PSU
Penn State University
152 • LANIF
NURS College of Nursing — NURS 251 Final Exam (Complete)
W E A R E · P E N N S TAT E
251
NURS 251 — Final Exam (Complete)
CO M P R E H E N S I V E CU M U L AT I V E : N U R S I N G P R O C E SS , CO M M U N I C AT I O N , SYST E M S & S P E C I A L
P O P U L AT I O N S
INSTITUTION Penn State University EXAM CODE PSU-NURS251-FINAL-B-2026
PROGRAM NURS 251 — Health Assessment ACADEMIC YEAR
EXAM TITLE NURS 251 Comprehensive Final TOTAL QUESTIONS 30 Questions — All Course Domains
Examination
COURSE TITLE Health Assessment FORMAT Multiple Choice — Select the Single Best
Answer
FINAL EXAMINATION INSTRUCTIONS
▸ Select the single best answer for each question.
▸ Comprehensive cumulative final covering ALL NURS 251 content: nursing process, documentation, therapeutic communication,
patient education, infection control, medication administration, self-care/hygiene, mobility, skin/wound care, pain, sensory
perception, oxygenation, urinary elimination, sleep, self-concept, family, cognition, stress/coping, grief/loss, spirituality, and
sexuality.
▸ Correct answers and detailed rationales appear below each question.
SECTION I — COMPREHENSIVE CUMULATIVE FINAL EXAMINATION Questions 1 – 30
1. The nursing process steps in correct order are:
A. Planning, Assessment, Implementation, Evaluation, Diagnosis
B. Assessment, Nursing Diagnosis, Outcome Identification, Planning, Implementation, Evaluation (ADOPIE)
C. Diagnosis, Assessment, Planning, Implementation, Evaluation
D. Implementation, Evaluation, Assessment, Diagnosis, Planning
CORRECT ANSWER B — ADOPIE: Assessment (collect subjective/objective data) → Nursing Diagnosis (clinical judgment
about human response) → Outcome Identification (measurable goals) → Planning (select
interventions) → Implementation (carry out plan) → Evaluation (determine if goals met).
RATIONALE The nursing process is a systematic, patient-centered problem-solving method. Assessment data sources:
Primary = patient; Secondary = family, chart, labs, providers. Nursing diagnosis format: Problem + Related to
(cause) + As Evidenced By (symptoms). Patient goals: Subject + Verb + Content + Time. Example: "The patient
will list four side effects of Digoxin by discharge." Evaluation: Did the patient meet, partially meet, or not meet
the goal? Continue, modify, or terminate the care plan.
, 2. Documentation should be all of the following EXCEPT:
A. Objective, timely, and factual
B. Subjective and interpretive — the nurse should document personal opinions about the patient's behavior
C. Concise, complete, and organized
D. Accurate and completed at the point of care
CORRECT ANSWER B — Documentation must be OBJECTIVE, not subjective/interpretive. Example: "Patient refused
medication and stated, 'I don't want that'" (objective) — NOT "Patient is difficult"
(subjective/judgmental).
RATIONALE Documentation principles: Objective (facts, observations, patient quotes — not opinions); Timely (point-of-
care documentation); Factual (accurate, complete); Concise (clear, brief); Organized (logical order, head-to-
toe). "If it wasn't charted, it wasn't done." SBAR communication: Situation, Background, Assessment,
Recommendation. Incident reports document unusual events (falls, errors, injuries) — not part of the patient
chart. EHR documentation interfaces with eMAR and allows healthcare team access. HIPAA protects
confidentiality — minimal disclosure, circle of confidentiality.
3. Which of the following is a NONTHERAPEUTIC communication technique?
A. Active listening and using open-ended questions
B. Restating, reflecting, and summarizing
C. False reassurance — saying "Everything will be fine" when the outcome is uncertain
D. Empathy, positive regard, and self-awareness
CORRECT ANSWER C — False reassurance ("Everything will be fine," "Don't worry") dismisses the patient's feelings and is
nontherapeutic. Other nontherapeutic techniques: excessive questioning, giving
approval/disapproval, changing the subject, "why" questions, and premature advice.
RATIONALE Therapeutic communication techniques: active listening, empathy, positive regard, congruence
(verbal/nonverbal alignment), self-awareness, open-ended questions, restating, reflecting, exploring,
focusing, using silence, summarizing. Nontherapeutic: false reassurance, excessive questioning,
approval/disapproval, changing subject, "why" questions (blaming/judgmental), giving premature advice,
minimizing feelings. The nurse-patient relationship phases: Orientation (trust/rapport) → Working (problem-
solving) → Termination (review progress). Communication types: Verbal, Nonverbal (gestures, facial
expression, posture, tone), Written, Metacommunication.
4. The three domains of learning are:
A. Visual, Auditory, and Kinesthetic
B. Cognitive (knowledge/thinking), Affective (feelings/emotions/attitudes), and Psychomotor (physical skills/return
demonstration)
C. Assessment, Planning, and Evaluation
D. Primary, Secondary, and Tertiary
CORRECT ANSWER B — Cognitive (knowledge — understanding medication uses), Affective (feelings/attitudes — changing
beliefs about immunizations), Psychomotor (physical skills — learning to self-inject insulin).
RATIONALE Patient education is a nursing responsibility. Assessment of learning needs: baseline knowledge,
cultural/language needs, learning readiness (motivation, compliance, sensory/physical state, literacy, health
literacy). Health literacy = ability to obtain, process, and understand health information — considered the
"sixth vital sign." Teaching methods: lecture, discussion, demonstration, role play, teach-back, return
demonstration. Priority teaching: safety information first. Teaching opportunities: admission, new
medication, procedures, discharge. Document: subject taught, method, patient response, evaluation of
learning.
Penn State University
152 • LANIF
NURS College of Nursing — NURS 251 Final Exam (Complete)
W E A R E · P E N N S TAT E
251
NURS 251 — Final Exam (Complete)
CO M P R E H E N S I V E CU M U L AT I V E : N U R S I N G P R O C E SS , CO M M U N I C AT I O N , SYST E M S & S P E C I A L
P O P U L AT I O N S
INSTITUTION Penn State University EXAM CODE PSU-NURS251-FINAL-B-2026
PROGRAM NURS 251 — Health Assessment ACADEMIC YEAR
EXAM TITLE NURS 251 Comprehensive Final TOTAL QUESTIONS 30 Questions — All Course Domains
Examination
COURSE TITLE Health Assessment FORMAT Multiple Choice — Select the Single Best
Answer
FINAL EXAMINATION INSTRUCTIONS
▸ Select the single best answer for each question.
▸ Comprehensive cumulative final covering ALL NURS 251 content: nursing process, documentation, therapeutic communication,
patient education, infection control, medication administration, self-care/hygiene, mobility, skin/wound care, pain, sensory
perception, oxygenation, urinary elimination, sleep, self-concept, family, cognition, stress/coping, grief/loss, spirituality, and
sexuality.
▸ Correct answers and detailed rationales appear below each question.
SECTION I — COMPREHENSIVE CUMULATIVE FINAL EXAMINATION Questions 1 – 30
1. The nursing process steps in correct order are:
A. Planning, Assessment, Implementation, Evaluation, Diagnosis
B. Assessment, Nursing Diagnosis, Outcome Identification, Planning, Implementation, Evaluation (ADOPIE)
C. Diagnosis, Assessment, Planning, Implementation, Evaluation
D. Implementation, Evaluation, Assessment, Diagnosis, Planning
CORRECT ANSWER B — ADOPIE: Assessment (collect subjective/objective data) → Nursing Diagnosis (clinical judgment
about human response) → Outcome Identification (measurable goals) → Planning (select
interventions) → Implementation (carry out plan) → Evaluation (determine if goals met).
RATIONALE The nursing process is a systematic, patient-centered problem-solving method. Assessment data sources:
Primary = patient; Secondary = family, chart, labs, providers. Nursing diagnosis format: Problem + Related to
(cause) + As Evidenced By (symptoms). Patient goals: Subject + Verb + Content + Time. Example: "The patient
will list four side effects of Digoxin by discharge." Evaluation: Did the patient meet, partially meet, or not meet
the goal? Continue, modify, or terminate the care plan.
, 2. Documentation should be all of the following EXCEPT:
A. Objective, timely, and factual
B. Subjective and interpretive — the nurse should document personal opinions about the patient's behavior
C. Concise, complete, and organized
D. Accurate and completed at the point of care
CORRECT ANSWER B — Documentation must be OBJECTIVE, not subjective/interpretive. Example: "Patient refused
medication and stated, 'I don't want that'" (objective) — NOT "Patient is difficult"
(subjective/judgmental).
RATIONALE Documentation principles: Objective (facts, observations, patient quotes — not opinions); Timely (point-of-
care documentation); Factual (accurate, complete); Concise (clear, brief); Organized (logical order, head-to-
toe). "If it wasn't charted, it wasn't done." SBAR communication: Situation, Background, Assessment,
Recommendation. Incident reports document unusual events (falls, errors, injuries) — not part of the patient
chart. EHR documentation interfaces with eMAR and allows healthcare team access. HIPAA protects
confidentiality — minimal disclosure, circle of confidentiality.
3. Which of the following is a NONTHERAPEUTIC communication technique?
A. Active listening and using open-ended questions
B. Restating, reflecting, and summarizing
C. False reassurance — saying "Everything will be fine" when the outcome is uncertain
D. Empathy, positive regard, and self-awareness
CORRECT ANSWER C — False reassurance ("Everything will be fine," "Don't worry") dismisses the patient's feelings and is
nontherapeutic. Other nontherapeutic techniques: excessive questioning, giving
approval/disapproval, changing the subject, "why" questions, and premature advice.
RATIONALE Therapeutic communication techniques: active listening, empathy, positive regard, congruence
(verbal/nonverbal alignment), self-awareness, open-ended questions, restating, reflecting, exploring,
focusing, using silence, summarizing. Nontherapeutic: false reassurance, excessive questioning,
approval/disapproval, changing subject, "why" questions (blaming/judgmental), giving premature advice,
minimizing feelings. The nurse-patient relationship phases: Orientation (trust/rapport) → Working (problem-
solving) → Termination (review progress). Communication types: Verbal, Nonverbal (gestures, facial
expression, posture, tone), Written, Metacommunication.
4. The three domains of learning are:
A. Visual, Auditory, and Kinesthetic
B. Cognitive (knowledge/thinking), Affective (feelings/emotions/attitudes), and Psychomotor (physical skills/return
demonstration)
C. Assessment, Planning, and Evaluation
D. Primary, Secondary, and Tertiary
CORRECT ANSWER B — Cognitive (knowledge — understanding medication uses), Affective (feelings/attitudes — changing
beliefs about immunizations), Psychomotor (physical skills — learning to self-inject insulin).
RATIONALE Patient education is a nursing responsibility. Assessment of learning needs: baseline knowledge,
cultural/language needs, learning readiness (motivation, compliance, sensory/physical state, literacy, health
literacy). Health literacy = ability to obtain, process, and understand health information — considered the
"sixth vital sign." Teaching methods: lecture, discussion, demonstration, role play, teach-back, return
demonstration. Priority teaching: safety information first. Teaching opportunities: admission, new
medication, procedures, discharge. Document: subject taught, method, patient response, evaluation of
learning.
