(Test Bank) Davis Advantage for Medical-Surgical Nursing

Hoffman, 2

Nursing

Test Bank

2nd Edition

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Test Bank for Davis Advantage for Medical-Surgical Nursing, The downloadable file consists of 1514 pages, and the total size of the file is 14.41 MB. Purchase now only for highly discounted price.

Author(s): Hoffman

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Study Note Preview

Chapter 1: Foundations for Medical-Surgical Nursing MULTIPLE CHOICE 1. Which type of nursing is the root of all other nursing practice areas? 1. Pediatric nursing 2. Maternal child nursing 3. Medical-surgical nursing 4. Mental health–psychiatric nursing ANS: 3 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 1. Describing the role and competencies of medical-surgical nursing Chapter page reference: 2 Heading: Introduction Integrated Processes: N/A Client Need: N/A Cognitive Level: Knowledge [Remembering] Concept: Nursing Roles Difficulty: Easy Feedback 1 Pediatric nursing is only focused on the care of younger persons. 2 Maternal-child nursing focuses on the care of pregnant women and families in the childbearing years. 3 Medical-surgical nursing is the root of all nursing practice as care provided here can be implemented in all other areas of nursing practice. 4 Mental health–psychiatric nursing focuses on emotional and behavioral concerns and disorders. PTS: 1 CON: Nursing Roles 2. Which competency did the Nursing Executive Center of the Advisory Board identify as the greatest academic-practice gap for new graduate nurses? 1. Knowledge of pharmacology 2. Interpretation of assessment data 3. Knowledge of pathophysiology 4. Decision making ANS: 3 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 1. Describing the role and competencies of medical-surgical nursing Chapter page reference: 2-3 Heading: Competencies in Medical-Surgical Nursing Integrated Processes: N/A Client Need: N/A Cognitive Level: Knowledge [Remembering] Concept: Nursing Roles Difficulty: Easy Feedback 1 28% of nursing executives identified knowledge of pharmacological implications of medications as the largest academic practice gap. 2 18% of nursing executives identified interpretation of assessment data as the largest academic practice gap. 3 34% of nursing executives identified knowledge of pathophysiology of patient conditions as the largest academic practice gap. 4 20% of nursing executives identified decision making based on the nursing process as the largest academic practice gap. PTS: 1 CON: Nursing Roles 3. In the Nursing Executive Center of the Advisory Board report, what recommendations are made to address the academic practice gap for new graduate nurses? 1. Mandatory number of clinical hours 2. Increased credits in all entry level courses 3. Residency programs 4. Additional science prerequisite courses ANS: 3 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 1. Describing the role and competencies of medical-surgical nursing Chapter page reference: 2-3 Heading: Competencies in Medical-Surgical Nursing Integrated Processes: N/A Client Need: N/A Cognitive Level: Comprehension [Understanding] Concept: Healthcare System Difficulty: Moderate Feedback 1 Clinical hours in nursing programs are not a specific recommendation related to the academic-practice gap, and clinical hours are more related to state regulations, academic institutional policies, and accreditation standards. 2 Total credits of nursing programs are not a recommendation to address the academic-practice gap. Credits are primarily based on state, university, or higher education regulatory bodies recommendations or requirements. 3 Suggested strategies to better prepare the nurse graduate for the realities of practice include the increased use of simulation in nursing education programs, extended transition-to-practice and residency programs, as well as the establishment of academic service partnerships. 4 Prerequisite courses for nursing programs were not specifically addressed in relation to the academic-practice gap. Decisions related to prerequisite courses are typically determined by school and/or university curriculum committees. PTS: 1 CON: Healthcare System 4. The medical-surgical nurse wants to determine if a policy change is needed for an identified clinical problem. Which is the nurse’s first action? 1. Developing a question 2. Disseminating the findings 3. Conducting a review of the literature 4. Evaluating outcomes of practice change ANS: 1 Chapter number and title: 1, Foundations of Medical-Surgical Practice Chapter learning objective: 2. Discussing the incorporation of evidence-based practices into medical-surgical nursing Chapter page reference: 3-4 Heading: Evidence-Based Nursing Care/Box 1.3 Steps of Evidence-Based Practice Integrated Processes: Nursing Process: Implementation Client Need: Safe and Effective Care Environment/Management of Care Cognitive Level: Comprehension Concept: Evidence-Based Practice Difficulty: Moderate Feedback 1 The first step of evidence-based practice is to develop a question based on the clinical issue. 2 The last step of evidence-based practice is to disseminate findings. 3 The second step of evidence-based practice is to conduct a review of the literature, or current evidence, available. 4 The fifth step of evidence-based practice is to evaluate the outcomes associated with the practice change. PTS: 1 CON: Evidence-Based Practice 5. Which statement regarding the use of the nursing process in clinical practice is accurate? 1. “The nursing process is closely related to clinical decision making.” 2. “The nursing process is used by all members of the interprofessional team to plan care.” 3. “The nursing process has four basic steps: assessment, planning, implementation, and evaluation.” 4. “The nursing process is being replaced by the implementation of evidence-based practice.” ANS: 1 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 1. Describing the role and competencies of medical-surgical nursing Chapter page reference: 3 Heading: Competencies Related to the Nursing Process Integrated Processes: Nursing Process: Diagnosis Client Need: Safe and Effective Care Environment/Management of Care Cognitive Level: Comprehension [Understanding] Concept: Critical Thinking Difficulty: Moderate Feedback 1 The nursing process is closely related to the nurse’s decision making in the clinical environment because it requires understanding the relationships among physiology, pathophysiology, clinical manifestations, and management of patients. This statement is accurate. 2 The nursing process is not used by all members of the interprofessional team to plan care. 3 The nursing process has five, not four, basic steps: assessment, diagnosis, planning, implementation, and evaluation. 4 The nursing process is not being replaced by the implementation of evidence-based practice. PTS: 1 CON: Critical Thinking 6. The nurse develops a research question based on observations noted while providing care to patients on the medical-surgical unit. Which step does the nurse implement next during the process of evidence-based practice? 1. Search for the best evidence. 2. Evaluate the quality of the evidence. 3. Integrate the evidence into unit practice. 4. Disseminate the evidence to the staff on the unit. ANS: 1 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 2. Discussing the incorporation of evidence-based practices into medical-surgical nursing Chapter page reference: 3-4 Heading: Evidence-Based Nursing Care Integrated Processes: N/A Client Need: N/A Cognitive Level: Comprehension [Remembering] Concept: Evidence-Based Practice Difficulty: Easy Feedback 1 The first step of evidence-based practice is to develop a research question. Because the nurse has completed this, the next step is to search and collate the best evidence. 2 The third step of evidence-based practice is to evaluate the quality of the evidence. 3 The fourth step of evidence-based practice is to integrate the evidence into practice. 4 The final step of evidence-based practice is to disseminate the evidence. This step is completed only after the fifth step, which is evaluating the outcomes of the practice change. PTS: 1 CON: Evidence-Based Practice 7. The medical-surgical nurse identifies a clinical practice issue and wants to determine if there is sufficient evidence to support a change in practice. Which type of study provides the strongest evidence to support a practice change? 1. Randomized controlled study 2. Quasi-experimental study 3. Case-control study 4. Cohort study ANS: 1 Chapter number and title: 1, Foundations for Medical Surgical Practice Chapter learning objective: 2. Discussing the incorporation of evidence-based practices into medical-surgical nursing Chapter page reference: 3-4 Heading: Evidence-Based Nursing Care Integrated Processes: N/A Client Need: N/A Cognitive Level: Comprehension [Understanding] Concept: Evidence-Based Practice Difficulty: Moderate Feedback 1 Systematic reviews of randomized controlled studies (Level I) are the highest level of evidence because they include data from selected studies that randomly assigned participants to control and experimental groups. The lower numeric rating of the level of evidence indicates the highest level of evidence; therefore, this approach provides the strongest evidence to support a practice change. 2 Quasi-experimental studies also use control and experimental groups but do not include random assignment. They are considered Level III, so this study approach does not provide the strongest evidence to support a practice change. 3 Case-control studies include two groups and are considered Level IV. For this reason, this approach does not provide the strongest evidence to support a practice change. 4 Cohort studies use a cohort of people and follow them over the course of time in for development of disease/disorders. They are considered Level IV, so this approach does not provide the strongest evidence to support a practice change. PTS: 1 CON: Evidence-Based Practice 8. The nurse is evaluating the level of evidence found during a recent review of the literature. Which evidence carries the lowest level of support for a practice change? 1. Level IV 2. Level V 3. Level VI 4. Level VII ANS: 4 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 2. Discussing the incorporation of evidence-based practices into medical-surgical nursing Chapter page reference: 3-4 Heading: Evidence-Based Nursing Care/ Box 1.4 Evaluating Levels of Evidence Integrated Processes: N/A Client Need: N/A Cognitive Level: Comprehension [Understanding] Concept: Evidence-Based Practice Difficulty: Moderate Feedback 1 The lower the numerical value of the evidence, the greater the support for a change in practice. Level IV is evidence from case-control and cohort studies and does not carry the lowest level of support for a practice change. 2 The lower the numerical value of the evidence, the greater the support for a change in practice. Level V is evidence from systematic reviews of descriptive and qualitative studies and does not carry the lowest level of support for a practice change. 3 The lower the numerical value of the evidence, the greater the support for a change in practice. Level VI is evidence from a single descriptive or qualitative study and does not carry the lowest level of support for a practice change. 4 The lower the numerical value of the evidence, the greater the support for a change in practice. Level VII is the lowest level of evidence to support a practice change and is based on expert individual authorities or committees. PTS: 1 CON: Evidence-Based Practice 9. The nurse is reviewing evidence from a quasi-experimental research study. Which level of evidence should the nurse identify for this research study? 1. Level I 2. Level II 3. Level III 4. Level IV ANS: 3 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 2. Discussing the incorporation of evidence-based practices into medical-surgical nursing Chapter page reference: 3-4 Heading: Evidence-Based Nursing Care/Box 1.4 Evaluating Levels of Evidence Integrated Processes: N/A Client Need: N/A Cognitive Level: Comprehension [Understanding] Concept: Evidence-Based Practice Difficulty: Easy Feedback 1 A systemic review of randomized controlled studies, not a quasi-experimental research study, is identified as Level I. 2 Evidence from at least one randomized control study, not a quasi-experimental research study, is identified as Level II. 3 A quasi-experimental research study is identified as Level III. 4 Evidence from case-control or cohort studies, not a quasi-experimental research study, is identified as a Level IV. PTS: 1 CON: Evidence-Based Practice 10. Which level of evidence should the nurse identify when reviewing evidence from a single descriptive research study? 1. Level IV 2. Level V 3. Level VI 4. Level VII ANS: 3 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 2. Discussing the incorporation of evidence-based practices into medical-surgical nursing Chapter page reference: 3-4 Heading: Evidence-Based Nursing Practice/Box 1.4 Evaluating Levels of Evidence Integrated Processes: Nursing Process: Implementation Client Need: Safe and Effective Care Environment/Management of Care Cognitive Level: Comprehension [Understanding] Concept: Evidence-Based Practice Difficulty: Easy Feedback 1 Evidence from case-control or cohort studies, not a single descriptive research study, is identified as a Level IV. 2 Evidence from systemic reviews of descriptive or qualitative studies, not a single descriptive research study, is identified as Level V. 3 Evidence from a single descriptive research study is identified as Level VI. 4 Evidence from expert individual authorities or committees, not a single descriptive research study, is identified as Level VII. PTS: 1 CON: Evidence-Based Practice 11. To deliver patient-centered care, the nurse needs to understand the implications of findings from which organization that provides a standardized approach to the collection of data from patients regarding their experiences within the healthcare system? 1. The Joint Commission (TJC) 2. Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) 3. The Nursing Executive Center of the Advisory Board 4. American Nurse Credentialing Center Magnet® Recognition program ANS: 2 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 3. Explaining the importance of patient-centered care in the management of medical-surgical patients Chapter page reference: 4-5 Heading: Patient-Centered Care in the Medical-Surgical Setting Integrated Processes: N/A Client Need: N/A Cognitive Level: Comprehension Concept: Healthcare System Difficulty: Moderate Feedback 1 Patient-centered care is incorporated into The Joint Commission (TJC) Standards for Hospitals, but there is no specific scoring or report that provides details related to patient experiences. 2 The importance of patient-centered care is demonstrated by the Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS). These scores, based on nine essential topics, are used to provide a standardized approach to collect data from patients about their experiences in hospitals. 3 The Nursing Executive Center serves nursing administrators through data collection around best practices, strategic initiatives, and operational issues. They do not provide specific scores in relation to patient centered care. 4 The American Nursing Credentialing Center (ANCC’s) Magnet® Recognition designation is awarded to healthcare facilities that demonstrate excellence in the recruitment, recognition, and retention of nursing staff as well as excellence in patient care and quality. This program does not provide specific scores related to patient experiences. PTS: 1 CON: Healthcare System 12. The nurse manager is preparing a staff education presentation in preparation for The Joint Commission (TJC) visit. Which data does the nurse manager include that specifically address aspects of patient-centered care? 1. Licensure requirements of staff 2. Patient participation in plan of care 3. Communication between providers and staff 4. Staffing ratios ANS: 2 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 3. Explaining the importance of patient-centered care in the management of medical-surgical patients Chapter page reference: 4-5 Heading: Patient-Centered Care in the Medical-Surgical Setting Integrated Processes: Teaching and Learning Client Need: Safe and Effective Care Environment/Management of Care Cognitive Level: Application [Applying] Concept: Healthcare System Difficulty: Moderate Feedback 1 Although The Joint Commission (TJC) may review credentials of all providers and staff, this is not an aspect of patient-centered care. 2 Aspects of patient-centered care are incorporated into TJC accreditation, including data related to patient participation in the plan of care and visitation rights. The vision statement of TJC focuses on promoting safe, high-quality, and best value healthcare across all healthcare settings. 3 Although important to patient safety and satisfaction, communication between staff and providers is not an aspect of patient-centered care as evaluated by TJC. 4 Staffing ratios are important to providing safe, effective care but are not specifically related to patient-centered care as monitored by TJC. PTS: 1 CON: Healthcare System 13. Which statement should the nurse make when communicating the “S” in the SBAR approach for effective communication? 1. “The patient presented to the emergency department at 0200 with lower left abdominal pain.” 2. “The patient rated the pain upon admission as a 3 on a 10-point numerical scale.” 3. “The patient has no significant issues in the medical history.” 4. “I believe the patient needs to be prescribed a medication for pain.” ANS: 1 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 5. Describing the role of interprofessional collaboration and teamwork in the provision of safe, quality patient care Chapter page reference: 5 Heading: Patient Safety Outcomes/Box 1.6 The SBAR Approach for Effective Communication Integrated Processes: Nursing Process: Implementation Client Need: Safe and Effective Care Environment/Management of Care Cognitive Level: Application [Applying] Concept: Communication Difficulty: Difficult Feedback 1 The “S” reflects the patient’s current situation, which is communicated by providing a brief statement of the issue. This statement by the nurse exemplifies the current situation. 2 The “A” reflects the patient’s assessment data. This statement by the nurse exemplifies the patent’s assessment data. 3 The “B” reflects the patient’s medical history. This statement by the nurse exemplifies communicating the patient’s history related to the current problem. 4 The “R” reflects specific actions needed to address the situation. This statement by the nurse exemplifies the actions implemented to address current level of pain. PTS: 1 CON: Communication 14. The staff nurse is communicating with the change nurse about the change of status of the patient. The nurse would begin her communication with which statement if correctly using the SBAR format? 1. “The patient’s heart rate is 110.” 2. “I think this patient needs to be transferred to the critical care unit.” 3. “The patient is a 68-year-old man admitted last night.” 4. “The patient is complaining of chest pain.” ANS: 4 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 5. Describing the role of interprofessional collaboration and teamwork in the provision of safe, quality patient care Chapter page reference: 5 Heading: Patient Safety Outcomes/Box 1.6 The SBAR Approach for Effective Communication Integrated Processes: Nursing Process: Planning Client Need: Safe and Effective Care Environment/Management of Care Cognitive Level: Analysis [Analyzing] Concept: Communication Difficulty: Difficult Feedback 1 This statement is the “A” in the SBAR communication. This is an assessment finding by the staff nurse. 2 This statement is the “R” in the SBAR communication. This is the recommendation by the staff nurse. 3 This statement is the “B” in the SBAR communication. This is the background information. 4 This statement is the “S” in the SBAR communication. This is the situation information. PTS: 1 CON: Communication 15. Which action should the nurse implement when providing patient care in order to support The Joint Commission’s (TJC) National Patient Safety Goals (NPSG)? 1. Silencing a cardiorespiratory monitor 2. Identifying each patient using one source 3. Determining patient safety issues on admission 4. Decreasing the amount of pain medication administered ANS: 3 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 4. Discussing implications to medical-surgical nurses of Quality and Safety Education for Nurses (QSEN) competencies Chapter page reference: 5-6 Heading: Patient Safety Outcomes Integrated Processes: Nursing Process: Implementation Client Need: Safe and Effective Care Environment/Management of Care Cognitive Level: Application [Applying] Concept: Safety Difficulty: Moderate Feedback 1 Safely using alarms is a National Patient Safety Goal (NPSG) identified by The Joint Commission (TJC). Silencing a cardiorespiratory monitor is not a nursing action that supports this NPSG. 2 Patient identification using two separate resources is a NPSG identified by TJC. Identifying a patient using only one source does not support this NPSG. 3 Identification of patient safety risks is a NPSG identified by the TJC. Determining patient safety issues on admission supports this NPSG. 4 Safe use of medication is an NPSG identified by TJC. Decreasing the amount of pain medication administered does not support this NPSG. PTS: 1 CON: Safety 16. Which nursing action exemplifies the Quality and Safety Education for Nursing (QSEN) competency of safety? 1. Advocating for a patient who is experiencing pain 2. Considering the patient’s culture when planning care 3. Evaluating patient learning style before implementing discharge instructions 4. Assessing the right drug before administering a prescribed patient medication ANS: 4 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 4. Discussing implications to medical-surgical nurses of Quality and Safety Education for Nurses (QSEN) competencies Chapter page reference: 5-6 Heading: Patient Safety Outcomes/Box 1.8 Quality and Safety Education for Nursing (QSEN) Competencies Integrated Processes: Nursing Process: Implementation Client Need: Safe and Effective Care Environment/Management of Care Cognitive Level: Application [Applying] Concept: Safety Difficulty: Difficult Feedback 1 Advocating for a patient who is in pain exemplifies the Quality and Safety Education for Nursing (QSEN) competency of patient-centered care, not safety. 2 Considering the patient’s cultural background exemplifies the QSEN competency of patient-centered care, not safety. 3 Evaluating the patient’s learning style before implementing discharge instructions exemplifies the QSEN competency of patient-centered care, not safety. 4 Assessing the right drug before administering a prescribed medication exemplifies the QSEN competency of safety. PTS: 1 CON: Safety 17. The medical-surgical nurse is providing patient care. Which circumstance would necessitate the nurse verifying the patient’s identification using at least two sources? 1. Before delivering a meal tray 2. Before passive range of motion 3. Before medication administration 4. Before documenting in the medical record ANS: 3 Chapter number and title: 1, Foundations of Medical-Surgical Practice Chapter learning objective: 4. Discussing implications to medical-surgical nurses of Quality and Safety Education for Nurses (QSEN) competencies Chapter page reference: 5-6 Heading: Patient Safety Outcomes Integrated Processes: Nursing Process: Planning Client Need: Safe and Effective Care Environment/Safety and Infection Control Cognitive Level: Application [Applying] Concept: Safety Difficulty: Moderate Feedback 1 Although the nurse should take care to deliver the meal tray to the correct patient, this circumstance does not require verification of patient identity through two sources. 2 Although the nurse should take care to implement passive range of motion on the correct patient, this circumstance does not require verification of patient identity through two sources. 3 Accurate patient identification is required throughout the patient experience, especially during assessments, while preparing patients for procedures and surgical procedures, and during medication administration. The nurse should identify a patient using two sources before medication administration. 4 Although the nurse should take care to document patient care in the correct medical record, this circumstance does not require verification of patient identity through two sources. PTS: 1 CON: Safety 18. The nurse is providing care to several patients on a medical-surgical unit. Which situation would necessitate the nurse to use SBAR during the hand-off process? 1. Wound care 2. Discharge to home 3. Transfer to radiology 4. Medication education ANS: 3 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 5. Describing the role of interprofessional collaboration and teamwork in the provision of safe, quality patient care Chapter page reference: 5-6 Heading: Patient Safety Outcomes Integrated Processes: Nursing Process: Implementation Client Need: Safe and Effective Care Environment/Management of Care Cognitive Level: Application [Applying] Concept: Communication Difficulty: Moderate Feedback 1 Effective staff communication is essential to safe patient care, especially during hand-offs. Implementation of wound care is not an example of a hand-off situation. 2 Effective staff communication is essential to safe patient care, especially during hand-offs. Discharge to home is not an example of a hand-off situation. 3 Effective staff communication is essential to safe patient care, especially during hand-offs. Patient transfer to another unit of the hospital necessitates a change in who is responsible for direct patient care; therefore, this situation would necessitate the need for SBAR during the hand-off process. 4 Effective staff communication is essential to safe patient care, especially during hand-offs. Medication education is not an example of a hand-off situation. PTS: 1 CON: Communication 19. The medical-surgical nurse transports a patient to the surgical suite for a hip replacement surgery. Which action does the nurse complete during the “time-out” process with the surgical team? 1. Verifying the patient’s informed consent is signed 2. Identifying the patient by asking, “Are you Mrs. Smith?” 3. Asking the patient, “Which side are you having surgery on today?” 4. Ensuring the patient’s surgical checklist is complete and placed on the medical record ANS: 3 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 4. Discussing implications to medical-surgical nurses of Quality and Safety Education for Nurses (QSEN) competencies Chapter page reference: 5-6 Heading: Patient Safety Outcomes Integrated Processes: Communication and Documentation Client Need: Safe and Effective Care Environment Cognitive Level: Application Concept: Quality Improvement Concept: Quality Improvement Difficulty: Moderate Feedback 1 Verifying that the patient’s informed consent is signed is done before transporting the patient to the surgical suite. 2 Although identification of the patient is completed during the “time-out” process, this is not the method the nurse uses when identifying the patient. The patient is asked to state his or her first and last name along with their date of birth. 3 Identifying the correct anatomical site for the procedure is an action the nurse completes during the “time-out” process. Asking the patient to state which side the surgery will be completed on is an appropriate action by the nurse in this situation. 4 Ensuring the patient’s surgical checklist is completed and placed on the medical record is done before transporting the patient to the surgical suite. PTS: 1 CON: Quality Improvement 20. The medical-surgical nurse prepares to transfer a patient to the rehabilitation unit. Which is the best nursing action to enhance patient safety in this situation? 1. Identify the patient using two identifiers. 2. Perform hand hygiene before touching the patient. 3. Conduct a time-out when handing off care to the new unit. 4. Provide a written handoff communication using the SBAR method. ANS: 4 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 5. Describing the role of interprofessional collaboration and teamwork in the provision of safe, quality patient care Chapter page reference: 5-6 Heading: Patient Safety Outcomes Integrated Processes: Communication and Documentation Client Need: Safe and Effective Care Environment Cognitive Level: Application [Applying] Concept: Safety Difficulty: Moderate Feedback 1 Although the patient must be identified using two identifiers before medication administration and surgical procedures, this is not the best nursing action to enhance patient safety during a transfer from one unit to another. 2 Although hand hygiene should be performed before and after touching a patient, this is not the best nursing action to enhance patient safety during a transfer from one unit to another. 3 A time-out is a procedure implemented to enhance safety for the patient before a surgical procedure. This action is not appropriate when transferring a patient from the medical-surgical unit to the rehabilitation unit. 4 Effective staff communication is integral to safe patient care, particularly during “hand-offs” such as a change of shift report, receiving patients, and transferring patients to other departments. The SBAR is one approach that decreases communication barriers and focuses on a standard way to state the situation, background, assessment, and recommendation. PTS: 1 CON: | Safety 21. Which interprofessional role does the nurse often assume when providing patient care in an acute care setting? 1. Social worker 2. Primary healthcare provider 3. Care coordinator 4. Rehabilitation specialist ANS: 3 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 5. Describing the role of interprofessional collaboration and teamwork in the provision of care. Chapter page reference: 6-7 Heading: Interprofessional Collaboration and Communication Integrated Processes: Nursing Process: Implementation Client Need: Safe and Effective Care Environment/Management of Care Cognitive Level: Comprehension [Understanding] Concept: Nursing Roles Difficulty: Easy Feedback 1 A social worker is a professional who completed a specific educational program. Registered nurses may share some responsibilities but are not social workers. 2 Primary healthcare providers may be physicians, advance practice registered nurses, and physician’s assistants, who are responsible for the management of the patient. These roles require education and licensure beyond that of a registered nurse. 3 Medical-surgical nurses are members of interprofessional healthcare teams and in acute care settings are often in the role of care coordinator working with other disciplines, including physicians, advance practice registered nurses, pharmacists, and social workers. 4 Although the nurse may have responsibilities in regard to the patient’s activity, the rehabilitation specialist has formal education in this area. PTS: 1 CON: Nursing Roles MULTIPLE RESPONSE 1. Which professional nursing organizations provide certification in medical-surgical nursing? Select all that apply. 1. Academy of Medical Surgical Nursing 2. American Nurse Credentialing Center 3. Beryl Institute 4. Medical Surgical Nursing Certification Board 5. Nursing Executive Center ANS: 2, 4 Chapter number and title: 1, Foundations of Medical-Surgical Nursing Chapter learning objective: 1. Describing the role and competencies of medical-surgical nursing Chapter page reference: 2 Heading: Introduction