Nursing Today Transition and Trends 10th Edition by Zerwekh Test Bank Chapter 01: Role Transitions, Exams of Nursing

Download Nursing Today Transition and Trends 10th Edition by Zerwekh Test Bank Chapter 01: Role Transitions and more Exams Nursing in PDF only on Docsity! 1 1 Nursing Today Transition and Trends 10th Edition by Zerwekh Test Bank Chapter 01: Role Transitions . MULTIPLE CHOICE 1. A graduate nurse has been hired as a nurse at a local hospital. The new nurse is in the . honeymoon phase of role transition when making which of the following statements? a. “I am so nervous about being on my own as a nurse.” b. “This will be a great learning experience.” . c. “I can’t wait to have a steady paycheck.” d. “This job is perfect. I can finally do things my own way.” ANS: D . The honeymoon phase is when the student nurse sees the world of nursing as quite rosy. Often, the new graduate is fascinated with the thrill of arriving in the profession. Reality shock occurs when one moves into the workforce after several years of educational preparation. Recovery and resolution occur when the graduate nurse is able to laugh at . encountered situations. During this time, tension decreases, perception increases, and the nurse is able to grow as a person. . PTS: 1 DIF: Cognitive Level: Application/Applying REF: Table 1.1 OBJ: Identify the characteristics of reality shock. TOP: Reality shock MSC: NCLEX®: Safe and effective care environment . 2. Which of the following actions by the graduate nurse is an inappropriate methodology to recover from reality shock? a. Networking . b. Obtaining a mentor c. Returning to school d. Joining a support group . ANS: C The transition period is successfully managed when the graduate is able to evaluate the work situation objectively and predict effectively the actions and reactions of other staff. Nurturing the ability to see humor in a situation may be a first step. Returning to school is a positive step . after the graduate has worked through role transition, has some clinical experience, and is ready to focus on a new career objective. Networking, obtaining a mentor, and joining a support group would give the graduate nurse an opportunity to talk to others experiencing the . 2 2 stress associated with reality shock. The nurse would benefit from “talking through” issues and learning how to cope. PTS: 1 DIF: Cognitive Level: Application/Applying . REF: p. 9 OBJ: Describe methods to promote a successful transition. TOP: Reality shock MSC: NCLEX®: Safe and effective care environment Not applicable . 3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achieve this? a. Refusing to constantly work extra shifts . b. Withdrawing from peer support group c. “Going native” d. Changing jobs every 6 to 12 months . ANS: A One of the quickest ways to experience burnout is to “overwork the overtime.” Set priorities with your mental and physical health being the highest priority. Learning to say “no” to extra shifts is a positive means of coping of avoiding burnout. “Going native” is the term that . describes how recent graduates begin to copy and identify the reality of their role-transition experience by rejecting the values from nursing school and functioning more like a team member at their place of employment. Withdrawing from peer support groups, “going native,” . and changing jobs every 6 to 12 months would increase the chance of the nurse experiencing burnout. The nurse should instead focus on his/her practice and seek out support from other nurses. . PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 7 OBJ: Describe methods to promote a successful transition. TOP: Reality shock MSC: NCLEX®: Safe and effective care environment Not applicable . 4. Which of the following statements by the graduate nurse shows an understanding of reality shock as it applies to nursing? . a. “Reality shock is the period when a person moves from school into the b. workforce.”“Reality shock is the realization that practice and education are not the same.” c. “Reality shock is the period from graduation to becoming an experienced nurse.”. d. “Reality shock is a transition phase that new graduates go through before changing jobs.” ANS: A . 5 5 beginning sense of humor (usually the first sigh), a decrease in tension, and an increase in the ability to cope with the situations that he/she is faced with. Role transformation is the process of transforming from student to nurse. . PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 8 OBJ: Compare and contrast the phases of reality shock. TOP: Reality shock MSC: NCLEX®: Not applicable. 8. A graduate nurse has been out of school for 3 months and working in a staff nurse position for the past 2 months. What type of transition is the nurse experiencing? . a. A developmental transition b. An organizational transition c. A health-oriented transition d. A situational transition . ANS: D A situational transition is a lifestyle change that occurs because of a new situation. Most often the changes are by choice—for instance, graduations, marriages, and new jobs. . Developmental transitions include becoming a parent or going through a midlife crisis. An organizational transition involves a change in leadership. A health-oriented transition involves dealing with an illness or health issue, such as coping with a chronic illness. . PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 3 OBJ: Discuss the concepts of transitions. TOP: Types of transitions MSC: NCLEX®: Not applicable. 9. The graduate nurse understands that transitions occur throughout life. What major factor does the nurse identify as influential in a successful transition from school to practice? a. Level of new knowledge and skills required in the new environment. b. Amount of classwork required to obtain a degree c. Personal history of previous developmental transitions d. Influence of classmates and their transitional experiences. ANS: A The transition from student to practice reflects a situational transition that is most often affected by the anticipation of changes in the new work environment. Classwork no longer . affects this transition. A personal history of previous developmental transitions and the influence of classmates are not as prominent as the anticipated requirements to function in the new environment of work. . PTS: 1 DIF: Cognitive Level: Comprehension/Understanding 6 6 REF: p. 4 OBJ: Describe methods to promote a successful transition. TOP: Types of transitions MSC: NCLEX®: Not applicable . 10. A nurse manager is giving a presentation at a local community college. The nurse manager understands the job expectations of a new graduate when making which of the following statements? . a. “A graduate nurse should be able to perform as independently as was demonstrated the last semester of nursing.” b. “A graduate nurse should be able to function competently as a registered nurse at the entry level.” . c. “A graduate nurse should be able to function in the role that was described in the curriculum for the school of nursing.” d. “A graduate nurse should be able to be able to function independently with ability . to make clinical nursing judgments.” ANS: B The job expectations of a new graduate nurse are those of an entry-level new employee. This . frequently includes an extended orientation to assist the new graduate to transition into the independent role of the nurse. The new graduate nurse is not expected to function independently with the ability to make clinical nursing judgments. School curriculum and how . one functioned the last semester of school are usually not considered in the job expectations of a new graduate. PTS: 1 DIF: Cognitive Level: Comprehension/Understanding . REF: p. 12 OBJ: Discuss the concepts of transitions. TOP: Successful transitions MSC: NCLEX®: Not applicable 11. Which action by the graduate nurse shows that a successful transition to nursing has been . made? a. The nurse begins to work with the nursing team and functions as others expect. b. The nurse begins to objectively evaluate work experiences and enjoy the humor of . clinical situations. c. The nurse believes everything is great, patients are wonderful, and the new unit is so nice. d. The nurse meets regularly with other new graduates to. compare and discuss problems. ANS: B Objectivity and humor are two of the characteristics of a successful transition. “Going native” . occurs when the graduate begins to provide care in the manner that the team or group wants it done, not necessarily the correct way. The “honeymoon phase” is when everything is going 7 7 great. Meeting with other new graduates can be productive, but it is a part of the transition and . not an indication of successful transition. PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 8 OBJ: Compare and contrast the phases of reality shock. . TOP: Characteristics of a successful transition MSC: NCLEX®: Not applicable 12. A student nurse is in the last semester of nursing school. Which action by the nursing student indicates appropriate preparation for the transition experience? . a. The nursing student requests additional experiences in performing skills and procedures. b. The nursing student maintains close contact with a nursing instructor. to observe nursing procedures. c. The nursing student practices nursing assessments and care on one or two patients to become more competent. d. The nursing student increases communication with a nursing instructor to maintain . a resource person after graduation. ANS: A Students should get all the experience, not just observation, you can before graduation. Ask to . perform procedures and skills and request feedback from staff nurses and instructors. Students should also begin to build resources that will be available after graduation. It is during the last semester that students begin to care for more complex patients (and more patient numbers) to . gain experience in the “real world” of nursing management and to have less reliance on the nursing instructor as a resource person. PTS: 1 DIF: Cognitive Level: Application/Applying . REF: p. 13 OBJ: Describe methods to promote a successful transition. TOP: Activities to promote successful transition before graduation MSC: NCLEX®: Not applicable . 13. A graduate nurse has been reviewing the NCSBN’s Transition to Practice model. The graduate nurse understands the intention of the model when making which of the following statements? . a. “The intention of the model is to mandate that all state boards of nursing provide a b. regulatory model for transition“The intention of the model is to provide educational modules so that the new to practice.” graduate does not need to work with a preceptor.” . c. “The intention of the model is to have the new graduate take and pass the 10 10 a. A 62-year-old man with diabetes who needs outpatient care set up b. A 30-year-old woman with a kidney stone requiring IV pain medications c. A 45-year-old man with chest tubes recovering from a car accident. d. A 25-year-old woman who received blood yesterday ANS: C The skills that nursing students have identified as the most challenging include code blues, . chest tubes, intravenous skills, central lines, blood administration, and patient-controlled analgesia. The most appropriate patient for the student to increase his/her skill level would be the 45-year-old man with chest tubes. The other patients are not considered to be “challenging . patients” for most nursing students. PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 13 OBJ: Describe methods to promote a successful transition. . TOP: Role transformation MSC: NCLEX®: Not applicable 18. Which statement by the nursing student indicates an understanding of the importance of . constructive feedback? a. “I will wait until my clinical evaluation and then make any changes to my practice that are needed.” b. “I will request routine feedback from my instructor so I can make any changes . needed to improve my skills.” c. “My instructor will let me know if I need to change anything.” d. “I will ask my colleagues if I need to make any changes to my practice.” . ANS: B Students are responsible for their skills and growth as health care providers. To ensure that their nursing skills are adequate, students should request periodic feedback from their clinical . instructors. Waiting for feedback or asking colleagues would not be an effective way for nursing students to obtain feedback in a timely manner. PTS: 1 DIF: Cognitive Level: Application/Applying . REF: p. 14 OBJ: Describe methods to promote a successful transition. TOP: Role transformation MSC: NCLEX®: Not applicable 19. A graduate nurse has clocked in for his/her second shift on a busy orthopedic unit. After . accepting the assignment, the graduate nurse notices a fellow nurse complaining loudly at the nurse’s station to other staff members. This fellow nurse is typically upset with floor assignments and thinks that the “new nurses get all the easy assignments.” Which action . would be best for the graduate nurse to take? 11 11 a. Join the conversation and tell the fellow nurse that he/she does not care for the assignment either. b. Begin a conversation with another staff member about the fellow nurse who is . complaining. c. Steer clear of the nurse who is complaining and try to focus on the positive. d. Begin complaining about his/her own assignment. . ANS: C The graduate nurse would have the most success by steering clear of the complaining nurse and focus on the positive. Joining the conversation and focusing on the negative will not help . the graduate nurse adjust to his/her new job. PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 14 OBJ: Describe methods to promote a successful transition. . TOP: Role transformation MSC: NCLEX®: Not applicable 20. A new nurse is caring for five patients on a busy surgical floor. While hanging blood for a . patient, the nurse receives notice that another assigned patient is being taken for surgery. The nurse has not obtained informed consent from the patient. What action should the new nurse take? a. Immediately leave the room he/she is in and obtain informed consent from the . patient. b. Allow the patient to go to surgery without obtaining informed consent. c. Delegate obtaining informed consent to another nurse while staying with t . he patient who is receiving blood. d. Ask the transporter to obtain informed consent from the patient. ANS: C . Although the nurse must stay with the patient while hanging blood, it is important that informed consent be obtained from the other patient before going to surgery. The best action for the nurse to take would be to compromise and delegate obtaining informed consent to another nurse. The other actions would be inappropriate and possibly dangerous to the . patients involved. PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 15 OBJ: Describe methods to promote a successful transition. . TOP: Role transformation MSC: NCLEX®: Safe and effective care environment 21. The new graduate has an understanding of the nursing journey ahead when stating . a. “It is not acceptable for me to make any mistakes at all.” 12 12 b. “I am not worried about issues with transition. I am tough. I will do just fine!” c. “I know that I will make some mistakes, but I will learn and grow from them.” d. “I am going to keep studying so that I am always right.”. ANS: C It is important for graduate nurses to know that they will make mistakes in their nursing careers and that they learn and grow from them. It is not realistic for graduate nurses to . believe that they will not make any mistakes or will not struggle with transition. PTS: 1 DIF: Cognitive Level: Application/Applying . REF: p. 20 OBJ: Describe methods to promote a successful transition. TOP: Role transformation MSC: NCLEX®: Not applicable 22. A nurse has worked the past 5 days in a row to make some extra money. Today is a scheduled . day off. Which of the following actions would be the best for this nurse to take? a. Call the unit to see if they need the nurse to work. b. Read nursing articles and take practice quizzes to stay up -to-date. c. Take his/her small children to the zoo. . d. Work on a continuing education requirement. ANS: C It is important that the nurse take time to relax and have fun. Taking his/her small children to . the zoo is a non–work-related activity that would ease stress and be enjoyable. PTS: 1 DIF: Cognitive Level: Application/Applying . REF: p. 15 OBJ: Describe methods to promote a successful transition. TOP: Role transformation MSC: NCLEX®: Not applicable . MULTIPLE RESPONSE 1. A nurse manager is preparing a group of newly hired nurses to work on the unit. After educating them on reality shock, a student asks what physical and psychological symptoms . the nurse may experience? The nurse manager replies: (Select all that apply. ) a. “It is not possible to experience any physical or psychological sympto ms from reality shock.” . b. “You may experience headaches.” c. “It is possible that you will experience gastrointestinal upset.” d. “You could experience insomnia.” e. “Women may experience menorrhagia.” . 15 15 . Chapter 02: Personal Management: Time and Self-Care Strategies . . MULTIPLE CHOICE 1. Which statement indicates the nurse’s understanding of effective time management? . a. “The purpose of effective time management is to save hours, minutes, and seconds.” b. “The purpose of effective time management is to do as much as possible in as short . a time as possible.” c. “The purpose of effective time management is to do as little as possible.” d. “The purpose of effective time management is to achieve personal and professional goals.” . ANS: D Making time to meet your individual, family, professional, and career needs and goals is vital to overall success and is the primary purpose of time management. Stating that the purpose of . effective time management as saving time or doing as much or as little as possible in a short time would not indicate the nurse’s understanding. Procrastinating and doing as little as possible are not characteristic of effective time management.. PTS: 1 DIF: Cognitive Level: Comprehension/Understanding REF: p. 24 OBJ: Identify strategies for self-care. TOP: Time management MSC: NCLEX®: Not applicable . 2. A student nurse resists schedules and prefers to study when it “feels right” and in groups. Which of the following characteristics fits this student? . a. Left-brain dominant b. Right-brain dominant c. Equally right- and left-brain dominant d. Neither right or left brain dominant . ANS: B Right-brain–dominant people resist schedules and choose to do things their own way. Left- brain–dominant people process information in a linear, sequential manner, so they would . probably prefer a schedule of activities. Some people are equally right- and left-brain dominant and have a mix of behaviors. There are other people who have no clear pattern. . PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 26 OBJ: Identify your individual time style and personal time-management strategies. TOP: Time management MSC: NCLEX®: Not applicable. 16 16 3. In 4 weeks, a student nurse will have two tests and one paper due in the same week. What is the most effective time-management strategy for this student nurse? a. Control time wasters to have more time for studying and writing.. b. Delegate everything possible to create more time for studying. c. Schedule specific times on a calendar to study for the tests and to work on the paper. . d. Wait until the last minute because the student nurse “works best under pressure.” ANS: C The most effective approach to this problem would be to schedule specific time periods to prepare for the tests and write the paper. Waiting until the last minute to study and write the . paper creates unnecessary stress and sets the student nurse up for failure. Creating more time for studying does not solve the problem; how that time is organized and how it is used is the key. Procrastinating by putting off assignments until the last minute can lead to extreme . anxiety and stressful behavior. Although delegating some tasks is realistic and can create time for studying, it is unrealistic to delegate “everything possible” and impossible to control all time wasters. . PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 29 OBJ: Identify your individual time style and personal time-management strategies. . TOP: Time management MSC: NCLEX®: Not applicable 4. How can the student nurse increase studying efficiency? a. Maintaining a supply of simple carbohydrates for a quick energy spurt. b. Alternating mental and physical activities to increase productivity c. Working nonstop without breaks to focus concentration d. Delegating tasks of household chores to family members . ANS: B Alternating tasks that are mental with tasks that are physical can increase alertness and create a natural energy spurt to keep going. Carbohydrate-induced energy spurts are short lived and . ineffective for studying efficiency. Working nonstop without breaks leads to fatigue and burnout. Although delegating tasks would be helpful to the student nurse, it does not directly increase studying efficiency. . PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 42 OBJ: Identify your individual time style and personal time-management strategies. TOP: Time management MSC: NCLEX®: Not applicable. 5. The nurse has concluded that he/she is a right-brain–dominant person. Based on the nurse’s 17 17 time style, which unit governance task will the nurse implement? . a. Devise a plan to restructure the nursing career ladder. b.c. Write a procedure for central line care using new equipment.Do the unit time schedule for the next pay period. d. Collate data obtained from a chart audit to report at the next unit staff meeting.. ANS: A Right-brain–dominant people like to brainstorm to create new, holistic ideas and approaches to old problems, so devising a restructured nursing career ladder would be an appropriate task . for this person. Writing procedures, completing time schedules, and collating data are indicative of a left-brain–dominant person. . PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 26 OBJ: Identify your individual time style and personal time-management strategies. TOP: Time management MSC: NCLEX®: Not applicable. 6. What actions should a graduate nurse take in the first work experience to avoid problems with burnout? a. Cross-train to work in different areas of the hospital. . b. Develop a social group of nurses with whom to share work experiences. c. Plan on several sessions with a counselor regarding managing stress. d. Maintain good nutrition and good sleep habits. . ANS: D Taking care of oneself is a primary component to preventing burnout—for example, avoiding alcohol, maintaining good nutrition, getting adequate amounts of sleep, and avoiding cigarette . smoking. Developing social contacts outside the work environment also facilitates reduction of stress from work. Cross-training in different areas of the hospital, developing a social group with nurses to share work experiences, and meeting with a counselor would not be helpful to the graduate nurse in avoiding problems with burnout in the first work experience because . they are all related to that experience. PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 37 OBJ: Discuss the importance of caring for yourself. . TOP: Burnout MSC: NCLEX®: Not applicable 7. Which action by the nurse exemplifies a sense of spiritual health? . a. Belonging to a church 20 20 11. A nurse has been out of school about 6 months. Which of the following would indicate that the nurse is having problems with burnout? a. Has chronic fatigue, increased irritability, and feelings of helplessness. b. Feels angry about the type of care being delivered and scheduling of staff c. Signs up for extra courses for an advanced degree and works double shifts d. Is disorganized in patient care and has to stay late to finish shift work . ANS: A Fatigue, irritability, and feelings of helplessness are all early signs of burnout. Anger about care may be very appropriate; how the anger is directed is important. Overscheduling oneself . is something that may promote early burnout, as are disorganization and poor time management. PTS: 1 DIF: Cognitive Level: Application/Applying . REF: Box 2.6 OBJ: Describe early signs of compassion fatigue and burnout. TOP: Burnout MSC: NCLEX®: Not applicable 12. The nurse would identify which of the following strategies as a means of increasing feelings . of empowerment? a. Requesting an assignment to a different hospital unit b. Assisting friends to cover their shifts when they need time off . c. Telling a coworker that a joke heard in private was inconsiderate and thoughtless d. Declining to work an extra shift and going to the movies with friends ANS: D . Taking care of oneself is critical to preventing burnout and increasing feelings of empowerment, such as declining to work an extra shift so you can participate in activities with friends and family. Take care of yourself first; then assist others as you are able. Moving to a different hospital unit may be a type of avoidance with an issue that is unresolved. Humor and . laughter are important; however, if the joke was unethical, correcting the nurse would not increase empowerment. . PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 37 OBJ: Identify strategies for self-care. TOP: Empowerment MSC: NCLEX®: Not applicable . 13. What activity would most likely promote a positive feeling of well-being in a graduate nurse about 6 months after employment? a. Have a group of staff nurses over for a party. b. Participate in hospital-sponsored programs for community health.. 21 21 c. Spend some time with an old friend who is in the middle of a divorce. d. Get involved in a new hobby, and attend social gatherings to meet new people. ANS: D . Planning pleasurable activities, such as a hobby or attending a social gathering, that are not associated with nursing or other people’s problems can help you to reenergize and feel better about yourself. Having nurses over for a party or participating in hospital-sponsored programs . would not give the graduate nurse the time needed away from nursing. Spending time with a friend going through a divorce would not promote a positive feeling of well-being in the graduate nurse. . PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 39 OBJ: Identify strategies for self-care. TOP: Empowerment MSC: NCLEX®: Not applicable . 14. A nurse is considering pursuing additional education in nursing and hopes to be promoted to a management position. What action should the nurse take to best achieve this? a. Wait until “the time is right” and inquire about program and promotion opportunities. . b. Be the best nurse possible and hope a scholarship or promotion will be awarded. c. Set long-range, mid-range, and short-range goals with specific related activities and time frames to meet these goals. . d. Read three books on time management. ANS: C Setting goals so that you can prioritize your approach and identifying specific activities and . time frames to work toward a management promotion are keys to success. Assess the situation to see what activities will provide the highest payoff. Waiting for the right time to achieve promotion, hoping for a scholarship or promotion, and reading books on time management are not effective; instead, the nurse must take action to achieve a goal.. PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 33 OBJ: Identify strategies for self-care. . TOP: Time management MSC: NCLEX®: Not applicable 15. A student nurse is feeling stressed about the combination of nursing courses and clinical experience in the semester. What actions can the student nurse take to reduce stress level . based on biological rhythms? a. Schedule difficult activities at high-energy times. b. Shorten sleep time to accommodate increased study times. c. Study before bedtime to increase memorization. . d. Only study when not feeling stressed. 22 22 ANS: A Student nurses should create schedules that work with their biological rhythms, such as . scheduling difficult activities at their high-energy times. Shortening sleep, studying right before bed, and only studying when they are not feeling stressed are not advised. . PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 24 OBJ: Identify your individual time style and personal time-management strategies. TOP: Managing your time MSC: NCLEX®: Not applicable. 16. A nurse manager is assigning additional duties to the day shift nurses to keep the unit orderly and running smoothly. Which assignment would be the best for a right-brain–dominant nurse? . a. Clean up the break room by noon. b. Assist with completing a unit project, based on specific rules and guidelines. c. Create a poster board in honor of Nurse’s Week. d. Take part in a meeting regarding unit policies. . ANS: C . Right-brain–dominant people resist rules and schedules and prefer to complete activities on their own time. Creating a poster board in honor of Nurse’s Week gives the right-brain–dominant nurse a chance to create in a personal way without rules and restrictions. . Cleaning up the break room by noon, assisting with a unit project guided by rules and specific guidelines, and taking part in a unit policy meeting would be better suited for a left- brain–dominant nurse (structure, organization, rules, time limits, and priorities are important). . PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 26 . OBJ: Identify your individual time style and personal time-management strategies. TOP: Managing your time MSC: NCLEX®: Safe and effective care environment 17. What action by student nurses indicates readiness for successful study habits? . a. Combining their study area with the space that they use to pay bills b. Color coding their materials from each class c. Keeping all materials and papers in one bin . d. Cleaning their study area at the end of each semester ANS: B 25 25 reduce the amount of time it takes to respond to everyone in the class. b. Print your syllabus and create a calendar with assignment due dates and discussion posting requirements. . c. Create a directory on your computer to place assignments and resources specific for the course. d. Determine what the best time is for logging into the course website and create a schedule for weekly log-in times. . e. Develop an online group of colleagues that meet in the chat room or participate in instant messaging. . ANS: B, C, D, E Online or web-enhanced courses can take as much, if not more, time as traditional face-to-face classes. The following are helpful strategies to improve time management involving the course: . • Print the syllabus and place deadlines on your calendar before the first course meeting. • Identify how to contact your instructor, and schedule online office hours . in your calendar. • Schedule weekly times for logging into the class website. • Schedule a time for class work, and select a specific site. • Develop collegial support groups. . • Be active in the course by participating appropriately in discussion groups. • Establish an evidence-based file to download important articles (.pdf . format). • Bookmark websites (but before bookmarking these, review t he information; do not assume all sites are up-to -date and evidence based). . PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: pp. 31-32 OBJ: Identify your individual time style and personal time-management strategies. TOP: Time management MSC: NCLEX®: Not applicable. 2. To achieve success in the workplace, which actions by the nurse would focus on improving skills? (Select all that apply.) . a. Taking a course on communication b. Thinking of a way to improve time management c. Understanding the layout of the hospital d. e. Knowing where supplies are on the unit ANS: B, D Spending some time working on organizational skills . 26 26 Employers of new graduates identify lack of organizational and time-management skills as . areas where new nurses need improvement and assistance. Focusing on improving these skills before employment will help the new nurse succeed. A communication course is not related to skills. Understanding the layout of the hospital also is not focused on improving skills. . Knowing where supplies are may help with time management but will not improve skills. PTS: 1 DIF: Cognitive Level: Comprehension/Understanding REF: p. 24 . OBJ: Identify your individual time style and personal time-management strategies. TOP: Managing your time MSC: NCLEX®: Not applicable 3. What actions by the student would manage the physical environment? (. Select all that apply.) a. Set up an area that is specific to school work. b. Choose a work area that has soft, dim lighting. c. Choose a work area that is free from distractions. d. Gather appropriate tools before each study session begins.. e. Study for 30 minutes at a time and take a 5-minute break in between. ANS: A, C, D To have success when studying, students should first set up an area that is specific to school . work. Students should choose a work area that is free from distractions and gather appropriate tools needed for studying. Students should choose an area with adequate lighting and study in 50-minute sessions, taking a 10-minute break in between.. PTS: 1 DIF: Cognitive Level: Application/Applying REF: pp. 26-27 OBJ: Identify your individual time style and personal time-management strategies. . TOP: Managing your time MSC: NCLEX®: Not applicable 4. What actions can the nurse take to manage a habit of procrastinating? ( Select all that apply.) a. Consider the consequences of not completing each activity.. b. Start on time and plan for the project to end on time. c. Break projects into small, manageable pieces. d. Set up a reward system for project completion. . e. Be realistic about what can be accomplished. ANS: A, C, D, E To avoid procrastination, the nurse should consider the consequences of not completing each . activity. The nurse should break down projects into small, manageable pieces; set up a reward 27 27 system; and be realistic about what can be accomplished. Projects should be started ahead of time and be planned to take more time than anticipated. . PTS: 1 DIF: Cognitive Level: Application/Applying REF: pp. 30-31 OBJ: Discuss strategies that increase organizational skills and personal priority setting. . TOP: Managing tasks MSC: NCLEX®: Not applicable 5. The nurse understands stress-related illness when stating which of the following? ( Select all that apply.) . a. “Stress can cause insomnia.” b. “Stress is known to cause muscle and joint pain.” c. “Stress can cause headaches.” . d. “Stress is not known to cause any health problems.” e. “Stress can cause gastrointestinal disturbances.” ANS: A, B, C, E . Stress is known to cause a variety of physical and psychological ailments, including insomnia, muscle and joint pain, headaches, and gastrointestinal disturbances. PTS: 1 DIF: Cognitive Level: Knowledge/Remembering . REF: p. 36 OBJ: Describe how compassion fatigue and burnout affect nurses. TOP: Self-care strategies MSC: NCLEX®: Health promotion and maintenance . . . . . . 30 30 5. A group of nursing students is discussing mentors. One of the students correctly states a . characteristic of a successful mentor when stating which of the following? a.b. “They ensure that their mentees do not fail.”“They push the mentees to a higher level.” . c. “They always ask a lot of questions of their mentees.” d. “They encourage mentees to question their skills so they can improve.” ANS: B . Mentors need to communicate high expectations to mentees and push them to meet or exceed these expectations. Mentors should not ensure that mentees do not fail because this is often a great learning experience for mentees. Frequently questioning mentees or encouraging mentees to question their skills is not indicative of a successful mentor. Mentors are good . listeners, offer empathy and encouragement, and are generous with their time and knowledge. PTS: 1 DIF: Cognitive Level: Comprehension/Understanding . REF: p. 56 OBJ: Identify characteristics of effective mentors, mentees, and preceptors. TOP: Successful mentorship MSC: NCLEX®: Not applicable 6. The role of the mentee needs to be understood early in the mentoring relationship. What is a . characteristic or example of the mentee’s role? a. Not interrupting the mentor b.c. Absorbing what the mentor explains in detailEstablishing personal short- and long-term goals . d. Finding out what the mentor has to offer in terms of experience ANS: C Establishing your goals early will help you get exactly what you need from the mentoring . relationship. The mentee should ask questions when clarification is needed because communication is very important. The mentor’s nursing experience is not considered part of the mentee’s role. Absorbing information may relate more to a preceptor providing . information on content or skills. Finding out the experience is probably more applicable to the preceptor relationship. PTS: 1 DIF: Cognitive Level: Application/Applying . REF: p. 55 OBJ: Identify characteristics of effective mentors, mentees, and preceptors. TOP: Role of mentee MSC: NCLEX®: Safe and effective care environment—management of care . 7. Which statement indicates the student nurse’s understanding of a situational relationship? 31 31 a. “A situational relationship occurs only one time.” b. “A situation relationship is established by the organization.”. c. “In a situational relationship, both mentee and mentor mutually accept it.” d. “A situational relationship is structured to ensure situational success.” ANS: A . Characteristically, a situational mentoring relationship is a one-time event. Organizations usually establish formal relationships. Acceptance by the mentee and mentor is characteristic of an informal relationship. A structured relationship is formal. . PTS: 1 DIF: Cognitive Level: Comprehension/Understanding REF: Table 3.2 OBJ: Discuss the types of mentoring relationships. TOP: Situational mentoring relationship MSC: NCLEX®: Not applicable. 8. The “honeymoon” is a specific phase of reality shock. What should the mentor do during this phase? a. Share personal transition experiences with the mentee.. b. Reinforce the need for the mentee to problem solve. c. Encourage the mentee to try new things. d. Act as the intermediary for the mentee with staff members. . ANS: D During the “honeymoon” phase, the mentor should be supportive (by listening and understanding), act as an intermediary with other staff members, and be a role model. Sharing . feelings and experiences and the mentor’s own transition experience are appropriate in the shock and rejection phase. Trying new things and stepping outside the mentee’s comfort zone would be appropriate for the mentor to encourage during the recovery phase of reality shock. . PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 59 OBJ: Discuss the types of mentoring relationships. TOP: Mentoring during reality shock phase MSC: NCLEX®: Safe and effective care environment—management of care. 9. A new graduate is looking for a mentor. Which staff nurse would be the best choice? a. A skilled clinician who appears hurried, curt, and occasionally sarcastic. b. A new graduate who worked 2 years as an LPN and seems confident c. A nurse who has 3 years of experience, good skills, and a sense of humor d. A seasoned nurse who is highly intellectual but is aloof and self-centered . ANS: C The mentor not only serves as a role model or counselor for the new graduate but also actively advises, guides, and promotes the graduate’s career. It is important to select someone who 32 32 will work with you and has nursing experience. Frequently, nurses with 3 to 5 years of experience . remember their own role transition and can relate to what the new graduate is experiencing. The clinician is curt and sarcastic, which would not be supportive behavior for a mentor. The new graduate would not be the best choice. The seasoned nurse is aloof and self-centered and . would not be a good candidate for a mentor because mentors are willingly and personally invested in their mentee. PTS: 1 DIF: Cognitive Level: Analysis/Analyzing . REF: Box 3.2 OBJ: Describe characteristics of effective mentors, mentees, and preceptors. TOP: Selecting a mentor MSC: NCLEX®: Not applicable 10. Which of the following statements by the nurse indicates an understanding of mentors? . a. “Mentors focus on fostering the mentee’s individual growth and development over an extended period of time.” b. “Mentors develop nurturing relationships during work time.” . c. “Mentoring is the approach of assisting an individual’s growth through partnership.” d. “The strength of mentoring lies in the facilitation and development of personal qualities.” . ANS: A Mentoring involves focus on fostering the mentee’s individual growth and development over an extended period of time. Mentors develop nurturing relationships during personal time. . Coaching is the approach of assisting an individual’s growth through partnership. The strength of mentoring lies in the mentor’s specific knowledge and wisdom. . PTS: 1 DIF: Cognitive Level: Comprehension/Understanding REF: p. 54 OBJ: Describe the difference between mentoring, coaching, and precepting. TOP: What mentoring is and is not MSC: NCLEX®: Not applicable . 11. A nursing student is in the mentoring process. Which action would occur if the student nurse were in the “follow” phase? a. The nursing student observes as the mentor places a urinary catheter. b. The nursing student places a urinary catheter while the mentor stands nearby for . guidance. c. The nursing student reads the hospital policy regarding urinary catheter placement. d. The nursing student places the urinary catheter without guidance from the mentor.. ANS: B In the “follow” phase, the student nurse and the mentor walk side by side down the same path, and the mentor assumes a more passive role. Therefore, the student would place the urinary . 35 35 ANS: B During the shock or rejection phase, the mentor can encourage the mentee to discuss his/her . feelings to decrease the impact of reality shock. Withholding their own personal transition stories, encouraging mentees to keep their feelings to themselves, or ignoring these feelings are not ways that the mentor can help the mentee through this time of transition. . PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 59 OBJ: Discuss the types of mentoring relationships. TOP: Mentoring through reality shock MSC: NCLEX®: Not applicable . 17. Which action by the mentor can help reduce the impact of reality shock on the mentee during the recovery phase? a. Encourage the mentee to perform skills that he or she is comfortable with.. b. Maintain a semi-open line of communication. c. Encourage the mentee to try new skills. d. Allow the mentee to work independently. . ANS: C During the recovery phase, the mentor should encourage the mentee to step outside of his/her comfort zone. This can be best achieved by encouraging the mentee to try new skills. The . mentee should maintain an open line of communication while working with the mentee. PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 59 OBJ: Discuss the types of mentoring relationships. . TOP: Mentoring through reality shock MSC: NCLEX®: Not applicable 18. Which action by the mentor can help reduce the impact of reality shock on the mentee during the resolution phase? . a. Expect the mentee to problem solve clinical issues independently. b. Continue to practicing skills that he or she is comfortable with. c. Reinforce positive qualities that the mentee possesses. d. Point out negative qualities for the mentee to change. . ANS: C The role of the mentor during the resolution phase is to remain supportive to the mentee. Pointing out positive qualities that the mentee possesses is one way to achieve this. Expecting . the mentee to problem solve independently and pointing out negative characteristics will not assist in the resolution of reality shock. . PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 60 OBJ: Discuss the types of mentoring relationships. 36 36 TOP: Mentoring through reality shock MSC: NCLEX®: Not applicable . MULTIPLE RESPONSE 1. Review the following characteristics. Which best describe the role of the mentor? (. Select all that apply.) a. Requires a primary focus on the needs of the new nurse b. Assists the new nurse with difficult nursing procedures . c. Serves as a primary resource on the nursing unit for the new nurse d. Is assigned to the new nurse for the orientation period e. Is interested in the new nurse’s personal growth and nursing goals f. Is available to the new nurse after hours to discuss problems and needs. ANS: A, E, F A mentor is more interested in a nurturing role, focusing on the needs of the new nurse and frequently sharing personal time. The preceptor acts in a formal role and functions during a . defined period of time. The primary focus of the preceptor is to serve as a role model during the specified period. The other options (assists the new nurse with difficult nursing procedures, serves as a primary resource on the nursing unit, and is assigned to the new nurse . for the orientation period) are characteristic of a preceptor. PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: pp. 48-49 OBJ: Describe the difference between mentoring, coaching, and precepting. . TOP: Characteristics of a mentor MSC: NCLEX®: Not applicable 2. A nurse manager and a nurse director are discussing e-mentoring. Which statements by the nurse director indicate an understanding of the components of e-mentoring? (. Select all that apply.) a. “E-mentoring involves distance mentoring.” b. “E-mentoring is done through instant messaging.” . c. “E-mentoring involves contact between mentee and mentor via electronic mail.” d. “E-mentoring is a mentoring program for first-year nursing students.” e. “E-mentoring uses a videoconferencing system such as Skype to meet virtually.” f. “E-mentoring involves planning a meeting at a coffee shop to discuss the progress . of the preceptorship.” ANS: A, B, C, E According to Knight, e-mentoring reflects mentoring that takes place over a distance (learner and faculty are not in face-to-face communication), usually by electronic communication . facilitation. More recently, the use of e-mentoring can be via e-mail, smartphone, Skype, and webinars. Meeting in person (coffee shop) and the mentoring program do not describe the 37 37 virtual component of e-mentoring. . PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: Research Box 3.2 OBJ: Discuss the types of mentoring relationships. TOP: E-mentoring MSC: NCLEX®: Not applicable . 3. A group of nursing students are discussing characteristics of a successful mentor. Which of the following statements identify these characteristics? (Select all that apply. . ) a. “Successful mentors are passive.” b. “Successful mentors communicate high expectations.” c. “Successful mentors are good listeners.” d. “Successful mentors show empathy.” . e. “Successful mentors are nonjudgmental.” ANS: B, C, D, E Successful mentors communicate high expectations, are good listeners, show empathy, and . are nonjudgmental. Successful mentors are not passive but are actively involved with the growth of the mentee. . PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: pp. 55-56 OBJ: Identify characteristics of effective mentors. TOP: What are the characteristics of a successful mentor? MSC: NCLEX®: Not applicable . 4. Which statement(s) by the nursing student best describes the attributes of a mentor? ( Select all that apply.) a. “A mentor actively advises, supports, and promotes the mentee’s career.” b. “A mentor is a professional who has any amount of experience as a nurse.”. c. “Mentors have the mentee’s best interest at heart.” d. “Mentors bolster self-confidence.” e. “Mentors provide support for only a short period of time.”. ANS: A, C, D A mentor is an experienced nurse who advises, supports, and promotes the mentee’s career. The mentor has the mentee’s best interest at heart and bolsters self-confidence.. PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 57 OBJ: Identify characteristics of effective mentors. TOP: When do we need mentors? MSC: NCLEX®: Not applicable . 40 40 b.c. “It is necessary only if your resume needs further explanation.”“It should recapitulate all of the important points of your res . ume.” d. “It should introduce you to the reader.” ANS: D Along with your resume, the nurse should enclose a cover letter that gives a brief introduction. . The cover letter should summarize important strengths or give information regarding change of specialty (after you graduate and have experience). Remember that this letter should not be longer than one page. . PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 81 OBJ: Describe the key aspects of an e-portfolio and a resume. TOP: Resume writing MSC: NCLEX®: Not applicable . 6. A graduate nurse has not heard from a prospective employer 3 days after submitting a resume. Which action nurse a. Call. b. Write a letter. c. Do nothing. d. Contact another employment setting. . should the graduate take? ANS: C Only a few days have . passed, so do nothing. If the graduate nurse still has not heard from the prospective employer within 7 to 10 days, give the employer a call to make sure the resume and cover letter were received and to schedule an interview.. PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 83 OBJ: Identify primary aspects of obtaining employment. TOP: Employment considerations MSC: NCLEX®: Not applicable. 7. The nurse has an adequate understanding of employment benefits. Which of the following is not included in a benefit package? . a. Health insurance b.c. Car insurancePensions d. Disability coverage . ANS: B Health insurance, pension, and disability are common in benefit packages; car insurance is 41 41 not. . PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: Box 4.7 OBJ: Identify primary aspects of obtaining employment. TOP: Employment considerations MSC: NCLEX®: Not applicable. 8. What is the best short-term objective for the resume of a new nursing graduate seeking employment on a medical-surgical unit? . a. Obtain a position that further develops interests and skills. b. Provide a basis for moving up the career ladder to a supervisory position within 5 years. c. Acquire a staff nurse position with options to use tuition benefits to obtain . advanced degrees. d. Obtain an entry-level position as a staff nurse on a medical -surgical unit. ANS: D . As a new graduate, the best short-term career goal or objective would be to obtain an entry- level position as a staff nurse. Career objectives or goals are not end results (e.g., education or eventual administration positions) but steps to assist the graduate nurse to . another point. The objective should be specific to what the nurse needs at the time. Obtaining a position that further develops interests and skills is a good choice, but obtaining an entry- level position on a medical-surgical unit is more specific for a recent graduate. . PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 72 OBJ: Identify primary aspects of obtaining employment. TOP: Resume writing MSC: NCLEX®: Not applicable . 9. The nurse knows that which of the following information is not part of a good resume? a. Age b. Education . c. Professional memberships d. Occupational experience ANS: A . A resume is a concise, factual presentation of a nurse’s education and professional history. Age is not considered an important point in a resume, and prospective employers cannot request this information during the interviewing process. Date of birth and so on may be asked . at a later time during the employment process. Any type of occupational or work history is to be included along with membership in professional organizations. PTS: 1 DIF: Cognitive Level: Knowledge/Remembering . 42 42 REF: p. 79 OBJ: Describe the key aspects of an e-portfolio and a resume. TOP: Resume writing MSC: NCLEX®: Not applicable . 10. Assuming all of the following statements are true, which should be included in a resume to highlight information that would be valuable to an employer? a. Desires annual salary of $30,000 to $32,000 b. Is fluent in American sign language . c. Is president of state downhill ski club d. Plans to move out of state after 1 year of employment ANS: B . The ability to use American sign language is a skill that would be worthwhile to the employer because it presents to the employer an extrapersonal skill. The salary, ski club, and relocation plans are not appropriate for a resume. . PTS: 1 DIF: Cognitive Level: Comprehension/Understanding REF: p. 80 OBJ: Describe the key aspects of an e-portfolio and a resume. TOP: Resume writing MSC: NCLEX®: Not applicable. 11. The knowledgeable nurse can list which strategy as one that will foster a successful interview? a. Demonstrate interest in what the interviewer has to say.. b. Exercise the option to disagree with the interviewer. c.d. Check off on a list when each item is covered by the interviewer.Answer questions with as much detail as possible. . ANS: A Recruiters appreciate applicants who know some basic facts about their institution and show an interest in what the interviewer has to say. Becoming familiar with the institution before . the interview will demonstrate interest. Do not contradict or argue with the interviewer. Answer questions succinctly and concisely; do not expound on ideas. REF: p. 87 PTS: 1 DIF: Cognitive Level: Comprehension/Understanding OBJ: Describe the essential steps in the interviewing process. . TOP: Phases of the interview MSC: NCLEX®: Not applicable 45 45 REF: Box 4.6 OBJ: Discuss typical questions asked by interviewers. TOP: The interview process MSC: NCLEX®: Not applicable . 16. As the interview is drawing to a close, the interviewer asks the applicant, “What questions could I answer for you?” Which of the following questions would it be most advisable to ask to create a favorable impression? a. “What will happen if I am unable to meet the outcomes for the competency. -based orientation?” b. “Do you still have tuition reimbursement for courses to obtain my next degree?” c. “How soon will I be responsible for supervision of other staff?” . d. “After completing orientation, when will the first pay raise be given?” ANS: C Prepare a few questions. This will be the applicant’s opportunity to gather important details . and possibly impress the interviewer by showing interest in the position. Keep questions on the positive side, and inquire about responsibilities of the position. It would be inappropriate to inquire about pay raises at this time. Inquiries about pay and tuition reimbursement would be appropriate after the job offer has been provided. . PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 85 OBJ: Discuss typical questions asked by interviewers. . TOP: The interview process MSC: NCLEX®: Not applicable 17. A new graduate uses social networking (i.e., Facebook) as a means of communicating with family and friends. What is important for the new graduate to consider when posting . information on Facebook in terms of seeking employment? a. Use a professional photo, perhaps just a headshot. b. Set the Facebook site to public so recruiters can search and find. c. Provide pictures of family and friends and remove any inappropriate information.. d. Avoid using social networking sites because employers do not like them. ANS: A It is important to make a good impression with a potential employer; remember that the new . graduate’s appearance on the social networking website will be what an employer first sees. Be sure to use a professional photo, perhaps just a headshot, and make the Facebook account private to prevent employers from searching for you if you want to use the Facebook account . for family and friends. Potential employers may dismiss you as a candidate after viewing inappropriate photographs or information. LinkedIn is primarily a website for job networking. PTS: 1 DIF: Cognitive Level: Application/Applying . 46 46 REF: p. 75 OBJ: Identify primary aspects of obtaining employment. TOP: Social networking MSC: NCLEX®: Not applicable 18. Which of the following assignments should the new nurse question before accepting? . a. A 38-year-old man with cellulitis of the right arm b. A 25-year-old woman with a left femur fracture c. A charge nurse over the unit for the day . d. A 50-year-old man with right hip replacement ANS: C New nurses should not be placed in the charge nurse role until the role of staff nurse has been . mastered. New nurses who must accept the role of charge nurse should consider their resources in order to maintain safety for the patients. The other assignments are appropriate for the new nurse. . PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 72 OBJ: Identify primary aspects of obtaining employment. TOP: Researching prospective employers MSC: NCLEX®: Safe and effective care environment . 19. A graduate nurse is in the process of applying for a first-time nursing job. What should the graduate nurse keep in mind when using social media networks? . a. There is no risk of potential employers searching for the nurse on social media websites. b. Employers cannot use material found on social media websites to eliminate candidates. . c. A small percentage of recruiters have eliminated candidates based on material d. found on social media websites.As long as no identifying patient information is provided on the social media . website, recruiters can overlook any videos posted about the patients the nurse has cared for. ANS: C . . It is important for the graduate nurse to keep in mind that recruiters search social media websites to gather information about candidates. It is reported that 51% of recruiters have 47 47 eliminated candidates based on material found on social media websites. Recall that the nurse . has an ethical obligation to maintain and protect patient privacy and confidentiality. The nurse should never share or post patient images, videos, or any information pertaining to a patient on any form of electronic media; this includes the use of cell phones, smartphones, cameras, and other electronic devices in the clinical setting. . PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 74 OBJ: Identify primary aspects of obtaining employment. . TOP: Social networking MSC: NCLEX®: Not applicable 20. Which of the following actions by the graduate nurse would not be advised during an interview campaign? . a. Plan three interviews in a day. b. Identify a date to begin employment. c. Ask questions about the interview process. . d. Research the prospective employer. ANS: A The graduate nurse should identify a desirable date to begin employment, ask questions about . the interview process, research the prospective employer, and plan no more than two interviews in one day. PTS: 1 DIF: Cognitive Level: Knowledge/Remembering . REF: p. 84 OBJ: Describe the essential steps in the interviewing process. TOP: The interview process MSC: NCLEX®: Not applicable 21. Which of the following actions would not help the graduate nurse prepare for an interview? . a. Practice verbal responses to sample questions in front of a mirror. b.c. Ask a family member to play the role of the interviewer.Begin preparing for the interview the day before. . d. Ask for constructive feedback regarding answers to sample questions. ANS: C The graduate nurse should practice verbal responses to sample questions in front of a mirror, . ask a family member to play the role of the interviewer, and ask for constructive feedback regarding answers to sample questions. The graduate nurse should not begin preparing for the interview the day before; preparation should begin earlier. . 50 50 . Chapter 05: NCLEX-RN® and the New Graduate . MULTIPLE CHOICE 1. The graduate nurse understands the purpose of the NCLEX-RN. ® when stating which of the following? a. “The exam provides feedback to the candidate regarding areas of weakness in nursing practice.” . b. “The exam determines the candidate’s ability or inability to meet minimum standards for safe practice.” c. “The exam gives employers an opportunity to hire graduates who have scored highest among first-time licensure candidates.” . d. “The exam prepares new graduates as efficient, effective staff nurses.” ANS: B The purpose of the NCLEX-RN® is to determine whether a candidate is competent to perform . safe, effective, entry-level nursing care. It does not prepare nurses but rather measures their performance on a test. Candidates who are unsuccessful receive information about their weak areas on the test, but this is not the purpose of it. Employers want to know if the person has . passed because there is no specific score given other than pass or fail. PTS: 1 DIF: Cognitive Level: Comprehension/Understanding REF: p. 95 OBJ: Discuss the role of the National Council of State Boards of Nursing. . TOP: NCLEX® MSC: NCLEX®: Not applicable 2. Which statement by the nursing professor is accurate about the NCLEX-RN® test plan is to ensure that all . ®? “The purpose of the NCLEX-RN a. test takers answer items of comparable difficulty.” b. test takers answer approximately the same number of items.” c. test items are job related.” . d. clinical specialties will be equally represented.” ANS: C The content of the NCLEX® is based on a test plan that is determined by the National . Council. The test plan reflects entry-level nursing practice as identified by research and the job analysis study of newly licensed registered nurses. Each candidate will receive different 51 51 levels of questions in a computer-adaptive format. The focus of the exam is not on clinical . specialties. The test has a minimum of 75 questions and a maximum of 265 questions, so a test taker can answer any number of questions between these two numbers until he/she either reaches a passing standard or fails. . PTS: 1 DIF: Cognitive Level: Comprehension/Understanding REF: p. 96 OBJ: Discuss the role of the National Council of State Boards of Nursing. TOP: NCLEX® test plan MSC: NCLEX®: Not applicable . 3. In trends class, a student tells the instructor, “I don’t think I can possibly pass the NCLEX-RN®. I hated psych nursing, but now I’ve heard that a huge amount of the NCLEX ® is psych related.” What is the best response from the instructor? . a. “Perhaps you should consider retaking the psychiatric nursing course.” b. “There are equal numbers of questions related to each aspect of client needs.” c. “Psychosocial integrity is the basis for 6% to 12% of the examination.” d. “You will need to take a review course that teaches psychiatric nursing principles.”. ANS: C The last detailed test plan (2016) from the National Council designated from 6% to 12% of the total questions to be from the area of psychosocial integrity. The student may not be able . to retake nursing courses or a review course. Stating that content area has the same number of questions would be inaccurate. Each of the categories of client needs has a different percentage, so questions are based on that percentage from the detailed test plan and not on . equal numbers from each area. Students often hear incorrect information and rumors about the NCLEX®. PTS: 1 DIF: Cognitive Level: Comprehension/Understanding . REF: p. 96 OBJ: Identify the process and steps for preparing to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN®). TOP: NCLEX® MSC: NCLEX®: Not applicable . 4. Which statement indicates the graduate nurse’s understanding of the process at the NCLEX ® a.testing site? “I will be photographed and have a palm vein scan.” . b. “I will be placed in a locked testing cubicle.” c. “I will answer 300 test questions.” d. “I will be given some questions as a paper-and-pencil test.”. ANS: A Read the Candidate Bulletin and the instruction packet carefully. An Authorization to Test 52 52 (ATT) will be required for admission into the testing center; however, after January 1, 2014, . the NCLEX® will be going paperless, so the ATT will not have to be brought to the testing center. All candidates will be photographed and will have a palm vein scan as part of the identification process at the testing location. Candidates are not locked in a testing cubicle or . given a paper-and-pencil test. The number of questions on each candidate’s test may vary, with a minimum of 75 questions and a maximum of 265 questions. PTS: 1 DIF: Cognitive Level: Comprehension/Understanding . REF: p. 101 OBJ: Identify the process and steps for preparing to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN®). TOP: NCLEX® MSC: NCLEX®: Not applicable . 5. Which statement made by the graduate nurse indicates understanding of the NCLEX-RN ® passing score? . a. “Candidates seeking licensure in California and New York must score higher.” b. “The passing score is the same for licensure in all states.” c. “Candidates from BSN programs must score one standard deviation higher than the ADN graduates.” . d. “ADN graduates must answer 80% of the 265 questions correctly to pass.” ANS: B . Every state has the same passing criteria. There is no percentage identified as to the number to get correct. The test has a minimum of 75 questions and a maximum of 265 questions. When the student reaches a passing level of competency or has not reached the passing competency, . the test turns off. There is no differentiation in education level or state requirements. PTS: 1 DIF: Cognitive Level: Comprehension/Understanding REF: p. 100 . OBJ: Identify the process and steps for preparing to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN®). TOP: NCLEX® MSC: NCLEX®: Not applicable . 6. What type of nursing position would most likely provide experience in the types of nursing situations upon which the NCLEX® questions are based? a. Home care nurse . b. Psychiatric staff nurse c. Staff nurse in an ambulatory pediatric clinic d. Staff nurse in a medical-surgical inpatient unit 55 55 10. The graduate nurse is preparing to take the NCLEX-RN®. Which blueprint category is interpreted as having the a. Safe, effective care environment b. Physiologic integrity c. Psychosocial integrity .d. Health promotion and maintenance ANS: B highest percentage of test items? . . The area of physiologic integrity makes up about 50% of the test plan. This is the area that covers basic nursing care and comfort, pharmacologic and parenteral therapies, reduction of risk potential, and physiologic adaptation. Safe, effective care; psychological integrity; and . health promotion and maintenance will cover less than this. PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 96 OBJ: Discuss the role of the National Council of State Boards of Nursing. . TOP: NCLEX® MSC: NCLEX®: Not applicable 11. The nurse interprets “computer adaptive testing (CAT)” to mean . a. questions are selected, and the exam is adapted to the candidate’s previous b. responses.the test has been adapted to be administered via a computer. c. the test is adapted to decrease the total number of questions.. d. questions are adapted to meet the practice analysis survey of the graduates. ANS: A Questions are selected for each candidate based on the test plan. As candidates answer . questions correctly, the next question will be either a degree of difficulty equal to the previous question or a higher level of difficulty. Computer adaptive testing (CAT) does not mean that the computer has been adapted for administration via a computer. The test is not adapted to . decrease the total number of questions. The number of questions each candidate receives and the testing time for each candidate will vary. As candidates answer questions correctly, the next question will be either a degree of difficulty equal to the previous question or a higher level of difficulty. The practice analysis survey is the research basis for constructing the test . plan. The test has a minimum of 75 questions and a maximum of 265 questions; it does not “decrease the total number of questions.” . PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 97 OBJ: Discuss the implications of computer adaptive testing. TOP: Computer testing MSC: NCLEX®: Not applicable . 12. The graduate nurse has an adequate understanding of the Authorization to Test when stating: 56 56 a. “The Authorization to Test arrives at the beginning of the last semester of nursing school.” b. “The Authorization to Test arrives when the last day of clinical experience is . complete.” c. “The Authorization to Test arrives upon completion of all of the s tate and national applications.” . d. “The Authorization to Test arrives when all course work and applications have been completed and approved.” ANS: D . At the beginning of the semester in which the student will graduate, the school of nursing will have each student (candidate) complete an application form and send it to the state board of nursing. Upon completion of the nursing program, the school will verify the candidate’s graduate status with the state board of nursing. After the forms have been processed, the . candidate will receive an Acknowledgement of Receipt of Registration. The candidate will then receive the Authorization to Test (ATT) with instructions on how to schedule the examination with Pearson VUE. The candidate cannot schedule the examination until the . ATT is received. Beginning January 1, 2014, the ATT process will become paperless. PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 97 . OBJ: Identify the process and steps for preparing to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN®). TOP: NCLEX® MSC: NCLEX®: Not applicable . 13. The nurse interprets the Nurse Licensure Compact as a. an agreement among all states to recognize the license of all graduate nurses. b. an intrastate agreement for the nurse to practice in any area within the state. c. an agreement between the state boards of nursing and the National Council . regarding foreign nurses. d. an agreement among compact states to recognize licensure from member states. . ANS: D Individual states must pass legislation to become members of the Nurse Licensure Compact agreement. After approval in the state legislature, a nurse may practice in one state that belongs to the compact but maintain his/her license in the state of residence.. PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 95 OBJ: Discuss the role of the National Council of State Boards of Nursing. TOP: License MSC: NCLEX®: Not applicable . 57 57 14. The nurse interprets the role of the individual state boards of nursing in the NCLEX ® as which of the following? . a. To coordinate with the National Council State Boards of Nursing in administering the examination and licensing candidates to practice in res pective states b. To prepare a licensure examination that is reflective of entry -level practice in their respective states . c. To grade the examination, advise students of the results, and transmit all results to the National Council State Boards of Nursing for their files d. To supervise and administer the examination to the candidates within their state . jurisdictions ANS: A Representatives from the state boards of nursing are members of the National Council State . Boards of Nursing (NCSBN). The state boards of nursing determine the requirements to take the NCLEX® in their state and serve on national committees to prepare the exam. These representatives do not grade the exam, advise students of results, or administer the exam. Pearson VUE administers the exam for the NCSBN. . PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 95 OBJ: Identify the process and steps for preparing to take the National Council Licensure Examination . for Registered Nurses (NCLEX-RN®). TOP: NCLEX® MSC: NCLEX®: Not applicable 15. The graduate nurse understands the process of NCLEX-RN . ® scoring and reporting when stating ® is scored on a pass/fail basis and is reported directly to the a. “The NCLEX-RN candidate.” . b. “The candidate must score 80% or higher to be considered competent; scores are reported to the school.” c. “If the candidate must answer more than 365 questions, he or she will not pass the exam; scores are reported to the board of nursing.” . d. “Scoring is based on the level of difficulty of the questions presented to the candidate; scores are reported to the candidate.” ANS: A . 60 60 The graduate nurse should consider rooming alone or with someone who is supportive of a positive environment. The graduate nurse will want a good night’s rest before the NCLEX-RN®. Staying up late studying defeats the purpose of having a restful night before ®. . taking the NCLEX-RN PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 103 . OBJ: Identify the process and steps for preparing to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN®). TOP: Preparing for the NCLEX-RN® MSC: NCLEX®: Not applicable . 20. To adequately prepare for the NCLEX-RN®, which action by the graduate nurse is advised? a. Begin planning early at least 6 months ahead. b. Begin planning no more than 3 months ahead. . c. Wait for the state board of nursing to contact the applicant about filing deadlines. d. Call the state board of nursing every week to set up a testing time. ANS: A . To adequately prepare for the NCLEX-RN® examination, the graduate nurse should begin planning early, at least 6 months in advance. The graduate nurse will have received from his/her nursing program a listing of the filing deadlines for taking the examination. The state . board of nursing does not set up the testing time; that is handled by Pearson VUE. PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 101 . OBJ: Identify the process and steps for preparing to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN®). TOP: Preparing for the NCLEX-RN® MSC: NCLEX®: Not applicable . MULTIPLE RESPONSE 1. A nursing professor is preparing students for the NCLEX-RN. ®. Which of the following items should the professor inform the students to expect on the exam? ( Select all that apply.) a. Multiple-choice questions with one correct answer b. Drag and drop questions into an ordered response . c.d. True/false questionsGraphic questions with a hot spot to identify an area e. Questions with an audio component where you need to wear a headset to listen 61 61 f. Questions where you select the correct answer from the graphics presented at the . end of the question ANS: A, B, D, E, F There are, in addition to multiple-choice questions, alternate format items that consist of the . following: • Fill in the blank—short answer usually requires a drug calculation, an intake and output calculation, or an assessment scoring. In these cases, . only the numbers should be entered in the space provided. • Multiple-response item—more than four options are presented, and the question will very clearly ask you to select all of the options that correctly answer the question. . • Hot spot—presents a diagram or a graphic and requires you to select an area on the diagram to answer the question. • Drag and drop—asked to click on each item and “drag” . it to another area of the screen, placing the items, for instance, in the order in which they would be performed or in order of priority of care. • Exhibit item—present a problem and then provide exhibit information . stored in tabs. You will click on each tab to find information that will assist you in solving the problem that is presented. The tabs frequently contain information from a chart or data collection from the client. • Audio item—presented with a question that has an audio component in . which the test taker puts on the headset provided and click the “Play” button to listen to the audio for the information required to answer the question. . • Graphic options—present you with graphics instead of text for the answer options where you will be required to select the correct answer from the graphics presented at the end of the question. Questions are selected for each candidate based on the test plan. When a candidate misses a . question, the computer will present an easier question from that same category. There are no true/false-type questions. Questions are selected for each candidate based on the test plan. When a candidate misses a question, the computer will present an easier question from that same category. . PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: pp. 110-117 OBJ: Discuss the implications of computer adaptive testing. TOP: Computer testing MSC: NCLEX®: Not applicable. 2. Which actions by the graduate nurse can help reduce anxiety on testing day? ( Select all that apply.) . a. Drive to the testing site the day before. 62 62 b.c. Evaluate traffic.Add 10 minutes to the expected drive time. d. Drive to the hotel the day before. . e. Locate the parking area at the testing site. ANS: A, B, D, E The day before the exam, the student should drive to the testing site, evaluate the traffic, find . the parking area, and drive to the hotel (if required to have overnight accommodations) to ease anxiety. The student should anticipate being at the site 30 minutes early, so adding 10 minutes to the expected drive time would not be adequate. . PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 103 OBJ: Identify the process and steps for preparing to take the National Council Licensure Examination . for Registered Nurses (NCLEX-RN®). TOP: Preparing for the NCLEX-RN® MSC: NCLEX®: Not applicable 3. What actions will help prepare the graduate nurse for testing success? (. Select all that apply.) a. Dress comfortably. b. Stay up late for last-minute studying. c. Eat a balanced breakfast. . d. Have identification needed for entrance into the exam. e. Celebrate your success with friends the night before. ANS: A, C, D . To prepare for a successful testing day, the graduate nurse should dress comfortably, eat a balanced breakfast, and have appropriate identification needed for entrance into the exam. Staying up late and celebrating with friends the night before could leave the graduate nurse feeling tired and not prepared for testing. . PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 103 OBJ: Identify the process and steps for preparing to take the National Council Licensure Examination . for Registered Nurses (NCLEX-RN®). TOP: Preparing for the NCLEX-RN® MSC: NCLEX®: Not applicable . 4. What questions should the graduate nurse ask him- or herself when determining which NCLEX-RN® review course is a good fit? (Select all that apply. ) a. What review courses are easily accessible? b. What review courses will teach me what I need to know?. c. How well do I study at the computer? 65 65 . Chapter 06: Historical Perspectives: Influences on the Present . . MULTIPLE CHOICE 1. Which statement indicates the nurse understands the Latin origin of . nurse? a. “The Latin word for nurse is carena, meaning ‘caring.’” b. “The Latin word for nurse is nimphe, meaning ‘nurture.’” c. “The Latin word for nurse is succurus, meaning ‘relief.’”. d. “The Latin word for nurse is nutricius, meaning ‘nourishing.’” ANS: D The word nurse is derived from the Latin word nutricius, meaning “nourishing.” It was said in . Roman mythology that the goddess Fortuna, who was considered the goddess of an individual’s fate, was Jupiter’s nurse. Carena is the Latin word for “caring,” nimphe means to “nurture,” and succurus means “relief.” . PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 125 OBJ: Explain the events that have affected the role of American nurses. TOP: Nursing history MSC: NCLEX®: Not applicable . 2. The nursing student has an adequate grasp of nursing history when stating that after the fall of the Roman Empire, the knowledge of health practice was primarily preserved by a. English monks in cloistered buildings. . b. Jewish physicians who could translate into Latin. c. Roman priests who practiced medicine. d. Fortuna, who practiced midwifery. . ANS: B Any medical and health care knowledge that survived the dark period of history was preserved primarily by the Jewish physicians who translated the Greek and Roman works. . English monks, Roman priests, and Fortuna did not assist in the preservation of health practice knowledge after the fall of the Roman Empire. PTS: 1 DIF: Cognitive Level: Knowledge/Remembering . REF: p. 125 OBJ: Explain the early European contributions to nursing. TOP: Nursing history MSC: NCLEX®: Not applicable 66 66 3. Which of the following is true of early Christian deaconesses and how they became . responsible for caring for poor and ill people? a.b. The deacons relinquished this work to women (specifically, widows and virgins).The early church valued women. . c. No one else would care for poor and ill people. d. The deaconesses had formal training to do the work. ANS: A . Originally, the deacons of the early Christian church cared for poor and ill people, but they turned these duties over to widows and virgins, who were considered to be pure of heart. The early church did not value women. Formal training did not occur until much later in history. . PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 125 OBJ: Explain the early European contributions to nursing. TOP: Nursing history MSC: NCLEX®: Not applicable . 4. What was the description of a nurse in the medieval times during the Holy Wars? a. A woman who had been specially trained by a magician b. A man who was committed to following his Lord into battle c. A man who had training to care for a wounded knight . d. A woman who had studied with an older nurse ANS: C During the Holy Wars, men were trained in the healing arts to care for knights during battle. . These male nurses wore a red cross on their clothes for identification. During this time, women were not trained as nurses. . PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 126 OBJ: Explain the early European contributions to nursing. TOP: Nursing history MSC: NCLEX®: Not applicable . 5. What was an important outcome of national events in the 21st century? a. Nurses became more respected as experts in health care. b. Disaster management and emergency preparedness emerged. c. Pay for nurses increased to a sum equitable to education.. d. The HIV/AIDS epidemic impacted hospital nursing care. ANS: B 67 67 Due to several natural disasters and the World Trade Center attacks of September 11, . emergency preparedness and disaster management have become important focus points for nursing. Nurses continue to gain more respect and pay increases continue. The HIV/AIDS epidemic had more impact in the 20th century. . PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 133 OBJ: Explain the events that have affected the role of American nurses. TOP: Nursing history MSC: NCLEX®: Not applicable. 6. Which statement by the nurse shows understanding of Florence Nightingale’s status as a legend in nursing? . a. “Her work in improving the Institution for the Care of Sick Gentlewomen in b. Distressed Circumstances”“The evaluations and recommendations she made to improve conditions in the hospitals in England” . c. “Her ability to implement actions that significantly decreased mortality rates in the Crimean War” d. “Her work as an administrator for a women’s hospital and reporting conditions to . the government” ANS: C Nightingale’s contribution to the development of hospital reform and her nursing actions that . significantly lowered battlefield mortality rates during the Crimean War established her as a legend in nursing. She worked as an administrator for the Institution for the Care of Sick Gentlewomen in Distressed Circumstances before the Crimean War, which provided her the experience to take to the battlefield. . PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: pp. 129-130 OBJ: Explain the early European contributions to nursing. TOP: Nursing history MSC: NCLEX®: Not applicable. 7. Which statement by a nursing professor is true regarding Florence Nightingale’s contribution to American nursing? a. “Her primary influence was organizing hospital administration and nursing.”. b. “Her primary influence was providing a model for giving care during wartime.” c. “Her primary influence was organizing patient care in hospital settings.” d. “Her primary influence was developing an educational model for training nurses.” . ANS: D Although she was influential in many aspects of hospital administration, ministering to the 70 70 Public health nurses have long recognized the importance of achieving the role of colleagues . in advancing the status and effectiveness of the nursing profession. The remaining groups of nurses have contributed to the profession in other ways. . PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 141 TOP: Nursing definition MSC: NCLEX®: Not applicable . 12. While a nurse is caring for a patient who is scheduled to have surgery in 2 hours, the patient states, “My doctor was here and told me a lot of stuff I didn’t understand. Then I signed a paper for her.” To fulfill the role of advocate, what is the best nursing action? . a. Explain the surgery and possible outcomes to the patient. b. Call the physician to return and clarify information for the patient. c. Reassure the patient that the surgery will go as planned. d. Complete the nurse’s first priority—the preoperative teaching plan.. ANS: B Examples of nursing advocacy include questioning doctors’ orders; promoting patient . comfort; and supporting patient decisions regarding health care choices, which would include the example here of informed consent. It would not be appropriate for the nurse to assume the role of the physician and explain the surgery and possible outcomes to the patient, reassure the patient that there will be no complications, or complete the preoperative teaching plan. . Although important, the preoperative teaching plan is not the nurse’s first priority. Reassurance is a nontherapeutic communication strategy because it provides a false sense of security. . PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 140 TOP: Nursing definition MSC: NCLEX®: Safe and effective care environment—management of care. 13. After studying nursing history on the Crusades, the nursing student can conclude that the following is the origin of the first nursing pin? a. Nightingale’s badge . b. Maltese cross c. Nun habit garb d. Nutricius medal . ANS: B The Maltese cross worn by the knights and nurses during the Crusades is considered the origin of the nursing pin. Nightingale is noted for the lamp. The nun’s habit is considered the origin . of the nursing cap. “Nutricius medal” means “nourishing medal.” 71 71 PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 133 OBJ: Explain the events that have affected the role of American nurses. . TOP: Nursing history MSC: NCLEX®: Not applicable 14. A nursing student is correct when identifying which programs as having the distinction of being the first for nursing that were developed from planned research and controlled . experimentation? a. Diploma programs b. Associate degree programs . c. Baccalaureate programs d. Master’s and doctoral programs ANS: B . An advisory committee was established in 1952 by the American Association of Junior Colleges along with the National League for Nursing (NLN). This committee researched the development of the associate degree nursing program, evaluated associate degree graduates, and determined the future implications of the associate degree of nursing.. PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 136 OBJ: Compare and contrast the types of educational preparation for nursing. . TOP: Nursing education MSC: NCLEX®: Not applicable 15. Which of the following is true of ancient Egyptian physicians and how they used ancient medicine to treat patients? . a. They focused on finding a cure for maladies. b. They focused on treating maladies. c. Treatments were often provided by antibiotics. . d. Treatments focused on driving out evil spirits. ANS: D Ancient Egyptian physicians focused treatment on driving out evil spirits rather than curing or . treating maladies. Ancient Egyptian physicians did not have access to antibiotics during that time period. PTS: 1 DIF: Cognitive Level: Knowledge/Remembering . REF: p. 125 TOP: Nursing history: people and places OBJ: Explain the early European contributions to nursing. MSC: NCLEX®: Not applicable 72 72 16. Which action resulted from the command of George Washington during colonial times? . a. Women were banned from providing nursing care. b. Women were hired to serve meals and provide care to the ill. c. Men were hired to serve meals to the ill. . d. Most of the individuals in the large hospitals providing care were women. ANS: B At the command of George Washington, women were hired to serve meals and provide care . to the wounded and ill. During this time, most of the individuals in the large hospitals providing care were men. PTS: 1 DIF: Cognitive Level: Knowledge/Remembering . REF: p. 131 OBJ: Explain the forces that affect the role of American nurses. TOP: American nursing: critical factors MSC: NCLEX®: Not applicable 17. Which of the following is a technical nurse duty, as described by Mildred Montag? . a. Changing a dressing with supervision from a nurse (RN, BSN) b. Giving medication independently c. Taking a radiograph . d. Prescribing medications ANS: A Changing a dressing with supervision is a duty that a technical nurse would perform, . according to Mildred Montag (1951). A technical nurse would be educated at a community college and would be eligible to become licensed as an RN. A technical nurse or bedside nurse would have a broader scope of education than a practical nurse (LPN) and a narrower . scope of education than a professional nurse (BSN, RN). Giving medications independently, taking a radiograph, and prescribing medications would be inappropriate for a technical nurse (nurse technician) in this role developed by Mildred Montag. . PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 136 OBJ: Explain the events that have affected the role of American nurses. TOP: History of nursing education MSC: NCLEX®: Not applicable . 18. Which of the following is an example of advocacy by the nurse? a. Refusing to give a patient a medication because it cont radicts the nurse’s beliefs b. Questioning a doctor’s order that appears unsafe c. Giving a patient medication against his/her wishes because the nurse believes it to . be in the best interest of the patient d. Giving out the patient’s health information to a questioning family member ANS: B . 75 75 PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 132 OBJ: Explain the events that have affected the role of American nurses. TOP: American nursing: critical factors MSC: NCLEX®: Not applicable . 4. Which of the following shows the role of the nurse? (Select all that apply. ) a. A nurse teaching a patient preoperatively b.c. A nurse prescribing medications at dischargeA nurse placing warm blankets on a patient . d. A nurse speaking up for a patient’s wishes e. A nurse administering medications to a patient . ANS: A, C, D, E The role of the nurse includes teaching patients preoperatively, providing care such as giving warm blankets to patients, speaking up for a patient’s wishes, and administering medications. Nurses do not prescribe medications unless they are advanced practice nurses (nurse . practitioners). PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: pp. 138-140 OBJ: Explain the events that have affected the role of American nurses. . TOP: The nurse’s role: the struggle for definitions MSC: NCLEX®: Not applicable 5. Imposter nurses in the 1900s inspired Dock, Palmer, and Goodrich to take which of the . following actions for the safety of the public? (Select all that apply. ) a. Advocated for nurses to take an examination for licensure b. Required nurses to show a driver’s license to their patients c. Advocated for nurse training schools . d. Pleaded for registration of nurses e. Fought against home-study programs for nurses ANS: A, C, D, E . Dock advocated for nurses to take an examination for licensure. Palmer advocated for nurse training schools and registration of nurses to protect the public from incompetent nurses. Goodrich fought against home-study programs for nurses. Nurses were not required to show a . driver’s license to their patients. PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 139 OBJ: Explain the events that have affected the role of American nurses. . TOP: The nurse’s role: the struggle for definitions MSC: NCLEX®: Not applicable 6. Which of the following actions were expected of a nurse coordinator? ( Select all that apply.) a. Improve patient care. . b. Promote harmony within the institution. 76 76 c. Arrange for payment of care received by patients. d. Motivate staff. . e. Arrange salaries of staff. ANS: A, B, D Nurse coordinators were expected to improve patient care, promote harmony within the . institution, and motivate staff. Arranging for payment of care received by patients and arranging salaries of staff were not expectations of a nurse coordinator. PTS: 1 DIF: Cognitive Level: Knowledge/Remembering . REF: p. 141 OBJ: Explain the events that have affected the role of American nurses. TOP: The nurse’s role: the struggle for definitions MSC: NCLEX®: Not applicable . . 77 77 Chapter 07: Nursing Education . abirb.com/test MULTIPLE CHOICE 1. Based on data, the nurse interprets which educational program as producing the most graduate . nurses annually? a. Diploma program b. Associate’s degree program . c. Baccalaureate program d. Master’s and doctoral programs ANS: B . Since its beginning in 1951, the associate’s degree nursing program has grown to produce more graduates annually than any other program. A recent survey indicates that initial preparation in a diploma program accounted for 18%, the associate’s degree accounted for 39%, and the baccalaureate degree program accounted for 36% of the registered nurse . educational preparation. PTS: 1 DIF: Cognitive Level: Knowledge/Remembering . REF: Figure 7.1 OBJ: Compare the various types of educational preparation for nursing. TOP: Nursing education MSC: NCLEX®: Not applicable 2. The student nurse interprets which characteristic as one of graduates from a diploma school of . nursing? a. They have obtained a general education in nursing theory and sciences that can be applied toward an advanced degree. . b. They are well prepared to function in the institution in which the school is located. c. Advanced courses in nursing management and leadership apply to advanced degrees in nursing. d. They are prepared to practice in advanced nursing clinical situations.. ANS: B Hospital-based nursing programs provide extensive clinical experience in the respective hospital, so student nurses are well prepared to function at the hospital where the school is . located. The diploma program does not prepare students to practice or obtain courses in advanced areas of nursing as part of their basic education program. . PTS: 1 DIF: Cognitive Level: Knowledge/Remembering 80 80 PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 160 OBJ: Describe the purpose of nursing program accreditation. TOP: Accreditation MSC: NCLEX®: Not applicable. 7. A nurse is reviewing regulations to practice in different states. Which of the following credentials is interpreted as mandatory in order to legally practice nursing in a particular state? . a. The nursing license b. The registration of the nursing license c. Certification in a nursing specialty organization d. Accreditation . ANS: A All states require a nursing license in order to practice nursing. States vary in the requirements to obtain and maintain nursing licenses. Accreditation is the voluntary process for schools to . maintain educational standards. Certification is voluntarily obtained after the graduate has become licensed and meets the criteria to be certified by the respective organization, such as the Critical Care Nurse’s Association, which allows certified nurses to use the credential . CCRN after their names. PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 158 OBJ: Compare the various types of educational preparation for nursing. . TOP: Nursing education MSC: NCLEX®: Not applicable 8. A new graduate asks the nurse manager, “What’s the meaning of this alphabet soup that’s added after this nurse’s name: Jane Bigham, RN, CRNA?” The best explanation for the nurse . manager to give would be: “It means the nurse is licensed to practice in this state and a. has met predetermined standards for certification set by a credentialing group for nurse anesthetists.” . b. is also a certified rehabilitation nursing assistant.” c. has been licensed by the central registry for nursing assessment specialists.” d. is a member of a professional organization.” . ANS: A The initials CRNA mean that the nurse is a registered nurse with a certification as a nurse anesthetist. Because a nursing license is recognized as indicating minimum competency, a certification credential indicates preparation beyond the minimum level. It does not mean the . nurse is a rehabilitation nursing assistant, has been licensed by a central registry, or is a member of a professional organization. 81 81 PTS: 1 DIF: Cognitive Level: Comprehension/Understanding . REF: Table 7.1 OBJ: Describe the role of credentialing and certification in professional practice. TOP: Nursing education MSC: NCLEX®: Not applicable . 9. A distinction that can be made between nursing licensure and certification is that licensure is a. mandatory, and certification is voluntary. b. optional, and certification is required to practice a nursing specialty.. c. renewed annually, and certification is renewed triannually. d. approved by the ANA, and certification signifies the ability to give safe care. ANS: A . Nursing license is required or mandatory, but certification is voluntary. Licensure is renewed every other year. A license means an individual is competent to provide safe care. . PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: pp. 158-159 OBJ: Describe the role of credentialing and certification in professional practice. TOP: Nursing education MSC: NCLEX®: Not applicable . 10. A nurse professor is discussing the different educational tracks for nurses. The professor interprets which track as the most popular in 1980 versus today? a. Baccalaureate . b. Associate’s c. Master’s d. Diploma . ANS: D In 1980, the diploma was the most popular educational track, but today, the associate’s degree accounts for the majority of nursing degrees. . PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 147 OBJ: Compare the various types of educational preparation for nursing. TOP: Nursing education MSC: NCLEX®: Not applicable. 11. A nurse is comparing the diploma program with the associate’s degree program. The nurse identifies which of the following as features of the diploma program and different from that of the associate’s degree program? . a. The diploma degree allows the nurse to work in specific specialties. 82 82 b. The diploma degree allows the nurse to earn different wages at the same facility. c. The diploma and ADN programs each have a national licensure exam specific to . their program. d. Graduates of the diploma program are often hired into the hospital where they completed their program. . ANS: D Graduates of the diploma program are often hired into the hospitals where they completed their programs. This creates an easier transition for the new nurse. Graduates of both the diploma program and the associate’s program are not restricted in the specialties they choose . to work in, wages are not limited by either degree program, and all nurses take the same licensure exam regardless of degree program. PTS: 1 DIF: Cognitive Level: Comprehension/Understanding . REF: p. 148 OBJ: Compare the various types of educational preparation for nursing. TOP: Path of diploma education MSC: NCLEX®: Not applicable . 12. A young parent with small children who has no prior college education wants to enroll in a nursing program. The parent has very limited support and resources. Select the best program for this parent based on this above information. a. Accelerated program . b. Associate’s program c. Baccalaureate program d. Online program . ANS: B The young parent would likely be best suited for the associate’s program. With no prior education and limited support and resources, the associate’s program would be a shorter . program that would allow the young parent faster access to the workforce. Without a prior degree, the parent would not be eligible for an accelerated program. A baccalaureate program takes twice as long to complete. An online program would not be the best choice for someone without prior college experience and little to no support. . PTS: 1 DIF: Cognitive Level: Evaluation/Evaluating REF: p. 148 OBJ: Compare the various types of educational preparation for nursing. TOP: Path of associate’s degree education . MSC: NCLEX®: Not applicable 13. An individual has decided to become a nurse as quickly as possible after having worked in business management for 5 years with a master’s degree. The person is married and has 3 . young children at home. The individual is motivated and has many resources and a supportive spouse. Select that best nursing program for this person based on this information. a. Accelerated program 85 85 REF: p. 162 OBJ: Describe the purpose of nursing program accreditation. . TOP: Nursing education: future trends MSC: NCLEX®: Not applicable MULTIPLE RESPONSE . 1. A group of nurses is discussing how to choose a graduate program. Which of the following statements would be helpful to the nurses as they decide on a graduate program? ( Select all that apply.) . a. “Look at ACEN or CCNE publications.” b. “List your career goals and decide what educational preparation you would need to reach these goals.” . c. “Ask yourself how much time you can spend going to school.” d. “Decide whether you are in a position to relocate if the programs you need are not offered in your area.” e. “Choose a graduate program based on where your friends are going to school.”. ANS: A, B, C, D Nurses looking into graduate school should focus on Accreditation Commission for Education in Nursing (ACEN) or Commission on Collegiate Nursing Education (CCNE) publications, . listing career goals, determine how much time they can spend going to school, decide if they are in a position to relocate if needed, and find out which programs are accredited. Nurses should not choose a graduate program based on where their friends are going to school. . PTS: 1 DIF: Cognitive Level: Application/Applying REF: pp. 157-158 OBJ: Describe the educational preparation for a graduate degree. TOP: Nursing education MSC: NCLEX®: Not applicable. 2. A nurse is contemplating the concerns of nursing education in the future. The nurse concludes that the concerns are (Select all that apply.) a. career mobility. . b. the changing student profile. c.d. the aging population.the shift from inpatient to outpatient nursing services. . e. general interest in nursing as a profession. ANS: A, B, C, D . The concerns of nursing education in the future include career mobility, the changing student profile, the aging population, and the shift from inpatient to outpatient nursing services. General interest in nursing as a profession is not a concern at this time.. 86 86 PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: pp. 161-163 OBJ: Compare the various types of educational preparation for nursing. TOP: Nursing education MSC: NCLEX®: Not applicable. 3. Which action by health care facilities shows implementation of the recommendations set by the Institute of Medicine? (Select all that apply.) . a. Increase the cost of outpatient services. b.c. Set up a reward system for nurses who receive their baccalaureate degree. Encourage nurses to be lifelong learners. d. Set up a valet system to better serve patients and visitors.. e. Implement measures that will offer assistance to nurses who are pursuing doctoral degrees. ANS: B, C, E . The Institute of Medicine has set forth recommendations that will change the future of nursing and nursing education. Health care facilities can show implementation by setting up a reward system for nurses who receive their baccalaureate degree, encouraging nurses to be life-long . learners, and implementing measures that will offer assistance to nurses who are pursuing a doctoral degree. Increasing the cost of outpatient services and setting up a valet system do not show implementation of these recommendations. . PTS: 1 DIF: Cognitive Level: Comprehension/Understanding REF: p. 146 OBJ: Compare the various types of educational preparation for nursing. TOP: Nursing education MSC: NCLEX®: Safe and effective care environment . 4. The Tri-Council for Nursing Policy recently stated that “every student and nurse should have access to additional nursing education” (AACN, 2012). What changes would educational institutions need to make in order to support this statement? (. Select all that apply.) a. Expand nursing programs to meet the needs for health care reform. b. Increase the cost of nursing programs to pay for additional instructors. c. Implement distance learning. d. Set up simulation labs. . e. Lessen the amount of work in the nursing program to accommodate busy professionals. ANS: A, C, D . Based on the statement made by the Tri-Council for Nursing Policy, educational institutions have begun making changes to create educational systems that are more accessible. These changes include expanding nursing programs to meet the needs for health care reform, . implementing distance learning, and setting up simulation labs. Increasing the cost of nursing programs and lessening the amount of work in the nursing programs would not support the statement made by the Tri-Council for Nursing Policy. . 87 87 PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 147 OBJ: Compare the various types of educational preparation for nursing. TOP: Nursing education MSC: NCLEX®: Not applicable . 5. Associate’s degree programs have brought a change in the type of student who enrolls in the program. Which of the following students are contributing to that change? (Select all that apply.) . a. A 25-year-old Hispanic woman b. A 40-year-old man who has worked in health care for 20 years c. An 18-year-old white woman who has just graduated from high school d. A 28-year-old white man with a master’s degree in finance. e. A 26-year-old African American woman with two children ANS: A, B, D, E . Associate’s degree programs attract a more diverse student population, including older individuals, minorities, and a variety of individuals with educational and economic experience. . PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 149 OBJ: Compare the various types of educational preparation for nursing. TOP: Path of associate’s degree education MSC: NCLEX®: Not applicable . 6. A student has been deciding between applying for nursing at the community college or a university and ultimately chooses the university. The student has an adequate understanding of the university’s baccalaureate program when making which statement(s)? ( . Select all that apply.) a. “I can’t wait to be done with the program in 2 years and get a real nursing job.” b. “I am so glad that I will not have to take any liberal arts classes.” c. “I am excited to learn critical decision-making skills.” . d. “I will develop independent nursing judgment.” e. “I am excited to be involved in research.” ANS: C, D, E . In the baccalaureate program students focus on developing critical decision-making skills, independent nursing judgment, and research skills. Baccalaureate programs are 4 to 5 years in length and involve liberal arts courses, among others. . PTS: 1 DIF: Cognitive Level: Comprehension/Understanding REF: p. 149 OBJ: Compare the various types of educational preparation for nursing. TOP: Path of baccalaureate education MSC: NCLEX®: Not applicable. 90 90 3. The nurse has an adequate understanding of the four major metaparadigms when making which comment to a colleague? “The four major metaparadigms are . a. nursing, environment, health, and illness.” b. nursing, environment, person, and society.” c. person, environment, health/illness, and nursing.” d. person, society, wellness, and health/illness.” . ANS: C . The overall theme and main ideas of nursing theory are nursing, person, health/illness, and environment. When looking at a nursing theory, the nurse looks at how the theorist defines these four metaparadigms. Society is not one of the metaparadigms. Health and illness are not . separated but discussed as one metaparadigm. Wellness is part of health/illness metaparadigm. PTS: 1 DIF: Cognitive Level: Comprehension/Understanding REF: Box 8.1 OBJ: Describe key concepts associated with nursing theory. . TOP: Nursing metaparadigms MSC: NCLEX®: Not applicable 4. What is a common thread in the majority of definitions of a nursing theory? . a. Words or phrases that present a direction to how interrelated concepts can provi de a reference for the study and the delivery of nursing care b. A list of the concepts and problems within the nursing profession and the suggested or anticipated solution to those problems . c. A composite of the opinions and recommendations of famous, well -known nursing leaders d. An advanced role description for the study of the delivery of nursing care and the . integration of nursing services with the most favorable economic consequences ANS: A Theories are words or concepts that are joined together to form a theme—to describe, explain, . and predict nursing care. Many theorists have various definitions regarding what a theory is, but they generally contain similar words and directions. A theory is not a list of concepts or ideas. A theory is not a composite of opinions or recommendations. Theories encompass more than just an advanced role description. . PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 168 OBJ: Describe key concepts associated with nursing theory. TOP: Identification of nursing theory MSC: NCLEX®: Not applicable. 91 91 5. Roy’s adaptation model capitalized on health and wellness based on how well one copes with stressors and the environment. Which statement by the nurse shows understanding of . equilibrium? “Equilibrium is reached through adaptation of our a. safety needs.” b. self-esteem needs.” c. physiologic needs.” . d. love and belonging needs.” ANS: C Sister Callista Roy identified six physiologic needs (exercise and rest; nutrition; elimination; . fluid and electrolytes; oxygenation and circulation; and regulation of temperature, senses, and the endocrine system). Adapting and manipulating these needs successfully helps us cope with stressors. The other needs described (safety, self-esteem, and love/belonging) are associated . with Maslow’s hierarchy of needs. PTS: 1 DIF: Cognitive Level: Comprehension/Understanding REF: Table 8.1 OBJ: Discuss some of the main points of each of these theories. . TOP: Nurse theorist’s model MSC: NCLEX®: Not applicable 6. In the systems model of Neuman, nursing helps reduce the stressors to health through a. prevention on three levels—primary, secondary, and tertiary. . b. maintenance of balance of the physiologic systems. c. promoting a sense of inner harmony through achieving holistic health. d. repatterning the person and environment for synchrony within the body.. ANS: A Betty Neuman’s conceptual model focuses on prevention, or prevention as intervention, as a response to stressors. Primary prevention is what a person does to prevent illness. Secondary . prevention is what is done when an illness strikes. Tertiary prevention is the rehabilitation after an illness. Physiologic system balance is often associated with Roy’s theory. Inner harmony is associated with Watson’s theory on caring. Leininger’s theory discusses culture . care repatterning or restructuring. PTS: 1 DIF: Cognitive Level: Knowledge/Remembering REF: p. 179 OBJ: Discuss some of the main points of each of these theories. . TOP: Nurse theorist’s model MSC: NCLEX®: Not applicable 7. A nurse has been studying theory in class. Which of the following statements indicates that the nurse has an adequate understanding of theory? . a. “A theory can be used to predict something.” b. “A theory can measure outcomes.” 92 92 c. “Theory can be helpful to formulate a plan of action.” . d. “Theory is used to help evaluate interventions.” ANS: A Theory is simply words or phrases (concepts) joined together in sentences, with an overall . theme, to explain, describe, or predict something. Theory does not measure outcomes or help formulate a plan of action or interventions. PTS: 1 DIF: Cognitive Level: Comprehension/Understanding . REF: p. 168 OBJ: Identify the purposes of nursing theory. TOP: Theory definition MSC: NCLEX®: Not applicable 8. A student is in the last semester of nursing school. The student interprets nursing as . a. knowledge of past experiences. b. the medical model of health care. c. a science based on the principles of biology and medicine.. d. a science based on scientific research providing practice answers. ANS: D As a science, nursing must be based on the principles of evidence-based scientific research . that guides nursing practice. Nursing is not simply knowledge of past experiences or the medical model of health care or based on principles of biology and medicine. Although some knowledge from past experience is incorporated into the body of nursing knowledge, the important part of nursing as a science is that it is based on sound scientific research . (evidence-based practice). PTS: 1 DIF: Cognitive Level: Comprehension/Understanding . REF: p. 168 OBJ: Identify the purposes of nursing theory. TOP: Nursing science MSC: NCLEX®: Not applicable 9. A nurse is listening to a nurse manager give a presentation on nursing theory. The nurse . identifies which statement as being indicative of nursing theory? a. “Team nursing to best use resources within the delivery of care” b. “Managed care focuses on conservation of the economic resources.” c. “A direction as to how an individual nurse can best meet patient needs”. d. “Created by nurses, for nurses, in understanding the nursing process” ANS: D Nursing theory is created by nurses and for nurses who provide care to their patients, either . directly or indirectly. Nursing theory is not managed care, primary nursing, team nursing, or any other more business-related method of delivering care. 95 95 with the cardiac rehab nurse would not constitute adapting to stimuli and stressors. Johnson’s theory focuses on human behavior rather than the person’s state of health; hence, the activity of exercise is health related. . PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 174 OBJ: Discuss some of the main points of each of these theories. TOP: Models of nursing theory MSC: NCLEX®: Not applicable. 14. A nurse would like to improve personal practice by utilizing nursing theory. What action can the nurse take to begin incorporating nursing theory into practice? . a. Learn about nursing theories. b. Apply for a management position. c. Transfer to the education department. d. Enroll in a PhD program at the local university. . ANS: A Nursing theory can be applied to any area of nursing practice. The best first step for nurses to take is to learn about nursing theories, which they can then incorporate into their practice.. PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 168 OBJ: Identify the purposes of nursing theory. TOP: Nursing theory MSC: NCLEX®: Not applicable. 15. The overall theme of Nightingale’s theory was that the person’s health is influenced by the environment. Which of the following actions by Nightingale support this theme? . a. Fed the soldiers healthy food b. Used poor sanitation in caring for the soldiers c. Forced to use unclean water in caring for soldiers d. Shared supplies among soldiers to save money . ANS: A Florence Nightingale believed that the person is influenced by the environment. She began feeding the soldiers healthy food and cleaned the medical area. Upon doing this, the soldiers’ . mortality rates fell. PTS: 1 DIF: Cognitive Level: Knowledge/Remembering . REF: p. 171 OBJ: Describe the origins of nursing theory. TOP: Nursing theory MSC: NCLEX®: Not applicable 96 96 16. Florence Nightingale believed that the environment impacts the patient’s health. Which of the . following actions by the nurse incorporates Nightingale’s theory into practice today? a. Cleaning the patient’s room only at discharge b. Keeping the patient’s door closed all day c. Giving the patient a dinner tray of fried chicken and French fries. d. Providing the patient with clean linen daily ANS: D Florence Nightingale believed the patient’s health was directly affected by the environment. . Providing the patient with clean linen daily would affect the patient’s health in a positive way. Cleaning the patient’s room only at discharge; keeping the door closed all day, preventing airflow; and feeding the patient unhealthy food do not support Nightingale’s theory.. PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 171 OBJ: Discuss some of the main points of each of these theories. TOP: Nursing theory MSC: NCLEX®: Not applicable. 17. Which of the following would correctly evaluate the effectiveness of Nightingale’s actions to increase the health of the Crimean War soldiers? a. Deaths continued to increase because of poor conditions. . b. Deaths declined because of increased cleanliness. c. Death rates stayed consistent throughout the war. d. Death rates reduced to zero. . ANS: B With Nightingale’s theory in action, death rates of the Crimean War soldiers steadily declined because of increased cleanliness. . PTS: 1 DIF: Cognitive Level: Evaluation/Evaluating REF: p. 171 OBJ: Discuss some of the main points of each of these theories. TOP: Nursing theory MSC: NCLEX®: Not applicable. 18. Using Betty Neuman’s conceptual model, what action by the nurse would indicate primary prevention? a. Eating French fries and drinking a chocolate shake for lunch . b. Taking the elevator instead of the stairs c. Sleeping 4 hours the night before work d. Exercising every other day . ANS: D 97 97 Betty Neuman’s conceptual model focuses on prevention of disease and illness. The nurse uses primary prevention when exercising every other day. Eating unhealthy foods, lack of . exercise, and sleeping only 4 hours does not support this model or a healthy lifestyle. PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 179 OBJ: Discuss some of the main points of each of these theories. . TOP: Nurse theorists MSC: NCLEX®: Health promotion and maintenance 19. A patient comes to the emergency department with an active myocardial infarction. Which . action by the nurse indicates secondary prevention? a. Perform an ECG to assess for damage. b. Check on another patient first. c.d. Enroll the patient in a cardiac rehabilitation program.Educate the patient about eating a healthy diet. . ANS: A According to Betty Neuman’s conceptual model, secondary prevention occurs once an illness . strikes. The most appropriate action for the nurse to take would be to perform an electrocardiogram (ECG) to assess for cardiac damage. Educating the patient on eating a healthy diet is an example of primary prevention, enrolling the patient in a cardiac . rehabilitation program is tertiary prevention. The nurse should not check on another patient first because this patient is a priority. PTS: 1 DIF: Cognitive Level: Application/Applying . REF: p. 179 OBJ: Discuss some of the main points of each of these theories. TOP: Nursing theory MSC: NCLEX®: Physiological integrity 20. A patient is recovering from a femur repair after a car crash. The following day, lab results . indicate that the hemoglobin is dangerously low and the patient needs to receive blood. The patient has identified as a Jehovah’s Witness and has refused to receive the blood. Which action should the nurse take? . a.b. Notify the physician of the patient’s decision.Administer the blood anyway. c. Try to convince the patient to receive the blood. d. Call the patient’s family members and alert them to the situation.. ANS: A Madeleine Leininger’s Culture Care Theory states that nurses need to be mindful and respectful of each patient’s religion and cultural practices. The patient has the right to refuse . the blood. The action that the nurse should take is to notify the physician of the patient’s