health promotion throughout the life span 9th edit
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TEST BANK FOR HEALTH PROMOTION THROUGHOUT THE LIFE SPAN 9TH EDITION BY EDELMAN
TEST BANK FOR Health Promotion Throughout the Life Span 9th Edition By Carole Edelman, Elizabeth Kudzma
TEST BANK FOR HEALTH PROMOTION THROUGHOUT THE LIFE SPAN 9TH EDITION BY EDELMAN
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TEST BANK FOR
Health Promotion Throughout the Life Span 9th Edition
Authors: Carole Edelman, Elizabeth Kudzma
Contents
TEST BANK FOR ....................................................................................................... Error! Bookmark not defined.
Chapter 01: Health Defined: Objectives for Promotion and Prevention ........................................................................ 1
Chapter 02: Emerging Populations and Health .............................................................................................................. 9
Chapter 03: Health Policy and the Delivery System .................................................................................................... 21
Chapter 04: The Therapeutic Relationship ................................................................................................................... 34
Chapter 05: Ethical Issues Related to Health Promotion Edelman: ............................................................................. 45
Chapter 06: Health Promotion and the Individual........................................................................................................ 56
Chapter 07: Health Promotion and the Family............................................................................................................. 69
Chapter 08: Health Promotion and the Community ..................................................................................................... 81
Chapter 09: Screening .................................................................................................................................................. 97
Chapter 10: Health Education .................................................................................................................................... 112
Chapter 11: Nutrition Counseling for Health Promotion Edelman: ........................................................................... 126
Chapter 12: Exercise .................................................................................................................................................. 140
Chapter 13: Stress Management ................................................................................................................................. 156
Chapter 14: Complementary and Alternative Strategies Edelman:............................................................................ 170
Chapter 15: Overview of Growth and Development Framework Edelman: Health Promotion Throughout 184
Chapter 16: thePrenatal Period ................................................................................................................................... 194
Chapter 17: Infant ....................................................................................................................................................... 214
Chapter 18: Toddler.................................................................................................................................................... 232
Chapter 18: Toddler.................................................................................................................................................... 247
Chapter 20: School-Age Child ................................................................................................................................... 276
Chapter 21: Adolescent .............................................................................................................................................. 296
Chapter 22: Young Adult ........................................................................................................................................... 311
Chapter 23: Middle-Age Adult................................................................................................................................... 326
Chapter 24: Older Adult ............................................................................................................................................. 340
Chapter 25: Health Promotion in the Twenty-First .................................................................................................... 358
Chapter 01: Health Defined: Objectives for
Promotion and Prevention
, 1. A person with chronic back pain is cared for by her primary care provider as well as
receives acupuncture. Which model of health does this person likely favor?
a. Clinical model
b. Role performance model
c. Adaptive model
d. Eudaimonistic model
ANS: D
The eudaimonistic model embodies the interaction and interrelationships among physical, social,
psychological, and spiritual aspects of life and the environment in goal attainment and creating
meaning in life. Practitioners who practice the clinical model may not be enough for someone
who believes in the eudaimonistic model. Those who believ e in the eudaimonistic model often
look for alternative providers of care.
DIF: Cognitive Level: Apply (Application) REF: p. 3
2. A state of physical, mental, spiritual, and social functioning that realizes a person‘s
potential and is experienced within a developmental context is known as: a. growth and
development.
b. health.
c. functioning.
d. high-level wellness.
ANS: B
Health is defined as a state of physical, mental, spiritual, and social functioning that realizes a
person‘s potential and is experienced within a developmental context.
DIF: Cognitive Level: Remember (Knowledge) REF: p. 5
3. Which of the following best describes a client who has an illness?
a. Someone who has well-controlled diabetes
b. Someone with hypercholesterolemia
c. Someone with a headache
d. Someone with coronary artery disease
without angina
e. ANS: C
Someone with a headache represents a person with an illness. An illness is made up of the
subjective experience of the individual and the physical manifestation of disease. It can be
described as a response characterized by a mismatch between a person‘s needs and the
resources available to meet those needs. A person can have a disease without feeling ill. The
other choices represent disease.
DIF: Cognitive Level: Analyze (Analysis) REF: p. 6
4. Which US report is considered a landmark document in creating a global approach to
health?
a. The 1990 Health Objectives for the Nation: A Midcourse Review
b. Healthy People 2020
, c. Healthy People 2000
d. The U.S. Surgeon General Report
ANS: C
Healthy People 2000 and its Midcourse Review and 1995 Revisions were landmark
documents in which a consortium of people representing national organizations worked with
US Public Health Service officials to create a more global approach to health.
DIF: Cognitive Level: Remember (Knowledge) REF: p. 6
5. Which of the following represents a method of primary prevention?
a. Informational session about healthy lifestyles
b. Blood pressure screening
c. Interventional cardiac catheterization
d. Diagnostic cardiac catheterization
ANS: A
Primary prevention precedes disease or dysfunction. It includes health promotion and
specific protection and encourages increased awareness; thus, education about healthy
lifestyles fits this definition. Blood pressure screening does not prevent disease, but instead
identifies it.
DIF: Cognitive Level: Apply (Application) REF: p. 11
6. Which of the following represents a method of secondary prevention?
a. Self–breast examination education
b. Yearly mammograms
c. Chemotherapy for advanced breast cancer
d. Complete mastectomy for breast cancer
ANS: B
Screening is secondary prevention because the principal goal of screenings is to identify
individuals in an early, detectable stage of the disease process. A mammogram is a screening
tool for breast cancer and thus is considered a method of secondary prevention.
DIF: Cognitive Level: Apply (Application) REF: p. 15
7. Which of the following represents a method of tertiary prevention?
a. Drunk driving campaign
b. Road blocks for drunk driving
c. Emergency surgery for head trauma after a motor vehicle accident
d. Physical and occupational therapy after a motor vehicle
accident with head trauma
ANS: D
Physical therapy and occupational therapy are considered tertiary prevention. Tertiary
prevention occurs when a defect or disability is permanent and irreversible. It involves
minimizing the effect of disease and disability. The objective of tertiary prevention is to
maximize remaining capacities.
, DIF: Cognitive Level: Apply (Application) REF: p. 15
8. In reviewing a person‘s medical claims, a nurse realizes that the individual with moderate
persistent asthma has had several emergency department visits and is not on inhaled
steroids as recommended by the NHLBI asthma management guidelines. The nurse
discusses this with the person‘s primary care provider. In this scenario, the nurse is acting
as a(n): a. advocate.
b. care manager.
c. consultant.
d. educator.
ANS: B
Care managers act to prevent duplication of service and reduce cost. Care managers base
recommendation on reliable data sources such as evidence-based practices and protocols.
DIF: Cognitive Level: Apply (Application) REF: p. 15
9. During a home visit, a nurse assists an individual to complete an application for disability
services. The nurse is acting as a(n): a. advocate.
b. care manager.
c. consultant.
d. educator.
ANS: A
The advocacy role of the nurse helps individuals obtain what they are entitled to receive from
the health care system, tries to make the system more responsive to individuals‘ community
needs, and assists individuals in developing skills to advocate for themselves.
DIF: Cognitive Level: Apply (Application) REF: p. 15
10. During a home visit, a nurse discusses the dangers of smoking with an individual. In this
scenario the nurse is acting as a(n): a. advocate.
b. care manager.
c. consultant.
d. educator.
ANS: D
Health education is a primary prevention technique available to avoid major causes of disease.
Teaching can range from a chance remark to a planned lesson.
DIF: Cognitive Level: Apply (Application) REF: p. 16
11. A nurse is asked to provide an expert opinion about the development of an education
program for newly diagnosed diabetics. In this scenario, the nurse is acting as a(n): a.
advocate.
b. care manager.
c. consultant.
d. educator.
ANS: C
Nurses with a specialized area of expertise provide education about health promotion and disease
prevention to individuals and groups as consultants.
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