,MULTIPLE CHOICE
1. Which outcome, focused on recovery, would be expected in the plan of care for a patient
living in the community and diagnosed with serious and paebrisrbis.ctoemn/ttem
st ental illness? Within 3
months, the patient will demonstrate what behavior?
a. Denying suicidal ideation
b. Reporting a sense of well-being
c. Taking medications as prescribed
d. Attending clinic appointments on time
ANS: B
Recovery emphasizes managing symptoms, reducing psychosocial disability, and improving
role performance. The goal of recovery is to empower the individual with mental illness to
achieve a sense of meaning and satisfaction in life and to function at the highest possible level
of wellness. The incorrect options focus on the classic medabicirba.lcom
mo/tedse
t l rather than recovery.
DIF: Cognitive Level: Application (Applying)
TOP: Nursing Process: Outcomes Identification
abirb.com/test
MSC: NCLEX: Health Promotion and Maintenance
2. A patient is hospitalized for depression and suicidal ideation after their spouse asks for a
divorce. Select the nurse‘s most caring comment. abirb.com/test
a. ―Let‘s discuss healthy means of coping when you have suicidal feelings.‖
b. ―I understand why you‘re so depressed. When I got divorced, I was devastated
too.‖
c. ―You should forget about your marriage and move on awbiirtbh.coymo/u
test
r life.‖
d. ―How did you get so depressed that hospitalization was necessary?‖
ANS: A
The nurse‘s communication should evidence caring and a acboirm
b.com/test
mitment to work with the
patient. This commitment lets the patient know the nurse will help. Probing and advice are not
helpful for therapeutic interventions.
abirb.com/test
DIF: Cognitive Level: Application (Applying)
TOP: Nursing Process: Implementation MSC: NCLEX: Psychosocial Integrity
3. In the shift-change report, an off-going nurse criticizes a paabtiribe.nc ot mw/tehsot wears extremely heavy
makeup. Which comment by the nurse who receives the report best demonstrates advocacy?
a. ―This is a psychiatric hospital, so we expect our patients to behave bizarrely.‖
b. ―Let‘s all show acceptance of this patient by wearing laobtisrbo
.cfom
m/teaskt eup too.‖
c. ―Your comments are inconsiderate and inappropriate. Keep the report objective.‖
d. ―Our patients need our help to learn behaviors that will help them get along in
society.‖
ANS: D
Accepting patients‘ needs for Humor can be appropriate
self-expression and seeking to within the privacy of a shift
teach skills that will contribute report but not at the
totheir well-being demonstrate expense of respect for
respect and are important parts patients. Judging the off-
of advocacy. The on-coming going nurse in a critical
nurse needs to take action to way will create conflict.
ensure that others are not Nurses must show
prejaubidrbi.cceomd/taegstainst the patient. compassion for each other.
TOP: Nursing Process: Implementation MSC: NCLEX: Safe, Effective Care Environment
,4. A nurse assesses a newly admitted patient diagnosed with major depressive disorder. Which
statement is an example of ―attending‖?
a. ―We all have stress in life. Being in a psychiatric hospital is not the end of the
world.‖
b. ―Tell me why you felt you had to be hospitalized to receive treatment for your
depression.‖
c. ―You will feel better after we get some antidepressant am ed.ciocma/ttieostn started for you.‖
birb
d. ―I‘d like to sit with you for a while, so you may feel more comfortable talking with
me.‖
ANS: D
Attending is a technique that demonstrates the nurse‘s commitment to the relationship and
reduces feelings of isolation. This technique shows respect for the patient and demonstrates
caring. Generalizations, probing, and false reassurances are nontherapeutic.
DIF: Cognitive Level: Application (Applying)
TOP: Nursing Process: Implementation MSC: NCLEX: Psychosocial Integrity
5. A patient shows the nurse an article from the Internet abouatbiarb.hcoema/lttehst problem. Which
characteristic of the website‘s address most alerts the nurse that the site may have biased and
prejudiced information?
a. Address ends in ―.org.‖
b. Address ends in ―.com.‖
c. Address ends in ―.gov.‖
d. Address ends in ―.net.‖
ANS: B
Financial influences on a site are a clue that the information may be biased. ―.com‖ at the end
of the address indicates that the site is a commercial one. ―.gov‖ indicates that the site is
abirb.com/test
maintained by a government entity. ―.org‖ indicates that the site is nonproprietary; the site
may or may not have reliable information, but it does not profit from its activities. ―.net‖ can
have multiple meanings.
DIF: Cognitive Level: Comprehension (Understanding) TOP: Nursing Process: Evaluation
MSC: NCLEX: Health Promotion and Maintenance
6. A nurse says, ―When I was in school, I learned to call upseatbirpba.ctoiemn/tetsst by name to get their
attention; however, I read a descriptive research study that says that this approach does not
work. I plan to stop calling patients by name.‖ Which statement is the best appraisal of this
nurse‘s comment? abirb.com/test
a. One descriptive research study rarely provides enough evidence to change practice.
abirb.com/test
WWW.NURSYLAB.COM
WWW.THENURSINGMASTERY.COM
abirb.com/test
, b. Staff NJnurses NJapply NJnew NJresearch NJfindings NJonly NJwith NJthe NJhelp NJfrom
clinical NJnurseNJspecialists.
NJ
c. New NJresearch NJfindings NJshould NJbe NJincorporated NJinto NJclinaibcirab.lcaom
lg/toesrtithms NJbefore
using NJthem NJin NJpractice.
NJ
d. The NJnurse NJmisinterpreted NJthe NJresults NJof NJthe NJstudy. NJClassic NJtenets NJof
NJpractice NJdo NJnotNJchange.
abirb.com/test
ANS: N J A
Descriptive NJresearch NJfindings NJprovide NJevidence NJfor NJpractice NJbut NJmust NJbe NJviewed NJin NJrelation NJto
other NJstudies NJbefore NJpractice NJchanges. NJOne NJstudy NJis NJnot NJenough. NJDescriptive NJstudies
abirb.com/test
NJare NJlow NJonNJt he NJhierarchy NJof NJevidence. NJ Clinical NJalgorithms NJuse NJ flowcharts to manage
NJproblems NJand NJdo NJ not
specify NJone NJresponse NJto NJa NJclinical NJproblem. NJClassic NJtenets NJof NJpractice NJshould
NJchange NJasN Jresearch NJfindings NJprovide NJevidence NJ for NJchange.
abirb.com/test
DIF: Cognitive NJLevel: NJAnalysis NJ(Analyzing) TOP: N J Nursing NJProcess:
NJEvaluationN
JMSC: N J NCLEX: NJHealth NJPromotion NJand NJMaintenance
7. Two NJnursing NJstudents NJdiscuss NJcareer NJplans NJafter NJgraduationa.bO
irbn
.ce
oms/tte
usdt NJent NJwants NJto
NJenter NJpsychiatric NJnursing. NJThe NJother NJstudent NJasks, NJ―Why NJwould NJyou NJwant NJto NJbe NJa
NJpsychiatric NJnurse?NJAll NJthey NJdo NJis NJtalk. NJYou NJwill NJlose NJyour NJskills.‖ NJSelect NJthe NJbest
NJresponse NJby NJthe NJstudent NJinterested NJin NJpsychiatric NJ nursing. abirb.com/test
a. ―Psychiatric NJnurses‘ NJpractice NJin NJsafer NJenvironments NJthan NJother
NJspecialties NJandN Jnurse-to-patient NJratios NJare NJbetter NJbecause NJof NJthe NJnature
NJof NJpatients‘ NJproblems.‖
b. ―Psychiatric NJnurses NJuse NJcomplex NJcommunication NJskills, NJas NJwell NJas NJcritical
abirb.com/tes t
NJthinking,N Jto NJsolve NJ multidimensional NJproblems. NJ I‘m NJchallenged NJby tho se situ
NJ ations.‖
c. ―I NJthink NJI NJwill NJbe NJgood NJin NJthe NJmental NJhealth NJfield. NJI NJdo NJnot NJlike NJclinical
NJrotations NJinN Jschool, NJ so NJI NJdo NJ not NJwant NJto NJcontinue NJthem NJafter NJ I
NJ graduate.‖
d. ―Psychiatric NJ nurses NJ do N J not N J have NJ to NJ deal NJwith NJas NJ much
NJ paabiirnb.caonmd/tessutfferingNJasN m
J edical-surgical NJnurses. NJ That NJ appeals NJto
NJ me.‖
ANS: N J B
The NJpractice NJof NJpsychiatric NJnursing NJrequires NJa NJdifferent NJ set aobfirbs.ckoimll/stetsht NJan NJmedical-
surgical NJnursing, NJalthough NJsubstantial NJoverlap NJdoes NJexist. NJPsychiatric NJnurses NJmust NJbe
NJable NJto NJhelp NJpatients NJwith NJmedical NJand NJmental NJhealth NJproblems, NJreflecting NJthe
NJholistic NJperspective NJthese NJnurses NJmust NJhave. NJNurse–patient NJratios NJand NJworkloads NJin
NJpsychiatric NJsettings NJhave NJincreased,N Jsimilar NJto NJother NJspecialties. NJ Psychiatric NJ nursing
abirb.com /test
NJ involves NJclinical pracNJtice, NJ not NJ simply NJdocumentation. NJPsychosocial NJpain NJis NJreal NJand
NJcan NJcause NJas NJmuch NJsuffering NJas NJphysical NJpain.
DIF: Cognitive NJLevel: NJApplication NJ(Applying) abirb.com/test
TOP: N J Nursing NJProcess: NJImplementation MSC: N J NCLEX: NJSafe, NJEffective NJCare NJEnvironment
8. Which NJresearch NJevidence NJwould NJmost NJinfluence NJa NJgroup NJof NJnurses NJto NJchange NJtheir NJpractice?
a. Expert NJcommittee NJreport NJof NJrecommendations NJfor NJpractaibcireb.com/test
b. Systematic NJreview NJof NJrandomized NJcontrolled NJtrials
c. Nonexperimental NJdescriptive NJstudy
d. Critical NJpathway
abirb.com/test
ANS: N J B abirb.com/test
WWW.NURSYLAB.COM
WWW.THENURSINGMASTERY.COM NJ
abirb.com/test
1. Which outcome, focused on recovery, would be expected in the plan of care for a patient
living in the community and diagnosed with serious and paebrisrbis.ctoemn/ttem
st ental illness? Within 3
months, the patient will demonstrate what behavior?
a. Denying suicidal ideation
b. Reporting a sense of well-being
c. Taking medications as prescribed
d. Attending clinic appointments on time
ANS: B
Recovery emphasizes managing symptoms, reducing psychosocial disability, and improving
role performance. The goal of recovery is to empower the individual with mental illness to
achieve a sense of meaning and satisfaction in life and to function at the highest possible level
of wellness. The incorrect options focus on the classic medabicirba.lcom
mo/tedse
t l rather than recovery.
DIF: Cognitive Level: Application (Applying)
TOP: Nursing Process: Outcomes Identification
abirb.com/test
MSC: NCLEX: Health Promotion and Maintenance
2. A patient is hospitalized for depression and suicidal ideation after their spouse asks for a
divorce. Select the nurse‘s most caring comment. abirb.com/test
a. ―Let‘s discuss healthy means of coping when you have suicidal feelings.‖
b. ―I understand why you‘re so depressed. When I got divorced, I was devastated
too.‖
c. ―You should forget about your marriage and move on awbiirtbh.coymo/u
test
r life.‖
d. ―How did you get so depressed that hospitalization was necessary?‖
ANS: A
The nurse‘s communication should evidence caring and a acboirm
b.com/test
mitment to work with the
patient. This commitment lets the patient know the nurse will help. Probing and advice are not
helpful for therapeutic interventions.
abirb.com/test
DIF: Cognitive Level: Application (Applying)
TOP: Nursing Process: Implementation MSC: NCLEX: Psychosocial Integrity
3. In the shift-change report, an off-going nurse criticizes a paabtiribe.nc ot mw/tehsot wears extremely heavy
makeup. Which comment by the nurse who receives the report best demonstrates advocacy?
a. ―This is a psychiatric hospital, so we expect our patients to behave bizarrely.‖
b. ―Let‘s all show acceptance of this patient by wearing laobtisrbo
.cfom
m/teaskt eup too.‖
c. ―Your comments are inconsiderate and inappropriate. Keep the report objective.‖
d. ―Our patients need our help to learn behaviors that will help them get along in
society.‖
ANS: D
Accepting patients‘ needs for Humor can be appropriate
self-expression and seeking to within the privacy of a shift
teach skills that will contribute report but not at the
totheir well-being demonstrate expense of respect for
respect and are important parts patients. Judging the off-
of advocacy. The on-coming going nurse in a critical
nurse needs to take action to way will create conflict.
ensure that others are not Nurses must show
prejaubidrbi.cceomd/taegstainst the patient. compassion for each other.
TOP: Nursing Process: Implementation MSC: NCLEX: Safe, Effective Care Environment
,4. A nurse assesses a newly admitted patient diagnosed with major depressive disorder. Which
statement is an example of ―attending‖?
a. ―We all have stress in life. Being in a psychiatric hospital is not the end of the
world.‖
b. ―Tell me why you felt you had to be hospitalized to receive treatment for your
depression.‖
c. ―You will feel better after we get some antidepressant am ed.ciocma/ttieostn started for you.‖
birb
d. ―I‘d like to sit with you for a while, so you may feel more comfortable talking with
me.‖
ANS: D
Attending is a technique that demonstrates the nurse‘s commitment to the relationship and
reduces feelings of isolation. This technique shows respect for the patient and demonstrates
caring. Generalizations, probing, and false reassurances are nontherapeutic.
DIF: Cognitive Level: Application (Applying)
TOP: Nursing Process: Implementation MSC: NCLEX: Psychosocial Integrity
5. A patient shows the nurse an article from the Internet abouatbiarb.hcoema/lttehst problem. Which
characteristic of the website‘s address most alerts the nurse that the site may have biased and
prejudiced information?
a. Address ends in ―.org.‖
b. Address ends in ―.com.‖
c. Address ends in ―.gov.‖
d. Address ends in ―.net.‖
ANS: B
Financial influences on a site are a clue that the information may be biased. ―.com‖ at the end
of the address indicates that the site is a commercial one. ―.gov‖ indicates that the site is
abirb.com/test
maintained by a government entity. ―.org‖ indicates that the site is nonproprietary; the site
may or may not have reliable information, but it does not profit from its activities. ―.net‖ can
have multiple meanings.
DIF: Cognitive Level: Comprehension (Understanding) TOP: Nursing Process: Evaluation
MSC: NCLEX: Health Promotion and Maintenance
6. A nurse says, ―When I was in school, I learned to call upseatbirpba.ctoiemn/tetsst by name to get their
attention; however, I read a descriptive research study that says that this approach does not
work. I plan to stop calling patients by name.‖ Which statement is the best appraisal of this
nurse‘s comment? abirb.com/test
a. One descriptive research study rarely provides enough evidence to change practice.
abirb.com/test
WWW.NURSYLAB.COM
WWW.THENURSINGMASTERY.COM
abirb.com/test
, b. Staff NJnurses NJapply NJnew NJresearch NJfindings NJonly NJwith NJthe NJhelp NJfrom
clinical NJnurseNJspecialists.
NJ
c. New NJresearch NJfindings NJshould NJbe NJincorporated NJinto NJclinaibcirab.lcaom
lg/toesrtithms NJbefore
using NJthem NJin NJpractice.
NJ
d. The NJnurse NJmisinterpreted NJthe NJresults NJof NJthe NJstudy. NJClassic NJtenets NJof
NJpractice NJdo NJnotNJchange.
abirb.com/test
ANS: N J A
Descriptive NJresearch NJfindings NJprovide NJevidence NJfor NJpractice NJbut NJmust NJbe NJviewed NJin NJrelation NJto
other NJstudies NJbefore NJpractice NJchanges. NJOne NJstudy NJis NJnot NJenough. NJDescriptive NJstudies
abirb.com/test
NJare NJlow NJonNJt he NJhierarchy NJof NJevidence. NJ Clinical NJalgorithms NJuse NJ flowcharts to manage
NJproblems NJand NJdo NJ not
specify NJone NJresponse NJto NJa NJclinical NJproblem. NJClassic NJtenets NJof NJpractice NJshould
NJchange NJasN Jresearch NJfindings NJprovide NJevidence NJ for NJchange.
abirb.com/test
DIF: Cognitive NJLevel: NJAnalysis NJ(Analyzing) TOP: N J Nursing NJProcess:
NJEvaluationN
JMSC: N J NCLEX: NJHealth NJPromotion NJand NJMaintenance
7. Two NJnursing NJstudents NJdiscuss NJcareer NJplans NJafter NJgraduationa.bO
irbn
.ce
oms/tte
usdt NJent NJwants NJto
NJenter NJpsychiatric NJnursing. NJThe NJother NJstudent NJasks, NJ―Why NJwould NJyou NJwant NJto NJbe NJa
NJpsychiatric NJnurse?NJAll NJthey NJdo NJis NJtalk. NJYou NJwill NJlose NJyour NJskills.‖ NJSelect NJthe NJbest
NJresponse NJby NJthe NJstudent NJinterested NJin NJpsychiatric NJ nursing. abirb.com/test
a. ―Psychiatric NJnurses‘ NJpractice NJin NJsafer NJenvironments NJthan NJother
NJspecialties NJandN Jnurse-to-patient NJratios NJare NJbetter NJbecause NJof NJthe NJnature
NJof NJpatients‘ NJproblems.‖
b. ―Psychiatric NJnurses NJuse NJcomplex NJcommunication NJskills, NJas NJwell NJas NJcritical
abirb.com/tes t
NJthinking,N Jto NJsolve NJ multidimensional NJproblems. NJ I‘m NJchallenged NJby tho se situ
NJ ations.‖
c. ―I NJthink NJI NJwill NJbe NJgood NJin NJthe NJmental NJhealth NJfield. NJI NJdo NJnot NJlike NJclinical
NJrotations NJinN Jschool, NJ so NJI NJdo NJ not NJwant NJto NJcontinue NJthem NJafter NJ I
NJ graduate.‖
d. ―Psychiatric NJ nurses NJ do N J not N J have NJ to NJ deal NJwith NJas NJ much
NJ paabiirnb.caonmd/tessutfferingNJasN m
J edical-surgical NJnurses. NJ That NJ appeals NJto
NJ me.‖
ANS: N J B
The NJpractice NJof NJpsychiatric NJnursing NJrequires NJa NJdifferent NJ set aobfirbs.ckoimll/stetsht NJan NJmedical-
surgical NJnursing, NJalthough NJsubstantial NJoverlap NJdoes NJexist. NJPsychiatric NJnurses NJmust NJbe
NJable NJto NJhelp NJpatients NJwith NJmedical NJand NJmental NJhealth NJproblems, NJreflecting NJthe
NJholistic NJperspective NJthese NJnurses NJmust NJhave. NJNurse–patient NJratios NJand NJworkloads NJin
NJpsychiatric NJsettings NJhave NJincreased,N Jsimilar NJto NJother NJspecialties. NJ Psychiatric NJ nursing
abirb.com /test
NJ involves NJclinical pracNJtice, NJ not NJ simply NJdocumentation. NJPsychosocial NJpain NJis NJreal NJand
NJcan NJcause NJas NJmuch NJsuffering NJas NJphysical NJpain.
DIF: Cognitive NJLevel: NJApplication NJ(Applying) abirb.com/test
TOP: N J Nursing NJProcess: NJImplementation MSC: N J NCLEX: NJSafe, NJEffective NJCare NJEnvironment
8. Which NJresearch NJevidence NJwould NJmost NJinfluence NJa NJgroup NJof NJnurses NJto NJchange NJtheir NJpractice?
a. Expert NJcommittee NJreport NJof NJrecommendations NJfor NJpractaibcireb.com/test
b. Systematic NJreview NJof NJrandomized NJcontrolled NJtrials
c. Nonexperimental NJdescriptive NJstudy
d. Critical NJpathway
abirb.com/test
ANS: N J B abirb.com/test
WWW.NURSYLAB.COM
WWW.THENURSINGMASTERY.COM NJ
abirb.com/test
