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Concepts For Nursing Practice (3Rd Ed) BY Jean Foret Giddens| All Concepts 1-57 Covered| Verified| Rated A+| Latest Edition; Answers With Detailed Explanations| Test Bank
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Concepts For Nursing Practice (3Rd Ed) BY Jean Foret Giddens| All Concepts 1-57 Covered| Verified| Rated A+| Latest Edition; Answers With Detailed Explanations| Test Bank TABLE OF CONTENTS UNIT 1: HEALTH CARE RECIPIENT CONCEPTS THEME: ATTRIBUTES AND RESOURCES Concept 01: Developme...

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  • December 21, 2024
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  • TEST BANK For Concepts for Nursing Practice, 3rd Edition by Jean Foret Giddens, Chapter 1 - 57
  • COMPLETE TEST BANK FOR CONCEPTS FOR NURSING PRACTICE 3RD EDITION RN FAAN ||CURRENT EDITION WITH 100% REVISED CHAPTERS (01 – 57) PLUS ACCURATE ANSWERS TO ALL CHAPTERS.ASSURED GRADE A+ TO CONCEPTS FOR...
  • Complete Test Bank For Concepts For Nursing Practice 3rd Edition Rn Faan ||LATEST EDITION WITH REVISED CHAPTERS (01 – 57) AND CONCEPTS FOR NURSING PRACTICE 3RD EDITION BY JEAN FORET GIDDENS PHD ACCU...
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Concepts For Nursing Practice (3Rd Ed) BY Jean
Foret Giddens| All Concepts 1-57 Covered|
Original| Verified| Rated A+| Latest Edition;
Answers With Detailed Explanations| Test Bank

, TABLE OF CONTENTS
UNIT 1: HEALTH CARE RECIPIENT CONCEPTS
THEME: ATTRIBUTES AND RESOURCES
Concept 01: Development
Concept 02: Functional Ability
Concept 03: Family Dynamics
THEME: PERSONAL PREFERENCE
Concept 04: Culture
Concept 05: Spirituality
Concept 06: Adherence
Concept 07: Self-Management

UNIT 2: HEALTH AND ILLNESS CONCEPTS
THEME: HOMEOSTASIS AND REGULATION
Concept 08: Fluid And Electrolytes
Concept 09: Acid–Base Balance
Concept 10: Thermoregulation
Concept 11: Sleep
Concept 12: Cellular Regulation
Concept 13: Intracranial Regulation
Concept 14: Hormonal Regulation
Concept 15: Glucose Regulation
Concept 16: Nutrition
Concept 17: Elimination
Concept 18: Perfusion
Concept 19: Gas Exchange
THEME: SEXUALITY AND REPRODUCTION
Concept 20: Reproduction

, Concept 21: Sexuality
THEME: PROTECTION AND MOVEMENT
Concept 22: Immunity
Concept 23: Inflammation
Concept 24: Infection
Concept 25: Mobility
Concept 26: Tissue Integrity
Concept 27: Sensory Perception
Concept 28: Pain
Concept 29: Fatigue
THEME: MOOD AND COGNITION
Concept 30: Stress And Coping
Concept 31: Mood And Affect
Concept 32: Anxiety
Concept 33: Cognition
Concept 34: Psychosis
THEME: MALADAPTIVE BEHAVIOR
Concept 35: Addiction
Concept 36: Interpersonal Violence
UNIT 3: PROFESSIONAL NURSING AND HEALTH CARE CONCEPTS
THEME: NURSING ATTRIBUTES AND ROLES
Concept 37: Professional Identity
Concept 38: Clinical Judgment
Concept 39: Leadership
Concept 40: Ethics
Concept 41: Patient Education
Concept 42: Health Promotion

,THEME: CARE COMPETENCIES
Concept 43: Communication
Concept 44: Collaboration
Concept 45: Safety
Concept 46: Technology And Informatics
Concept 47: Evidence
Concept 48: Health Care Quality
THEME: HEALTH CARE DELIVERY
Concept 49: Care Coordination
Concept 50: Caregiving
Concept 51: Palliative Care
Concept 52: Health Disparities
Concept 53: Population Health
THEME: HEALTH CARE INFRASTRUCTURE
Concept 54: Health Care Organizations
Concept 55: Health Care Economics
Concept 56: Health Policy
Concept 57: Health Care Law

,UNIT 1: HEALTH CARE RECIPIENT CONCEPTS
Giddens: Concepts For Nursing Practice, 3rd Edition

THEME: ATTRIBUTES AND RESOURCES


Concept 01: Development


MULTIPLE CHOICE


1. The Nurse Manager Of A Pediatric Clinic Could Confirm That The New Nurse
Recognized The Purpose Of The HEADSS Adolescent Risk Profile When The New
Nurse Responds That It Is Used To Assess For Needs Related To
A. Anticipatory Guidance.
B. Low-Risk Adolescents.
C. Physical Development.
D. Sexual Development.
ANS: A
The HEADSS Adolescent Risk Profile Is A Psychosocial Assessment Screening Tool
Which Assesses Home, Education, Activities, Drugs, Sex, And Suicide For The
Purpose Of Identifying High-Risk Adolescents And The Need For Anticipatory
Guidance. It Is Used To Identify High-Risk, Not Low-Risk, Adolescents. Physical
Development Is Assessed With Anthropometric Data. Sexual Development Is
Assessed Using Physical Examination.
B. Low-Risk Adolescents.
Incorrect. The HEADSS Tool Is Intended For Identifying High-Risk Adolescents,
Not Low-Risk Ones. It Helps To Focus On Potential Risks And Areas Where
Intervention May Be Needed.
C. Physical Development.

,Incorrect. Physical Development Can Be Assessed With Anthropometric Data, But
The HEADSS Tool Focuses On Psychosocial And Behavioral Aspects, Not Physical
Growth Or Development.
D. Sexual Development.
Incorrect. Sexual Development Is Addressed During A Physical Examination, But
The HEADSS Tool Focuses More Broadly On Psychosocial Factors Such As Risk
Behaviors, Rather Than Solely On Sexual Development.
OBJ: NCLEX Client Needs Category: Health Promotion And Maintenance


2. The Nurse Preparing A Teaching Plan For A Preschooler Knows That, According
To Piaget, The Expected Stage Of Development For A Preschooler Is
A. Concrete Operational.
B. Formal Operational.
C. Preoperational.
D. Sensorimotor.
ANS: C
The Expected Stage Of Development For A Preschooler (3–4 Years Old) Is Pre-
Operational. Concrete Operational Describes The Thinking Of A School-Age Child
(7–11 Years Old). Formal Operational Describes The Thinking Of An Individual
After About 11 Years Of Age. Sensorimotor Describes The Earliest Pattern Of
Thinking From Birth To 2 Years Old.
A. Concrete Operational.
Incorrect. The Concrete Operational Stage Occurs Between 7 And 11 Years Old,
Which Is For School-Age Children, Not Preschoolers. In This Stage, Children Begin
To Think Logically About Concrete Events But Are Not Yet Able To Deal With
Abstract Concepts.
B. Formal Operational.
Incorrect. The Formal Operational Stage Occurs Around Age 11 And Beyond, Where
Adolescents Develop Abstract Reasoning Skills. This Stage Is Not Applicable To
Preschoolers.
D. Sensorimotor.

, Incorrect. The Sensorimotor Stage Occurs From Birth To About 2 Years Old, Where
Infants Develop Basic Motor Skills And Understand The World Through Their
Senses. This Stage Is Too Early For Preschoolers.
OBJ: NCLEX Client Needs Category: Health Promotion And Maintenance


3. The School Nurse Talking With A High School Class About The Difference
Between Growth And Development Would Best Describe Growth As
A. Processes By Which Early Cells Specialize.
B. Psychosocial And Cognitive Changes.
C. Qualitative Changes Associated With Aging.
D. Quantitative Changes In Size Or Weight.
ANS: D
Growth Is A Quantitative Change In Which An Increase In Cell Number And Size
Results In An Increase In Overall Size Or Weight Of The Body Or Any Of Its Parts.
The Processes By Which Early Cells Specialize Are Referred To As Differentiation.
Psychosocial And Cognitive Changes Are Referred To As Development. Qualitative
Changes Associated With Aging Are Referred To As Maturation.
A. Processes By Which Early Cells Specialize.
Incorrect. This Describes Differentiation, Not Growth. Differentiation Refers To The
Process By Which Cells Become Specialized For Specific Functions, Whereas
Growth Is An Increase In Size Or Number.
B. Psychosocial And Cognitive Changes.
Incorrect. Psychosocial And Cognitive Changes Are Part Of Development, Not
Growth. These Changes Refer To The Emotional, Social, And Intellectual
Maturation Of An Individual Over Time.
C. Qualitative Changes Associated With Aging.
Incorrect. Qualitative Changes Related To Aging Refer To Maturation, Not Growth.
Maturation Involves Changes That Occur Over Time As An Individual Matures,
But Growth Is Specifically About Measurable Increases In Size Or Weight.
OBJ: NCLEX Client Needs Category: Health Promotion And Maintenance

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