100% satisfaction guarantee Immediately available after payment Both online and in PDF No strings attached
logo-home
Previously searched by you
Previously searched by you
logo
Test bank for Lewis's Medical-Surgical Nursing: Assessment and Management of Clinical Problems 12th Edition by Marianne M. Harding, Jeffrey Kwong, Debra Hagler 9780323789615 Chapter 1-69 Complete Guide A+ $25.49   Add to cart
Quickly navigate to
Preview
  2.  
  3. Medical-Surgical Nursing, 12th Edition (MEDICALSUR
  4.  
  5. Medical-Surgical Nursing, 12th Edition (MEDICALSUR

Exam (elaborations)

Test bank for Lewis's Medical-Surgical Nursing: Assessment and Management of Clinical Problems 12th Edition by Marianne M. Harding, Jeffrey Kwong, Debra Hagler 9780323789615 Chapter 1-69 Complete Guide A+
 16 views  0 purchase
  • Course
  • Medical-Surgical Nursing, 12th Edition (MEDICALSUR
  • Institution
  • Medical-Surgical Nursing, 12th Edition (MEDICALSUR

Test bank for Lewis's Medical-Surgical Nursing: Assessment and Management of Clinical Problems 12th Edition by Marianne M. Harding, Jeffrey Kwong, Debra Hagler 9780323789615 Chapter 1-69 Complete Guide A+

Preview 4 out of 645  pages

Document information

  • October 15, 2024
  • 645
  • 2024/2025
  • Exam (elaborations)
  • Questions & answers

Subjects

  • test bank for lewiss medical surgical nursing as

Connected book

book image

Book Title:

Author(s):

  • Edition:
  • ISBN:
  • Edition:

More summaries for

All for this textbook (32)

Written for

  • Medical-Surgical Nursing, 12th Edition (MEDICALSUR
  • Medical-Surgical Nursing, 12th Edition (MEDICALSUR

Seller

avatar-seller
Spencejames

Content preview

Test Bank for Lewis\'s Medical-Surgical Nursing,
| | | | |



| 12thEdition by Mariann M. Harding, Jeffrey Kwong,
| | | | | | |



DebraHagler Chapter 1-69
| | | |

,Chapter 01: Professional Nursing
| | |

Harding: Lewis’s Medical-Surgical Nursing, 12th Edition
| | | | |




MULTIPLE |CHOICE

1. The |nurse |completes |an |admission |database |and |explains |that |the |plan |of |care |and
discharge |goals |will |be |developed |with |the |patient‘s |input. |The |patient |asks, |“How |is |this
|

different |from|what |the |physician |does?” |Which |response |would |the |nurse |provide?
|

a. “The |role |of |the |nurse |is |to |administer |medications |and |other |treatments |prescribed|by
|your |physician.”

b. “In |addition |to |caring |for |you |while |you |are |sick, |the |nurses |will |help |you |plan
|to|maintain |your |health.”

c. “The |nurse‘s |job |is |to |collect |information |and |communicate |any|problems
|that|occur |to |the |physician.”

d. “Nurses |perform |many|of |the |same |procedures |as |the |physician, |but |nurses |are
|with |the |patients |for |a |longer |time |than |the |physician.”



ANS: | B
The |American |Nurses |Association |(ANA) |definition |of |nursing |describes |the |role |of |nurses
|in|promoting |health. |The |other |responses |describe |dependent |and |collaborative |functions |of |the

|nursing |role |but |do |not |accurately |describe |the |nurse‘s |unique |role |in |the |health |care |system.




DIF: | Cognitive |Level: |Analyze |(Analysis)
TOP: | Nursing |Process: |Implementation | | | | | MSC: | NCLEX: |Safe |and |Effective |Care |Environment

2. Which |statement |by |the |nurse |accurately |describes |the |use |of |evidence-based |practice |(EBP)?
a. “Patient |care |is |based |on |clinical |judgment, |experience, |and |traditions.”
b. “Data |are |analyzed |later |to |show |that |the |patient |outcomes |are |consistently |met.”
c. “Research |from |all |published |articles |are |used |as |a |guide |for |planning |patient |care.”
d. “Recommendations |are |based |on |research, |clinical |expertise, |and |patient
preferences.”
|



ANS: | D
Evidence-based |practice |(EBP) |is |the |use |of |the |best |research-based |evidence |combined
|with|clinician |expertise |and |consideration |of |patient |preferences. |Clinical |judgment |based |on

|the |nurse‘s |clinical |experience |is |part |of |EBP, |but |clinical |decision |making |should |also

|incorporate |current |research |and |research-based |guidelines. |Evaluation |of |patient |outcomes

|is|important, |but |data |analysis |is |not |required |to |use |EBP. |All |published |articles |do |not |provide

|research |evidence; |interventions |should |be |based |on |credible |research, |preferably

|randomized|controlled |studies |with |a |large |number |of |subjects.




DIF: Cognitive |Level: |Understand |(Comprehension) TOP: | Nursing |Process:
|Planning|MSC: | NCLEX: |Safe |and |Effective |Care |Environment




3. Which |statement |by |the |nurse |provides |a |clear |explanation |of |the |nursing |process?
a. “The |nursing |process |is |a |research |method |of |diagnosing |the |patient‘s |health
care|problems.”
|

b. “The |nursing |process |is |used |primarily|to |explain |nursing |interventions |to
other|health |care |professionals.”
|

c. “The |nursing |process |is |a |problem-solving |tool |used |to |identify|and |manage |the

, patients‘ |health |care |needs.”
d. “The |nursing |process |is |based |on |nursing |theory|that |incorporates
the|biopsychosocial |nature |of |humans.”
|



ANS: | C
The |nursing |process |is |a |problem-solving |approach |to |the |identification |and |treatment |of
|patients‘ |problems. |Nursing |process |does |not |require |research |methods |for |diagnosis. |The

|primary |use |of |the |nursing |process |is |in |patient |care, |not |to |establish |nursing |theory |or

|explain|nursing |interventions |to |other |health |care |professionals.




DIF: Cognitive |Level: |Understand |(Comprehension) TOP: | Nursing |Process:
|Evaluation|MSC: | NCLEX: |Safe |and |Effective |Care |Environment




4. A |patient |admitted |to |the |hospital |for |surgery|tells |the |nurse, |“I|do |not |feel
|comfortable|leaving |my |children |with |my |parents.” |Which |action |would |the |nurse |take
|next?

a. Reassure |the |patient |that |these |feelings |are |common |for |parents.
b. Have |the |patient |call |the |children |to |ensure |that |they |are |doing |well.
c. Gather |information |on |the |patient‘s |concerns |about |the |child |care |arrangements.
d. Call |the |patient‘s |parents |to |determine |whether |adequate |child |care |is
|being|provided.



ANS: | C
Because |a |complete |assessment |is |necessary |in |order |to |identify |a |problem |and |choose |an
|appropriate |intervention, |the |nurse‘s |first |action |should |be |to |obtain |more |information. |The

|other |actions |may |be |appropriate, |but |more |assessment |is |needed |before |the |best |intervention|can

|be |chosen.




DIF: Cognitive |Level: |Analyze |(Analysis)
TOP: | Nursing |Process: |Assessment MSC: | NCLEX: |Psychosocial |Integrity

5. A |patient |with |a |bacterial |infection |is |hypovolemic |due |to |a |fever |and |excessive
diaphoresis.|Which |expected |outcome |would |the |nurse |select |for |this |patient?
|

a. Patient |has |a |balanced |intake |and |output.
b. Patient‘s |bedding |is |kept |clean |and |free |of |moisture.
c. Patient |understands |the |need |for |increased |fluid |intake.
d. Patient‘s |skin |remains |cool |and |dry|throughout |hospitalization.
ANS: | A
Balanced |intake |and |output |gives |measurable |data |showing |resolution |of |the |problem |of|deficient
|fluid |volume. |The |other |statements |would |not |indicate |that |the |problem |of |hypovolemia |was

|resolved.




DIF: Cognitive |Level: |Apply |(Application) TOP: | Nursing |Process:
|Planning|MSC: | NCLEX: |Physiological |Integrity




6. Which |statement |describes |the |purpose |of |the |evaluation |phase |of |the |nursing |process?
a. To |document |the |nursing |care |plan |in |the |progress |notes |of |the |health |record
b. To |determine |if |interventions |have |been |effective |in |meeting |patient |outcomes
c. To |decide |whether |the |patient‘s |health |problems |have |been |completely |resolved
d. To |establish |if |the |patient |agrees |that |the |nursing |care |provided |was |satisfactory
ANS: | B

, Evaluation |consists |of |determining |whether |the |desired |patient |outcomes |have |been |met
|and |whether |the |nursing |interventions |were |appropriate. |The |other |responses |do |not |describe

|the|evaluation |phase.




DIF: | | | Cognitive |Level: |Understand |(Comprehension) TOP: | Nursing Process:
|

|Evaluation|MSC: | NCLEX: |Safe |and |Effective |Care |Environment




7. Which |statement |describes |the |purpose |of |the |assessment |phase |of |the |nursing |process?
a. To |teach |interventions |that |relieve |health |problems
b. To |use |patient |data |to |evaluate |patient |care |outcomes
c. To |obtain |data |to |diagnose |patient |strengths |and |problems
d. To |help |the |patient |identify |realistic |outcomes |for |health |problems
ANS: | C
During |the |assessment |phase, |the |nurse |gathers |information |about |the |patient |to |diagnose|patient
|strengths |and |problems. |The |other |responses |are |examples |of |the |planning, |intervention, |and

|evaluation |phases |of |the |nursing |process.




DIF: Cognitive |Level: |Understand |(Comprehension)
TOP: | Nursing |Process: |Assessment MSC: | NCLEX: |Safe |and |Effective |Care |Environment

8. When |developing |the |plan |of |care, |which |components |would |the |nurse |include |in |the
clinical|problem |statement?
|

a. The |problem |and |the |suggested |patient |goals |or |outcomes
b. The |problem, |its |causes, |and |the |signs |and |symptoms |of |the |problem
c. The |problem |with |the |possible |etiology |and |the |planned |interventions
d. The |problem, |its |pathophysiology, |and |the |expected |outcome
ANS: | B
When |writing |clinical |problems |or |nursing |diagnoses, |the |subjective |as |well |as |objective |data |to
|support |the |problem‘s |existence |should |be |included. |Goals, |outcomes, |and |interventions |are |not

|included |in |the |problem |statement.




DIF: Cognitive |Level: |Understand |(Comprehension) TOP: | Nursing |Process:
|Diagnosis|MSC: | NCLEX: |Safe |and |Effective |Care |Environment




9. Which |patient |care |task |would |the |nurse |delegate |to |experienced |assistive |personnel |(AP)?
a. Instruct |the |patient |about |the |need |to |alternate |activity |and |rest.
b. Monitor |level |of |shortness |of |breath |or |fatigue |after |ambulation.
c. Obtain |the |patient‘s |blood |pressure |and |pulse |rate |after |ambulation.
d. Determine |whether |the |patient |is |ready |to |increase |the |activity |level.
ANS: | C
AP |education |includes |accurate |vital |sign |measurement. |Assessment |and |patient |teaching|require
|registered |nurse |education |and |scope |of |practice |and |cannot |be |delegated.




DIF: Cognitive |Level: |Apply |(Application) TOP: | Nursing |Process:
|Planning|MSC: | NCLEX: |Safe |and |Effective |Care |Environment

The benefits of buying summaries with Stuvia:

Guaranteed quality through customer reviews

Guaranteed quality through customer reviews

Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.

Quick and easy check-out

Quick and easy check-out

You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.

Focus on what matters

Focus on what matters

Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!

Frequently asked questions

What do I get when I buy this document?

You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.

Satisfaction guarantee: how does it work?

Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.

Who am I buying these notes from?

Stuvia is a marketplace, so you are not buying this document from us, but from seller Spencejames. Stuvia facilitates payment to the seller.

Will I be stuck with a subscription?

No, you only buy these notes for $25.49. You're not tied to anything after your purchase.

Can Stuvia be trusted?

4.6 stars on Google & Trustpilot (+1000 reviews)

78252 documents were sold in the last 30 days

Founded in 2010, the go-to place to buy study notes for 14 years now

Start selling
$25.49
  • (0)
  Add to cart