Foundations of Mental Health Care 6th Edition By Morrison Test Bank

Foundations of Mental Health Care 6th Edition By Morrison Test Bank

Chapter 01: The History of Mental Health Care

Morrison-Valfre: Foundations of Mental Health Care, 6th Edition

MULTIPLE CHOICE

1. The belief of the ancient Greek philosopher Plato that the rational soul controlled the irrational soul could be compared with the belief of the more recent psychological theorist:

a.	Freud
b.	Pinel
c.	Fisher
d.	Rush

ANS: A

Sigmund Freud believed that mental illness was, in part, caused by forces both within and outside the personality. Philippe Pinel advocated acceptance of mentally ill individuals as human beings in need of medical assistance. Alice Fisher was a Florence Nightingale nurse who cared for the mentally ill, and Dr. Benjamin Rush was the author of the book Diseases of the Mind.

PTS: 1 DIF: Cognitive Level: Comprehension REF: p. 4

OBJ:2TOP:Early Years of Mental Health

KEY: Nursing Process Step: Assessment MSC: Client Needs: Psychosocial Integrity

2. During the mid-1500s, behaviors associated with mental illness were more accurately recorded by professionals. This practice led to ______________ for different abnormal behaviors.

a.	Classifications
b.	Diagnosing
c.	Treatment
d.	Education

ANS: A

Classification of abnormal behaviors did not begin until this time, after the practice of more accurate recording of behaviors was begun. Diagnoses, treatment guidelines, and any education regarding mental health disorders were not available during this period.

PTS: 1 DIF: Cognitive Level: Knowledge REF: p. 5

OBJ:3TOP:Mental Illness During the Renaissance

KEY: Nursing Process Step: Assessment MSC: Client Needs: Psychosocial Integrity

3. During the latter part of the eighteenth century, psychiatry became a separate branch of medicine, and inhumane treatment was greatly diminished by the French hospital director:

a.	Dix
b.	Beers
c.	Pinel
d.	Carter

ANS: C

Philippe Pinel advocated acceptance of the mentally ill, as well as proper treatment. Dorothea Dix crusaded for construction of mental health hospitals. Clifford Beers wrote the book A Mind That Found Itself. President Jimmy Carter established the President’s Commission on Mental Health in 1978.

PTS: 1 DIF: Cognitive Level: Knowledge REF: p. 5

OBJ:4TOP:Mental Illness in the Eighteenth Century

KEY: Nursing Process Step: Assessment MSC: Client Needs: Psychosocial Integrity

4. In 1841, _______________ surveyed asylums, jails, and almshouses throughout the United States, Canada, and Scotland and is credited with bringing about public awareness and reform for the care of the mentally ill.

a.	Sigmund Freud
b.	John Cade
c.	Florence Nightingale
d.	Dorothea Dix

ANS: D

Dorothea Dix spent 20 years surveying facilities that housed mentally ill individuals and is credited with major changes in the care of the mentally ill. Sigmund Freud introduced the concept of psychoanalysis, John Cade discovered lithium carbonate for the treatment of bipolar disorder, and Florence Nightingale trained nurses in England in the 1800s.

PTS: 1 DIF: Cognitive Level: Knowledge REF: p. 6

OBJ:4TOP:Mental Illness in the Nineteenth Century

KEY: Nursing Process Step: Assessment MSC: Client Needs: Psychosocial Integrity

5. As a direct result of Clifford Beers’ work and book, A Mind That Found Itself, the Committee for Mental Hygiene was formed in 1909 with a focus on prevention of mental illness and:

a.	Early detection of symptoms of mental illness
b.	Education of caregivers
c.	Current treatment options
d.	Removing the stigma attached to mental illness

ANS: D

Clifford Beers’ book reflected on his attempt at suicide followed by the deplorable care he received for the next 3 years in mental hospitals. Beers’ work and book raised the consciousness of people throughout the country regarding prevention and removal of the stigma of having a mental illness. Early detection of symptoms, education of caregivers, and current treatment options regarding mental illness were not the focus of his book, nor were they a priority for the Committee for Mental Hygiene.

PTS: 1 DIF: Cognitive Level: Knowledge REF: p. 6

OBJ:4TOP:Mental Illness in the Twentieth Century

KEY: Nursing Process Step: Assessment MSC: Client Needs: Psychosocial Integrity

6. During the 1930s, what common treatment for schizophrenia caused clients to fall into a coma that could last as long as 50 hours?

a.	Electroconvulsive therapy
b.	Insulin therapy
c.	Humoral therapy
d.	Amphetamine therapy

ANS: B

Insulin therapy was believed to successfully treat schizophrenia in the early 1900s. Amphetamines were used to treat depression, and electroconvulsive therapy was used for severe depression. Humoral therapy, which originated in ancient Greece and Rome, was a belief that mental illness resulted from an imbalance of the humors of air, fire, water, and earth.

PTS: 1 DIF: Cognitive Level: Knowledge REF: p. 8

OBJ: 5 TOP: Influences of War on Mental Health Therapies

KEY: Nursing Process Step: Assessment MSC: Client Needs: Psychosocial Integrity

7. In the 1930s, what mental health disorder was electroconvulsive therapy (ECT) most often used to treat?

a.	Schizophrenia
b.	Bipolar disorder
c.	Severe depression
d.	Violent behavior

ANS: C

ECT was found to be an effective treatment for severe depression in the 1930s. During this period, schizophrenia was treated with insulin therapy, and violent behavior was treated with a lobotomy. In 1949, lithium carbonate was discovered as a treatment for bipolar disorder.

PTS: 1 DIF: Cognitive Level: Knowledge REF: p. 6

OBJ: 5 TOP: Influences of War on Mental Health Therapies

KEY: Nursing Process Step: Assessment MSC: Client Needs: Psychosocial Integrity

8. In the early twentieth century, a frontal lobotomy was a common treatment for violent behaviors. Which description of this procedure is accurate?

a.	A procedure that delivers an electrical stimulus to the frontal lobes of the brain
b.	A surgical procedure that drills holes in the front of the skull to drain fluid
c.	A surgical procedure that severs the frontal lobes of the brain from the thalamus
d.	A surgical procedure that inserts implants into the frontal lobes of the brain

ANS: C

A frontal lobotomy is a surgical procedure in which the frontal lobes of the brain are severed from the thalamus.

PTS: 1 DIF: Cognitive Level: Knowledge REF: p. 6

OBJ: 5 TOP: Influences of War on Mental Health Therapies

KEY: Nursing Process Step: Assessment MSC: Client Needs: Psychosocial Integrity

9. Which class of drugs was introduced in the 1930s for the treatment of depression?

a.	SSRIs
b.	Tricyclic antidepressants
c.	MAOIs
d.	Amphetamines

ANS: D

In the 1930s, amphetamines were found to boost the spirits of depressed people. SSRIs, tricyclic antidepressants, and MAOIs are antidepressant agents, but they were not discovered until much later.

PTS: 1 DIF: Cognitive Level: Knowledge REF: p. 6

OBJ: 5 TOP: Influences of War on Mental Health Therapies

KEY: Nursing Process Step: Assessment MSC: Client Needs: Psychosocial Integrity

10. In 1937, Congress passed the Hill-Burton Act, which was significant for the treatment of mental health because it funded:

a.	Research on drugs for the treatment of mental health disorders
b.	Training of mental health professionals
c.	Construction of psychiatric units in facilities throughout North America
d.	Development of community mental health clinics

ANS: C

The Hill-Burton Act provided money for the construction of psychiatric units in the United States. Research on drugs was not a part of the Hill-Burton Act. Training of mental health professionals was funded by the National Mental Health Act of 1946, and community mental health centers were not instituted until the 1960s.

PTS: 1 DIF: Cognitive Level: Knowledge REF: p. 6

OBJ: 5 | 9 TOP: Influences of War on Mental Health Therapies

KEY: Nursing Process Step: Assessment MSC: Client Needs: Psychosocial Integrity

Test Bank for Foundations of Mental Health Care, 6th Edition by Michelle Morrison-Valfre

The “Test Bank for Foundations of Mental Health Care, 6th Edition” by Michelle Morrison-Valfre is an essential educational resource designed to support nursing educators and students in mastering the principles and applications of mental health care. This comprehensive test bank complements the textbook by offering a diverse array of questions that assess and reinforce understanding of key mental health 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 wide range 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, mental health processes, and important concepts, testing students’ memory and understanding.
   • Short Answer Questions: These questions require detailed yet concise responses, assessing students’ ability to explain mental health concepts clearly and accurately.
   • Essay Questions: These questions evaluate students’ ability to synthesize and articulate complex ideas, demonstrating a deep understanding of mental health 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 mental health care scenarios.
     • Advanced: Involving critical thinking, analysis, and synthesis of complex mental health information.
4. Core Focus Areas
   • Introduction to Mental Health Care: Questions covering the basic principles and scope of mental health care, including the historical development and significance in nursing.
   • Mental Health Assessment: Detailed coverage of mental health assessment techniques, including patient interviews, mental status exams, and diagnostic tools.
   • Therapeutic Communication: Assessing knowledge of effective communication strategies, therapeutic relationships, and patient-centered care.
   • Psychiatric Disorders: Focus on common psychiatric disorders, including anxiety, depression, bipolar disorder, schizophrenia, and personality disorders.
   • Psychopharmacology: Examining the principles of psychopharmacology, including medication management, side effects, and patient education.
   • Therapeutic Interventions: Questions on various therapeutic interventions, including cognitive-behavioral therapy, psychotherapy, group therapy, and crisis intervention.
   • Legal and Ethical Issues: Coverage of legal and ethical considerations in mental health care, including patient rights, confidentiality, and professional boundaries.
   • Cultural Competence in Mental Health: Assessing understanding of cultural diversity, cultural competence, and strategies for providing culturally sensitive mental health care.
   • Mental Health in Special Populations: Focus on mental health care for special populations, including children, adolescents, older adults, and individuals with co-occurring disorders.
   • Substance Use and Addictive Disorders: Examining the impact of substance use and addictive disorders, including assessment, intervention, and treatment strategies.
   • Community and Public Mental Health: Questions on the role of community and public health in mental health care, including prevention, education, and outreach programs.
   • Evidence-Based Practice in Mental Health: Coverage of research methodologies, interpreting mental health studies, and applying evidence-based practice in nursing.
   • Stress and Coping Mechanisms: Assessing understanding of stress, coping mechanisms, and strategies to support patients in managing stress.
   • Psychiatric Emergencies: Questions on the identification and management of psychiatric emergencies, including suicide risk, aggression, and acute psychosis.
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 toward 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 mental health care, 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 mental health care.

Conclusion

The “Test Bank for Foundations of Mental Health Care, 6th Edition” by Michelle Morrison-Valfre is an essential resource for mental health nursing education. It provides structured, comprehensive, and versatile tools for assessing and enhancing students’ knowledge and skills in mental health 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 mental health principles in various healthcare settings.