TEST BANK n3
Fundamentals of Nursing Thinking Doing and Caring
n3 n3 n3 n3 n3 n3 n3
4th Edition Volume 2 Wilkinson Treas
n3 n3 n3 n3 n3
TEST BANK n3
, Fundamentals of Nursing Thinking Doing and Caring 4th Edition Volume 2 Wilkinson Treas Test Bank
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
n3 Table of Content
n3 n3
Chapter 1 Evolution of Nursing Thought & Action
n3 n3 n3 n3 n3 n3 n3
Chapter 2 Critical Thinking & Nursing Process
n3 n3 n3 n3 n3 n3
Chapter 3 Assessment
n3 n3
Chapter 4 Analysis/Diagnosis
n3 n3
Chapter 5 Planning Outcomes
n3 n3 n3
Chapter 6 Planning Interventions
n3 n3 n3
Chapter 7 Implementation & Evaluation
n3 n3 n3 n3
Chapter 8 Theory, Research, & Evidence-Based Practice
n3 n3 n3 n3 n3 n3
Chapter 9 Life Span: Infancy Through Middle Adulthood
n3 n3 n3 n3 n3 n3 n3
Chapter 10 Life Span: Older Adults
n3 n3 n3 n3 n3
Chapter 11 Experiencing Health & Illness
n3 n3 n3 n3 n3
Chapter 12 Stress & Adaptation
n3 n3 n3 n3
Chapter 13 Psychosocial Health & Illness
n3 n3 n3 n3 n3
Chapter 14 The Family
n3 n3 n3
Chapter 15 Culture & Ethnicity
n3 n3 n3 n3
Chapter 16 Spirituality
n3 n3
Chapter 17 Loss, Grief, & Dying
n3 n3 n3 n3 n3
Chapter 18 Documenting & Reporting
n3 n3 n3 n3
Chapter 19 Teaching & Learning
n3 n3 n3 n3
Chapter 20 Measuring Vital Signs
n3 n3 n3 n3
Chapter 21 Communication & Therapeutic Relationships
n3 n3 n3 n3 n3
Chapter 22 Health Assessment
n3 n3 n3
Chapter 23 Promoting Asepsis & Preventing Infection
n3 n3 n3 n3 n3 n3
Chapter 24 Promoting Safety
n3 n3 n3
Chapter 25 Facilitating Hygiene
n3 n3 n3
Chapter 26 Administering Medications
n3 n3 n3
Chapter 27 Nutrition
n3 n3
Chapter 28 Urinary Elimination
n3 n3 n3
Chapter 29 Bowel Elimination
n3 n3 n3
Chapter 30 Sensation, Perception, & Response
n3 n3 n3 n3 n3
Chapter 31 Pain
n3 n3
Chapter 32 Physical Activity & Immobility
n3 n3 n3 n3 n3
Chapter 33 Sexual Health
n3 n3 n3
Chapter 34 Sleep & Rest
n3 n3 n3 n3
Chapter 35 Skin Integrity & Wound Healing
n3 n3 n3 n3 n3 n3
Chapter 36 Oxygenation
n3 n3
Chapter 37 Circulation & Perfusion
n3 n3 n3 n3
Chapter 38 Fluids, Electrolytes, & Acid-Base Balance
n3 n3 n3 n3 n3 n3
Chapter 39 Perioperative Care
n3 n3 n3
Chapter 40 Leading & Managing
n3 n3 n3 n3
Chapter 41 Nursing Informatics
n3 n3 n3
Chapter 42 Promoting Health
n3 n3 n3
Chapter 43 Community & Home Health Nursing
n3 n3 n3 n3 n3 n3
Chapter 44 Ethics & Values
n3 n3 n3 n3
Chapter 45 Legal Accountability
n3 n3 n3
Chapter 46 Holistic Healing
n3 n3 n3
,Chapter 1. Evolution of Nursing Thought & Action
n3 n3 n3 n3 n3 n3 n3
MULTIPLE CHOICE n3
1. Which of the following is an example of an illness prevention activity?
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
a) Encouraging the use of a food diary n3 n3 n3 n3 n3 n3
b) Joining a cancer support group n3 n3 n3 n3
c) Administering immunization for HPV n3 n3 n3
d) Teaching a diabetic patient about his diet n3 n3 n3 n3 n3 n3
ANS: n 3 C
Administering immunization for HPV is an example of illness prevention. Although cancer
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n
3is a disease, it is assumed that a person joining a support group would already have the di
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
sease; therefore, it would be treatment and not disease prevention. Illness prevention activit
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
ies focus on avoiding a specific disease. A food diary is a health promotion activity. Teachin
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
g a diabetic patient about diet is a treatment for diabetes; the patient already has diabetes, s
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
o the teaching cannot prevent diabetes.
n3 n3 n3 n3 n3
Difficulty: Moderate n3
Client Need: Health Promotion and Maintenance Co
n3 n3 n3 n3 n3 n3
gnitive Level: Application n3 n3
PTS: n 3 n 3 1
2. Which organization can require nurses to take continuing education courses as a condition
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
of licensure renewal?
n3 n3
a) American Nurses Association n3 n3
b) National League for Nursing n3 n3 n3
c) Sigma Theta Tau n3 n3
d) State Board of Nursing n3 n3 n3
ANS: n 3 D
Continuing education is a professional strategy designed to ensure that nurses remain curre
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
nt in their clinical knowledge. Many states require nurses to engage in a certain number o
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
f continuing-
n3
education requirements to renew their license. The knowledge gained in the nursing curric
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
ulum is sufficient for nursing school graduates to obtain their initial license.
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
Requirements for renewal of a nurse’s license can be found in the state’s nurse practice act
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
(state board of nursing).
n3 n3 n3 n3
Difficulty: Difficult Cog n3 n3
nitive Level: Analysis n3 n3
Client Need: Health Promotion and Maintenance Co
n3 n3 n3 n3 n3 n3
gnitive Level: Application n3 n3
PTS: n 3 n 3 1
3. An experienced seasoned nurse uses her knowledge of patient medical conditions and in
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
tuition to identify patient problems. She is often the resource for other nurses on the unit
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
. What stage of proficiency has this nurse achieved?
n3 n3 n3 n3 n3 n3 n3 n3
a) Novice
, b) Advanced beginner n3
c) Competent
d) Expert
ANS: n 3 D
The nurse who has reached the expert stage of proficiency has a deep understanding of the
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n
3clinical situation based on knowledge and experience. The nurse often senses a potential p
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
roblem in the absence of classic signs and symptoms. The novice nurse is inexperienced an
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
d relies on rules and processes. The advanced beginner focuses on aspects of a situation an
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
d is unable to see the comprehensive perspective. A nurse functioning at the competent lev
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
el is able to prioritize to meet the patient needs but does not fully grasp the total situation.
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
Difficulty: Moderate n3
Cognitive Level: Comprehension n3 n3
PTS: n 3 n 3 1
4. Which of the following best explains the importance of standards of practice?
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
a) Nurses and other healthcare providers have the same standards of practice.
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
b) Standard of practice only apply to nurses who work in hospital settings.
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
c) Standards of practice identify the knowledge, skills, and attitudes nurses need
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
to provide safe care.
n3 n3 n3
d) Standards of practice differ among registered nurses because the roles are differe
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
nt based on the population they serve.
n3 n3 n3 n3 n3 n3
ANS: n 3 C
Standards of practice are authoritative statements of the duties that all registered nurses, reg
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
ardless of role, population, or specialty, are expected to perform competently. Standards are
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
derived from several sources, including professional organizations and healthcare facilities’
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
policies and procedures. n3 n3
Difficulty: Moderate Cognit n3 n3
ive Level: Application
n3 n3
PTS: n 3 n 3 1
5. What is the primary goal of the National League for Nursing?
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
a) Advocate for the needs of registered nurses to promote patient safety
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
b) Establish and maintain standards for nursing educationn3 n3 n3 n3 n3 n3
c) Support global health policies and improve health worldwide
n3 n3 n3 n3 n3 n3 n3
d) Foster nursing scholarship, leadership, and service to improve health worldwide
n3 n3 n3 n3 n3 n3 n3 n3 n3
ANS: n 3 B
The National League for Nursing (NLN) was founded to establish and maintain a universal sta
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
ndard of nursing education. The NLN focuses on faculty development in nursing education prog
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
rams and is the voice for nursing education.
n3 n3 n3 n3 n3 n3 n3
Difficulty: Moderate Cognit n3 n3
ive Level: Application
n3 n3
PTS: n 3 n 3 1
Fundamentals of Nursing Thinking Doing and Caring
n3 n3 n3 n3 n3 n3 n3
4th Edition Volume 2 Wilkinson Treas
n3 n3 n3 n3 n3
TEST BANK n3
, Fundamentals of Nursing Thinking Doing and Caring 4th Edition Volume 2 Wilkinson Treas Test Bank
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
n3 Table of Content
n3 n3
Chapter 1 Evolution of Nursing Thought & Action
n3 n3 n3 n3 n3 n3 n3
Chapter 2 Critical Thinking & Nursing Process
n3 n3 n3 n3 n3 n3
Chapter 3 Assessment
n3 n3
Chapter 4 Analysis/Diagnosis
n3 n3
Chapter 5 Planning Outcomes
n3 n3 n3
Chapter 6 Planning Interventions
n3 n3 n3
Chapter 7 Implementation & Evaluation
n3 n3 n3 n3
Chapter 8 Theory, Research, & Evidence-Based Practice
n3 n3 n3 n3 n3 n3
Chapter 9 Life Span: Infancy Through Middle Adulthood
n3 n3 n3 n3 n3 n3 n3
Chapter 10 Life Span: Older Adults
n3 n3 n3 n3 n3
Chapter 11 Experiencing Health & Illness
n3 n3 n3 n3 n3
Chapter 12 Stress & Adaptation
n3 n3 n3 n3
Chapter 13 Psychosocial Health & Illness
n3 n3 n3 n3 n3
Chapter 14 The Family
n3 n3 n3
Chapter 15 Culture & Ethnicity
n3 n3 n3 n3
Chapter 16 Spirituality
n3 n3
Chapter 17 Loss, Grief, & Dying
n3 n3 n3 n3 n3
Chapter 18 Documenting & Reporting
n3 n3 n3 n3
Chapter 19 Teaching & Learning
n3 n3 n3 n3
Chapter 20 Measuring Vital Signs
n3 n3 n3 n3
Chapter 21 Communication & Therapeutic Relationships
n3 n3 n3 n3 n3
Chapter 22 Health Assessment
n3 n3 n3
Chapter 23 Promoting Asepsis & Preventing Infection
n3 n3 n3 n3 n3 n3
Chapter 24 Promoting Safety
n3 n3 n3
Chapter 25 Facilitating Hygiene
n3 n3 n3
Chapter 26 Administering Medications
n3 n3 n3
Chapter 27 Nutrition
n3 n3
Chapter 28 Urinary Elimination
n3 n3 n3
Chapter 29 Bowel Elimination
n3 n3 n3
Chapter 30 Sensation, Perception, & Response
n3 n3 n3 n3 n3
Chapter 31 Pain
n3 n3
Chapter 32 Physical Activity & Immobility
n3 n3 n3 n3 n3
Chapter 33 Sexual Health
n3 n3 n3
Chapter 34 Sleep & Rest
n3 n3 n3 n3
Chapter 35 Skin Integrity & Wound Healing
n3 n3 n3 n3 n3 n3
Chapter 36 Oxygenation
n3 n3
Chapter 37 Circulation & Perfusion
n3 n3 n3 n3
Chapter 38 Fluids, Electrolytes, & Acid-Base Balance
n3 n3 n3 n3 n3 n3
Chapter 39 Perioperative Care
n3 n3 n3
Chapter 40 Leading & Managing
n3 n3 n3 n3
Chapter 41 Nursing Informatics
n3 n3 n3
Chapter 42 Promoting Health
n3 n3 n3
Chapter 43 Community & Home Health Nursing
n3 n3 n3 n3 n3 n3
Chapter 44 Ethics & Values
n3 n3 n3 n3
Chapter 45 Legal Accountability
n3 n3 n3
Chapter 46 Holistic Healing
n3 n3 n3
,Chapter 1. Evolution of Nursing Thought & Action
n3 n3 n3 n3 n3 n3 n3
MULTIPLE CHOICE n3
1. Which of the following is an example of an illness prevention activity?
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
a) Encouraging the use of a food diary n3 n3 n3 n3 n3 n3
b) Joining a cancer support group n3 n3 n3 n3
c) Administering immunization for HPV n3 n3 n3
d) Teaching a diabetic patient about his diet n3 n3 n3 n3 n3 n3
ANS: n 3 C
Administering immunization for HPV is an example of illness prevention. Although cancer
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n
3is a disease, it is assumed that a person joining a support group would already have the di
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
sease; therefore, it would be treatment and not disease prevention. Illness prevention activit
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
ies focus on avoiding a specific disease. A food diary is a health promotion activity. Teachin
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
g a diabetic patient about diet is a treatment for diabetes; the patient already has diabetes, s
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
o the teaching cannot prevent diabetes.
n3 n3 n3 n3 n3
Difficulty: Moderate n3
Client Need: Health Promotion and Maintenance Co
n3 n3 n3 n3 n3 n3
gnitive Level: Application n3 n3
PTS: n 3 n 3 1
2. Which organization can require nurses to take continuing education courses as a condition
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
of licensure renewal?
n3 n3
a) American Nurses Association n3 n3
b) National League for Nursing n3 n3 n3
c) Sigma Theta Tau n3 n3
d) State Board of Nursing n3 n3 n3
ANS: n 3 D
Continuing education is a professional strategy designed to ensure that nurses remain curre
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
nt in their clinical knowledge. Many states require nurses to engage in a certain number o
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
f continuing-
n3
education requirements to renew their license. The knowledge gained in the nursing curric
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
ulum is sufficient for nursing school graduates to obtain their initial license.
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
Requirements for renewal of a nurse’s license can be found in the state’s nurse practice act
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
(state board of nursing).
n3 n3 n3 n3
Difficulty: Difficult Cog n3 n3
nitive Level: Analysis n3 n3
Client Need: Health Promotion and Maintenance Co
n3 n3 n3 n3 n3 n3
gnitive Level: Application n3 n3
PTS: n 3 n 3 1
3. An experienced seasoned nurse uses her knowledge of patient medical conditions and in
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
tuition to identify patient problems. She is often the resource for other nurses on the unit
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
. What stage of proficiency has this nurse achieved?
n3 n3 n3 n3 n3 n3 n3 n3
a) Novice
, b) Advanced beginner n3
c) Competent
d) Expert
ANS: n 3 D
The nurse who has reached the expert stage of proficiency has a deep understanding of the
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n
3clinical situation based on knowledge and experience. The nurse often senses a potential p
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
roblem in the absence of classic signs and symptoms. The novice nurse is inexperienced an
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
d relies on rules and processes. The advanced beginner focuses on aspects of a situation an
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
d is unable to see the comprehensive perspective. A nurse functioning at the competent lev
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
el is able to prioritize to meet the patient needs but does not fully grasp the total situation.
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
Difficulty: Moderate n3
Cognitive Level: Comprehension n3 n3
PTS: n 3 n 3 1
4. Which of the following best explains the importance of standards of practice?
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
a) Nurses and other healthcare providers have the same standards of practice.
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
b) Standard of practice only apply to nurses who work in hospital settings.
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
c) Standards of practice identify the knowledge, skills, and attitudes nurses need
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
to provide safe care.
n3 n3 n3
d) Standards of practice differ among registered nurses because the roles are differe
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
nt based on the population they serve.
n3 n3 n3 n3 n3 n3
ANS: n 3 C
Standards of practice are authoritative statements of the duties that all registered nurses, reg
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
ardless of role, population, or specialty, are expected to perform competently. Standards are
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
derived from several sources, including professional organizations and healthcare facilities’
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
policies and procedures. n3 n3
Difficulty: Moderate Cognit n3 n3
ive Level: Application
n3 n3
PTS: n 3 n 3 1
5. What is the primary goal of the National League for Nursing?
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
a) Advocate for the needs of registered nurses to promote patient safety
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
b) Establish and maintain standards for nursing educationn3 n3 n3 n3 n3 n3
c) Support global health policies and improve health worldwide
n3 n3 n3 n3 n3 n3 n3
d) Foster nursing scholarship, leadership, and service to improve health worldwide
n3 n3 n3 n3 n3 n3 n3 n3 n3
ANS: n 3 B
The National League for Nursing (NLN) was founded to establish and maintain a universal sta
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
ndard of nursing education. The NLN focuses on faculty development in nursing education prog
n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3 n3
rams and is the voice for nursing education.
n3 n3 n3 n3 n3 n3 n3
Difficulty: Moderate Cognit n3 n3
ive Level: Application
n3 n3
PTS: n 3 n 3 1
