Fundamental Nursing Skills and Concept 10th Edition Timby -Test Bank
Digital item No Waiting Time Instant DownloadISBN-10: 1608317870 ISBN-13: 978-1608317875Publisher: Lippincott Williams and WilkinsAuthor: Barbara K Timby RNC MS
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Fundamental Nursing Skills and Concept 10th Edition Timby -Test Bank
A client reports to a health care facility with complaints of abdominal pain and vomiting. The client’s wife informs the nurse that the client had gone out for dinner the previous night. Which of the following would be the primary source of assessment data?
A)
Client’s friends
B)
Client’s wife
C)
Client himself
D)
Test reports
Ans:
C
Feedback:
As the client is in a conscious state, he himself is the primary source of information since he can give firsthand information. The client’s wife, friends, and test results would be the secondary sources of data.
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2. |
A client with HIV has been admitted to a health care facility. Which of the following nursing diagnoses should be of the highest priority, keeping in mind the client’s condition? |
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A) |
Risk for activity intolerance |
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B) |
Risk for ineffective coping |
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C) |
Risk for infection |
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D) |
Risk for imbalanced nutrition |
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Ans: |
C |
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Feedback: | |
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Clients with HIV have decreased immunity and are prone to infections. Infection in a client with HIV is life-threatening, because it makes the client vulnerable to other infections, and also impairs his or her already weakened immune functions. Clients with HIV may not have problems with other activities and food. They may often feel depressed, but this is not the highest priority. |
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3. |
A client is being prepared for cardiac catheterization. The nurse performs an initial assessment and records the vital signs. Which of the following data collected can be classified as subjective data? |
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A) |
Blood pressure |
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B) |
Nausea |
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C) |
Heart rate |
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D) |
Respiratory rate |
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Ans: |
B |
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Feedback: | |
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Subjective data are those that the client can feel and describe. Nausea is subjective data, as it can only be described and not measured. Blood pressure, heart rate, and respiratory rate are measurable factors and are therefore objective data. |
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4. |
A client who has to undergo a thyroidectomy is worried that he may have to wear a scarf around his neck after surgery. What nursing diagnosis should the nurse document in the care plan? |
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A) |
Risk for impaired physical mobility due to surgery |
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B) |
Ineffective denial related to poor coping mechanisms |
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C) |
Disturbed body image related to the incision scar |
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D) |
Risk of injury related to surgical outcomes |
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Ans: |
C |
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Feedback: | |
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The client is concerned about the surgery scar on his neck, which would disturb his body image; therefore, the appropriate diagnosis should be disturbed body image related to the incision scar. Risk for impaired physical mobility may be present after surgery, but is not related to the concerns expressed by the client. Likewise, ineffective denial related to poor coping mechanisms and injury related to surgical outcomes are also not related to the client’s concern. |
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5. |
A nurse is giving postoperative care to a client after knee arthroplasty. Which of the following is a possible short-term goal for this client? |
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A) |
To ambulate the client to a bedside chair |
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B) |
To help the client return to activities of daily life |
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C) |
To maintain a healthy and active lifestyle |
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D) |
To prevent repeat surgery in the client |
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Ans: |
A |
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Feedback: | |
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The short-term goal in this case is to help the client ambulate to the bedside chair. The other goals, such as helping the client return to activities of daily life, to maintain a healthy and active lifestyle, and to prevent repeat surgery in the client are long-term goals and may take weeks or months to achieve. On the other hand, short-term goals can be achieved in a day or a week. |
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6. |
A nurse who is caring for a client admitted to the nursing unit with acute abdominal pain formulates the care plan for the client. Which of the following nursing diagnoses is the highest priority for this client? |
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A) |
Impaired comfort |
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B) |
Disturbed body image |
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C) |
Disturbed sleep pattern |
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D) |
Activity intolerance |
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Ans: |
A |
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Feedback: | |
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Acute pain in the abdomen disturbs all the systems of the body. Relieving the pain should be the nurse’s first priority. According to Maslow, physiologic needs are the highest priority. The client may have disturbed body image, disturbed sleep patterns, or activity intolerance, but all these are secondary to pain. |
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7. |
The nurse is performing an assessment of a client diagnosed with excess fluid volume due to renal failure. Which of the following assessment data is the nurse likely to find? |
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A) |
Hypotension |
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B) |
Feeble pulse |
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C) |
Crackles |
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D) |
Drowsiness |
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Ans: |
C |
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Feedback: | |
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Crackles are the most important sign found in excess fluid volume. The client has the nursing diagnosis of excess fluid volume. The signs of increased fluid volume are adventitious lung sounds, a bounding pulse, and high blood pressure; therefore, a diagnosis of hypotension or feeble pulse would be incorrect. Consciousness may become impaired at later stages when the fluid shift starts. The adventitious lung sounds indicate excess fluid volume. |
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8. |
A nurse is interviewing an asthmatic client who has a high respiratory rate and is having difficulty breathing. What nursing diagnosis is the priority in this client’s care? |
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A) |
Impaired gas exchange related to the disease condition |
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B) |
Impaired verbal communication related to the breathing problem |
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C) |
Inability to speak due to ineffective airway clearance |
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D) |
Impaired physical mobility related to shortness of breath |
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Ans: |
A |
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Feedback: | |
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The client is most likely experiencing impaired gas exchange as a result of the pathophysiology of asthma. This is a priority over mobility and communication issues, though each may be valid. Inability to speak due to ineffective airway clearance is not a proper nursing diagnosis. |
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9. |
A nurse is caring for a client with Parkinson disease. Which of the following nursing diagnoses identified by the nurse should be of the highest priority? |
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A) |
Impaired physical mobility |
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B) |
Risk for memory loss |
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C) |
Ineffective role performance |
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D) |
Risk for injury |
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Ans: |
D |
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Feedback: | |
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Clients with Parkinson disease are at higher risk of injury due to their physical limitations and cognitive deficiencies. Therefore, it becomes important for the nurse to ensure that the environment is safe. The client may also have impaired physical mobility, risk for memory loss, and ineffective role performance, but the highest priority is to prevent injury and ensure the client’s safety. |
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10. |
A nurse is caring for a client with cancer who is experiencing pain. Which of the following would be the most appropriate assessment of the client’s pain? |
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A) |
Pain relief after nursing intervention |
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B) |
Verbal and nonverbal cues of client |
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C) |
The nurse’s impression of the client’s pain |
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D) |
The client’s pain based on a pain rating |
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Ans: |
D |
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Feedback: | |
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The client’s assessment of pain, based on a pain rating, is the most appropriate assessment data. The pain is rated on a 1 to 10 scale and nursing actions are then implemented to reduce the pain. The nurse’s impression of pain and nonverbal clues are subjective data. Pain relief after nursing intervention is appropriate, but is a part of evaluation. |
Test Bank for Fundamental Nursing Skills and Concepts, 10th Edition by Barbara Kuhn Timby
The “Test Bank for Fundamental Nursing Skills and Concepts, 10th Edition” by Barbara Kuhn Timby is a crucial educational resource designed to support nursing educators and students in mastering the foundational principles and practical skills essential for effective nursing practice. This comprehensive test bank complements the textbook by offering a diverse array of questions that assess and reinforce understanding of key nursing concepts and 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
- 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.
- 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 procedures, and important concepts, testing students’ memory and understanding.
- Short Answer Questions: These questions require detailed yet concise responses, assessing students’ ability to explain nursing skills and 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.
- 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.
- Questions are categorized by difficulty to provide a range of challenges and assess students’ proficiency at different levels, including:
- Core Focus Areas
- Introduction to Nursing: 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.
- 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.
- 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
- 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.
- 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.
- 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.
- 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 Fundamental Nursing Skills and Concepts, 10th Edition” by Barbara Kuhn Timby is an essential resource for nursing education. It provides structured, comprehensive, and versatile tools for assessing and enhancing students’ knowledge and skills in nursing care. 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 nursing principles in various healthcare settings.
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