Anderson’s Nursing Leadership, Management, And Professional Practice For The LPNLVN In Nursing School and Beyond 5th Edition by Tamara R. Dahlkemper – Test Bank

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Anderson’s Nursing Leadership, Management, And Professional Practice For The LPNLVN In Nursing School and Beyond 5th Edition by Tamara R. Dahlkemper – Test Bank

Chapter 2: Caring as a Personal and Professional Behavior

 

Multiple Choice

Identify the choice that best completes the statement or answers the question.

 

____    1.   The patient tells the nurse that he has no interest in quitting smoking, even though he knows it is bad for his health. The nurse demonstrates caring with what response?

1. “If you would rather die young than quit smoking, that is your choice to make.”
2. “Let’s look at ways you could reduce the harm from smoking as much as possible.”
3. “I am going to enroll you in a smoking cessation program and maybe you’ll change your mind.”
4. “Continuing to smoke is your choice but that leaves me no way to help you stay healthy.”

 

 

____    2.   The hospital nurse caring for a terminally ill patient who wishes she could see her dog one more time demonstrates holistic care with what action?

1. Explaining the infection risk associated with animals
2. Arranging for the patient to be discharged to see the dog
3. Explaining the hospital rules against animals
4. Arranging a reunion with the dog in front of the hospital

 

 

____    3.   The nurse demonstrates transpersonal caring for patients when maintaining what attitude?

1. Nonjudgmental
2. Detached
3. Loving
4. Friendly

 

 

____    4.   The nurse is teaching the newly diagnosed diabetic patient how to provide self-care, and demonstrates a caring paradigm with what statement?

1. “I want you to check your blood sugar level at 8 a.m., 12 noon, 4 p.m., and 9 p.m.”
2. “Check your blood sugar 4 times a day—before each meal and at bedtime.”
3. “Blood sugar levels are most accurate if taken before meals. Let’s figure out the best times for you.”
4. “Ask your doctor to tell you when to check blood sugar levels each day.”

 

 

____    5.   The medical model of nursing is demonstrated when the nurse does what?

1. Takes time to learn more about the patient
2. Sits with a dying patient and holds her hand
3. Administers medications
4. Uses touch as an indication of concern and caring

 

 

____    6.   The nursing model of care is demonstrated with what nursing intervention?

1. Administering medications
2. Changing a sterile dressing skillfully
3. Inserting an indwelling catheter using aseptic technique
4. Consoling a fearful mother whose child is in surgery

 

 

____    7.   What action would be interpreted as the nurse demonstrating a coparticipative manner?

1. The nurse tells the patient exactly what to do.
2. The nurse works as part of a team with coworkers.
3. The nurse asks the patient to choose activities.
4. The nurse works together with the patient to choose activities.

 

 

____    8.   The student nurse demonstrates transpersonal caring in the classroom with what action?

1. Correcting a comment made by another student in front of the class
2. Earning A’s in every class test and assignment
3. Leading most discussions and offering opinions on each question asked
4. Encouraging shy class members to share their thoughts and ideas

 

 

____    9.   What is the term used by Florence Nightingale that is similar to Watson’s transpersonal caring?

1. Patient-centered care
2. Holistic nursing care
3. Spiritual care
4. Transcultural care

 

 

____  10.   The nurse demonstrates the concept of caritas with what intervention?

1. Holding the patient’s hand while undergoing a painful procedure
2. Requesting an order for a low pressure bed to prevent decubitus ulcers
3. Using sterile technique when changing IV tubing
4. Ordering a low-sodium diet for the patient with heart failure

 

 

____  11.   The nurse observes another nurse performing a procedure incorrectly. How would the nurse apply Dr. Watson’s theory to this situation?

1. Avoid asking the errant nurse to perform this procedure again.
2. Talk with the nurse privately and review the procedure together.
3. Tell the nursing supervisor that the nurse needs a review class.
4. Speak with other nurses on the floor and devise a plan to help this nurse.

 

 

____  12.   A nursing assistant asks the nurse, “I keep hearing talk of transpersonal nursing care. What does that mean?” What is the best response to explain the concept?

1. Transpersonal nursing care is care that treats everyone the same.
2. Transpersonal nursing care is care that is based on self-respect.
3. Transpersonal nursing care is based on the belief that people can’t live in a vacuum.
4. Transpersonal nursing care is care based on the belief that everyone is unique and deserves respect.

 

 

____  13.   The nurse is caring for a patient who just received a terminal diagnosis and is tearful and frightened. What is the best action to demonstrate caring?

1. Call the nurse’s spiritual leader to talk to the patient.
2. Call the family and ask them to come sit with the patient.
3. Cry with the patient while sympathizing with her situation.
4. Sit with the patient and listen to his or her fears.

 

 

____  14.   How does the nurse best demonstrate the spiritual aspect of caring for the patient?

1. Explain the nurse’s spiritual beliefs to the patient.
2. Ask the patient to explain all the intricacies of his or her beliefs.
3. Ask what the patient requires to meet spiritual needs.
4. Talk with the family to learn the patient’s spiritual needs.

 

 

____  15.   The nurse overhears a physician yelling at a newly hired graduate nurse in the hall. What is the nurse’s best caring response?

1. Yell at the physician for yelling at a new graduate, and report the incident to the supervisor.
2. Wait until the situation ends and comfort the graduate privately.
3. Suggest that the physician take a quieter and more private approach to the problem.
4. Ignore the situation to avoid embarrassing the graduate further.

 

 

____  16.   The student nurse enters the cafeteria and joins others who are making fun of the nursing instructor for being so particular in the skills lab. What is the most caring response the student can make?

1. Tell the other students that they are being mean and then leave the table.
2. Shame the students for being so uncaring and cruel.
3. Ask the other students why they think the instructor is so picky.
4. Laugh and tell a story of a personal reprimand received from the instructor.

 

 

____  17.   The student nurse demonstrates care for classmates with what behavior?

1. Preparing for class discussion by reading the assigned chapter
2. Calling the instructor to explain the reason for arriving late
3. Ducking behind a book to hide eye rolling
4. Arriving for class on time and prepared for class

 

 

____  18.   The new graduate nurse is sharing a journal article about caring with peers when a more experienced nurse says, “You’d be a lot better off studying pathophysiology instead of wasting time on caring.” How does the graduate interpret the experienced nurse’s comment?

1. The experienced nurse is just mean and doesn’t like new graduates.
2. The experienced nurse is most likely overworked and cranky.
3. The experienced nurse was educated in the medical model.
4. The experienced nurse is uncaring and dislikes new graduates.

 

 

____  19.   What is the reason for things the nurse does, whether at work or off duty?

1. Personal motivation
2. Facility policies
3. Fear of reprisals
4. Parental expectations

 

 

____  20.   The nurse is caring for a patient transferred from the local prison who was arrested and convicted of child sexual abuse. The nurse feels disgust for the patient’s behavior but can avoid being judgmental by understanding what?

1. Motivation
2. State laws
3. The patient’s social history
4. Code of ethics

 

 

____  21.   How does the nurse describe motivation?

1. As a stagnant, unchanging force
2. As a fluid, dynamic process that changes over time
3. As a process that requires great force to change
4. As a process that differs every day

 

 

____  22.   The nurse accepts a new job and will move from a long-term care facility to a job in an acute care facility. The nurse will need to do what?

1. Adapt motivational approaches
2. Work more hours per week
3. Obtain further formal education
4. Reduce the time spent caring for patients

 

 

Multiple Response

Identify one or more choices that best complete the statement or answer the question.

 

____  23.   What actions performed by the nurse reflect a nursing model of patient care? (Select all that apply.)

1. Administer medications as ordered.
2. Call the patient by title and last name, such as Mr. or Mrs.
3. Arrange for a translator for the patient who doesn’t speak English.
4. Offer an opinion of the patient’s choice of plan of care.
5. Spend time with the patient who received bad news.

 

 

____  24.   What features are components of Jean Watson’s caring theory of nursing? (Select all that apply.)

1. Caritas
2. Transpersonal caring
3. High-touch
4. Intentionality
5. Hierarchy of needs

 

 

____  25.   The nurse uses what terms to describe Dr. Watson’s concept of caritas? (Select all that apply.)

1. Transpersonal caring
2. High-touch care
3. Curative care
4. Medical model
5. Nursing model

 

Chapter 2: Caring as a Personal and Professional Behavior

Answer Section

 

MULTIPLE CHOICE

 

  1. ANS:  2

Caring means responding to others as unique individuals, sensing their emotions, and accepting them as they are, unconditionally. This response accepts the patient’s choice without condemning or frightening him.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 6

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Health Promotion and Maintenance | Cognitive Level: Analyzing

 

  1. ANS:  4

Finding a way for the patient to see the dog, even if she can only look out a window, shows caring by understanding this patient’s needs.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 6

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Psychosocial Integrity | Cognitive Level: Applying

 

  1. ANS:  1

The definition of transpersonal caring includes accepting individuals for who they are, so a nonjudgmental attitude is essential.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 3

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding

 

  1. ANS:  3

This statement includes the patient in planning care, demonstrating caring for the patient’s needs and preferences.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 3

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Analyzing

 

  1. ANS:  3

Curative nursing care is high-tech, or nursing care that is based on the medical model of care, which often is based on the use of technology.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 2

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying

 

  1. ANS:  4

Consoling a family member is a high-touch demonstration of the nursing model of care.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 2

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying

 

  1. ANS:  4

A coparticipative manner is demonstrated when the nurse works with the patient and family to achieve the best outcome.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 3

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying

 

  1. ANS:  4

Encouraging the shy student shows appreciation for that student’s value and what he or she can add to class discussions, and it demonstrates transpersonal caring.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 4

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Psychosocial Integrity | Cognitive Level: Applying

 

  1. ANS:  2

Nightingale talked about holistic care, providing care for the physical, spiritual, and psychological needs of patients, and seeing them not as a diagnosis but as unique individuals.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 1

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Remembering

 

  1. ANS:  1

Caritas measures, such as holding the patient’s hands during a painful procedure, are high-touch.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 6

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Health Promotion and Maintenance | Cognitive Level: Applying

 

  1. ANS:  2

Talking to the nurse privately will prevent embarrassment, and reviewing the procedure together will offer the opportunity to improve patient care for both nurses.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 5

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying

 

  1. ANS:  4

Transpersonal nursing care is care that recognizes the value and unique qualities of each individual and treats everyone with respect.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 3

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding

 

  1. ANS:  4

Sitting with the patient and allowing him or her to talk about fears and concerns  demonstrates caring and provides the nurse with needed information about how to best support the patient.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 6

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Psychosocial Integrity | Cognitive Level: Applying

 

  1. ANS:  3

Asking the patient what the nurse can do to support spiritual beliefs shows caring.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 6

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Psychosocial Integrity | Cognitive Level: Applying

 

  1. ANS:  3

Quietly talking to the physician to deescalate the situation immediately is the most caring way to handle it.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 5

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying

 

  1. ANS:  3

Guiding the conversation toward thinking about why the instructor is so particular and how patient care improves as a result is a productive response to the situation.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 4

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Psychosocial Integrity | Cognitive Level: Applying

 

  1. ANS:  4

Arriving to class prepared and on time shows caring for other students, because the student will be able to participate fully and will not disrupt the class.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 4

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Psychosocial Integrity | Cognitive Level: Applying

 

  1. ANS:  3

Nurses with many years of experience were most likely educated in the medical model, in which less emphasis was placed on the nursing model.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 2

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Psychosocial Integrity | Cognitive Level: Applying

 

  1. ANS:  1

All actions are based on personal motivation, whether performed at work or off duty, because the nurse, and every individual, chooses how to respond to a given situation.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 7

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Psychosocial Integrity | Cognitive Level: Applying

 

  1. ANS:  1

Understanding the patient’s motivation may help the nurse be less judgmental.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 7

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying

 

  1. ANS:  2

Motivation is a dynamic process that changes over time because of experiences and the influence of others.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 7

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Psychosocial Integrity | Cognitive Level: Understanding

 

  1. ANS:  1

The nurse will need to adapt motivational approaches to suit the new job, the change in acuity, and the many changes that will come with working in a new facility.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 7

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Psychosocial Integrity | Cognitive Level: Applying

 

MULTIPLE RESPONSE

 

  1. ANS:

Showing respect by the manner in which the nurse addresses the patient, arranging for a translator to show caring about and consideration of the patient’s unique individuality, and spending time with the anxious or upset patient all demonstrate the nursing model of care.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 2

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Analyzing

 

  1. ANS:  1, 2, 3, 4

Caritas measures are high-touch or nursing models of patient care and are part of Jean Watson’s caring theory of nursing. Transpersonal caring and high-touch are important terms discussed by Dr. Watson; the latter also includes terminology such as caritas and the nursing model of care. Intentionality is a term used by Dr. Watson to indicate the need for nurses to enter every interaction with the intention of giving good care in a personalized, patient-focused manner.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 3

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding

 

  1. ANS:  1, 2, 5

Caritas measures are described as transpersonal caring and high-touch care. The nursing model of care can be called caritas or caring measures.

 

PTS:   1                    REF:   Chapter: 2      OBJ:   Objective: 3

KEY:  Content Area: Caring | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding

 

Chapter 20: Team Building

 

Multiple Choice

Identify the choice that best completes the statement or answers the question.

 

____    1.   What is one of the functions of a healthcare team?

1. Reward nurses for a job well done.
2. Protect nurses in employment disputes.
3. Allow both team and individual growth for the improvement of overall healthcare.
4. Outline employment requirements for nurses in specialty areas.

 

 

____    2.   When the licensed practical nurse (LPN) manager is involved in building and maintaining a team, the LPN usually works with:

1. the registered nurse (RN).
2. the physician.
3. the administrator.
4. other LPNs.

 

 

____    3.   One characteristic of a high performance team is both an elevating and a __________ goal.

1. specific
2. clear
3. unified
4. single

 

 

____    4.   A team member is considered competent and successful when:

1. the team member is either a RN or a LPN.
2. the team member is an expert in all areas of patient care.
3. the team member is pleasant and easy to work with.
4. the team member is expert in a skill desired by the team.

 

 

____    5.   Unified commitment is a characteristic of a high-functioning team. This type of commitment requires all of the following characteristics except:

1. modesty.
2. caring.
3. mentoring.
4. individual professional goals.

 

 

____    6.   When team members or a nursing unit work together and make decisions as a group, this team demonstrates what type of environment?

1. Autocratic
2. Collaborative
3. Professional
4. Relaxed

 

 

____    7.   If a nursing team is successful, it is receiving support from:

1. physicians.
2. other units in the facility.
3. the owners.
4. administration.

 

 

____    8.   There are four stages of team development. Stage one, which is called forming, allows:

1. the formation of goals.
2. team members time to get to know each other.
3. the establishment of work schedules.
4. the definition of roles for each team member.

 

 

____    9.   Which of the following stages will some members of the team attempt to avoid?

1. Storming
2. Norming
3. Performing
4. Forming

 

 

____  10.   In which stage is the team most productive?

1. Storming
2. Norming
3. Performing
4. Forming

 

 

____  11.   The stage in which groups share ideas and form goals is called:

1. storming.
2. norming.
3. performing.
4. forming.

 

 

____  12.   Regression can occur in the four stages of team development. Which of the following is a possible reason for this?

1. The team is required to work beyond scheduled hours.
2. Change in members due to job changes.
3. The administrator makes too many visits to the unit.
4. The goals of the team remain the same.

 

 

____  13.   Functional behavior of a group is:

1. specific.
2. normal.
3. desirable.
4. undesirable.

 

 

____  14.   Dysfunctional behaviors indicate dysfunction in the group. What can an effective LPN manager do when dysfunction occurs?

1. Give the team his or her time and support.
2. Do the work himself or herself so that it gets done.
3. Go to the administrator and report on specific people who are showing these behaviors.
4. Require that the team ignore these behaviors and continue to move ahead.

 

 

____  15.   Teamwork is critical in the healthcare system today because:

1. health maintenance organizations and insurance companies require teamwork.
2. teams can address the diversity in care, as well as plan and process additional needs.
3. teamwork is required by the Nurse Practice Act.
4. teams are required by most healthcare regulatory agencies.

 

 

____  16.   The nurse is working on a team whose leader is more focused on earning recognition than on the goals of the team. What important characteristic is missing and causing this team to perform poorly?

1. External support
2. Standards of excellence
3. Principled leadership
4. Competent team members

 

 

____  17.   The new graduate LPN is taking a job in a local clinic. How can the nurse discover group norms in the new job?

1. Observing the behavior of the group
2. Ask the human resources department
3. Perform an Internet search for clinic group norms
4. Read the policy and procedure manual

 

 

____  18.   The nurse manager has one or two staff nurses who frequently inform the manager of things that were done incorrectly on the unit even when it is a minor infraction. What does this indicate?

1. The nurse manager is trusted by these two staff nurses.
2. The nurse manager is not observing unit care closely enough.
3. There is distrust in the group due to lack of confidentiality.
4. The two nurses are disliked by the rest of the group.

 

 

____  19.   The LPN is working as a team member and notices signs of a dysfunctional team. What should the LPN do?

1. Share what was seen in an open and caring manner.
2. Act as the manager to correct the problem.
3. Report the problem to the next most senior member of the team.
4. Ignore it and it will probably resolve on its own.

 

 

____  20.   A student nurse who normally attends classes during the day attends an evening class. On returning to the day class, the student tells classmates how different the evening class is; the evening students just shout out answers in discussions and are far more casual. What is this student describing?

1. Functional behavior
2. Group norms
3. Dysfunctional behavior
4. A group in transition

 

 

____  21.   The nurse belongs to a group in the performing stage. What will the nurse anticipate if two members of the team leave the group and new members join?

1. The team will dissolve.
2. The team will become dysfunctional.
3. The team will regress to a previous stage.
4. There will be no significant change.

 

 

Multiple Response

Identify one or more choices that best complete the statement or answer the question.

 

____  22.   The nurse is a member of a newly formed team that is meeting to develop their team’s goals. What features should the goal have? (Select all that apply.)

1. Importance and meaning
2. Elevating and inspiring
3. Clear and easy to understand
4. Assigned to specific individuals
5. Monetary value and costs

 

 

____  23.   The nurse manager observes the nurses working on the unit and determines the team is working successfully when what behaviors are noted? (Select all that apply.)

1. Newly hired nurses are welcomed into the group.
2. All nurses chip in to help when a nurse has a busy assignment.
3. The group meetings always run over because they have so much to say to one another.
4. The nurses often throw parties to celebrate each other’s special occasions.
5. Nurses often show up at staff meetings even when an agenda is not announced.

 

 

____  24.   What are some of the characteristics the nurse looks for in a high-performance team? (Select all that apply.)

1. Holding a clear and elevating goal
2. Cost-driven structure
3. Adequate quantity of team members
4. Ability to collaborate
5. External support and recognition

 

 

____  25.   The characteristic of having a results-driven structure is the responsibility of: (Select all that apply.)

1. the staff nurses.
2. the staff physicians.
3. the manager.
4. the administrator.
5. the maintenance crew.

 

Chapter 20: Team Building

Answer Section

 

MULTIPLE CHOICE

 

  1. ANS:  3

In healthcare, teams provide support and strength for the changes occurring. Teams unite people in a common cause and purpose and allow team and individual growth for the improvement of overall healthcare.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 1

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding

 

  1. ANS:  1

The management role of building and maintaining a team is usually accomplished along with the RN. The role of LPNs on most teams might not be as a manager but as a team member.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 1

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding

 

  1. ANS:  2

The goal should be one that the team can be proud of, and it must also be clear to all team members. When people work together and they have no clear and elevating goal, they are not really working as a team.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 2

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding

 

  1. ANS:  4

People are successful on a team if they know how a team works, if they can work as a part of that team, and if they are experts in a skill that is desired by the team.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 2

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding

 

  1. ANS:  4

An unspoken aspect of unified commitment is the commitment each member needs to have for others on the team: caring, mentoring, nurturing, and role modeling. If there is a unified commitment among the team members, all can focus on the team goal and assist others to achieve it as well. Unified commitment calls for modesty in seeking the rewards of the team’s work and a never-ending focus for the completion of the work being done.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 2

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding

 

  1. ANS:  2

Collaboration is the ability to work together. A collaborative environment is a comfortable environment for people and supports both learning and teaching.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 1

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding

 

  1. ANS:  4

Successful nursing teams have the support of administration. The team knows it has support and can call on that support when necessary.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 2

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding

 

  1. ANS:  2

Stage one allows team members time to develop trust in each other and recognize and value each member’s expertise.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 3

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding

 

  1. ANS:  1

Some members will try to avoid stage one, or storming, because it involves conflict and various viewpoints. This stage is emotionally uncomfortable for people because of the conflict.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 4

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding

 

  1. ANS:  3

Stage four, performing, is the time when a team is most productive and the members are able to accomplish goals successfully.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 3

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding

 

  1. ANS:  1

It is a time when people share their ideas, recognize that the group members have different ideas, and then work out any problems that the variety of ideas present to the team.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 3

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding

 

  1. ANS:  2

Regression often occurs when a new member replaces the original member of the team. The team must learn to work together with the new member. Usually the stages of team development do not take as long as they did before.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 3

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding

 

  1. ANS:  3

Functional behaviors of a group, such as willingness to help a group member in crisis, are desirable behaviors.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 5

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding

 

  1. ANS:  1

A successful manager must have the ability to recognize dysfunctional behaviors and acknowledge that the team needs time and support to change.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 5

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding

 

  1. ANS:  2

One nurse or caregiver cannot meet the many complex needs of today’s healthcare recipients. Teams have the ability to provide for the diversity in care, as well as plan and process additional needs.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 1

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding

 

  1. ANS:  3

A principled leader is focused on the members of the team and their needs rather than on self-recognition. The absence of this characteristic can have a negative impact on team function.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 2

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying

 

  1. ANS:  1

Group norming can only be discovered by observing how members behave.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 4

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying

 

  1. ANS:  3

If these nurses are breaking confidentiality of team members to report to the nurse manager all the time, there is a problem with trust within the group.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 5

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying

 

  1. ANS:  1

The LPN should share the dysfunctional behavior observed with the other team members in a caring and open way and participate in resolution strategies.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 5

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying

 

  1. ANS:  2

The student is describing group norms, which vary between groups and are decided on by group expectations.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 3

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying

 

  1. ANS:  3

Regression often occurs when an established member leaves the group and new members join.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 3

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying

 

MULTIPLE RESPONSE

 

  1. ANS:  1, 2, 3

The goal should be important and have meaning if team members are to feel there is a real need for their work. The team goal should be elevating and inspiring to motivate team members to work hard and contribute to the team. Team goals should be stated clearly so everyone understands what they are working to achieve.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 2

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying

 

  1. ANS:  1, 2, 4

Welcoming new members is a behavior that indicates a functional group. Willingness to assist one another is an indication of a highly functioning team. Celebrating special occasions together bonds the group and indicates a high level of team function.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 2

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying

 

  1. ANS:  1, 5

The goal has to be clear to the potential team members, and it should be elevating and something the participants can take pride in doing. Functional teams don’t require a certain number of team members but rather have competent members. The team needs to be able to share and collaborate to be successful.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 2

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Applying

 

  1. ANS:  3, 4

A results-driven structure is the responsibility of the manager and sometimes the administrator. Results-driven structures require planning, performing, evaluating, and changing.

 

PTS:   1                    REF:   Chapter: 20    OBJ:   Objective: 2

KEY:  Content Area: Teams | Integrated Processes: Caring | Client Need: Safe, Effective Care Environment | Cognitive Level: Understanding

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