Sale!

Fundamentals Concepts and Skills 3rd Edition Test Bank

$80.00 $11.99

Fundamentals Concepts and Skills 3rd Edition Test Bank

ISBN-13: 978-1416052289

ISBN-10: 1416052283

 

Description

Fundamentals Concepts and Skills 3rd Edition Test Bank

ISBN-13: 978-1416052289

ISBN-10: 1416052283

 

 

How can a nursing test bank help me in school?

  Think about it like this. You have one text book in your class. So does your teacher. Each text book has one test bank that teachers use to test students with. This is the nursing test bank for the book you have. All authentic chapters and questions and answers are included.

Do I get to download this nursing test bank today?

Since we know that students want their files fast, we listened and made it exactly the way you want. So you can download your entire test bank today without waiting for it.

Is this site anonymous and discreet?

We try our best to give nursing students exactly what they want. So your order is 100 percent anonymous and discreet. We do not keep any logs of any kind on our website and use a 256 bit SSL encryption on our site which you can verify.

What if I order the wrong test bank?

As long as the file is not downloaded, we can give you the correct file. Please send us an email and we will send you the correct file right away.

Can I request a sample before I purchase to make sure its authentic?

Of coarse you can, samples are provided on this page as well. Please scroll down to view a sample. If it is not on this page, email us and we will send you a free sample chapter which you can view before your purchase.

What format are the nursing test banks in when I download them?

Most of the formats are going to be in a PDF format. We also have files in Microsoft Word. They can be viewed on your computer or phone.

Can I write a review and leave a testimonial on this site?

You certainly can. Please email us by sending an email to us. Many students send us emails thanking us for helping them.

Below you will find some free nursing test bank questions from this test bank:

deWit: Fundamental Concepts and Skills for Nursing, 3rd edition

 

Test Bank

 

Chapter 27: Diet Therapy and Assisted Feeding

 

MULTIPLE CHOICE

 

  1. Which nursing action is most important before delivering a diet tray to a patient?
1. Determine whether the patient likes coffee or tea.
2. Check the diet on the tray with the diet sheet.
3. Add up the total milliliters of fluid on the tray.
4. Add extra salt and sugar packets.

 

 

ANS:   2

The diet tray should be checked against the diet order to be sure that the patient receives the proper diet.

 

DIF:    Cognitive Level: Application             REF:    Page 484; Skill 27-1

OBJ:    Theory #1       TOP:    Nurse Role      KEY:   Nursing Process Step: Implementation

MSC:   NCLEX: Safe, Effective Care Environment

 

  1. A patient with a severe visual impairment wishes to feed himself. Which of these methods is best to help this patient eat the food on the plate?
1. Place the plate on his lap.
2. Keep the plate on the over-the-bed table raised to shoulder level.
3. Tell him the position of foods on the plate using a clock-face description.
4. Encourage him to let you feed him because feeding himself may result in burns.

 

 

ANS:   3

It is best to orient the patient to the position of the foods on the plate by describing the plate as if it is a clock face (3 o’clock, 6 o’clock, and so on).

 

DIF:    Cognitive Level: Application             REF:    Page 485; Skill 27-1

OBJ:    Theory #1       TOP:    Assisting Patient with Eating

KEY:   Nursing Process Step: Implementation

MSC:   NCLEX: Psychosocial Integrity

 

  1. A patient who underwent surgery has an order to begin a clear-liquid diet. The best choice for a beverage is
1. tea with milk.
2. coffee with cream.
3. low-fat vanilla pudding.
4. chicken broth.

 

 

ANS:   4

A clear-liquid diet consists of foods that are liquid at room temperature and are clear; chicken broth is an acceptable item, because it has a low residue and is easily digested.

 

DIF:    Cognitive Level: Knowledge             REF:    Page 486         OBJ:    Theory #2

TOP:    Diet for Postoperative Patient            KEY:   Nursing Process Step: Implementation

MSC:   NCLEX: Physiological Integrity

 

  1. A nurse is caring for a patient with bulimia. The nurse understands that the difference between bulimia and anorexia nervosa is that, with bulimia, the
1. patient might be fasting and using laxatives.
2. treatment plan includes nutritional and psychological counseling.
3. patient may refuse to eat and is dangerously underweight.
4. treatment is harder because of lack of awareness.

 

 

ANS:   1

With bulimia, along with binge eating, there is purging, fasting, and the use of laxatives.

 

DIF:    Cognitive Level: Comprehension      REF:    Page 486-487

OBJ:    Theory #3       TOP:    Bulimia           KEY:   Nursing Process Step: N/A

MSC:   NCLEX: Physiological Integrity

 

  1. A clinic patient who has recently learned she is pregnant asks how much weight she should gain during the first trimester. The nurse’s best response is to say that weight gain during this period should be
1. 1 to 3 lb.
2. 2 to 4 lb.
3. 3 to 8 lb.
4. 5 to 10 lb.

 

 

ANS:   2

Weight gain during pregnancy should consist of a gain of 2 to 4 pounds during the first trimester.

 

DIF:    Cognitive Level: Comprehension      REF:    Page 488         OBJ:    Theory #3

TOP:    Pregnancy       KEY:   Nursing Process Step: Assessment

MSC:   NCLEX: Physiological Integrity

 

  1. A patient with chronic alcohol abuse is admitted to the medical unit. The nurse knows that, when a patient abuses alcohol, there is often a vitamin deficiency in
1. thiamine.
2. cyanocobalamin.
3. ascorbic acid.
4. iron.

 

 

ANS:   1

Thiamine deficiency is often present in patients who abuse alcohol.

 

DIF:    Cognitive Level: Comprehension      REF:    Page 488         OBJ:    Theory #4

TOP:    Substance Abuse                                KEY:   Nursing Process Step: N/A

MSC:   NCLEX: Physiological Integrity

 

  1. A patient who has been notified of a high serum cholesterol level needs dietary teaching about how to lower fat intake. The patient verbalizes that he enjoys eating meats. Which is the best response by the nurse to the patient?
1. “Cheeseburgers are acceptable in your diet.”
2. “You should eat more turkey breast.”
3. “Barbecued pork ribs can be included if you limit it to one rib.”
4. “You are allowed to eat no more than one grilled frankfurter.”

 

 

ANS:   2

Red meat, eggs, and high-fat dairy products contain large amounts of saturated fat; poultry (such as turkey breast) and fish are low-fat items and therefore are desirable when trying to reduce serum cholesterol.

 

DIF:    Cognitive Level: Comprehension      REF:    Page 489         OBJ:    Theory #4

TOP:    Patient Education                               KEY:   Nursing Process Step: N/A

MSC:   NCLEX: Health Promotion and Maintenance

 

  1. A patient who has edema of the lower extremities from heart failure must reduce sodium in the diet. The best suggestion for this patient is to
1. limit salt intake to 1 teaspoon per meal.
2. add salt when cooking but not when serving foods.
3. eat foods that are prepackaged to reduce sodium intake.
4. not add salt during cooking or serving of foods.

 

 

ANS:   4

One teaspoon of salt has 2300 mg of sodium, and a diet restriction of sodium may range from 250 mg to 4 g. Patients with edema may voluntarily limit their own sodium intake, or they may be prescribed a low-sodium diet.

 

DIF:    Cognitive Level: Comprehension      REF:    Page 489         OBJ:    Theory #4

TOP:    Disease Process Benefiting from Diet Therapy

KEY:   Nursing Process Step: N/A                MSC:   NCLEX: Physiological Integrity

 

  1. A nurse is reinforcing instructions given to a diabetic patient about glucose control. While instructing the patient, the nurse is informed that the patient’s blood glucose level is 75 mg/dL. The best action to take is to
1. call the physician immediately.
2. do nothing, because it is considered normal.
3. increase carbohydrate intake.
4. instruct the laboratory to redo the test.

 

 

ANS:   2

Normal blood sugar is between 70 and 115 mg/dL.

 

DIF:    Cognitive Level: Application             REF:    Page 489         OBJ:    Theory #4

TOP:    Disease Process Benefiting from Diet Therapy

KEY:   Nursing Process Step: Implementation

MSC:   NCLEX: Physiological Integrity

 

  1. A patient with acquired immunodeficiency syndrome (AIDS) is having difficulty eating because of painful lesions in the mouth. Which suggestion would be most helpful?
1. Drink fortified milkshakes.
2. Eat beef or calf liver to build iron stores.
3. Add strong spices to increase incentive to eat.
4. Try not to eat until the lesions are healed.

 

 

ANS:   1

Because painful oral lesions may make solid intake difficult, fortified milkshakes or oral supplements such as Ensure may be helpful.

 

DIF:    Cognitive Level: Analysis                  REF:    Page 490         OBJ:    Theory #4

TOP:    Disease Process Benefiting from Diet Therapy

KEY:   Nursing Process Step: Implementation

MSC:   NCLEX: Physiological Integrity

 

  1. A nurse is assisting in the care of a patient who is about to have a nasogastric (NG) tube inserted. The nurse ensures proper positioning for the procedure by
1. turning the patient to a right side-lying position.
2. putting the patient in Trendelenburg’s position.
3. lowering the head of bed to a flat position.
4. raising the head of bed to 30 to 90 degrees.

 

 

ANS:   4

The head of bed should be raised to 30 to 90 degrees to enlist the aid of gravity during tube insertion.

 

DIF:    Cognitive Level: Application             REF:    Page 494; Skill 27-2

OBJ:    Theory #6       TOP:    NG Tube Insertion

KEY:   Nursing Process Step: Implementation

MSC:   NCLEX: Safe, Effective Care Environment

 

  1. A patient has an order to have an NG tube irrigated. The piston syringe should be filled with at least
1. 10 mL of solution.
2. 20 mL of solution.
3. 30 mL of solution.
4. 60 mL of solution.

 

 

ANS:   3

Usually 30 to 60 mL of solution is used to irrigate an NG tube.

 

DIF:    Cognitive Level: Application             REF:    Page 497; Steps 27-1

OBJ:    Clinical Practice #3                            TOP:    NG Tube Insertion

KEY:   Nursing Process Step: Implementation

MSC:   NCLEX: Safe, Effective Care Environment

 

  1. A patient is receiving a continuous tube feeding. After checking for residual, the nurse aspirates 150 mL of gastric contents. The nurse should next
1. replace the aspirate and continue with the feeding.
2. throw the aspirate away and flush the tubing.
3. replace the aspirate and stop feeding for 1 to 2 hours.
4. throw the aspirate away and stop feeding for 2 hours.

 

 

ANS:   3

If the residual volume is greater than 150 mL, the fluid should be replaced, and further feeding should be delayed by 1 to 2 hours or agency policy should be followed.

 

DIF:    Cognitive Level: Application             REF:    Page 497

OBJ:    Clinical Practice #3                            TOP:    NG Tube Placement

KEY:   Nursing Process Step: Implementation

MSC:   NCLEX: Safe, Effective Care Environment

 

  1. A patient is scheduled to receive an intermittent tube feeding. This feeding should be allowed to flow in over how many minutes?
1. 1 minute
2. 2 minutes
3. 5 minutes
4. 10 minutes

 

 

ANS:   4

An intermittent feeding should take approximately 10 minutes to flow into the tube.

 

DIF:    Cognitive Level: Application             REF:    Page 498         OBJ:    Theory #7

TOP:    Tube Feeding                                     KEY:   Nursing Process Step: Implementation

MSC:   NCLEX: Safe, Effective Care Environment

 

  1. A patient has just finished receiving a tube feeding. The best reason to leave the head of the patient’s bed elevated for 30 to 60 minutes is to
1. facilitate stomach emptying and prevent aspiration.
2. maintain skin integrity to the buttocks.
3. facilitate lung drainage and promote ventilation.
4. prevent feeding tube from clogging.

 

 

ANS:   1

The head of the bed should be left elevated at a 30- to 90-degree angle for 30 to 60 minutes after the feeding to help reduce the risk of aspiration.

 

DIF:    Cognitive Level: Application             REF:    Page 499; Skill 27-3

OBJ:    Clinical Practice #4                            TOP:    Tube Feeding

KEY:   Nursing Process Step: Implementation

MSC:   NCLEX: Safe, Effective Care Environment

 

  1. A patient is receiving total parenteral nutrition (TPN). It is important to monitor the intravenous (IV) site
1. every 12 hours.
2. for redness or swelling.
3. for albumin levels.
4. every 6 to 8 hours.

 

 

ANS:   2

Both the IV site and the flow rate should be monitored every 4 hours and the site checked for redness, swelling, or drainage.

 

DIF:    Cognitive Level: Application             REF:    Page 503; Table 27-5

OBJ:    Theory #8       TOP:    TPN                KEY:   Nursing Process Step: Implementation

MSC:   NCLEX: Physiological Integrity

 

  1. The nurse is assigned to care for an elderly patient receiving intravenous (IV) fluids. If the patient received excess fluid volume, the nurse would anticipate
1. a balance in intake and output.
2. lung crackles on auscultation.
3. decreased pulse rate.
4. decreased respiratory rate.

 

 

ANS:   2

Signs of fluid overload include crackles on auscultation, cough, increased pulse rate, and respiratory distress.

 

DIF:    Cognitive Level: Comprehension      REF:    Page 502; Elder Care Points

OBJ:    Theory #8       TOP:    Elder Care      KEY:   Nursing Process Step: Assessment

MSC:   NCLEX: Physiological Integrity

 

  1. The nurse is caring for a patient with an NG tube. The nurse documents that the tube is positioned appropriately after noting
1. the results of a chest x-ray from 3 days earlier.
2. the patient’s stomach does not appear distended.
3. the pH of the patient’s aspirate is 2.
4. bowel sounds are present in all quadrants.

 

 

ANS:   3

Tube placement should be checked every 4 hours and can be determined by testing the pH of the aspirate from the tube.

 

DIF:    Cognitive Level: Application             REF:    Page 495; Skill 27-2

OBJ:    Clinical Practice #3                            TOP:    NG Tube Care

KEY:   Nursing Process Step: N/A

MSC:   NCLEX: Safe, Effective Care Environment

 

  1. A patient, who was recently started on enteral tube feedings, starts complaining of nausea and having diarrhea. The best nursing action is to
1. check the enteral tube for placement.
2. slow the feedings down and monitor.
3. perform a fingerstick blood glucose test.
4. stop the feedings and call the physician.

 

 

ANS:   4

Nausea, constipation, and diarrhea are concerns following institution of tube feedings.

 

DIF:    Cognitive Level: Analysis                  REF:    Page 502; Box 27-1

OBJ:    Clinical Practice #4                            TOP:    Enteral Nutrition

KEY:   Nursing Process Step: Implementation

MSC:   NCLEX: Physiological Integrity

 

  1. A patient has a new order to have an NG tube removed. The nurse should first
1. wash her hands and apply clean gloves.
2. encourage mouth care as needed.
3. explain the procedure to the patient.
4. pinch the tube while removing it.

 

 

ANS:   3

Explaining the procedure to the patient before starting helps in gaining the patient’s confidence.

 

DIF:    Cognitive Level: Analysis                  REF:    Page 498; Steps 27-2

OBJ:    Clinical Practice #3                            TOP:    NG Tube Removal

KEY:   Nursing Process Step: Implementation

MSC:   NCLEX: Safe, Effective Care Environment

 

  1. A nurse is reinforcing instructions to a family member who will be caring for a patient receiving enteral feedings after discharge to home. Which point should be included in this discussion?
1. Tape the gastrostomy tube so that it does not hang lower than the stomach.
2. Discard unused opened refrigerated formula after 3 to 4 days.
3. Administer tube feedings while they are cold from the refrigerator.
4. Mix all medications together for administration at the same time.

 

 

ANS:   1

The tube should be taped so that it is higher than the entry point into the body.

 

DIF:    Cognitive Level: Application             REF:    Page 504

OBJ:    Clinical Practice #1                            TOP:    Health Teaching

KEY:   Nursing Process Step: Implementation                                  MSC:   NCLEX: N/A

 

  1. The nurse is inserting an NG tube into the right naris of a patient. During the insertion, the patient starts to cough and indicates that he wants the nurse to stop. The best nurse action is to
1. continue, because the physician wants to start enteral feedings immediately.
2. stop and assess the patient and, if coughing continues, remove the tube.
3. flush the tube with 30 mL of tap water to check for patency.
4. call the physician and report that the tube cannot be inserted.

 

 

ANS:   2

Difficulty entering the esophagus during insertion of tubing may occur and may be indicated by the patient coughing.

 

DIF:    Cognitive Level: Analysis                  REF:    Page 495; Skill 27-2

OBJ:    Clinical Practice #3                            TOP:    NG Tube Insertion

KEY:   Nursing Process Step: Implementation

MSC:   NCLEX: Safe, Effective Care Environment

 

  1. When the nurse is caring for a patient receiving enteral feedings, the best way for her to monitor for tolerance of feeding is by monitoring
1. for gastric tube patency.
2. for duodenal tube patency.
3. for abdominal distention.
4. the rate of the feeding.

 

 

ANS:   3

Assessing the abdomen for distention helps the nurse identify intolerance of tube feedings.

 

DIF:    Cognitive Level: Analysis                  REF:    Page 499; Skill 27-3

OBJ:    Clinical Practice #4                            TOP:    Enteral Nutrition

KEY:   Nursing Process Step: Assessment    MSC:   NCLEX: Physiological Integrity

 

  1. A patient has an order for an NG tube insertion for enteral feeding. While the nurse is explaining the procedure, the patient interrupts and asks why there is a need for this tube. The nurse’s best response is
1. “You need to have this tube inserted because your doctor ordered it.”
2. “Tell me what your doctor told you about this procedure.”
3. “Are you telling me you don’t want this tube inserted?”
4. “Don’t worry; this tube is inserted only temporarily.”

 

 

ANS:   2

In assessing the patient’s understanding of the procedure, the patient will be more cooperative if he understands what is happening to him.

 

DIF:    Cognitive Level: Analysis                  REF:    Page 503

OBJ:    Clinical Practice #3                            TOP:    NG Tube Insertion

KEY:   Nursing Process Step: N/A                MSC:   NCLEX: Psychosocial Integrity

 

  1. When caring for a patient receiving total parenteral nutrition, the nurse knows that it is important to
1. check for flow rate every shift.
2. order electrolytes daily.
3. monitor IV site every shift.
4. monitor for blood glucose.

 

 

ANS:   4

Total parenteral nutrition contains a high concentration of glucose, and monitoring blood glucose every 6 to 8 hours will determine patient tolerance.

 

DIF:    Cognitive Level: Application             REF:    Page 502         OBJ:    Theory #8

TOP:    TPN                KEY:   Nursing Process Step: Implementation

MSC:   NCLEX: Physiological Integrity

 

COMPLETION

 

  1. The correct anatomic landmarks to follow when inserting a nasogastric tube is to measure from the _______________ to the ________________ and then to the ________________.

 

ANS:

tip of the nose, tip of the ear, xiphoid process

Using landmarks individualizes the tube length.

 

DIF:    Cognitive Level: Application             REF:    Page 494; Skill 27-2

OBJ:    Clinical Practice #3                            TOP:    Nasogastric Tube Insertion

KEY:   Nursing Process Step: Implementation

MSC:   NCLEX: Safe, Effective Care Environment

 

MULTIPLE RESPONSE

 

  1. A nurse is instructing a patient regarding a soft diet. The nurse would include which of the following foods in her teaching? (Select all that apply.)
1. Eggs
2. Multigrain bread
3. Mashed potatoes
4. Soups
5. Fruit juices
6. Milk products

 

 

ANS:   1, 3, 4, 5, 6

Soft diets are low in fiber, and foods have a soft consistency. Foods allowed on a soft diet include eggs, breads without seeds, boiled or mashed potatoes, soups, fruit, juices, tender cooked vegetables, ground meats or meats cooked until soft, cooked cereals, and milk products.

 

DIF:    Cognitive Level: Application             REF:    Page 486         OBJ:    Theory #2

TOP:    Nutrition         KEY:   Nursing Process Step: N/A                MSC:   NCLEX: N/A

 

  1. A nurse is instructing a patient regarding a clear liquid diet. The nurse would include which of the following foods in her teaching? (Select all that apply.)
1. Custard
2. Broth
3. Gelatin
4. Pudding
5. Mashed potatoes
6. Strained cereal

 

 

ANS:   2, 3

Clear liquid diets include foods that are clear fluids at room temperature (e.g., gelatin, popsicles) and liquids that are clear. Custard, pudding, and strained cereal are all examples of a full liquid diet. Mashed potatoes are part of a soft diet.

 

DIF:    Cognitive Level: Application             REF:    Page 486         OBJ:    Theory #2

TOP:    Nutrition         KEY:   Nursing Process Step: N/A                MSC:   NCLEX: N/A

 

  1. A nurse is instructing a patient regarding a full liquid diet. The nurse would include which of the following foods in her teaching? (Select all that apply.)
1. Custard
2. Ice cream
3. Sherbet
4. Pudding
5. Mashed potatoes
6. Strained cereal

 

 

ANS:   1, 2, 3, 4, 6

Full liquid diets include all fluids, custards, ice cream, sherbet, puddings, and strained cereals. Mashed potatoes are part of a soft diet.

 

DIF:    Cognitive Level: Application             REF:    Page 486         OBJ:    Theory #2

TOP:    Nutrition         KEY:   Nursing Process Step: N/A                MSC:   NCLEX: N/A

 

  1. A nurse is caring for a patient diagnosed with AIDS. Which of the following are appropriate nursing actions in planning care for this patient? (Select all that apply.)
1. Ask the patient about sexual history.
2. Encourage the patient to eat solid foods high in protein.
3. Encourage the patient to take supplements such as Ensure.
4. Obtain an order for a dietitian consult.
5. Encourage the patient to eat three large meals per day.
6. Offer pureed foods when the patient’s mouth is painful.

 

 

ANS:   3, 4, 6

Solid food may be difficult to eat, so consulting with a dietitian and having the patient eat foods that are high in protein and that are bland or puréed are very appropriate.

 

DIF:    Cognitive Level: Application             REF:    Page 490; 492

OBJ:    Theory #3       TOP:    HIV/AIDS and Nutrition

KEY:   Nursing Process Step: Implementation

MSC:   NCLEX: Health Promotion and Maintenance