn nn n n REF: nn nn nnp. nn18-19
TOP: n n Nursing nnProcess: nnImplementation nn nn n n MSC: n n Safe, nnEffective nnCare nnEnvironment
3. An nnolder nnadult nnwho nnis nna nntraditional nnChinese nnman nnhas nna nnblood nnpressure nnof nn80/54
nnmm nnHg nnand nnrefuses nnto nnremain nnin nnthe nnbed. nnWhich nnintervention nnshould nnthe nnnurse
nnuse nnto nnpromote nnand nnmaintainnhis nnhealth?
a. Have nnthe nnhealth nncare nnprovider nnspeak nnto nnhim.
b. Use nnprinciples nnof nnthe nnholistic nnhealth nnsystem.
c. Ask nnabout nnhis nnperceptions nnand nntreatment nnideas.
, d. Consult nnwith nna nnpractitioner nnof nnChinese nnmedicine.
ANS: nn C
Using nnthe nnLEARN nnmodel nn(listen nnwith nnsympathy nnto nnthe nnpatient’s nnperception nnof nnthe
nnproblem, nnexplain nnyour nnperception nnof nnthe nnproblem, nnacknowledge nnthe nndifferences nnand
nnsimilarities, nnrecommend nntreatment, nnand nnnegotiate nnagreement), nnthe nnnurse nngathers
nninformation nnfrom nnthe nnpatient nnabout nncultural nnbeliefs nnconcerning nnhealth nncare nnand
nnavoids nnstereotyping nnthe nnpatient. nnIn nnthenassessment, nnthe nnnurse nndetermines nnwhat nnthe
nnpatient nnbelieves nnabout nncaregiving, nndecision nnmaking, ntreatment, nnand nnother nnpertinent
nnhealth-related nninformation. nnSpeaking nnwith nnthe nnhealth nncare nnprovider nnis nnpremature
nnuntil nnthe nnassessment nnis nncomplete. nnUnless nnhe nnaccepts nnthe nnbeliefs, nnprinciples nnof nnthe
nnholistic nnhealth nnsystem nncan nnbe nnpotentially nnunsuitable nnand nninsulting nnfor nnthis nnpatient.
nnUnless nnhe nnaccepts nnthe nntreatments, nnconsulting nnwith nna nnpractitioner nnof nnChinese
nnmedicine nncan nnalso nnbe nnunsuitable nnand nninsulting nnfor nnthis nnpatient.
PTS: nn nn nn 1 DIF: Apply REF: n n p. nn18
TOP: n n Nursing nnProcess: nnImplementation MSC: n n Health nnPromotion nnand nnMaintenance
4. Which nnaction nnshould nnthe nnnurse nntake nnwhen nnaddressing nnolder nnadults?
a. Speak nnin nnan nnexaggerated nnpitch.
b. Use nna nnlower nnquality nnof nnspeech.
c. Use nnendearing nnterms nnsuch nnas nn“honey.”
d. Speak nnclearly.
ANS: nn D
Some nnhealth nnprofessionals nndemonstrate nnageism, nnin nnpart nnbecause nnproviders nntend nnto
nnsee nnmanyn
frail, nnolder nnpersons nnand nnfewer nnof nnthose nnwho nnare nnhealthy nnand nnactive.
nnProviders nnshould nnnot
assume nnthat nnall nnolder nnadults nnare nnhearing nnor nnmentally nnimpaired. nnThe nnmost
nnappropriate nnaction nnwhen nnaddressing nnan nnolder nnadu NltUwRoSulIdNbeGtTo Bsp.eC
akOcM
learly.
nnExamples nnof nnunintentional nnageism nn in nnlanguage nnare nnan nnexaggerated nnpitch, nna
nndemeaning nnemotional nntone, nnand nna nnlower nnquality nnof
speech.
PTS: nn nn nn 1 DIF: Apply REF: nn p. nn15
TOP: n n Nursing nnProcess: nnAssessment MSC: n n Health nnPromotion nnand nnMaintenance
5. The nnnurse nnprepares nnan nnolder nnwoman, nnwho nnis nnPolish, nnfor nndischarge nnthrough nnan
nninterpreter nnand nnotes nnthat nnshe nnbecomes nntense nnduring nnthe nninstructions nnabout
nnelimination. nnWhich nnintervention nnshould nnthe nnnurse nnimplement?
a. Move nnon nnto nnthe nndiscussion nnabout nnmedication.
b. Ask nnthe nnolder nnwoman nnhow nnshe nnfeels nnabout nnthis nntopic.
c. Instruct nnthe nninterpreter nnto nnrepeat nnthe nninstructions.
d. Have nnthe nnolder nnwoman nnrepeat nnthe nninstructions nnfor nnclarity.
ANS: nn B
When nnworking nnwith nnan nninterpreter, nnthe nnnurse nnclosely nnwatches nnthe nnolder nnadult nnfor
nnnonverbal nncommunication nnand nnemotion nnregarding nna nnspecific nntopic nnand nntherefore
nnvalidates nnthe nnassessment nnabout nnthe nnolder nnadult’s nntension nnbefore nnproceeding. nnBecause
nnthe nnnurse nnnotices nnher nntension, nnthe nnnurse nntemporarily nnsuspends nnthe nnpreparation nnto
nnvalidate nnher nnassessment. nnIf nnthe nnnurse nnproceeds nnand nnthe nnolder nnadult nnis
nnuncomfortable nndiscussing nnelimination, nnthen nnimportant nninstructions nncan nnbenmissed,
nnleading nnto nnadverse nneffects nnfor nnthe nnolder nnadult. nnRepeating nnthe nninstructions nncan
nnaggravaten the nnolder nnadult’s nndiscomfort. nnInstructing nnthe nnolder nn adult nn to nnrepeat nnthe
nnnurse’s nninstruction nnignores nnher nnneeds.
