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Ramont, Niedringhous, Comprehensive Nursing Care 2nd Edition Update Test
Bank
Chapter 12Question 1
Type: MCMA
Nurse initiated client communication has many facets. The components that the nurse is responsible for include:
Standard Text: Select all that apply.
1 The message
2 The receiver
! The sender
" Response
# Congruent communication
Corre$t %ns&er: 1!"
Rationa'e 1: The message or information sent is the responsibility of the nurse as the communication is initiated
Rationa'e 2: The receiver is the endpoint of the communication or the client.
Rationa'e !: The sender is the nurse #ho is initiating the communication.
Rationa'e ": The response or feedbac$ is the responsibility of the receiver #ho is the client at the initation ofthe communication.
Rationa'e #: Congruent communication ma$ing certain that the sent message ia the same on both verbal and
nonverbal levels is the responsibility of the nurse at this point in the communication.
('o)a' Rationa'e:
Cogniti*e +e*e': %nderstanding
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question 2
Type: MCMA
Ramont Niedringhous Comprehensive Nursing Care (nd )dition %pdate Test *an$
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8/20/2019 Ramont2e Rev TIF Ch12
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As the nurse prepares to care for a client #ho has significant auditory impairment alternative modes of verbal
communication that can be used include:
Standard Text: Select all that apply.
1 ),mail
2 -acial epression
! /estures
" *oo$s
# Tet messaging
Corre$t %ns&er: 10"
Rationa'e 1: ),mail is an effective verbal communication.
Rationa'e 2: -acial epressions are useful and are nonverbal.
Rationa'e !: /estures and pantomiming are effective nonverbal communication.
Rationa'e ": *oo$s and pamphlets are effective for the client #ho cannot hear #ell.
Rationa'e #: Tet messaging is an effective method of communicating #ith the hearing impaired client.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: Safe )ffective Care )nvironmentC'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question !
Type: MCSA
The nurse is admitting a client to the acute care facility. A therapeutic communication techniue that is useful for
eliciting an epanded response is:
1 Sitting uietly
2 2pen,ended uestions
! Closed ended uestions
" &resenting realityRamont Niedringhous Comprehensive Nursing Care (nd )dition %pdate Test *an$
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Corre$t %ns&er: (
Rationa'e 1: Silence is an effective techniue #hen the client is struggling #ith emotions3 this techniue #ill notelicit specific information.
Rationa'e 2: 2pen,ended uestions such as 4tell me about56 encourage the client to share more information
#ith the nurse
Rationa'e !: Closed ended uestions elicit short or single #ord ans#ers and do not encourage the client to shareinformation.
Rationa'e ": &resenting reality is a techniue that is often useful #ith clients #ho are confused or disoriented.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question "
Type: MCSA
The nurse uses a variety of types of uestions during the course of the intervie#. An eample of a neutral uestio
#ould be:
1 47o# do you feel about that86
2 49ou #ont #al$ to the bathroom #ithout help #ill you8;
! 47o# have you been feeling lately86
" 4Are you feeling o$ay86
Corre$t %ns&er: 1
Rationa'e 1: This is an eample of a neutral uestion not implying a specific feeling or action that the nurse
epects to see or hear.
Rationa'e 2: This is an eample of a leading uestion #here the nurse has a specific action for the client to agreeto.
Rationa'e !: This is an eample of an open ended uestion #hich encourages the client to share information.
Rationa'e ": This is an eample of a closed ended uestion #hich #ill elicit a brief ans#er.
('o)a' Rationa'e:
Ramont Niedringhous Comprehensive Nursing Care (nd )dition %pdate Test *an$
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Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question #
Type: MCMA
The nurse interprets factors affecting the communication style of the obstetric client and her husband as including
#hich characteristics:
Standard Text: Select all that apply.
1 /ender differences in communication
2 /roup communication
! <evelopmental stage
" &rofessional boundaries
# Role reversal
Corre$t %ns&er: 1(!
Rationa'e 1: -rom an early age girls and boys communicate differently.
Rationa'e 2: T#o or more people #ho have shared needs and goals are a group. The client and her husband ta$eeach other into account and have a shared goal of a safe delivery.
Rationa'e !: <evelopmental stage affects communication including age and gender factors.
Rationa'e ": &rofessional boundaries are not part of this client,husband relationship.
Rationa'e #: Role reversal is unli$ely to affect the client in this scenario.
('o)a' Rationa'e:
Cogniti*e +e*e': ApplyingC'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: Assessment
+earning .ut$ome:
Question /
Ramont Niedringhous Comprehensive Nursing Care (nd )dition %pdate Test *an$
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Type: MCSA
After cleaning a clients bedside table the nurse notes that the client seems upset. The nurse reali=es that #hich o
the follo#ing had been violated:
1 &ersonal space
2 Territory
! &rofessional boundaries
" &ersonal values
Corre$t %ns&er: (
Rationa'e 1: &ersonal space is the distance people prefer in interactions #ith others.
Rationa'e 2: Territoriality is the concept of the space and things that an individual considers as belonging to self.
Rationa'e !: &rofessional boundaries had not been violated.
Rationa'e ": &ersonal values had not been violated.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: Assessment
+earning .ut$ome:
Question 0
Type: MCMA
The nursing student observes a staff nurse changing her behavior around a client. Signs that might be observed as
professional boundary violations include:
Standard Text: Select all that apply.
1 The nurse calls the client by his or her first name
2 The nurse shares personal information #ith the client
! The nurse touches the client #ithout a therapeutic purpose
" The nurse spends the same amount of time #ith this client as #ith other clients
# The nurse reports receiving gifts from this clientRamont Niedringhous Comprehensive Nursing Care (nd )dition %pdate Test *an$
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Corre$t %ns&er: 1(!"
Rationa'e 1: The nurse should call each client by their title and last name for eample Mr. Smith rather than>ohn.
Rationa'e 2: The nurse?s personal issues should not be discussed #ith the client.
Rationa'e !: All client,nurse touch should be of a therapeutic nature.
Rationa'e ": Clients should be treated eually.
Rationa'e #: Nurses should not accept gifts from a client per facility policy.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: Assessment
+earning .ut$ome:
Question
Type: MCSA
The nurse is admitting an elderly client at the change of shift. The client seems to be nodding yes to every
uestion. @hich of the follo#ing nursing interventions is appropriate:
1 The nurse pulls the door shut to minimi=e the bac$ground noise
2 The nurse raises her voice
! The nurse as$s the client if he needs a hearing aid
" The nurse tells the client that they #ill tal$ later
Corre$t %ns&er: 1
Rationa'e 1: &ulling the door shut #ill give privacy and a non,distracting environment.
Rationa'e 2: The nurse raising her voice may not dro#n out the noise and may ma$e the interaction less private.
Rationa'e !: This is not a therapeutic comment for the nurse to ma$e.
Rationa'e ": The admission process should be done at the earliest appropriate time.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
Ramont Niedringhous Comprehensive Nursing Care (nd )dition %pdate Test *an$
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C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question
Type: MCMA
The nurse understands that verbal communication ta$es many forms. )amples of verbal communication inhealthcare include:
Standard Text: Select all that apply.
1 ),mail
2 &ublished material
! Charting
" 2bserving
# Reporting
Corre$t %ns&er: 1(!"
Rationa'e 1: ),mail is a form of verbal communication.
Rationa'e 2: &ublished materials such as ournals and tetboo$s are forms of communication.
Rationa'e !: Charting is an important component of verbal communication for nurses.
Rationa'e ": 2bserving is a nursing action of assessing.
Rationa'e #: /iving information to the oncoming caregiver either #ritten or orally is a form of verbal
communication.
('o)a' Rationa'e:
Cogniti*e +e*e': %nderstanding
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):Nursing-ntegrated Con$epts: Nursing &rocess: Assessment
+earning .ut$ome:
Question 13
Type: MCMA
Ramont Niedringhous Comprehensive Nursing Care (nd )dition %pdate Test *an$
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The nurse identifies several important eamples of nonverbal communication as:
Standard Text: Select all that apply.
1 &osture
2 &hysical appearance
! -acial epressions
" )ye contact
# Tet messages
Corre$t %ns&er: 1(!0
Rationa'e 1: &osture is a form of nonverbal communication.
Rationa'e 2: 2verall physical appearance is a method of nonverbal communication.
Rationa'e !: -acial epressions are important components of nonverbal communication for nurses.
Rationa'e ": )ye contact is a method of engaging in nonverbal communication.
Rationa'e #: Tet messages are an eample of verbal communication.
('o)a' Rationa'e:
Cogniti*e +e*e': %nderstanding
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):Nursing-ntegrated Con$epts: Nursing &rocess: Assessment
+earning .ut$ome:
Question 11
Type: MCMA
The nurse recogni=es that nonverbal communication is influenced by many factors including:
Standard Text: Select all that apply.
1 Culture
2 Self,concept
! 7ealth
" *ody language
Ramont Niedringhous Comprehensive Nursing Care (nd )dition %pdate Test *an$
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# Sensory deficits
Corre$t %ns&er: 1(!"
Rationa'e 1: Culture influences ho# clients dress as #ell as ho# gestures and eye contact might be perceived.
Rationa'e 2: The #ay people #al$ and carry themselves are often reliable indicators of self,concept.
Rationa'e !: &osture is often an indicator of current health or mood.
Rationa'e ": *ody language is not a factor influencing non,verbal communication3 it is a method of nonverbal
communication.
Rationa'e #: Sensory deficits such as inability to hear or spea$ can influence nonverbal communication.
('o)a' Rationa'e:
Cogniti*e +e*e': Analy=ing
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):Nursing-ntegrated Con$epts: Nursing &rocess: Assessment
+earning .ut$ome:
Question 12
Type: MCMA
'n the clinical site the student notices that one nurse is able to get more information about clients than the others.
@hen observing her interactions #ith clients #hich of the follo#ing principles might be identified8
Standard Text: Select all that apply.
1 Buiet and gentle communication
2
!
"
Corre$t %ns&er: 1
Rationa'e 1: )ffective communication is uiet and gentle so as not to increase the stress or discomfort of clients
families or staff.
Rationa'e 2: The nurse #ho spea$s #ith respect to clients families and staff is able to effectively communicate inthe clinical setting.
Rationa'e !: Communicating #ith a client is different than spea$ing #ith a friend.
Ramont Niedringhous Comprehensive Nursing Care (nd )dition %pdate Test *an$
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Rationa'e ": The overuse of silence may slo# do#n communication.
('o)a' Rationa'e:
Cogniti*e +e*e': %nderstanding
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: Assessment
+earning .ut$ome:
Question 1!
Type: MCSA
Communicating #ith clients can be easily bloc$ed if the nurse uses #hich of the follo#ing techniues8
1 Attentive listening
2 eeping confidences
! %sing touch
" &robing
Corre$t %ns&er: 0
Rationa'e 1: Attentive listening is a therapeutic communication techniue that involves listening for $ey themes
in communication #ith clients.
Rationa'e 2: eeping client information confidential is a principle of effective communication.
Rationa'e !: %sing touch appropriately reinforces caring.
Rationa'e ": As$ing for information chiefly out of curiosity can be considered prying and a violation of the
clients privacy3 this can place the client in a defensive position.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: Assessment+earning .ut$ome:
Question 1"
Type: MCSA
Ramont Niedringhous Comprehensive Nursing Care (nd )dition %pdate Test *an$
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The nurse is caring for an adult client #ho has had surgery for cancer of the laryn. The client is restless and is
sha$ing the side rails. An appropriate nursing response #ould be:
1 4@hy are you sha$ing the side rails86
2 49ou arent scheduled for pain medication yet.6
! 4May ' get you a pencil and paper so you can tell me #hat is bothering you86
" 4Can you point to #here it hurts86
Corre$t %ns&er: !
Rationa'e 1: The use of probing uestions #ith a client #ho cannot spea$ is not therapeutic.
Rationa'e 2: Assuming that pain is the concern places a barrier to effective communication.
Rationa'e !: This response opens the communication bet#een the nurse and client on a respectful level that #illenhance the rest of the interaction.
Rationa'e ": Assuming that pain is the concern places a barrier to effective communication.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: Assessment
+earning .ut$ome:
Question 1#
Type: MCMA
@hen caring for a client #ho does not spea$ the same language communication techniues that the nurse can use
include:
Standard Text: Select all that apply.
1 %sing posture and position
2 %sing gestures carefully
! Attentive listening
" *e a#are of o#n facial epressions
# Spea$ louder so client #ill understand
Ramont Niedringhous Comprehensive Nursing Care (nd )dition %pdate Test *an$
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Corre$t %ns&er: 1(!0
Rationa'e 1: %se body position and direction to indicate interest and attention.
Rationa'e 2: /estures may mean different things to different cultures. %sing gestures to communicate proceduresmay be helpful.
Rationa'e !: Attentive listening conveys interest in the client.
Rationa'e ": The nurse needs to be a#are of his or her o#n facial epressions that may be misunderstood #ith
language barriers.
Rationa'e #: Spea$ing louder #ill not assist the client in understanding the language.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: Assessment+earning .ut$ome:
Question 1/
Type: MCMA
@hile observing an admission intervie# the nursing student recogni=es open ended uestions as starting #ith:
Standard Text: Select all that apply.
1 ;7o#;
2 ;@hat;
! ;<o you...;
" ;<id that...;
# ;@ould you...;
Corre$t %ns&er: 1("
Rationa'e 1: 2pen ended uestions reuire more than a yes or no and usually begin #ith #hat or ho#.
Rationa'e 2: 2pen ended uestions reuire more than a yes or no and usually begin #ith #hat or ho#.
Rationa'e !: Closed ended uestions can be ans#ered by yes or no or other single #ord ans#ers3 4do
you56allo#s for a yes or no ans#er.
Ramont Niedringhous Comprehensive Nursing Care (nd )dition %pdate Test *an$
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Rationa'e ": Closed ended uestions can be ans#ered by yes or no or other single #ord ans#ers3 4did that56allo#s for a yes or no ans#er.
Rationa'e #: ;@ould you56 reuires a longer response than yes or no.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrityC'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question 10
Type: MCMA
*efore starting the intervie# the nurse assesses factors that can have a great affect on the success or failure of the
client intervie# #hich include:
Standard Text: Select all that apply.
1 Time
2 &lace
! Seating arrangement
" <istance
# Culture
Corre$t %ns&er: 1(!0
Rationa'e 1: Nurses need to schedule intervie#s for a time #hen the client is comfortable and interruptions areunli$ely.
Rationa'e 2: The place for the intervie# should be comfortable #ell lit private and uiet.
Rationa'e !: 'f the client is in bed the nurse can sit at a 0" degree angle to the bed.
Rationa'e ": &eople feel uncomfortable #hen tal$ing to someone #ho is too close or too far a#ay.
Rationa'e #: @hile the clients culture is important this information may not be $no#n prior to the start of theintervie#.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
Ramont Niedringhous Comprehensive Nursing Care (nd )dition %pdate Test *an$
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C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question 1
Type: MCSA
The nurse revie#s common cultural personal space preferences prior to an intervie#. @hich of the follo#ingclients is li$ely to be comfortable #ith close personal space proimity8
1 African
2 Chinese
! /ermans
" )astern 'ndian
Corre$t %ns&er: 1
Rationa'e 1: Close personal space is acceptable culturally.
Rationa'e 2: Close personal space is not acceptable3 distant personal space and direct eye contact are avoided.
Rationa'e !: /ermans vie# space as sacred3 even furniture placement maintains distance.
Rationa'e ": <irect eye contact sho#s a lac$ of respect3 handsha$es are acceptable only bet#een males.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question 1
Type: MCSA
<uring the preparation for a client intervie# the nurse remembers that #hich stage of the intervie# can be themost important8
1 The body
2 The opening
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! The closing
" The evaluation
Corre$t %ns&er: (
Rationa'e 1: 'n the body of the intervie# the client communicates thoughts feelings $no#ledge and perceptions
Rationa'e 2: The opening sets the tone for the remainder of the intervie#.
Rationa'e !: The nurse usually terminates the intervie# #hen the needed information has been obtained.
Rationa'e ": The nurse usually terminates the intervie# #hen the needed information has been obtained.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation+earning .ut$ome:
Question 23
Type: MCSA
The nursing student recogni=es #hich of the follo#ing lifespan considerations is an appropriate action in the
client intervie# for adolescents and older adults.
1 As$ children uestions even if parents present
2 As$ the client if the intervie# should be private
! Conduct the intervie# #hen the client is rested and most alert
" Assess hearing ability
Corre$t %ns&er: (
Rationa'e 1: This is a techniue to be used #ith the younger school,aged child.
Rationa'e 2: This is a techniue that may ma$e the adolescent accompanied by a parent as #ell as the older adultaccompanied by a family member more comfortable.
Rationa'e !: This is a techniue that is most applicable to the older client.
Rationa'e ": This is applicable to the older adult client.
('o)a' Rationa'e:
Ramont Niedringhous Comprehensive Nursing Care (nd )dition %pdate Test *an$
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Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question 21
Type: MCMA Nurse,initiated client communication has many facets. The components for #hich the nurse is responsible
include:
Standard Text: Select all that apply.
1 The message.
2 The receiver.
! The sender.
" The response.
# Congruent communication.
Corre$t %ns&er: 1!"
Rationa'e 1: The message or information sent is the responsibility of the nurse as the communication is initiated
Rationa'e 2: The receiver is the endpoint of the communication or the client.
Rationa'e !: The sender is the nurse #ho is initiating the communication.
Rationa'e ": The response or feedbac$ is the responsibility of the receiver #ho is the client at the initiation of
the communication.
Rationa'e #: Congruent communication ma$ing certain that the sent message is the same on both verbal and
nonverbal levels is the responsibility of the nurse at this point in the communication.
('o)a' Rationa'e:
Cogniti*e +e*e': %nderstanding
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question 22
Type: MCMA
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As the nurse prepares to care for a client #ho has significant auditory impairment alternative modes of verbalcommunication that can be used include:
Standard Text: Select all that apply.
1 ),mail.
2 -acial epression.
! /estures.
" *oo$s.
# Tet messaging.
Corre$t %ns&er: 10"
Rationa'e 1: ),mail is an effective verbal communication.
Rationa'e 2: -acial epressions are useful and are nonverbal.
Rationa'e !: /estures and pantomiming are effective nonverbal communication.
Rationa'e ": *oo$s and pamphlets are effective for the client #ho cannot hear #ell.
Rationa'e #: Tet messaging is an effective method of communicating #ith the hearing,impaired client.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: Safe )ffective Care )nvironmentC'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question 2!
Type: MCSA
The nurse is admitting a client to the acute care facility. A therapeutic communication techniue that is useful for
eliciting an epanded response is:
1 Sitting uietly.
2 2pen,ended uestions.
! Closed,ended uestions.
" &resenting reality.
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Corre$t %ns&er: (
Rationa'e 1: Silence is an effective techniue #hen the client is struggling #ith emotions3 this techniue #ill notelicit specific information.
Rationa'e 2: 2pen,ended uestions such as 4Tell me about 56 encourage the client to share more information
#ith the nurse.
Rationa'e !: Closed,ended uestions elicit short or single,#ord ans#ers and do not encourage the client to shareinformation.
Rationa'e ": &resenting reality is a techniue that is often useful #ith clients #ho are confused or disoriented.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question 2"
Type: MCSA
The nurse uses a variety of types of uestions during the course of the intervie#. An eample of a neutral uestio#ould be:
1 47o# do you feel about that86
2 49ou #ont #al$ to the bathroom #ithout help #ill you8;
! 47o# have you been feeling lately86
" 4Are you feeling o$ay86
Corre$t %ns&er: 1
Rationa'e 1: This is an eample of a neutral uestion not implying a specific feeling or action that the nurseepects to see or hear.
Rationa'e 2: This is an eample of a leading uestion #here the nurse has a specific action for the client to agree
to.
Rationa'e !: This is an eample of an open,ended uestion #hich encourages the client to share information.
Rationa'e ": This is an eample of a closed,ended uestion #hich #ill elicit a brief ans#er.
('o)a' Rationa'e:
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Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question 2#
Type: MCMA
The nurse interprets factors affecting the communication style of the obstetric client and her husband as including#hich characteristics8
Standard Text: Select all that apply.
1 /ender differences in communication
2 /roup communication
! <evelopmental stage
" &rofessional boundaries
# Role reversal
Corre$t %ns&er: 1(!
Rationa'e 1: -rom an early age girls and boys communicate differently.
Rationa'e 2: T#o or more people #ho have shared needs and goals are a group. The client and her husband ta$e
each other into account and have a shared goal of a safe delivery.
Rationa'e !: <evelopmental stage affects communication including age and gender factors.
Rationa'e ": &rofessional boundaries are not part of this clientDhusband relationship.
Rationa'e #: Role reversal is unli$ely to affect the client in this scenario.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: Assessment
+earning .ut$ome:
Question 2/
Type: MCSA
After cleaning a clients bedside table the nurse notes that the client seems upset. The nurse reali=es that #hich o
the follo#ing had been violated8
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1 &ersonal space
2 Territory
! &rofessional boundaries
" &ersonal values
Corre$t %ns&er: (
Rationa'e 1: &ersonal space is the distance people prefer in interactions #ith others.
Rationa'e 2: Territoriality is the concept of the space and things that an individual considers as belonging to
oneself.
Rationa'e !: &rofessional boundaries #ere not violated.
Rationa'e ": &ersonal values #ere not violated.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: Assessment
+earning .ut$ome:
Question 20
Type: MCMA
The nursing student observes a staff nurse changing her behavior around a client. Signs that might be observed as
professional boundary violations include:
Standard Text: Select all that apply.
1 The nurse calls the client by his first name.
2 The nurse shares personal information #ith the client.
! The nurse touches the client #ithout a therapeutic purpose.
" The nurse spends the same amount of time #ith this client as #ith other clients.
# The nurse reports receiving gifts from this client.
Corre$t %ns&er: 1(!"
Rationa'e 1: The nurse should call each client by his title and last nameEfor eample Mr. Smith rather than
>ohn.
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Rationa'e 2: The nurse?s personal issues should not be discussed #ith the client.
Rationa'e !: All clientDnurse touch should be of a therapeutic nature.
Rationa'e ": Clients should be treated eually.
Rationa'e #: Nurses should not accept gifts from a client per facility policy.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: Assessment
+earning .ut$ome:
Question 2
Type: MCSA
The nurse is admitting an elderly client at the change of shift. The client seems to be nodding yes to every
uestion. @hich of the follo#ing nursing interventions is appropriate8
1 The nurse pulls the door shut to minimi=e the bac$ground noise.
2 The nurse raises her voice.
! The nurse as$s the client if he needs a hearing aid.
" The nurse tells the client that they #ill tal$ later.
Corre$t %ns&er: 1
Rationa'e 1: &ulling the door shut #ill give privacy and a non,distracting environment.
Rationa'e 2: The nurse raising her voice might not dro#n out the noise and could ma$e the interaction less
private.
Rationa'e !: This is not a therapeutic comment for the nurse to ma$e.
Rationa'e ": The admission process should be done at the earliest appropriate time.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
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Question 2
Type: MCMA
The nurse understands that verbal communication ta$es many forms. )amples of verbal communication in healt
care include:
Standard Text: Select all that apply.
1 ),mail.
2 &ublished material.
! Charting.
" 2bserving.
# Reporting.
Corre$t %ns&er: 1(!"
Rationa'e 1: ),mail is a form of verbal communication.
Rationa'e 2: &ublished materials such as ournals and tetboo$s are forms of communication.
Rationa'e !: Charting is an important component of verbal communication for nurses.
Rationa'e ": 2bserving is a nursing action of assessing.
Rationa'e #: /iving information to the oncoming caregiver either #ritten or orally is a form of verbal
communication.
('o)a' Rationa'e:
Cogniti*e +e*e': %nderstanding
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: Assessment
+earning .ut$ome:
Question !3
Type: MCMA
The nurse identifies several important eamples of nonverbal communication such as:
Standard Text: Select all that apply.
1 &osture.
2 &hysical appearance.
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! -acial epressions.
" )ye contact.
# Tet messages.
Corre$t %ns&er: 1(!0
Rationa'e 1: &osture is a form of nonverbal communication.
Rationa'e 2: 2verall physical appearance is a method of nonverbal communication.
Rationa'e !: -acial epressions are important components of nonverbal communication for nurses.
Rationa'e ": )ye contact is a method of engaging in nonverbal communication.
Rationa'e #: Tet messages are an eample of verbal communication.
('o)a' Rationa'e:
Cogniti*e +e*e': %nderstanding
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: Assessment
+earning .ut$ome:
Question !1
Type: MCMA
The nurse recogni=es that nonverbal communication is influenced by many factors including:
Standard Text: Select all that apply.
1 Culture.
2 Self,concept.
! 7ealth.
" *ody language.
# Sensory deficits.
Corre$t %ns&er: 1(!"
Rationa'e 1: Culture influences ho# clients dress as #ell as ho# gestures and eye contact might be perceived.
Rationa'e 2: The #ay people #al$ and carry themselves is often a reliable indicator of self,concept.
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Rationa'e !: &osture is often an indicator of current health or mood.
Rationa'e ": *ody language is not a factor influencing nonverbal communication3 it is a method of nonverbalcommunication.
Rationa'e #: Sensory deficits such as inability to hear or spea$ can influence nonverbal communication.
('o)a' Rationa'e:
Cogniti*e +e*e': Analy=ing
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: Assessment
+earning .ut$ome:
Question !2
Type: MCSA
Communication #ith clients can be easily bloc$ed if the nurse uses #hich of the follo#ing techniues8
1 Attentive listening
2 eeping confidences
! %sing touch
" &robing
Corre$t %ns&er: 0
Rationa'e 1: Attentive listening is a therapeutic communication techniue that involves listening for $ey themes
in communication #ith clients.
Rationa'e 2: eeping client information confidential is a principle of effective communication.
Rationa'e !: Appropriately using touch reinforces caring.
Rationa'e ": As$ing for information chiefly out of curiosity can be considered prying and a violation of the
clients privacy3 this can place the client in a defensive position.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: Assessment
+earning .ut$ome:
Question !!
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Type: MCSA
The nurse is caring for an adult client #ho has had surgery for cancer of the laryn. The client is restless and issha$ing the side rails. An appropriate nursing response #ould be:
1 4@hy are you sha$ing the side rails86
2 49ou arent scheduled for pain medication yet.6
! 4May ' get you a pencil and paper so you can tell me #hat is bothering you86
" 4Can you point to #here it hurts86
Corre$t %ns&er: !
Rationa'e 1: The use of probing uestions #ith a client #ho cannot spea$ is not therapeutic.
Rationa'e 2: Assuming that pain is the concern places a barrier to effective communication.
Rationa'e !: This response opens the communication bet#een the nurse and client on a respectful level that #ill
enhance the rest of the interaction.
Rationa'e ": Assuming that pain is the concern places a barrier to effective communication.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: Assessment
+earning .ut$ome:
Question !"
Type: MCMA
@hen caring for a client #ho does not spea$ the same language the nurse spea$s communication techniues that
the nurse can use include:
Standard Text: Select all that apply.
1 %sing posture and position.
2 %sing gestures carefully.
! Attentive listening.
" *eing a#are of her o#n facial epressions.
# Spea$ing louder so the client #ill understand.
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Corre$t %ns&er: 1(!0
Rationa'e 1: %se body position and direction to indicate interest and attention.
Rationa'e 2: /estures can mean different things in different cultures. %sing gestures to communicate proceduresmight be helpful.
Rationa'e !: Attentive listening conveys interest in the client.
Rationa'e ": The nurse needs to be a#are of his o#n facial epressions that might be misunderstood #ith
language barriers.
Rationa'e #: Spea$ing louder #ill not assist the client in understanding the language.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: Assessment+earning .ut$ome:
Question !#
Type: MCMA
@hile observing an admission intervie# the nursing student recogni=es open,ended uestions as starting #ith:
Standard Text: Select all that apply.
1 ;7o#;.
2 ;@hat;.
! ;<o you;.
" ;<id that;.
# ;@ould you;.
Corre$t %ns&er: 1("
Rationa'e 1: 2pen,ended uestions reuire more than a yes or no and usually begin #ith #hat or ho#.
Rationa'e 2: 2pen,ended uestions reuire more than a yes or no and usually begin #ith #hat or ho#.
Rationa'e !: Closed,ended uestions can be ans#ered by yes or no or other single,#ord ans#ers. 4<o you6allo#s for a yes,or,no ans#er.
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Rationa'e ": Closed,ended uestions can be ans#ered by yes or no or other single,#ord ans#ers. 4<id that6allo#s for a yes,or,no ans#er.
Rationa'e #: ;@ould you6 reuires a longer response than yes or no.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrityC'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question !/
Type: MCMA
*efore starting the intervie# the nurse assesses factors that can have a great effect on the success or failure of the
client intervie# #hich include:
Standard Text: Select all that apply.
1 Time.
2 &lace.
! Seating arrangement.
" <istance.
# Culture.
Corre$t %ns&er: 1(!0
Rationa'e 1: Nurses need to schedule intervie#s for a time #hen the client is comfortable and interruptions are
unli$ely.
Rationa'e 2: The place for the intervie# should be comfortable #ell lit private and uiet.
Rationa'e !: 'f the client is in bed the nurse can sit at a 0",degree angle to the bed.
Rationa'e ": &eople feel uncomfortable #hen tal$ing to someone #ho is too close or too far a#ay.
Rationa'e #: @hile the clients culture is important this information might not be $no#n prior to the intervie#.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
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Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question !0
Type: MCSA
The nurse revie#s common cultural personal space preferences prior to an intervie#. @hich of the follo#ing
clients is li$ely to be comfortable #ith close personal space proimity8
1 African
2 Chinese
! /erman
" )astern 'ndian
Corre$t %ns&er: 1
Rationa'e 1: Close personal space is acceptable culturally.
Rationa'e 2: Close personal space is not acceptable3 distant personal space and direct eye contact are avoided.
Rationa'e !: /ermans vie# space as sacred3 even furniture placement maintains distance.
Rationa'e ": <irect eye contact sho#s a lac$ of respect3 handsha$es are acceptable only bet#een males.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question !
Type: MCSA
<uring the preparation for a client intervie# the nurse remembers that #hich stage of the intervie# can be the
most important8
1 The body
2 The opening
! The closing
" The evaluation
Corre$t %ns&er: (
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Rationa'e 1: 'n the body of the intervie# the client communicates thoughts feelings $no#ledge and perceptions.
Rationa'e 2: The opening sets the tone for the remainder of the intervie#.
Rationa'e !: The nurse usually terminates the intervie# #hen the needed information has been obtained.
Rationa'e ": The nurse usually terminates the intervie# #hen the needed information has been obtained.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question !
Type: MCSA
The nursing student recogni=es that #hich of the follo#ing lifespan considerations is an appropriate action in theclient intervie# for adolescents and older adults8
1 As$ children uestions even if parents are present.
2 As$ the client #hether the intervie# should be private.
! Conduct the intervie# #hen the client is rested and most alert.
" Assess hearing ability.
Corre$t %ns&er: (
Rationa'e 1: This is a techniue to be used #ith the younger school,aged child.
Rationa'e 2: This is a techniue that might ma$e the adolescent accompanied by a parent or the older adult
accompanied by a family member more comfortable.
Rationa'e !: This is a techniue that is most applicable to the older client.
Rationa'e ": This is applicable to the older adult client.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
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Question "3
Type: MCSA
The nursing student is preparing a teaching plan discussing compliance issues for a client #ith diabetes mellitus.
@hen implementing the plan the student is a#are that that the purpose of teaching the client is #hich of the
follo#ing8
1 To ma$e sure the client understood the information
2 To influence the future behavior of the client
! To ensure the message #as delivered effectively
" To obtain a response from the client
Corre$t %ns&er: (
Rationa'e 1: Communication has t#o main purposes: to influence others and to obtain information. 'n this case
the student?s purpose is to influence the client to comply #ith the treatment regimen by educating the client.Ma$ing sure the client understood the information is not a purpose of communication but rather an aspect of
teaching reuiring evaluation of effectiveness. Assuring the message #as delivered and obtaining a response are
part of the feedbac$ component.
Rationa'e 2: Communication has t#o main purposes: to influence others and to obtain information. 'n this casethe student?s purpose is to influence the client to comply #ith the treatment regimen by educating the client.
Ma$ing sure the client understood the information is not a purpose of communication but rather an aspect of
teaching reuiring evaluation of effectiveness. Assuring the message #as delivered and obtaining a response are
part of the feedbac$ component.
Rationa'e !: Communication has t#o main purposes: to influence others and to obtain information. 'n this case
the student?s purpose is to influence the client to comply #ith the treatment regimen by educating the client.
Ma$ing sure the client understood the information is not a purpose of communication but rather an aspect ofteaching reuiring evaluation of effectiveness. Assuring the message #as delivered and obtaining a response are
part of the feedbac$ component.
Rationa'e ": Communication has t#o main purposes: to influence others and to obtain information. 'n this case
the student?s purpose is to influence the client to comply #ith the treatment regimen by educating the client.Ma$ing sure the client understood the information is not a purpose of communication but rather an aspect of
teaching reuiring evaluation of effectiveness. Assuring the message #as delivered and obtaining a response are
part of the feedbac$ component.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: Safe )ffective Care )nvironment
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
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+earning .ut$ome:
Question "1
Type: MCSA
The nursing care plan indicates that a client reuires specific teaching in preparation for discharge tomorro#. The
client is currently in the day room #here several friends are visiting and #atching a football game. The nurse:
1 Arranges a time for teaching #ith the client.
2 Teaches the client in the day room.
! As$s visitors to leave and escorts the client to his room.
" As$s the client to come to his room and tells the visitors he?ll be bac$ soon.
Corre$t %ns&er: 1
Rationa'e 1: Allo#ing the client to choose the best time #ill facilitate learning and the communication process.
Teaching the client in the day room in front of his friends is a breach of confidentiality and might be veryembarrassing to the client. As$ing visitors to leave or ta$ing the client a#ay from friends #ill place a barrier inthe communication and learning processes.
Rationa'e 2: Allo#ing the client to choose the best time #ill facilitate learning and the communication process.
Teaching the client in the day room in front of his friends is a breach of confidentiality and might be very
embarrassing to the client. As$ing visitors to leave or ta$ing the client a#ay from friends #ill place a barrier inthe communication and learning processes.
Rationa'e !: Allo#ing the client to choose the best time #ill facilitate learning and the communication process.
Teaching the client in the day room in front of his friends is a breach of confidentiality and might be very
embarrassing to the client. As$ing visitors to leave or ta$ing the client a#ay from friends #ill place a barrier inthe communication and learning processes.
Rationa'e ": Allo#ing the client to choose the best time #ill facilitate learning and the communication process.
Teaching the client in the day room in front of his friends is a breach of confidentiality and might be very
embarrassing to the client. As$ing visitors to leave or ta$ing the client a#ay from friends #ill place a barrier inthe communication and learning processes.
('o)a' Rationa'e:
Cogniti*e +e*e': Analy=ing
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question "2
Type: MCSA
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The nurse #hile tal$ing #ith a client notices that the client appears ill at ease and is not forthcoming #ith
information but smiles and nods verbally agreeing #ith everything the nurse says. 7o# does the nurse interpret
this assessment8
1 The client understands and agrees #ith #hat the nurse is saying.
2 The client doesn?t spea$ )nglish and doesn?t understand #hat the nurse is saying.
! The client?s nonverbal language negates the verbal agreement.
" The client is not interested in #hat the nurse is saying.
Corre$t %ns&er: !
Rationa'e 1: The nurse assesses that verbal and nonverbal communication from the client do not match but base
on the information provided the nurse cannot ump to conclusions about #hy. 't is important for the nurse to
eplore the meaning of the nonverbal communication.
Rationa'e 2: The nurse assesses that verbal and nonverbal communication from the client do not match but base
on the information provided the nurse cannot ump to conclusions about #hy. 't is important for the nurse toeplore the meaning of the nonverbal communication.
Rationa'e !: The nurse assesses that verbal and nonverbal communication from the client do not match but base
on the information provided the nurse cannot ump to conclusions about #hy. 't is important for the nurse toeplore the meaning of the nonverbal communication.
Rationa'e ": The nurse assesses that verbal and nonverbal communication from the client do not match but base
on the information provided the nurse cannot ump to conclusions about #hy. 't is important for the nurse to
eplore the meaning of the nonverbal communication.
('o)a' Rationa'e:
Cogniti*e +e*e': Analy=ing
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: )valuation
+earning .ut$ome:
Question "!
Type: MCSA
@hen the nurse sends a tet message the nurse is using #hat form of communication8
1 Nonverbal communication
2 Ferbal communication
! Telephone communication
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" *ody language
Corre$t %ns&er: (
Rationa'e 1: Sending a tet message is #riting and is considered verbal communication. Telephonecommunication is verbal and body language is nonverbal communication. Any type of telecommunication #ould
be verbal communication.
Rationa'e 2: Sending a tet message is #riting and is considered verbal communication. Telephonecommunication is verbal and body language is nonverbal communication. Any type of telecommunication #ould be verbal communication.
Rationa'e !: Sending a tet message is #riting and is considered verbal communication. Telephone
communication is verbal and body language is nonverbal communication. Any type of telecommunication #ould be verbal communication.
Rationa'e ": Sending a tet message is #riting and is considered verbal communication. Telephone
communication is verbal and body language is nonverbal communication. Any type of telecommunication #ould
be verbal communication.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: Safe )ffective Care )nvironment
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question ""
Type: MCSA
The nurse is caring for a client #ho is to have minor surgery. The client as$s ;<o you thin$ ' am going to die in
surgery8; The nurse?s best response #ould be #hich of the follo#ing8
1 ;2h no this is ust minor surgery.;
2 ;@e?ve never lost a client during this type of surgery.;
! ;Most clients get nervous before surgery. @hat concerns you8;
" ;@hat ma$es you say that8;
Corre$t %ns&er: !
Rationa'e 1: The nurse begins by recogni=ing the client?s aniety and then uses an open,ended uestion to help
the client eplain feelings of fear. Ans#er options 1 and ( minimi=e the client?s fears and #ill close the
communication channel. 2ption 0 is challenging and #ill ma$e the client defensive instead of helping himdiscuss his feelings.
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Rationa'e 2: The nurse begins by recogni=ing the client?s aniety and then uses an open,ended uestion to helpthe client eplain feelings of fear. Ans#er options 1 and ( minimi=e the client?s fears and #ill close the
communication channel. 2ption 0 is challenging and #ill ma$e the client defensive instead of helping him
discuss his feelings.
Rationa'e !: The nurse begins by recogni=ing the client?s aniety and then uses an open,ended uestion to helpthe client eplain feelings of fear. Ans#er options 1 and ( minimi=e the client?s fears and #ill close the
communication channel. 2ption 0 is challenging and #ill ma$e the client defensive instead of helping him
discuss his feelings.
Rationa'e ": The nurse begins by recogni=ing the client?s aniety and then uses an open,ended uestion to helpthe client eplain feelings of fear. Ans#er options 1 and ( minimi=e the client?s fears and #ill close the
communication channel. 2ption 0 is challenging and #ill ma$e the client defensive instead of helping him
discuss his feelings.
('o)a' Rationa'e:
Cogniti*e +e*e': Analy=ing
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question "#
Type: MCSA
The client comes to the outpatient clinic and says to the nurse ;'?m so #orried about my diagnosis of diabetes.
My aunt died from it.; @hich of the follo#ing responses by the nurse demonstrates the use of therapeutic
communication8
1 ;@e have many ne# treatments for diabetes today.;
2 ;' #ill as$ the doctor to prescribe an anti,aniety medication for you.;
! ;9es diabetes is a scary disease. 9ou have every reason to be #orried.;
" ;9ou?re concerned that you are going to die li$e your aunt8;
Corre$t %ns&er: 0
Rationa'e 1: Restatement is a techniue that encourages the client to continue tal$ing about her concerns and#orries. Agreeing that diabetes is scary stops the conversation and might cause the client more aniety. -inding
the client things to do prescribing anti,aniety medications or telling her there are ne# treatments stops the
conversation and does not deal #ith the cause of the client?s aniety.
Rationa'e 2: Restatement is a techniue that encourages the client to continue tal$ing about her concerns and
#orries. Agreeing that diabetes is scary stops the conversation and might cause the client more aniety. -inding
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the client things to do prescribing anti,aniety medications or telling her there are ne# treatments stops theconversation and does not deal #ith the cause of the client?s aniety.
Rationa'e !: Restatement is a techniue that encourages the client to continue tal$ing about her concerns and
#orries. Agreeing that diabetes is scary stops the conversation and might cause the client more aniety. -inding
the client things to do prescribing anti,aniety medications or telling her there are ne# treatments stops theconversation and does not deal #ith the cause of the client?s aniety.
Rationa'e ": Restatement is a techniue that encourages the client to continue tal$ing about her concerns and#orries. Agreeing that diabetes is scary stops the conversation and might cause the client more aniety. -inding
the client things to do prescribing anti,aniety medications or telling her there are ne# treatments stops theconversation and does not deal #ith the cause of the client?s aniety.
('o)a' Rationa'e:
Cogniti*e +e*e': Analy=ing
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question "/
Type: MCSA
The nurse is listening to the client?s concerns sitting near the client in a chair patting the client?s hand and
ma$ing eye contact. This nurse is demonstrating #hich of the follo#ing8
1 Respectful communication
2 Attentive listening
! /entle communication
" *arriers to communication
Corre$t %ns&er: (
Rationa'e 1: Attentive or active listening includes loo$ing the client in the eye sitting relatively close to the
client and focusing on the client. There is no indication of the nurse creating a barrier to communication.
Rationa'e 2: Attentive or active listening includes loo$ing the client in the eye sitting relatively close to theclient and focusing on the client. There is no indication of the nurse creating a barrier to communication.
Rationa'e !: Attentive or active listening includes loo$ing the client in the eye sitting relatively close to the
client and focusing on the client. There is no indication of the nurse creating a barrier to communication.
Rationa'e ": Attentive or active listening includes loo$ing the client in the eye sitting relatively close to theclient and focusing on the client. There is no indication of the nurse creating a barrier to communication.
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('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question "0Type: MCSA
The nurse is listening to the client epress concerns about her pregnant adolescent daughter and says ;<on?t you
thin$ you?re overreacting8; The client loo$s startled and displeased and says ;9es you?re probably right; and
becomes silent. @hat should the nurse say net8
1 ;9ou must be tired '?ll let you rest.;
2 ;@ould you care for something to drin$8;
! ;@hat does your husband thin$8;
" ;' am very sorry for saying that. &lease forgive me.;
Corre$t %ns&er: 0
Rationa'e 1: The nurse accidentally inserted a barrier to further communication by giving advice. 't is acceptableto recogni=e the error and apologi=e for the statement.Changing the subect by telling the client she is tired or
offering a drin$ #ill further damage the therapeutic relationship. As$ing the client #hat her husband thin$s might
be seen by the client as a challenge.
Rationa'e 2: The nurse accidentally inserted a barrier to further communication by giving advice. 't is acceptableto recogni=e the error and apologi=e for the statement.Changing the subect by telling the client she is tired or
offering a drin$ #ill further damage the therapeutic relationship. As$ing the client #hat her husband thin$s might
be seen by the client as a challenge.
Rationa'e !: The nurse accidentally inserted a barrier to further communication by giving advice. 't is acceptableto recogni=e the error and apologi=e for the statement.Changing the subect by telling the client she is tired or
offering a drin$ #ill further damage the therapeutic relationship. As$ing the client #hat her husband thin$s might
be seen by the client as a challenge.
Rationa'e ": The nurse accidentally inserted a barrier to further communication by giving advice. 't is acceptableto recogni=e the error and apologi=e for the statement.Changing the subect by telling the client she is tired or
offering a drin$ #ill further damage the therapeutic relationship. As$ing the client #hat her husband thin$s might
be seen by the client as a challenge.
('o)a' Rationa'e:
Cogniti*e +e*e': Analy=ing
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C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question "
Type: MCSA
The nurse is tal$ing #ith a client #ho complains that the physical therapist #as rough #ith her this morning andthat some of the treatments caused the client pain. @hich of the follo#ing responses by the nurse #ould put the
therapeutic relationship in eopardy8
1 ;The therapist #as rough8;
2 ;Can you tell me about the pain you eperienced8;
! ;The therapist did not mean to hurt you.;
" ;Are you still eperiencing pain8;
Corre$t %ns&er: !
Rationa'e 1: The nurse #ould hurt the trust relationship by defending the physical therapist because the nurse#ould be denying the client?s feelings. *y restating and as$ing open,ended uestions the nurse can get a better
idea of #hat the client is feeling and perhaps find a means of reconciling the problem.
Rationa'e 2: The nurse #ould hurt the trust relationship by defending the physical therapist because the nurse
#ould be denying the client?s feelings. *y restating and as$ing open,ended uestions the nurse can get a betteridea of #hat the client is feeling and perhaps find a means of reconciling the problem.
Rationa'e !: The nurse #ould hurt the trust relationship by defending the physical therapist because the nurse
#ould be denying the client?s feelings. *y restating and as$ing open,ended uestions the nurse can get a better
idea of #hat the client is feeling and perhaps find a means of reconciling the problem.
Rationa'e ": The nurse #ould hurt the trust relationship by defending the physical therapist because the nurse
#ould be denying the client?s feelings. *y restating and as$ing open,ended uestions the nurse can get a better
idea of #hat the client is feeling and perhaps find a means of reconciling the problem.
('o)a' Rationa'e:
Cogniti*e +e*e': Analy=ingC'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question "
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Type: MCSA
The nurse is #or$ing in the )mergency <epartment and is gathering data from the parent about the inured child.
@hich of the follo#ing uestions #ould the nurse as$ in a directive intervie#8
1 ;@hat allergies does your child have8;
2 ;@hat are your concerns about the child8;
! ;'s there someone ' can call for you8;
" ;' see that you are upset. Can you tell me about it8;
Corre$t %ns&er: 1
Rationa'e 1: The directive intervie# approach is used in emergency situations #hen information is needed
uic$ly in order to provide appropriate treatment. Buestions are usually closed,ended and aimed at getting a
concise ans#er that does not involve feelings and concerns.
Rationa'e 2: The directive intervie# approach is used in emergency situations #hen information is neededuic$ly in order to provide appropriate treatment. Buestions are usually closed,ended and aimed at getting a
concise ans#er that does not involve feelings and concerns.
Rationa'e !: The directive intervie# approach is used in emergency situations #hen information is neededuic$ly in order to provide appropriate treatment. Buestions are usually closed,ended and aimed at getting a
concise ans#er that does not involve feelings and concerns.
Rationa'e ": The directive intervie# approach is used in emergency situations #hen information is needed
uic$ly in order to provide appropriate treatment. Buestions are usually closed,ended and aimed at getting aconcise ans#er that does not involve feelings and concerns.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: Safe )ffective Care )nvironment
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question #3
Type: MCSA
The nurse is conducting an intervie# #ith the client and #ishes to allo# the client more control over the
intervie#. @hich of the follo#ing uestions #ould be appropriate for this purpose8
1 ;<o you $no# #hy you have been admitted to the hospital8;
2 ;<o you have a good relationship #ith your children8;Ramont Niedringhous Comprehensive Nursing Care (nd )dition %pdate Test *an$
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! ;@ould you tell me more about your relationship #ith your children8;
" ;<id you feel depressed after tal$ing #ith your children8;
Corre$t %ns&er: !
Rationa'e 1: @hen the nurse as$s the client to describe something the client is in control and feels that the nurse
is interested in hearing more about him. The other uestions all reuire a yes or no ans#er and do not allo# the
client to ta$e the lead nor do they promote the establishment of a good rapport.
Rationa'e 2: @hen the nurse as$s the client to describe something the client is in control and feels that the nurseis interested in hearing more about him. The other uestions all reuire a yes or no ans#er and do not allo# the
client to ta$e the lead nor do they promote the establishment of a good rapport.
Rationa'e !: @hen the nurse as$s the client to describe something the client is in control and feels that the nurse
is interested in hearing more about him. The other uestions all reuire a yes or no ans#er and do not allo# theclient to ta$e the lead nor do they promote the establishment of a good rapport.
Rationa'e ": @hen the nurse as$s the client to describe something the client is in control and feels that the nurse
is interested in hearing more about him. The other uestions all reuire a yes or no ans#er and do not allo# theclient to ta$e the lead nor do they promote the establishment of a good rapport.
('o)a' Rationa'e:
Cogniti*e +e*e': Analy=ing
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question #1Type: MCSA
@hen intervie#ing the client the nurse begins by doing #hich of the follo#ing8
1 As$ing closed,ended statements
2 'ntroducing himself and establishing a rapport #ith the client
! )ntering the information already $no#n about the client into the computer
" Reassuring the client that she #ill be fine
Corre$t %ns&er: (
Rationa'e 1: 't is important to begin the intervie# in a manner that allo#s the nurse to gain the client?s trust
develops rapport and establishes a therapeutic relationship. As$ing closed,ended uestions #ill get one,#ordans#ers and does nothing to foster rapport. )ntering the information into the computer is a distraction to the
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client and reassuring the client that she #ill be fine damages trust because there is no #ay for the nurse to $no#this is true.
Rationa'e 2: 't is important to begin the intervie# in a manner that allo#s the nurse to gain the client?s trust
develops rapport and establishes a therapeutic relationship. As$ing closed,ended uestions #ill get one,#ord
ans#ers and does nothing to foster rapport. )ntering the information into the computer is a distraction to theclient and reassuring the client that she #ill be fine damages trust because there is no #ay for the nurse to $no#
this is true.
Rationa'e !: 't is important to begin the intervie# in a manner that allo#s the nurse to gain the client?s trust
develops rapport and establishes a therapeutic relationship. As$ing closed,ended uestions #ill get one,#ordans#ers and does nothing to foster rapport. )ntering the information into the computer is a distraction to the
client and reassuring the client that she #ill be fine damages trust because there is no #ay for the nurse to $no#
this is true.
Rationa'e ": 't is important to begin the intervie# in a manner that allo#s the nurse to gain the client?s trustdevelops rapport and establishes a therapeutic relationship. As$ing closed,ended uestions #ill get one,#ord
ans#ers and does nothing to foster rapport. )ntering the information into the computer is a distraction to the
client and reassuring the client that she #ill be fine damages trust because there is no #ay for the nurse to $no#
this is true.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: &lanning
+earning .ut$ome:
Question #2
Type: MCSA
The nurse is #or$ing #ith a client #ho has recently been diagnosed #ith hypertension. @hich of the follo#ing
#ould be most therapeutic8
1 ;@hat #ould you li$e to $no# about hypertension8;
2 ;@hat concerns do you have about this diagnosis8;
! ;<o you $no# #hat hypertension is8;
" ;<oes this diagnosis upset you8;
Corre$t %ns&er: (
Rationa'e 1: @ith a ne# diagnosis it is important to give the client time to thin$ about ho# this #ill impact his
life before attempting to begin teaching. As$ing the client about his concerns thoughts or feelings about thediagnosis #ill allo# the client time to digest the change in his life. This is particularly important #hen the
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diagnosis #ill have a maor impact on his lifestyle. As$ing #hat he #ants to $no# assumes he $no#s enoughabout the diagnosis to ans#er the uestion. <irectly as$ing #hat he $no#s #ould be a challenge and #ould limit
rapport. ;<oes the diagnosis upset you8; is a closed,ended uestion that #ill not supply much information to the
nurse.
Rationa'e 2: @ith a ne# diagnosis it is important to give the client time to thin$ about ho# this #ill impact hislife before attempting to begin teaching. As$ing the client about his concerns thoughts or feelings about the
diagnosis #ill allo# the client time to digest the change in his life. This is particularly important #hen the
diagnosis #ill have a maor impact on his lifestyle. As$ing #hat he #ants to $no# assumes he $no#s enoughabout the diagnosis to ans#er the uestion. <irectly as$ing #hat he $no#s #ould be a challenge and #ould limit
rapport. ;<oes the diagnosis upset you8; is a closed,ended uestion that #ill not supply much information to the
nurse.
Rationa'e !: @ith a ne# diagnosis it is important to give the client time to thin$ about ho# this #ill impact hislife before attempting to begin teaching. As$ing the client about his concerns thoughts or feelings about the
diagnosis #ill allo# the client time to digest the change in his life. This is particularly important #hen the
diagnosis #ill have a maor impact on his lifestyle. As$ing #hat he #ants to $no# assumes he $no#s enoughabout the diagnosis to ans#er the uestion. <irectly as$ing #hat he $no#s #ould be a challenge and #ould limit
rapport. ;<oes the diagnosis upset you8; is a closed,ended uestion that #ill not supply much information to the
nurse.
Rationa'e ": @ith a ne# diagnosis it is important to give the client time to thin$ about ho# this #ill impact hislife before attempting to begin teaching. As$ing the client about his concerns thoughts or feelings about the
diagnosis #ill allo# the client time to digest the change in his life. This is particularly important #hen the
diagnosis #ill have a maor impact on his lifestyle. As$ing #hat he #ants to $no# assumes he $no#s enoughabout the diagnosis to ans#er the uestion. <irectly as$ing #hat he $no#s #ould be a challenge and #ould limit
rapport. ;<oes the diagnosis upset you8; is a closed,ended uestion that #ill not supply much information to the
nurse.
('o)a' Rationa'e:
Cogniti*e +e*e': Analy=ing
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question #!
Type: MCSA
The client tells the nurse ;' could hardly eat my dinner last night3 ' ust felt sic$ #hen ' tried to eat.; The nurse?s
best response #ould be #hich of the follo#ing8
1 ;' am sorry you #ere unable to enoy your dinner.;
2 ;<id you have any vomiting #ith your dinner8;
! ;@hat made you feel sic$ during dinner8;
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" ;@ere you nauseated #hen you tried to eat8;
Corre$t %ns&er: 0
Rationa'e 1: &araphrasing #hat the client said is a therapeutic response that indicates to the client that the nurse#ants to hear more about the situation. As$ing the client #hat made her sic$ or as$ing if she vomited reuires a
one,#ord ans#er #ith no option for discussion and assumes that the client meant nauseated #hen she used the
term ;sic$.; Telling the client that the nurse is sorry also stops the conversation and does not invite the client to
add more information.
Rationa'e 2: &araphrasing #hat the client said is a therapeutic response that indicates to the client that the nurse
#ants to hear more about the situation. As$ing the client #hat made her sic$ or as$ing if she vomited reuires a
one,#ord ans#er #ith no option for discussion and assumes that the client meant nauseated #hen she used theterm ;sic$.; Telling the client that the nurse is sorry also stops the conversation and does not invite the client to
add more information.
Rationa'e !: &araphrasing #hat the client said is a therapeutic response that indicates to the client that the nurse
#ants to hear more about the situation. As$ing the client #hat made her sic$ or as$ing if she vomited reuires aone,#ord ans#er #ith no option for discussion and assumes that the client meant nauseated #hen she used the
term ;sic$.; Telling the client that the nurse is sorry also stops the conversation and does not invite the client toadd more information.
Rationa'e ": &araphrasing #hat the client said is a therapeutic response that indicates to the client that the nurse#ants to hear more about the situation. As$ing the client #hat made her sic$ or as$ing if she vomited reuires a
one,#ord ans#er #ith no option for discussion and assumes that the client meant nauseated #hen she used the
term ;sic$.; Telling the client that the nurse is sorry also stops the conversation and does not invite the client toadd more information.
('o)a' Rationa'e:
Cogniti*e +e*e': Analy=ingC'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question #"
Type: MCSA
@hen planning to conduct an intervie# #ith an inpatient client #hich of the follo#ing #ould the nurse consider
1 Reading the physician?s notes
2 Staffing shortages on the unit
! As$ing the client if it is a good time to tal$
" Gocation for the intervie#
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Corre$t %ns&er: !
Rationa'e 1: Time is a factor that can affect the success of an intervie#. As #ith the intervie# itself allo#ing theclient to control the time is the most therapeutic techniue #hen possible. Reading the physician?s notes #ill not
affect the intervie# staffing shortages cannot be overcome and the location for the intervie# #ith the inpatient
client #ill almost al#ays be the client?s room.
Rationa'e 2: Time is a factor that can affect the success of an intervie#. As #ith the intervie# itself allo#ing the
client to control the time is the most therapeutic techniue #hen possible. Reading the physician?s notes #ill notaffect the intervie# staffing shortages cannot be overcome and the location for the intervie# #ith the inpatient
client #ill almost al#ays be the client?s room.
Rationa'e !: Time is a factor that can affect the success of an intervie#. As #ith the intervie# itself allo#ing theclient to control the time is the most therapeutic techniue #hen possible. Reading the physician?s notes #ill not
affect the intervie# staffing shortages cannot be overcome and the location for the intervie# #ith the inpatient
client #ill almost al#ays be the client?s room.
Rationa'e ": Time is a factor that can affect the success of an intervie#. As #ith the intervie# itself allo#ing theclient to control the time is the most therapeutic techniue #hen possible. Reading the physician?s notes #ill not
affect the intervie# staffing shortages cannot be overcome and the location for the intervie# #ith the inpatientclient #ill almost al#ays be the client?s room.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question ##Type: MCSA
@hen intervie#ing the client the nurse sits across the table from the client avoids physical contact and uses eye
contact sparingly for a client from #hich of the follo#ing cultures8
1 >apan
2 /ermany
! 'sraeli
" China
Corre$t %ns&er: 0
Rationa'e 1: &eople from Chinese cultures often prefer to $eep strangers at a distance and avoid direct eye
contact and do not vie# touching by strangers as acceptable. The >apanese find touch unacceptable but #ould
Ramont Niedringhous Comprehensive Nursing Care (nd )dition %pdate Test *an$
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not obect to eye contact. /ermans maintain their personal space but value eye contact #hereas the 'sraeli cultureis traditionally very touch,oriented.
Rationa'e 2: &eople from Chinese cultures often prefer to $eep strangers at a distance and avoid direct eye
contact and do not vie# touching by strangers as acceptable. The >apanese find touch unacceptable but #ould
not obect to eye contact. /ermans maintain their personal space but value eye contact #hereas the 'sraeli cultureis traditionally very touch,oriented.
Rationa'e !: &eople from Chinese cultures often prefer to $eep strangers at a distance and avoid direct eyecontact and do not vie# touching by strangers as acceptable. The >apanese find touch unacceptable but #ould
not obect to eye contact. /ermans maintain their personal space but value eye contact #hereas the 'sraeli cultureis traditionally very touch,oriented.
Rationa'e ": &eople from Chinese cultures often prefer to $eep strangers at a distance and avoid direct eye
contact and do not vie# touching by strangers as acceptable. The >apanese find touch unacceptable but #ould
not obect to eye contact. /ermans maintain their personal space but value eye contact #hereas the 'sraeli cultureis traditionally very touch,oriented.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question #/
Type: MCSA
The nurse is conducting an intervie# #ith a client and has reached the body of the intervie#. @hich of the
follo#ing is a therapeutic uestion to begin the body of the intervie#8
1 ;Are you feeling ill today8;
2 ;@hat brings you to the hospital8;
! ;@hat medications are you ta$ing no#8;
" ;@hat ages are your children8;
Corre$t %ns&er: (
Rationa'e 1: As$ing the client #hat brings him to the hospital is an open,ended uestion and begins the process
of learning more about the client?s current health status. The body of the intervie# is the time #hen the client cancommunicate his thoughts and perceptions in response to the nurse?s uestions. The other uestions are closed,
ended and reuire one,#ord ans#ers #hich #ould not allo# the client to discuss feelings.
Ramont Niedringhous Comprehensive Nursing Care (nd )dition %pdate Test *an$
Copyright (+1( by &earson )ducation 'nc.
8/20/2019 Ramont2e Rev TIF Ch12
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Rationa'e 2: As$ing the client #hat brings him to the hospital is an open,ended uestion and begins the processof learning more about the client?s current health status. The body of the intervie# is the time #hen the client can
communicate his thoughts and perceptions in response to the nurse?s uestions. The other uestions are closed,
ended and reuire one,#ord ans#ers #hich #ould not allo# the client to discuss feelings.
Rationa'e !: As$ing the client #hat brings him to the hospital is an open,ended uestion and begins the processof learning more about the client?s current health status. The body of the intervie# is the time #hen the client can
communicate his thoughts and perceptions in response to the nurse?s uestions. The other uestions are closed,
ended and reuire one,#ord ans#ers #hich #ould not allo# the client to discuss feelings.
Rationa'e ": As$ing the client #hat brings him to the hospital is an open,ended uestion and begins the processof learning more about the client?s current health status. The body of the intervie# is the time #hen the client can
communicate his thoughts and perceptions in response to the nurse?s uestions. The other uestions are closed,
ended and reuire one,#ord ans#ers #hich #ould not allo# the client to discuss feelings.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome:
Question #0
Type: MCSA
The nurse has been intervie#ing the client #ho #as admitted #ith a sei=ure disorder. The nurse plans to begin
closing the intervie# #ith #hich of the follo#ing statements8
1 ;Mr. Smith than$ you for your time today.;
2 ;Mr. Smith ' have to go and #ill come bac$ later.;
! ;Mr. Smith ' #ish you luc$ and hope you get better soon.;
" ;Mr. Smith are there any uestions ' can ans#er for you8;
Corre$t %ns&er: 0
Rationa'e 1: As$ing the client if he has any uestions signals that the intervie# is coming to a close but that the
nurse is still #illing to meet any perceived needs of the client and serves to begin closing the intervie# process.
Than$ing the client for his time or #ishing him luc$ should be done after allo#ing the client to as$ uestions3 beginning the closing process in such a manner #ould bring the intervie# to an abrupt end #ithout #arning.
Telling the client you have to leave #ithout allo#ing the client to as$ uestions or than$ing him damages the
nurseHclient relationship. @ishing him luc$ implies he needs luc$ for some reason.
Rationa'e 2: As$ing the client if he has any uestions signals that the intervie# is coming to a close but that thenurse is still #illing to meet any perceived needs of the client and serves to begin closing the intervie# process.
Ramont Niedringhous Comprehensive Nursing Care (nd )dition %pdate Test *an$
Copyright (+1( by &earson )ducation 'nc.
8/20/2019 Ramont2e Rev TIF Ch12
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Than$ing the client for his time or #ishing him luc$ should be done after allo#ing the client to as$ uestions3 beginning the closing process in such a manner #ould bring the intervie# to an abrupt end #ithout #arning.
Telling the client you have to leave #ithout allo#ing the client to as$ uestions or than$ing him damages the
nurseHclient relationship. @ishing him luc$ implies he needs luc$ for some reason.
Rationa'e !: As$ing the client if he has any uestions signals that the intervie# is coming to a close but that thenurse is still #illing to meet any perceived needs of the client and serves to begin closing the intervie# process.
Than$ing the client for his time or #ishing him luc$ should be done after allo#ing the client to as$ uestions3
beginning the closing process in such a manner #ould bring the intervie# to an abrupt end #ithout #arning.Telling the client you have to leave #ithout allo#ing the client to as$ uestions or than$ing him damages the
nurseHclient relationship. @ishing him luc$ implies he needs luc$ for some reason.
Rationa'e ": As$ing the client if he has any uestions signals that the intervie# is coming to a close but that the
nurse is still #illing to meet any perceived needs of the client and serves to begin closing the intervie# process.Than$ing the client for his time or #ishing him luc$ should be done after allo#ing the client to as$ uestions3
beginning the closing process in such a manner #ould bring the intervie# to an abrupt end #ithout #arning.
Telling the client you have to leave #ithout allo#ing the client to as$ uestions or than$ing him damages thenurseHclient relationship. @ishing him luc$ implies he needs luc$ for some reason.
('o)a' Rationa'e:
Cogniti*e +e*e': Applying
C'ient Need: &sychosocial 'ntegrity
C'ient Need Su):
Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation
+earning .ut$ome: