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