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TEST BANK FOR CANADIAN FUNDAMENTALSOF NURSING 6TH EDITION BY POTTER ALL CHAPTERS.
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TEST BANK FOR CANADIAN FUNDAMENTALSOF NURSING 6TH EDITION BY POTTER ALL CHAPTERS.pdf TEST BANK FOR CANADIAN FUNDAMENTALSOF NURSING 6TH EDITION BY POTTER ALL CHAPTERS.pdf TEST BANK FOR CANADIAN FUNDAMENTALSOF NURSING 6TH EDITION BY POTTER ALL CHAPTERS.pdf TEST BANK FOR CANADIAN FUNDAMEN...

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TEST BANK FOR CANADIAN FUNDAMENTALSOF
NURSING 6TH EDITION BY POTTER ALL CHAPTERS


Chapter \01: \Health \and \Wellness
Potter \et \al: \Canadian \Fundamentals \of \Nursing, \6th \Edition


MULTIPLE \CHOICE

1. The \nurse \is \using \the \population \health \promotion \model \to \develop \actions \for
\improving \health. \After \asking, \―On \what \should \we \take \action?‖; \―How \should \we
\take \action?‖; \and \―Why \should \we \take \action?‖ \the \nurse \will \ask \which \of \the
\following \questions?
a. ―With \whom \should \we \act?‖
b. ―When \should \we \take \action?‖
c. ―Which \government \should \take \action?‖
d. ―Where \should \ we \ first \ act?‖
ANS: \ A
The \next \question \to \ask \when \using \the \population \health \model \approach \is \―With \whom
\should \we \act?‖ \The \other \choices \are \not \questions \included \in \this \model.


DIF: Apply REF: \13 \(Figure \1-5)
OBJ: \Contrast \distinguishing \features \of \health \promotion \and \disease \prevention.
TOP: \ Implementation MSC: \ NCLEX: \Health \Promotion \and \Maintenance

2. The \principle \―Health \promotion \is \multisectoral‖ \means \which \of \the \following?
a. Relationships \between \individual, \social, \and \environmental \factors \must
\be \recognized.
b. Physical, \mental, \social, \ecological, \cultural, \and \spiritual \aspects \of \health
\must \be \recognized.
c. In \order \to \change \unhealthy \living \and \working \conditions, \areas \other \than
\health \must \also \be \involved.
d. Health \promotion \uses \knowledge \from \disciplines \such \as \social, \economic,
\political, \environmental, \medical, \and \nursing \sciences, \as \well \as \from \first-
hand \experience.
ANS: \ C
The \statement \―Health \promotion \is \multisectoral‖ \is \the \principle \explained \by
\the \necessity \to \involve \areas \other \than \health \in \order \to \change \unhealthy
\living \and \working \conditions.


DIF: Understand REF: \11
OBJ: \ Contrast \distinguishing \features \of \health \promotion \and \disease
\prevention. \TOP: \ Planning MSC: \ NCLEX: \Health \Promotion \and
\Maintenance


3. According \to \the \World \Health \Organization, \what \is \the \best \description \of \―health‖?
a. Simply \the \absence \of \disease.
b. Involving \the \total \person \and \environment.
c. Strictly \personal \in \nature.

,d. Status \of \pathological \state.

,ANS: \ B

, WHO \defines \health \as \―. \. \.the \extent \to \which \an \individual \or \group \is \able, \on \the
\one \hand, \to \realize \aspirations \and \satisfy \needs; \and, \on \the \other \hand, \to \change
\or \cope \with \the \environment. \Health \is, \therefore, \seen \as \a \resource \for \everyday
\life, \not \the \objective \of \living; \it \is \a \positive \concept \emphasizing \social \and
\personal \resources, \as \well \as \physical \capacities.‖ \Nurses‘ \attitudes \toward \health
\and \illness \should \consider \the \total \person, \as \well \as \the \environment \in \which \the
\person \lives. \People \free \of \disease \are \not \equally \healthy. \Views \of \health \have
\broadened \to \include \mental, \social, \and \spiritual \well-being, \as \well \as \a \focus \on
\health \at \family \and \community \levels.
Conditions \of \life, \rather \than \pathological \states, \are \what \determine \health.

DIF: Knowledge REF: \2
OBJ: \Discuss \ways \that \definitions \of \health \have \been \conceptualized.
\TOP: \ Evaluate MSC: \ NCLEX: \Health \Promotion \and
\Maintenance


4. What \priority \strategy \for \health \promotion \in \Canada \is \optional \but \seen \as \important
\to \incorporate \in \nursing \education \curricula?
a. Knowledge \of \disease \prevention.
b. Strategies \for \health \promotion.
c. Policy \advocacy.
d. Concepts \of \determinants \of \health.
ANS: \ C
Increasingly, \policy \advocacy \is \incorporated \into \nursing \role \statements \and \nursing
\education \curricula. \Nurses \should \think \about \policies \that \have \contributed \to \health
\problems, \policies \that \would \help \alleviate \health \problems, \and \how \nurses \champion
\public \policies. \Disease \prevention, \health \promotion, \and \concepts \of \determinants \of
\health \are \integral \parts \of \nursing \curricula.


DIF: Understand REF: \11| \12
OBJ: \ Analyze \how \the \nature \and \scope \of \nursing \practice \are \influenced \by \different
conceptualizations \of \health \and \health TOP: \ Planning
\determinants. \MSC: \NCLEX: \Health \Promotion
\and \Maintenance


5. Which \of \the \following \is \a \prerequisite \for \health, \as \identified \by \the \Ottawa \Charter
\for \Health \Promotion?
a. Education.
b. Social \support.
c. Self-esteem.
d. Physical \environment.
ANS: \ A
Education \is \one \of \the \nine \prerequisites \for \health \that \were \identified \in \the \Ottawa
\Charter \for \Health \Promotion. \Lack \of \social \support \and \low \self-esteem \were
\identified \as \psychosocial \risk \factors \by \Labonte \(1993). \Dangerous \physical
\environments \were \identified \as \socioenvironmental \risk \factors \by \Labonte \(1993).


DIF: Understand REF: \4
OBJ: Discuss \contributions \of \the \following \Canadian \publications \to \conceptualizations
\of \health \and \health \determinants: \Lalonde \Report, \Ottawa \Charter, \Epp \Report,
\Strategies \for
Population \Health, \Jakarta \Declaration, \Bangkok \Charter, \Toronto TOP: Planning
\Charter. \MSC: \NCLEX: \Health \Promotion \and \Maintenance

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