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NSG 1000 Final exam with verified answers—
Cedarville University
According |to |the |American |Nurses |Association |(ANA), |nursing |is |defined |as |"the |protection, | promotion, |and |optimization |of |health |and |abilities, |prevention |of |illness |and |injury, |alleviation |of | suffering |through: |- |correct |answer |-The |diagnosis |and |treatment |of |human |responses |to |health |and | illness What |role |did |Christianity |have |on |the |development |of |modern |nursing? |- |correct |answer |-Christianity |provides |biblical |principles |and |values |as |a |basis |for |nursing |practice. What |major |influence |has |war |had |on |the |development |of |nursing |and |nursing |education? |- |correct | answer |-It |increased |the |demand |for |trained/educated |nurses. Who |were |America's |first |two |trained/educated |nurses? |- |correct |answer |-Linda |Richards |and |Mary | Mahoney The |founder |of |the |American |Red |Cross |is... |- |correct |answer |-Clara |Barton The |nurse |who |was |a |supervisor |of |nursing |for |the |Union |army |during |the |Civil |war |was... |- |correct | answer |-Dorthea |Dix The |"lady |with |the |lamp" |and |the |founder |of |modern |day |nursing |is: |- |correct |answer |-Florence | Nightingale The |two |American |Civil |war |nurses |that |were |active |with |the |underground |railroad |and |slave |safety | and |care |were: |- |correct |answer |-Harriet |Tubman |and |Sojourner |Truth The |four |curricular |organizers |for |the |Cedarville |University |nursing |program |are: |- |correct |answer |- Culture, |Godly |Living, |Information |Management |and |Care
The |end |focus |of |all |we |do |in |the |School |of |Nursing |at |Cedarville |University |is |to |educate |students | and |prepare |graduates |to: |- |correct |answer |-Develop |as |nurses |grounded |in |biblical |truth Upon |completion |of |your |senior |year |at |Cedarville |University, |you |will |graduate |with |what |degree? |- | correct |answer |-A |BSN |(Bachelor |or |Science |in |Nursing) In |order |for |nurses |to |gain |power |and |influence |their |future, |they |must: |- |correct |answer |-Join | together |in |professional |unity What |is |one |thing |professional |nursing |organizations |cannot |do? |- |correct |answer |-Grant |licensure |to | RN's Nurse |practice |acts |were |developed |so |that |licensure |and |nurse |accountability |could |be |regulated |by: |- |correct |answer |-State |Boards |of |Nursing Which |of |the |following |is |NOT |within |the |scope |of |nursing |practice |for |BSN |graduates?
- |Ordering |medical |treatments |for |patients
- |Delegating |care |to |technicians |or |care |assistants
- |Completing |a |five-dimensional |assessment |- |correct |answer |-Ordering |medical |treatments |for | patients The |primary |purpose |of |the |State |Board |of |Nursing |is |to: |- |correct |answer |-Protect |the |public Who |is |primarily |responsible |for |developing |standards |for |nursing |practice? |- |correct |answer |- Professional |nursing |organizations All |of |the |following |are |purposes |for |nursing |standards |EXCEPT:
- |Provide |a |license |for |nurses |to |practice |within |each |state 2.Outline |professional |role |responsibilities
- |Hold |nurses |accountable |for |safe, |quality |nursing |care |- |correct |answer |-1. |Provide |a |license |for | nurses |to |practice |within |each |state
A |definition |of |nursing |research |is: |- |correct |answer |-A |systematic |inquiry |designed |to |develop | knowledge |about |issues |of |importance |to |nursing Why |is |research |important |for |nursing? |- |correct |answer |-To |have |evidence |as |a |basis |for |nursing |care The |study |that |asks |questions |about |human |experiences |is |which |type |of |research? |- |correct |answer |- Qualitative |Research Which |type |of |research |is |summarized |and |analyzed |by |the |use |of |numerical |data? |- |correct |answer |- Quantitative |research A |major |emphasis |of |quantitative |research |is |to |research |- |correct |answer |-tests |relationships, | differences |and |cause |effect |interactions A |division |of |the |National |Institute |of |Health |focusing |on |establishing |a |scientific |basis |for |nursing | care |is: |- |correct |answer |-The |National |Institute |for |Nursing |Research Systematically |developed |best |practice |recommendations |based |on |systematic |reviews |of |research | evidence |is |called: |- |correct |answer |-A |clinical |practice |guideline When |a |researcher |gives |a |subject |full |and |complete |information |about |the |purpose |of |a |study, |this |is |an |example |of: |- |correct |answer |-Informed |consent An |article |that |includes |a |description |of |how |to |do |a |procedure, |a |case |study |example, |and |often | provides |opportunity |to |earn |continuing |education |is |a |- |correct |answer |-Clinical |article An |article |that |includes |the |statement |of |a |problem |to |study |and |description |of |methods |for | collecting |data |is |a |- |correct |answer |-Research |Article You |practice |using |nursing's |code |of |ethics |for |professional |registered |nurses. |The |purpose |of |this | code |is |to... |- |correct |answer |-You |practice |using |nursing's |code |of |ethics |for |professional |registered | nurses. |This |code:
The |nursing |professional |code |of |ethics |is |best |defined |as: |- |correct |answer |-The |nursing |profession's | expectations |of |its |members' |behavior Which |of |the |following |is |an |example |of |the |ethical |principle |of |autonomy?
- |Preparing |the |client's |room |for |comfort |and |privacy
- |Supporting |a |client's |right |to |refuse |a |specific |type |of |therapy
- |Returning |to |speak |to |a |client |at |an |agreed |upon |time |- |correct |answer |-2. |Supporting |a |client's | right |to |refuse |a |specific |type |of |therapy What |is |the |ethical |principle |that |requires |that |the |primary |goal |of |healthcare |and |nursing |is |to |do | good |for |others? |- |correct |answer |-Beneficence Nurses |agree |to |be |advocates |for |their |clients. |Practice |of |advocacy |calls |for |the |nurse |to: |- |correct | answer |-Assess |the |client's |point |of |view |and |prepare |to |articulate |this |point |of |view Malpractice |is |best |defined |as: |- |correct |answer |-Negligence |by |a |professional The |criteria |upon |which |a |nurse |is |determined |to |have |committed |malpractice |is, |did |the |nurse: |- | correct |answer |-Meet |the |standard |that |a |reasonable |and |prudent |nurse |would |do |in |the |same | situation? What |are |the |legal |responsibilities |of |nursing |students? |- |correct |answer |-They |are |accountable |for |all |actions |they |perform. Nurse |practice |acts |are: |- |correct |answer |-Laws |regarding |nursing |practice The |Good |Samaritan |Act |protects |Health-Care |providers |who |give |emergency |care |away |from |their | place |of |employment |as |long |as |they: |- |correct |answer |-Give |care |according |to |established |guidelines | and |within |the |scope |of |their |education A |6-year |old |boy |just |ate |a |popsicle |and |the |nurse |is |ready |to |take |vital |signs. |The |most |appropriate | action |would |be |to: |- |correct |answer |-Wait | 20 |minutes |to |take |an |oral |temperature
Count |the |respirations Call |the |physician Assess |the |oxygen |saturation |- |correct |answer |-Assess |the |oxygen |saturation The |medical |term |for |a |client |experiencing |difficulty |breathing |is: |- |correct |answer |-Dyspnea A |measurement |of |oxygen |saturation |and |perfusion |is |obtained |by |- |correct |answer |-Use |of |a |pulse | oximeter Which |of |the |arteries |is |most |commonly |used |to |obtain |a |blood |pressure? |- |correct |answer |-Brachial When |evaluating |the |blood |pressure |the |first |(highest) |number |is |called |the |_________ |pressure: |- | correct |answer |-Systolic Cardiac |output |relates |to |what |determinant |of |blood |pressure Circulating |blood Size |of |blood |vessel Thickness |of |the |blood Pumping |action |of |heart |- |correct |answer |-Pumping |action |of |heart Peripheral |vascular |resistance |relates |to |what |determinant |of |blood |pressure Pumping |action |of |heart Thickness |of |the |blood Circulating |blood Size |of |blood |vessel |- |correct |answer |-Size |of |blood |vessel The |nurse |is |auscultating |a |client's |blood |pressure |and |inflates |the |cuff |to | 180 |mm |Hg. |At | 156 |mm |Hg |the |nurse |hears |the |onset |of |a |tapping |sound. |At | 130 |mm |Hg |the |sound |changes |to |a |murmur |or | swishing. |At | 98 |mm |Hg |it |becomes |muffled, |and |at | 88 |mm |Hg |the |sound |disappears. |The |nurse | records |the |blood |pressure |as: |- |correct |answer |-158/
The |nurse |is |assessing |the |vital |signs |of |an |adult. |The |expected |values |for |this |client |would |be: |- | correct |answer |-P= | 80 |beats/min, |R= | 16 |breaths/min, |BP=110/70 |mmHg According |to |the |CU |Nursing |definition, |critical |thinking |is: |- |correct |answer |-Creativity |with |rigor Critical |thinking |in |nursing |focuses |on: |- |correct |answer |-Transforming |knowledge Your |patient |complains |of |feeling |hungry, |but |will |not |eat |when |the |food |is |served. |Using |critical- thinking |skills, |what |action |would |you |take? |- |correct |answer |-Assess |why |the |client |isn't |eating. Characteristics |of |a |critical |thinker |include |all |the |following |EXCEPT: Risk-taker Being |open-minded Creativity Strict |adherence |to |tradition |- |correct |answer |-Strict |adherence |to |tradition The |nursing |process |is |primarily |focused |on |solving |the |problems |of: |- |correct |answer |-The |patient The |steps |of |the |nursing |process |include |- |correct |answer |-Assessment, |Diagnosis, |Planning, | Implementation, |& |Evaluation Critical |thinking |is |just |that, |a |way |of |thinking, |whereas, |the |nursing |process |utilizes |critical |thinking | to: |- |correct |answer |-problem |solve |and |make |decisions A |nurse |who |has |become |more |creative |and |innovative; |one |who |considers |options |aside |from | routine |is |at |which |level |of |critical |thinking? |- |correct |answer |-Complex |level You |are |admitting |a |patient |with |multiple |nursing |diagnoses |and |multiple |medical |diagnoses, |including |diabetes, |hypertension, |and |obesity. |What |tool |would |be |useful |in |giving |a |visual |representation |of | the |client |problems |and |nursing |interventions? |- |correct |answer |-Concept |map
Collaborative |interventions |are |therapies |that |require: |- |correct |answer |-Multiple |health |care | professionals Obtaining |and |recording |vital |signs |on |the |medical |record |is |an |example |of: |- |correct |answer |- Psychomotor |skill Environmental |factors |heavily |affect |a |client's |care. |Your |first |concern |for |the |client |includes |which |of | the |following? Nurse |staffing Time |of |day Confidentiality Safety |- |correct |answer |-Safety If |goals |are |unmet |or |partially |met, |the |nurse |should |do |all |the |following |except: Discuss |goals/outcomes |with |the |patient Re-assess |the |client Discontinue |the |plan Modify |the |plan |- |correct |answer |-Discontinue |the |plan The |Lifetime |record |of |all |healthcare |encounters |for |a |patient |is: |- |correct |answer |-Electronic |Health | Record The |Legal |record |describing |a |single |encounter |or |visit |created |in |hospitals |and |outpatient |health |care |settings |is: |- |correct |answer |-Electronic |Medical |Record Documentation |is |all |the |following |except: Complete On |paper |only Organized
Factual |- |correct |answer |-On |paper |only The |purpose |of |the |Medical |Record |is: |- |correct |answer |-Legal |Documentation, |Research, |& | Communication QSEN |identifies |Informatics |competency |as |a |necessary |component |of |KSA: |- |correct |answer |- Knowledge, |skills, |attitudes The |ANA |recognized |Nursing |Informatics |as |a |specialty |in |- |correct |answer |- Competencies |are |not |necessary |in |Nursing |Informatics, |only |in |Biomedical |informatics |(True |or |False) |- |correct |answer |-False A |defining |characteristic |in |Cedarville |University's |Nursing |program |is: |- |correct |answer |-Nursing |as | expression |of |Christ's |love Two |important |documents |guiding |professional |nursing |practice |are: |- |correct |answer |-Standards |of | Care |and |Nurse |Practice |Acts One |hallmark |of |any |profession |is: |- |correct |answer |-a |code |of |ethics When |learning |how |to |implement |the |nursing |process |into |a |plan |of |care |for |a |client, |the |student | nurse |realizes |the |main |purpose |of |the |nursing |process |is |to: |- |correct |answer |-Identify |client |needs | and |deliver |care |to |meet |those |needs The |statement |"Integration |of |best |knowledge |into |best |practice" |represents: |- |correct |answer |- Evidence |Based |Practice The |four |categories |of |Advanced |Practice |Nurses |include |- |correct |answer |-Midwives, |Clinical |Nurse | Specialists, |Nurse |Practitioners |and |Nurse |Anesthetists
