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Leading And Managing Nursing Exam Questions With Answers
MULTIPLE .CHOICE
- As .a .nurse .manager, .you .observe .a .staff .nurse .who .over .the .past .few .weeks .has .become .withdrawn .and .has .had .several .absences .due .to .minor .ailments. .Your. best. action .would .be .to: a. ask .the .nurse .if .she .is .okay .during .report. b. refer .the .nurse .to .the .employee .assistance .program. c. ask .the .nurse .to .meet .with .you .for .a .few .minutes .before .she .leaves .for .the .day. d. write .a .note .to .the .nurse .advising .her .that .her .work .attendance .must .improve. ANS:. C Stress .can .lead .to .emotional .symptoms .such .as .depression .and .a .variety .of .ailments. .Meeting .with .the .nurse .privately .may .assist .in .identifying .stress .and .possible .solutions.
TOP:. AONE .competency: .Business .Skills
- The .nurse .manager .of .a .unit .has .lost .many .staff .members, .and .the .unit .is .now .staffed .with .a .large .number .of .agency .and .traveling .nurses. .She .knows .that .the .agency .and .traveling .nurses .are .all .contracted .to .stay .on .the .unit .for .the .next. 3 .months. .One .way .to .improve .morale .and .decrease .stress .in .the .unit .would .be .to: a. plan .a .social .event .and .include .the .agency .and .traveling .nurse .staff .members. b. plan .unit-based .social .events .for .your .remaining .permanent .staff .members. c. request .hospital-based .―floating‖ .nurses .to .substitute .for .the .temporary .staff.
d. implement .team .nursing.N
URSINGTB.COM
Social .support, .in .the .form .of .positive .work .relationships, .can .be .an .important .way .to .buffer .the .effects .of .a .stressful .work .environment. .Including .all .staff .in .the .social .event .enables .those .who .are .not .normally .part .of .the .team .to .experience .this .support .and .provides .an .opportunity .for .the .staff .as .a .whole .to .develop .supportive .relationships.
TOP:. AONE .competency: .Communication .and .Relationship-Building
- As .a .nurse .manager, .the .one .activity .you .should .not .overlook .is: a. posting .the .yearly .rotation .schedule. b. reviewing .vacation .requests. c. scheduling .staffing .for .holidays. 6 .months .in .advance. d. anticipating .staff .sick .days.
ANS:. B Free .time .and .vacation .time .are .needed .for .individuals .to .recharge. .If .time .for .work .is
. more .than .60% .of .wake .time, .or .when .self-time .is .less .than .10% .of .wake .time, .stress .levels .increase.
TOP:. AONE .competency: .Business .Skills
- A .nurse .manager .has .decided .that .she .must .institute .some .personal .time-management .steps .to .survive .work .and .home .life. .Her. first. step .should .be .to:
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a. determine .what .takes .up .so .much .of .her .time .and .energy. b. organize .her .personal .and .work .spaces. c. purchase .a .handheld .personal .digital .assistant .to .help .remind .her .of .important .meetings. d. determine .her .personal .and .professional .goals. ANS:. D Personal .time .management .refers, .in .part, .to .―the .knowing .of .self.‖ .Self-awareness .is .a .critical .leadership .skill, .and .being .self-aware .and .setting .goals .helps .managers .determine .how .their .time .is .best .spent.
TOP:. AONE .competency: .Leadership
- A .hospice .nurse .has .been .feeling .very .stressed .at .work .because .of .both .the .physical .strain .and .the .emotional .drain .of .working .with .clients .with .AIDS. .She .tries .to .walk. 1 .to. 2 .miles .three .times .a .week .and .to .talk .regularly .with .her .husband .about .her .work- related .feelings. .One .reasonable .stress-management .strategy .would .be .to: a. start .taking .yoga .lessons. b. make .an .appointment .to .meet .with .a .psychiatrist. c. start .jogging. 5 .to. 6 .miles .every .day. d. plan .to .go .out .for .a .drink .with .fellow .nurses .after .work .every .day. ANS:. A Stress .relief .techniques .include. 30 .minutes .of .exercise .five .times .a .week, .as .well .as .techniques .such .as .yoga .that .relieve .mental .stress.
TOP:. AONE .competency: .Leadership
N .R .I .G .B.C .M
- The .nurse .manager .is .implementing .a .shared .governance .model .to .help .with .communication and .decision .making. .Although .staff .members .like .the .concept, .change .is .difficult. .Staff .nurses .feel: a. more .empowered. b. more .communicative. c. less .stressed. d. more .powerless .and .devalued. ANS:. D Change .can .lead .to .feelings .of .being .overwhelmed .and .powerless, .especially .if .complexity .compression .or .rapid, .intense .changes .have .been .involved.
TOP:. AONE .competency: .Business .Skills
- The .chief .nursing .officer .listens .to .nurse .managers .verbalize .their .feelings .of .internal .stress. .One .common .source .of .internal .stress .seems .to .be: a. the .death .of .a .loved .one. b. perfectionism. c. getting .married. d. losing .a .job. ANS:. B
TOP:. AONE .competency: .Business .Skills
- The .staff .development .educator .presents .a .series .of .programs .on .stress .management .to .the .nurse .managers. .Research .has .indicated .that .an .individual‘s .ability .to .deal .with .stress .is .moderated .by .psychological .hardiness. .Psychological .hardiness .is .a .composite .of: a. commitment, .control, .and .challenge. b. commitment, .powerlessness, .and .passivity. c. commitment, .control, .and .passivity. d. decreased .isolation, .challenge, .and .passivity. ANS:. A Some .people .have .the .capacity .to .accept .changes .in .life .with .good .humor .and .resilience, .which, .in .turn, .influences .behavior .that .prevents .illness. .Hardiness .involves .the .capacity .to .manage .time .and .stress, .to .reframe .situations .positively, .and .to .commit.
TOP:. AONE .competency: .Leadership
- The .chief .nursing .officer .understands .that .a .nurse .manager .can .exhibit .stress .that .is .related .to .trying .to .keep .up .with .the .number .of .electronic .messages .that .arrive, .as .well .as .trying .to .remain .accessible .to .staff. .What .is .a .strategy .that .would .assist .the .manager .to .manage .the .information .overload .effectively? a. Ignore .messages .unless .they .are .labeled .as .important. b. Determine .who .is .most .likely .to .send .useful .or .important .information .or .requests. c. Check .e-mail .messages .once .a .day. d. Encourage .face-to-face .meetings .rather .than .e-mail. ANS:. B
Reduction .of .stress .related .t o NUi n f RSo r mNIaTt i o Gn .ovBe.rloCad .Mrequires .the
.development .of .information-receiving .and .information-sending .skills. .Information-sending skills .include .determining .most .common .sources .of .useful .data, .labeling .files .and .folders .to .which .e-mail messages .can .be .directed, .deletion .of .e-mails, .and .focusing .on .the .most .important .pieces. .Information-sending .skills .include .keeping .e-mail .messages .short .(and .calling .if .the .message .needs .to .be .long) .and .considering .the .most .appropriate .medium .for .messages .(telephone, .fax, .face-to-face).
TOP:. AONE .competency: .Professionalism
- In .helping .nurse .managers .to .manage .their .time, .the .chief .nursing .officer .suggests .that .they: a. maintain .a .perfectionistic .attitude. b. set .up .a .complaint .list. c. have .good .negotiation .skills. d. have .good .information .literacy .skills. ANS:. D Time .can .be .saved .by .using .information .technology .effectively, .as .it .assists .with .effective .data .retrieval .and .information .gathering .and .with .communication .related .to .a .variety .of .needs .in .the .management .setting.
TOP:. AONE .competency: .Business .Skills
- Which .of .the .following .statements .would. best. define .stress? .Stress .is:
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a. the .comfortable .gap .between .how .we .like .our .life .to .be .and .how .it .actually .is. b. everyday .life, .both .the .highs .and .the .lows. c. a .consequence .or .response .to .an .event .or .stimulus .that .can .be .positive .or .negative. d. identical .to .distress. ANS:. C Stress .is .defined .as .a .gap .between .how .we .would .like .our .lives .to .be .and .how .they .actually .are .and .as .a .consequence .or .response .to .an .event .or .stimulus. .It .is .not .inherently .bad .(distress), .and .whether .highs .and .lows .are .seen .as .distress .or .eustress .is .dependent .on .each .individual‘s .interpretation .of .the .event.
TOP:. AONE .competency: .Business .Skills
- In .a .job .interview .for .a .nursing .position, .Marley .can .be .assured .that .which .of .the .following .will .occur? a. Both .eustress .and .distress b. Only .eustress c. Only .distress d. Neither .eustress .nor .distress ANS:. A Eustress .is .defined .as .stress .that .is .pleasant .in .nature, .and .distress .is .defined .as .stress .of .an .unpleasant .nature. .One .can .assume .that .every .interview .has .both .of .these .stresses.
TOP:. AONE .competency: .Business .Skills
- Which .one .of .the .following .statements .has .been .proven .to .be .true?
a. Recent .research .has .founNd .thRat .wIomGen .dBo.nCot .hMave .a
.unique .physiologic .response .to .stress. b. Both .men .and .women .interpret .the .same .stressor .in .the .same .manner .without .regard .to .past .experiences. c. Stress .influences .the .immune .system .in .one .complex .manner. d. Stressors .that .are .identical .do .not .necessarily .have .similar .effects .on .each .individual. ANS:. D Stressors .may .be .unique .to .certain .environments, .situations, .and .persons .or .groups, .and .individuals .may .respond .to .the .same .stressor .in .different .ways.
TOP:. AONE .competency: .Business .Skills
- An .example .of .role .stress .occurs .when: a. the .director .of .the .ICU .and .the .manager .of .the .surgical .unit .wish .to .hire .the .same .new .employee. b. two. part-time .staff .members .are .hired .to .work .in .a .unit, .but .the .job .expectations .for .them .are .not .clear, .and .the .head .nurse .expresses .disappointment .in .their .performance. c. the .nurse .manager .for .the .ICU .wants .to .advocate .for .more .staff .and .finds .it .difficult .to .find .data .to .substantiate .his .proposal. d. line .managers .believe .that .support .staff .use .their .technical .knowledge .to .intrude .on .their .authority.
TOP: AONE .competency: .Business .Skills
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- Jeff, .an .RN .in .his .30s, .has .lost .a .parent, .just .purchased .a .new .home, .and .is .laid .off .with. 6 .months‘ .severance .pay. .At .the .same .time, .Jerry, .an .RN .in .his .50s, .is .financially .secure .and .is .asked .to .take .early .retirement .with .a .buyout. .How .will .the .two .men .react .to .the .emotional .and .physical .influences .and .the .sequence .of .stress? a. The .younger .man .will .feel .more .stress. b. The .two .men .may .or .may .not .feel .the .same .amount .of .stress. c. The .older .man .will .feel .more .stress. d. Neither .man .will .experience .any .stress. ANS:. B The .response .to .similar .stressors .does .not .always .result .in .a .similar .experience .of .stress .in .individuals. .Responses .are .mediated .by .the .appraisal .of .the .event .as .well .as .by .factors .such .as .gender, .personality, .lifestyle, .and .age.
TOP:. AONE .competency: .Business .Skills
- Social .stressors .are .considered .a .major .factor .in .the .stress .nurses .experience .in .the .healthcare .system. .Which .of .the .following .is. not. considered .to .be .a .social .stressor? a. High .amounts .of .stress .in .the .nursing .home .environment b. Changes .in .the .current .healthcare .system .such .as .nursing .strategies c. Disruptive .behavior .coming .from .physicians .and .other .healthcare .workers d. Stress .triggers .such .as .self-criticism .and .overanalyzing ANS:. D Personal .stress .triggers .such .as .self-criticism .are .considered .intrapersonal .stressors; .environmental .factors .such .as .change, .work .environment, .and .interactions .with .others .are .considered .social .stressors.
N .R .I .G .B.C .M
TOP:. AONE .competency: .Business .Skills
- After .several .months .of .heavy .patient .loads .in .the .Emergency .Department .and .inability .to .secure .sufficient .and .experienced .staff, .the .department .is .especially .taxed .by .a .train .accident .that .brings .in .many .seriously .injured .individuals. .You .observe .that .Rama .ignores .the .requests .of .several .of .the .injured, .even .when .time .is .available .to .care .for .them .and .is .rude .to .two .older .adult .patients. .You .are .concerned .that .Rama .is .evidencing .which .state? a. Hardiness b. Depression c. Role .ambiguity d. Depersonalization ANS:. D A .characteristic .of .burnout .is .depersonalization, .a .state .characterized .by .distancing .oneself .from .the .work .itself .and .developing .negative .attitudes .toward .work .in .general .(Greenglass .et .al., .2001). .Depersonalization .is .commonly .described .as .a .feeling .of .being .outside .one‘s .body, .feeling .as .if .one .is .a .machine .or .robot, .an .―unreal‖ .feeling .that .one .is .in .a .dream .or .that .one .―is .on .automatic .pilot.‖ .Generally, .subjective .symptoms .of .unreality .make .the .nurse .uneasy .and .anxious. .Nurses .pushed .to .do .too .much .in .too .little .time .may .distance .themselves .from .patients .as .a .means .of .dealing .with .emotional .exhaustion.
NURS .EXAM .| .LEADING .AND .MANAGING QUESTIONS .WITH
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- ―Stress-buffering‖ .behaviors .can .be .elicited .to .reduce .stress. .All .of .the .following .behavioral .coping .responses .can .be .used .by .nurse .managers .to .reduce .and .manage .stress. except : a. distancing .oneself .from .work. b. using .cognitive .reframing .to .change .irrational .thoughts. c. refusing .a .request .to .sit .on .a .committee .to .evaluate .scheduling .software. d. exercising .regularly. ANS:. A Achieving .balance .between .work .and .leisure .is .a .useful .strategy .for .stress .reduction. .Distancing, .however, .can .be .a .sign .of .depersonalization .that .includes .negative .attitudes .as .well .and .is .a .characteristic .of .burnout.
TOP:. AONE .competency: .Business .Skills
- The .education .consultant .at .St. .Joseph .Hospital .is .giving .a .workshop .on .cognitive .reframing. .The .consultant .explains .that .cognitive .reframing .reduces .stress .by: a. aiding .individuals .in .identifying .positive .stressors. b. helping .people .realize .that .negative .thinking .causes .emotional .distress. c. eliminating .negative .stressors. d. replacing .positive .self-statements .with .negative .irrational .beliefs. ANS:. B Cognitive .reframing .is .a .therapy .that .aids .individuals .in .discovering .that .their .irrational .thoughts .can .be .replaced .with .responses .that .are .more .rational. .It .enables .individuals .to .gain .a .sense .of .control .over .the .situation .and .can .change .―I‘ll .never .…‖ .to .―I .can .…‖ .or .―She .always …‖ .to .―Sometimes .she .…‖ .It .is .an .approach .that .allows .individuals .to .replace .negative .thoughts .and .statements .with .others .that .are .more .realistic .and .helpful.
N .R .I .G .B.C .M
TOP:. AONE .competency: .Business .Skills
- Time .management .is .very .essential .for .the .nurse .manager. .Which .of .the .following .is . not. a .good .time-management .technique? a. Decide .what .not .to .do. b. Learn .to .say .―No.‖ c. Learn .to .delegate. d. Break .down .your .workload .into .smaller, .manageable .tasks.
ANS:. D To .manage .time .successfully, .it .is .important .to .break .down .your .workload .into .smaller, .manageable .tasks. .Developing .PERT .and .Gantt .charts .will .aid .in .dealing .with .larger, .complex .projects. .Both .charts .can .be .used .to .outline .how .an .individual .will .approach .a .large .project.
TOP:. AONE .competency: .Leadership
- As .a .unit .manager, .you .chair .the .unit .meetings. .For .each .meeting, .you .consider .and .establish .the .purpose .of .the .meeting. .Second, .you .prepare .an .agenda. .Arrange .the .following .steps .in .an .order .that .would .make .the .meetings .productive .and .successful.
- Distribute .an .agenda.
- Distribute .minutes.
NURS .EXAM .| .LEADING .AND .MANAGING QUESTIONS .WITH
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- Keep .the .meeting .focused .and .directed .toward .accomplishing .the .set .objectives. .Select .the .correct .order .from .the .following .options: a. (^) 1, .2, .4, .5,. 3 b. (^) 4, .1, .2, .5,. 3 c. (^) 3, .1, .4, .5,. 2 d. 3, .4, .2, .1,. 5 ANS:. C Planning, .organizing, .and .keeping .the .group .on .task .are .critical .in .ensuring .that .meetings .are .productive .and .that .time .is .managed .well.
TOP:. AONE .competency: .Leadership
MULTIPLE .RESPONSE
- High .levels .of .work-related .stress .affect .all .but .which .of .the .following? .( Select .all .that .apply. ) a. Job .satisfaction b. Absenteeism .and .turnover c. Nurses‘ .health d. Client .welfare ANS:. A, .B, .C, .D Many .writers .and .researchers .have .found .that .these .work-related .areas .are .adversely .affected .by .stress.
TOP:. AONE .competency: .Business .Skills
NURSINGTB.COM
NURS .EXAM .| .LEADING .AND .MANAGING QUESTIONS .WITH
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act.
Chapter .08: .Communication .and .Conflict
Yoder-Wise: .Leading .and .Managing .in .Nursing, .7th .Edition
MULTIPLE .CHOICE
- A .group .of .staff .nurses .is .dissatisfied .with .the .new .ideas .presented .by .the .newly .hired .nurse .manager. .The .staff .wants .to .keep .their .old .procedures, .and .they .resist .the .changes. .Conflict .arises .from: a. group .decision-making .options. b. perceptions .of .incompatibility. c. increases .in .group .cohesiveness. d. debates, .negotiations, .and .compromises. ANS:. B Conflict .involves .disagreement .in .values .or .beliefs .within .oneself .or .between .people .that .causes .harm .or .has .the .potential .to .cause .harm. .Conflict .may .result .from .the .interaction .of .interdependent .people .who .perceive .incompatibility .and .the .potential .for .interference.
TOP:. AONE .competency: .Communication .and .Relationship-Building
- Two .staff .nurses .are .arguing .about .whose .turn .it .is .to .work .on .the .upcoming .holiday. .In .trying .to .resolve .this .conflict, .the .nurse .manager .understands .that .interpersonal .conflict .arises .when: a. risk .taking .seems .to .be .unavoidable. b. people .see .events .differently. c. personal .and .professional .priorities .do .not .match.
d. the .ways .in .which .peopleNshoRuldIactGdo .Bno.t .CmatMch .the .ways .in .which .they .do
ANS:. B
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By .definition, .conflict .involves .a .difference .in .perception .between .two .or .more .individuals.
TOP:. AONE .competency: .Communication .and .Relationship-Building
- The .nurse .manager .is .aware .that .conflict .is .occurring .on .her .unit; .however, .she .is .focused .on .preparing .for .a .state .health .department .visit, .so .she .ignores .the .problem. .What .factor .can .increase .stress .and .escalate .conflict? a. The .use .of .avoidance b. An .enhanced .nursing .work .force c. Accepting .that .some .conflict .is .normal d. Managing .the .effects .of .fatigue .and .error
ANS:. A Avoidance .as .a .conflict-management .style .prolongs .conflict .and .tends .to .escalate .conflict.
TOP:. AONE .competency: .Communication .and .Relationship-Building
- The .nurse .manager .decides .to .use .a .mediator .to .help .resolve .the .staff‘s .conflict. .A .basic .strategy .for .truly .addressing .this .conflict .is .to: a. identify .the .conflicting .facts. b. be .determined .to .resolve .the .conflict. c. schedule .a .meeting .time .for .resolution.
NURS .EXAM .| .LEADING .AND .MANAGING QUESTIONS .WITH
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The .nurse .leader .should .follow .up .to .determine .if .the .conflict .has .been .resolved .because, .in .professional .practice .environments, .unresolved .conflict .among .nurses .is .a .significant .issue .that .results .in .job .dissatisfaction, .absenteeism, .and .turnover, .as .well .as .in .decreased .patient .satisfaction .and .poorer .quality .in .patient .care.
TOP:. AONE .competency: .Leadership
- A .nursing .instructor .is .teaching .a .class .on .conflict .and .conflict .resolution. .She .relates .to .the .class .that .conflict .in .an .organization .is .important, .and .that .an .optimal .level .of .conflict .will .generate: a. creativity, .a .problem-solving .atmosphere, .a .weak .team .spirit, .and .motivation .of .its .workers. b. creativity, .a .staid .atmosphere, .a .weak .team .spirit, .and .motivation .of .its .workers. c. creativity, .a .problem-solving .atmosphere, .a .strong .team .spirit, .and .motivation .for .its .workers. d. a .bureaucratic .atmosphere, .a .strong .team .spirit, .and .motivation .for .its .workers. ANS:. C Differences .in .ideas, .perceptions, .and .approaches, .when .managed .well, .can .lead .to .creative .solutions .and .deepened .human .relationships. .Work .on .conflict .suggests .that .complete .resolution .of .conflict .is .counterproductive .to .the .achievement .of .organizational .goals, .organizational .change, .and .cohesiveness .of .employees.
TOP:. AONE .competency: .Communication .and .Relationship-Building
- Jane .has .transferred .from .the .ICU .to .the .CCU. .She .is .very .set .in .the .way .she .makes .assignments .and .encourages .her .new .peers .to .adopt .this .method .without .sharing .the
.rationale .for .why .it .is .better. .This .is .a .NgoURod .SIexGamNBp.lTCe .of .a .prOocess .and .procedure
.that .creates which .type .of .conflict? a. Organizational b. Intrapersonal c. Interpersonal d. Disruptive ANS:. C Interpersonal .conflict .transpires .between .and .among .nurses, .physicians, .members .of .other .departments, .and .patients.
TOP:. AONE .competency: .Communication .and .Relationship-Building
- Two .nurses .on .a .psychiatric .unit .come .from .different .backgrounds .and .have .graduated .from .different .universities. .They .are .given .a .set .of .new .orders .from .the .unit .manager. .Each .nurse .displays .different .emotions .in .response .to .the .orders. .Nurse .A .indicates .that .the .new .orders .include .too .many .changes; .Nurse .B .disagrees .and .verbally .indicates .why. .This .step .in .the .process .is .which .of .the .following .in .Thomas‘ .stages .of .conflict? a. Frustration b. Conceptualization c. Action d. Outcomes ANS:. B
NURS .EXAM .| .LEADING .AND .MANAGING QUESTIONS .WITH
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Thomas‘ .Stages .of .Conflict .include .conceptualization, .which .involves .different .ideas .and .emphasis .on .what .is .important .or .not .or .about .what .should .occur.
TOP:. AONE .competency: .Communication .and .Relationship-Building
- Mrs. .Hill, .aged .68, .was .hospitalized .after .a .stroke. .The .speech .therapist .recommended .that .oral .feeding .be .stopped .because .of .her .dysplasia. .During .visiting .hours, .Mr. .Hill .fed .his .wife .some .noodles. .The .nurse .noticed .this .and .stopped .Mr. .Hill .from .feeding .his .wife, .telling. him .it .was .the .doctor‘s .decision. .An .hour .later, .the .nurse .returned .and .found .Mr. .Hill .feeding .his .wife .again. .The .nurse .tried .to .stop .him .again. .Mr. .Hill .refused .and .claimed .that .the .clinical .staff .was .trying .to .starve .his .wife; .he .also .threatened .to .get .violent .with .the .nurse. .The .nurse .decided .to .walk .away .and .documented .the .event .in .Mrs. .Hill‘s .chart. .According .to .Thomas‘ .four .stages .of .conflict, .in .which .stage .could .the .nurse .have .been. more .effective? a. Frustration b. Conceptualizing c. Action d. Outcomes ANS:. C By .walking .away, .the .nurse .is .engaged .in .an .action .or .a .behavioral .response, .which .is .the .action .stage .of .conflict .that .is .outlined .in .the .four .stages .of .conflict .(Thomas, .1992). .In .this .stage, .the .nurse .might .have .used .more .effective .strategies, .such .as .clarifying .Mr. .Hill‘s .views .on .feeding .his .wife .and .engaging .in .dialogue .with .Mr. .Hill .to .clarify .his .concerns .and .attempt .to .reach .a .common .goal.
TOP:. AONE .competency: .Communication .and .Relationship-Building
12. Mrs. .Hill, .aged .68, .was .hospNitaUliRzeSdIafNteGr .Ta .Bstr.oCkeO. .TMhe .speech
.therapist .recommended .that .oral .feeding .be .stopped .because .of .her .dysplasia. .During .visiting .hours, .Mr. .Hill .fed .his .wife .some .noodles. .The .nurse .noticed .this .and .stopped .Mr. Hill .from .feeding .his .wife, .telling .him it .was .the .doctor‘s .decision. .An .hour .later, .the .nurse .returned .and .found .Mr. .Hill .feeding .his .wife .again. .The .nurse .tried .to .stop .him .again. .Mr. .Hill .refused .and .claimed .that .the .clinical .staff .was .trying .to .starve .his .wife; .he .also .threatened .to .get .violent .with .the .nurse. .The .nurse .decided .to .walk .away .and .documented .the .event .in .Mrs. .Hill‘s .chart. .The .outcome .as .depicted .by .Thomas‘ .conflict .stages .can .be .considered .to .be: a. compromising. b. confronting. c. constructive. d. destructive. ANS:. D Resolution .was .absent .because .the .nurse .did .not .have .time .to .effectively .deal .with .the .issues .in .the .conflict. .This .can .lead .to .negativity, .increased .frustration, .and .further .distancing .between .individuals .or .groups, .including .between .patients .and .nurses.
TOP:. AONE .competency: .Communication .and .Relationship-Building
- Jill .is .the .head .nurse .on .a .unit .in .a .large .hospital. .Two .of .the .staff .nurses .are .constantly .arguing .and .blaming .each .other, .and .a .resolution .has .not .occurred .in .months. .To .solve .the .existing .conflict, .which .is .the .most .creative .conflict
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b. Competing c. Compromising d. Collaborating ANS:. D Collaboration, .although .time .consuming, .is .the .most .creative .stance. .The .collaboration .technique .involves .both .sides .in .the .conflict .working .together .to .develop .an .optimal .outcome. .This .results .in .a .win-win .solution.
TOP:. AONE .competency: .Communication .and .Relationship-Building
- A .nurse .educator .is .giving .a .workshop .on .conflict. .During .the .sessions, .he .makes .various .statements .regarding .conflict. .All .of .the .statements .are .true . except : a. conflict .can .decrease .creativity, .thus .acting .as .a .deterrent .for .the .development .of .new .ideas. b. horizontal .violence .involves .those .with .similar .status .but .little .power .in .the .larger .context. c. interprofessional .collaboration .reduces .unresolved .conflicts. d. all .conflicts .involve .some .level .of .disagreement. ANS:. A The .opposite .is .true .because .research .has .shown .that .conflict, .like .change, .increases .creativity .and .allows .for .the .development .of .new .ideas.
TOP:. AONE .competency: .Communication .and .Relationship-Building
- Sarah .is .a .nurse .manager .in .a .surgical .unit. .She .is .concerned .about .a .conflict .between .Lucy
.(a .staff .nurse) .and .one .of .the .mNaintRenanIce .GpersBon.nCel. .SMarah .explains .to .Lucy
.that .unsatisfactory .resolution .of .the .conflict .is .typically .destructive .and .will .result .in: a. decreased .frustration .between .the .maintenance .worker .and .her. b. a .good .relationship .with .the .maintenance .department. c. eventual .resolution .of .the .problem .without .further .intervention. d. decreased .productivity .on .her .part. ANS:. D Productivity .decreases .with .destructive .conflict, .whereas .constructive .conflict .strengthens .relationships.
TOP:. AONE .competency: .Communication .and .Relationship-Building
- Staff .at .Valley .Hospital .are .concerned .that .recent .staffing .cuts .will .affect .their .ability .to .provide .quality .patient .care, .and .they .express .their .concerns .to .senior .management. .The .CEO .of .Valley .Hospital .makes .the .following .statement: .―We .need .to .contain .costs .because .our .funding .has .been .decreased.‖ .This .is .a .good .example .of .which .of .the .following .conditions .that .propel .a .situation .toward .conflict? a. Incompatible .goals b. Role .conflicts c. Structural .conflict d. Competition .for .resources ANS:. A
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Conflicts .arise .in .four .areas: .goals, .facts, .approaches, .and .values. .Conflicts .among .goals .arise .from .competing .priorities .such .as .the .provision .of .quality .patient .care .and .containment .of .costs.
TOP:. AONE .competency: .Communication .and .Relationship-Building
- Kala, .a .unit .manager, .in .discussing .a .role .the .CEO .would .like .her .to .perform, .makes .the .following .statement, .―I .will .sit .on .the .hospital .task .force .on .improving .morale .if .you .send .me .to .the .hospital‘s .leadership .training .classes .next .week, .so .I .can .further .develop .my .skills .and .thus .be .more .effective.‖ .Which .of .the .following .conflict .management .styles .is .Kala .using? a. Collaborating b. Avoiding c. Negotiating d. Accommodating ANS:. C Negotiation .involves .an .exchange .of .concessions .(membership .on .a .committee .in .return .for .attendance .at .a .workshop) .or .trading. .This .strategy .supports .a .balance .of .power.
TOP:. AONE .competency: .Communication .and .Relationship-Building
- John .is .a .circulating .nurse .in .the .operating .room. .He .is .usually .assigned .to .general .surgery, .but .on .this .day .he .is .assigned .to .the .orthopedic .room. .He .is .unfamiliar .with .the .routines .and .studies .the .doctor‘s .preference .cards .before .each .patient. .The .fourth .patient .comes .into .the .room .and .John .prepares .a .site .for .a .biopsy .using .a .Betadine .solution. .The .surgeon .prefers .another .solution. .He .notices .what .John .has .done .and .immediately .corrects .him .by rudely .insulting .John. .What .is .the .ap
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conflict .resolution
in .this .example? a. Collaboration b. Compromising c. Avoiding d. Withdraw ANS:. B
U .S .N .T.. O
Compromise .involves .negotiation .or .an .exchange .of .concessions .and .supports .a .balance .of .power.
TOP:. AONE .competency: .Communication .and .Relationship-Building
- Factors .that .influence .the .ease .with .which .conflict .is .resolved .include .all. except. which .of .the .following? a. Level .of .interdependence .of .the .parties b. Interprofessional .collaboration c. Expression .of .one‘s .own .needs .and .ideas d. Avoidance .of .the .issue .or .concern
ANS:. D Conflict .involves .a .level .of .interdependence .and .is .a .condition .for .conflict .but .not .necessarily .for .continuance .of .the .conflict. .Expression .of .one‘s .ideas .and .concerns .is .considered .assertive .and .effective .in .resolving .conflict .if .the .concerns .and .needs .of .the .other .are .also .considered. .Interprofessional .collaboration .has .been .shown .to .be .effective .in
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TOP:. AONE .competency: .Communication .and .Relationship-Building
- The .head .nurse .and .a .staff .nurse .are .having .a .conflict .over .how .to .use .and .apply .a .new .procedure .for .dressings .in .the .medical/surgical .area. .The .staff .nurse .wishes .to .use .the .new .procedure .based .on .newly .released .nursing .research. .The .head .nurse .wishes .to .use .a .protocol .that .has .been .used .in .the .department .for .a .number .of .years. .The .head .nurse .later .makes .comments .to .other .staff .on .her .unit .about .the .credibility .of .the .staff .nurse. .This .behavior .is .associated .with: a. lateral .violence. b. horizontal .violence. c. confrontation. d. bullying.
ANS:. D Bullying .involves .aggressive .or .destructive .behavior .or .psychological .harassment .of .a .recipient .who .is .in .a .position .of .power .differential .with .the .perpetrator .(the .head .nurse). .Bullying .is .closely .related .to .lateral .or .horizontal .violence .and .involves .such .behaviors .as .incivility .or .intimidation.
TOP:. AONE .competency: .Communication .and .Relationship-Building
- Which .of .the .following .exemplifies .the .predominant .conflict .management .style .of .nurse .managers? a. Elizabeth, .the .head .nurse .on .neurology, .finds .that .Tom, .the .RN .nurse .on .nights, .is .irritable .in .relation .to .any .suggestions .or .new .ideas, .and .so .she .comes .in .to .work after .Tom .leaves .the
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b. The .technology .committeeUhasSrecNommTendedOa .clinical .system .for
.implementation .on .the .nursing .unit. .Staff .is .anxious .about .the .change. .Tim, .the .head .nurse, .asks .staff .for .ideas .on .how .to .meet .the .technology .goals .and .to .meet .staff .needs.
c. During .management .meetings, .George, .the .head .nurse .on .nephrology,
.dominates .meetings .and .decisions. .Lee, .the .head .nurse .on .the .cardiac .step- down .unit, .begins .to .miss .the .management .meetings.
d. Ann, .RN, .asks .her .head .nurse .if .she .can .go .on .the .permanent .evening
.shift. .The .head .nurse, .Rajib, .agrees, .as .long .as .Ann .agrees .to .be .involved .in .assisting .to .mentor .evening .staff .in .the .use .of .the .new .clinical .information .system. ANS:. D Compromise .involves .trading .and .negotiation .and .is .the .predominant .conflict .management .style .of .managers.
TOP:. AONE .competency: .Communication .and .Relationship-Building
- Lee, .the .head .nurse .in .ER, .has .attempted .to .meet .Jillian, .one .of .her .staff .RNs, .for .several .days .to .discuss .concerns .about .Jillian‘s .relationships .with .her .team .members. .Lee .hopes .to .offer .Jillian .coaching .so .that .Jillian‘s .relationships .can .be .more .satisfying .for .Jillian .and .her .team .members. .Each .time .Lee .and .Jillian .set .a .time .to .meet, .Jillian .phones .in .sick. .In .this .situation, .Lee .and .Jillian .are .demonstrating:
a. similar .conflict .management .strategies.
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b. escalation .of .conflict.
