Fundamentals Nursing Active Learning 1st Edition Yoost Crawford – Test Bank

Fundamentals Nursing Active Learning 1st Edition Yoost Crawford – Test Bank

MULTIPLE CHOICE

1. Enduring ideas about what a person considers is desirable or has worth in life is known as a:

ANS: A

Values are enduring ideas about what a person considers is the good, the best, and the “right” thing to do and their opposites—the bad, worst, and wrong things to do—and about what is desirable or has worth in life. First-order beliefs serve as the foundation or the basis of an individual’s belief system. Higher-order beliefs are ideas derived from a person’s first-order beliefs, inductive, or syllogistic reasoning.  A stereotype is a belief about a person, a group, or an event that is thought to be typical of all others in that category.

DIF: Remembering REF: pp. 22-23 OBJ: 2.1

TOP:Assessment

MSC: NCLEX Client Needs Category: Safe and Effective Care Environment: Management of Care

NOT: Concepts: Professionalism

2. A group of students are discussing the history of nursing. A student states, “Yea, nurses used to be called the doctor’s handmaiden.” This type of comment is known as a:

ANS: C

A stereotype is a belief about a person, a group, or an event that is thought to be typical of all others in that category. A prejudice is a preformed opinion, usually an unfavorable one, about an entire group of people that is based on insufficient knowledge, irrational feelings, or inaccurate stereotypes. In the process of learning, people form generalizations (general statements or ideas about people or things) to relate new information to what is already known and to categorize the new information, making it easier to remember or understand. A belief is a mental representation of reality or a person’s perceptions about what is right (correct), true, or real, or what the person expects to happen in a given situation.

DIF: Understanding REF: pp. 22-23 OBJ: 2.2

TOP:Evaluation

MSC: NCLEX Client Needs Category: Safe and Effective Care Environment: Management of Care

NOT: Concepts: Professionalism

3. A values system is a set of somewhat consistent values and measures that are organized hierarchically into a belief system on a continuum of relative importance. A value system is also:

ANS: A

Anthropologists and social scientists have noted that in every culture, a particular value system prevails and consists of culturally defined moral and ethical principles and rules that are learned in childhood. Each individual possesses a relatively small number of values and may share the same values with others, but to different degrees. A value system helps the person choose between alternatives, resolve values conflicts, and make decisions. Within every culture, however, values vary widely among subcultural groups and even between individuals on the basis of the person’s gender, personal experiences, personality, education, and many other variables.

DIF: Remembering REF: pp. 23-24 OBJ: 2.1

TOP: Assessment MSC: NCLEX Client Needs Category: Psychosocial Integrity

NOT: Concepts: Professionalism

4. The nurse is caring for a patient who is under arrest for murder. She is attempting to perform her duties while, at the same time, feeling a sense of repugnance toward the patient.  The nurse is undergoing:

ANS: B

A values conflict occurs when a person’s values are inconsistent with his or her behaviors or when the person’s values are not consistent with the choices that are available.  Providing care for a convicted murderer may elicit troubling feelings for a nurse, resulting in a values conflict between the nurse’s commitment to care for all people and a personal repugnance for the act of murder. First-order beliefs serve as the foundation or the basis of an individual’s belief system.  Higher-order beliefs are ideas derived from a person’s first-order beliefs, inductive, or syllogistic reasoning.

DIF: Understanding REF: pp. 22-24 OBJ: 2.2

TOP: Diagnosis MSC: NCLEX Client Needs Category: Psychosocial Integrity

NOT: Concepts: Professionalism

5. While helping patients with values clarification and care decisions, nurses should:

ANS: D

While helping patients with values clarification and care decisions, nurses must be aware of the potential influence of their professional nursing role on patient decision making. Nurses should be careful to assist patients to clarify their own values in reaching informed decisions. Providing information to patients so that they can make informed decisions is a critical nursing role. Giving advice or telling patients what to do in difficult circumstances is both unethical and ill-advised.

DIF: Applying REF: p. 25 OBJ: 2.2 TOP: Implementation

MSC: NCLEX Client Needs Category: Psychosocial Integrity NOT: Concepts: Professionalism

6. A patient with terminal cancer says to the nurse, “I just don’t know if I should allow CPR in the event I quit breathing. What do you think?” Which statement by the nurse would be most beneficial to the patient?

ANS: D

The use of the value clarification process is helpful when assisting patients in making health care decisions regarding end-of-life care. Giving advice or telling patients what to do is unethical and not recommended. Ignoring a patient concern or changing the subject is inappropriate. Patients should be given factual information in order for them to make their own decisions.

DIF: Applying REF: pp. 24-25 OBJ: 2.3 TOP: Implementation

MSC: NCLEX Client Needs Category: Psychosocial Integrity NOT: Concepts: Professionalism

7. The nurse is observed sitting at the bedside of a patient discussing the nursing care plan for the shift. Which theory or model most accurately reflects this nurse–patient relationship?

ANS: A

Swanson’s five caring processes include being with and enabling. Sitting at the bedside and sharing information are activities that exemplify these behaviors. Travelbee’s model describes steps toward compassionate and empathetic care. Watson’s theory of caring impacts both the person and the universe and is built upon 10 carative factors. Leininger describes patient care and its relationship to cultural diversity.

DIF: Understanding REF: pp. 27-28 OBJ: 2.5

TOP: Diagnosis MSC: NCLEX Client Needs Category: Psychosocial Integrity

NOT: Concepts: Professionalism

8. The student nurse is planning care for a patient who believes that Western medicine is effective but not always accurate. Nursing theory would best explain the patient’s health practices?

ANS: B

Leininger describes patient care and its relationship to cultural diversity. Swanson’s five caring processes include maintaining belief, knowing, being with, doing for, and enabling. Travelbee’s Human-to-Human Relationship Model describes steps toward compassionate and empathetic care. Watson’s theory of Human Science and Human Care impacts both the person and the universe and is built upon 10 carative factors.

DIF: Understanding REF: pp. 27-28 OBJ: 2.5

TOP: Diagnosis MSC: NCLEX Client Needs Category: Psychosocial Integrity

NOT: Concepts: Professionalism

9. Which nursing theorist describes the nurse–patient relationship as interpersonal with a focus on compassion and empathy?

ANS: D

Travelbee’s Human-to-Human Relationship Model describes steps toward compassionate and empathetic care. Leininger describes patient care and its relationship to cultural diversity. Swanson’s five caring processes include maintaining belief, knowing, being with, doing for, and enabling. Watson’s theory of Human Science and Human Care impacts both the person and the universe and is built upon 10 carative factors.

DIF: Remembering REF: pp. 27-28 OBJ: 2.5

TOP: Assessment MSC: NCLEX Client Needs Category: Psychosocial Integrity

NOT: Concepts: Professionalism

10. The nurse on a busy medical–surgical floor contacts a social worker requesting a home care referral prior to a patient’s discharge. This action is best illustrated by which of Swanson’s Five Caring Processes?

ANS: A

Advocating for a patient’s post-hospitalization care is an enabling process. Enabling also includes informing, anticipating, and preparing for the future. Swanson’s Five Caring Processes also include maintaining belief, knowing, being with, and doing for.

DIF: Remembering REF: p. 28 OBJ: 2.5

TOP: Assessment MSC: NCLEX Client Needs Category: Psychosocial Integrity

NOT: Concepts: Professionalism

Test Bank for Fundamentals of Nursing: Active Learning for Collaborative Practice, 1st Edition by Barbara L. Yoost and Lynne R. Crawford

The “Test Bank for Fundamentals of Nursing: Active Learning for Collaborative Practice, 1st Edition” by Barbara L. Yoost and Lynne R. Crawford is an essential educational resource designed to support nursing educators and students in mastering the principles and applications of nursing through active learning strategies. This comprehensive test bank complements the textbook by offering a diverse array of questions that assess and reinforce understanding of key nursing 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, ensuring comprehensive coverage of all critical topics. This structure facilitates easy integration into the curriculum and enables 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 distinguish 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, nursing processes, and important concepts, testing students’ memory and understanding.
   • Short Answer Questions: These questions require detailed yet concise responses, assessing students’ ability to explain nursing concepts clearly and accurately.
   • Essay Questions: These questions evaluate students’ ability to synthesize and articulate complex ideas, demonstrating a deep understanding of nursing principles and their applications.
   • 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 nursing information.
4. Core Focus Areas
   • Introduction to Nursing Practice: Questions covering the basic principles and scope of nursing, including the history of nursing, professional roles, and ethical considerations.
   • Health and Wellness: Detailed coverage of concepts related to health, wellness, illness, and the factors influencing health status.
   • The Nursing Process: Assessing knowledge of the steps of the nursing process, including assessment, diagnosis, planning, implementation, and evaluation.
   • Communication in Nursing: Focus on effective communication techniques, therapeutic communication, and the importance of interpersonal skills in nursing practice.
   • Patient Safety and Infection Control: Examining strategies to promote patient safety, prevent infections, and manage healthcare-associated infections.
   • Vital Signs and Physical Assessment: Questions on techniques for measuring vital signs, conducting physical assessments, and interpreting findings.
   • Basic Nursing Skills: Coverage of fundamental nursing skills, including hygiene, mobility, nutrition, and elimination.
   • Medication Administration: Assessing understanding of pharmacology principles, medication administration routes, dosage calculations, and patient safety in medication management.
   • Documentation and Informatics: Focus on the principles of accurate documentation, electronic health records, and the use of informatics in nursing practice.
   • Client Education and Health Promotion: Examining strategies for patient education, health promotion, and the role of the nurse in advocating for patients.
   • End-of-Life Care: Questions on palliative care, hospice care, and nursing interventions to support patients and families at the end of life.
   • Cultural Competence: Assessing understanding of cultural diversity, cultural competence, and strategies for providing culturally sensitive care.
   • Ethical and Legal Issues: Coverage of ethical principles, legal responsibilities, and professional standards in nursing practice.
   • Critical Thinking and Clinical Judgment: Focus on the development of critical thinking skills, clinical reasoning, and the application of evidence-based practice in nursing.
5. Active Learning Strategies
   • The test bank integrates active learning strategies to engage students in the learning process, encouraging collaboration, problem-solving, and application of knowledge.
   • Interactive Scenarios: Providing interactive scenarios where students must make decisions based on patient cases.
   • Group Activities: Encouraging group discussions and collaborative problem-solving exercises to foster teamwork and communication skills.
   • Reflective Questions: Promoting self-reflection and critical thinking through questions that require students to consider their own experiences and apply theoretical knowledge.
6. 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.
7. 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 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.

Conclusion

The “Test Bank for Fundamentals of Nursing: Active Learning for Collaborative Practice, 1st Edition” by Barbara L. Yoost and Lynne R. Crawford is an essential resource for nursing education. It provides structured, comprehensive, and versatile tools for assessing and enhancing students’ knowledge and skills in nursing. By aligning closely with the textbook and emphasizing active learning and real-world application, the test bank supports the development of competent, confident professionals ready to excel in their understanding and application of nursing principles in various healthcare settings.