TEST BANK - POTTER
AND PERRY'S
CANADIAN
FUNDAMENTALS OF
NURSING, 7TH EDITION
(ASTLE 2024) CHAPTER
1-49 | ALL CHAPTERS
Chapter 01: Health and Wellness
Potter et al: Canadian Fundamentals of Nursing, 7th Edition
MULTIPLE CHOICE
• The nurse is using the population health promotion model to develop actions for
improving health. After asking, “On what should we take action?”; “How should
we take action?”; and “Why should we take action?” the nurse will ask which of the
following questions?
• “With whom should we act?”
• “When should we take action?”
• “Which government should take action?”
• “Where should we first act?”
ANS: A
The next question to ask when using the population health model approach is
“With whomshould we act?” The other choices are not questions included in this
model.
DIF: Apply REF: 13, Figure 1-5
, OBJ: Contrast distinguishing features of health promotion and disease
prevention. TOP: Implementation MSC: CPNRE: Foundations
of Practice
• The principle “Health promotion is multisectoral” means which of the following?
• Relationships between individual, social, and environmental
factors must berecognized.
• Physical, mental, social, ecological, cultural, and spiritual aspects of
health must be recognized.
• In order to change unhealthUy liS
vingNanT
d workiO ng conditions, areas other
than health must also be involved.
• Health promotion involves the use of knowledge from disciplines such
as social, economic, political, environmental, medical, and nursing
sciences, as well as fromfirst-hand experience.
ANS: C
The statement “Health promotion is multisectoral” is the principle explained by the
necessityto involve areas other than health in order to change unhealthy living and
working conditions.
DIF: Understand REF: 11
OBJ: Contrast distinguishing features of health promotion and disease
prevention. TOP: Planning MSC: CPNRE: Foundations of Practice
• According to the World Health Organization, what is the best description of “health”?
• Simply the absence of disease.
• Involving the total person and environment.
• Strictly personal in nature.
• Status of pathological state.
ANS: B
The WHO defines health as “…the extent to which an individual or group is able, on
the one hand, to realize aspirations and satisfy needs; and, on the other hand, to
change or cope with the environment. Health is, therefore, seen as a resource for
everyday life, not the objective of living; it is a positive concept emphasizing social
and personal resources, as well as physical capacities.” Nurses’ attitudes toward
health and illness should account for the total person, as well as the environment in
which the person lives. People free of disease are not equally healthy. Views of
health have broadened to include mental, social, and spiritual well-being, aswell as a
focus on health at family and community levels. Conditions of life, rather than
pathological states, are what determine health.
DIF: Knowledge REF: 2
, OBJ: Discuss ways that definitions of health have been
conceptualized. TOP: Evaluate MSC: CPNRE:
Foundations of Practice
• What priority strategy for health promotion in Canada is optional but seen as
important to incorporate in nursing education curricula?
• Knowledge of disease prevention.
• Strategies for health promotion.
• Policy advocacy.
• Concepts of determinants of health.
ANS: C
Increasingly, policy advocacy is incorporated into nursing role statements and
nursing education curricula. Nurses should think about policies that have
contributed to health problems, policies that would help to alleviate health
problems, and how nursing champions public policies. Disease prevention is an
integral part of nursing curricula. Health promotion is
a fundamental part of nursing curricula
N R I
DIF: Understand REF: 11 | 12
OBJ: Analyze how the nature and scope of nursing practice are influenced
by different conceptualizations of health and health determinants. TOP:
Planning MSC: CPNRE: Foundations of Practice
• Which of the following is a prerequisite for health, as identified by the Ottawa
Charter forHealth Promotion?
• Education.
• Social support.
• Self-esteem.
• Physical environment.
ANS: A
Education is one of the nine prerequisites for health that were identified in the
Ottawa Charterfor Health Promotion. Lack of social support and low self-esteem
were identified as a psychosocial risk factors by Labonte (1993). Dangerous physical
environments were identified as socioenvironmental risk factors by Labonte (1993).
DIF: Understand REF: 4
OBJ: Discuss contributions of the following Canadian publications to
conceptualizations of healthand health determinants: Lalonde Report, Ottawa Charter,
Epp Report, Strategies for Population Health, Jakarta Declaration, Bangkok Charter,
Toronto Charter. TOP: Planning
MSC: CPNRE: Foundations of Practice
• The determinant of health with the greatest effect on the health of Canadians is
which of the following?
• Education.
, • Health services.
• Social support networks.
• Income and social status.
ANS: D
Income, income distribution, and social status are the determinants of health that
influence most other determinants. Some investigators suggest that literacy and
education are important influences on health status because they affect many other
health determinants.
Approximately 25% of a population’s health status is attributed to the quality of its
health care services. Social support affects health, health behaviours, and health care
utilization but is not the most influential determinant of health.
DIF: Understand REF: 6
OBJ: Discuss key health determinants and their interrelationships and how they
influence health. TOP: Planning MSC: CPNRE: Foundations of Practice
• A paraplegic client in the hospital for an electrolyte imbalance is receiving care
at whichprevention level?
• Primary prevention.
• Secondary prevention.
• Tertiary prevention.
• Health promotion.
ANS: B
The secondary prevention levNeU
l fR
ocSuI sG
seN onTeBa.
rlyCdeM
tection of disease once pathogenesis
has occurred, so that prompt treatment can be initiated to halt disease and limit
disability. The
primary prevention level focuses on health promotion, specific protection measures
such as immunizations, and the reduction of risk factors such as smoking. The
tertiary prevention level focuses on minimizing residual disability.
DIF: Apply REF: 11
OBJ: Contrast distinguishing features of health promotion and disease
prevention. TOP: Implementation MSC: CPNRE: Foundations
of Practice
• The nurse incorporates levels of prevention on the basis of client needs and the
type of nursing care provided. Which of the following is an example of tertiary
level preventivecaregiving?
• Teaching a client how to irrigate a new temporary colostomy.
• Providing a lesson on hygiene for an elementary school class.
• Informing a client that immunizations for her infant are available
through thehealth department.
• Arranging for a hospice nurse to visit with the family of a client with cancer.
ANS: D
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