Fundamentals of Nursing 11th Ed Test Bank

• Skill 27.1 Fall prevention in health care settings
•     Skill 27.2 Applying physical restraints
•     Key points
•     Reflective learning
•     Review question
• References
•     Research references
• 28.  Infection prevention and control
•     Scientific knowledge base
•     Nursing knowledge base
•     Nursing process
•     Safety guidelines for nursing skills
•     Skill 28.1 Hand hygiene
•     Skill 28.2 Preparation of sterile field
•     Skill 28.3 Surgical hand asepsis
•     Skill 28.4 Open gloving
•     Key points
•     Reflective learning
•     Review questions
•     References
•     Research references
• 29.  Vital signs
•     Guidelines for measuring vital signs
•     Body temperature
•     Nursing process
•     Pulse
•     Nursing process
•     Respiration
•     Nursing process
•     Blood pressure
•     Nursing process
•     Safety guidelines for nursing skills
•     Skill 29.1 Measuring body temperature
•     Skill 29.2 Assessing apical and radial pulse
•     Skill 29.3 Assessing respirations
•     Skill 29.4 Measuring oxygen saturation (pulse oximetry)
•     Skill 29.5 Measuring blood pressure by auscultation
•     Key points
•     Reflective learning
•     Review questions
•     References
•     Research references
• 30.  Health assessment and physical examination
•     Purposes of the physical examination
•     Preparation for examination
•     Organization of the examination
•     Techniques of physical assessment
•     General survey
•     Skin, hair, and nails
•     Head and neck
•     Thorax and lungs
•     Heart
•     Breasts
•     Abdomen
•     Female genitalia and reproductive tract
•     Male genitalia
•     Rectum and anus
•     Musculoskeletal system
•     Neurological system
•     After the examination
•     Key points
•     Reflective learning
•     Review questions
•     References
•     Research references
• 31.  Medication administration
•     Scientific knowledge base
•     Nursing knowledge base
•     Critical thinking
•     Nursing process
•     Medication administration
•     Safety guidelines for nursing skills
•     Skill 31.1 Administering oral medications
•     Skill 31.2 Administering ophthalmic medications
•     Skill 31.3 Using metered-dose inhalers (MDIs) or dry powder inhalers (DPIs)
•     Skill 31.4 Preparing injections: Ampules and vials
•     Skill 31.5 Administering injections
•     Needle length for immunizations (Based on CDC 2021a Guidelines)
•     Skill 31.6 Administering medications by intravenous bolus
•     Skill 31.7 Administering intravenous medications by piggyback, volume-control administration sets, and mini-infusion (syringe) pumps
•     Key points
•     Reflective learning
•     Review questions
•     References
•     Research references
• 32.  Complementary, alternative, and integrative therapies
•     Complementary and integrative therapies
•     Nursing-accessible therapies
•     Training-specific therapies
•     The integrative nursing role
•     Key points
•     Reflective learning
•     Review questions
•     References
•     Research references
• Unit 6. Psychosocial Basis for Nursing Practice
• 33.  Self-concept
•     Scientific knowledge base
•     Nursing knowledge base
•     Critical thinking
•     Nursing process
•     Key points
•     Reflective learning
•     Review questions
•     References
•     Research references
• 34.  Sexuality
•     Scientific knowledge base
•     Nursing knowledge base
•     Critical thinking
•     Nursing process
•     Key points
•     Reflective learning
•     Review questions
•     References
•     Research references
• 35.  Spiritual health
•     Scientific knowledge base
•     Nursing knowledge base
•     Critical thinking
•     Nursing process
•     Key points
•     Reflective learning
•     Review questions
•     References
•     Research references
• 36.  Loss and grief
•     Scientific knowledge base
•     Nursing knowledge base
•     Critical thinking
•     Nursing process
•     Key points
•     Reflective learning
•     Review questions
•     References
•     Research references
• 37.  Stress and coping
•     Scientific knowledge base
•     Nursing knowledge base
•     Critical thinking
•     Nursing process
•     Key points
•     Reflective learning
•     Review questions
•     References
•     Research references
• Unit 7. Physiological Basis for Nursing Practice
• 38.  Activity and exercise
•     Scientific knowledge base
•     Nursing knowledge base
•     Critical thinking
•     Nursing process
•     Safety guidelines for nursing skills
•     Skill 38.1 Using safe and effective transfer techniques
•     Key points
•     Reflective learning
•     Review questions
•     References
• 39.  Immobility
•     Scientific knowledge base
•     Nursing knowledge base
•     Critical thinking
•     Nursing process
•     Safety guidelines for nursing skills
•     Skill 39.1 Moving and positioning patients in bed
•     Key points
•     Reflective learning
•     Review questions
•     References
•     Research references
• 40.  Hygiene
•     Scientific knowledge base
•     Nursing knowledge base
•     Critical thinking
•     Nursing process
•     Safety guidelines for nursing skills
•     Skill 40.1 Bathing and perineal care
•     Skill 40.2 Performing nail and foot care
•     Skill 40.3 Performing mouth care for an unconscious or debilitated patient
•     Key points
•     Reflective learning
•     Review questions
•     References
•     Research references
• 41.  Oxygenation
•     Scientific knowledge base
•     Nursing knowledge base
•     Critical thinking
•     Nursing process
•     Safety guidelines for nursing skills
•     Skill 41.1 Suctioning
•     Skill 41.2 Care of an artificial airway
•     Care of patients with chest tubes
•     Using home oxygen equipment
•     • Key points
•     • Reflective learning
•     • Review questions
•     References
•     Research references
• 42.  Fluid, electrolyte, and acid-base balance
•     Scientific knowledge base
•     Nursing knowledge base
•     Critical thinking
•     Nursing process
•     Safety guidelines for nursing skills
•     Skill 42.1 Insertion of a short-peripheral intravenous device
•     Skill 42.2 Regulating intravenous flow rate
•     Skill 42.3 Maintenance of an intravenous system
•     Skill 42.4 Changing a short-peripheral intravenous dressing
•     Key points
•     Reflective learning
•     Review questions
•     References
•     Research references
• 43.  Sleep
•     Scientific knowledge base
•     Nursing knowledge base
•     Critical thinking
•     Nursing process
•     Key points
•     Reflective learning
•     Review questions
•     References
•     Research references
• 44.  Pain management
•     Scientific knowledge base
•     Nursing knowledge base
•     Critical thinking
•     Nursing process
•     Safety guidelines for nursing skills
•     Skill 44.1 Patient-controlled analgesia
•     Key points
•     Reflective learning
•     Review questions
•     References
•     Research references
• 45.  Nutrition
•     Scientific knowledge base
•     Nursing knowledge base
•     Critical thinking
•     Nursing process
•     Safety guidelines for nursing skills
•     Skill 45.1 Aspiration precautions
•     Skill 45.2 Inserting and removing a small-bore nasoenteric tube for enteral feedings
•     Skill 45.3 Administering enteral feedings via nasoenteric, gastrostomy, or jejunostomy tubes
•     Skill 45.4 Blood glucose monitoring
•     Key points
•     Reflective learning
•     Review questions
•     References
•     Research references
• 46.  Urinary elimination
•     Scientific knowledge base
•     Nursing knowledge base
•     Critical thinking
•     Nursing process
•     Safety guidelines for nursing skills
•     Skill 46.1 Collecting midstream (clean-voided) urine specimen
•     Skill 46.2 Inserting a straight (intermittent) or indwelling catheter
•     Skill 46.3 Care and removal of an indwelling catheter
•     Skill 46.4 Closed catheter irrigation
•     Key points
•     Reflective learning
•     Review questions
•     References
•     Research references
• 47.  Bowel elimination
•     Scientific knowledge base
•     Nursing knowledge base
•     Critical thinking
•     Nursing process
•     Safety guidelines for nursing skills
•     Skill 47.1 Administering a cleansing enema
•     Skill 47.2 Inserting and maintaining a nasogastric tube for gastric decompression
•     Skill 47.3 Pouching an ostomy
•     Key points
•     Reflective learning
•     Review questions
•     References
•     Research references
• 48.  Skin integrity and wound care
•     Scientific knowledge base
•     Nursing knowledge base
•     Critical thinking
•     Nursing process
•     Safety guidelines for nursing skills
•     Skill 48.1 Assessment and prevention strategies for pressure injury development
•     Skill 48.2 Treating pressure injuries and wounds
•     Skill 48.3 Applying dry and moist dressings
•     Skill 48.4 Implementation of negative-pressure wound therapy (NPWT)
•     Skill 48.5 Performing wound irrigation
•     Skill 48.6 Applying roll gauze or elastic bandage
•     Key points
•     Reflective learning
•     Review questions
•     References
•     Research references
• 49.  Sensory alterations
•     Scientific knowledge base
•     Nursing knowledge base
•     Critical thinking
•     Nursing process
•     Key points
•     Reflective learning
•     Review questions
•     References
•     Research references
• 50.  Perioperative nursing care
•     Scientific knowledge base
•     Nursing knowledge base
•     Critical thinking
•     Preoperative surgical phase
•     Nursing process
•     Transport to the operating room
•     Preanesthesia care unit
•     Intraoperative surgical phase
•     Nursing roles during surgery
•     Nursing process
•     Postoperative surgical phase
•     Immediate postoperative recovery (phase I)
•     Recovery in ambulatory surgery (phase II)
•     Recovery of inpatients: Postoperative recovery and convalescence
•     Nursing process
•     Safety guidelines for nursing skills
•     Skill 50.1 Teaching and demonstrating postoperative exercises
•     Key points
•     Reflective learning
•     Review questions
•     References
•     Research references
• Glossary
• Index
• Special features

Chapter 01: Nursing Today
Potter: Fundamentals of Nursing, 11th Edition

MULTIPLE CHOICE
1. Which nurse most likely kept records on sanitation techniques and the effects on health?
a. Florence Nightingale
b. Mary Nutting
c. Clara Barton
d. Lillian Wald
ANS: A
Nightingale was the first practicing nurse epidemiologist. Her statistical analyses connected
poor sanitation with cholera and dysentery. Mary Nutting, Clara Barton, and Lillian Wald
came after Nightingale, each contributing to the nursing profession in her own way. Mary
Nutting was instrumental in moving nursing education into universities. Clara Barton founded
the American Red Cross. Lillian Wald helped open the Henry Street Settlement.
DIF:Understand (comprehension)
OBJ:Discuss the influence of social, historical, political, and economic changes on nursing practices.
TOP: Evaluation MSC: Health Promotion and Maintenance
2. The nurse prescribes strategies and alternatives to attain expected outcome. Which standard of
nursing practice is the nurse following?
a. Assessment
b. Diagnosis
c. Planning
d. Implementation
ANS: C
In planning, the registered nurse develops a plan that prescribes strategies and alternatives to
attain expected outcomes. During assessment, the registered nurse collects comprehensive
data pertinent to the patient’s health and/or the situation. In diagnosis, the registered nurse
analyzes the assessment data to determine the diagnoses or issues. During implementation, the
registered nurse implements (carries out) the identified plan.
DIF:Understand (comprehension)
OBJ:Discuss the development of professional nursing roles. TOP: Planning
MSC: Management of Care
3. An experienced medical-surgical nurse chooses to work in obstetrics. Which level of
proficiency is the nurse upon initial transition to the obstetrical floor?
a. Novice
b. Proficient
c. Competent
d. Advanced beginner
ANS: A

A beginning nursing student or any nurse entering a situation in which there is no previous
level of experience (e.g., an experienced operating room nurse chooses to now practice in
home health) is an example of a novice nurse. A proficient nurse perceives a patient’s clinical
situation as a whole, is able to assess an entire situation, and can readily transfer knowledge
gained from multiple previous experiences to a situation. A competent nurse understands the
organization and specific care required by the type of patients (e.g., surgical, oncology, or
orthopedic patients). This nurse is a competent practitioner who is able to anticipate nursing
care and establish long-range goals. A nurse who has had some level of experience with the
situation is an advanced beginner. This experience may only be observational in nature, but
the nurse is able to identify meaningful aspects or principles of nursing care.
DIF:Apply (application)
OBJ:Discuss the development of professional nursing roles. TOP: Evaluation
MSC: Management of Care
4. A nurse assesses a patient’s fluid status and decides that the patient needs to drink more fluids.
The nurse then encourages the patient to drink more fluids. Which concept is the nurse
demonstrating?
a. Licensure
b. Autonomy
c. Certification
d. Accountability
ANS: B
Autonomy is an essential element of professional nursing that involves the initiation of
independent nursing interventions without medical orders. To obtain licensure in the United
States, the RN candidate must pass the NCLEX-RN. Beyond the NCLEX-RN, the nurse
may choose to work toward certification in a specific area of nursing practice. Accountability
means that you are responsible, professionally and legally, for the type and quality of nursing
care provided.
DIF:Apply (application)
OBJ:Discuss the roles and career opportunities for nurses. TOP: Implementation
MSC: Management of Care
5. A nurse prepares the budget and policies for an intensive care unit. Which role is the nurse
implementing?
a. Educator
b. Manager
c. Advocate
d. Caregiver
ANS: B

A manager coordinates the activities of members of the nursing staff in delivering nursing
care and has personnel, policy, and budgetary responsibility for a specific nursing unit or
facility. As an educator, you explain concepts and facts about health, describe the reason for
routine care activities, demonstrate procedures such as self-care activities, reinforce learning
or patient behavior, and evaluate the patient’s progress in learning. As a patient advocate, you
protect your patient’s human and legal rights and provide assistance in asserting these rights if
the need arises. As a caregiver, you help patients maintain and regain health, manage disease
and symptoms, and attain a maximal level function and independence through the healing
process.
DIF:Apply (application)
OBJ:Discuss the roles and career opportunities for nurses. TOP: Implementation
MSC: Management of Care
6. The nurse has been working in the clinical setting for several years as an advanced practice
nurse. However, the nurse has a strong desire to pursue research and theory development. To
fulfill this desire, which program should the nurse attend?
a. Doctor of Nursing Science degree (DNSc)
b. Doctor of Philosophy degree (PhD)
c. Doctor of Nursing Practice degree (DNP)
d. Doctor in the Science of Nursing degree (DSN)
ANS: B
Some doctoral programs prepare nurses for more rigorous research and theory development
and award the research-oriented Doctor of Philosophy (PhD) in nursing. Professional doctoral
programs in nursing (DSN or DNSc) prepare graduates to apply research findings to clinical
nursing. The DNP is a practice doctorate that prepares advanced practice nurses such as nurse
practitioners.
DIF:Understand (comprehension)
OBJ:Compare and contrast the educational programs available for professional registered nurse (RN)
education. TOP: Teaching/Learning MSC: Management of Care
7. A nurse attends a workshop on current nursing issues provided by the American Nurses
Association. Which type of education did the nurse receive?
a. Graduate education
b. Inservice education
c. Continuing education
d. Registered nurse education
ANS: C
Continuing education involves formal, organized educational programs offered by
universities, hospitals, state nurses associations, professional nursing organizations, and
educational and health care institutions. After obtaining a baccalaureate degree in nursing, you
can pursue graduate education leading to a master’s or doctoral degree in any number of
graduate fields, including nursing. Inservice education programs are instruction or training
provided by a health care facility or institution. Registered nurse education is the education
preparation for an individual intending to be an RN.
DIF:Apply (application)
OBJ:Compare and contrast the educational programs available for professional registered nurse (RN)

education. TOP: Teaching/Learning MSC: Management of Care
8. A nurse identifies gaps between local and best practices. Which Quality and Safety Education
for Nurses (QSEN) competency is the nurse demonstrating?
a. Safety
b. Patient-centered care
c. Quality improvement
d. Teamwork and collaboration
ANS: C
Quality improvement identifies gaps between local and best practices. Safety minimizes risk
of harm to patients and providers through both system effectiveness and individual
performance. Patient-centered care recognizes the patient or designee as the source of control
and full partner in providing compassionate and coordinated care based on respect for
patient’s preferences, values, and needs. Teamwork and collaboration allows effective
functioning within nursing and interprofessional teams, fostering open communication,
mutual respect, and shared decision making.
DIF:Understand (comprehension)
OBJ:Discuss the roles and career opportunities for nurses. TOP: Evaluation
MSC: Management of Care
9. A nurse has compassion fatigue. What is the nurse experiencing?
a. Lateral violence and intrapersonal conflict
b. Burnout and secondary traumatic stress
c. Short-term grief and single stressor
d. Physical and mental exhaustion
ANS: B
Compassion fatigue is a term used to describe a state of burnout and secondary traumatic
stress. Compassion fatigue may contribute to what is described as lateral violence
(nurse-nurse interactions, not intrapersonal). Frequent, intense, or prolonged exposure to grief
and loss places nurses at risk for developing compassion fatigue. Stressors, not a single
stressor, contribute to compassion fatigue. Physical and mental exhaustion describes burnout
only.
DIF:Understand (comprehension)
OBJ:Discuss the influence of social, historical, political, and economic changes on nursing practices.
TOP: Assessment MSC: Health Promotion and Maintenance
10. A patient is scheduled for surgery. When getting ready to obtain the informed consent, the
patient tells the nurse, ―I have no idea what is going to happen. I couldn’t ask any questions.‖
The nurse does not allow the patient to sign the permit and notifies the health care provider of
the situation. Which role is the nurse displaying?
a. Manager
b. Patient educator
c. Patient advocate
d. Clinical nurse specialist
ANS: C

As a patient advocate, the nurse protects the patient’s human and legal rights, including the
right of the patient to understand procedures before signing permits. Although nurses can be
educators, it is the responsibility of the surgeon to provide education for the patient in
preparation for surgery, and it is the nurse’s responsibility to notify the health care provider if
the patient is not properly educated. Managers coordinate the activities of members of the
nursing staff in delivering nursing care, and clinical nurse specialists are experts in a
specialized area of nursing practice in a variety of settings.
DIF:Apply (application)
OBJ:Discuss the roles and career opportunities for nurses. TOP: Evaluation
MSC: Management of Care
11. The patient requires routine gynecological services after giving birth to her son, and while
seeing the nurse-midwife, the patient asks for a referral to a pediatrician for the newborn.
Which action should the nurse-midwife take initially?
a. Provide the referral as requested.
b. Offer to provide the newborn care.
c. Refer the patient to the supervising provider.
d. Tell the patient that is not allowed to make referrals.
ANS: B
The practice of nurse-midwifery involves providing independent care for women during
normal pregnancy, labor, and delivery, as well as care for the newborn. After being apprised
of the midwifery role, if the patient insists on seeing a pediatrician, the nurse-midwife should
provide the referral. The supervising provider is an obstetric provider, not a pediatrician. A
nurse-midwife can make referrals.
DIF:Analyze (analysis)
OBJ:Discuss the roles and career opportunities for nurses. TOP: Implementation
MSC: Management of Care
12. The nurse has a goal of becoming a certified registered nurse anesthetist (CRNA). Which
activity is appropriate for a CRNA?
a. Manages gynecological services such as PAP smears.
b. Works under the guidance of an anesthesiologist.
c. Obtains a PhD degree in anesthesiology.
d. Coordinates acute medical conditions.
ANS: B
Nurse anesthetists provide surgical anesthesia under the guidance and supervision of an
anesthesiologist, who is a physician (health care provider) with advanced knowledge of
surgical anesthesia. Nurse practitioners, not CRNAs, manage self-limiting acute and chronic
stable medical conditions; certified nurse-midwives provide gynecological services such as
routine Papanicolaou (Pap) smears. The CRNA is an RN with an advanced education in a
nurse anesthesia accredited program. A PhD is not a requirement.
DIF:Understand (comprehension)
OBJ:Discuss the roles and career opportunities for nurses. TOP: Implementation
MSC: Management of Care