Health & Physical Assessment in Nursing, 4e (Fenske/Watkins/Saunders/D'Amico/Barbarito)

Chapter 2 Health and Wellness

1. The nurse has held a smoking cessation class based on the Health Belief Model. According to the model, which statement made by a participant should the nurse recognize indicates the highest level of positive self-efficacy?

1. "I think this time will be different."

2. "I am going to do the best that I can, so that I won't get lung cancer."

3. "I am afraid of getting lung cancer like my father."

4. "I know that this time I will quit smoking permanently."

Page Ref: 13

Cognitive Level: Applying

Client Need & Sub: Health Promotion and Maintenance; Health Promotion/Disease Process

Standards: QSEN Competencies: III.B.3. Base individualized care plan on patient values, clinical expertise, and evidence. | AACN Essentials Competencies: VII.3. Clinical Prevention and Population Health: Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations. | NLN Competencies: Context and Environment: Environmental health; health promotion/disease prevention (e.g., transmission of disease, disease patterns, epidemiological principles); chronic disease management; healthcare systems; transcultural approaches to health; and family dynamics. | Nursing/Integrated Concepts: Nursing Process: Evaluation

Learning Outcome: 2.1: Describe the importance of nursing theory to the practice of nursing and health assessment.

MNL Learning Outcome: 2.3: Relate perspectives of health promotion to the individual, family, and community.

1. During a preconceptual assessment, a couple tells the nurse they have a family history of sickle cell disease. Which statement made by the couple should the nurse recognize indicates the desire to participate in primary prevention?

1. "We need to both be treated for sickle cell anemia before we can have a baby."

2. "We will have blood tests to determine if we are carriers for the disease."

3. "We need to see a genetics counselor to discuss the potential for having a child with sickle cell disease."

4. "We both do not have sickle cell disease, so there is a good chance that our baby will not have it."

Page Ref: 12

Cognitive Level: Applying

Client Need & Sub: Health Promotion and Maintenance; Health Promotion/Disease Process

Standards: QSEN Competencies: III.A.1. Demonstrate knowledge of basic scientific methods and processes. | AACN Essentials Competencies: I.1. Integrate theories and concepts from liberal education into nursing practice. | NLN Competencies: Context and Environment: Environmental health; health promotion/disease prevention (e.g., transmission of disease, disease patterns, epidemiological principles); chronic disease management; healthcare systems; transcultural approaches to health; and family dynamics. | Nursing/Integrated Concepts: Nursing Process: Evaluation

Learning Outcome: 2.2: Describe the concepts of health, wellness, and health promotion.

MNL Learning Outcome: 2.3: Relate perspectives of health promotion to the individual, family, and community.

1. The nurse is assessing the level of commitment and motivation of a patient seeking to lose weight. Which approach should the nurse recognize is being used to enhance the patient's health?

1. Psychosocial perspective.

2. Illness perspective.

3. Physiologic perspective.

4. Wellness perspective.

Page Ref: 12

Cognitive Level: Applying

Client Need & Sub: Health Promotion and Maintenance; Health Promotion/Disease Process

Standards: QSEN Competencies: III.A.1. Demonstrate knowledge of basic scientific methods and processes. | AACN Essentials Competencies: VII.3. Clinical Prevention and Population Health: Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations. | NLN Competencies: Context and Environment: Environmental health; health promotion/disease prevention (e.g., transmission of disease, disease patterns, epidemiological principles); chronic disease management; healthcare systems; transcultural approaches to health; and family dynamics. | Nursing/Integrated Concepts: Nursing Process: Assessment

Learning Outcome: 2.4: Demonstrate how to use the nursing process to encourage health promotion.

MNL Learning Outcome: 2.2: Consider how the models of health and theories of wellness relate to patient care.

1. The nurse is discharging a patient who was hospitalized for a cerebral vascular accident (CVA). Which statement made by the patient indicates understanding of primary prevention?

1. "I will need instruction on using my walker."

2. "I need to have my flu shot this year."

3. "I must take my blood pressure medications regularly."

4. "I need to have my cholesterol monitored every 2 months."

Page Ref: 12

Cognitive Level: Applying

Client Need & Sub: Physiological Adaptation; Illness Management

Standards: QSEN Competencies: III.A.1. Demonstrate knowledge of basic scientific methods and processes. | AACN Essentials Competencies: VII.3. Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations. | NLN Competencies: Context and Environment: Environmental health; health promotion/disease prevention (e.g., transmission of disease, disease patterns, epidemiological principles); chronic disease management; healthcare systems; transcultural approaches to health; and family dynamics. | Nursing/Integrated Concepts: Nursing Process: Evaluation

Learning Outcome: 2.3: Relate perspectives of health promotion to the individual, family, and community.

MNL Learning Outcome: 2.3: Relate perspectives of health promotion to the individual, family, and community.

1. The nurse is using the Health Belief Model to conduct a weight loss class for a group of patients. Which should the nurse recognize as mediating factors of the model? Select all that apply.

1. Susceptibility of development of complications from being overweight.

2. Perceived severity of an illness that results from being overweight.

3. The client's cost of the classes.

4. The amount of time commitment for the class.

5. The number of the patients who will be taking the class.

Page Ref: 13

Cognitive Level: Applying

Client Need & Sub: Health Promotion and Maintenance; Health Promotion/Disease Process

Standards: QSEN Competencies: III.B.3. Base individualized care plan on patient values, clinical expertise, and evidence. | AACN Essentials Competencies: VII.3. Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations. | NLN Competencies: Context and Environment: Environmental health; health promotion/disease prevention (e.g., transmission of disease, disease patterns, epidemiological principles); chronic disease management; healthcare systems; transcultural approaches to health; and family dynamics. | Nursing/Integrated Concepts: Nursing Process: Planning

Learning Outcome: 2.3: Relate perspectives of health promotion to the individual, family, and community.

MNL Learning Outcome: 2.2: Consider how the models of health and theories of wellness relate to patient care.

1. The nurse is using the ecologic model as a framework for preparing a community health program. Which program objective should the nurse understand best reflects the concepts of the model?

1. The participants will recognize health as the absence of disease.

2. The participants will verbalize the role of self-actualization in relation to their health.

3. The participants will define health as the interaction between the agent, host, and the environment.

4. Internal harmony is the foundational basis for health achievement.

Page Ref: 10

Cognitive Level: Applying

Client Need & Sub: Health Promotion and Maintenance; Health Promotion/Disease Process

Standards: QSEN Competencies: III.A.1. Demonstrate knowledge of basic scientific methods and processes. | AACN Essentials Competencies: VII.5. Use evidence-based practices to guide health teaching, health counseling, screening, outreach, disease and outbreak investigation, and referral and follow-up throughout the lifespan. | NLN Competencies: Knowledge and Science: Value evidence-based approaches to yield best practices for nursing. | Nursing/Integrated Concepts: Nursing Process: Planning

Learning Outcome: 2.1: Describe the importance of nursing theory to the practice of nursing and health assessment.

MNL Learning Outcome: 2.2: Consider how the models of health and theories of wellness relate to patient care.

1. The nurse recognizes the fact that more individuals have become conscious of health and wellness. Based on this factor, which should the nurse place a stronger emphasis on? Select all that apply.

1. Tertiary prevention.

2. Disease prevention.

3. Health Promotion.

4. Secondary prevention.

5. Wellness.

Page Ref: 10

Cognitive Level: Applying

Client Need & Sub: Health Promotion and Maintenance; Health Promotion/Disease Process

Standards: QSEN Competencies: III.B.3. Base individualized care plan on patient values, clinical expertise, and evidence | AACN Essentials Competencies: VII.5. Use evidence-based practices to guide health teaching, health counseling, screening, outreach, disease and outbreak investigation, and referral and follow-up throughout the lifespan. | NLN Competencies: Context and Environment: Environmental health; health promotion/disease prevention (e.g., transmission of disease, disease patterns, epidemiological principles); chronic disease management; healthcare systems; transcultural approaches to health; and family dynamics. | Nursing/Integrated Concepts: Nursing Process: Planning

Learning Outcome: 2.4: Demonstrate how to use the nursing process to encourage health promotion.

MNL Learning Outcome: 2.4: Utilize the nursing process to encourage health promotion.

1. The nurse is preparing to use the clinical model for care of a patient. Which should the nurse focus upon?

1. Pain.

2. Environment.

3. Patient's potential.

4. Patient's social role.

Page Ref: 10

Cognitive Level: Applying

Client Need & Sub: Physiological Integrity; Basic Care and Comfort

Standards: QSEN Competencies: III.A.1. Demonstrate knowledge of basic scientific methods and processes. | AACN Essentials Competencies: VII.5. Use evidence-based practices to guide health teaching, health counseling, screening, outreach, disease and outbreak investigation, and referral and follow-up throughout the lifespan. | NLN Competencies: Knowledge and Science: Value evidence-based approaches to yield best practices for nursing. | Nursing/Integrated Concepts: Nursing Process: Planning

Learning Outcome: 2.1: Describe the importance of nursing theory to the practice of nursing and health assessment.

MNL Learning Outcome: 2.2: Consider how the models of health and theories of wellness relate to patient care.

1. The nurse is caring for a client with residual left-sided weakness after a CVA. Which should the nurse focus on to maintain the health of the client?

1. Improvement.

2. Wellness.

3. Prevention.

4. Adaptation.

Page Ref: 10

Cognitive Level: Applying

Client Need & Sub: Physiological Adaptation; Alterations in Body Systems

Standards: QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient centered care: patient/family/community preferences and values; coordination and integration of care; information, communication, and education; physical comfort and emotional support; involvement of family and friends; and transition and continuity. | AACN Essentials Competencies: VII.5. Use evidence-based practices to guide health teaching, health counseling, screening, outreach, disease and outbreak investigation, and referral and follow-up throughout the lifespan. | NLN Competencies: Knowledge and Science: Value evidence-based approaches to yield best practices for nursing. | Nursing/Integrated Concepts: Nursing Process: Planning

Learning Outcome: 2.4: Demonstrate how to use the nursing process to encourage health promotion.

MNL Learning Outcome: 2.4: Utilize the nursing process to encourage health promotion.

1. The nurse is using the theory of reasoned action/planned behavior to develop a class on nutrition. Which variables should the nurse be aware of that may affect the client's intention to improve their nutritional intake?

1. Self-efficacy.

2. Motivation.

3. Knowledge.

4. Objective norms.

Page Ref: 13

Cognitive Level: Applying

Client Need & Sub: Physiological Integrity; Nutrition and Oral Hydration

Standards: QSEN Competencies: III.B.3. Base individualized care plan on patient values, clinical expertise, and evidence. | AACN Essentials Competencies: V.II.5. Use evidence-based practices to guide health teaching, health counseling, screening, outreach, disease and outbreak investigation, and referral and follow-up throughout the lifespan. | NLN Competencies: Knowledge and Science: Value evidence-based approaches to yield best practices for nursing. | Nursing/Integrated Concepts: Nursing Process: Assessment

Learning Outcome: 2.3: Relate perspectives of health promotion to the individual, family, and community.

MNL Learning Outcome: 2.1: Recognize the definitions of health, wellness, and health promotion.

1. The nurse is incorporating Dunn's model of wellness in the care of the client's in clinic. Which should the nurse focus treatment on?

1. Relieving signs and symptoms of disease.

2. Assisting the client in restoring harmony to their life.

3. Maximizing the function of the client.

4. Promoting flexibility for environmental adaptation.

Page Ref: 11

Cognitive Level: Applying

Client Need & Sub: Health Promotion and Maintenance; Health Promotion/Disease Prevention

Standards: QSEN Competencies: III.B.3. Base individualized care plan on patient values, clinical expertise, and evidence. | AACN Essentials Competencies: V.II.5. Use evidence-based practices to guide health teaching, health counseling, screening, outreach, disease and outbreak investigation, and referral and follow-up throughout the lifespan. | NLN Competencies: Knowledge and Science: Value evidence-based approaches to yield best practices for nursing. | Nursing/Integrated Concepts: Nursing Process: Planning

Learning Outcome: 2.2: Describe the concepts of health, wellness, and health promotion.

MNL Learning Outcome: 2.2: Consider how the models of health and theories of wellness relate to patient care.

1. A client tells the nurse that they were at the dentist two months prior for a routine cleaning. Which level of prevention should the nurse document the client has taken?

1. Primary.

2. Secondary.

3. Tertiary.

4. Wellness.

Page Ref: 12

Cognitive Level: Applying

Client Need & Sub: Health Promotion and Maintenance; Health Promotion/Disease Prevention

Standards: QSEN Competencies: I.C.5. Recognize personally held attitudes about working with patients from different ethnic, cultural, and social backgrounds. | AACN Essentials Competencies: VII.3. Clinical Prevention and Population Health: Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations. | NLN Competencies: Context and Environment: Environmental health; health promotion/disease prevention (e.g., transmission of disease, disease patterns, epidemiological principles); chronic disease management; healthcare systems; transcultural approaches to health; and family dynamics. | Nursing/Integrated Concepts: Nursing Process: Assessment

Learning Outcome: 2.2: Describe the concepts of health, wellness, and health promotion.

MNL Learning Outcome: 2.1: Recognize the definitions of health, wellness, and health promotion.

1. The nurse is preparing to discuss the goal of care with the client. Which statement should the nurse provide the client that focuses on primary prevention?

1. "The goal of the healthcare team is to prevent any problems from reoccurring."

2. "The goal of the healthcare team is to restore your level of wellness."

3. "The goal of the healthcare team is to focus on your existing problems."

4. "The goal of the healthcare team is to improve your overall health."

Page Ref: 12

Cognitive Level: Applying

Client Need & Sub: Health Promotion and Maintenance; Health Promotion/Disease Prevention

Standards: QSEN Competencies: III.A.1. Demonstrate knowledge of basic scientific methods and processes. | AACN Essentials Competencies: V.II.5. Use evidence-based practices to guide health teaching, health counseling, screening, outreach, disease and outbreak investigation, and referral and follow-up throughout the lifespan. | NLN Competencies: Knowledge and Science: Value evidence-based approaches to yield best practices for nursing. | Nursing/Integrated Concepts: Nursing Process: Implementation

Learning Outcome: 2.3: Relate perspectives of health promotion to the individual, family, and community.

MNL Learning Outcome: 2.1: Recognize the definitions of health, wellness, and health promotion.

1. The nurse is preparing a care plan for a client. Which area of health risk appraisal should the nurse include in the diagnosis and planning? Select all that apply.

1. Medical diagnosis.

2. Sexual activity.

3. Immunization history.

4. Occupation.

5. Laboratory results.

Page Ref: 17

Cognitive Level: Understanding

Client Need & Sub: Health Promotion and Maintenance; Health Screening

Standards: QSEN Competencies: III.B.3. Base individualized care plan on patient values, clinical expertise, and evidence. | AACN Essentials Competencies: VII.2. Conduct a health history, including environmental exposure and a family history that recognizes genetic risks to identify current and future health problems. | NLN Competencies: Context and Environment: Environmental health; health promotion/disease prevention (e.g., transmission of disease, disease patterns, epidemiological principles); chronic disease management; healthcare systems; transcultural approaches to health; and family dynamics. | Nursing/Integrated Concepts: Nursing Process: Assessment

Learning Outcome: 2.4: Demonstrate how to use the nursing process to encourage health promotion.

MNL Learning Outcome: 2.4: Utilize the nursing process to encourage health promotion.

1. The nurse is developing a program focusing on breast cancer and secondary prevention. Which topic should the nurse include?

1. Types of mastectomy that are available.

2. Chemotherapy and radiation treatments.

3. Education on the prevention of breast cancer.

4. Techniques for performing self-breast examination.

Page Ref: 12

Cognitive Level: Applying

Client Need & Sub: Health Promotion and Maintenance; Health Screening

Standards: QSEN Competencies: III.A.1. Demonstrate knowledge of basic scientific methods and processes. | AACN Essentials Competencies: VII.3. Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations. | NLN Competencies: Context and Environment: Environmental health; health promotion/disease prevention (e.g., transmission of disease, disease patterns, epidemiological principles); chronic disease management; healthcare systems; transcultural approaches to health; and family dynamics. | Nursing/Integrated Concepts: Nursing Process: Planning

Learning Outcome: 2.3: Relate perspectives of health promotion to the individual, family, and community.

MNL Learning Outcome: 2.3: Relate perspectives of health promotion to the individual, family, and community.

1. The manager is reviewing the modifying factors of the Health Belief Model with several nurses. Which statement made by a nurse indicates the understanding of a cue to action?

1. "Education is a cue to action."

2. "Socioeconomic status is a cue to action."

3. "The client's personality is a cue to action."

4. "The cultural practices of a client are a cue to action."

Page Ref: 13

Cognitive Level: Applying

Client Need & Sub: Safe and Effective Care Environment; Collaboration with Interdisciplinary Team

Standards: QSEN Competencies: III.A.1. Demonstrate knowledge of basic scientific methods and processes. | AACN Essentials Competencies: I.2. Synthesize theories and concepts from liberal education to build an understanding of the human experience. | NLN Competencies: Knowledge and Science; Knowledge. | Nursing/Integrated Concepts: Nursing Process: Evaluation

Learning Outcome: 2.1: Describe the importance of nursing theory to the practice of nursing and health assessment.

MNL Learning Outcome: 2.1: Recognize the definitions of health, wellness, and health promotion.

1. The nurse has provided education based on the Health Promotion Model about the importance of regular exercise to several clients. Which participant should the nurse expect to adhere to regular exercise?

1. An overweight female who has never participated in an exercise program.

2. An adult male who admits frequently to joining and quitting exercise groups.

3. An adolescent male who appears to have a low self-esteem.

4. An adult female who reports she is anxious to begin exercising with her husband.

Page Ref: 13

Cognitive Level: Analyzing

Client Need & Sub: Psychosocial Integrity; Coping Mechanisms

Standards: QSEN Competencies: I.A.5. Examine common barriers to active involvement of patients in their own healthcare processes. | AACN Essentials Competencies: VII.1. Assess protective and predictive factors, including genetics, which influence the health of individuals, families, groups, communities, and populations. | NLN Competencies: Context and Environment: Environmental health; health promotion/disease prevention (e.g., transmission of disease, disease patterns, epidemiological principles); chronic disease management; healthcare systems; transcultural approaches to health; and family dynamics. | Nursing/Integrated Concepts: Nursing Process: Evaluation

Learning Outcome: 2.3: Relate perspectives of health promotion to the individual, family, and community.

MNL Learning Outcome: 2.3: Relate perspectives of health promotion to the individual, family, and community.

1. The nurse is evaluating the statements made by clients that have completed an exercise and nutrition class. Which statement made by a client should the nurse recognize reflects self-efficacy?

1. "I believe that exercise is the key to health."

2. "My family thinks it is will improve my health if I begin to exercise."

3. "I am confident that I can maintain my commitment to exercise."

4. "My healthcare provider will be very happy if I start an exercise program."

Page Ref: 13

Cognitive Level: Applying

Client Need & Sub: Health Promotion and Maintenance; Lifestyle Choices

Standards: QSEN Competencies: I.C.3. Value the patient's expertise with own health and symptoms. | AACN Essentials Competencies: VII.1. Assess protective and predictive factors, including genetics, which influence the health of individuals, families, groups, communities, and populations. | NLN Competencies: Context and Environment: Environmental health; health promotion/disease prevention (e.g., transmission of disease, disease patterns, epidemiological principles); chronic disease management; healthcare systems; transcultural approaches to health; and family dynamics. | Nursing/Integrated Concepts: Nursing Process: Evaluation

Learning Outcome: 2.4: Demonstrate how to use the nursing process to encourage health promotion.

MNL Learning Outcome: 2.3: Relate perspectives of health promotion to the individual, family, and community.

1. The nurse is reviewing the history of the clients that had previously participated in an exercise program. Based on the Health Belief Model, which client should the nurse recognize is most likely to participate in a new health promoting behavior?

1. A client that was unable to continue to participate due to time constraints.

2. A client that was unable to afford to participate in the program.

3. A client that had lost weight in a prior exercise program but gained it back.

4. A client that had prior difficulty obtaining childcare to consistently participate.

Page Ref: 14

Cognitive Level: Applying

Client Need & Sub: Health Promotion and Maintenance; Lifestyle Choices

Standards: QSEN Competencies: III.A.1. Integrate understanding of multiple dimensions of patient centered care: patient/family/community preferences and values; coordination and integration of care; information, communication, and education; physical comfort and emotional support; involvement of family and friends; and transition and continuity. | AACN Essentials Competencies: VII.1. Assess protective and predictive factors, including genetics, which influence the health of individuals, families, groups, communities, and populations. | NLN Competencies: Context and Environment: Environmental health; health promotion/disease prevention (e.g., transmission of disease, disease patterns, epidemiological principles); chronic disease management; healthcare systems; transcultural approaches to health; and family dynamics. | Nursing/Integrated Concepts: Nursing Process: Evaluation

Learning Outcome: 2.2: Describe the concepts of health, wellness, and health promotion.

MNL Learning Outcome: 2.2: Consider how the models of health and theories of wellness relate to patient care.

1. The nurse is evaluating the responses of the client's willingness to participate in an exercise program. Based on the Health Belief Model, which client statement should the nurse recognize is reflective of a situational influence?

1. "I don't like where the gym is located."

2. "I don't like feeling so sore the next day."

3. "I feel like this program is too costly."

4. "I really have never exercised before."

Page Ref: 15

Cognitive Level: Applying

Client Need & Sub: Health Promotion and Maintenance; Lifestyle Choices

Standards: QSEN Competencies: III.A.1. Integrate understanding of multiple dimensions of patient centered care: patient/family/community preferences and values; coordination and integration of care; information, communication, and education; physical comfort and emotional support; involvement of family and friends; and transition and continuity. | AACN Essentials Competencies: VII.1. Assess protective and predictive factors, including genetics, which influence the health of individuals, families, groups, communities, and populations. | NLN Competencies: Context and Environment: Environmental health; health promotion/disease prevention (e.g., transmission of disease, disease patterns, epidemiological principles); chronic disease management; healthcare systems; transcultural approaches to health; and family dynamics. | Nursing/Integrated Concepts: Nursing Process: Evaluation

Learning Outcome: 2.2: Describe the concepts of health, wellness, and health promotion.

MNL Learning Outcome: 2.2: Consider how the models of health and theories of wellness relate to patient care.

1. The nurse has created a plan of care for a patient with asthma. Which part of the nursing process should the nurse take on for the role of an educator?

1. Assessment.

2. Planning.

3. Implementation.

4. Evaluation.

Page Ref: 18

Cognitive Level: Applying

Client Need & Sub: Health Promotion and Maintenance; Health Promotion/Disease Prevention

Standards: QSEN Competencies: III.A.1. Integrate understanding of multiple dimensions of patient centered care: patient/family/community preferences and values; coordination and integration of care; information, communication, and education; physical comfort and emotional support; involvement of family and friends; and transition and continuity. | AACN Essentials Competencies: III.6. Use skills of inquiry, analysis, and information literacy to address practice issues. | NLN Competencies: Context and Environment: Environmental health; health promotion/disease prevention (e.g., transmission of disease, disease patterns, epidemiological principles); chronic disease management; healthcare systems; transcultural approaches to health; and family dynamics. | Nursing/Integrated Concepts: Nursing Process: Planning

Learning Outcome: 2.4: Demonstrate how to use the nursing process to encourage health promotion.

MNL Learning Outcome: 2.4: Utilize the nursing process to encourage health promotion.

1. The nurse is collaborating with a client to create a plan for weight loss. During which phase of the nursing process should the nurse help identify the client's strengths?

1. Assessment.

2. Evaluation.

3. Planning.

4. Implementation.

Page Ref: 17

Cognitive Level: Understanding

Client Need & Sub: Health Promotion and Maintenance; Health Promotion/Disease Prevention

Standards: QSEN Competencies: I.B.I. Elicit patient values, preferences and expressed needs as part of clinical interview, implementation of care plan, and evaluation of care. | AACN Essentials Competencies: I.I. Integrate theories and concepts from liberal education into nursing practice. | NLN Competencies: Context and Environment: Environmental health; health promotion/disease prevention (e.g., transmission of disease, disease patterns, epidemiological principles); chronic disease management; healthcare systems; transcultural approaches to health; and family dynamics. | Nursing/Integrated Concepts: Nursing Process: Planning

Learning Outcome: 2.4: Demonstrate how to use the nursing process to encourage health promotion.

MNL Learning Outcome: 2.4: Utilize the nursing process to encourage health promotion.

1. A client tells the nurse they are concerned that their diabetes will become a serious illness. Which model of health should the nurse recognize the client's statement is most aligned with?

1. The Role Performance Model.

2. The Health Belief Model.

3. The Clinical Model.

4. The Eudaemonistic Model.

Page Ref: 13

Cognitive Level: Applying

Client Need & Sub: Physiological Adaptation; Illness Management

Standards: QSEN Competencies: III.A.1. Demonstrate knowledge of basic scientific methods and processes | AACN Essentials Competencies: I.I. Integrate theories and concepts from liberal education into nursing practice. | NLN Competencies: Context and Environment: Environmental health; health promotion/disease prevention (e.g., transmission of disease, disease patterns, epidemiological principles); chronic disease management; healthcare systems; transcultural approaches to health; and family dynamics. | Nursing/Integrated Concepts: Nursing Process: Evaluation

Learning Outcome: 2.3: Relate perspectives of health promotion to the individual, family, and community.

MNL Learning Outcome: 2.2: Consider how the models of health and theories of wellness relate to patient care.

1. A group of clients attend an educational program focused on prevention and screening activities for breast cancer. Based on the Health Belief Model, which participant should the nurse anticipate will most likely engage in available screenings?

1. The client whose mother and grandmother have a history of breast cancer.

2. The client who is attending the program as a course requirement.

3. The client attending in support of the presenter.

4. The client who agreed to attend in support of another participant.

Page Ref: 13

Cognitive Level: Analyzing

Client Need & Sub: Health Promotion and Maintenance; Lifestyle Choices

Standards: QSEN Competencies: III.B.3. Base individualized care plan on patient values, clinical expertise, and evidence. | AACN Essentials Competencies: I.1. Integrate theories and concepts from liberal education into nursing practice. | NLN Competencies: Context and Environment: Environmental health; health promotion/disease prevention (e.g., transmission of disease, disease patterns, epidemiological principles); chronic disease management; healthcare systems; transcultural approaches to health; and family dynamics. | Nursing/Integrated Concepts: Nursing Process: Evaluation

Learning Outcome: 2.3: Relate perspectives of health promotion to the individual, family, and community.

MNL Learning Outcome: 2.2: Consider how the models of health and theories of wellness relate to patient care.

1. A client has been prescribed a mammogram. Which level of prevention should the nurse recognize the client is participating in?

1. Primary.

2. Tertiary.

3. Prepathologic.

4. Secondary.

Page Ref: 12

Cognitive Level: Remembering

Client Need & Sub: Health Promotion and Maintenance; Health Screening

Standards: QSEN Competencies: III.A.1. Demonstrate knowledge of basic scientific methods and processes. | AACN Essentials Competencies: I.1. Integrate theories and concepts from liberal education into nursing practice. | NLN Competencies: Context and Environment: Environmental health; health promotion/disease prevention (e.g., transmission of disease, disease patterns, epidemiological principles); chronic disease management; healthcare systems; transcultural approaches to health; and family dynamics. | Nursing/Integrated Concepts: Nursing Process: Diagnosis

Learning Outcome: 2.4: Demonstrate how to use the nursing process to encourage health promotion.

MNL Learning Outcome: 2.4: Utilize the nursing process to encourage health promotion.

1. The nurse is using the Health Belief Model to evaluate the workplace for situational influences that promote health. Which situational influence should the nurse recognize is a demand characteristic?

1. Easy access to the gym.

2. Clean environment.

3. No smoking policy.

4. Availability of healthy snacks.

Page Ref: 15

Cognitive Level: Applying

Client Need & Sub: Health Promotion and Maintenance; Health Screening

Standards: QSEN Competencies: III.A.1. Demonstrate knowledge of basic scientific methods and processes. | AACN Essentials Competencies: I.1. Integrate theories and concepts from liberal education into nursing practice. | NLN Competencies: Context and Environment: Environmental health; health promotion/disease prevention (e.g., transmission of disease, disease patterns, epidemiological principles); chronic disease management; healthcare systems; transcultural approaches to health; and family dynamics. | Nursing/Integrated Concepts: Nursing Process: Assessment

Learning Outcome: 2.3: Relate perspectives of health promotion to the individual, family, and community.

MNL Learning Outcome: 2.3: Relate perspectives of health promotion to the individual, family, and community.

1. The nurse is using the Health Belief Model to promote smoking cessation. Which should the nurse recognize will have the greatest impact on the client outcomes?

1. Adaptation.

2. Behaviors.

3. Flexibility.

4. Actualization.

Page Ref: 13

Cognitive Level: Applying

Client Need & Sub: Health Promotion and Maintenance; Health Promotion/Disease Prevention

Standards: QSEN Competencies: III.A.1. Demonstrate knowledge of basic scientific methods and processes. | AACN Essentials Competencies: I.1. Integrate theories and concepts from liberal education into nursing practice. | NLN Competencies: Context and Environment: Environmental health; health promotion/disease prevention (e.g., transmission of disease, disease patterns, epidemiological principles); chronic disease management; healthcare systems; transcultural approaches to health; and family dynamics. | Nursing/Integrated Concepts: Nursing Process: Assessment

Learning Outcome: 2.2: Describe the concepts of health, wellness, and health promotion.

MNL Learning Outcome: 2.2: Consider how the models of health and theories of wellness relate to patient care.

1. The nurse is assessing a client for taking self-responsibility in wellness. Which action by the client should the nurse consider reflects good decision making?

1. Planning a menu that includes a variety of foods.

2. Decreasing the number of cigarettes smoked from 3 packs per day to 1.5 packs per day.

3. Practicing sexual abstinence or using a condom during sexual intercourse.

4. Walking at a pace of 3 to 4.5 mph for 15 minutes three times per week.

Page Ref: 11

Cognitive Level: Applying

Client Need & Sub: Health Promotion and Maintenance; Lifestyle Choices

Standards: QSEN Competencies: III.A.1. Demonstrate knowledge of basic scientific methods and processes. | AACN Essentials Competencies: VII.1. Assess protective and predictive factors, including genetics, which influence the health of individuals, families, groups, communities, and populations. | NLN Competencies: Context and Environment: Environmental health; health promotion/disease prevention (e.g., transmission of disease, disease patterns, epidemiological principles); chronic disease management; healthcare systems; transcultural approaches to health; and family dynamics. | Nursing/Integrated Concepts: Nursing Process: Evaluation

Learning Outcome: 2.3: Relate perspectives of health promotion to the individual, family, and community.

MNL Learning Outcome: 2.3: Relate perspectives of health promotion to the individual, family, and community.

1. The nurse using the Health Belief Model is evaluating a client's interpersonal influences. Which statement made by the client reflects an interpersonal influence?

1. "My family responsibilities may interfere with my success."

2. "My Mother is going to help me create healthier recipes."

3. "I feel like some of the recommended dietary changes will be difficult."

4. "I am concerned about the time it will take to grocery shop for the recommended foods."

Page Ref: 15

Cognitive Level: Analyzing

Client Need & Sub: Health Promotion and Maintenance; Lifestyle Choices

Standards: QSEN Competencies: III.A.1. Integrate understanding of multiple dimensions of patient centered care: patient/family/community preferences and values; coordination and integration of care; information, communication, and education; physical comfort and emotional support; involvement of family and friends; and transition and continuity. | AACN Essentials Competencies: VII.3. Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations. | NLN Competencies: Context and Environment: Environmental health; health promotion/disease prevention (e.g., transmission of disease, disease patterns, epidemiological principles); chronic disease management; healthcare systems; transcultural approaches to health; and family dynamics. | Nursing/Integrated Concepts: Nursing Process: Evaluation

Learning Outcome: 2.3: Relate perspectives of health promotion to the individual, family, and community.

MNL Learning Outcome: 2.3: Relate perspectives of health promotion to the individual, family, and community.

1. The nurse using the Health Belief Model is evaluating a client's statement for competing preferences. Which statement should the nurse recognize is a competing preference?

1. "I am going to skip the gym today and have lunch with a friend."

2. "I will have to miss going to the gym because I have to work overtime."

3. "I have to attend a meeting with my child's teacher so I cannot go to the gym.

4. "I cannot make it to the gym because I do not have childcare."

Page Ref: 15

Cognitive Level: Analyzing

Client Need & Sub: Health Promotion and Maintenance; Lifestyle Choices

Standards: QSEN Competencies: III.A.1. Integrate understanding of multiple dimensions of patient centered care: patient/family/community preferences and values; coordination and integration of care; information, communication, and education; physical comfort and emotional support; involvement of family and friends; and transition and continuity. | AACN Essentials Competencies: VII.3. Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations. | NLN Competencies: Context and Environment: Environmental health; health promotion/disease prevention (e.g., transmission of disease, disease patterns, epidemiological principles); chronic disease management; healthcare systems; transcultural approaches to health; and family dynamics. | Nursing/Integrated Concepts: Nursing Process: Evaluation

Learning Outcome: 2.3: Relate perspectives of health promotion to the individual, family, and community.

MNL Learning Outcome: 2.2: Consider how the models of health and theories of wellness relate to patient care.