,TABLE .OF .CONTENT
Chapter .01NURSING .Theory, .and .Professional .Practice
.Chapter .02: .Values, .Beliefs, .and .Caring
Chapter .03: .Communication
Chapter .04: .Clinical .Judgment .in .Nursing
.Chapter .05: .Introduction .to .the .Nursing
.Process .Chapter .06: .Assessment
Chapter .07: .Data .Analysis/Nursing .Diagnosis
.Chapter .08: .Planning
Chapter .09: .Implementation .and .Evaluation
Chapter .10: .Documentation, .Electronic .Health .Records, .and .Reporting
.Chapter .11: .Ethical .and .Legal .Considerations
Chapter .12: .Leadership .and .Management
Chapter .13: .Evidence-Based .Practice .and .Nursing .Research
.Chapter .14: .Health .Literacy .and .Patient .Education
Chapter .15: .Nursing .Informatics
.Chapter .16: .Health .and .Wellness
Chapter .17: .Human .Development: .Conception .Through
.Adolescence .Chapter .18: .Human .Development: .Young .Adult
.Through .Older .Adult .Chapter .19: .Vital .Signs
Chapter .20: .Health .History .and .Physical .Assessment
.Chapter .21: .Ethnicity .and .Cultural .Assessment
.Chapter .22: .Spiritual .Health
,Chapter .23: .Public .Health, .Community-Based, .and .Home .Health .Care
.Chapter .24: .Human .Sexuality
Chapter .25: .Safety
Chapter .26: .Asepsis .and .Infection .control
.Chapter .27: .Hygiene .and .Personal .Care
Chapter .28: .Activity, .Immobility, .and .Safe .Movement
.Chapter .29: .Skin .Integrity .and .Wound .Care
Chapter .30: .Nutrition
Chapter .31: .Cognitive .and .Sensory .Alterations
.Chapter .32: .Stress .and .Coping
Chapter .33: .Sleep
Chapter .34: .Diagnostic .Testing
.Chapter .35: .Medication
.Administration .Chapter .36: .Pain
.Management
Chapter .37: .Perioperative .Nursing .Care
.Chapter .38: .Oxygenation .and .Tissue
.Perfusion
Chapter .39: .Fluid, .Electrolytes, .and .Acid-Base .Balance
.Chapter .40: .Bowel .Elimination
Chapter .41: .Urinary
.Elimination .Chapter .42:
.Death .and .Loss
, Fundamentals of Nursing 3rd Edition Yoost Test Bank
Chapter .01NURSING .Theory, .and .Professional .Practice
.Yoost .& .Crawford: .Fundamentals .of .Nursing: .Active .Learning .for
.CollaborativePractice, .3rd .Edition
MULTIPLE .CHOICE
1. A .group .of .nursing .students .are .discussing .the .impact .of .nonnursing .theories .in .Clinical
.practice. .The .students .would .be .correct .if .they .chose .which .theory .to .prioritize .patient
.care?
a. Erikson‘s .Psychosocial .Theory
b. Paul‘s .Critical-Thinking .Theory
c. Maslow‘s .Hierarchy .of .Needs
d. Rosenstock‘s .Health .Belief .Model
CORRECT .ANSWER:C
Maslow‘s .hierarchy .of .needs .specifies .the .psychological .and .physiologic .factors .that .affect
.each .person‘s .physical .and .mental .health. .The .nurse‘s .understanding .of .these .factors .helps
.with .formulating .Nursing .diagnoses .that .address .the .patient‘s .needs .and .values .to
.prioritize .care. .Erikson‘s .Psychosocial .Theory .of .Development .and .Socialization .is .based
.on .individuals‘ .interacting .and .learning .about .their .world. .Nurses .use .concepts .of
.developmental .theory .to .critically .think .in .providing .care .for .their .patients .at .various
.stages .of .their .lives.
Rosenstock .(1974) .developed .the .psychological .Health .Belief .Model. .The .model .addresses
.possible .reasons .for .why .a .patient .may .not .comply .with .recommended .health .promotion
.behaviors. .This .model .is .especially .useful .to .nurses .as .they .educate .patients.
DIFFERENCE: Remembering OBJECTIVE: .1.5
TOPIC:Planning .MSC: .NCLEXClient .Needs.C .N
a . t e gR
o
IS .a f Ge .a n Bd .E.f Cf .e.c.t.i Mv .e .CareEnvironment:.Management.of.Care
.r y:
NOT: .Concepts: .Care .CoordinatiU on
2. A .nursing .student .is .preparing .study .notes .from .a .recent .lecture .in .nursing .history.
.The .student .would .credit .Florence .Nightingale .for .which .definition .of .nursing?
a. The .imbalance .between .the .patient .and .the .environment .decreases .the .capacity
.for .health.
b. TheNurseneeds .to .focus .on .interpersonal .processes .betweenNurseand .patient.
c. TheNurseassists .the .patient .with .essential .functions .toward .independence.
d. Human .beings .are .interacting .in .continuous .motion .as .energy .fields.
CORRECT .ANSWER:A
Florence .Nightingale‘s .(1860) .concept .of .the .environment .emphasized .prevention .and .clean
.air, .water, .and .housing. .This .theory .states .that .the .imbalance .between .the .patient .and .the
.environment .decreases .the .capacity .for .health .and .does .not .allow .for .conservation .of
.energy. .Hildegard .Peplau .(1952) .focused .on .the .roles .played .by .theNurseand .the
.interpersonal .process .between .aNurseand .a .patient. .Virginia .Henderson .described .the
.nurse‘s .role .as .substitutive .(doing .for .the .person), .supplementary .(helping .the .person), .or
.complementary .(working .with .the .person), .with .the .goal .of .independence .for .the .patient.
.Martha .Rogers .(1970) .developed .the .Science .of .Unitary .Human .Beings. .She .stated .that
.human .beings .and .their .environments .are .interacting .in .continuous .motion .as .infinite
.energy .fields.
DIFFERENCE: Understanding OBJECTIVE:
Chapter .01NURSING .Theory, .and .Professional .Practice
.Chapter .02: .Values, .Beliefs, .and .Caring
Chapter .03: .Communication
Chapter .04: .Clinical .Judgment .in .Nursing
.Chapter .05: .Introduction .to .the .Nursing
.Process .Chapter .06: .Assessment
Chapter .07: .Data .Analysis/Nursing .Diagnosis
.Chapter .08: .Planning
Chapter .09: .Implementation .and .Evaluation
Chapter .10: .Documentation, .Electronic .Health .Records, .and .Reporting
.Chapter .11: .Ethical .and .Legal .Considerations
Chapter .12: .Leadership .and .Management
Chapter .13: .Evidence-Based .Practice .and .Nursing .Research
.Chapter .14: .Health .Literacy .and .Patient .Education
Chapter .15: .Nursing .Informatics
.Chapter .16: .Health .and .Wellness
Chapter .17: .Human .Development: .Conception .Through
.Adolescence .Chapter .18: .Human .Development: .Young .Adult
.Through .Older .Adult .Chapter .19: .Vital .Signs
Chapter .20: .Health .History .and .Physical .Assessment
.Chapter .21: .Ethnicity .and .Cultural .Assessment
.Chapter .22: .Spiritual .Health
,Chapter .23: .Public .Health, .Community-Based, .and .Home .Health .Care
.Chapter .24: .Human .Sexuality
Chapter .25: .Safety
Chapter .26: .Asepsis .and .Infection .control
.Chapter .27: .Hygiene .and .Personal .Care
Chapter .28: .Activity, .Immobility, .and .Safe .Movement
.Chapter .29: .Skin .Integrity .and .Wound .Care
Chapter .30: .Nutrition
Chapter .31: .Cognitive .and .Sensory .Alterations
.Chapter .32: .Stress .and .Coping
Chapter .33: .Sleep
Chapter .34: .Diagnostic .Testing
.Chapter .35: .Medication
.Administration .Chapter .36: .Pain
.Management
Chapter .37: .Perioperative .Nursing .Care
.Chapter .38: .Oxygenation .and .Tissue
.Perfusion
Chapter .39: .Fluid, .Electrolytes, .and .Acid-Base .Balance
.Chapter .40: .Bowel .Elimination
Chapter .41: .Urinary
.Elimination .Chapter .42:
.Death .and .Loss
, Fundamentals of Nursing 3rd Edition Yoost Test Bank
Chapter .01NURSING .Theory, .and .Professional .Practice
.Yoost .& .Crawford: .Fundamentals .of .Nursing: .Active .Learning .for
.CollaborativePractice, .3rd .Edition
MULTIPLE .CHOICE
1. A .group .of .nursing .students .are .discussing .the .impact .of .nonnursing .theories .in .Clinical
.practice. .The .students .would .be .correct .if .they .chose .which .theory .to .prioritize .patient
.care?
a. Erikson‘s .Psychosocial .Theory
b. Paul‘s .Critical-Thinking .Theory
c. Maslow‘s .Hierarchy .of .Needs
d. Rosenstock‘s .Health .Belief .Model
CORRECT .ANSWER:C
Maslow‘s .hierarchy .of .needs .specifies .the .psychological .and .physiologic .factors .that .affect
.each .person‘s .physical .and .mental .health. .The .nurse‘s .understanding .of .these .factors .helps
.with .formulating .Nursing .diagnoses .that .address .the .patient‘s .needs .and .values .to
.prioritize .care. .Erikson‘s .Psychosocial .Theory .of .Development .and .Socialization .is .based
.on .individuals‘ .interacting .and .learning .about .their .world. .Nurses .use .concepts .of
.developmental .theory .to .critically .think .in .providing .care .for .their .patients .at .various
.stages .of .their .lives.
Rosenstock .(1974) .developed .the .psychological .Health .Belief .Model. .The .model .addresses
.possible .reasons .for .why .a .patient .may .not .comply .with .recommended .health .promotion
.behaviors. .This .model .is .especially .useful .to .nurses .as .they .educate .patients.
DIFFERENCE: Remembering OBJECTIVE: .1.5
TOPIC:Planning .MSC: .NCLEXClient .Needs.C .N
a . t e gR
o
IS .a f Ge .a n Bd .E.f Cf .e.c.t.i Mv .e .CareEnvironment:.Management.of.Care
.r y:
NOT: .Concepts: .Care .CoordinatiU on
2. A .nursing .student .is .preparing .study .notes .from .a .recent .lecture .in .nursing .history.
.The .student .would .credit .Florence .Nightingale .for .which .definition .of .nursing?
a. The .imbalance .between .the .patient .and .the .environment .decreases .the .capacity
.for .health.
b. TheNurseneeds .to .focus .on .interpersonal .processes .betweenNurseand .patient.
c. TheNurseassists .the .patient .with .essential .functions .toward .independence.
d. Human .beings .are .interacting .in .continuous .motion .as .energy .fields.
CORRECT .ANSWER:A
Florence .Nightingale‘s .(1860) .concept .of .the .environment .emphasized .prevention .and .clean
.air, .water, .and .housing. .This .theory .states .that .the .imbalance .between .the .patient .and .the
.environment .decreases .the .capacity .for .health .and .does .not .allow .for .conservation .of
.energy. .Hildegard .Peplau .(1952) .focused .on .the .roles .played .by .theNurseand .the
.interpersonal .process .between .aNurseand .a .patient. .Virginia .Henderson .described .the
.nurse‘s .role .as .substitutive .(doing .for .the .person), .supplementary .(helping .the .person), .or
.complementary .(working .with .the .person), .with .the .goal .of .independence .for .the .patient.
.Martha .Rogers .(1970) .developed .the .Science .of .Unitary .Human .Beings. .She .stated .that
.human .beings .and .their .environments .are .interacting .in .continuous .motion .as .infinite
.energy .fields.
DIFFERENCE: Understanding OBJECTIVE:
