Nursing Delegation, Setting Priorities And Making Patient Care Assignments 2nd Edition by Patricia Kelly test bank

Nursing Delegation, Setting Priorities And Making Patient Care Assignments 2nd Edition by Patricia Kelly test bank

Chapter 2: NCSBN Delegation Decision-Making Tree and the Five Rights

MULTIPLE CHOICE

1. The National Council of State Boards of Nursing (NCSBN) Delegation Decision-Making Tree consists of four steps. Which of the following is not one of these steps?

ANS: B

The National Council of State Boards of Nursing (NCSBN) developed a Delegation Decision-Making Tree as a means of providing consistent guidelines for nursing delegation of staff. The NCSBN Delegation Decision-Making Tree consists of four steps: 1) assessment of the patient, staff, and situational context, and planning of the delegation based upon the patient’s needs and resources available (not planning of the context based on the delegation needs); 2) communication with the delegate to provide direction and opportunities for interaction while the task is being completed; 3) surveillance, supervision, and monitoring of the delegation to assure compliance with standards of practice, policy, and procedures; and 4) evaluation and feedback to consider the effectiveness of the delegation.

PTS:1DIF:Comprehension

TOP: The National Council of State Boards of Nursing (NCSBN) Delegation Decision-Making Tree

2.A nurse who will be delegating some nursing tasks to other staff members has considered the client’s health care status and stability of condition, the predictability of risks and responses, the setting where the care occurs, and the complexity of the task being performed. Which of the four steps of the NCSBN Delegation Decision-Making Tree was used?

ANS: C

Step Three: Surveillance and supervision in the NCSBN Delegation Decision-Making Tree is related to the nurse’s responsibility for client care from a supervisory role. The nurse who operates in this stage considers client’s health care status and stability of condition, predictability of risks and responses, setting where the care occurs, and complexity of the task being performed; determines the frequency of the supervision required; and is responsible for the timely intervention and follow-up based on problems and concerns (NCSBN, 1995).

PTS:1DIF:Application

TOP: The National Council of State Boards of Nursing (NCSBN) Delegation Decision-Making Tree

3.When a nurse decides to delegate a nursing task to others, a number of considerations take place before the decision itself is made. Which of the following is not one of these considerations?

ANS: D

Decisions to delegate nursing tasks take into consideration a number of factors. Some of these include: 1) needs of the patient; 2) condition of the patient; 3) potential harm; 4) stability of the patient’s condition; 5) the task itself; 6) the ability to predict the outcome of the delegation; and 7) knowledge of the staff’s competencies and abilities.

PTS:1DIF:Comprehension

TOP: The Five Rights of Delegation

4.Education, training, utilization, and legal parameters for nurses are guided by a number of organizations and acts/laws. Which of the following is not one of these organizations or acts/laws?

ANS: C

The scope of nursing practice, education, training, utilization, and legal parameters of nursing practice are guided and defined by a number of organizations and legal acts. Some of these include: 1) State Nurse Practice Act; 2) ANA; 3) NCSBN (not the IOM, which is the Institute of Medicine); and 4) State Boards of Nursing.

PTS: 1 DIF: Knowledge TOP: Regulations

5.Nursing tasks that can sometimes be delegated if the staff has received additional speciality training and credentialing are listed below. Which of the following is not correct?

ANS: D

Some nursing tasks which are not commonly delegated can be delegated to staff members who have received specialty training and credentialing. Some of these tasks include: 1) sterile procedures; 2) medication administration; 3) IV therapy; 4) care of broken skin and other minor cuts or abrasions; and 5) invasive procedures such as inserting tubes into body cavities and instilling substances via an indwelling tube. Tasks that cannot be delegated include: 1) health teaching; 2) planning of care; and 3) evaluation of care given.

PTS: 1 DIF: Knowledge TOP: Regulations

6.Organizations have certain responsibilities to their staff and employees. Some of these organizational responsibilities are listed below. Which of the following is not one of these organizational responsibilities regarding nursing staff?

ANS: C

Organizations are responsible for providing an environment that is conducive to the determination and maintenance of competent staff and for effective nursing delegation. Some of these organizational responsibilities include: 1) designing policies and procedures that are congruent with the State Nurse Practice Act; 2) documenting staff competencies for staff who provide direct patient care; 3) implementing a system that ensures ongoing education of the staff (not only registered nurses) to maintain their competencies; and 4) allocating resources for adequate nurse staffing that allows the nurse to delegate appropriately (ANA and NCSBN, 2006).

PTS: 1 DIF: Comprehension TOP: Regulations

7.Acquiring the ability to effectively delegate nursing tasks involves different types of skills and  experiences. Some of these are listed below. Which is not necessarily correct regarding primary means by which nurses learn how to delegate?

ANS: A

Delegation of nursing tasks consists of knowledge, skill, behavior, experience, and training. Some ways in which nurses learn how to effectively delegate are: 1) discussion of knowledge and skills related to delegation; 2) clinical mentorship; and 3) practice of responsibilities related to delegation. While intuition may be helpful for nurses in certain situations, it is not considered a key or primary means by which nurses learn how to effectively delegate nursing tasks.

PTS: 1 DIF: Application TOP: Knowledge and Skill of Delegation

8.Nurse B is respected and admired by her staff and it has been noted that she seems to have the ability to attract people and is considered to have great vision for the future of the unit and nursing in general. What type of power is Nurse B exhibiting?

ANS: B

Fisher & Koch (1996) identified a kind of power where an individual is perceived to be charismatic in nature and of great vision. This type of power is called “referent” or “charisma” power. Nurse B in the example given above is exhibiting this type of power as she is respected and admired by her staff, is considered to have great vision, and seems to have an ability to attract people. Expert power is derived from an individual’s knowledge and skills (Fisher & Koch, 1996). Connection power is derived from the connections that people have together such as teamwork, collaboration, networking, and mentoring (Miller, 2003). Reward power is based on the individual’s ability to reward or punish others (Miller, 2003).

PTS: 1 DIF: Comprehension TOP: Power

9.You have just received your annual performance review from your nurse manager. He has given you a 3% merit increase to your salary. What type of power is he exhibiting with this merit increase (raise)?

ANS: D

Reward power is power that is derived from the ability to reward or punish others (Fisher & Koch, 1996). The nurse manager in the example above is demonstrating reward power in the distribution of a 3% merit increase (raise) in salary. Expert power is derived from knowledge and expertise which the nurse manger most likely also has, but this is not demonstrated in this example. Referent power or charisma is derived from a perceived admiration, trust, and respect that individuals feel toward another person based on their ability to inspire confidence, be a great visionary, or display attributes of charisma (Miller, 2003).

PTS: 1 DIF: Comprehension TOP: Power

10.New graduate nurses may have difficulty with effective delegation. Some ways in which other staff can assist new graduate nurses with their delegation are listed below. Which is not necessarily correct?

ANS: D

New nurse graduates and novice nurses may experience difficulty when learning how to effectively delegate nursing tasks to others. Some ways in which other staff members can assist these nurses in acquiring the skills, knowledge, experience, and confidence for delegation include: 1) help new nurses in their role development; 2) teach new nurses how to delegate; 3) introduce departmental staff; and 4) explain the roles of different departmental staff with whom they may come in contact. While feedback and constructive criticism may be helpful for new nurses when learning how to delegate, this should come from the nurse manager and not from all staff.

PTS: 1 DIF: Analysis TOP: Responsibilities of Health Team Members

Test Bank for Nursing Delegation, Setting Priorities and Making Patient Care Assignments, 2nd Edition by Patricia Kelly

The “Test Bank for Nursing Delegation, Setting Priorities and Making Patient Care Assignments, 2nd Edition” by Patricia Kelly is an essential educational resource designed to support nursing educators and students in mastering the crucial skills of delegation, prioritization, and patient care assignments in nursing practice. This comprehensive test bank complements the textbook by offering a diverse array of questions that assess and reinforce understanding of key concepts and practical skills, making it an invaluable tool for both teaching and learning. Below is a detailed overview of the components and benefits of this test bank:

Overview of Test Bank Content

1. Chapter-by-Chapter Organization
   • The test bank is meticulously organized to align with each chapter of the textbook. This ensures comprehensive coverage of all critical topics, facilitating easy integration into the curriculum and enabling targeted assessments.
2. Types of Questions
   • Multiple-Choice Questions (MCQs): These questions cover a broad spectrum of knowledge, from basic recall to complex application and critical thinking. Each question includes well-crafted distractors to challenge students’ understanding.
   • True/False Questions: These questions evaluate students’ ability to differentiate between correct and incorrect statements, reinforcing factual knowledge and addressing common misconceptions.
   • Fill-in-the-Blank Questions: These questions focus on recalling specific details such as key terms, delegation principles, and prioritization strategies, testing students’ memory and understanding.
   • Short Answer Questions: These questions require detailed yet concise responses, evaluating students’ ability to explain concepts clearly and accurately.
   • Essay Questions: These questions assess students’ ability to synthesize and articulate complex ideas, demonstrating a deep understanding of delegation, prioritization, and patient care assignment principles.
   • Case Studies and Scenarios: Real-world scenarios and case studies help students apply theoretical knowledge to practical situations, enhancing their critical thinking and problem-solving skills.
3. Difficulty Levels
   • Questions are categorized by difficulty to provide a range of challenges and assess students’ proficiency at different levels, including:
     • Basic: Testing foundational knowledge and comprehension.
     • Intermediate: Requiring application of knowledge to practical nursing scenarios.
     • Advanced: Involving critical thinking, analysis, and synthesis of complex information related to delegation and prioritization.
4. Core Focus Areas
   • Foundations of Delegation: Questions covering the basic principles of delegation, including definitions, the legal and ethical framework, and the roles and responsibilities of the delegator and delegatee.
   • Principles of Prioritization: Detailed coverage of prioritization strategies, including methods such as the ABC (Airway, Breathing, Circulation) framework and Maslow’s Hierarchy of Needs.
   • Effective Communication: Assessing knowledge of communication techniques essential for successful delegation and prioritization, including assertive communication and feedback mechanisms.
   • Time Management: Focus on time management skills and strategies to ensure efficient and effective patient care.
   • Clinical Decision Making: Examining the decision-making process in clinical settings, including critical thinking and problem-solving techniques.
   • Ethical and Legal Considerations: Questions on the ethical and legal implications of delegation and prioritization in nursing practice.
   • Conflict Resolution: Coverage of strategies for resolving conflicts that may arise during delegation and patient care assignments.
   • Teamwork and Collaboration: Assessing understanding of teamwork principles and the importance of collaboration in nursing practice.
   • Patient Safety and Quality of Care: Questions on ensuring patient safety and maintaining high-quality care standards during delegation and prioritization.
   • Real-World Scenarios: Case studies and scenarios that present practical situations requiring students to apply their knowledge and skills in delegation and prioritization.
5. Alignment with Learning Objectives
   • Each question in the test bank is aligned with the learning objectives outlined in the textbook, ensuring that assessments are relevant and targeted towards achieving the intended educational outcomes. This alignment helps in accurately measuring students’ progress and comprehension.
6. Educational Support and Utility
   • For educators, the test bank provides a comprehensive resource for creating quizzes, exams, and other assessments. It simplifies the process of test creation and ensures consistency and alignment with the curriculum.
   • For students, the test bank serves as a valuable tool for self-assessment and study, helping them identify areas of strength and weakness and focus their efforts on areas needing improvement.

Benefits of Using the Test Bank

1. Enhanced Learning and Retention
   • The diverse range of question types and difficulty levels helps reinforce learning through varied and repeated exposure to key concepts, enhancing retention and understanding.
2. Preparation for Real-World Applications
   • By focusing on real-world scenarios and practical applications, the test bank prepares students for the practical aspects of delegation and prioritization in nursing, ensuring they are ready to apply their knowledge in clinical settings.
3. Comprehensive Assessment
   • The test bank allows for thorough and multi-faceted evaluation of students’ knowledge and skills, from basic understanding to advanced application, ensuring a well-rounded educational experience.
4. Efficient Teaching Resource
   • For educators, the test bank simplifies the process of creating assessments, providing a consistent and reliable tool for evaluating students’ progress and readiness for advanced studies in nursing practice.

Conclusion

The “Test Bank for Nursing Delegation, Setting Priorities and Making Patient Care Assignments, 2nd Edition” by Patricia Kelly is an essential resource for nursing education. It provides structured, comprehensive, and versatile tools for assessing and enhancing students’ knowledge and skills in delegation, prioritization, and patient care assignments. By aligning closely with the textbook and emphasizing real-world application, the test bank supports the development of competent, confident professionals ready to excel in their understanding and application of these critical nursing principles in various healthcare settings.