Table of Contents
Chapter 01 Health and Wellness 2
TEST BANK Chapter 02 The Canadian Health Care Delivery System
Chapter 03 The Development of Nursing in Canada
11
19
Canadian Fundamentals of Nursing Chapter 04 Community Health Nursing Practice 25
Chapter 05 Theoretical Foundations of Nursing Practice 34
Chapter 06 Evidence-Informed Practice 40
Chapter 07 Nursing Values and Ethics 48
Patricia A. Potter, Anne Griffin Perry, Patricia A. Stockert, Amy Hall, Barbara J. Astle & Wendy Duggleby
Chapter 08 Legal Implications in Nursing Practice 56
Chapter 09 Global Health 67
6th Edition Chapter 10 Indigenous Health 75
Chapter 11 Nursing Leadership, Management, and Collaborative Practice 83
Chapter 12 Critical Thinking in Nursing Practice 91
Chapter 13 Nursing Assessment, Diagnosis, and Planning 99
Chapter 14 Implementing and Evaluating Nursing Care 110
Chapter 15 Documenting and Reporting 121
Chapter 16 Nursing Informatics and Canadian Nursing Practice 135
Chapter 17 Communication and Relational Practice 142
Chapter 18 Patient-Centred Care Interprofessional Collaborative Practice 154
Chapter 19 Family Nursing 161
Chapter 20 Patient Education 175
Chapter 21 Developmental Theories 187
Chapter 22 Conception Through Adolescence 196
Chapter 23 Young to Middle Adulthood 206
Chapter 24 Older Persons 215
Chapter 25 The Experience of Loss, Death, and Grief 226
Chapter 26 Self-Concept 236
Chapter 27 Sexuality 244
Chapter 28 Spirituality in Health and Health Care 253
Chapter 29 Stress and Adaptation 261
Chapter 30 Vital Signs 269
Chapter 31 Pain Assessment and Management 286
Chapter 32 Health Assessment and Physical Examination 302
Chapter 33 Infection Control 317
Chapter 34 Medication Administration 335
Chapter 35 Complementary and Alternative Approaches in Health Care 350
Chapter 36 Activity and Exercise 358
Chapter 37 Quality and Patient Safety 370
Chapter 38 Hygiene 382
, ______________________________________________________________________________________________
Test Bank - Canadian Fundamentals of Nursing, 6e (Potter, Perry, 2019)
Chapter 39 Cardiopulmonary Functioning and Oxygenation 401
Chapter 40 Fluid, Electrolyte, and Acid–Base Balances 417
Chapter 01: Health and Wellness
Chapter 41 Sleep 433 Potter et al: Canadian Fundamentals of Nursing, 6th Edition
Chapter 42 Nutrition 441
Chapter 43 Urinary Elimination 457 MULTIPLE CHOICE
Chapter 44 Bowel Elimination 472
1. The nurse is using the population health promotion model to develop actions for
Chapter 45 Mobility and Immobility 485 improving health. After asking, “On what should we take action?”; “How should we take
Chapter 46 Skin Integrity and Wound Care 503 action?”; and “Why should we take action?” the nurse will ask which of the following
Chapter 47 Sensory Alterations 523 questions?
a. “With whom should we act?”
Chapter 48 Care of Surgical Patients 534 b. “When should we take action?”
c. “Which government should take action?”
d. “Where should we first act?”
ANS: A
The next question to ask when using the population health model approach is “With whom
should we act?” The other choices are not questions included in this model.
DIF: Apply REF: 13 (Figure 1-5)
OBJ: Contrast distinguishing features of health promotion and disease prevention.
TOP: Implementation MSC: NCLEX: Health Promotion and Maintenance
2. The principle “Health promotion is multisectoral” means which of the following?
a. Relationships between individual, social, and environmental factors must be
recognized.
b. Physical, mental, social, ecological, cultural, and spiritual aspects of health must
be recognized.
c. In order to change unhealthy living and working conditions, areas other than health
must also be involved.
d. Health promotion uses knowledge from disciplines such as social, economic,
political, environmental, medical, and nursing sciences, as well as from first-hand
experience.
ANS: C
The statement “Health promotion is multisectoral” is the principle explained by the
necessity to involve areas other than health in order to change unhealthy living and
working conditions.
DIF: Understand REF: 11
OBJ: Contrast distinguishing features of health promotion and disease prevention.
TOP: Planning MSC: NCLEX: Health Promotion and Maintenance
3. According to the World Health Organization, what is the best description of “health”?
a. Simply the absence of disease.
b. Involving the total person and environment.
c. Strictly personal in nature.
d. Status of pathological state.
ANS: B
______________________________________________________________________________________________
1|Page
,______________________________________________________________________________________________
Test Bank - Canadian Fundamentals of Nursing, 6e (Potter, Perry, 2019) ______________________________________________________________________________________________
Test Bank - Canadian Fundamentals of Nursing, 6e (Potter, Perry, 2019)
WHO defines health as “. . .the extent to which an individual or group is able, on the one 6. The determinant of health with the greatest effect on the health of Canadians is which of
hand, to realize aspirations and satisfy needs; and, on the other hand, to change or cope the following?
with the environment. Health is, therefore, seen as a resource for everyday life, not the a. Education.
objective of living; it is a positive concept emphasizing social and personal resources, as b. Health services.
well as physical capacities.” Nurses’ attitudes toward health and illness should consider c. Social support networks.
the total person, as well as the environment in which the person lives. People free of d. Income and social status.
disease are not equally healthy. Views of health have broadened to include mental, social,
ANS: D
and spiritual well-being, as well as a focus on health at family and community levels.
Income, income distribution, and social status constitute the greatest determinant of health
Conditions of life, rather than pathological states, are what determine health.
because they influence most other determinants. Some investigators suggest that literacy
DIF: Knowledge REF: 2 and education are important influences on health status because they affect many other
OBJ: Discuss ways that definitions of health have been conceptualized. health determinants. Approximately 25% of a population’s health status is attributed to the
TOP: Evaluate MSC: NCLEX: Health Promotion and Maintenance quality of its health care services. Social support affects health, health behaviours, and
health care utilization but is not the greatest determinant of health.
4. What priority strategy for health promotion in Canada is optional but seen as important to
incorporate in nursing education curricula? DIF: Understand REF: 6
a. Knowledge of disease prevention. OBJ: Discuss key health determinants and their interrelationships and how they influence health.
b. Strategies for health promotion. TOP: Planning MSC: NCLEX: Health Promotion and Maintenance
c. Policy advocacy.
d. 7. A paraplegic patient in the hospital for an electrolyte imbalance is receiving care at which
Concepts of determinants of health.
prevention level?
ANS: C a. Primary prevention level.
Increasingly, policy advocacy is incorporated into nursing role statements and nursing b. Secondary prevention level.
education curricula. Nurses should think about policies that have contributed to health c. Tertiary prevention level.
problems, policies that would help alleviate health problems, and how nurses champion d. Health promotion level.
public policies. Disease prevention, health promotion, and concepts of determinants of
ANS: B
health are integral parts of nursing curricula.
The secondary prevention level focuses on early detection of disease once pathogenesis
DIF: Understand REF: 11| 12 has occurred, so that prompt treatment can be initiated to halt disease and limit disability.
OBJ: Analyze how the nature and scope of nursing practice are influenced by different The primary prevention level focuses on health promotion, specific protection measures
conceptualizations of health and health determinants. TOP: Planning such as immunizations, and the reduction of risk factors such as smoking. The tertiary
MSC: NCLEX: Health Promotion and Maintenance prevention level focuses on minimizing residual disability.
5. Which of the following is a prerequisite for health, as identified by the Ottawa Charter for DIF: Apply REF: 11
Health Promotion? OBJ: Contrast distinguishing features of health promotion and disease prevention.
a. Education. TOP: Implementation MSC: NCLEX: Health Promotion and Maintenance
b. Social support.
c. Self-esteem. 8. The nurse incorporates levels of prevention on the basis of patient needs and the type of
d. Physical environment. nursing care provided. Which of the following is an example of tertiary level preventive
caregiving?
ANS: A a. Teaching a patient how to irrigate a new temporary colostomy.
Education is one of the nine prerequisites for health that were identified in the Ottawa b. Providing a lesson on hygiene for an elementary school class.
Charter for Health Promotion. Lack of social support and low self-esteem were identified c. Informing a patient that immunizations for her infant are available through the
as psychosocial risk factors by Labonte (1993). Dangerous physical environments were health department.
identified as socioenvironmental risk factors by Labonte (1993). d. Arranging for a hospice nurse to visit with the family of a patient with cancer.
DIF: Understand REF: 4 ANS: D
OBJ: Discuss contributions of the following Canadian publications to conceptualizations of
health and health determinants: Lalonde Report, Ottawa Charter, Epp Report, Strategies for
Population Health, Jakarta Declaration, Bangkok Charter, Toronto Charter. TOP: Planning
MSC: NCLEX: Health Promotion and Maintenance
______________________________________________________________________________________________ ______________________________________________________________________________________________
2|Page 3|Page
, ______________________________________________________________________________________________
Test Bank - Canadian Fundamentals of Nursing, 6e (Potter, Perry, 2019) ______________________________________________________________________________________________
Test Bank - Canadian Fundamentals of Nursing, 6e (Potter, Perry, 2019)
Tertiary prevention is provided when a defect or disability is permanent and irreversible. 11. The patient is admitted to the emergency department of the local hospital from home with
At this level, the hospice nurse aims to help the patient and his or her family to achieve a reports of chest discomfort and shortness of breath. She is administered oxygen and
high level of function, despite the limitations caused by the patient’s illness. Teaching a breathing treatments, laboratory tests and blood gas measurements are performed, and
patient how to irrigate a new colostomy is an example of secondary prevention. If the electrocardiography is conducted. What level of preventive care is this patient receiving?
colostomy is to be permanent, care may later move to the tertiary level of prevention. a. Primary prevention.
Providing a lesson on hygiene for an elementary school class and informing a patient b. Secondary prevention.
about available immunizations are examples of primary prevention. c. Tertiary prevention.
d. Health promotion.
DIF: Apply REF: 11 OBJ: Discuss the three levels of disease prevention.
TOP: Implementation MSC: NCLEX: Health Promotion and Maintenance ANS: B
Secondary prevention focuses on individuals who are experiencing health problems or
9. The nurse is working on a committee to evaluate the need for increasing the levels of illnesses and who are at risk for developing complications or worsening conditions.
fluoride in the drinking water of the community. In doing so, the nurse is fostering which Activities are directed at diagnosis and prompt intervention. Primary prevention precedes
concept? disease or dysfunction and is applied to people considered physically and emotionally
a. Anticipatory prevention. healthy. Health promotion includes health education programs, immunizations, and
b. Primary prevention. physical and nutritional fitness activities. Tertiary prevention is provided when a defect or
c. Secondary prevention. disability is permanent and irreversible. It involves minimizing the effects of long-term
d. Tertiary prevention. disease or disability through interventions directed at preventing complications and
deterioration.
ANS: B
Fluoridation of municipal drinking water and fortification of homogenized milk with DIF: Apply REF: 11 OBJ: Discuss the three levels of disease prevention.
vitamin D are examples of primary prevention strategies. With active strategies of health TOP: Implementation MSC: NCLEX: Health Promotion and Maintenance
promotion, individuals are motivated to adopt specific health programs such as weight
reduction and smoking cessation programs. “Anticipatory prevention” is not a known 12. A patient is admitted to a rehabilitation facility after a stroke. The patient has right-sided
concept. Secondary prevention promotes early detection of disease (e.g., screening). paralysis and is unable to speak. The patient will be receiving physiotherapy and speech
Tertiary prevention activities are initiated in the convalescence phase of disease. therapy. What are these examples of?
a. Primary prevention.
DIF: Apply REF: 11 OBJ: Discuss the three levels of disease prevention. b. Secondary prevention.
TOP: Implementation MSC: NCLEX: Health Promotion and Maintenance c. Tertiary prevention.
d. Health promotion.
10. The nurse is working in a clinic that is designed to provide health education and
immunizations. As such, this clinic focuses on which type of prevention? ANS: C
a. Primary prevention. Tertiary prevention is provided when a defect or disability is permanent and irreversible. It
b. Secondary prevention. involves minimizing the effects of long-term disease or disability through interventions
c. Tertiary prevention. directed at preventing complications and deterioration. Secondary prevention focuses on
d. Diagnosis and prompt intervention. individuals who are experiencing health problems or illnesses, and who are at risk for
developing complications or worsening conditions. Activities are directed at diagnosis and
ANS: A prompt intervention. Primary prevention precedes disease or dysfunction and is applied to
Primary prevention precedes disease or dysfunction and is applied to people considered people considered physically and emotionally healthy. Health promotion includes health
physically and emotionally healthy. Health promotion includes health education programs, education programs, immunizations, and physical and nutritional fitness activities.
immunizations, and physical and nutritional fitness activities. Secondary prevention
focuses on individuals who are experiencing health problems or illnesses and who are at DIF: Apply REF: 11 OBJ: Discuss the three levels of disease prevention.
risk for developing complications or worsening conditions; activities are directed at TOP: Implementation MSC: NCLEX: Health Promotion and Maintenance
diagnosis and prompt intervention. Tertiary prevention is provided when a defect or
disability is permanent and irreversible. It involves minimizing the effects of long-term 13. Risk factors can be placed in the following interrelated categories: genetic and
disease or disability through interventions directed at preventing complications and physiological factors, age, physical environment, and lifestyle. The presence of any of
deterioration. these risk factors means which of the following?
a. A person with the risk factor will get the disease.
DIF: Understand REF: 11 OBJ: Discuss the three levels of disease prevention. b. The chances of getting the disease are increased.
TOP: Implementation MSC: NCLEX: Health Promotion and Maintenance c. The disease is guaranteed not to develop if the risk factor is controlled.
d. Risk modification will have no effect on disease prevention.
______________________________________________________________________________________________ ______________________________________________________________________________________________
4|Page 5|Page
Chapter 01 Health and Wellness 2
TEST BANK Chapter 02 The Canadian Health Care Delivery System
Chapter 03 The Development of Nursing in Canada
11
19
Canadian Fundamentals of Nursing Chapter 04 Community Health Nursing Practice 25
Chapter 05 Theoretical Foundations of Nursing Practice 34
Chapter 06 Evidence-Informed Practice 40
Chapter 07 Nursing Values and Ethics 48
Patricia A. Potter, Anne Griffin Perry, Patricia A. Stockert, Amy Hall, Barbara J. Astle & Wendy Duggleby
Chapter 08 Legal Implications in Nursing Practice 56
Chapter 09 Global Health 67
6th Edition Chapter 10 Indigenous Health 75
Chapter 11 Nursing Leadership, Management, and Collaborative Practice 83
Chapter 12 Critical Thinking in Nursing Practice 91
Chapter 13 Nursing Assessment, Diagnosis, and Planning 99
Chapter 14 Implementing and Evaluating Nursing Care 110
Chapter 15 Documenting and Reporting 121
Chapter 16 Nursing Informatics and Canadian Nursing Practice 135
Chapter 17 Communication and Relational Practice 142
Chapter 18 Patient-Centred Care Interprofessional Collaborative Practice 154
Chapter 19 Family Nursing 161
Chapter 20 Patient Education 175
Chapter 21 Developmental Theories 187
Chapter 22 Conception Through Adolescence 196
Chapter 23 Young to Middle Adulthood 206
Chapter 24 Older Persons 215
Chapter 25 The Experience of Loss, Death, and Grief 226
Chapter 26 Self-Concept 236
Chapter 27 Sexuality 244
Chapter 28 Spirituality in Health and Health Care 253
Chapter 29 Stress and Adaptation 261
Chapter 30 Vital Signs 269
Chapter 31 Pain Assessment and Management 286
Chapter 32 Health Assessment and Physical Examination 302
Chapter 33 Infection Control 317
Chapter 34 Medication Administration 335
Chapter 35 Complementary and Alternative Approaches in Health Care 350
Chapter 36 Activity and Exercise 358
Chapter 37 Quality and Patient Safety 370
Chapter 38 Hygiene 382
, ______________________________________________________________________________________________
Test Bank - Canadian Fundamentals of Nursing, 6e (Potter, Perry, 2019)
Chapter 39 Cardiopulmonary Functioning and Oxygenation 401
Chapter 40 Fluid, Electrolyte, and Acid–Base Balances 417
Chapter 01: Health and Wellness
Chapter 41 Sleep 433 Potter et al: Canadian Fundamentals of Nursing, 6th Edition
Chapter 42 Nutrition 441
Chapter 43 Urinary Elimination 457 MULTIPLE CHOICE
Chapter 44 Bowel Elimination 472
1. The nurse is using the population health promotion model to develop actions for
Chapter 45 Mobility and Immobility 485 improving health. After asking, “On what should we take action?”; “How should we take
Chapter 46 Skin Integrity and Wound Care 503 action?”; and “Why should we take action?” the nurse will ask which of the following
Chapter 47 Sensory Alterations 523 questions?
a. “With whom should we act?”
Chapter 48 Care of Surgical Patients 534 b. “When should we take action?”
c. “Which government should take action?”
d. “Where should we first act?”
ANS: A
The next question to ask when using the population health model approach is “With whom
should we act?” The other choices are not questions included in this model.
DIF: Apply REF: 13 (Figure 1-5)
OBJ: Contrast distinguishing features of health promotion and disease prevention.
TOP: Implementation MSC: NCLEX: Health Promotion and Maintenance
2. The principle “Health promotion is multisectoral” means which of the following?
a. Relationships between individual, social, and environmental factors must be
recognized.
b. Physical, mental, social, ecological, cultural, and spiritual aspects of health must
be recognized.
c. In order to change unhealthy living and working conditions, areas other than health
must also be involved.
d. Health promotion uses knowledge from disciplines such as social, economic,
political, environmental, medical, and nursing sciences, as well as from first-hand
experience.
ANS: C
The statement “Health promotion is multisectoral” is the principle explained by the
necessity to involve areas other than health in order to change unhealthy living and
working conditions.
DIF: Understand REF: 11
OBJ: Contrast distinguishing features of health promotion and disease prevention.
TOP: Planning MSC: NCLEX: Health Promotion and Maintenance
3. According to the World Health Organization, what is the best description of “health”?
a. Simply the absence of disease.
b. Involving the total person and environment.
c. Strictly personal in nature.
d. Status of pathological state.
ANS: B
______________________________________________________________________________________________
1|Page
,______________________________________________________________________________________________
Test Bank - Canadian Fundamentals of Nursing, 6e (Potter, Perry, 2019) ______________________________________________________________________________________________
Test Bank - Canadian Fundamentals of Nursing, 6e (Potter, Perry, 2019)
WHO defines health as “. . .the extent to which an individual or group is able, on the one 6. The determinant of health with the greatest effect on the health of Canadians is which of
hand, to realize aspirations and satisfy needs; and, on the other hand, to change or cope the following?
with the environment. Health is, therefore, seen as a resource for everyday life, not the a. Education.
objective of living; it is a positive concept emphasizing social and personal resources, as b. Health services.
well as physical capacities.” Nurses’ attitudes toward health and illness should consider c. Social support networks.
the total person, as well as the environment in which the person lives. People free of d. Income and social status.
disease are not equally healthy. Views of health have broadened to include mental, social,
ANS: D
and spiritual well-being, as well as a focus on health at family and community levels.
Income, income distribution, and social status constitute the greatest determinant of health
Conditions of life, rather than pathological states, are what determine health.
because they influence most other determinants. Some investigators suggest that literacy
DIF: Knowledge REF: 2 and education are important influences on health status because they affect many other
OBJ: Discuss ways that definitions of health have been conceptualized. health determinants. Approximately 25% of a population’s health status is attributed to the
TOP: Evaluate MSC: NCLEX: Health Promotion and Maintenance quality of its health care services. Social support affects health, health behaviours, and
health care utilization but is not the greatest determinant of health.
4. What priority strategy for health promotion in Canada is optional but seen as important to
incorporate in nursing education curricula? DIF: Understand REF: 6
a. Knowledge of disease prevention. OBJ: Discuss key health determinants and their interrelationships and how they influence health.
b. Strategies for health promotion. TOP: Planning MSC: NCLEX: Health Promotion and Maintenance
c. Policy advocacy.
d. 7. A paraplegic patient in the hospital for an electrolyte imbalance is receiving care at which
Concepts of determinants of health.
prevention level?
ANS: C a. Primary prevention level.
Increasingly, policy advocacy is incorporated into nursing role statements and nursing b. Secondary prevention level.
education curricula. Nurses should think about policies that have contributed to health c. Tertiary prevention level.
problems, policies that would help alleviate health problems, and how nurses champion d. Health promotion level.
public policies. Disease prevention, health promotion, and concepts of determinants of
ANS: B
health are integral parts of nursing curricula.
The secondary prevention level focuses on early detection of disease once pathogenesis
DIF: Understand REF: 11| 12 has occurred, so that prompt treatment can be initiated to halt disease and limit disability.
OBJ: Analyze how the nature and scope of nursing practice are influenced by different The primary prevention level focuses on health promotion, specific protection measures
conceptualizations of health and health determinants. TOP: Planning such as immunizations, and the reduction of risk factors such as smoking. The tertiary
MSC: NCLEX: Health Promotion and Maintenance prevention level focuses on minimizing residual disability.
5. Which of the following is a prerequisite for health, as identified by the Ottawa Charter for DIF: Apply REF: 11
Health Promotion? OBJ: Contrast distinguishing features of health promotion and disease prevention.
a. Education. TOP: Implementation MSC: NCLEX: Health Promotion and Maintenance
b. Social support.
c. Self-esteem. 8. The nurse incorporates levels of prevention on the basis of patient needs and the type of
d. Physical environment. nursing care provided. Which of the following is an example of tertiary level preventive
caregiving?
ANS: A a. Teaching a patient how to irrigate a new temporary colostomy.
Education is one of the nine prerequisites for health that were identified in the Ottawa b. Providing a lesson on hygiene for an elementary school class.
Charter for Health Promotion. Lack of social support and low self-esteem were identified c. Informing a patient that immunizations for her infant are available through the
as psychosocial risk factors by Labonte (1993). Dangerous physical environments were health department.
identified as socioenvironmental risk factors by Labonte (1993). d. Arranging for a hospice nurse to visit with the family of a patient with cancer.
DIF: Understand REF: 4 ANS: D
OBJ: Discuss contributions of the following Canadian publications to conceptualizations of
health and health determinants: Lalonde Report, Ottawa Charter, Epp Report, Strategies for
Population Health, Jakarta Declaration, Bangkok Charter, Toronto Charter. TOP: Planning
MSC: NCLEX: Health Promotion and Maintenance
______________________________________________________________________________________________ ______________________________________________________________________________________________
2|Page 3|Page
, ______________________________________________________________________________________________
Test Bank - Canadian Fundamentals of Nursing, 6e (Potter, Perry, 2019) ______________________________________________________________________________________________
Test Bank - Canadian Fundamentals of Nursing, 6e (Potter, Perry, 2019)
Tertiary prevention is provided when a defect or disability is permanent and irreversible. 11. The patient is admitted to the emergency department of the local hospital from home with
At this level, the hospice nurse aims to help the patient and his or her family to achieve a reports of chest discomfort and shortness of breath. She is administered oxygen and
high level of function, despite the limitations caused by the patient’s illness. Teaching a breathing treatments, laboratory tests and blood gas measurements are performed, and
patient how to irrigate a new colostomy is an example of secondary prevention. If the electrocardiography is conducted. What level of preventive care is this patient receiving?
colostomy is to be permanent, care may later move to the tertiary level of prevention. a. Primary prevention.
Providing a lesson on hygiene for an elementary school class and informing a patient b. Secondary prevention.
about available immunizations are examples of primary prevention. c. Tertiary prevention.
d. Health promotion.
DIF: Apply REF: 11 OBJ: Discuss the three levels of disease prevention.
TOP: Implementation MSC: NCLEX: Health Promotion and Maintenance ANS: B
Secondary prevention focuses on individuals who are experiencing health problems or
9. The nurse is working on a committee to evaluate the need for increasing the levels of illnesses and who are at risk for developing complications or worsening conditions.
fluoride in the drinking water of the community. In doing so, the nurse is fostering which Activities are directed at diagnosis and prompt intervention. Primary prevention precedes
concept? disease or dysfunction and is applied to people considered physically and emotionally
a. Anticipatory prevention. healthy. Health promotion includes health education programs, immunizations, and
b. Primary prevention. physical and nutritional fitness activities. Tertiary prevention is provided when a defect or
c. Secondary prevention. disability is permanent and irreversible. It involves minimizing the effects of long-term
d. Tertiary prevention. disease or disability through interventions directed at preventing complications and
deterioration.
ANS: B
Fluoridation of municipal drinking water and fortification of homogenized milk with DIF: Apply REF: 11 OBJ: Discuss the three levels of disease prevention.
vitamin D are examples of primary prevention strategies. With active strategies of health TOP: Implementation MSC: NCLEX: Health Promotion and Maintenance
promotion, individuals are motivated to adopt specific health programs such as weight
reduction and smoking cessation programs. “Anticipatory prevention” is not a known 12. A patient is admitted to a rehabilitation facility after a stroke. The patient has right-sided
concept. Secondary prevention promotes early detection of disease (e.g., screening). paralysis and is unable to speak. The patient will be receiving physiotherapy and speech
Tertiary prevention activities are initiated in the convalescence phase of disease. therapy. What are these examples of?
a. Primary prevention.
DIF: Apply REF: 11 OBJ: Discuss the three levels of disease prevention. b. Secondary prevention.
TOP: Implementation MSC: NCLEX: Health Promotion and Maintenance c. Tertiary prevention.
d. Health promotion.
10. The nurse is working in a clinic that is designed to provide health education and
immunizations. As such, this clinic focuses on which type of prevention? ANS: C
a. Primary prevention. Tertiary prevention is provided when a defect or disability is permanent and irreversible. It
b. Secondary prevention. involves minimizing the effects of long-term disease or disability through interventions
c. Tertiary prevention. directed at preventing complications and deterioration. Secondary prevention focuses on
d. Diagnosis and prompt intervention. individuals who are experiencing health problems or illnesses, and who are at risk for
developing complications or worsening conditions. Activities are directed at diagnosis and
ANS: A prompt intervention. Primary prevention precedes disease or dysfunction and is applied to
Primary prevention precedes disease or dysfunction and is applied to people considered people considered physically and emotionally healthy. Health promotion includes health
physically and emotionally healthy. Health promotion includes health education programs, education programs, immunizations, and physical and nutritional fitness activities.
immunizations, and physical and nutritional fitness activities. Secondary prevention
focuses on individuals who are experiencing health problems or illnesses and who are at DIF: Apply REF: 11 OBJ: Discuss the three levels of disease prevention.
risk for developing complications or worsening conditions; activities are directed at TOP: Implementation MSC: NCLEX: Health Promotion and Maintenance
diagnosis and prompt intervention. Tertiary prevention is provided when a defect or
disability is permanent and irreversible. It involves minimizing the effects of long-term 13. Risk factors can be placed in the following interrelated categories: genetic and
disease or disability through interventions directed at preventing complications and physiological factors, age, physical environment, and lifestyle. The presence of any of
deterioration. these risk factors means which of the following?
a. A person with the risk factor will get the disease.
DIF: Understand REF: 11 OBJ: Discuss the three levels of disease prevention. b. The chances of getting the disease are increased.
TOP: Implementation MSC: NCLEX: Health Promotion and Maintenance c. The disease is guaranteed not to develop if the risk factor is controlled.
d. Risk modification will have no effect on disease prevention.
______________________________________________________________________________________________ ______________________________________________________________________________________________
4|Page 5|Page
