psychiatric mental health nursing from suffering to hope 2nd edition potter test bank
psychiatric mental health nursing from suffering to hope 2nd edition potter
psychiatric mental health nursing from
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Psychiatric Mental Health Nursing From Suffering to Hope
2nd Edition Potter Test Bank
Psychiatric-Mental Health Nursing, 2e (Potter/Moller)
Chapter 1 Framework of Psychiatric-Mental Health Nursing
1) A staff member who is unlicensed assistive personnel (UAP) is overheard saying that a patient
with a mental illness is not really "sick." Which response should the nurse make to the UAP?
1. "Patients with mental illness believe they are ill."
2. "A mental illness disrupts thinking and daily functioning."
3. "Mental illnesses are more debilitating than physical illnesses."
4. "Since so few people have mental illnesses, it really does not matter."
Answer: 2
Explanation: 2. A mental illness is a medical condition that disrupts a person's thinking, feeling,
mood, ability to relate to others, and daily functioning. The response that patients with mental
illness believe they are ill is not accurate or therapeutic. Mental illnesses are not always more
debilitating than physical illnesses. Many individuals are affected by mental illness.
Page Ref: 3
Cognitive Level: Applying
Client Need/Sub: Psychosocial Integrity
Standards: QSEN Competencies: I.C.1. Value seeing health care situations "through patients'
eyes." | AACN Essential Competencies: VI.2. Use inter-and intraprofessional communication
and collaborative skills to deliver evidence-based, patient-centered care | NLN Competencies:
Context and Environment: Ethical Comportment: Examine personal beliefs, values, and biases
with regard to respect for persons, human dignity, equality, and justice; explore ideas of nurse
caring and compassion | Nursing/Integrated Concepts: Nursing Process: Implementation
Learning Outcome: 1. Discuss the epidemiology of psychiatric and mental health disorders.
MNL LO: 1. Recognize the epidemiology and classification of psychiatric-mental health
disorders.
,2) A staff nurse states that adolescents are too young to develop a mental illness. Which
information should the nurse manager include in response?
1. More than 12 million adolescents were treated for a mental illness in 2016.
2. Adolescents are not usually diagnosed with a mental illness until they are older.
3. Mental illness in adolescents is really an undiagnosed physical illness.
4. Mental illness develops in adolescents who live in toxic environments.
Answer: 1
Explanation: 1. In 2016, 12.5 million or 50% of the total population with mental illnesses are
adolescents ages 12 to 17. Adolescents can be diagnosed with a mental illness at any age. Mental
illness in adolescents is not really an undiagnosed physical illness. Mental illness can develop in
any type of environment.
Page Ref: 4
Cognitive Level: Understanding
Client Need/Sub: Psychosocial Integrity
Standards: QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of
patient-centered care | AACN Essential Competencies: I.3. Use skills of inquiry, analysis, and
information literacy to address practice issues | NLN Competencies: Context and Environment:
Practice-Know-How: apply health promotion/disease prevention strategies | Nursing/Integrated
Concepts: Nursing Process: Implementation
Learning Outcome: 1. Discuss the epidemiology of psychiatric and mental health disorders.
MNL LO: 1. Recognize the epidemiology and classification of psychiatric-mental health
disorders.
,3) The nurse is preparing a presentation on serious mental illness. Which health problem should
be included? (Select all that apply.)
1. Major depressive disorder
2. Schizophrenia
3. Adjustment reaction
4. Bipolar disorder
5. Social phobia
Answer: 1, 2, 4
Explanation: 1. Serious mental illnesses create significant disability in the individual's ability to
achieve life goals. Serious mental illnesses include major depressive disorder, schizophrenia, and
bipolar disorder.
2. Serious mental illnesses create significant disability in the individual's ability to achieve life
goals. Serious mental illnesses include major depressive disorders, schizophrenia, and bipolar
disorder.
3. Although they can have distressing and disabling effects, adjustment reactions do not
necessarily interfere with the achievement of life goals.
4. Serious mental illnesses create significant disability in the individual's ability to achieve life
goals. Serious mental illnesses include major depressive disorder, schizophrenia, and bipolar
disorder.
5. Although they can have distressing and disabling effects, social phobias do not necessarily
interfere with the achievement of life goals.
Page Ref: 4
Cognitive Level: Applying
Client Need/Sub: Psychosocial Integrity
Standards: QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of
patient-centered care | AACN Essential Competencies: I.3. Use skills of inquiry, analysis, and
information literacy to address practice issues | NLN Competencies: Context and Environment:
Practice-Know-How: apply health promotion/disease prevention strategies | Nursing/Integrated
Concepts: Nursing Process: Planning/Teaching and Learning
Learning Outcome: 1. Discuss the epidemiology of psychiatric and mental health disorders.
MNL LO: 1. Recognize the epidemiology and classification of psychiatric-mental health
disorders.
, 4) A nursing student is writing a research paper on ways to improve psychiatric nursing
outcomes for serious mental illness. Which type of research would be most useful?
1. Nursing
2. Psychosocial
3. Educational
4. Improved functioning
Answer: 4
Explanation: 4. More emphasis needs to be placed on improved functioning, a hallmark of
recovery in mental illness. A significant amount of research is focused on small goals or gains
and minimization of medication side effects. Nursing, psychosocial, and educational research
have not been identified as the most useful.
Page Ref: 8
Cognitive Level: Applying
Client Need/Sub: Psychosocial Integrity
Standards: QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of
patient-centered care | AACN Essential Competencies: I.3. Use skills of inquiry, analysis, and
information literacy to address practice issues | NLN Competencies: Context and Environment:
Practice-Know-How: apply health promotion/disease prevention strategies | Nursing/Integrated
Concepts: Planning/Teaching and Learning
Learning Outcome: 2. Distinguish the unique contributions of psychiatric-mental health nursing
to other areas of nursing.
MNL LO: 2. Relate the practice skills and domains of wellness to care of patients with
psychiatric-mental health disorders.
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