Test bank for Canadian
Fundamentals of Nursing
6th Edition Potter, Perry
, Canadian Fundamentals of Nursing 6th Edition Potter Test Bank
Chapter 01: Health and Wellness
I I I I
Potter et al: Canadian Fundamentals of Nursing, 6th Edition
I I I I I I I I
MULTIPLE CHOICE I
1. The nurse is using the population health promotion model to develop actions for improving
I I I I I I I I I I I I I
health. After asking, “On what should we take action?”; “How should we take action?”; and
I I I I I I I I I I I I I I I
“Why should we take action?” the nurse will ask which of the following questions?
I I I I I I I I I I I I I I
a. “With whom should we act?” I I I I
b. “When should we take action?” I I I I
c. “Which government should take action?” I I I I
d. “Where should we first act?” I I I I
ANS: A I
The next question to ask when using the population health model approach is “With whom
I I I I I I I I I I I I I I
should we act?” The other choices are not questions included in this model.
I I I I I I I I I I I I I
DIF: Apply REF: 13, Figure 1-5 I I I
OBJ: Contrast distinguishing features of health promotion and disease prevention.
I I I I I I I I I
TOP: Implementation
I I MSC: CPNRE: Foundations of Practice I I I I
2. The principle “Health promotion is multisectoral” means which of the following?
I I I I I I I I I I
a. Relationships between individual, social, and environmental factors must be I I I I I I I I
recognized. I
b. Physical, mental, social, ecological, cultural, and spiritual aspects of health must
I I I I I I I I I I
be recognized.
I N R I G B.C M
I I I I I I
c. In order to change unhealthUy liS
I vingNanT
d workiO ng conditions, areas other than health
I I I I I I I I I I
must also be involved.
I I I I
d. Health promotion involves the use of knowledge from disciplines such as social,
I I I I I I I I I I I
economic, political, environmental, medical, and nursing sciences, as well as from
I I I I I I I I I I I
first-hand experience.
I I
ANS: C I
The statement “Health promotion is multisectoral” is the principle explained by the necessity
I I I I I I I I I I I I
to involve areas other than health in order to change unhealthy living and working conditions.
I I I I I I I I I I I I I I I
DIF: Understand REF: 11 I
OBJ: Contrast distinguishing features of health promotion and disease prevention.
I I I I I I I I I
TOP: Planning
I MSC: CPNRE: Foundations of Practice
I I I I I
3. According to the World Health Organization, what is the best description of “health”?
I I I I I I I I I I I I
a. Simply the absence of disease. I I I I
b. Involving the total person and environment. I I I I I
c. Strictly personal in nature. I I I
d. Status of pathological state. I I I
ANS: B I
, Canadian Fundamentals of Nursing 6th Edition Potter Test Bank
The WHO defines health as “…the extent to which an individual or group is able, on the one
I I I I I I I I I I I I I I I I I
hand, to realize aspirations and satisfy needs; and, on the other hand, to change or cope with
I I I I I I I I I I I I I I I I I
the environment. Health is, therefore, seen as a resource for everyday life, not the objective of
I I I I I I I I I I I I I I I I
living; it is a positive concept emphasizing social and personal resources, as well as physical
I I I I I I I I I I I I I I I
capacities.” Nurses’ attitudes toward health and illness should account for the total person, as
I I I I I I I I I I I I I I
well as the environment in which the person lives. People free of disease are not equally
I I I I I I I I I I I I I I I I
healthy. Views of health have broadened to include mental, social, and spiritual well-being, as
I I I I I I I I I I I I I I
well as a focus on health at family and community levels. Conditions of life, rather than
I I I I I I I I I I I I I I I I
pathological states, are what determine health.
I I I I I I
DIF: Knowledge REF: 2 I
OBJ: Discuss ways that definitions of health have been conceptualized.
I I I I I I I I I
TOP: Evaluate
I MSC: CPNRE: Foundations of Practice
I I I I I
4. What priority strategy for health promotion in Canada is optional but seen as important to
I I I I I I I I I I I I I I
incorporate in nursing education curricula?
I I I I I
a. Knowledge of disease prevention. I I I
b. Strategies for health promotion. I I I
c. Policy advocacy. I
d. Concepts of determinants of health. I I I I
ANS: C I
Increasingly, policy advocacy is incorporated into nursing role statements and nursing
I I I I I I I I I I
education curricula. Nurses should think about policies that have contributed to health
I I I I I I I I I I I I
problems, policies that would help to alleviate health problems, and how nursing champions
I I I I I I I I I I I I I
public policies. Disease prevention is an integral part of nursing curricula. Health promotion isa
I I I I I I I I I I I I I I
fundamental part of nursing curricula.
I B.C M I I I I
N R I G I
USNT I I I O
DIF: Understand REF: 11 | 12 I I I
OBJ: Analyze how the nature and scope of nursing practice are influenced by different
I I I I I I I I I I I I I
conceptualizations of health and health determinants.
I TOP: Planning I I I I I I
MSC: CPNRE: Foundations of Practice
I I I I I
5. Which of the following is a prerequisite for health, as identified by the Ottawa Charter for
I I I I I I I I I I I I I I I
Health Promotion?
I I
a. Education.
b. Social support. I
c. Self-esteem.
d. Physical environment. I
ANS: A I
Education is one of the nine prerequisites for health that were identified in the Ottawa Charter
I I I I I I I I I I I I I I I
for Health Promotion. Lack of social support and low self-esteem were identified as a
I I I I I I I I I I I I I I
psychosocial risk factors by Labonte (1993). Dangerous physical environments were identified
I I I I I I I I I I I
as socioenvironmental risk factors by Labonte (1993).
I I I I I I I
DIF: Understand REF: 4 I
OBJ: Discuss contributions of the following Canadian publications to conceptualizations of health
I I I I I I I I I I I
and health determinants: Lalonde Report, Ottawa Charter, Epp Report, Strategies for Population
I I I I I I I I I I I I
Health, Jakarta Declaration, Bangkok Charter, Toronto Charter.
I I TOP: Planning I I I I I I
MSC: CPNRE: Foundations of Practice
I I I I
, Canadian Fundamentals of Nursing 6th Edition Potter Test Bank
6. The determinant of health with the greatest effect on the health of Canadians is which of the
I I I I I I I I I I I I I I I I
following?
I
a. Education.
b. Health services. I
c. Social support networks. I I
d. Income and social status. I I I
ANS: D I
Income, income distribution, and social status are the determinants of health that influence
I I I I I I I I I I I I
most other determinants. Some investigators suggest that literacy and education are important
I I I I I I I I I I I I
influences on health status because they affect many other health determinants.
I I I I I I I I I I I
Approximately 25% of a population’s health status is attributed to the quality of its health care
I I I I I I I I I I I I I I I
services. Social support affects health, health behaviours, and health care utilization but is not
I I I I I I I I I I I I I I
the most influential determinant of health.
I I I I I I
DIF: Understand REF: 6 I
OBJ: Discuss key health determinants and their interrelationships and how they influence health.
I I I I I I I I I I I I
TOP: Planning
I MSC: CPNRE: Foundations of Practice
I I I I I
7. A paraplegic patient in the hospital for an electrolyte imbalance is receiving care at which
I I I I I I I I I I I I I I
prevention level?
I I
a. Primary prevention. I
b. Secondary prevention. I
c. Tertiary prevention. I
d. Health promotion. I
ANS: B I
The secondary prevention levNeU
I l fR
ocSuI sG
seNonTeBar.lyCdeM
tection of disease once pathogenesis has
I I I I I I I I I
occurred, so that prompt treatment can be initiated to halt disease and limit disability. The
I I I I I I I I I I I I I I I
primary prevention level focuses on health promotion, specific protection measures such as
I I I I I I I I I I I
immunizations, and the reduction of risk factors such as smoking. The tertiary prevention
I I I I I I I I I I I I I
level focuses on minimizing residual disability.
I I I I I I
DIF: Apply REF: 11 I
OBJ: Contrast distinguishing features of health promotion and disease prevention.
I I I I I I I I I
TOP: Implementation
I I MSC: CPNRE: Foundations of Practice I I I I
8. The nurse incorporates levels of prevention on the basis of patient needs and the type of
I I I I I I I I I I I I I I I
nursing care provided. Which of the following is an example of tertiary level preventive
I I I I I I I I I I I I I I
caregiving?
I
a. Teaching a patient how to irrigate a new temporary colostomy. I I I I I I I I I
b. Providing a lesson on hygiene for an elementary school class. I I I I I I I I I
c. Informing a patient that immunizations for her infant are available through the I I I I I I I I I I I
health department.
I I
d. Arranging for a hospice nurse to visit with the family of a patient with cancer. I I I I I I I I I I I I I I
ANS: D I
Fundamentals of Nursing
6th Edition Potter, Perry
, Canadian Fundamentals of Nursing 6th Edition Potter Test Bank
Chapter 01: Health and Wellness
I I I I
Potter et al: Canadian Fundamentals of Nursing, 6th Edition
I I I I I I I I
MULTIPLE CHOICE I
1. The nurse is using the population health promotion model to develop actions for improving
I I I I I I I I I I I I I
health. After asking, “On what should we take action?”; “How should we take action?”; and
I I I I I I I I I I I I I I I
“Why should we take action?” the nurse will ask which of the following questions?
I I I I I I I I I I I I I I
a. “With whom should we act?” I I I I
b. “When should we take action?” I I I I
c. “Which government should take action?” I I I I
d. “Where should we first act?” I I I I
ANS: A I
The next question to ask when using the population health model approach is “With whom
I I I I I I I I I I I I I I
should we act?” The other choices are not questions included in this model.
I I I I I I I I I I I I I
DIF: Apply REF: 13, Figure 1-5 I I I
OBJ: Contrast distinguishing features of health promotion and disease prevention.
I I I I I I I I I
TOP: Implementation
I I MSC: CPNRE: Foundations of Practice I I I I
2. The principle “Health promotion is multisectoral” means which of the following?
I I I I I I I I I I
a. Relationships between individual, social, and environmental factors must be I I I I I I I I
recognized. I
b. Physical, mental, social, ecological, cultural, and spiritual aspects of health must
I I I I I I I I I I
be recognized.
I N R I G B.C M
I I I I I I
c. In order to change unhealthUy liS
I vingNanT
d workiO ng conditions, areas other than health
I I I I I I I I I I
must also be involved.
I I I I
d. Health promotion involves the use of knowledge from disciplines such as social,
I I I I I I I I I I I
economic, political, environmental, medical, and nursing sciences, as well as from
I I I I I I I I I I I
first-hand experience.
I I
ANS: C I
The statement “Health promotion is multisectoral” is the principle explained by the necessity
I I I I I I I I I I I I
to involve areas other than health in order to change unhealthy living and working conditions.
I I I I I I I I I I I I I I I
DIF: Understand REF: 11 I
OBJ: Contrast distinguishing features of health promotion and disease prevention.
I I I I I I I I I
TOP: Planning
I MSC: CPNRE: Foundations of Practice
I I I I I
3. According to the World Health Organization, what is the best description of “health”?
I I I I I I I I I I I I
a. Simply the absence of disease. I I I I
b. Involving the total person and environment. I I I I I
c. Strictly personal in nature. I I I
d. Status of pathological state. I I I
ANS: B I
, Canadian Fundamentals of Nursing 6th Edition Potter Test Bank
The WHO defines health as “…the extent to which an individual or group is able, on the one
I I I I I I I I I I I I I I I I I
hand, to realize aspirations and satisfy needs; and, on the other hand, to change or cope with
I I I I I I I I I I I I I I I I I
the environment. Health is, therefore, seen as a resource for everyday life, not the objective of
I I I I I I I I I I I I I I I I
living; it is a positive concept emphasizing social and personal resources, as well as physical
I I I I I I I I I I I I I I I
capacities.” Nurses’ attitudes toward health and illness should account for the total person, as
I I I I I I I I I I I I I I
well as the environment in which the person lives. People free of disease are not equally
I I I I I I I I I I I I I I I I
healthy. Views of health have broadened to include mental, social, and spiritual well-being, as
I I I I I I I I I I I I I I
well as a focus on health at family and community levels. Conditions of life, rather than
I I I I I I I I I I I I I I I I
pathological states, are what determine health.
I I I I I I
DIF: Knowledge REF: 2 I
OBJ: Discuss ways that definitions of health have been conceptualized.
I I I I I I I I I
TOP: Evaluate
I MSC: CPNRE: Foundations of Practice
I I I I I
4. What priority strategy for health promotion in Canada is optional but seen as important to
I I I I I I I I I I I I I I
incorporate in nursing education curricula?
I I I I I
a. Knowledge of disease prevention. I I I
b. Strategies for health promotion. I I I
c. Policy advocacy. I
d. Concepts of determinants of health. I I I I
ANS: C I
Increasingly, policy advocacy is incorporated into nursing role statements and nursing
I I I I I I I I I I
education curricula. Nurses should think about policies that have contributed to health
I I I I I I I I I I I I
problems, policies that would help to alleviate health problems, and how nursing champions
I I I I I I I I I I I I I
public policies. Disease prevention is an integral part of nursing curricula. Health promotion isa
I I I I I I I I I I I I I I
fundamental part of nursing curricula.
I B.C M I I I I
N R I G I
USNT I I I O
DIF: Understand REF: 11 | 12 I I I
OBJ: Analyze how the nature and scope of nursing practice are influenced by different
I I I I I I I I I I I I I
conceptualizations of health and health determinants.
I TOP: Planning I I I I I I
MSC: CPNRE: Foundations of Practice
I I I I I
5. Which of the following is a prerequisite for health, as identified by the Ottawa Charter for
I I I I I I I I I I I I I I I
Health Promotion?
I I
a. Education.
b. Social support. I
c. Self-esteem.
d. Physical environment. I
ANS: A I
Education is one of the nine prerequisites for health that were identified in the Ottawa Charter
I I I I I I I I I I I I I I I
for Health Promotion. Lack of social support and low self-esteem were identified as a
I I I I I I I I I I I I I I
psychosocial risk factors by Labonte (1993). Dangerous physical environments were identified
I I I I I I I I I I I
as socioenvironmental risk factors by Labonte (1993).
I I I I I I I
DIF: Understand REF: 4 I
OBJ: Discuss contributions of the following Canadian publications to conceptualizations of health
I I I I I I I I I I I
and health determinants: Lalonde Report, Ottawa Charter, Epp Report, Strategies for Population
I I I I I I I I I I I I
Health, Jakarta Declaration, Bangkok Charter, Toronto Charter.
I I TOP: Planning I I I I I I
MSC: CPNRE: Foundations of Practice
I I I I
, Canadian Fundamentals of Nursing 6th Edition Potter Test Bank
6. The determinant of health with the greatest effect on the health of Canadians is which of the
I I I I I I I I I I I I I I I I
following?
I
a. Education.
b. Health services. I
c. Social support networks. I I
d. Income and social status. I I I
ANS: D I
Income, income distribution, and social status are the determinants of health that influence
I I I I I I I I I I I I
most other determinants. Some investigators suggest that literacy and education are important
I I I I I I I I I I I I
influences on health status because they affect many other health determinants.
I I I I I I I I I I I
Approximately 25% of a population’s health status is attributed to the quality of its health care
I I I I I I I I I I I I I I I
services. Social support affects health, health behaviours, and health care utilization but is not
I I I I I I I I I I I I I I
the most influential determinant of health.
I I I I I I
DIF: Understand REF: 6 I
OBJ: Discuss key health determinants and their interrelationships and how they influence health.
I I I I I I I I I I I I
TOP: Planning
I MSC: CPNRE: Foundations of Practice
I I I I I
7. A paraplegic patient in the hospital for an electrolyte imbalance is receiving care at which
I I I I I I I I I I I I I I
prevention level?
I I
a. Primary prevention. I
b. Secondary prevention. I
c. Tertiary prevention. I
d. Health promotion. I
ANS: B I
The secondary prevention levNeU
I l fR
ocSuI sG
seNonTeBar.lyCdeM
tection of disease once pathogenesis has
I I I I I I I I I
occurred, so that prompt treatment can be initiated to halt disease and limit disability. The
I I I I I I I I I I I I I I I
primary prevention level focuses on health promotion, specific protection measures such as
I I I I I I I I I I I
immunizations, and the reduction of risk factors such as smoking. The tertiary prevention
I I I I I I I I I I I I I
level focuses on minimizing residual disability.
I I I I I I
DIF: Apply REF: 11 I
OBJ: Contrast distinguishing features of health promotion and disease prevention.
I I I I I I I I I
TOP: Implementation
I I MSC: CPNRE: Foundations of Practice I I I I
8. The nurse incorporates levels of prevention on the basis of patient needs and the type of
I I I I I I I I I I I I I I I
nursing care provided. Which of the following is an example of tertiary level preventive
I I I I I I I I I I I I I I
caregiving?
I
a. Teaching a patient how to irrigate a new temporary colostomy. I I I I I I I I I
b. Providing a lesson on hygiene for an elementary school class. I I I I I I I I I
c. Informing a patient that immunizations for her infant are available through the I I I I I I I I I I I
health department.
I I
d. Arranging for a hospice nurse to visit with the family of a patient with cancer. I I I I I I I I I I I I I I
ANS: D I
