Test Bank for Psychiatric Mental Health Nursing: Concepts of Care in Evidence-Based Practice, 9th Edition by Mary C. Townsend

TEST BANK:
PSYCHIATRIC MENTAL W
R




HEALTH NURSING:
Concepts of Care in Evidence-Based Practice
9TH EDITION
By Mary C. Townsend




TEST BANK

,Test RWBank RW- RWPsychiatric RWMental RWHealth RWNursing RWby RWMary RWTownsend 2
RW(9th RW Edition)




Chapter RW01. RWThe RWConcept RWof RWStress RWAdaptation
Test RWBank RW- RWPsychiatric RWMental RWHealth RWNursing RWby RWMary RWTownsend RW(9th RWEdition)


Multiple RW Choice

1. A RWclient RWhas RWexperienced RW the RW death RWof RWa RWclose RWfamily RW member RW and RWat RWthe RWsame
RW time RW becomes RW unemployed. RWThis RW situation RW has RW resulted RW in RW a RW 6-month RW score RW of RW 110 RW on

RW the R W Recent RW Life RW Changes RW Questionnaire. R W How RW should RWthe RWnurse RWevaluate RWthis RWclient

RW data?



A. The RWclient RWis RWexperiencing RW severe RW distress RW and RWis RW at RW risk RWfor R W physical RWand RW psychological
RW illness.



B. A RWscore RW of RW110 RW on RWthe RWMiller RW and RWRahe RW Recent RW Life RWChanges RW Questionnaire RW indicates
RW no RW significant RW threat RW of RWstress-related RWillness.



C. Susceptibility R W to RWstress-related RW physical R W or R W psychological RW illness R W cannot RW be RW estimated
R W without R W knowledge R W of RWcoping RWresources RWand RWavailable RW supports.



D. The RWclient RW may RW view RW these RW losses RW as RW challenges R W and RWperceive R W them RW as RW opportunities.

ANS: RWC

The RWRecent RWLife RWChanges RWQuestionnaire RWis RWan RWexpanded RWversion RWof RWthe RWSchedule RWof RWRecent
RWExperiences RWand RWthe RWRahe-Holmes RWSocial RWReadjustment RWRating RWScale. RWA RW6-month RWscore RWof

RW300 RWor RWmore, RWor RWa RWyear-score RWtotal RWof RW500 RW
or R W more, R W indicates R W high RW stress R W in RW a R W clients
R W life. R W However, R W positive R W coping R W mechanisms R W and R W strong R W social R W support RWcan RWlimit

RWsusceptibility RWto RWstress-related RWillnesses.



KEY: R W Cognitive R W Level: RW Application R W | RWIntegrated R W Processes: RW Nursing RW Process: R W Evaluation R W |
RW Client R W Need:

Psychosocial R W Integrity

2. A RWphysically RW and RWemotionally RW healthy RW client RWhas RWjust RW been RWfired. RWDuring RWa RWroutine
RW office RW visit RW he RW states RW to RW a RWnurse: RW Perhaps RW this RW was RW the RW best RW thing RW to RW happen.

RW Maybe RW Ill RW look RW into RW pursuing RW an RW art RW degree. RW How RW should RW the RWnurse RWcharacterize RWthe

RWclients RWappraisal RW of RWthe RWjob RWloss RWstressor?



A. Irrelevant

B. Harm/loss

C. Threatening

D. Challenging

ANS: RWD

The RWclient RW perceives RWthe RW situation RW of RWjob RW loss RWas RW a RWchallenge RW and RW an RWopportunity R W for
RW growth.



KEY: RW Cognitive R W Level: RW Application R W | RWIntegrated R W Processes: RWNursing RW Process: RW Assessment R W |
RWClient R W Need:

Psychosocial R W Integrity

3. Which RWclient RW statement RW should RW alert RW a RW nurse RW that RW a RW client RW may RW be RWresponding
R W maladaptively RW to RW stress?



A. Ive RWfound RW that RW avoiding RWcontact R W with RW others RW helps RW me RW cope.

B. I RWreally RW enjoy RWjournaling; RW its RWmy RW private RWtime.

C. I RWsigned RWup RWfor RWa RWyoga RWclass RWthis RWweek.

,Test RWBank RW- RWPsychiatric RWMental RWHealth RWNursing RWby RWMary RWTownsend 3
RW(9th RW Edition)




D. I RW made RWan RWappointment RW to RW meet RWwith RW a RWtherapist.

ANS: RWA

Reliance RW on RWsocial RWisolation RW as RW a RW coping RW mechanism RW is RW a RW maladaptive RW method RWto RW relieve
RW stress. RW It RW can RW prevent RWlearning RWappropriate RWcoping RWskills RWand RWcan RWprevent RWaccess RWto

RWneeded RWsupport RWsystems.




KEY: R W Cognitive R W Level: RW Application R W | RWIntegrated R W Processes: RW Nursing RW Process: R W Evaluation R W |
RW Client R W Need:

Psychosocial R W Integrity

4. A RW nursing RW student RW finds RW that RW she RW comes RW down RWwith RWa RW sinus RWinfection RW toward RWthe RWend
RW of RW every RW semester. RW When RWthis RWoccurs, RWwhich RWstage RWof RWstress RWis RWthe RWstudent RWmost RWlikely

RWexperiencing?



A. Alarm RWreaction RW stage

B. Stage RWof RWresistance

C. Stage RWof RWexhaustion

D. Fight-or-flight RW stage

ANS: RWC

At RWthe RW stage RWof RW exhaustion, RW the RW students RW exposure RW to RWstress RW has RW been RW prolonged RW and
RW adaptive R W energy RW has RW been RWdepleted. RWDiseases RWof RWadaptation RWoccur RW more RWfrequently RWin RWthis

RWstage.



KEY: RW Cognitive R W Level: RW Application R W | RWIntegrated R W Processes: RWNursing RW Process: RW Assessment R W |
RWClient R W Need:

Psychosocial R W Integrity

5. A RWschool RW nurse RWis RW assessing RW a RW female R W high RW school RW student RW who RW is RW overly RW concerned
RW about RW her RW appearance. R W The RWclients RWmother RWstates, RWThats RW not RWsomething RWto RWbe RWstressed

RWabout! RW Which RWis RWthe RW most RWappropriate RWnursing RWresponse?



A. Teenagers! RW They RWdont RW know RW a R W thing RW about RWreal R W stress.

B. Stress RWoccurs RWonly RWwhen RWthere RWis RWa RWloss.

C. When RW you RW are RW in RW poor R W physical RW condition, RW you RW cant RW experience R W psychological R W well-being.

D. Stress RWcan RW be RWpsychological. R W A RWthreat RWto RWself-esteem R W may RWresult RWin RW high RWstress RW levels.

ANS: RWD

Stress RW can RWbe RWphysical RW or RWpsychological R W in RW nature. RW A RWperceived RW threat RWto RWself-esteem R W can
RW be RW as RW stressful RW as RW a RWphysiological RWchange.



KEY: RW Cognitive R W Level: RW Application R W | RWIntegrated R W Processes: RW Nursing RW Process: R W Implementation
R W | RW Client R W Need:

Psychosocial R W Integrity

6. A RW bright RW student RW confides RW in RW the RW school RW nurse RWabout RWconflicts RW related RW to RWattending
RW college RW or RW working RW to RW add RWneeded RW financial RW support RW to RW the RW family. RW Which RW coping

RW strategy RW is RW most RW appropriate R W for RW the RW nurse R W to RW recommend RWto RWthe RW student RWat RWthis RWtime?



A. Meditation

B. Problem-solving R W training

C. Relaxation

, Test RWBank RW- RWPsychiatric RWMental RWHealth RWNursing RWby RWMary RWTownsend 4
RW(9th RW Edition)




D. Journaling

ANS: RWB

The RWstudent RW must RW assess RW his R W or RW her RW situation RW and RWdetermine RW the R W best RW course RW of RW action.
R W Problem-solving RW training, RWby RWproviding RWstructure RWand RWobjectivity, RWcan RWassist RWin RWdecision

RWmaking.



KEY: R W Cognitive R W Level: RW Application R W | RWIntegrated R W Processes: RW Nursing RW Process: R W Implementation
R W | RW Client R W Need:

Psychosocial R W Integrity

7. An RWunemployed RWcollege RWgraduate RWis RWexperiencing RWsevere RWanxiety RWover RWnot RWfinding RWa RWteaching
RWposition RWand RWhas RWdifficulty RWwith RWindependent RWproblem-solving. RWDuring RWa RWroutine RWphysical

RWexamination, RWthe RWgraduate RWconfides RWin RWthe RWclinic RWnurse. RWWhich RWis RWthe RWmost RWappropriate
RWnursing RWintervention?



A. Encourage RW the RW student RW to R W use RWthe RWalternative RW coping R W mechanism R W of RW relaxation R W exercises.

B. Complete RWthe RW problem-solving R W process RW for RW the R W client.

C. Work RWthrough RW the RW problem-solving R W process R W with R W the RW client.

D. Encourage RWthe RWclient RW to RWkeep RW a RWjournal.

ANS: R W C

During RWtimes RW of RW high RW anxiety RW and RW stress, RWclients R W will R W need R W more RW assistance RW in RW problem-
solving RW and RWdecision RWmaking.

KEY: R W Cognitive R W Level: RW Application R W | RWIntegrated R W Processes: RW Nursing RW Process: R W Implementation
R W | RW Client R W Need:

Psychosocial R W Integrity

8. A RWschool RW nurse RW is RW assessing R W a RW distraught RW female RW high RW school RW student RW who RW is RW overly
RW concerned RW because RW her RWparents RWcant RWafford RWhorseback RWriding RWlessons. RW How RWshould RWthe

RWnurse RWinterpret RWthe RWstudents RWreaction RWto RWher RW perceived RWproblem?



A. The RWproblem RW is RW endangering R W her RW well-being.

B. The RWproblem RW is RW personally RW relevant RW to RW her.

C. The RWproblem RW is RWbased R W on RWimmaturity.

D. The RWproblem RWis RWexceeding RW her RWcapacity RW to RW cope.

ANS: RWB

Psychological R W stressors R W to RW self-esteem RW and R W self-image R W are RW related R W to R W how R W the RW individual
R W perceives R W the RW situation RWor RW event. RW Self-image RW is RW of RW particular RW importance RW to RW adolescents,

RW who RW feel RW entitled RW to RW have RW all RW the RW advantages RW that RWother RWadolescents RW experience.



KEY: R W Cognitive R W Level: RW Application R W | RWIntegrated R W Processes: RW Nursing RW Process: R W Evaluation R W |
RW Client R W Need:

Psychosocial R W Integrity

9. Meditation RW has RW been RW shown R W to RW be RW an RW effective RW stress R W management RW technique. RW When
R W meditation RW is RW effective,R
Wwhat RWshould RWa RWnurse RW expect RWto RWassess?



A. An RW achieved R W state R W of RW relaxation

B. An RWachieved RW insight RWinto RW ones RWfeelings

C. A RWdemonstration R W of RW appropriate RW role R W behaviors