TESTBANK
TESTBANK
,Chapter 01: Nursing and the Health Care System
n% n% n% n% n% n% n%
MULTIPLE CHOICE n%
1. Florence Nightingale’s contributions to nursing practice and education:
n% n% n% 1a n% n% n%
a. are historically important but have no validity for nursing today.
n% n% n% n% n% n% n% n% n%
b. were neither recognized nor appreciated in her own time.
n% n% n% n% n% n% n% n%
c. were a major factor in reducing the death rate in the Crimean War.
n% n% n% n% n% n% n% n% n% n% n% n%
d. were limited only to the care of severe traumatic wounds.
n% n% n% n% n% n% n% n% n%
ANS: C n %
By improving sanitation, nutrition ventilation, and handwashing techniques, Floren
n % n % n % n % n % n % n % n % n% n% n% n%
ce
Nightingale’s nurses dramatically reduced the death rate from injuries in the Crimea
n % n % n % n % n% n% n% n% n% n% n%
n W ar.
n% n%
DIF: Cognitive Level: Knowledge n% n%
REF: p. n % n%
2 OBJ:Theory #1 TOP: Nursing History
n% n% n% n % n%
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
n% 1a n% n% n% n % n%
2. Early nursing education and care in the United States:
n% n% n% n% n% n% n% n%
a. were directed at community health.n% n% n% n%
b. provided independence for women through education and employment.
n% n% n% n% n% n% n%
c. were an educational model based in institutions of higher learning.
n% n% n% n% n% n% n% n% n%
d. have continued to be entirely focused on hospital nursing.
n% n% n% n% n% n% n% n%
ANS: B n %
Because of the influence of early nursing leaders, nursing education became more formalized
n% n% n% n% n% n% n% n% n% n% n% n% n%
t hrough apprenticeships in Nightingale schools that offered independence to women throug
n% n% n% n% n% n% n% n% n% n% n%
h e ducation and employment.
n% n% n% n%
DIF: Cognitive Level: Knowledge n% n%
REF: p. n % n%
2 OBJ:Theory #4 TOP: Nursing History
n% n% n% n % n%
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
n% 1a n% n% n% n % n%
3. In order to fulfill the common goals defined by nursing theorists (promote wellness,
n% n% n% n% n% n% n% n% n% n% n% n% n%
pr event illness, facilitate coping, and restore health), the LPN must take on the roles
n% 1a n% n% n% n% n% n% n% n% 1a n% 1a n% n%
of:
a. caregiver, educator, and collaborator. n% n% 1a
b. nursing assistant, delegator, and environmental specialist.
1a n% n% 1a n%
c. medication dispenser, collaborator, and transporter. n% n% n% n%
d. dietitian, manager, and housekeeper. n% n% n%
ANS: A n %
In order for the LPN to apply the common goals of nursing, he or she must assume the roles
1a n% n% n% n% n% n% n% n% n% n% n% n% n% n% n% n% n % n%
o f caregiver, educator, collaborator, manager, and advocate.
n% n% n% n% n% n% n%
DIF: Cognitive Level: Comprehension n% n%
REF: p. 3 OBJ:Theory # n % n% n% n%
2 TOP:
n%
Art and Science of Nursin 1a n% n% n%
g
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
n% 1a n% n% n% n % n%
,4. Although nursing theories differ in their attempts to define nursing, all of them base their
n% n% n% n% n% n% n% n% n% n% n% n% n% n% n%
b eliefs on common concepts concerning:
n% n% n% n% n%
a. self-actualization, fundamental needs, and belonging. n% n% n% n%
b. stress reduction, self-care, and a systems model.
n% n% n% n% n% n%
c. curative care, restorative care, and terminal care. n% n% n% n% n% n%
d. human relationships, the environment, and health.
n% n% n% n% 1a
ANS: D n %
Although nursing theories differ, they all base their beliefs on human relationships, the environm
n% n% n% n% n% n% n% n% n% n% n% n% n%
ent, and health.
n% n% 1a
DIF: Cognitive Level: Comprehension n% n%
REF: p. n % n%
4 OBJ:Theory #2 TOP: Nursing Theories
n% n% n% n % n%
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
n% n% n% n% n% n % n%
5. Standards of care for the nursing practice of the LPN are established by the:
n% n% n% n% n% n% n% n% n% n% n% n% n%
a. Boards of Nursing Examiners in each state. 1a n% n% n% n% n%
b. National Council of States Boards of Nursing (NCSBN).n% n% n% n% 1a n% n%
c. American Nurses Association (ANA). n% n% n%
d. National Federation of Licensed Practical Nurses. n% n% n% 1a n%
ANS: D n %
The National Federation of Licensed Practical Nurses modified the standards published by the A
n% n% n% n% n% n% n% n% n% n% 1a n% n%
NA in 2015 to better fit the role of the LPN. In 2015 the American Nurses Association (A
n% n% n% n% n% n% n% n% n% n% n% n% n% n% n% n% n% n%
NA) revised the Standards of Nursing Practice which contained 17 standards of national prac
n% n% n% n% n% n% n% n% n% n% n% n% n%
tice of nursing, describing all facets of nursing practice: who, what, when, where, how.
n% 1n % n% n% n% n% n% n% n% n% n% n% n%
DIF: Cognitive Level: Comprehension n% n%
REF: p. n % n%
6 OBJ:Theory #2 TOP: Standards of Care
n% n% n% n % n% n%
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
n% n% n% n% n% n % n%
6. The LPN demonstrates an evidence-based practice by:
n% n% n% n% n% n%
a. using a drug manual to check compatibility of drugs.
n% n% n% n% n% n% n% n%
b. using scientific information to guide decision making.
n% n% n% n% n% n%
c. using medical history of a patient to direct nursing interventions.
n% n% n% n% n% n% n% n% n%
d. basing nursing care on advice from an experienced nurse.
n% n% n% n% n% n% n% n%
ANS: B n %
The use of scientific information from high-
n% n% n% n% n% n%
quality research to guide nursing decisions is reflective of the application of evidence-
n% n% n% n% 1a n% n% n% n% n% n% n%
based practice.
n% n%
DIF: Cognitive Level: Knowledge n% n%
REF: p. n % n%
7 OBJ:Theory #3 TOP: Evidence-
n% n% n% n %
Based Practice n%
KEY: Nursing Process Step: N/A MSC:
n% n% n% n% n% n % NCLEX: N/A n%
7. Lillian Wald and Mary Brewster established the Henry Street Settlement Service in New York i
1a n% n% n% 1a n% n% 1a n% n% n% n% n% n
n 1893 in order to:
% n% n% n% n%
a. offer a shelter to injured war veterans.
n% n% n% n% n% n%
b. found a nursing apprenticeship. 1a n% n%
c. provide health care to poor persons living in tenements.
n% n% n% n% n% n% n% n%
d. offer better housing to low-income families.
n% n% n% n% n%
ANS: C n %
, Henry Street Settlement Service brought the provision of community health care to the poor peo
n% n% n% n% n% n% n% n% n% n% n% n% n% n% n%
ple living in tenements.
n% n% 1a
DIF: Cognitive Level: Comprehension n% n%
REF: p. n % n%
2 OBJ:Theory #4 TOP: Growth of Nursing
n% n% n% n % n% n%
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
n% n% n% n% n% n % n%
8. An educational pathway for an LPN/LVN refers to an LPN/LVN:
n% n% n% n% n% n% n% n% n%
a. learning on the job and being promoted to a higher level of responsibility.
n% n% n% n% n% n% n% n% n% n% n% n%
b. moving from a maternity unit to a more complicated surgical unit.
n% n% n% n% n% n% n% n% n% n%
c. obtaining additional education to move from one level of nursing to another.
n% n% n% n% n% n% n% n% n% n% n%
d. learning that advancement requires consistent work and commitment.
n% n% n% n% n% 1a n%
ANS: C n %
By broadening the educational base, an LPN/LVN may advance and build a nursing career.
n% n% n% n% n% n% n% n% n% n% n% n% n%
DIF: Cognitive Level: Knowledge n% n%
REF: p. 7 O n % n% n%
BJ:Theory #7 TOP: Nursing Education Pathways n% n% n % n% n%
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
n% 1a n% n% n% n % n%
9. When diagnosis- n%
related groups (DRGs) were established by Medicare in 1983, the purpose was to:
n% n% n% n% 1a n% n% n% n% n% n% n%
a. put patients with the same diagnosis on the same unit.
n% n% n% n% n% n% n% n% n%
b. attempt to contain the costs of health care. n% n% n% n% n% n% n%
c. increase the availability of medical care to older adults.
n% n% n% n% n% n% n% n%
d. identify a patient’s condition more quickly. n% n% n% n% n%
ANS: B
The purpose of instituting DRGs was to contain skyrocketing costs of health care.
n% n% n% n% 1a n% n% n% n% n% n% n%
DIF: Cognitive Level: Knowledge n% n%
REF: p. n % n%
9 OBJ:Theory #10 TOP: Health Care Delive
n% n% n% n % n% n%
ry
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
n% 1a n% n% n% n % n%
10. The advent of diagnosis-
n% 1a n%
related groups (DRGs) required that nurses working in health care agencies:
n% n% n% n% n% n% n% 1a n% n%
a. record supportive documentation to confirm a patient’s need for care in order to
n% n% n% 1a n% n% n% n% n% n% n% n% n%
q ualify for reimbursement.
n% n% n%
b. use the DRG rather than their own observations for patient assessment.
n% n% n% n% 1a n% n% n% n% n%
c. be aware of the specific drugs related to the diagnosis.
n% n% n% n% n% n% n% n% n%
d. acquire cross-training to make staffing more flexible.
n% n% n% n% n% n%
ANS: A n %
DRGs required that nurses provide more supportive documentation of their assessments and ide
1a 1a 1a n% n% n% n% n% n% n% n% n%
n tified patient’s needs to qualify the facility for Medicare reimbursement. Observant assessm
n% n% n% n% n% n% n% n% n% n% n% n%
ent might also indicate another DRG classification and consequently more reimbursement f
1n % n% n% n% n% n% n% n% n% n% n%
or the f acility.
n% n% n%
DIF: Cognitive Level: Comprehension n% n%
REF: p. 1 n % n%
0 OBJ:Theory #10 TOP: Managed Care
n% n% n% n % n%
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
n% 1a n% n% n% n % n%
TESTBANK
,Chapter 01: Nursing and the Health Care System
n% n% n% n% n% n% n%
MULTIPLE CHOICE n%
1. Florence Nightingale’s contributions to nursing practice and education:
n% n% n% 1a n% n% n%
a. are historically important but have no validity for nursing today.
n% n% n% n% n% n% n% n% n%
b. were neither recognized nor appreciated in her own time.
n% n% n% n% n% n% n% n%
c. were a major factor in reducing the death rate in the Crimean War.
n% n% n% n% n% n% n% n% n% n% n% n%
d. were limited only to the care of severe traumatic wounds.
n% n% n% n% n% n% n% n% n%
ANS: C n %
By improving sanitation, nutrition ventilation, and handwashing techniques, Floren
n % n % n % n % n % n % n % n % n% n% n% n%
ce
Nightingale’s nurses dramatically reduced the death rate from injuries in the Crimea
n % n % n % n % n% n% n% n% n% n% n%
n W ar.
n% n%
DIF: Cognitive Level: Knowledge n% n%
REF: p. n % n%
2 OBJ:Theory #1 TOP: Nursing History
n% n% n% n % n%
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
n% 1a n% n% n% n % n%
2. Early nursing education and care in the United States:
n% n% n% n% n% n% n% n%
a. were directed at community health.n% n% n% n%
b. provided independence for women through education and employment.
n% n% n% n% n% n% n%
c. were an educational model based in institutions of higher learning.
n% n% n% n% n% n% n% n% n%
d. have continued to be entirely focused on hospital nursing.
n% n% n% n% n% n% n% n%
ANS: B n %
Because of the influence of early nursing leaders, nursing education became more formalized
n% n% n% n% n% n% n% n% n% n% n% n% n%
t hrough apprenticeships in Nightingale schools that offered independence to women throug
n% n% n% n% n% n% n% n% n% n% n%
h e ducation and employment.
n% n% n% n%
DIF: Cognitive Level: Knowledge n% n%
REF: p. n % n%
2 OBJ:Theory #4 TOP: Nursing History
n% n% n% n % n%
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
n% 1a n% n% n% n % n%
3. In order to fulfill the common goals defined by nursing theorists (promote wellness,
n% n% n% n% n% n% n% n% n% n% n% n% n%
pr event illness, facilitate coping, and restore health), the LPN must take on the roles
n% 1a n% n% n% n% n% n% n% n% 1a n% 1a n% n%
of:
a. caregiver, educator, and collaborator. n% n% 1a
b. nursing assistant, delegator, and environmental specialist.
1a n% n% 1a n%
c. medication dispenser, collaborator, and transporter. n% n% n% n%
d. dietitian, manager, and housekeeper. n% n% n%
ANS: A n %
In order for the LPN to apply the common goals of nursing, he or she must assume the roles
1a n% n% n% n% n% n% n% n% n% n% n% n% n% n% n% n% n % n%
o f caregiver, educator, collaborator, manager, and advocate.
n% n% n% n% n% n% n%
DIF: Cognitive Level: Comprehension n% n%
REF: p. 3 OBJ:Theory # n % n% n% n%
2 TOP:
n%
Art and Science of Nursin 1a n% n% n%
g
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
n% 1a n% n% n% n % n%
,4. Although nursing theories differ in their attempts to define nursing, all of them base their
n% n% n% n% n% n% n% n% n% n% n% n% n% n% n%
b eliefs on common concepts concerning:
n% n% n% n% n%
a. self-actualization, fundamental needs, and belonging. n% n% n% n%
b. stress reduction, self-care, and a systems model.
n% n% n% n% n% n%
c. curative care, restorative care, and terminal care. n% n% n% n% n% n%
d. human relationships, the environment, and health.
n% n% n% n% 1a
ANS: D n %
Although nursing theories differ, they all base their beliefs on human relationships, the environm
n% n% n% n% n% n% n% n% n% n% n% n% n%
ent, and health.
n% n% 1a
DIF: Cognitive Level: Comprehension n% n%
REF: p. n % n%
4 OBJ:Theory #2 TOP: Nursing Theories
n% n% n% n % n%
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
n% n% n% n% n% n % n%
5. Standards of care for the nursing practice of the LPN are established by the:
n% n% n% n% n% n% n% n% n% n% n% n% n%
a. Boards of Nursing Examiners in each state. 1a n% n% n% n% n%
b. National Council of States Boards of Nursing (NCSBN).n% n% n% n% 1a n% n%
c. American Nurses Association (ANA). n% n% n%
d. National Federation of Licensed Practical Nurses. n% n% n% 1a n%
ANS: D n %
The National Federation of Licensed Practical Nurses modified the standards published by the A
n% n% n% n% n% n% n% n% n% n% 1a n% n%
NA in 2015 to better fit the role of the LPN. In 2015 the American Nurses Association (A
n% n% n% n% n% n% n% n% n% n% n% n% n% n% n% n% n% n%
NA) revised the Standards of Nursing Practice which contained 17 standards of national prac
n% n% n% n% n% n% n% n% n% n% n% n% n%
tice of nursing, describing all facets of nursing practice: who, what, when, where, how.
n% 1n % n% n% n% n% n% n% n% n% n% n% n%
DIF: Cognitive Level: Comprehension n% n%
REF: p. n % n%
6 OBJ:Theory #2 TOP: Standards of Care
n% n% n% n % n% n%
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
n% n% n% n% n% n % n%
6. The LPN demonstrates an evidence-based practice by:
n% n% n% n% n% n%
a. using a drug manual to check compatibility of drugs.
n% n% n% n% n% n% n% n%
b. using scientific information to guide decision making.
n% n% n% n% n% n%
c. using medical history of a patient to direct nursing interventions.
n% n% n% n% n% n% n% n% n%
d. basing nursing care on advice from an experienced nurse.
n% n% n% n% n% n% n% n%
ANS: B n %
The use of scientific information from high-
n% n% n% n% n% n%
quality research to guide nursing decisions is reflective of the application of evidence-
n% n% n% n% 1a n% n% n% n% n% n% n%
based practice.
n% n%
DIF: Cognitive Level: Knowledge n% n%
REF: p. n % n%
7 OBJ:Theory #3 TOP: Evidence-
n% n% n% n %
Based Practice n%
KEY: Nursing Process Step: N/A MSC:
n% n% n% n% n% n % NCLEX: N/A n%
7. Lillian Wald and Mary Brewster established the Henry Street Settlement Service in New York i
1a n% n% n% 1a n% n% 1a n% n% n% n% n% n
n 1893 in order to:
% n% n% n% n%
a. offer a shelter to injured war veterans.
n% n% n% n% n% n%
b. found a nursing apprenticeship. 1a n% n%
c. provide health care to poor persons living in tenements.
n% n% n% n% n% n% n% n%
d. offer better housing to low-income families.
n% n% n% n% n%
ANS: C n %
, Henry Street Settlement Service brought the provision of community health care to the poor peo
n% n% n% n% n% n% n% n% n% n% n% n% n% n% n%
ple living in tenements.
n% n% 1a
DIF: Cognitive Level: Comprehension n% n%
REF: p. n % n%
2 OBJ:Theory #4 TOP: Growth of Nursing
n% n% n% n % n% n%
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
n% n% n% n% n% n % n%
8. An educational pathway for an LPN/LVN refers to an LPN/LVN:
n% n% n% n% n% n% n% n% n%
a. learning on the job and being promoted to a higher level of responsibility.
n% n% n% n% n% n% n% n% n% n% n% n%
b. moving from a maternity unit to a more complicated surgical unit.
n% n% n% n% n% n% n% n% n% n%
c. obtaining additional education to move from one level of nursing to another.
n% n% n% n% n% n% n% n% n% n% n%
d. learning that advancement requires consistent work and commitment.
n% n% n% n% n% 1a n%
ANS: C n %
By broadening the educational base, an LPN/LVN may advance and build a nursing career.
n% n% n% n% n% n% n% n% n% n% n% n% n%
DIF: Cognitive Level: Knowledge n% n%
REF: p. 7 O n % n% n%
BJ:Theory #7 TOP: Nursing Education Pathways n% n% n % n% n%
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
n% 1a n% n% n% n % n%
9. When diagnosis- n%
related groups (DRGs) were established by Medicare in 1983, the purpose was to:
n% n% n% n% 1a n% n% n% n% n% n% n%
a. put patients with the same diagnosis on the same unit.
n% n% n% n% n% n% n% n% n%
b. attempt to contain the costs of health care. n% n% n% n% n% n% n%
c. increase the availability of medical care to older adults.
n% n% n% n% n% n% n% n%
d. identify a patient’s condition more quickly. n% n% n% n% n%
ANS: B
The purpose of instituting DRGs was to contain skyrocketing costs of health care.
n% n% n% n% 1a n% n% n% n% n% n% n%
DIF: Cognitive Level: Knowledge n% n%
REF: p. n % n%
9 OBJ:Theory #10 TOP: Health Care Delive
n% n% n% n % n% n%
ry
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
n% 1a n% n% n% n % n%
10. The advent of diagnosis-
n% 1a n%
related groups (DRGs) required that nurses working in health care agencies:
n% n% n% n% n% n% n% 1a n% n%
a. record supportive documentation to confirm a patient’s need for care in order to
n% n% n% 1a n% n% n% n% n% n% n% n% n%
q ualify for reimbursement.
n% n% n%
b. use the DRG rather than their own observations for patient assessment.
n% n% n% n% 1a n% n% n% n% n%
c. be aware of the specific drugs related to the diagnosis.
n% n% n% n% n% n% n% n% n%
d. acquire cross-training to make staffing more flexible.
n% n% n% n% n% n%
ANS: A n %
DRGs required that nurses provide more supportive documentation of their assessments and ide
1a 1a 1a n% n% n% n% n% n% n% n% n%
n tified patient’s needs to qualify the facility for Medicare reimbursement. Observant assessm
n% n% n% n% n% n% n% n% n% n% n% n%
ent might also indicate another DRG classification and consequently more reimbursement f
1n % n% n% n% n% n% n% n% n% n% n%
or the f acility.
n% n% n%
DIF: Cognitive Level: Comprehension n% n%
REF: p. 1 n % n%
0 OBJ:Theory #10 TOP: Managed Care
n% n% n% n % n%
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
n% 1a n% n% n% n % n%
