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WTCC |\SP19 |\NUR |\ 111 |\Theory |\Exam |\ 1 |\
questions |\wit |\correct |\answers
Define |\nursing |\as |\an |\art. |- |\CORRECT |\ANSWERS |\✔✔Individualized, |
creative |\ways |\in |\caring |\for |\the |\client. Define |\nursing |\as |\a |\science. |- |\CORRECT |\ANSWERS |\✔✔Based |\on |
policies |\and |\procedures. |\Lifelong |\learning: |\current |\knowledge |\and |
practice |\that |\follows |\the |\nursing |\process; |\current |\knowledge |\with |
evidence-based |\care. Florence |\Nightingale |- |\CORRECT |\ANSWERS |\✔✔Putting |\the |\patient |
the |\best |\possible |\condition |\for |\nature |\to |\act. |\Meet |\the |\client |\where |
they |\are. |\Focused |\on |\health |\mutinous |\and |\restoration. NC |\Practice |\Act |- |\CORRECT |\ANSWERS |\✔✔The |\practice |\of |\nursing |\as |
an |\art |\dedicated |\to |\caring |\and |\to |\assisting |\clients |\by |\providing |
sustained, |\vigilant |\and |\continuous |\care |\to |\those |\acutely |\or |
chronically |\ill. |\Nurses |\assist |\clients |\to |\attain |\or |\maintain |\optimal |
health. |\Implementing |\a |\strategy |\of |\care |\to |\accomplish |\defined |\goals |\within |\the |\context |\of |\a |\client |\centered |\care |\plan American |\Nurses |\Association |(ANA) |- |\CORRECT |\ANSWERS |
✔✔Established |\a |\Code |\of |\Ethics |\as |\well |\as |\a |\Scopes |\and |\Standards |\
of |\Nursing |\Practice; |\Largest |\and |\most |\powerful |\nursing |\association |
today. |\With |\membership |\to |\only |\RNs |& |\represents |\the |\interests |\of |
all |\3.4 |\million |\RNs Wake |\Tech |\Dept |\of |\Nursing |\Ed. |- |\CORRECT |\ANSWERS |\✔✔Nursing |\is |
an |\art |\and |\science, |\which |\integrates |\and |\assimilate |\knowledge |\and |
skills |\derived |\from |\biological, |\physical |\social |\and |\behavioral |
sciences. Identify |\ 3 |\professional |\organizations |\in |\nursing. |- |\CORRECT |
ANSWERS |\✔✔American |\Association |\of |\Nursing NC |\Nursing |\Association National |\League |\for |\Nursing NC |\Nurses |\Association |(NCNA) |- |\CORRECT |\ANSWERS |\✔✔Equips |
nurses |\at |\all |\stages |\to |\thrive |\in |\an |\ever-changing |\healthcare |
environment. |\NCNA |\helps |\keep |\NC |\nurses |\on |\the |\cutting |\edge |\of |
nursing |\practice, |\policy, |\education |\and |\more. National |\League |\for |\Nursing |(NLN) |- |\CORRECT |\ANSWERS |
✔✔Promotes |\excellence |\in |\nursing |\education |\to |\build |\a |\strong |\and |
diverse |\nursing |\workforce |\to |\advance |\the |\health |\of |\our |\nation |\and |
the |\global |\community. |\They |\support |\nursing |\research |\grants |\and |
other |\education |\programs.
The |\nursing |\process |\provides |\a |\framework |\through |\which |\nurses |
can |\apply |\knowledge, |\experience, |\judgment |\and |\skills |\as |\well |\as |
established |\standards |\of |\nursing |\practice |\to |\the |\formulation |\of |\a |
plan |\of |\nursing |\care. |\It |\promotes |\the |\professionalism |\of |\nursing |
while |\differentiating |\the |\practice |\of |\nursing. Patricia |\Benner |\there |\are |\ 5 |\levels |\of |\proficiency |\for |\nurses. |- |
CORRECT |\ANSWERS |\✔✔Novice, |\Advanced |\Beginner, |\Competent, |
Proficient, |\Expert Benner's |\Novice |- |\CORRECT |\ANSWERS |\✔✔No |\experience |\and |\relies |
on |\policies, |\procedures |\and |\guidelines |\and |\theory Benner's |\Advanced |\Beginner |- |\CORRECT |\ANSWERS |\✔✔Begins |\to |
gain |\experience. |\Focus |\is |\on |\tasks |\and |\guidelines. |\Does |\not |\have |
experience |\to |\consider |\complexity. Benner's |\Competent |- |\CORRECT |\ANSWERS |\✔✔Has |\been |\on |\the |\job |
for |\ 2 |-3 |\years |\with |\the |\same |\or |\similar |\situations. |\Begins |\to |\master |\some |\tasks, |\does |\not |\yet |\possess |\the |\speed |\and |\flexibility |\of |\a |
proficient |\nurse. Benner's |\Proficient |- |\CORRECT |\ANSWERS |\✔✔Perceives |\the |\situation |
as |\wholes |\rather |\than |\in |\terms |\of |\chopped |\up |\parts |\or |\aspects.
Benner's |\Expert |- |\CORRECT |\ANSWERS |\✔✔Possess |\and |\intuitive |
understanding |\of |\most |\situations |\and |\is |\able |\to |\quickly |\determine |\a |\course |\of |\action |\without |\much |\problem |\solving. |\Has |\high |\a |
analytical |\skills |\ability |\that |\is |\needed |\for |\most |\all |\situations. Identify |\the |\nurse-client |\relationship |\as |\a |\basis |\for |\communication. |- |\CORRECT |\ANSWERS |\✔✔Establish |\trusting |\relationship |\with |\patient/family. |\EFFECTIVE |\communication |\is |\key. |\Verbal |\and |
nonverbal |\10/90 |\split, |\needs |\to |\have |\congruity. |
Intent |\of |\comm. |\Is |\to |\elicit |\a |\response |
Better |\Communication |= |\Stronger |\relationships |= |\More |\Trust= |
Better |\Care Identify |\communication |\skills |\needed |\in |\developing |\therapeutic |
relationships. |- |\CORRECT |\ANSWERS |\✔✔Active |\Listener, |\assist |\patient |
to |\identify |\feelings, |\follow |\through |\w/ |\promises |\and |\don't |\make |
unrealistic |\promises, |\be |\truthful, |\focus |\on |\patients |\well-being. |
Developed |\by |\Hildegard |\Peplau Define |\the |\four |\phases |\of |\a |\nurse-client |\relationship. |- |\CORRECT |
ANSWERS |\✔✔Pre-interaction, |\Introductory, |\Working, |\Termination |
Phases. Pre-interaction |\Phase |- |\CORRECT |\ANSWERS |\✔✔Similar |\to |\planning |
stage |\before |\an |\interview. |\The |\nurse |\has |\information |\about |\the |
patient |\before |\face-to-face |\meeting |(name, |\address, |\age, |\health |\
have |\to |\use |\an |\approach |\that |\is |\comfortable |\when |\saying |\good-bye. |\The |\nurse |\can |\offer |\follow-up |\phone |\calls, |\e-mails |\or |\other |
communication |\approaches |\to |\help |\ease |\this |\transition. Define |\the |\communication |\skills |\a |\nurse |\needs |\during |\the |\working |
phase |\of |\the |\nurse-client |\relationship |- |\CORRECT |\ANSWERS |
✔✔Nurses |\must |\possess |\the |\following |\skills |
-Empathetic |\listening |\and |\responding |
-Respect |
-Genuineness |
-Concreteness |
-Reflecting, |\paraphrasing, |\clarifying, |\and |\confronting. List |\the |\SIX |\basic |\elements |\of |\the |\communication |\process. |- |
CORRECT |\ANSWERS |\✔✔Sender |(Source |\Encoder), |\Message, |\Channel, |\Receiver |(Decoder), |\Response |(Feedback), |\TEACHBACK Sender |(Source |\Encoder) |- |\CORRECT |\ANSWERS |\✔✔Person |\or |\group |
wishing |\to |\send |\message |\to |\convey |\information |\or |\feelings. |\Also |
selects |\how |\to |\encode |\the |\message Message |- |\CORRECT |\ANSWERS |\✔✔What |\is |\actually |\said |\or |\written, |
includes |\tone, |\gestures |\and |\other |\non-verbals
Channel |- |\CORRECT |\ANSWERS |\✔✔The |\medium |\used |\to |\convey |\the |
message, |\use |\appropriate |\channel, |\and |\most |\effective |
communication |\uses |\more |\than |\one |\of |\the |\receivers |\sensory |
channel. Receiver |(Decoder) |- |\CORRECT |\ANSWERS |\✔✔Interprets |\the |\message. |\Uses |\all |\senses |\to |\receive |\the |\message. |\They |\must |\decode |\the |
message, |\accurate |\decoding |\depends |\on |\similar |\knowledge, |
experience, |\sociocultural |\background. Response |(Feedback) |- |\CORRECT |\ANSWERS |\✔✔Message |\the |\receiver |
sends |\back |\to |\the |\sender. |\This |\allows |\the |\sender |\to |\resend |\the |
message |\in |\a |\different |\way. |\This |\process |\is |\an |\ongoing |\loop. |\When |
misinterpretation |\occurs, |\communication |\has |\been |\ineffective. Teach |\back |- |\CORRECT |\ANSWERS |\✔✔Asking |\the |\client |\to |\explain |\in |
their |\own |\words |\what |\they |\need |\to |\do |\or |\learn, |\in |\a |\caring |\way. |\It |
is |\way |\to |\check |\for |\understanding, |\healthcare |\providers |\can |\make |
sure |\they |\explained |\information |\correctly. Verbal |\Communication |- |\CORRECT |\ANSWERS |\✔✔Transmitting |
information |\through |\the |\spoken |\written |\word |
Pace |\and |\intonation, |\Simplicity, |\Clarity |\and |\brevity, |\Timing |\and |
relevance, |\Adaptability, |\Credibility, |\Humor
Culture, |\Education, |\Economic |\level |(as |\a |\factor |\that |\influences |
communication |\process) |- |\CORRECT |\ANSWERS |\✔✔not |\sure |\what |
should |\go |\here? Value |\and |\Perception |(as |\factors |\that |\influences |\communication |
process) |- |\CORRECT |\ANSWERS |\✔✔Standards |\that |\influence |\behavior; |\personal |\view |\of |\an |\event Personal |\Space |(as |\a |\factor |\that |\influences |\communication |\process) |- |\CORRECT |\ANSWERS |\✔✔Intimate- |\touching |\to |\1- |\½ |\feet |
Personal- |\ 1 |\¼- |\4ft |
Social- |\4- |\ 12 |\ft |
Public- |\12- |\ 15 |\ft Territorial |(as |\a |\factor |\that |\influences |\communication |\process) |- |
CORRECT |\ANSWERS |\✔✔A |\concept |\of |\the |\space |\and |\things |\that |\an |
individual |\considered |\as |\belonging |\to |\the |\self Roles |\and |\Relationships |(as |\a |\factor |\that |\influences |\communication |
process) |- |\CORRECT |\ANSWERS |\✔✔Between |\the |\sender |\and |\the |
receiver |(?)
Incivility |(as |\a |\factor |\that |\influences |\communication |\process) |- |
CORRECT |\ANSWERS |\✔✔Elderspeak, |\terms |\of |\endearment, |\plural |
pronouns, |\slow |\loud |\speech Lifespan |\considerations |\when |\communicating |\with |\children. |- |
CORRECT |\ANSWERS |\✔✔They |\grow |\their |\communication |\abilities, |
they |\change |\remarkably |\as |\they |\develop |\through |\their |\thought |
process. |
Allow |\children |\time |\to |\feel |\comfortable. |
Avoid |\sudden |\or |\rapid |\advances, |\threatening |\gestures, |\prolonged |
eye |\contact. |
Talk |\with |\parent |\if |\child |\is |\shy |(ask |\child |\about |\toys |\or |\objects |\in |
room). |
Communicate |\thru |\use |\of |\transitional |\objects |
Assume |\eye |\level |\position |(rather |\than |\tall |\and |\dominating). |
Speak |\in |\quiet, |\unhurried |\confident |\tone. |
help |\decrease |\any |\intimidation. |\include |\the |\child |\in |\the |
conversation. Lifespan |\considerations |\when |\communicating |\with |\adolescents. |- |
CORRECT |\ANSWERS |\✔✔It |\takes |\time |\to |\build |\rapport |\and |\use |\active |\listening |\skills. |\In |\all |\interactions |\with |\children |\it |\is |\important |\to |
give |\them |\opportunities |\to |\be |\expressive, |\listen |\openly, |\and |
respond |\honestly, |\using |\words |\and |\concepts |\they |\understand.
Semiformal |\Groups |- |\CORRECT |\ANSWERS |\✔✔Structural |\is |\formal, |
hierarchy |\is |\carefully |\delineated, |\membership |\is |\voluntary |\but |
selective, |\structured, |\deliberate |\activities |\absorb |\large |\part |\of |
groups |\meeting |\time, |\and |\objectives |\are |\rigid |(Change |\is |\not |
desirable). |\Prestige |\and |\status |\often |\accrued |\from |\membership. Informal |\Groups |- |\CORRECT |\ANSWERS |\✔✔Group |\not |\bound |\by |\any |
set |\of |\written |\rules |\or |\regulations, |\governed |\by |\unwritten |\laws |\and |
strong |\code |\of |\ethics, |\rotational |\leadership |\is |\common, |\group |
assigns |\duties |\to |\members |\best |\qualified |\for |\certain |\functions, |\and |
interpersonal |\interactions |\are |\spontaneous. |\Ideal |\testing |\ground |\for |\leadership |\techniques. Sampson |\and |\Martha's |\EIGHT |\functions |\of |\groups. |- |\CORRECT |
ANSWERS |\✔✔Socialization, |\Support, |\Task |\Completion, |\Camaraderie, |
Informational, |\Normative |\Function, |\Empowerment, |\Governance; Any |\one |\group |\generally |\can |\more |\than |\one |\function, |\and |\it |\may |
fulfill |\different |\functions |\for |\different |\group |\members. Socialization |(as |\a |\function |\of |\groups) |- |\CORRECT |\ANSWERS |\✔✔The |
cultural |\group |\into |\which |\you |\were |\born. Support |(as |\a |\function |\of |\groups) |- |\CORRECT |\ANSWERS |\✔✔One's |
fellow |\group |\members |\are |\available |\in |\times |\of |\need.
Task |\Completion |(as |\a |\function |\of |\groups) |- |\CORRECT |\ANSWERS |
✔✔Group |\members |\provide |\assistance |\in |\endeavors |\that |\are |
beyond |\the |\capacity |\of |\one |\individual |\alone |\or |\when |\results |\can |\be |\achieved |\more |\effectively |\as |\a |\team. Camaraderie |(as |\a |\function |\of |\groups) |- |\CORRECT |\ANSWERS |
✔✔Members |\of |\a |\groups |\provide |\joy |\and |\pleasure |\that |\individual |
seek |\from |\interaction |\with |\significant |\others. Informational |(as |\a |\function |\of |\groups) |- |\CORRECT |\ANSWERS |
✔✔Learning |\takes |\place |\within |\groups. Normative |\Function |(as |\a |\function |\of |\groups) |- |\CORRECT |\ANSWERS |
✔✔This |\functions |\relates |\to |\the |\ways |\in |\which |\groups |\enforce |
established |\norms. Empowerment |(as |\a |\function |\of |\groups) |- |\CORRECT |\ANSWERS |
✔✔Groups |\help |\to |\bring |\about |\improvement |\in |\existing |\conditions |
by |\providing |\support |\to |\individual |\members |\who |\seek |\to |\bring |
about |\change. Governance |(as |\a |\function |\of |\groups) |- |\CORRECT |\ANSWERS |\✔✔Rules |\being |\made |\by |\committees |\within |\a |\larger |\organization.
Temperature Lighting Group |\dynamics |\or |\Group |\Processes |- |\CORRECT |\ANSWERS |\✔✔How |
the |\group |\functions, |\communicates, |\sets |\goals, |\and |\achieves |
objectives. |\Every |\group |\has |\its |\own |\characteristics |\and |\ways |\of |
functioning. FIVE |\Aspects |\of |\Group |\Dynamics |- |\CORRECT |\ANSWERS |
✔✔Commitment, |\decision-making |\ability |(made |\together), |\member |
behavior, |\cohesiveness |\and |\power. ELEVEN |\Group |\Dynamic |\PROBLEMS |- |\CORRECT |\ANSWERS |
✔✔Monopolize, |\recognition |\seeker, |\help |\seeker, |\aggressor, |\blocker Groupthink, |\scapegoating, |\silence |\and |\apathy, |\transference |\and |
counter-transference THREE |\Leadership |\Styles |- |\CORRECT |\ANSWERS |\✔✔Autocratic, |
Democratic, |\Laissez-faire. Autocratic |\Leadership |\Style |- |\CORRECT |\ANSWERS |\✔✔Absolute |\power. Democratic |\Leadership |\Style |- |\CORRECT |\ANSWERS |\✔✔Voice |\of |\the |
group
Laissez-faire |\Leadership |\Style |- |\CORRECT |\ANSWERS |\✔✔Policy |\or |
attitude |\of |\letting |\things |\take |\their |\own |\course, |\without |\interfering. Identify |\the |\POSITIVE |\roles |\of |\group |\members. |- |\CORRECT |
ANSWERS |\✔✔Information |\Givers |\and |\Seekers. Opinion |\Givers |
Coordinator. Initiator Contributor. Energizer Identify |\the |\NEGATIVE |\roles |\of |\group |\members. |- |\CORRECT |
ANSWERS |\✔✔Monopolizer Recognition |\Seeker Playboy/playgirl Help |\Seeker Aggressor |\and |\Blocker FIVE |\stages |\of |\Bruce |\Tuckman's |\group |\development |- |\CORRECT |
ANSWERS |\✔✔Forming, |\Storming, |\Norming, |\Performing, |\Adjourning
accomplished. |\The |\emphasis |\is |\on |\wrapping |\up |\final |\tasks |\and |
documenting |\the |\effort |\and |\results. |\There |\may |\be |\regret |\as |\the |
team |\ends, |\so |\a |\ceremonial |\acknowledgement |\of |\the |\work |\and |
success |\of |\the |\team |\can |\be |\helpful. Communication |\within |\the |\HCT |\requires... |- |\CORRECT |\ANSWERS |\✔✔- Understanding |\of |\anxiety |\and |\hot |\it |\affects |\communication. -Must |\always |\be |\geared |\toward |\the |\goal |\of |\client's |\safety. |
-Must |\always |\be |\mindful |\of |\client's |\confidentiality. Factors |\that |\can |\limit |\effective |\team |\communication |- |\CORRECT |
ANSWERS |\✔✔We're |\often |\confronted |\with |\communication |\barriers |
due |\to |\the |\complexity |\and |\diversity |\of |\our |\healthcare |\system. |
Communication |\challenges |\can |\be |\a |\result |\of |\human |\factors, |\such |
as |\poor |\communication |\skills; |\lack |\of |\resources |\to |\support |
communication |\training; |\lack |\of |\support |\for |\active |\communication |
in |\the |\clinical |\setting; |\or |\an |\inappropriate |\environment |\for |\handoff |
due |\to |\interruptions. |\These |\barriers |\can |\threaten |\patient |\safety, |
negatively |\affect |\clinical |\outcomes, |\and |\impede |\the |\delivery |\of |
quality |\care. Factors |\that |\can |\promote |\effective |\team |\communication |- |\CORRECT |
ANSWERS |\✔✔Effective |\communication |\is |\essential |\because |\it |\allows |
us |\to |\exchange |\patient |\information |\among |\our |\colleagues, |
physicians, |\and |\other |\members |\of |\the |\multidisciplinary |\healthcare |
team. |\Successful |\communication |\in |\the |\healthcare |\setting |\develops |\
therapeutic |\nurse-patient |\relationships, |\facilitates |\the |\development |
of |\team |\collaboration, |\reduces |\the |\risks |\of |\errors, |\promotes |\patient |\satisfaction |\and |\positive |\clinical |\outcomes, |\and |\increases |\the |
quality |\of |\care. EIGHT |\Purposes |\of |\documentation |\in |\heath |\care. |- |\CORRECT |
ANSWERS |\✔✔-Communication |
-Planning |\client |\care -Auditing |\health |\agencies -Research -Education -Reimbursement -Legal |\documentation -Healthcare |\analysis Discuss |\the |\principles |\of |\effective |\written, |\verbal, |\and |\electronic |
documentation. |- |\CORRECT |\ANSWERS |\✔✔Interprofessional |\teamwork |\refers |\to |\the |\cooperation, |\coordination, |\and |\collaboration |\expected |
among |\members |\of |\different |\professions |\in |\delivering |\patient- centered |\care |\collectively. FIVE |\types |\of |\documentation |\records |- |\CORRECT |\ANSWERS |
✔✔Source-oriented |\record, |\Problems |\Interventions |\Evaluation |(PIE) |\
