TESTBANK FOR HEALTH PROMOTION THROUGHOUT THE LIFE SPAN 8TH EDITION BY EDELMANTable of Contents
Chapter 01: Health Defined: Objectives for Promotion and Prevention ..................................................................1 Chapter 02: Emerging Populations and Health...........................
1 | P a g e Table of Conte nts 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 ................................ ................................ ................................ ...... 18 Chapter 04: The Therapeutic Relationship ................................ ................................ ................................ ...................... 26 Chapter 05: Ethical Issues Related to Health Promotion ................................ ................................ ............................ 31 Chapter 05: Ethical Issues Related to Health Promotion ................................ ................................ ............................ 37 Chapter 06: Health Promotion and the Individual ................................ ................................ ................................ ........ 43 Chapter 06: Health Promotion and the Individual ................................ ................................ ................................ ........ 51 Chapter 07: Health Promotion and the Family ................................ ................................ ................................ ............... 59 Chapter 08: Health Promotion and the Community ................................ ................................ ................................ ..... 66 Chapter 09: Screening ................................ ................................ ................................ ................................ ............................... 74 Chapter 10: Health Education ................................ ................................ ................................ ................................ ................ 83 Chapter 11: Nutrition Counseling for Health Promotion ................................ ................................ ............................ 91 Chapter 11: Nutrition Counseling for Health Promotion ................................ ................................ ......................... 100 Chapter 12: Exercise ................................ ................................ ................................ ................................ .............................. 109 Chapter 13: Stress Management ................................ ................................ ................................ ................................ ........ 117 Chapter 14: Complementary and Alternative Strategies ................................ ................................ ......................... 124 Chapter 15: Overview of Growth and Development Framework ................................ ................................ ......... 132 Chapter 16: The Prenatal Period ................................ ................................ ................................ ................................ ....... 137 Chapter 17: Infant ................................ ................................ ................................ ................................ ................................ ... 148 Chapter 18: Toddler ................................ ................................ ................................ ................................ ................................ 158 Chapter 18: Toddler ................................ ................................ ................................ ................................ ................................ 166 Chapter 19: Preschool Child ................................ ................................ ................................ ................................ ................ 174 Chapter 20: School -Age Child ................................ ................................ ................................ ................................ ............. 183 Chapter 21: Adolescent ................................ ................................ ................................ ................................ ......................... 193 Chapter 22: Young Adult ................................ ................................ ................................ ................................ ....................... 201 Chapter 23: Middle -Age Adult ................................ ................................ ................................ ................................ ............ 209 Chapter 24: Older Adult ................................ ................................ ................................ ................................ ........................ 217 Chapter 25: Health Promotion in the Twenty -First Century ................................ ................................ ................. 226 Chapter 01: Health Defined: Objectives for Promotion and Prevention MULTIPLE CHOICE 1. Which model of health is most likely used by a person who does not believe in preventive health care? a. Clinical model b. Role performance model c. Adaptive model d. Eudaimonistic model 2 | P a g e ANS: A The clinical model of health views the absence of signs and symptoms of disease as indicative of health. People who use this model wait until they are very sick to seek care. DIF: Cognitive Level: Remember (Knowledge) REF: p. 3 2. 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 believe in the eudaimonistic model often look for alternative providers of care. DIF: Cognitive Level: Apply (Application) REF: p. 3 3. 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 4. 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 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 5. Which US report is considered a landmark document in creating a global approach to health? 3 | P a g e 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 6. 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 7. 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 8. 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 4 | P a g e 9. 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 10. 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 11. 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 12. 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. DIF: Cognitive Level: Apply (Application) REF: p. 16
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller Imprint. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $17.99. You're not tied to anything after your purchase.
