,Introductory Maternity and Pediatric Nursing 5th Edition
Hatfield Test Bank//ALL CHAPTERS COVERED
Chapter .1: .The .Nurse's .Role .in .a .Changing .Maternal–Child .Health .Care .Environment
MULTIPLE .CHOICE
1. Which .principle .of .teaching .should .the .nurse .use .to .ensure .learning .in .a . family .situation?
a. Motivate .the .family .with .praise .and .positive .feedback.
b. Learning .is .best .accomplished .with .the .lecture .format.
c. Present .complex .subject .material .first .while .the .family .is .alert .and .ready .to .learn.
d. Families .should .be .taught .using .medical .jargon .so .they .will .be .able .to
.understand .the .technical .language .used .by .physicians.
ANS: .A
Praise .and .positive .feedback .are .particularly .important .when .a .family .is .trying .to .master .a
.frustrating .task .such .as .breastfeeding. .A .lively .discussion .stimulates .more .learning .than .a
.straight .lecture, .which .tends .to .inhibit .questions. .Learning .is .enhanced .when .the .teaching .is
.structured .to .present .the .simple .tasks .before .the .complex .material. .Even .though .a .family
.may .understand .English .fairly .well, .they .may .not .understand .the .medical .terminology .or .slang
.terms .that .are .used.
PTS: .1 .DIF: .Cognitive .Level: .Application .REF: .18, .19
OBJ: .Nursing .Process .Step: .Planning .MSC: .Client .Needs: .Health .Promotion .and .Maintenance
2. Which .nursing .intervention .is .an .independent .function .of .the .nurse?
a. Administering .oral .analgesics
b. Requesting .diagnostic .studies
c. Teaching .the .client .perineal .care
d. Providing .wound .care .to .a .surgical .incision
,ANS: .C
Nurses .are .now .responsible .for .various .independent .functions, .including .teaching, .counseling,
.and .intervening .in .nonmedical .problems. .Interventions .initiated .by .the .physician .and .carried
.out .by .the .nurse .are .called .dependent .functions. .Administrating .oral .analgesics .is .a
.dependent .function; .it .is .initiated .by .a .physician .and .carried .out .by .a .nurse. .Requesting
.diagnostic .studies .is .a .dependent .function. .Providing .wound .care .is .a .dependent .function; .it .is
.usually .initiated .by .the .physician .through .direct .orders .or .protocol.
PTS: .1 .DIF: .Cognitive .Level: .Understanding .REF: .24
.OBJ: .Nursing .Process .Step: .Assessment
MSC: .Client .Needs: .Safe .and .Effective .Care .Environment
3. Which .most .therapeutic .response .to .the .clients .statement, .Im .afraid .to .have .a .cesarean
.birth .should .be .made .by .the .nurse?
a. Everything .will .be .OK.
b. Dont .worry .about .it. .It .will .be .over .soon.
c. What .concerns .you .most .about .a .cesarean .birth?
d. The .physician .will .be .in .later .and . you .can .talk .to .him.
ANS: .C
The .response, .What .concerns .you .most .about .a .cesarean .birth .focuses .on .what .the .client .is
.saying .and .asks .for .clarification, .which .is .the .most .therapeutic .response. .The .response,
.Everything .will .be .ok .is .belittling .the .clients .feelings. .The .response, .Dont .worry .about .it. .It
.will .be .over .soon .will .indicate .that .the .clients .feelings .are .not .important. .The .response, .The
.physician .will .be .in .later .and .you .can .talk .to .him .does .not .allow .the .client .to .verbalize .her
.feelings .when .she .wishes .to .do .that.
PTS: .1 .DIF: .Cognitive .Level: .Application .REF: .18
.OBJ: .Nursing .Process .Step: .Implementation
, MSC: .Client .Needs: .Psychosocial .Integrity
4. Which .action .should .the .nurse .take .to .evaluate .the .clients .learning .about .performing
.infant .care?
a. Demonstrate .infant .care .procedures.
b. Allow .the .client .to .verbalize .the .procedure.
c. Routinely .assess .the .infant .for .cleanliness.
d. Observe .the .client .as .she .performs .the .procedure.
ANS: .D
The .clients .correct .performance .of .the .procedure .under .the .nurses .supervision .is .the .best .proof
.of .her .ability. .Demonstration .is .an .excellent .teaching .method, .but .not .an .evaluation .method.
.During .verbalization .of .the .procedure, .the .nurse .may .not .pick .up .on .techniques .that .are
.incorrect. .It .is .not .the .best .tool .for .evaluation. .Routinely .assessing .the .infant .for .cleanliness
.will .not .ensure .that .the .proper .procedure .is .carried .out. .The .nurse .may .miss .seeing .that
.unsafe .techniques .being . used.
PTS: .1 .DIF: .Cognitive .Level: .Application .REF: .21
OBJ: .Nursing .Process .Step: .Evaluation .MSC: .Client .Needs: .Health .Promotion .and .Maintenance
5. A .nurse .is .reviewing .teaching .and .learning .principles. .Which .situation .is .most .conducive
.to .learning?
a. An .auditorium .is .being .used .as .a .classroom .for .300 .students.
b. A .teacher .who .speaks .very .little .Spanish .is .teaching .a .class .of .Hispanic .students.
c. A .class .is .composed .of .students .of .various .ages .and .educational .backgrounds.
d. An .Asian .nurse .provides .nutritional .information .to .a .group .of .pregnant
.Asian .women.
ANS: .D
Hatfield Test Bank//ALL CHAPTERS COVERED
Chapter .1: .The .Nurse's .Role .in .a .Changing .Maternal–Child .Health .Care .Environment
MULTIPLE .CHOICE
1. Which .principle .of .teaching .should .the .nurse .use .to .ensure .learning .in .a . family .situation?
a. Motivate .the .family .with .praise .and .positive .feedback.
b. Learning .is .best .accomplished .with .the .lecture .format.
c. Present .complex .subject .material .first .while .the .family .is .alert .and .ready .to .learn.
d. Families .should .be .taught .using .medical .jargon .so .they .will .be .able .to
.understand .the .technical .language .used .by .physicians.
ANS: .A
Praise .and .positive .feedback .are .particularly .important .when .a .family .is .trying .to .master .a
.frustrating .task .such .as .breastfeeding. .A .lively .discussion .stimulates .more .learning .than .a
.straight .lecture, .which .tends .to .inhibit .questions. .Learning .is .enhanced .when .the .teaching .is
.structured .to .present .the .simple .tasks .before .the .complex .material. .Even .though .a .family
.may .understand .English .fairly .well, .they .may .not .understand .the .medical .terminology .or .slang
.terms .that .are .used.
PTS: .1 .DIF: .Cognitive .Level: .Application .REF: .18, .19
OBJ: .Nursing .Process .Step: .Planning .MSC: .Client .Needs: .Health .Promotion .and .Maintenance
2. Which .nursing .intervention .is .an .independent .function .of .the .nurse?
a. Administering .oral .analgesics
b. Requesting .diagnostic .studies
c. Teaching .the .client .perineal .care
d. Providing .wound .care .to .a .surgical .incision
,ANS: .C
Nurses .are .now .responsible .for .various .independent .functions, .including .teaching, .counseling,
.and .intervening .in .nonmedical .problems. .Interventions .initiated .by .the .physician .and .carried
.out .by .the .nurse .are .called .dependent .functions. .Administrating .oral .analgesics .is .a
.dependent .function; .it .is .initiated .by .a .physician .and .carried .out .by .a .nurse. .Requesting
.diagnostic .studies .is .a .dependent .function. .Providing .wound .care .is .a .dependent .function; .it .is
.usually .initiated .by .the .physician .through .direct .orders .or .protocol.
PTS: .1 .DIF: .Cognitive .Level: .Understanding .REF: .24
.OBJ: .Nursing .Process .Step: .Assessment
MSC: .Client .Needs: .Safe .and .Effective .Care .Environment
3. Which .most .therapeutic .response .to .the .clients .statement, .Im .afraid .to .have .a .cesarean
.birth .should .be .made .by .the .nurse?
a. Everything .will .be .OK.
b. Dont .worry .about .it. .It .will .be .over .soon.
c. What .concerns .you .most .about .a .cesarean .birth?
d. The .physician .will .be .in .later .and . you .can .talk .to .him.
ANS: .C
The .response, .What .concerns .you .most .about .a .cesarean .birth .focuses .on .what .the .client .is
.saying .and .asks .for .clarification, .which .is .the .most .therapeutic .response. .The .response,
.Everything .will .be .ok .is .belittling .the .clients .feelings. .The .response, .Dont .worry .about .it. .It
.will .be .over .soon .will .indicate .that .the .clients .feelings .are .not .important. .The .response, .The
.physician .will .be .in .later .and .you .can .talk .to .him .does .not .allow .the .client .to .verbalize .her
.feelings .when .she .wishes .to .do .that.
PTS: .1 .DIF: .Cognitive .Level: .Application .REF: .18
.OBJ: .Nursing .Process .Step: .Implementation
, MSC: .Client .Needs: .Psychosocial .Integrity
4. Which .action .should .the .nurse .take .to .evaluate .the .clients .learning .about .performing
.infant .care?
a. Demonstrate .infant .care .procedures.
b. Allow .the .client .to .verbalize .the .procedure.
c. Routinely .assess .the .infant .for .cleanliness.
d. Observe .the .client .as .she .performs .the .procedure.
ANS: .D
The .clients .correct .performance .of .the .procedure .under .the .nurses .supervision .is .the .best .proof
.of .her .ability. .Demonstration .is .an .excellent .teaching .method, .but .not .an .evaluation .method.
.During .verbalization .of .the .procedure, .the .nurse .may .not .pick .up .on .techniques .that .are
.incorrect. .It .is .not .the .best .tool .for .evaluation. .Routinely .assessing .the .infant .for .cleanliness
.will .not .ensure .that .the .proper .procedure .is .carried .out. .The .nurse .may .miss .seeing .that
.unsafe .techniques .being . used.
PTS: .1 .DIF: .Cognitive .Level: .Application .REF: .21
OBJ: .Nursing .Process .Step: .Evaluation .MSC: .Client .Needs: .Health .Promotion .and .Maintenance
5. A .nurse .is .reviewing .teaching .and .learning .principles. .Which .situation .is .most .conducive
.to .learning?
a. An .auditorium .is .being .used .as .a .classroom .for .300 .students.
b. A .teacher .who .speaks .very .little .Spanish .is .teaching .a .class .of .Hispanic .students.
c. A .class .is .composed .of .students .of .various .ages .and .educational .backgrounds.
d. An .Asian .nurse .provides .nutritional .information .to .a .group .of .pregnant
.Asian .women.
ANS: .D
