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Test Bank For Pathophysiology Concepts of Human Disease, 1st Edition (Sorenson, 2019), Chapter 1-53 | 9780133414783 | All Chapters with Answers and Rationals

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Test Bank - Pathophysiology-Concepts of Human Disease, 1st Edition (Sorenson, 2019), Chapter 1-53 | All Chapters

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FULL TEST BANK
Test Bank For Pathophysiology Concepts of
Human Disease 1st Edition by Matthew
Sorenson; Lauretta Quinn; Diane Klein
Complete Test bank, All Chapters are included. Table of content
Chapter 1 Introduction to the Basics of Pathophysiology Chapter 2 Genetics, Genomics, and Epigenomics Chapter 3 Environmental Health Influences on Disease and Injury Chapter 4 Stress and Adaptation Chapter 5 Health Risks of Obesity and Physical Inactivity Chapter 6 Risks Related to Substance Use Disorders Chapter 7 Risks Related to Sleep Alterations Chapter 8 Fluid and Electrolyte Imbalances Chapter 9 Acid-Base Imbalances Chapter 10 Mechanisms of Cell Injury and Aging Chapter 11 Inflammation Chapter 12 Neoplasia Chapter 13 Mechanisms of Infection and Host Protection Chapter 14 Hypersensitivity and Autoimmune Disorders Chapter 15 Immunodeficiency Disorders Chapter 16 Disorders of White Blood Cells Chapter 17 Restrictive Lung Disorders Chapter 18 Obstructive Lung Disorders Chapter 19 Neoplastic, Infectious, and Pulmonary Vascular Respiratory Disorders Chapter 20 Respiratory Failure Chapter 21 Disorders of Oxygen Transport Chapter 22 Alterations of Hemostasis Chapter 23 Vascular Disorders Chapter 24 Coronary Circulation Disorders Chapter 25 Cardiac Structural Disorders Chapter 26 Heart Failure Chapter 27 Disorders of Circulation Within the CNS Chapter 28 Shock and Multiple Organ Dysfunction Syndrome
Chapter 29 Emotional Regulation and Mood Chapter 30 Neurocognitive and Neurodevelopmental Disorders
Chapter 31 Disorders of Hearing, Balance, and Vision
Chapter 32 Pain, Neuropathy, and Headache Chapter 33 Disorders of Thermoregulation Chapter 34 Disorders Affecting Motor Function Chapter 35 Acute Musculoskeletal Disorders Chapter 36 Chronic Musculoskeletal Disorders Chapter 37 Diabetes Mellitus and Its Complications Chapter 38 Thyroid, Parathyroid, and Adrenal Disorders Chapter 39 Tissue and Wound Healing Chapter 40 Acute Skin Disorders Chapter 41 Chronic Skin Disorders Chapter 42 Disorders of Upper and Lower Gastrointestinal Systems
Chapter 43 Disorders of the Exocrine Pancreatic and Hepatobiliary Systems Chapter 44 Liver Failure
Chapter 45 Disorders of Kidney and Urinary Tract Function Chapter 46 Acute Kidney Injury and Chronic Kidney Disease Chapter 47 Disorders of the Female Reproductive System Chapter 48 Disorders of the Male Reproductive System Chapter 49 Sexually Transmitted Infections Chapter 50 Mechanisms of Traumatic Injury Chapter 51 The Pathophysiology of Primary and Secondary Traumatic Injury Chapter 52 Biologic, Chemical, and
Radiologic Agents of Disease
Chapter 53 Pathophysiology at the End of Life NURSINGKING.COM
1 Copyright © 2019 Pearson Education, Inc. Pathophysiology: Concepts of Human Disease (Sorenson) Chapter 1 Introduction to the Basics of Pathophysiology 1) Which pathophysiological concept should the nurse consider when developing a plan of care for a patient with myocardial ischemia? A) There is a decrease in the amount of oxygen and glucose reaching the myocardium. B) There is a lack of oxygen reaching the myocardium, but the supply of glucose is adequate. C) There is a lack of glucose reaching the myocardium, but the supply of oxygen is adequate. D) There is a complete lack of both oxygen and glucose reaching the myocardium. Answer: A Explanation: A) A decrease in blood flow to the myocardium means that there is a decrease in the amount of oxygen and glucose to the heart muscle. A related term is hypoxia, which refers to a lack of oxygen to tissue. This can occur from disruptions of the respiratory system. B) A decrease in blood flow to the myocardium means that there is a decrease in the amount of oxygen and glucose to the heart muscle. A related term is hypoxia, which refers to a lack of oxygen to tissue. This can occur from disruptions of the respiratory system. C) A decrease in blood flow to the myocardium means that there is a decrease in the amount of oxygen and glucose to the heart muscle. A related term is hypoxia, which refers to a lack of oxygen to tissue. This can occur from disruptions of the respiratory system. D) A decrease in blood flow to the myocardium means that there is a decrease in the amount of oxygen and glucose to the heart muscle. A related term is hypoxia, which refers to a lack of oxygen to tissue. This can occur from disruptions of the respiratory system. Page Ref: 7 Cognitive Level: Applying Client Need & Sub: Physiological Integrity: Physiological Adaptation Standards: Nursing Process: Planning | Learning Outcome: 1.1 Define the conceptual basis for and the language used in the study of pathophysiology. | QSEN Competencies: III.A.1. Demonstrate knowledge of basic scientific methods and processes | AACN Essential Competencies: IX.8. Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and promoting health across the lifespan NLN Competencies: Knowledge and Science: Relationships between knowledge/science and quality and safe patient care MNL Learning Outcome: LO 1: Recognize the conceptual basis for and the language used in the study of pathophysiology. NURSINGTB.COMPATHOPHYSIOLOGY CONCEPTS OF HUMAN DISEASE 1ST EDITION SORENSON TEST BANK
NURSINGTB.COMTEST BANK FOR PATHOPHYSIOLOGY CONCEPTS OF HUMAN DISEASE 1ST EDITION BY SORENSON
NURSINGKING.COMwww.nursylab.com
www.nursylab.com NURSINGKING.COM
2 Copyright © 2019 Pearson Education, Inc. 2) The nurse is assessing a patient's risk factors for disease at an annual physical examination. Which question would the nurse ask to assess lifestyle risk factors? A) "Does your neighborhood have parks and sidewalks?" B) "Tell me about the health of your parents." C) "What is the highest level of education that you completed?" D) "How would you describe your diet?" Answer: D Explanation: A) Risk factors emerge from a number of sources. One is the genetic blueprint provided to each of us at birth, and another is lifestyle factors. Lifestyle factors reflect decisions about diet, exercise, smoking, and other variables that influence health. Social determinants of health are factors related to where one lives, educational level, income, availability of fresh food, public transportation, and a number of other considerations that can affect health. B) Risk factors emerge from a number of sources. One is the genetic blueprint provided to each of us at birth, and another is lifestyle factors. Lifestyle factors reflect decisions about diet, exercise, smoking, and other variables that influence health. Social determinants of health are factors related to where one lives, educational level, income, availability of fresh food, public transportation, and a number of other considerations that can affect health. C) Risk factors emerge from a number of sources. One is the genetic blueprint provided to each of us at birth, and another is lifestyle factors. Lifestyle factors reflect decisions about diet, exercise, smoking, and other variables that influence health. Social determinants of health are factors related to where one lives, educational level, income, availability of fresh food, public transportation, and a number of other considerations that can affect health. D) Risk factors emerge from a number of sources. One is the genetic blueprint provided to each of us at birth, and another is lifestyle factors. Lifestyle factors reflect decisions about diet, exercise, smoking, and other variables that influence health. Social determinants of health are factors related to where one lives, educational level, income, availability of fresh food, public transportation, and a number of other considerations that can affect health. Page Ref: 9 Cognitive Level: Applying Client Need & Sub: Health Promotion and Maintenance Standards: Nursing Process: Assessment | Learning Outcome: 1.2 Describe characteristics of and risk factors associated with health and illness. | QSEN Competencies: I.B.10 Engage patients or designated surrogates in active partnerships that promote health, safety and well-being, and self-care management | AACN Essential Competencies: IX. 1. 1. Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches NLN Competencies: Knowledge and Science: Relationships between knowledge/science and quality and safe patient care MNL Learning Outcome: LO 2: Consider the characteristics of and risk factors associated with health and illness. NURSINGTB.COMPATHOPHYSIOLOGY CONCEPTS OF HUMAN DISEASE 1ST EDITION SORENSON TEST BANK
NURSINGTB.COMTEST BANK FOR PATHOPHYSIOLOGY CONCEPTS OF HUMAN DISEASE 1ST EDITION BY SORENSON
NURSINGKING.COMwww.nursylab.com
www.nursylab.com NURSINGKING.COM
3 Copyright © 2019 Pearson Education, Inc. 3) The occupational health nurse is assessing a manufacturing plant for chemical agents that may cause disease in the employees. The nurse should be alert for: A) stress levels. B) helminths. C) radiation. D) lead. Answer: D Explanation: A) Endogenous disease etiologies arise from within the body. Examples are abnormal immune reactions, gene mutations, coagulation defects, stress, and metabolic abnormalities. B) Etiologic agents may be exogenous, that is, arising from the external environment, such as chemical, physical, and infectious agents. Examples of infectious etiologic agents are bacteria, viruses, fungi, and helminths. C) Etiologic agents may be exogenous, that is, arising from the external environment, such as chemical, physical, and infectious agents. Examples of physical etiologic agents are extremes in environmental temperatures, radiation, trauma, and electricity. D) Etiologic agents may be exogenous, that is, arising from the external environment, such as chemical, physical, and infectious agents. Examples of chemical etiologic agents are alcohol, lead, mercury, air pollutants, carbon monoxide, pesticides, and adverse effects of medications. Page Ref: 10 Cognitive Level: Applying Client Need & Sub: Health Promotion and Maintenance Standards: Nursing Process: Assessment | Learning Outcome: 1.3 Outline the structure of this program, including the pathogenesis and etiology of disease; the clinical manifestations of disorders; how pathophysiology is linked to diagnosis and treatment; and the impact of genetics, nutrition, and lifespan on health and illness. | QSEN Competencies: III.A.1. Demonstrate knowledge of basic scientific methods and processes | AACN Essential Competencies: IX. 1. 1. Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches NLN Competencies: Knowledge and Science: Relationships between knowledge/science and quality and safe patient care MNL Learning Outcome: LO 2: Consider the characteristics of and risk factors associated with health and illness. NURSINGTB.COMPATHOPHYSIOLOGY CONCEPTS OF HUMAN DISEASE 1ST EDITION SORENSON TEST BANK
NURSINGTB.COMTEST BANK FOR PATHOPHYSIOLOGY CONCEPTS OF HUMAN DISEASE 1ST EDITION BY SORENSON
NURSINGKING.COMwww.nursylab.com
www.nursylab.com NURSINGKING.COM
4 Copyright © 2019 Pearson Education, Inc. 4) A patient has been diagnosed with idiopathic pulmonary fibrosis. The nurse explains to the patient that idiopathic means: A) the disease is inherited. B) the cause is unknown. C) it was caused by an error in care. D) the disease is secondary to another illness. Answer: B Explanation: A) A disease that is inherited is a genetic or hereditary disorder. B) When the cause of a disease cannot be determined, its etiology is said to be idiopathic. C) The etiology of conditions that are caused unintentionally by a treatment, a diagnostic procedure, or an error caused by a healthcare provider are called iatrogenic. D) A condition that is caused by another disease is called a secondary disorder. Page Ref: 10 Cognitive Level: Understanding Client Need & Sub: Physiological Integrity: Physiological Adaptation Standards: Nursing Process: Implementation | Learning Outcome: 1.3 Outline the structure of this program, including the pathogenesis and etiology of disease; the clinical manifestations of disorders; how pathophysiology is linked to diagnosis and treatment; and the impact of genetics, nutrition, and lifespan on health and illness. | QSEN Competencies: III.A.1. Demonstrate knowledge of basic scientific methods and processes | AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care NLN Competencies: Knowledge and Science: Relationships between knowledge/science and quality and safe patient care MNL Learning Outcome: LO 3: Relate how the key factors and basic principles that inform pathophysiology impact health and illness. NURSINGTB.COMPATHOPHYSIOLOGY CONCEPTS OF HUMAN DISEASE 1ST EDITION SORENSON TEST BANK
NURSINGTB.COMTEST BANK FOR PATHOPHYSIOLOGY CONCEPTS OF HUMAN DISEASE 1ST EDITION BY SORENSON
NURSINGKING.COMwww.nursylab.com
www.nursylab.com NURSINGKING.COM
5 Copyright © 2019 Pearson Education, Inc. 5) The nurse is documenting the assessment findings from a patient being seen in the clinic. Which of the following does the nurse document as a subjective finding? A) Nausea B) Breath sounds C) Fever D) Skin color Answer: A Explanation: A) A symptom is a subjective sensation that is perceived by the affected individual but not observable by the person examining the individual. Examples of symptoms include pain, nausea, dyspnea, and numbness. A sign is an objective indication of disease that is observable by the person conducting a physical assessment. Examples of signs include abnormal heart or lung sounds, rash, fever, a change in the respiratory or heart rate, sluggish or absent pupil reaction to light, and changes in skin color. B) A symptom is a subjective sensation that is perceived by the affected individual but not observable by the person examining the individual. Examples of symptoms include pain, nausea, dyspnea, and numbness. A sign is an objective indication of disease that is observable by the person conducting a physical assessment. Examples of signs include abnormal heart or lung sounds, rash, fever, a change in the respiratory or heart rate, sluggish or absent pupil reaction to light, and changes in skin color. C) A symptom is a subjective sensation that is perceived by the affected individual but not observable by the person examining the individual. Examples of symptoms include pain, nausea, dyspnea, and numbness. A sign is an objective indication of disease that is observable by the person conducting a physical assessment. Examples of signs include abnormal heart or lung sounds, rash, fever, a change in the respiratory or heart rate, sluggish or absent pupil reaction to light, and changes in skin color. D) A symptom is a subjective sensation that is perceived by the affected individual but not observable by the person examining the individual. Examples of symptoms include pain, nausea, dyspnea, and numbness. A sign is an objective indication of disease that is observable by the person conducting a physical assessment. Examples of signs include abnormal heart or lung sounds, rash, fever, a change in the respiratory or heart rate, sluggish or absent pupil reaction to light, and changes in skin color. Page Ref: 10 Cognitive Level: Applying Client Need & Sub: Physiological Integrity: Physiological Adaptation Standards: Nursing Process: Assessment | Learning Outcome: 1.3 Outline the structure of this program, including the pathogenesis and etiology of disease; the clinical manifestations of disorders; how pathophysiology is linked to diagnosis and treatment; and the impact of genetics, nutrition, and lifespan on health and illness. | QSEN Competencies: III.A.1. Demonstrate knowledge of basic scientific methods and processes | AACN Essential Competencies: IX. 1. 1. Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches NLN Competencies: Knowledge and Science: Relationships between knowledge/science and quality and safe patient care MNL Learning Outcome: LO 1: Recognize the conceptual basis for and the language used in the study of pathophysiology. NURSINGTB.COMPATHOPHYSIOLOGY CONCEPTS OF HUMAN DISEASE 1ST EDITION SORENSON TEST BANK
NURSINGTB.COMTEST BANK FOR PATHOPHYSIOLOGY CONCEPTS OF HUMAN DISEASE 1ST EDITION BY SORENSON
NURSINGKING.COMwww.nursylab.com
www.nursylab.com NURSINGKING.COM
6 Copyright © 2019 Pearson Education, Inc. 6) How should the nurse respond when a patient asks the difference between acute and chronic hip pain? A) "An acute illness develops over a longer period of time than a chronic one." B) "A chronic illness is more serious than an acute illness." C) "A chronic illness is enduring while an acute illness is short term." D) "A chronic illness is life threatening while an acute illness is not." Answer: C Explanation: A) An acute injury or disease is one that appears quickly; a chronic condition has an enduring quality with lasting implications. An important point is that neither of these terms relates to severity or degree of injury or disease. For example, when an individual sprains an ankle, an acute injury, the injury is sudden but might not have significant lasting implications. In contrast, with a chronic disease, there are several states that may be enduring and lasting (such as a mild case of osteoarthritis) but without significant impairment of functional ability. B) An acute injury or disease is one that appears quickly; a chronic condition has an enduring quality with lasting implications. An important point is that neither of these terms relates to severity or degree of injury or disease. For example, when an individual sprains an ankle, an acute injury, the injury is sudden but might not have significant lasting implications. In contrast, with a chronic disease, there are several states that may be enduring and lasting (such as a mild case of osteoarthritis) but without significant impairment of functional ability. C) An acute injury or disease is one that appears quickly; a chronic condition has an enduring quality with lasting implications. An important point is that neither of these terms relates to severity or degree of injury or disease. For example, when an individual sprains an ankle, an acute injury, the injury is sudden but might not have significant lasting implications. In contrast, with a chronic disease, there are several states that may be enduring and lasting (such as a mild case of osteoarthritis) but without significant impairment of functional ability. D) An acute injury or disease is one that appears quickly; a chronic condition has an enduring quality with lasting implications. An important point is that neither of these terms relates to severity or degree of injury or disease. For example, when an individual sprains an ankle, an acute injury, the injury is sudden but might not have significant lasting implications. In contrast, with a chronic disease, there are several states that may be enduring and lasting (such as a mild case of osteoarthritis) but without significant impairment of functional ability. Page Ref: 11 Cognitive Level: Applying Client Need & Sub: Physiological Integrity: Physiological Adaptation Standards: Nursing Process: Implementation | Learning Outcome: 1.3 Outline the structure of this program, including the pathogenesis and etiology of disease; the clinical manifestations of disorders; how pathophysiology is linked to diagnosis and treatment; and the impact of genetics, nutrition, and lifespan on health and illness. | QSEN Competencies: III.A.1. Demonstrate knowledge of basic scientific methods and processes | AACN Essential Competencies: IX.3. Implement holistic, patient-centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management and nursing management across the health-illness continuum, across lifespan, and in all healthcare settings NLN Competencies: Knowledge and Science: Relationships between knowledge/science and quality and safe patient care MNL Learning Outcome: LO 1: Recognize the conceptual basis for and the language used in the study of pathophysiology. NURSINGTB.COMPATHOPHYSIOLOGY CONCEPTS OF HUMAN DISEASE 1ST EDITION SORENSON TEST BANK
NURSINGTB.COMTEST BANK FOR PATHOPHYSIOLOGY CONCEPTS OF HUMAN DISEASE 1ST EDITION BY SORENSON
NURSINGKING.COMwww.nursylab.com
www.nursylab.com NURSINGKING.COM
7 Copyright © 2019 Pearson Education, Inc. 7) A nurse researcher involved in epigenomics is studying: A) the role of specific genes. B) the function of groups of genes in mediating physiologic function. C) genetic variations and modifications that influence a particular cell. D) the origin of the structural and functional events leading to disease. Answer: C Explanation: A) Through genetics, the role of specific genes is studied. This study involves examining how genetic variations are passed through familial inheritance. B) Genomics refers to the study of the function of groups of genes in terms of mediating physiologic function. Genomics studies how an inherited genetic trait, such as sickle cell trait, influences the likelihood that an individual will develop sickle cell disease. C) The study of all genetic variations or modifications that have influenced a particular cell is referred to as epigenomics. The focus is on the broader picture in terms of studying a complete set of modifications to cellular DNA. D) The pathogenesis of a disease refers to origin of, or the underlying mechanisms responsible for, the clinical manifestations of that disease. Pathogenesis is the origin of the sequence of events to structural and/or functional alterations in cells, tissues, or organs resulting in disease. Page Ref: 10-11 Cognitive Level: Understanding Client Need & Sub: Physiological Integrity: Physiological Adaptation Standards: Nursing Process: Implementation | Learning Outcome: 1.3 Outline the structure of this program, including the pathogenesis and etiology of disease; the clinical manifestations of disorders; how pathophysiology is linked to diagnosis and treatment; and the impact of genetics, nutrition, and lifespan on health and illness. | QSEN Competencies: III.B. 1 Participate effectively in appropriate data collection and other research activities | AACN Essential Competencies: III. 2. Demonstrate an understanding of the basic elements of the research process and models for applying evidence to clinical practice NLN Competencies: Knowledge and Science: Relationships between knowledge/science and quality and safe patient care MNL Learning Outcome: LO 1: Recognize the conceptual basis for and the language used in the study of pathophysiology. NURSINGTB.COMPATHOPHYSIOLOGY CONCEPTS OF HUMAN DISEASE 1ST EDITION SORENSON TEST BANK
NURSINGTB.COMTEST BANK FOR PATHOPHYSIOLOGY CONCEPTS OF HUMAN DISEASE 1ST EDITION BY SORENSON
NURSINGKING.COMwww.nursylab.com
www.nursylab.com NURSINGKING.COM
8 Copyright © 2019 Pearson Education, Inc. 8) When planning a program to educate the community about healthy nutrition, the community health nurse should tell adults to consume: A) 100% of grain intake as whole grains. B) at least 3.5 cups of fruits and vegetables each day. C) more highly pigmented fruits and vegetables. D) 3 to 5 servings of dairy each day. Answer: C Explanation: A) At least half of our daily intake of grains should be whole grains. The words "whole wheat" as the first ingredient indicates a whole grain product. Other good choices are common foods as oatmeal and popcorn. Less familiar grains such as quinoa or whole-grain couscous could also be included. B) Adults are advised to consume at least 4.5 cups of fruits and vegetables daily for a variety of vitamins, minerals, phytochemicals, and fiber. C) The more highly pigmented the fruits and vegetables are, the better. Beets, spinach, squash, and berries are all good picks. D) Most Americans should consume two to three servings of low-fat dairy foods such as milk, yogurt, or low-fat cheese daily. Page Ref: 12 Cognitive Level: Applying Client Need & Sub: Health Promotion and Maintenance Standards: Nursing Process: Planning | Learning Outcome: 1.3 Outline the structure of this program, including the pathogenesis and etiology of disease; the clinical manifestations of disorders; how pathophysiology is linked to diagnosis and treatment; and the impact of genetics, nutrition, and lifespan on health and illness. | QSEN Competencies: I.B.10 Engage patients or designated surrogates in active partnerships that promote health, safety and well-being, and self-
care management | AACN Essential Competencies: VII. 11. Participate in clinical prevention and population-focused interventions with attention to effectiveness, efficiency, cost-effectiveness and equity NLN Competencies: Knowledge and Science: Relationships between knowledge/science and quality and safe patient care MNL Learning Outcome: LO 2: Consider the characteristics of and risk factors associated with health and illness. NURSINGTB.COMPATHOPHYSIOLOGY CONCEPTS OF HUMAN DISEASE 1ST EDITION SORENSON TEST BANK
NURSINGTB.COMTEST BANK FOR PATHOPHYSIOLOGY CONCEPTS OF HUMAN DISEASE 1ST EDITION BY SORENSON
NURSINGKING.COMwww.nursylab.com
www.nursylab.com

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