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