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Successful Nurse Communication Safe Care By Beth Boynton – Test Bank 

 

Chapter 1: Communication and Behavior

 

MULTIPLE CHOICE

 

  1. Communicating the right information to the right people at the right time in the right way:
A. Is an essential part of the nurse’s mission to assess, plan, implement, and document care
B. Is a requirement for collaborating with nurse colleagues and all other members of the healthcare team
C. Can make the difference between life and death for patients
D. All of the above

 

 

REF:   Page: 2

 

 

  1. Each of the following is an example of successful nurse communication EXCEPT:
A. The Intensive Care Unit (ICU) nurse sharing her concerns with the physician about a patient’s anxious spouse
B. The graduate nurse telling his supervisor that he is not comfortable using the IV pump and would like additional training
C. The medical-surgical nurse offering to work an extra shift even though she feels emotionally and physically exhausted
D. The nursing student asking her instructor to clarify her clinical assignment

 

 

REF:   Page: 3

 

 

  1. Developing behaviors associated with effective communication requires:
A. Self-reflection, personal growth, and social learning
B. Self-reflection, social learning, and avoidance of conflict
C. Social learning, manual dexterity, and personal growth
D. None of the above

 

 

REF:   Page: 4

TOP:   A behavioral approach to communication

 

  1. Providing patient-centered care “with sensitivity and respect for the diversity of human experience” is a competency promoted by the Quality and Safety Education for Nurses (QSEN) Institute that overlaps with which of the following communication and behavioral skills that nurses must develop?
A. Awareness of others
B. Asking questions respectfully
C. Understanding patient preferences
D. All of the above

 

 

REF:   Page: 4

TOP:   A behavioral approach to communication

 

  1. Individuals with an aggressive style of communication demonstrate which of the following characteristics of behavior?
A. Frequently interrupt others, discount others’ perspectives, and fidget
B. Throw objects, invade the personal space of others, and use humiliating language
C. Speak in an angry tone, gossip about others behind their backs, and discount others’ perspectives
D. Exclude others from group activities, frequently interrupt others, and invade the personal space of others

 

 

REF:   Page: 7

TOP:   Communication styles and types

 

  1. Individuals who practice a passive style of communication:
A. Believe their opinions are not as important as those of their colleagues
B. Often keep their ideas to themselves
C. Speak confidently and clearly
D. Both A and B

 

 

REF:   Page: 7

TOP:   Communication styles and types

 

  1. Nonverbal communication represents 80% to 90% of what is being communicated and includes all of the following EXCEPT:
A. Facial expression
B. Physical stance
C. Language
D. Intonation

 

 

REF:   Page: 8

TOP:   Communication styles and types

 

  1. Schuster and Nykolyn’s transformational model of communication is helpful in explaining all of the following EXCEPT:
A. Why communication is so complicated
B. The desired outcome of communication
C. The need to consider patients’ rooms as their homes
D. The prevalence of miscommunication or communication failures in patient safety issues

 

 

REF:   Page: 9 | Page: 11

TOP:   Models of communication

 

  1. A nurse calls the covering physician to report a patient’s temperature of 101.7°F. Which of the following variables may impact their communication?
A. Time of day
B. Workload of both the nurse and the physician
C. A history of positive or negative communication encounters between these healthcare professionals
D. All of the above

 

 

REF:   Page: 10

TOP:   Variables that affect communication

 

  1. Which of the following are depicted as risk factors in Schuster and Nykolyn’s transformational model of communication?
A. Medical jargon, stress, heavy accents, and empathy
B. Stress, stereotypes, humor, and urgency
C. Medical jargon, stereotypes, physical noise, and patient education
D. Patient education, physical noise, medical jargon, and stress

 

 

REF:   Page: 11         TOP:   Models of communication

 

  1. A behavioral approach to learning communication is the best approach because:
A. Human behavior and communication are interrelated.
B. Teaching communication without a focus on the underlying behaviors is not adequate.
C. The skills to practice successful nurse communication involve self-awareness and self-reflection.
D. All of the above

 

 

REF:   Pages: 4-5

TOP:   A behavioral approach to communication

 

MULTIPLE RESPONSE

 

  1. Which of the following behaviors suggest that the nurse is being passive? Select all that apply.
A. She apologizes three times to her colleague for taking up space at the nurse’s station.
B. She feels the rest of the team should have dinner together without her because she is not much fun.
C. She uses a confident tone to express her concerns about a patient’s rising blood sugar to the physician on call.
D. She has an idea about troubleshooting a problem with the new computer system but keeps it to herself because she doubts it would be valuable.

 

 

,          REF:               Page: 7

TOP:   Communication styles and types

 

TRUE/FALSE

 

  1. Emotional maturity of nurses is an important part of the behavioral approach to communication promoted in this text.

 

REF:   Pages: 2-3

TOP:   Behavioral approach to communication

 

  1. The pre-licensure curricula developed by the Quality and Safety Education for Nurses (QSEN) Institute include competencies developed by the Institute of Medicine (IOM) and frequently require aspects of communication and behavior.

 

REF:   Page: 4

TOP:   Behavioral approach to communication

 

  1. Nurses must develop and practice healthy responses to communication variables such as fatigue, ethnic differences among professionals and patients, and interruptions that take place in the moment-to-moment real world of practice.

 

REF:   Page: 10 | Page: 14

TOP:   Variables that affect communication

 

  1. Becoming an effective and respectful communicator will occur naturally if students memorize the models of communication.

 

REF:   Page: 15

TOP:   Behavioral approach to communication

 

Chapter 2: Emotional Intelligence

 

MULTIPLE CHOICE

 

  1. A nurse’s ability to listen respectfully to a colleague’s request for help at any point in time may vary with:
A. How tired he is
B. The IV pump alarm that keeps going off for no apparent reason
C. His perception that his colleague is lazy
D. All of the above

 

 

REF:   Page: 21         TOP:   Emotional intelligence

 

  1. A knowledge base in emotional intelligence will enhance nurses’ ability to do all of the following EXCEPT:
A. Be more sensitive to patients’ needs and concerns
B. Assess lung sounds of patients with pneumonia
C. Provide patient-centered care
D. Collaborate effectively with other healthcare professionals

 

 

REF:   Page: 16         TOP:   Emotional intelligence

 

  1. All of following descriptors belong in an explanation of Salovey and Mayer’s ability-based model of emotional intelligence EXCEPT:
A. Self-reported attributes regarding one’s interpersonal relationships
B. Being able to identify one’s emotions
C. Having an understanding of emotions in others
D. Managing feelings of anger during a clinical emergency

 

 

REF:   Page: 17

TOP:   Models of emotional intelligence

 

  1. A nurse’s self-awareness of feelings of anxiety before calling a physician about a patient’s increased edema in both lower extremities might include:
A. A difficult conversation with this doctor earlier in the month
B. The frantic insistence of the patient’s husband that the nurse contact the doctor immediately
C. A tense argument she had with her husband before coming to work
D. Feelings of low self-esteem that come from her family background
E. All of the above

 

 

REF:   Page: 19

TOP:   Emotional intelligence in nursing

 

  1. A nurse who feels frustrated about a colleague’s refusal to double-check a morphine dose he has calculated is demonstrating self-regulation when he:
A. Takes a deep breath, acknowledges to himself that he doesn’t know why she can’t help, and seeks help from another colleague
B. Decides he won’t cover for his colleague’s meal break later
C. In a sarcastic voice states, “Thanks a lot!”
D. Decides to save time and give what he believes is the correct dose

 

 

REF:   Page: 21

TOP:   Emotional intelligence in nursing

 

  1. Which of the following are considered to be among the five basic feelings?
A. Fear, sorrow, anger, jealousy, and gladness
B. Sorrow, anger, shame, and annoyance
C. Shame, fear, gladness, and anger
D. Anger, sorrow, surprise, fear

 

 

REF:   Page: 18         TOP:   Emotional vocabulary

 

  1. Nurses who develop and practice empathy are likely to:
A. Recognize when a patient’s verbal denial of worry does not match her facial expression
B. Treat patients with dignity
C. Have compassion for a colleague who is struggling to understand the computerized system for documenting physician’s orders
D. All of the above

 

 

REF:   Page: 23

TOP:   Emotional intelligence in nursing

 

  1. The social skills involved in a nurse’s ability to observe the environment around her and use it to enhance communication and collaboration are important in the following situations:
A. A patient’s condition is deteriorating and his wife is panicking.
B. A colleague dismisses her concern about following the protocol for a needle-stick injury.
C. She has to work with a colleague that she doesn’t like.
D. All of the above

 

 

REF:   Pages: 23-24

TOP:   Emotional intelligence in nursing

 

MULTIPLE RESPONSE

 

  1. According to Wiseman, empathy includes which of the following attributes? Select all that apply.
A. Taking the perspective of another person
B. Judging others
C. Recognizing others’ emotions
D. Persuading others to feel a certain emotion

 

 

REF:   Page: 23

TOP:   Emotional intelligence in nursing

 

  1. Emotional intelligence competencies described by Goleman that are interrelated with assertive communication include which of the following? Select all that apply.
A. Self-awareness
B. Self-regulation
C. Fear
D. Motivation

 

 

REF:   Pages: 19-22

TOP:   Emotional intelligence in nursing

 

TRUE/FALSE

 

  1. According to Goleman’s model of emotional intelligence, motivation is an example of a personal competency.

 

REF:   Page: 21

TOP:   Emotional intelligence in nursing

 

  1. A nurse demonstrating respect for a colleague he doesn’t like is an important part of effective collaboration.

 

 

Chapter 3: Respectful and Effective Listening

 

MULTIPLE CHOICE

 

  1. Effective and respectful listening is a skill that nurses should take every opportunity to:
A. Practice
B. Role-model
C. Develop
D. All of the above

 

 

REF:   Page: 29         TOP:   Respectful listening

 

  1. All of the following are examples of when effective and respectful listening is a vital nursing function EXCEPT:
A. Assessing a patient’s nutritional status
B. Insisting to a patient that her blood sugar is too high to eat the ice cream she is requesting
C. Understanding what is important to a patient about his or her upcoming surgery
D. Discussing commitments for holiday scheduling with colleagues

 

 

REF:   Pages: 28-29  TOP:   Why listening is vital

 

  1. Nurses who listen to patients in order to understand them are:
A. Conveying compassion
B. Engaging patients in developing a plan of care
C. Focused primarily on patients’ clinical status
D. Both A and B

 

 

REF:   Page: 28         TOP:   Why listening is vital

 

  1. Instances in which effective and respectful listening is important in clinical assessment include:
A. Auscultating lung sounds
B. Noticing verbal and nonverbal language used by patients
C. Receiving information about a patient from another nurse during a hand-off
D. All of the above

 

 

REF:   Page: 28         TOP:   Why listening is vital

 

  1. If finding time and space for effective and respectful listening is not feasible, the nurse should:
A. Accept the reality of the situation
B. Take opportunities to listen whenever possible
C. Advocate for time and space needed to listen
D. Both B and C

 

 

REF:   Page: 29         TOP:   Why listening is vital

 

  1. Which of the following responses should a nurse give to a patient who says that she has no questions about a stress test ordered but looks worried or confused?
A. “I heard you say that you don’t have any questions about the MRI, but you look worried. Would you like to tell me what you are thinking?”
B. “I’ll make sure the MRI gets scheduled as soon as possible.”
C. “MRIs are noisy, but it will be over in just a few minutes.”
D. All of the above

 

 

REF:   Page: 28         TOP:   Why listening is vital

 

  1. When practicing reflective listening, also called active listening, nurses must remember that:
A. It involves concentration, caring, and commitment.
B. The speaker should try to talk a little faster to save time.
C. They should intentionally focus on the speaker.
D. Both A and C

 

 

REF:   Page: 29         TOP:   Listening styles

 

  1. The most empathic response by a nurse to a patient who says, “I want to exercise more, but I don’t have time” would be:
A. “That’s okay. You’re doing your best.”
B. “I love exercising. I make sure I swim three times a week.”
C. “Wanting to isn’t going to be enough. You have to actually do it!”
D. “It sounds like you wish you had more time for exercising. Let’s talk about how you might fit it in.”

 

 

REF:   Page: 29         TOP:   Listening styles

 

  1. Passive listening, also called attentive listening, can be useful during a conflict between two nurses about who should take the next admission because:
A. It does not require either nurse to really listen to the other.
B. Both nurses are equally likely to end up taking the admission.
C. It will give both nurses the chance to express their perspective.
D. This kind of listening can take place while one of the nurses completes another task.

 

 

REF:   Page: 30         TOP:   Listening styles

 

  1. Behavior associated with competitive listening is likely to be:
A. Aggressive
B. Passive-aggressive
C. Controlling
D. All of the above

 

 

REF:   Page: 31         TOP:   Listening styles

 

  1. Nurses who tend to have a competitive listening style are likely to:
A. Be very effective in patient teaching situations
B. Be great role models for best communication practices on the unit
C. Lack understanding about what others are saying
D. Learn a lot from others during conversations

 

 

REF:   Page: 31         TOP:   Listening styles

 

  1. The five stages of listening can be described as:
A. Hearing, attending, understanding, remembering, responding
B. Hearing, thinking, understanding, reflecting, responding
C. Hearing, attending, arguing, fact-finding, responding
D. Attending, understanding, remembering, responding, forgetting

 

 

REF:   Page: 31         TOP:   Stages of listening

 

  1. Three listening strategies that will help ensure that a speaker’s message is understood are:
A. Interrupting, paraphrasing, and clarifying
B. Paraphrasing, clarifying, and avoiding assumptions
C. Paraphrasing, assuming, and clarifying
D. Paraphrasing, scowling, and avoiding assumptions

 

 

REF:   Page: 31         TOP:   Stages of listening

 

  1. The “spirit of inquiry” is a process that:
A. Involves true curiosity
B. Encourages the use of mentors
C. Supports a foundation of evidence-based practice
D. All of the above

 

 

REF:   Pages: 32-34

TOP:   Becoming a respectful listener

 

  1. Perspective-taking:
A. Requires agreement with another person’s point of view
B. Can be more difficult when there are emotionally charged differences in opinions
C. Results in only one opinion being respected
D. Isn’t worth the trouble

 

 

REF:   Page: 35

TOP:   Becoming a respectful listener

 

  1. Which of the following is the most validating response to a patient who says, “I’m afraid I’ll get addicted to this narcotic pain medicine”?
A. “Don’t worry, this is a mild narcotic.”
B. “Why would you be worried about that?”
C. “You are worried that taking this pain medicine will make you addicted to it.”
D. “Right now you should be focused on managing this pain.”

 

 

REF:   Pages: 35-36

TOP:   Becoming a respectful listener

 

  1. A nurse supervisor tells a staff nurse, “I’d like to hear your concerns about your assignment. I have 2 minutes right now to listen, or I can come back in an hour when I have more time. Which would work best for you?” This supervisor is:
A. Being honest about his limitations
B. Not a very good listener
C. Not a very good supervisor
D. Not very nice

 

 

REF:   Page: 37

TOP:   Becoming a respectful listener

 

  1. GRRRR: A Model for Great Listening:
A. Offers a structured guide for practicing respectful listening
B. Can be used when receiving information during a patient hand-off
C. Encourages accountability for receivers of messages
D. All of the above

 

 

REF:   Pages: 38-39

TOP:   GRRRR:  A Model for Great Listening

 

MULTIPLE RESPONSE

 

  1. When a nurse is practicing the attending stage of listening he is focused on (select all that apply):
A. His upcoming meal break
B. The speaker’s verbal message
C. The kink in the IV tubing
D. The speaker’s nonverbal language

 

 

, D                            REF:   Page: 31         TOP:   Stages of listening

 

  1. Which of the following guidelines are essential practices for receiving constructive feedback? Select all that apply.
A. Take a deep breath.
B. Honor any choices you have.
C. Use facial expressions that show you don’t agree with the giver of the feedback.
D. Acknowledge the feedback.
E. Consider ways to blame the person giving the feedback for any problems.
F. Take some time to sort out the feedback.
G. Be honest with yourself.

 

 

, B, D, F, G                                                          REF:               Page: 40

TOP:   Receiving feedback

 

TRUE/FALSE

 

  1. Without good listening practices, opportunities for creative problem-solving and obtaining new knowledge are often lost.

 

REF:   Page: 28         TOP:   Why listening is vital

 

  1. Effective and respectful listening to a colleague’s opinion during an emotionally charged conflict is more likely when there is a foundation of trust in the relationship.

 

REF:   Page: 35

TOP:   Becoming a respectful listener

 

  1. The statement “Tell me more” is a presumptuous one that is inappropriate for respectful listening practices.

 

REF:   Page: 32

TOP:   Becoming a respectful listener

 

  1. Facial expressions, tone of voice, and receptive body language can be used to help or hinder respectful listening.

 

 

Chapter 4: Assertiveness

 

MULTIPLE CHOICE

 

  1. For many, developing assertiveness requires emotional growth in many areas, including:
A. Self-awareness
B. Motivation
C. Self-confidence
D. All of the above

 

 

REF:   Page: 43         TOP:   Why assertiveness is vital

 

  1. Assertiveness for nurses is vital in the following areas EXCEPT:
A. Building and maintaining respectful relationships with colleagues
B. Speaking up for patients
C. Forcing treatments on patients
D. Speaking up for one’s self

 

 

REF:   Page: 44         TOP:   Why assertiveness is vital

 

  1. Which of the following poses a potential barrier to nurses speaking up for patients?
A. A fear of being wrong
B. Worries about inconveniencing others
C. Trusting that others are willing to listen
D. Both A and B

 

 

REF:   Page: 44         TOP:   Why assertiveness is vital

 

  1. Which of the following statements demonstrate assertiveness?
A. “I need to take a 10-minute break and regroup after that code.”
B. “Dr. Jones, this patient is expressing concerns about surgery and would like to speak to someone about hospice.”
C. “Did you wash your hands after changing that dressing?”
D. All of the above

 

 

REF:   Page: 44         TOP:   Why assertiveness is vital

 

  1. SBAR stands for:
A. Situation, background, assertiveness, and recommendation
B. Situation, baseline, assessment, and recommendation
C. Situation, background, assessment, and recommendation
D. Subjective, baseline, assessment, and recommendation

 

 

REF:   Page: 48         TOP:   SBAR model

 

  1. SBAR does all of the following EXCEPT:
A. Focuses on the listening aspect of the message
B. Helps to convey critical information succinctly
C. Standardizes communication among healthcare professionals
D. Promotes critical thinking

 

 

REF:   Page: 48         TOP:   SBAR model

 

  1. Consider the following statement: “In the last 30 minutes, Mrs. Jones’s respirations have increased from 22 to 36, her lung sounds are wheezy, she is spiking a temp of 101, and she is in distress. She’s had two doses of IV antibiotics since her admission through the ED last night.” This statement represents which part of the SBAR model?
A. Situation
B. Background
C. Assessment
D. Recommendation

 

 

REF:   Page: 49         TOP:   SBAR model

 

  1. Which of the following best represents an effective I-statement?
A. “I am frustrated with the frequent expectations of overtime. I want to be a team player but also have enough time off to spend with family and friends. Can we talk about your concerns and mine soon?”
B. “I’ll work overtime tonight, but don’t ask me again anytime soon.”
C. “That supervisor has no respect for work-life balance.”
D. “I feel you are being very disrespectful with constant requests for overtime.”

 

 

REF:   Pages: 49-50

TOP:   Making effective I-statements

 

  1. All of the following are sound reasons for using an I-statement EXCEPT:
A. A desire to have your own ideas implemented
B. A willingness to compromise
C. An openness to others’ ideas
D. A desire to find a solution that works for everyone

 

 

REF:   Page: 51         TOP:   I-statements

 

  1. Regular use of I-statements is helpful in developing all of the following EXCEPT:
A. A sense of ownership
B. Respectful relationships
C. Time management skills
D. Both A and B

 

 

REF:   Page: 51

TOP:   The challenges of I-statements

 

  1. Nurses should use I-statements with caution in provider-to-patient relationships because:
A. Patients are often in dependent positions.
B. Nurses may appear to be self-motivated.
C. There are tricky boundaries regarding privacy.
D. All of the above

 

 

REF:   Page: 52

TOP:   The challenges of I-statements

 

  1. All of the following are guidelines for giving constructive feedback EXCEPT:
A. Exaggerate if necessary to make a point
B. Be kind and helpful
C. Check the listener’s perception of the feedback
D. Look for opportunities to show ownership

 

 

REF:   Pages: 54-55  TOP:   Providing feedback

 

  1. Practicing assertiveness positively impacts:
A. Patient safety
B. Job satisfaction
C. Teamwork
D. All of the above

 

 

REF:   Page: 44 | Page: 46

TOP:   Why assertiveness is vital

 

MULTIPLE RESPONSE

 

  1. When used properly, I-statements provide which of the following advantages? Select all that apply.
A. Result in more efficient problem-solving and conflict resolution
B. Build self-respect
C. Present opinions as facts
D. Can be manipulative
E. Promote collaboration
F. Place blame on others
G. Build positive relationships
H. Validate others’ perspectives

 

 

, B, E, G, H                                                          REF:               Page: 50

TOP:   I-statements

 

  1. Giving constructive feedback does which of the following? Select all that apply.
A. Honors the person you are giving feedback to
B. Guarantees that the person receiving feedback will appreciate it
C. Helps to avoid addressing more serious problems
D. Promotes conflict resolution
E. Provides insights that may be helpful to others
F. Contributes to building positive relationships
G. Wastes valuable nursing time

 

 

, D, E, F                              REF:              Page: 54                    TOP:   Providing feedback

 

TRUE/FALSE

 

  1. Assertiveness is more complicated than it seems because of the personal work required on the part of individuals and the need for psychologically safe environments.

 

REF:   Page: 44         TOP:   Why assertiveness is vital

 

  1. The effectiveness of I-statements depends on the relationship between the involved individuals and whether they had lunch together during a previous shift.

 

 

Chapter 5: Patient Safety

 

MULTIPLE CHOICE

 

  1. Safe care should be an inherent part of every nursing:
A. Intervention
B. Treatment
C. Recommendation
D. All of the above

 

 

REF:   Page: 58         TOP:   Safe nursing care

 

  1. The definition of patient safety as defined by the Quality and Safety Education for Nurses (QSEN) Institute includes all of the following EXCEPT:
A. Individual performance
B. System effectiveness
C. Comprehensive data review
D. Minimizing risk of harm to patients and providers

 

 

REF:   Page: 59         TOP:   Defining patient safety

 

  1. The Institute of Medicine (IOM) considers quality of care to be:
A. Expensive
B. A luxury
C. Inseparable from patient safety
D. A low priority

 

 

REF:   Page: 59         TOP:   Defining patient safety

 

  1. Since the late 1900s until now, the overall changes associated with patient safety would best be described as:
A. Significantly improved
B. Significantly worse
C. Better in some areas and worse in others
D. None of the above

 

 

REF:   Page: 60

TOP:   A brief history of patient safety

 

  1. The mission of the Agency for Healthcare Research and Quality (AHRQ) is to:
A. Produce evidence to make healthcare safer, while maintaining quality and cost effectiveness
B. Produce evidence to make healthcare safer, higher quality, more accessible, equitable, and affordable
C. Provide technological advances that support safe care
D. Eliminate wasted resources and optimize research data

 

 

REF:   Page: 60

TOP:   Primary organizations involved in patient safety

 

  1. The Joint Commission:
A. Tracks voluntary reports of sentinel events
B. Tracks root causes of sentinel events
C. Tracks mandatory reports of adverse events
D. Both A and B

 

 

REF:   Page: 63         TOP:   Sentinel event statistics

 

  1. For the purposes of Successful Nurse Communication, specific sentinel event data is being isolated with the explicit intention of:
A. Demonstrating links among patient safety, sentinel events, and communication and human behavior
B. Teaching students how to track sentinel events
C. Building the reputation of The Joint Commission
D. All of the above

 

 

REF:   Page: 63         TOP:   Sentinel event statistics

 

  1. The most frequent types of sentinel events as tracked by The Joint Commission during 2011, 2012, and 2013 included all of the following EXCEPT:
A. Hospital-acquired infection
B. Wrong site, wrong patient, or wrong procedure
C. Unintended retention of a foreign body
D. Delay in treatment

 

 

REF:   Pages: 63-64  TOP:   Sentinel event statistics

 

  1. Root cause analysis is a process of inquiry and review that is initiated after an error and seeks to answer the question:
A. How and why did this error take place?
B. Who is responsible for this error?
C. How much is it going to cost to prevent future errors like this?
D. What information do patients need to know about what happened?

 

 

REF:   Page: 64         TOP:   Root cause analysis

 

  1. An examination of sentinel events data reported by The Joint Commission in 2011, 2012, and 2013 reveals which of the following are the leading root causes involving all types of events?
A. Leadership, delay in treatment, human factors
B. Communication, human factors, unintended retention of a foreign body
C. Leadership, human factors, post-operative infections
D. Human factors, leadership, and communication

 

 

REF:   Page: 64         TOP:   Root cause analysis

 

  1. An operating nurse who does not speak up to a surgeon before a wrong site sentinel event happens:
A. Is incompetent and should be disciplined
B. May indicate a symptom of underlying negative dynamics and poor communication within the operating room team
C. Is probably responsible for many errors for which the surgeon will be blamed
D. All of the above

 

 

REF:   Page: 68

TOP:   Addressing sentinel events with communication

 

  1. As a subcategory under leadership as a root cause of sentinel events, resource allocation may involve communication and behavior in terms of:
A. The skills that staff have to ask for resources they need
B. The skills that managers have to listen to requests for resources
C. The relationships between management and staff
D. All of the above

 

 

REF:   Page: 67

TOP:   Addressing sentinel events with communication

 

MULTIPLE RESPONSE

 

  1. Subcategories of human factors involved in root causes of sentinel events tracked by The Joint Commission that may involve communication and human behavior include which of the following? Select all that apply.
A. Staff orientation
B. Staff supervision
C. Staffing levels
D. Assessment
E. Fatigue
F. Distraction
G. Complacency
H. Rushing

 

 

, B, C, D, E, F, G, H                                  REF:   Page: 64 | Page: 67

TOP:   Addressing sentinel events with communication

 

  1. Which of the following are important reasons for gaining a firm grasp on the interrelationship between sentinel events and communication? Select all that apply.
A. To prevent errors
B. To help in discovering all contributing factors to medical errors
C. To become familiar with The Joint Commission Web site
D. To promote nursing students’ commitment to practicing effective communication
E. To raise awareness about the many categories of root causes of sentinel events

 

 

, B, D                        REF:   Page: 70

TOP:   Addressing sentinel events with communication

 

TRUE/FALSE

 

  1. Making long-term meaningful improvement in patient safety requires changing the underlying human dynamics involved in individual and organizational behavior.

 

REF:   Page: 58

TOP:   Addressing sentinel events with communication

 

  1. The phrase “Do no harm” was first expressed by Florence Nightingale in the mid-1800s.

 

REF:   Page: 59

TOP:   A brief history of patient safety

 

  1. The Joint Commission is an independent organization that accredits and certifies healthcare organizations and programs in the United States.

 

 

Chapter 6: Patient Experience

 

MULTIPLE CHOICE

 

  1. The purpose of the therapeutic relationship between a nurse and a patient is to:
A. Help fill the nurse’s need for belonging
B. Inspire the patient to pursue a career in healthcare
C. Form an interpersonal alliance to achieve healthcare goals
D. Provide a learning opportunity for both

 

 

REF:   Page: 74         TOP:   Therapeutic relationships

 

  1. A patient’s dependency on healthcare providers can be:
A. Physical
B. Emotional
C. Educational
D. All of the above

 

 

REF:   Page: 74

TOP:   Dependence and vulnerability

 

  1. All of the following factors contribute to the power dynamic that nurses have when taking care of patients EXCEPT:
A. The ability to relieve pain
B. A patient’s ability to sleep in a noisy environment
C. Familiarity with the routine and environment
D. Knowledge about a patient’s health status

 

 

REF:   Page: 74

TOP:   Dependence and vulnerability

 

  1. Which of the following is important in the practice of therapeutic communication?
A. Respectful listening
B. Empathy
C. Maintaining focus on the goal(s) of the therapeutic relationship
D. All of the above

 

 

REF:   Pages: 77-78  TOP:   Therapeutic communication

 

  1. Nurses and students will play an important role in the shift toward collaborative practice when they:
A. Are aware of their feelings, confident, and respectful
B. Bring their expertise to the table regardless  of whether others esteem them
C. Hold grudges about poor conduct by leaders
D. Both A and B

 

 

REF:   Page: 79         TOP:   Collaborative practice

 

  1. The Beryl Institute’s definition of patient experience uses all of the following terms to underscore the value of communication EXCEPT:
A. Perceptions
B. Interactions
C. Culture
D. Collaboration

 

 

REF:   Page: 78         TOP:   Patient experience

 

  1. The following are examples of empowered actions that patients can take EXCEPT:
A. Asking questions of nurses and doctors
B. Using passive body language during a doctor’s visit
C. Researching their medications
D. Seeking second opinions

 

 

REF:   Page: 78         TOP:   Patient experience

 

  1. Listening to patients respectfully will help:
A. Patients to feel heard
B. Build trusting therapeutic relationships
C. Patients to feel empowered
D. Improve patient experience scores
E. All of the above

 

 

REF:   Page: 78

TOP:   Communicating for optimal patient experience

 

  1. A nurse says to a patient, “Your blood pressure is 142/84. It has come down since you took your pain medication.” The nurse is making:
A. An inclusionary statement
B. A validating remark
C. An attempt to paraphrase
D. All of the above

 

 

REF:   Page: 79

TOP:   Communicating for optimal patient experience

 

  1. Of the following, which is the most encouraging invitation for a patient to ask questions?
A. “Any questions?”
B. “You look confused. What don’t you understand?”
C. “All of this information can be overwhelming. Would it help to go over it again, or do you have questions?”
D. “I’m going to lunch. Here’s a brochure.”

 

 

REF:   Page: 80

TOP:   Communicating for optimal patient experience

 

  1. The Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) survey:
A. Collects data from patients
B. Can be used to make improvements
C. Has many questions related to communication
D. All of the above

 

 

REF:   Pages: 81-82  TOP:   HCAHPS survey

 

  1. The HCAHPS survey collects data that is relevant to communication and collaboration in all of the following areas EXCEPT:
A. How clean the facilities are
B. How frequently nurses listen to patients
C. Whether or not patients feel like they are treated with respect
D. Whether or not patients understand explanations by nurses

 

 

REF:   Page: 81         TOP:   HCAHPS survey

 

  1. Which of the following questions is an example of effective motivational interviewing?
A. “It sounds like you are concerned about how the stress from your job affects your eating habits, is that right?”
B. “Why do you eat way too much on the job?”
C. “Well, we all face challenges dealing with stressful work. The question is, what are you going to do about your weight?”
D. “Have you thought about quitting your job if you are really concerned about your weight?”

 

 

REF:   Page: 85         TOP:   Motivational interviewing

 

MULTIPLE RESPONSE

 

  1. Which of the following are reasons why patients may feel vulnerable during a hospital stay or clinic visit? Select all that apply.
A. The environment is foreign.
B. Personal space is limited.
C. They have fears about illness.
D. They have a sense of control.
E. Visiting hours are flexible.
F. They are being poked and prodded by healthcare professionals.
G. Tests and procedures may be uncomfortable and/or difficult to understand.

 

 

, B, C, F, G                                                          REF:               Page: 74

TOP:   Dependence and vulnerability

 

  1. Which of the following verbs are used in the HCAHPS survey to support the idea that effective and respectful communication among healthcare professionals is essential for optimal patient experience? Select all that apply.
A. Listen
B. Explain
C. Collect
D. Understand
E. Describe
F. Subscribe

 

 

, B, D, E                              REF:              Page: 81                    TOP:   HCAHPS survey

 

TRUE/FALSE

 

  1. In addition to following the Health Insurance Portability and Accountability Privacy Act (HIPAA) of 1996 regulations, nurses must also develop good judgment about appropriate sharing of patient information.

 

REF:   Page: 74         TOP:   Therapeutic relationships

 

  1. All patients have the same desires and capacities to be empowered in their healthcare choices.

 

REF:   Page: 78         TOP:   Patient experience

 

  1. The Centers for Medicare and Medicaid Services (CMS) and the Agency for Healthcare Research and Quality (AHRQ) have worked to standardize feedback from patients to provide information that allows consumers to compare hospitals.

 

REF:   Pages: 80-81  TOP:   HCAHPS survey

 

  1. Professionals who are able to listen both to assess clinical status and to understand a patient’s concerns will contribute to optimal patient experiences.

 

 

Chapter 7: Respectful Workplaces

 

MULTIPLE CHOICE

 

  1. The following situations are all examples of unprofessional and disrespectful communication EXCEPT:
A. The physician rolling her eyes at a nurse asking a question about a patient’s lab results
B. The student nurse laughing when a classmate makes a mistake during a simulated catheterization
C. The nurse asking for help from a colleague when completing a new task
D. The nurse manager telling a staff nurse to develop a thick skin when she complains about a doctor who yelled at her

 

 

REF:   Page: 89

TOP:   Types of abusive and disrespectful behavior

 

  1. In workplaces where there is a pervasive lack of open, honest, and respectful dialogue among professionals, common consequences include all of the following EXCEPT:
A. Substandard teamwork
B. More errors
C. Physical and psychological injuries to healthcare professionals
D. Increased overtime

 

 

REF:   Page: 89

TOP:   Types of abusive and disrespectful behavior

 

  1. Lateral or horizontal violence is aggression (active or passive) that takes place:
A. Among peers
B. Between doctors and nurses
C. Between administrative leaders and nurse assistants
D. All of the above

 

 

REF:   Page: 89

TOP:   Types of abusive and disrespectful behavior

 

  1. When compared to physicians, poor conduct by nurses tends to be more:
A. Aggressive
B. Passive
C. Passive-aggressive
D. Assertive
E. Both B and C

 

 

REF:   Page: 90

TOP:   Types of abusive and disrespectful behavior

 

  1. The Joint Commission replaced the term disruptive behavior with:
A. Behaviors that seem abusive to nurses and patients
B. Behaviors that undermine a culture of safety
C. Behaviors that are inappropriate and unprofessional
D. Poor conduct among healthcare professionals

 

 

REF:   Page: 90

TOP:   Types of abusive and disrespectful behavior

 

  1. All of the following statements suggest a tolerance of inappropriate behavior EXCEPT:
A. “He’s been in surgery all day. No wonder he is grouchy.”
B. “I don’t appreciate your tone and want to discuss it.”
C. “Hey, if you can’t stand the heat, get out of the kitchen.”
D. “She’s one of those nurses that can’t hack it in the real world.”

 

 

REF:   Page: 91

TOP:   Disruptive behavior as a pervasive problem

 

  1. The Joint Commission’s Sentinel Event Alert connects inappropriate behaviors by healthcare workers with:
A. Wasted costs
B. Poor patient outcomes
C. Loss of qualified staff
D. Interference with teamwork necessary to provide safe care
E. All of the above

 

 

REF:   Pages: 92-93

TOP:   Disruptive behavior as a pervasive problem

 

  1. The prevalence of physical harm experienced by the healthcare workforce is:
A. Considerably higher than other industries
B. About the same as other industries
C. Slightly higher than firefighter statistics
D. Slightly lower than construction workers

 

 

REF:   Page: 93

TOP:   Disruptive behavior as a pervasive problem

 

  1. An environment of mutual respect is important for:
A. Making sure that staff arrive to work on time
B. The healthcare workforce to find joy and meaning in their work
C. To make teamwork possible
D. Both B and C

 

 

REF:   Page: 93

TOP:   Disruptive behavior as a pervasive problem

 

  1. The healthcare administrator’s role in addressing abuse of healthcare workers by patients includes all of the following EXCEPT:
A. Ensure adequate staffing of clinicians
B. Listen respectfully to staff and patient concerns
C. Assume the patient is truthful in all investigations
D. Promote respectful and timely communication with patients and families
E. Maintain visible security staff

 

 

REF:   Page: 96

TOP:   Abusive and disrespectful behavior from patients

 

  1. Communication strategies that will help decrease abusive behavior include all of the following EXCEPT:
A. Recognizing the signs of anger
B. Picking the battles that can be won
C. Being assertive
D. Listening respectfully
E. Giving and receiving feedback

 

 

REF:   Pages: 97-98

TOP:   Changing abusive behavior using respectful communication

 

MULTIPLE RESPONSE

 

  1. Which of the following are examples of common forms of lateral violence among nurses? Select all that apply.
A. Undermining activities
B. Withholding information
C. Poking a colleague’s arm with an index finger
D. Standing in another’s personal space
E. Nonverbal innuendo
F. Scapegoating
G. Sabotage

 

 

REF:   Page: 89

TOP:   Types of abusive and disrespectful behavior

 

  1. Which of the following can contribute to negative interactions and relationships? Select all that apply.
A. Lack of awareness about the impact of one’s behavior on others
B. Willingness to learn about the impact of one’s behavior on others
C. Beliefs of superiority
D. Beliefs of inferiority
E. Power dynamics
F. Status differences
G. Compassion for others

 

 

REF:              Page: 91

TOP:   Types of abusive and disrespectful behavior

 

TRUE/FALSE

 

  1. By definition, bullying involves single acts of aggression (passive or active).

 

REF:   Page: 90

TOP:   Types of abusive and disrespectful behavior

 

  1. There may be treatment- or illness-related reasons that explain abusive behavior on the part of patients and families, and healthcare professionals should accept this as a risk of practice.

 

REF:   Page: 96

TOP:   Abusive and disrespectful behavior from patients

 

  1. Nurses, doctors, and all staff are precious resources and deserve to be supported in their work.

 

REF:   Page: 93

TOP:   Impact of disruptive behavior on healthcare professionals

 

  1. Given the complications of human dynamics, it is important to remember that communication strategies that work well in one situation may not in another.

 

REF:   Page: 99

TOP:   Changing abusive behavior using respectful communication

 

  1. Setting clear expectations for respectful behavior will be easier once respectful communication is the norm.

 

 

 

Chapter 8: Managing Stress and Strategies for Self-Care

 

MULTIPLE CHOICE

 

  1. Stressors associated with professional nursing include:
A. Frequent exposure to tragedy and loss
B. Constant change
C. Relentless urgent action
D. Excessive workload expectations
E. All of the above

 

 

REF:   Page: 101

TOP:   The demands of nursing and stress

 

  1. The connection between self-care and emotional intelligence involves all of the following EXCEPT:
A. Awareness of needs
B. Self-worth
C. Ability to ask for support
D. Patient advocacy

 

 

REF:   Page: 102       TOP:   Self-care

 

  1. The American Holistic Nurses Association promotes self-care for nurses and recommends that it can be achieved with which of the following?
A. Exercise, breathing, and yoga
B. Meditation, healing music, and laughter
C. Listing positive things in life and random acts of kindness
D. All of the above

 

 

REF:   Page: 102       TOP:   Self-care

 

  1. Stress in the day-to-day practice of nursing is:
A. Inherent in the profession
B. Something nurses must manage in order to provide care safely and sustain rewarding careers
C. Nothing to worry about
D. Both A and B

 

 

REF:   Page: 104

TOP:   The demands of nursing and stress

 

  1. Physical demands of many nursing jobs include all of the following EXCEPT:
A. Sitting for long hours
B. Stooping and bending
C. Being manually dexterous
D. Heavy lifting

 

 

REF:   Page: 105

TOP:   The demands of nursing and stress

 

  1. The National Institute for Occupational Safety and Health defines job stress as “the harmful physical and emotional responses that occur when:
A. The requirements of the job do not match the capabilities, resources, or needs of the worker.”
B. The worker is not in good enough physical condition to do what is required.”
C. The employee is not psychologically sound enough to handle the work.”
D. The requirements of the worker are excessive.”

 

 

REF:   Page: 104

TOP:   The demands of nursing and stress

 

  1. Burnout is described as emotional exhaustion, depersonalization, and:
A. Chronic complaints of fatigue
B. Feelings of loneliness
C. Reduced personal accomplishment
D. A defensive attitude

 

 

REF:   Page: 108

TOP:   The demands of nursing and stress

 

  1. Compassion fatigue is a form of burnout:
A. Associated with the relationships nurses have with patients
B. That may result when nurses do not have good psychological boundaries
C. That impacts individuals as well as teams and organizations
D. All of the above

 

 

REF:   Page: 108

TOP:   The demands of nursing and stress

 

  1. Cognitive stacking:
A. Is the invisible decision-making work of RNs
B. Involves the what, how, and when of delivering nursing care
C. Includes the making, executing, and adapting of plans
D. All of the above

 

 

REF:   Page: 109

TOP:   The demands of nursing and stress

 

  1. Making the decision to administer pain medication for one patient while waiting for a physician to call back about another patient and simultaneously grabbing box of gloves for a third patient is an example of:
A. A simple process
B. Cognitive stacking
C. A nurse who is disorganized
D. None of the above

 

 

REF:   Pages: 109-110

TOP:   The demands of nursing and stress

 

  1. The connection between stress and productivity in Rosch’s definition of stress provides powerful reasoning for all of the following EXCEPT:
A. Increasing emotional intelligence and improving communication skills
B. Developing self-awareness of one’s stress level
C. Honoring one’s own needs and setting limits around stress
D. Keeping to oneself the need for help or support

 

 

REF:   Page: 110

TOP:   Combating stress with self-care and communication

 

MULTIPLE RESPONSE

 

  1. Nurses’ physical and psychological health requires (select all that apply):
A. Adequate rest
B. Caffeine breaks
C. Positive relationships
D. Time for fun
E. Working double shifts
F. Stress management
G. An ability to reflect and learn
H. High-tech equipment

 

 

REF:   Page: 102

TOP:   Self-care

 

  1. Symptoms of compassion fatigue include (select all that apply):
A. Mania
B. Exhaustion
C. Sadness
D. Hunger
E. Cynicism
F. Boredom
G. Hopelessness
H. Weight loss

 

 

REF:   Page: 108

TOP:   The demands of nursing and stress

 

TRUE/FALSE

 

  1. Self-acceptance and acceptance of others is foundational to positive health behavioral changes for nurses and the patients they care for.

 

REF:   Page: 102       TOP:   Self-care

 

  1. In surveys conducted by the American Nurses Association, workplace stress was identified as the top concern for workplace safety.

 

REF:   Page: 104

TOP:   The demands of nursing and stress

 

  1. Caregiving occurs when helping others is a compulsion that is consciously or subconsciously meeting one’s own needs.

 

REF:   Page: 108

TOP:   The demands of nursing and stress

 

  1. Structured models of communication, such as the Situation, Background, Assessment, and Recommendation (SBAR) and Greeting, Respectful listening, Reviewing, Recommending or Requesting [More Information], and Rewarding (GRRRR), can help to manage stress during an emergency while ensuring accurate information is exchanged.

 

REF:   Page: 112

TOP:   Combating stress with self-care and communication

 

  1. Healthier individuals make up healthier teams, and healthier teams make up healthier organizations, thus providing a foundation for safe, cost-effective care, optimal patient experience, and rewarding work.

 

 

Chapter 9: Understanding Organizational Culture

 

MULTIPLE CHOICE

 

  1. Individual behavior influences organizational culture, and organizational culture:
A. Builds effective teams
B. Influences individual behavior
C. Promotes positive communication practices
D. Becomes compatible with team culture

 

 

REF:   Page: 116

TOP:   The significance of organizational culture

 

  1. Organizational culture contributes to:
A. The way people interact
B. How things get done
C. What kinds of feelings are evoked in observers
D. All of the above

 

 

REF:   Page: 116

TOP:   The significance of organizational culture

 

  1. In an organization with a healthy culture, patients and families are likely to experience all of the following EXCEPT:
A. Staff working together respectfully and effectively
B. Timely and compassionate answers to questions
C. A sense that staff are too busy to help
D. A sense of being welcome

 

 

REF:   Page: 117

TOP:   The significance of organizational culture

 

  1. Receptive body language is an example of:
A. Nonverbal communication
B. Staff behavior in a healthy culture
C. Assertiveness used to build a healthy culture
D. Both A and B

 

 

REF:   Page: 117

TOP:   The significance of organizational culture

 

  1. A nurse sees a patient wandering in the hall with an IV pole and stops to find out  if he needs anything. This nurse is:
A. Giving a positive message to the patient that he is cared about and for
B. Interfering with another nurse’s patient assignment
C. Reflecting behavior typical in an organization that has a positive culture
D. Both A and C

 

 

REF:   Page: 117

TOP:   The significance of organizational culture

 

  1. All of the following statements are common in a culture of blame EXCEPT:
A. “The new nurse never restocks the med cart.”
B. “If he had paid attention during the staff meeting, he would know how to use the glucometer.”
C. “I need a few more minutes to finish documenting.”
D. “The reason the patient didn’t get her pain medicine right away is because the nurse took too long with his admission.”

 

 

REF:   Page: 120

TOP:   Types of organizational cultures

 

  1. All of the following statements are common in a culture of bullying EXCEPT:
A. “Jillian, as usual, is not capable of getting out on time.”
B. “Can you cover for me while I take my break?”
C. “Stop complaining. Dr. Smith has favorites and that’s the way it is.”
D. “If you want this job, you’ll have to stop being so sensitive.”

 

 

REF:   Pages: 120-121

TOP:   Types of organizational cultures

 

  1. An individual who exhibits bullying behavior may have informal power that arises from:
A. Knowledge
B. Political alignments
C. A capacity to generate revenue
D. All of the above

 

 

REF:   Page: 120

TOP:   Types of organizational cultures

 

  1. All of the following are used in the Agency for Healthcare Research and Quality’s (AHRQ) description of a culture of safety EXCEPT:
A. Acceptance of mistakes as a cost of doing business
B. A blame-free environment
C. Encouragement of collaboration across ranks and disciplines
D. Organizational commitment to provide resources necessary for safe care

 

 

REF:   Page: 122

TOP:   Types of organizational cultures

 

  1. Communication and collaboration are vital to a culture of safety because speaking up and listening leads to:
A. Prevention of errors
B. Identification of problems
C. Opportunities for learning
D. All of the above

 

 

REF:   Pages: 122-123

TOP:   Types of organizational cultures

 

  1. An open and fair environment that encourages learning and managing behavioral choices is descriptive of:
A. A just culture
B. A facility in which differences  exist because of status
C. A hospital department with hierarchal power dynamics
D. None of the above

 

 

REF:   Page: 123

TOP:   Types of organizational cultures

 

  1. All of the following must take place in order to shift from a toxic to a just culture EXCEPT:
A. Nurses taking on more responsibility
B. Ancillary staff remaining passive
C. Physicians sharing leadership power
D. Effective and respectful communication becoming the norm

 

 

REF:   Page: 125

TOP:   Types of organizational cultures

 

  1. Differences in status in a just culture are:
A. Based on expertise
B. Not fueled by unhealthy egos
C. Reflected in bullying behaviors
D. Both A and B

 

 

REF:   Page: 123

TOP:   Types of organizational cultures

 

  1. At-risk and intentional behavior is:
A. The same as reckless behavior
B. Often insidiously developed as a bad habit over time
C. A method nurses use to provide quality and safe care
D. None of the above

 

 

REF:   Page: 124

TOP:   Types of organizational cultures

 

  1. All of the following statements describe explicit rules in organizational culture EXCEPT:
A. They are visible to staff and visitors.
B. They are not discussed openly.
C. They are designed to ensure safe and quality care.
D. They provide clear expectations about what the culture should be.

 

 

REF:   Page: 127

TOP:   Explicit and implicit rules in organizational culture

 

  1. Counterproductive communication strategies that show up when there is organizational cynicism include:
A. Repression of ideas
B. Ignored requests for help and lack of respect for boundaries
C. Helping others when asked
D. Blaming others

 

 

REF:   Page: 127

TOP:   Explicit and implicit rules in organizational culture

 

MULTIPLE RESPONSE

 

  1. In an ideal healthcare organizational culture, which of the following are likely to be common occurrences? Select all that apply.
A. Requests for help
B. Timely response to patient needs and requests
C. Offers to help
D. Gossiping
E. Disrespectful communication
F. Ownership of mistakes
G. Timely and compassionate response to patient needs

 

 

REF:              Page: 117

TOP:   The significance of organizational culture

 

  1. Which of the following are helpful in culture change efforts? Select all that apply.
A. Keeping leaders informed of potential layoffs
B. Involving everyone in the organization
C. Trust
D. Coming up with a slogan to describe the change
E. Recognizing that some people will not change
F. Support from senior leadership
G. Suppression of resistant employees
H. Engagement of staff

 

 

REF:   Pages: 125-126

TOP:   Organizational culture change

 

TRUE/FALSE

 

  1. In a toxic culture, poor behaviors and lack of effective conflict management are ongoing phenomenon.

 

REF:   Pages: 125-126

TOP:   The significance of organizational culture

 

  1. Because underlying problems such as inadequate staffing or poor behavior may remain hidden in a culture of blame, solving related problems with patient safety is difficult.

 

REF:   Page: 120

TOP:   Types of organizational cultures

 

  1. Covert agreements between staff regarding implicit rules are unlikely to impact patient safety.

 

REF:   Page: 127

TOP:   Implicit and explicit rules in organizational culture

 

  1. Making people with less power responsible for equalizing power is an effective way to shift out of a culture of bullying.

 

 

Chapter 10: Collaboration and Team Development

 

MULTIPLE CHOICE

 

  1. Examples of healthcare teams include:
A. Nurses in a home health agency
B. Staff in the central supply department
C. Nurse managers from all patient care departments
D. All of the above

 

 

REF:   Page: 130       TOP:   Healthcare teams

 

  1. Teams are characterized by all of the following EXCEPT:
A. Goals
B. Norms
C. Meeting times
D. Membership roles

 

 

REF:   Page: 131       TOP:   Healthcare teams

 

  1. Based on Tuckman’s model of team development, the forming stage:
A. Occurs when the team initially comes together
B. Is when team leaders should be clear with goals and expectations
C. Is often when groups need help with closure
D. Both A and B

 

 

REF:   Pages: 131-132

TOP:   Stages of team development

 

  1. Tension, conflict, and competition for status occur during the following stage of team development:
A. Forming
B. Storming
C. Norming
D. Performing
E. Adjourning

 

 

REF:   Page: 132       TOP:   Stages of team development

 

  1. Nurses in leadership roles can use which of the following communication strategies to help teams move toward the performing stage?
A. Listen to concerns that team members express and answer questions that arise
B. Provide clear expectations of goals and validate team members’ concerns
C. Both A and B
D. None of the above

 

 

REF:   Page: 133       TOP:   Stages of team development

 

  1. Ways of applying knowledge of team development to busy and constantly changing nurse practice settings include all the following EXCEPT:
A. Standardizing communication
B. Scheduling teambuilding exercises during the nurses’ meal breaks
C. Consideration of continuity of staff for patient care assignments
D. Empowering team members to share responsibility for clarity of team goals

 

 

REF:   Page: 134       TOP:   Stages of team development

 

  1. Team intelligence refers to:
A. The collective educational background of individuals who make up a team and their respective commitment to achieving a shared goal and mission
B. The active capacity of individual members of a team to learn, teach, communicate, reason, and think together irrespective of position in any hierarchy, in the service of realizing shared goals and a shared mission
C. The potential capacity for team members to communicate and share their respective expertise with other team members
D. The understanding that individual expertise and position in any hierarchy is key to team performance in accomplishing a shared mission

 

 

REF:   Page: 134       TOP:   Team intelligence

 

  1. All of the following are true about crew resource management (CRM) EXCEPT:
A. CRM originated in the airline industry as an approach to improving safety.
B. CRM involves training in group dynamics, leadership, and interpersonal communication.
C. CRM is only applicable to teams that work in the field of aviation.
D. CRM reinforces the importance of listening and speaking up as essential skills for effective teamwork.

 

 

REF:   Page: 137       TOP:   Teambuilding strategies

 

  1. TeamSTEPPS stands for:
A. Team Strategies and Tools to Evaluate and Promote Patient Safety
B. Team Strategies and Tools to Enhance Performance and Patient Safety
C. Team Satisfaction and Tools that Enhance Performance and Patient Satisfaction
D. Team Strategies and Tasks that Enable Professionals to Perform Safely

 

 

REF:   Page: 138       TOP:   Teambuilding strategies

 

  1. TeamSTEPPS is taught in a three-phased process involving all of the following steps EXCEPT:
A. Workload management
B. Implementation and sustainment
C. A pre-training assessment
D. Training for on-site trainers and staff

 

 

REF:   Page: 138       TOP:   Teambuilding strategies

 

  1. The core principles of applied improvisation have valuable learning experiences that involve all of the following EXCEPT:
A. Assertiveness and listening
B. Critical thinking and emotional intelligence
C. Development of positive relationships
D. Starting IV therapy

 

 

REF:   Page: 139       TOP:   Teambuilding strategies

 

  1. A command-and-control hierarchy:
A. Has roots in the military
B. Is often accompanied by a false sense of superiority on the part of leaders and inferiority on the part of followers
C. Makes sense in some situations and is contraindicated in others
D. All of the above

 

 

REF:   Page: 140       TOP:   Hierarchy and teamwork

 

  1. A healthy hierarchy is likely to promote all of the following behaviors EXCEPT:
A. Patients who are comfortable speaking up to all members of the healthcare team about their concerns, ideas, and needs
B. Staff who remind and are reminded by their colleagues to follow clinical protocols such as hand washing
C. Graduate nurses who are afraid that speaking up will lead to negative repercussions
D. Leaders who value input from front-line caregivers

 

 

REF:   Pages: 140-141

TOP:   Hierarchy and teamwork

 

MULTIPLE RESPONSE

 

  1. Which of the following factors complicate teamwork in healthcare? Select all that apply.
A. A very high-stakes system
B. Professionals who have the same agenda
C. Team members with varied educational backgrounds
D. Responsibilities that are often urgent
E. Differences of opinions among clinicians
F. A culture of safety
G. Organizational tensions

 

 

REF:   Page: 131

TOP:   Healthcare teams

 

TRUE/FALSE

 

  1. Patients receive the best care at the hands of a team of professionals and paraprofessionals who offer different strengths and areas of expertise.

 

REF:   Page: 130       TOP:   Healthcare teams

 

  1. Reasons that contribute to groups getting stuck in the storming stage of team development include previous unresolved conflicts among team members and lack of clear expectations.

 

REF:   Page: 132       TOP:   Stages of team development

 

  1. Applying the principals of team development are not feasible given the endless emergent tasks and constant change involved in nursing practice.

 

 

Chapter 11: Complex Adaptive Systems

 

MULTIPLE CHOICE

 

  1. All of the following are true about complicated systems EXCEPT:
A. They have many distinct parts that exist separately.
B. They can be controlled and are predictable.
C. The parts adapt to changes in the environment.
D. If they break down, they are often fixed by repairing broken parts.

 

 

REF:   Page: 144

TOP:   Complicated versus complex systems

 

  1. Which of the following is NOT an example of a complex adaptive system?
A. A nursing team
B. An automatic external defibrillator
C. A flock of birds
D. A red blood cell

 

 

REF:   Page: 144

TOP:   Complicated versus complex systems

 

  1. The mechanistic and linear way of studying systems arose from:
A. Newtonian physics and reductionist philosophy
B. Astrophysics and theology
C. Newtonian philosophy and organic chemistry
D. Reductionist philosophy and Greek mythology

 

 

REF:   Page: 144

TOP:   A paradigm shift to complexity science

 

  1. Linear thinking has contributed to:
A. Hierarchal business structures
B. The development of separate departments in hospitals
C. Discipline-specific educational programs for healthcare professionals
D. All of the above

 

 

REF:   Page: 144

TOP:   A paradigm shift to complexity science

 

  1. All of the following trends in the late 20th century raised awareness about problems with the command-and-control approach to healthcare delivery and education EXCEPT:
A. A rise in medical errors due to lack of collaboration
B. Rapid advances in technology and an onslaught of new information
C. Cost containment efforts that forced healthcare professionals to work at a faster pace
D. An increase in antibiotic-resistant bacteria

 

 

REF:   Pages: 144-145

TOP:   A paradigm shift to complexity science

 

  1. In a complex adaptive system, the rules are constant, and adhering to them does all of the following EXCEPT:
A. Allows individual parts to adapt to change in varied ways
B. Requires a planning meeting to account for all possible changes
C. Allows the system to spontaneously respond to changes in the environment
D. Allows individual parts to practice emergence

 

 

REF:   Page: 145

TOP:   Understanding complex adaptive systems

 

  1. A nurse reminds a colleague about a family member’s concern about a patient’s hydration. On the way to assess the patient, the colleague grabs a juice for the patient, which leads to the family member feeling assured that the team is listening to his concerns. The patient’s hydration status stabilizes, contributing to the IV being discontinued, a shorter hospital stay, and positive responses on the Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) survey. This series of actions is an example of:
A. The mysterious nature of complexity science
B. Adaptability
C. The butterfly effect
D. Self-organization

 

 

REF:   Page: 148

TOP:   Major properties of complex adaptive systems

 

  1. Sharing and learning are inherent in which property of complex adaptive systems?
A. Conformity
B. Adaptability
C. Diversity
D. Agility

 

 

REF:   Page: 148

TOP:   Major properties of complex adaptive systems

 

  1. The emergency room doctor and nurses work together with paramedics to get a trauma victim off the ambulance gurney. Simultaneously, the paramedics and nurses continue CPR while the doctor orders  stat x-rays, blood work, and an ortho-surgical consult. This set of activities is an example of all of the following EXCEPT:
A. Emergence
B. Self-organization
C. Diversity
D. Command-and-control hierarchy

 

 

REF:   Pages: 149-150

TOP:   Major properties of complex adaptive systems

 

  1. Respectful listening and speaking up assertively are communication strategies related to complex adaptive systems in what way?
A. They are simple rules that humans can follow.
B. They are properties of linear systems that are well understood.
C. They are theoretical proposals associated with complexity science.
D. They are behaviors arising from command-and-control management.

 

 

REF:   Page: 150

TOP:   Major properties of complex adaptive systems

 

  1. Ebright theorizes that understanding the complexity of nursing work is conducive to promoting all of the following activities that contribute to a healthy work environment EXCEPT:
A. Designing out system barriers to care
B. Designing and implementing appropriate technology
C. Managing the seasoned nurse
D. Focusing on direct care function
E. Supporting the new nurse

 

 

REF:   Pages: 152-153

TOP:   The complexity of nursing work

 

  1. The behavioral approach to communication is relevant to relationships in complex adaptive systems where nurses practice because it promotes:
A. Learning from mistakes, asking for help, and offering constructive feedback
B. Appreciating differences, receiving constructive feedback, and behaving respectfully
C. Forgiving self and others, being assertive, and listening respectfully
D. All of the above

 

 

REF:   Page: 153

TOP:   Major properties of complex adaptive systems

 

MULTIPLE RESPONSE

 

  1. The study of complex adaptive systems involves theories and research from which of the following disciplines? Select all that apply.
A. Biology
B. Economics
C. English
D. Nursing
E. Medicine
F. Mathematics
G. Behavioral sciences
H. Computer programming

 

 

REF:              Page: 143

TOP:   Complicated versus complex systems

 

  1. The Institute of Medicine (IOM) report Crossing the Quality Chasm: A New Health System for the 21st Century used principles of complex adaptive systems to describe a vision of a healthcare system in which care would be (select all that apply):
A. Safe
B. Effective
C. Patient-centered
D. Timely
E. Exciting
F. Efficient
G. Equitable
H. Compassionate

 

 

REF:   Page: 145

TOP:   A paradigm shift to complexity science

 

  1. The study of complex adaptive systems helps students and nurses understand the complexity of nursing work and implications for workplace environments as they apply to which of the following standards? Select all that apply.
A. Emotional maturity
B. Authentic leadership
C. Skilled communication
D. Meaningful recognition
E. Respiratory assessment
F. Appropriate staffing
G. True collaboration
H. Effective decision-making

 

 

,                                REF:   Pages: 151-152

TOP:   The complexity of nursing work

 

TRUE/FALSE

 

  1. An understanding of systems thinking, according to the Institute of Medicine (IOM) report The Future of Nursing: Focus on Education, “must become part of every nurse’s professional formation.”

 

REF:   Page: 144

TOP:   Complicated versus complex systems

 

  1. When complex adaptive systems break down, it is most effective to get them under control so the parts can be analyzed and fixed.

 

REF:   Page: 144

TOP:   Complicated versus complex systems

 

  1. Complexity science brings a new emphasis on the importance of relationships, individual choice, and sharing expertise.

 

 

 

Chapter 12: Change Agents, Quality Improvement, and the Learning Organization

 

MULTIPLE CHOICE

 

  1. Areas in which nurses can make quality improvement efforts that have a positive impact include:
A. Direct care processes
B. Healthcare financing
C. Shifting organizational cultures from toxic to healthy
D. Teaching methods in nursing education
E. All of the above

 

 

REF:   Page: 155       TOP:   Nurses as change agents

 

  1. Calling upon nurses to be positive agents of change arises from the recognition of all of the following things about nurses EXCEPT:
A. They are the largest workforce in healthcare
B. They are predominantly women
C. They have indispensable knowledge and skills
D. They are present at every interface of healthcare delivery

 

 

REF:   Page: 156       TOP:   Nurses as change agents

 

  1. The IOM report The Future of Nursing: Leading Change, Advancing Health contained all of the following messages about the roles nurses should play EXCEPT:
A. Be full partners, with physicians and other healthcare professionals, in redesigning healthcare in the United States
B. Maintain command-and-control management over nurse assistants
C. Achieve higher levels of education
D. Practice to the full extent of their training and education

 

 

REF:   Page: 156       TOP:   Nurses as change agents

 

  1. The Transforming Care at the Bedside (TCAB) program resulted in nurses doing all of the following EXCEPT:
A. Spreading successful methods to other departments
B. Generating ideas for solutions
C. Resorting to tried-and-true methods
D. Identifying problems

 

 

REF:   Page: 156       TOP:   Nurses as change agents

 

  1. Ethical contradictions that nurses have regarding what they can share with patients regard all of the following EXCEPT:
A. Company operations
B. Unsafe medical practices
C. Names of staff members
D. Poor staffing

 

 

REF:   Page: 159       TOP:   Nurses as change agents

 

  1. The purpose behind the creation of the Quality and Safety Education for Nurses (QSEN) Institute was to:
A. Prepare future nurses to continuously improve quality and safety of healthcare systems
B. Promote relationships between nursing faculty and educators within other healthcare disciplines
C. Ensure nurses gain knowledge, skills, and attitudes that will support their role as positive change agents in their places of employment
D. Both A and C

 

 

REF:   Page: 158       TOP:   Nurses as change agents

 

  1. Quality improvement refers to any changes in the delivery of care that focus on doing a better job of:
A. Making sure care is safe, equitable, and patient-centered
B. Ensuring care is timely, efficient, and effective
C. Meeting the six aims promoted by the Institute of Medicine
D. All of the above

 

 

REF:   Page: 161       TOP:   Quality improvement

 

  1. All of the following about the plan-do-study-act (PDSA) model as a method of quality improvement are true EXCEPT:
A. Changes can be made on a small scale.
B. PDSA should be used primarily by nurse managers.
C. PDSA was made popular by W. Edward Demings.
D. Impact of change can be determined quickly.

 

 

REF:   Pages: 161-162

TOP:   Quality improvement

 

  1. Questions that should precede the plan-do-study-act (PDSA) process include:
A. What is wrong with our current system?
B. What are we trying to accomplish?
C. How will we know if a change is an improvement?
D. Both B and C.

 

 

REF:   Page: 162       TOP:   Quality improvement

 

  1. Implementing the action plan on a pilot basis and installing an ongoing measuring/monitoring system to ensure success represents which step in the focus-analyze-develop-execute (FADE) model for quality improvement?
A. Focus
B. Analyze
C. Develop
D. Execute

 

 

REF:   Page: 162       TOP:   Quality improvement

 

  1. Ideas for quality improvement in healthcare that will address core problems that everyone faces include:
A. Ask for and give help.
B. Remember that patients don’t want to be patients.
C. Treat patients and families as you would want to be treated.
D. Do not forget your power.
E. All of the above

 

 

REF:   Pages: 163-164

TOP:   Quality improvement

 

  1. A learning organization can be described as all of the following EXCEPT:
A. An organizational culture that embraces ongoing change and improvement
B. A place where staff are engaged with the purpose of what truly works best for the safest delivery of care
C. A facility in which change and quality improvement are unrelated
D. An environment in which a deliberate commitment to learning is made

 

 

REF:   Page: 162 | Page: 165

TOP:   The learning organization

 

  1. Senge’s concepts about learning organizations, continuing education, sharing ideas, and listening respectfully to others are most strongly associated with:
A. Personal mastery
B. Mental model
C. Shared vision
D. Team learning

 

 

REF:   Page: 165       TOP:   The learning organization

 

  1. Changing an organizational culture from toxic to healthy:
A. May take years to accomplish
B. Involves leaving old perceptions, behaviors, and attitudes behind
C. Requires creating a safe environment for change
D. All of the above

 

 

REF:   Pages: 166-167

TOP:   Culture change

 

  1. Leaders who are learning to share power and staff members who are learning to take on more power during a culture change must learn to deal with:
A. Dependency
B. Vulnerability
C. Technology
D. All of the above

 

 

REF:   Page: 167       TOP:   Culture change

 

  1. New nurses should expect to be treated respectfully by all seasoned nurses while also keeping in mind that many seasoned nurses may:
A. Have been treated disrespectfully
B. Have witnessed much heartache and grief
C. Try to seek validation of their own bad experiences by exposing new nurses to similar ones
D. All of the above

 

 

REF:   Page: 169

TOP:   Honoring nurses of the present

 

MULTIPLE RESPONSE

 

  1. Which of the following characteristics, adapted from the IOM publication Best Care and Lower Cost: The Path to Continuously Learning Healthcare in America, are necessary in order to achieve a continuously learning healthcare organization? Select all that apply.
A. Elimination of urgent care wait times
B. Patient and clinician partnerships
C. Longer clinical rotations for nursing students
D. Shorter clinical internships for medical students
E. Science and informatics
F. Incentives that are aligned with improvement goals
G. Leadership committed to a continuously learning culture

 

 

 

  1. Which of the following are necessary for creating a safe environment for effective communication and collaboration? Select all that apply.
A. Creation of a list of implicit rules desired
B. A clear and compelling vision of what the environment will look like
C. Acknowledgement of inappropriate behaviors
D. A list of explicit and consistent expectations for behavior
E. Termination of staff at the first signs of poor conduct
F. Opportunities for training and practicing communication skills
G. Ongoing enforcement of good conduct

 

 

,

 

 

TRUE/FALSE

 

  1. Nurses who practice effective communication and understand their roles as potential change agents will be better prepared for initiating, supporting, and evaluating ongoing quality improvement efforts.

 

REF:   Page: 155       TOP:   Nurses as change agents

 

  1. The language used in the IOM publication Best Care and Lower Cost: The Path to Continuously Learning Healthcare in America differs from Senge’s five disciplines, but the implications involving effective communication, empowered change agents, and collaborative care are similar.

 

REF:   Page: 166       TOP:   The learning organization

 

  1. A nurse who withdraws from work mentally and becomes indifferent, passive, and apathetic is, per Argyris’s theory, reacting to frustrations associated with an overly controlling management.

 

 

 

 

  1. A nurse who resists change covertly or overtly has no power.

 

 

Chapter 13: Diversity, Inclusion, and Dignity

 

MULTIPLE CHOICE

 

  1. Diversity in human beings is reflected in:
A. Age, race, educational background, and ethnicity
B. Religious beliefs, skin color, gender, and political values
C. Sexual preference, socioeconomic status, and gender identification
D. Both A and B
E. All of the above

 

 

REF:   Page: 174

TOP:   Diversity among healthcare consumers and within nursing

 

  1. Nurses must have the knowledge, skills, and attitudes to provide care to:
A. All types of people
B. People from socioeconomic backgrounds similar to their own
C. People who have the same ethnic background as they do
D. A population with the same diversity make-up as the schools and facilities at which they were trained

 

 

REF:   Pages: 174-175

TOP:   Diversity among healthcare consumers and within nursing

 

  1. Evidence suggests that health disparities exist to a large extent because of differences in social, economic, and environmental factors and that a diverse workforce is essential to improving health outcomes:
A. Among minority ethnic groups
B. Among groups of people with socioeconomic disadvantages
C. Among minority culture groups
D. All of the above

 

 

REF:   Page: 175

TOP:   Developing a positive attitude toward diversity

 

  1. A diverse and cohesive workforce is integral to creativity and innovation because its members will have all of the following EXCEPT:
A. More perspectives
B. Better problem-solving capacity
C. Higher IQs
D. New ideas

 

 

REF:   Page: 175

TOP:   Developing a positive attitude toward diversity

 

  1. Cultural competence is:
A. A set of integrated attitudes, knowledge, and skills that enables nurses to care effectively for patients from diverse cultures
B. Necessary for nurses to work collaboratively within a diverse workforce
C. Requires experience working within a diverse workforce
D. Both A and B

 

 

REF:   Page: 178       TOP:   Cultural competence

 

  1. Individuals whose experience is mostly as a majority member of a dominant culture should do all of the following EXCEPT:
A. Develop empathy for what it is like to be a minority member of a nondominant culture
B. Assume that minority members will want to become more like members of the dominant culture
C. Envision themselves in a group in which they are not in the majority
D. Work to develop cultural sensitivity

 

 

REF:   Pages: 178-179

TOP:   Cultural competence

 

  1. All of the following are examples of a nurse who might be advertently or inadvertently exhibiting cultural imposition EXCEPT:
A. “Merry Christmas, everyone.”
B. “I didn’t know you celebrated Passover. Would you mind telling me about it?”
C. “I see you are wearing a wedding ring. Does your husband mind you working evening shifts?”
D. “Why don’t you have any meat on your tray? You should really eat more protein.”

 

 

REF:   Page: 179

TOP:   Being open to diversity and creating a climate of inclusion

 

  1. Nurses who find themselves emotionally unable to care for different types of people should do all of the following EXCEPT:
A. Ignore any biases they may have
B. Get support to sort through feelings
C. Be vigilant about not compromising care
D. Develop healthy coping mechanisms

 

 

REF:   Page: 180

TOP:   Being open to diversity and creating a climate of inclusion

 

  1. A climate of inclusion:
A. Is a way that communication skills can be used to demonstrate cultural sensitivity
B. Helps avoid cultural imposition
C. Is a result of gossiping
D. Both A and B

 

 

REF:   Pages: 180-181

TOP:   Being open to diversity and creating a climate of inclusion

 

  1. All of the following strategies help create a climate of inclusion EXCEPT:
A. Incorporate a philosophy of “no innocent bystanders” into interpersonal dynamics
B. Create or act on opportunities to work with diverse people
C. Limit exposure to members of dominant cultures
D. Use inclusive language that honors difference or potential difference

 

 

REF:   Pages: 180-181

TOP:   Being open to diversity and creating a climate of inclusion

 

  1. Treating others with dignity is an attitude, while respectful communication is:
A. The mechanism for conveying it
B. The Quality and Safety Education for Nurses (QSEN) formula for cultural competence
C. A way to minimize diversity
D. An interesting option to consider

 

 

REF:   Page: 182       TOP:   Rankism and dignity

 

MULTIPLE RESPONSE

 

  1. A nurse’s responsibility for respectful and clear communication about medical interventions within a diverse patient population (select all that apply):
A. May require more time to be effective
B. Is secondary to carrying out physician’s orders
C. Is ethical, moral, and professional
D. May be challenged by his or her own assumptions about what is or isn’t appropriate
E. Often involves translating “physician speak” into language that patients can understand

 

 

 

  1. The term dominant culture refers to the rules of the established or majority culture of any group, community, or organization that drive the assumptions that people make about (select all that apply):
A. Language
B. Religion
C. Medication administration
D. Behavior
E. Rituals
F. Social customs
G. Patient assessments

 

 

REF:              Page: 178

TOP:   Cultural competence

 

  1. Communication skills and emotional intelligence that contribute to cultural competence include (select all that apply):
A. Validating others’ perspectives
B. Whispering
C. Awareness of self
D. Cultivating true curiosity
E. Awareness of others
F. Sterile technique
G. Avoiding conflict

 

 

REF:               Page: 179                 TOP:   Cultural competence

 

  1. Consequences of rankism include (select all that apply):
A. Eroding of the will to learn
B. Distorting of personal relationships
C. A reduction in workplace stress
D. An increase in ethnic bias
E. Dysfunction and sometimes violence in the workplace

 

 

, B, D, E                              REF:              Page: 182                  TOP:   Rankism and dignity

 

TRUE/FALSE

 

  1. The nursing workforce has roughly the same percentage of ethnic and minority populations as the general population.

 

 

 

  1. It is important for students and practicing nurses to examine their own attitudes about diversity because how they think and feel about differences in people may influence their ability to provide safe, quality, equitable, and patient-centered care.

 

 

 

  1. Shared languages, common belief systems, and similar life experiences that people with the same ethnicity may have provide a basis for empathy and respect that can enhance assessment, health education, and overall communication.

 

 

 

  1. The positive impact that nurses could have on local and global communities by promoting positive attitudes toward diversity arises from the size of the nursing workforce, the trust that consumers have for nurses, and the overall commitment to caring for others.

 

 

 

  1. Nurses who are respectful communicators, sensitive to others, and willing to treat others with dignity will be creating and sustaining environments that are safe for everyone.

 

 

 

Chapter 14: Health Information Technology and Digital Communication

 

MULTIPLE CHOICE

 

  1. Advances in health information technology:
A. Provide easy access to huge volumes of rapidly evolving information
B. Offer the possibility of safe, more informed, and streamlined care
C. Present challenges in terms of implementation, standardization, utilization, and patient safety
D. All of the above

 

 

REF:   Page: 187

TOP:   Health information technology

 

  1. Potential benefits of an electronic medical record (EMR) include all of the following EXCEPT:
A. Better tracking of patient information over time
B. Elimination of potential for delayed treatment
C. Easy identification of a patient’s need for health screening
D. Ability to identify trends such as increase or decrease in weight

 

 

REF:   Page: 188

TOP:   Health information technology

 

  1. Examples of successful nurse communication during the implementation phase of a new electronic medical record (EMR) include all of the following EXCEPT:
A. “I’m having trouble logging in. Can you help me?”
B. “If you scroll down, you’ll see an option to add a narrative note.”
C. “I wish we could go back to the old paper system. I hate this new EMR.”
D. “I filled out a feedback form to let someone know there is a glitch entering patient allergy data. Be careful in the meantime.”

 

 

REF:   Page: 188

TOP:   Health information technology

 

  1. The following communication strategies and behaviors are likely to contribute to successful implementation of any health information technology EXCEPT:
A. Stakeholders are engaged
B. Opportunities exist for quick and meaningful feedback loops between users and developers
C. Staff are collaborating to solve problems
D. Conflict is avoided

 

 

REF:   Page: 188

TOP:   Health information technology

 

  1. Thede suggests the results in implementing advances in health information technology have been mixed because:
A. Pioneers did not realize how important changing the culture would be to the success of technology.
B. There has been a failure to implement informatics principles.
C. A move from a silo mentality to a multidisciplinary perspective is needed.
D. All of the above

 

 

REF:   Page: 189

TOP:   Health information technology

 

  1. Nurse resistance to new technology may show up as any of the following EXCEPT:
A. Refusing to contribute helpful ideas
B. Not doing everything possible to ensure success
C. Being a resource for troubleshooting problems
D. Exploiting negative consequences that might arise

 

 

REF:   Page: 191

TOP:   Health information technology

 

  1. Keeping a patient’s identification barcode on a stethoscope for easy access is an example of:
A. Nurse initiative
B. A workaround
C. Nurse feedback
D. A great way to save time

 

 

REF:   Page: 192

TOP:   Health information technology

 

  1. Which of the following guidelines will help nurses navigate privacy and ethical issues regarding use of digital communication?
A. Remember that anything shared on social media is not private.
B. Information about a patient can be shared with colleagues even if they are not caring for the patient.
C. Maintaining a professional demeanor when not at work is unnecessary.
D. None of the above

 

 

REF:   Page: 194       TOP:   Digital communication

 

  1. Before sending any electronic message, which of the following steps should be done?
A. Read the post or message slowly and edit if needed.
B. Make sure that you are not challenging the person you are writing to.
C. Imagine that the message was received instead of sent.
D. Both A and C

 

 

REF:   Page: 195

TOP:   Effective electronic communication

 

MULTIPLE RESPONSE

 

  1. According to Boonstra and Broekhuis, main categories of barriers to implementing an electronic medical record (EMR) include (select all that apply):
A. Technical
B. Time
C. Visibility
D. Psychological
E. Biological
F. Decorative
G. Organizational
H. Social

 

 

 

  1. Examples of digital communication being used in healthcare include (select all that apply):
A. Telenursing
B. Handwritten prescriptions
C. Twitter
D. Texting
E. E-mail
F. Blogging
G. Face-to-face conversations

 

 

 

TRUE/FALSE

 

  1. Being assertive and listening are fundamentally related to any success or failure of any health information technology system.

 

 

 

 

  1. As long as nurses are careful not to mention any names, they can share information about positive patient outcomes on Facebook.

 

REF

 

  1. Individual and collective voices of nurses at all levels should have major influence on the development of technology associated with patient care.

 

 

 

  1. Utilizing the basic principles of assertiveness and listening will help to drive rapid advances in health information technology and digital communication to meet the goal of patient-safe, cost-effective, and timely care.

 

 

Chapter 15: Preparing for Leadership

 

MULTIPLE CHOICE

 

  1. All of the following are examples of student nurses using communication and emotional intelligence to build a foundation for leadership EXCEPT:
A. Forming a study group to study anatomy and physiology
B. Memorizing the anatomy of the lymphatic system
C. Accepting constructive feedback about catheter insertion technique
D. Asking questions about the side effects of beta blockers

 

 

REF:   Pages: 199-200

TOP:   Leadership competencies

 

  1. The Institute of Medicine report The Future of Nursing: Leading Change, Advancing Health highlights the value that nurses bring to healthcare in which of the following ways?
A. Prevention of illness
B. Managing chronic illnesses
C. Direct interfaces with patients along the continuum of care
D. All of the above

 

 

REF:   Page: 200       TOP:   Leadership competencies

 

  1. The Institute of Medicine report The Future of Nursing: Leading Change, Advancing Health recommends which of the following resources for preparing nurses to assume leadership positions across all levels?
A. Nurses, doctors, and hospital administrators
B. Nurses, nursing education programs, and nursing associations
C. Nursing associations, departments of public health, and consumer organizations
D. Public, private, and governmental healthcare decisionmakers

 

 

REF:   Page: 200       TOP:   Leadership competencies

 

  1. The following progressive leadership tracks are promoted by the American Nurses Association Leadership Institute EXCEPT:
A. Preparing
B. Emerging
C. Developing
D. Advanced

 

 

REF:   Page: 200       TOP:   Leadership competencies

 

  1. Each leadership track in the American Nurses Association Leadership Institute programs includes the following domains:
A. Leading self, leading the organization, leading the world
B. Leading others, leading the organization, leading the world
C. Leading self, leading others, leading the organization
D. Leading self, leading others, leading nurse associations

 

 

REF:   Page: 200       TOP:   Leadership competencies

 

  1. Nurses who have developed emotional intelligence associated with self-awareness and self-management have an essential foundation for leadership responsibilities that include:
A. Delegation and supervision
B. Budgeting and strategic planning
C. Research and delegation
D. Supervision and time management

 

 

REF:   Page: 201       TOP:   Leadership competencies

 

  1. The leadership model that emphasizes collaboration, community, and inclusion in decisionmaking, and promotes respect of self and others is:
A. Servant
B. Complexity
C. Professional
D. Transformational

 

 

REF:   Page: 201

TOP:   Leadership models in nursing

 

  1. Leaders who focus on the complexity leadership model will:
A. Create a positive culture
B. Utilize communication strategies to support the properties of complex adaptive systems
C. Emphasize a top-down command-and-control management style
D. Both A and B

 

 

REF:   Page: 202

TOP:   Leadership models in nursing

 

  1. The leadership style that focuses on engaging everyone’s knowledge and skills, and creating a group commitment to intended goals is called:
A. Visionary
B. Democratic
C. Coaching
D. Pacesetting

 

 

REF:   Page: 205       TOP:   Leadership styles

 

  1. A nurse manager says to a nursing assistant, “Are you okay? I know you were close to Mrs. Jones during her dying process.” The nursing manager is demonstrating which style of leadership?
A. Commanding
B. Visionary
C. Affiliative
D. Transformative

 

 

REF:   Page: 205       TOP:   Leadership styles

 

  1. Inappropriate use of the pacesetting style of leadership may lead to:
A. Resentment
B. Unsafe acts
C. Burnout
D. All of the above

 

 

REF:   Pages: 205-206

TOP:   Leadership styles

 

  1. Developing or changing leadership styles may require all of the following EXCEPT:
A. Setting new boundaries
B. Temporarily avoiding an affiliative approach
C. Making sure that everyone approves of the changes
D. Holding a meeting to make any new expectations clear

 

 

REF:   Page: 207       TOP:   Leadership styles

 

  1. To be an effective delegator, one must balance the ability to be both:
A. Commanding and affiliative
B. Visionary and on time
C. Controlling and well-liked
D. Happy and a good coach

 

 

REF:   Page: 208       TOP:   Fundamentals of delegation

 

  1. Which of the following is the best example of delegation?
A. “I’d like some help with this dressing change.”
B. “Please meet me in room 6B in 5 minutes. I need your help with a dressing change.”
C. “Can I ask you to help me with a dressing change in a few minutes?”
D. All of the above.

 

 

REF:   Page: 206       TOP:   Fundamentals of delegation

 

  1. The nurse making the following statement is demonstrating a competing style of conflict:
A. “I understand you are tired. Can you explain why you are late?”
B. “There is no excuse for you being late. I’m writing you up.”
C. “If you come in early tomorrow, I’ll forget about you being late today.”
D. None of the above.

 

 

REF:   Page: 211       TOP:   Conflict management

 

  1. A collaborative conflict style is generally not appropriate when:
A. A quick decision needs to be made.
B. The other person is unwilling to collaborate.
C. The goal of the conflict includes building relationships.
D. Both A and B

 

 

REF:   Page: 212       TOP:   Conflict management

 

  1. The following are good reasons to avoid a conflict EXCEPT:
A. The controversy is trivial.
B. The other person is becoming aggressive.
C. There are lots of emotions involved.
D. A crisis is occurring.

 

 

REF:   Page: 213       TOP:   Conflict management

 

MULTIPLE RESPONSE

 

  1. Which of the following strategies could be used for building a sense of community at work? Select all that apply.
A. Remind everyone about the importance of purpose
B. Be inclusive
C. Avoid constructive feedback loops
D. Value individual difference
E. Encourage an environment of trust
F. Urge coworkers to share their stories
G. Embrace conflict
H. Look for opportunities to celebrate

 

 

,

 

  1. A commanding leadership style has negative consequences to consider but can be appropriate (select all that apply):
A. During clinical emergencies
B. When someone is too tired to be a visionary leader
C. When time isn’t available for coaching
D. To demonstrate to consumers the value of command-and-control management
E. If staff are bombarding the nurse with non-essential questions
F. If everyone on the unit is expected to work overtime

 

 

 

TRUE/FALSE

 

  1. All practicing nurses must be prepared to take on leadership roles and responsibilities.

 

 

 

  1. Student nurses are encouraged to master several leadership styles before they become licensed.

 

 

 

  1. One reason to practice conflict management is that eventually it will become an easy task.

 

 

 

  1. By choosing a career in nursing, students are already on a leadership path.