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