Ramont2e Rev TIF Ch12

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Ramont, Niedringhous, Comprehensive Nursing Care 2nd Edition Update Test

Bank

Chapter 12Question 1

Type: MCMA

Nurse initiated client communication has many facets. The components that the nurse is responsible for include:

Standard Text: Select all that apply.

1 The message

2 The receiver

! The sender

" Response

# Congruent communication

Corre$t %ns&er: 1!"

Rationa'e 1: The message or information sent is the responsibility of the nurse as the communication is initiated

Rationa'e 2: The receiver is the endpoint of the communication or the client.

Rationa'e !: The sender is the nurse #ho is initiating the communication.

Rationa'e ": The response or feedbac$ is the responsibility of the receiver #ho is the client at the initation ofthe communication.

Rationa'e #: Congruent communication ma$ing certain that the sent message ia the same on both verbal and

nonverbal levels is the responsibility of the nurse at this point in the communication.

('o)a' Rationa'e:

Cogniti*e +e*e': %nderstanding

C'ient Need: &sychosocial 'ntegrity

C'ient Need Su):

Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation

+earning .ut$ome:

Question 2

Type: MCMA

Ramont Niedringhous Comprehensive Nursing Care (nd )dition %pdate Test *an$

Copyright (+1( by &earson )ducation 'nc.



As the nurse prepares to care for a client #ho has significant auditory impairment alternative modes of verbal

communication that can be used include:


1 ),mail

2 -acial epression

! /estures

" *oo$s

# Tet messaging

Corre$t %ns&er: 10"

Rationa'e 1: ),mail is an effective verbal communication.

Rationa'e 2: -acial epressions are useful and are nonverbal.

Rationa'e !: /estures and pantomiming are effective nonverbal communication.

Rationa'e ": *oo$s and pamphlets are effective for the client #ho cannot hear #ell.

Rationa'e #: Tet messaging is an effective method of communicating #ith the hearing impaired client.

('o)a' Rationa'e:

Cogniti*e +e*e': Applying

C'ient Need: Safe )ffective Care )nvironmentC'ient Need Su):


+earning .ut$ome:

Question !

Type: MCSA

The nurse is admitting a client to the acute care facility. A therapeutic communication techniue that is useful for

eliciting an epanded response is:

1 Sitting uietly

2 2pen,ended uestions

! Closed ended uestions

" &resenting realityRamont Niedringhous Comprehensive Nursing Care (nd )dition %pdate Test *an$




Corre$t %ns&er: (

Rationa'e 1: Silence is an effective techniue #hen the client is struggling #ith emotions3 this techniue #ill notelicit specific information.

Rationa'e 2: 2pen,ended uestions such as 4tell me about56 encourage the client to share more information

#ith the nurse

Rationa'e !: Closed ended uestions elicit short or single #ord ans#ers and do not encourage the client to shareinformation.

Rationa'e ": &resenting reality is a techniue that is often useful #ith clients #ho are confused or disoriented.

('o)a' Rationa'e:



C'ient Need Su):


+earning .ut$ome:

Question "

Type: MCSA

The nurse uses a variety of types of uestions during the course of the intervie#. An eample of a neutral uestio

#ould be:

1 47o# do you feel about that86

2 49ou #ont #al$ to the bathroom #ithout help #ill you8;

! 47o# have you been feeling lately86

" 4Are you feeling o$ay86

Corre$t %ns&er: 1

Rationa'e 1: This is an eample of a neutral uestion not implying a specific feeling or action that the nurse

epects to see or hear.

Rationa'e 2: This is an eample of a leading uestion #here the nurse has a specific action for the client to agreeto.

Rationa'e !: This is an eample of an open ended uestion #hich encourages the client to share information.

Rationa'e ": This is an eample of a closed ended uestion #hich #ill elicit a brief ans#er.

('o)a' Rationa'e:







C'ient Need Su):


+earning .ut$ome:

Question #

Type: MCMA

The nurse interprets factors affecting the communication style of the obstetric client and her husband as including

#hich characteristics:


1 /ender differences in communication

2 /roup communication

! <evelopmental stage

" &rofessional boundaries

# Role reversal

Corre$t %ns&er: 1(!

Rationa'e 1: -rom an early age girls and boys communicate differently.

Rationa'e 2: T#o or more people #ho have shared needs and goals are a group. The client and her husband ta$eeach other into account and have a shared goal of a safe delivery.

Rationa'e !: <evelopmental stage affects communication including age and gender factors.

Rationa'e ": &rofessional boundaries are not part of this client,husband relationship.

Rationa'e #: Role reversal is unli$ely to affect the client in this scenario.

('o)a' Rationa'e:

Cogniti*e +e*e': ApplyingC'ient Need: &sychosocial 'ntegrity

C'ient Need Su):

Nursing-ntegrated Con$epts: Nursing &rocess: Assessment

+earning .ut$ome:

Question /





Type: MCSA

After cleaning a clients bedside table the nurse notes that the client seems upset. The nurse reali=es that #hich o

the follo#ing had been violated:

1 &ersonal space

2 Territory

! &rofessional boundaries

" &ersonal values

Corre$t %ns&er: (

Rationa'e 1: &ersonal space is the distance people prefer in interactions #ith others.

Rationa'e 2: Territoriality is the concept of the space and things that an individual considers as belonging to self.

Rationa'e !: &rofessional boundaries had not been violated.

Rationa'e ": &ersonal values had not been violated.

('o)a' Rationa'e:



C'ient Need Su):


+earning .ut$ome:

Question 0

Type: MCMA

The nursing student observes a staff nurse changing her behavior around a client. Signs that might be observed as

professional boundary violations include:


1 The nurse calls the client by his or her first name

2 The nurse shares personal information #ith the client

! The nurse touches the client #ithout a therapeutic purpose

" The nurse spends the same amount of time #ith this client as #ith other clients

# The nurse reports receiving gifts from this clientRamont Niedringhous Comprehensive Nursing Care (nd )dition %pdate Test *an$




Corre$t %ns&er: 1(!"

Rationa'e 1: The nurse should call each client by their title and last name for eample Mr. Smith rather than>ohn.

Rationa'e 2: The nurse?s personal issues should not be discussed #ith the client.

Rationa'e !: All client,nurse touch should be of a therapeutic nature.

Rationa'e ": Clients should be treated eually.

Rationa'e #: Nurses should not accept gifts from a client per facility policy.

('o)a' Rationa'e:



C'ient Need Su):


+earning .ut$ome:

Question

Type: MCSA

The nurse is admitting an elderly client at the change of shift. The client seems to be nodding yes to every

uestion. @hich of the follo#ing nursing interventions is appropriate:

1 The nurse pulls the door shut to minimi=e the bac$ground noise

2 The nurse raises her voice

! The nurse as$s the client if he needs a hearing aid

" The nurse tells the client that they #ill tal$ later

Corre$t %ns&er: 1

Rationa'e 1: &ulling the door shut #ill give privacy and a non,distracting environment.

Rationa'e 2: The nurse raising her voice may not dro#n out the noise and may ma$e the interaction less private.

Rationa'e !: This is not a therapeutic comment for the nurse to ma$e.

Rationa'e ": The admission process should be done at the earliest appropriate time.

('o)a' Rationa'e:







C'ient Need Su):


+earning .ut$ome:

Question

Type: MCMA

The nurse understands that verbal communication ta$es many forms. )amples of verbal communication inhealthcare include:


1 ),mail

2 &ublished material

! Charting

" 2bserving

# Reporting


Rationa'e 1: ),mail is a form of verbal communication.

Rationa'e 2: &ublished materials such as ournals and tetboo$s are forms of communication.

Rationa'e !: Charting is an important component of verbal communication for nurses.

Rationa'e ": 2bserving is a nursing action of assessing.

Rationa'e #: /iving information to the oncoming caregiver either #ritten or orally is a form of verbal

communication.

('o)a' Rationa'e:



C'ient Need Su):Nursing-ntegrated Con$epts: Nursing &rocess: Assessment

+earning .ut$ome:

Question 13

Type: MCMA





The nurse identifies several important eamples of nonverbal communication as:


1 &osture

2 &hysical appearance

! -acial epressions

" )ye contact

# Tet messages

Corre$t %ns&er: 1(!0

Rationa'e 1: &osture is a form of nonverbal communication.

Rationa'e 2: 2verall physical appearance is a method of nonverbal communication.

Rationa'e !: -acial epressions are important components of nonverbal communication for nurses.

Rationa'e ": )ye contact is a method of engaging in nonverbal communication.

Rationa'e #: Tet messages are an eample of verbal communication.

('o)a' Rationa'e:




+earning .ut$ome:

Question 11

Type: MCMA

The nurse recogni=es that nonverbal communication is influenced by many factors including:


1 Culture

2 Self,concept

! 7ealth

" *ody language





# Sensory deficits


Rationa'e 1: Culture influences ho# clients dress as #ell as ho# gestures and eye contact might be perceived.

Rationa'e 2: The #ay people #al$ and carry themselves are often reliable indicators of self,concept.

Rationa'e !: &osture is often an indicator of current health or mood.

Rationa'e ": *ody language is not a factor influencing non,verbal communication3 it is a method of nonverbal

communication.

Rationa'e #: Sensory deficits such as inability to hear or spea$ can influence nonverbal communication.

('o)a' Rationa'e:

Cogniti*e +e*e': Analy=ing



+earning .ut$ome:

Question 12

Type: MCMA

'n the clinical site the student notices that one nurse is able to get more information about clients than the others.

@hen observing her interactions #ith clients #hich of the follo#ing principles might be identified8


1 Buiet and gentle communication

2

!

"

Corre$t %ns&er: 1

Rationa'e 1: )ffective communication is uiet and gentle so as not to increase the stress or discomfort of clients

families or staff.

Rationa'e 2: The nurse #ho spea$s #ith respect to clients families and staff is able to effectively communicate inthe clinical setting.

Rationa'e !: Communicating #ith a client is different than spea$ing #ith a friend.





Rationa'e ": The overuse of silence may slo# do#n communication.

('o)a' Rationa'e:



C'ient Need Su):


+earning .ut$ome:

Question 1!

Type: MCSA

Communicating #ith clients can be easily bloc$ed if the nurse uses #hich of the follo#ing techniues8

1 Attentive listening

2 eeping confidences

! %sing touch

" &robing

Corre$t %ns&er: 0

Rationa'e 1: Attentive listening is a therapeutic communication techniue that involves listening for $ey themes

in communication #ith clients.

Rationa'e 2: eeping client information confidential is a principle of effective communication.

Rationa'e !: %sing touch appropriately reinforces caring.

Rationa'e ": As$ing for information chiefly out of curiosity can be considered prying and a violation of the

clients privacy3 this can place the client in a defensive position.

('o)a' Rationa'e:



C'ient Need Su):

Nursing-ntegrated Con$epts: Nursing &rocess: Assessment+earning .ut$ome:

Question 1"

Type: MCSA





The nurse is caring for an adult client #ho has had surgery for cancer of the laryn. The client is restless and is

sha$ing the side rails. An appropriate nursing response #ould be:

1 4@hy are you sha$ing the side rails86

2 49ou arent scheduled for pain medication yet.6

! 4May ' get you a pencil and paper so you can tell me #hat is bothering you86

" 4Can you point to #here it hurts86

Corre$t %ns&er: !

Rationa'e 1: The use of probing uestions #ith a client #ho cannot spea$ is not therapeutic.

Rationa'e 2: Assuming that pain is the concern places a barrier to effective communication.

Rationa'e !: This response opens the communication bet#een the nurse and client on a respectful level that #illenhance the rest of the interaction.

Rationa'e ": Assuming that pain is the concern places a barrier to effective communication.

('o)a' Rationa'e:



C'ient Need Su):


+earning .ut$ome:

Question 1#

Type: MCMA

@hen caring for a client #ho does not spea$ the same language communication techniues that the nurse can use

include:


1 %sing posture and position

2 %sing gestures carefully

! Attentive listening

" *e a#are of o#n facial epressions

# Spea$ louder so client #ill understand






Rationa'e 1: %se body position and direction to indicate interest and attention.

Rationa'e 2: /estures may mean different things to different cultures. %sing gestures to communicate proceduresmay be helpful.

Rationa'e !: Attentive listening conveys interest in the client.

Rationa'e ": The nurse needs to be a#are of his or her o#n facial epressions that may be misunderstood #ith

language barriers.

Rationa'e #: Spea$ing louder #ill not assist the client in understanding the language.

('o)a' Rationa'e:



C'ient Need Su):


Question 1/

Type: MCMA

@hile observing an admission intervie# the nursing student recogni=es open ended uestions as starting #ith:


1 ;7o#;

2 ;@hat;

! ;<o you...;

" ;<id that...;

# ;@ould you...;

Corre$t %ns&er: 1("

Rationa'e 1: 2pen ended uestions reuire more than a yes or no and usually begin #ith #hat or ho#.

Rationa'e 2: 2pen ended uestions reuire more than a yes or no and usually begin #ith #hat or ho#.

Rationa'e !: Closed ended uestions can be ans#ered by yes or no or other single #ord ans#ers3 4do

you56allo#s for a yes or no ans#er.





Rationa'e ": Closed ended uestions can be ans#ered by yes or no or other single #ord ans#ers3 4did that56allo#s for a yes or no ans#er.

Rationa'e #: ;@ould you56 reuires a longer response than yes or no.

('o)a' Rationa'e:


C'ient Need: &sychosocial 'ntegrityC'ient Need Su):


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Question 10

Type: MCMA

*efore starting the intervie# the nurse assesses factors that can have a great affect on the success or failure of the

client intervie# #hich include:


1 Time

2 &lace

! Seating arrangement

" <istance

# Culture


Rationa'e 1: Nurses need to schedule intervie#s for a time #hen the client is comfortable and interruptions areunli$ely.

Rationa'e 2: The place for the intervie# should be comfortable #ell lit private and uiet.

Rationa'e !: 'f the client is in bed the nurse can sit at a 0" degree angle to the bed.

Rationa'e ": &eople feel uncomfortable #hen tal$ing to someone #ho is too close or too far a#ay.

Rationa'e #: @hile the clients culture is important this information may not be $no#n prior to the start of theintervie#.

('o)a' Rationa'e:







C'ient Need Su):


+earning .ut$ome:

Question 1

Type: MCSA

The nurse revie#s common cultural personal space preferences prior to an intervie#. @hich of the follo#ingclients is li$ely to be comfortable #ith close personal space proimity8

1 African

2 Chinese

! /ermans

" )astern 'ndian

Corre$t %ns&er: 1

Rationa'e 1: Close personal space is acceptable culturally.

Rationa'e 2: Close personal space is not acceptable3 distant personal space and direct eye contact are avoided.

Rationa'e !: /ermans vie# space as sacred3 even furniture placement maintains distance.

Rationa'e ": <irect eye contact sho#s a lac$ of respect3 handsha$es are acceptable only bet#een males.

('o)a' Rationa'e:



C'ient Need Su):


+earning .ut$ome:

Question 1

Type: MCSA

<uring the preparation for a client intervie# the nurse remembers that #hich stage of the intervie# can be themost important8

1 The body

2 The opening





! The closing

" The evaluation

Corre$t %ns&er: (

Rationa'e 1: 'n the body of the intervie# the client communicates thoughts feelings $no#ledge and perceptions

Rationa'e 2: The opening sets the tone for the remainder of the intervie#.

Rationa'e !: The nurse usually terminates the intervie# #hen the needed information has been obtained.

Rationa'e ": The nurse usually terminates the intervie# #hen the needed information has been obtained.

('o)a' Rationa'e:



C'ient Need Su):

Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation+earning .ut$ome:

Question 23

Type: MCSA

The nursing student recogni=es #hich of the follo#ing lifespan considerations is an appropriate action in the

client intervie# for adolescents and older adults.

1 As$ children uestions even if parents present

2 As$ the client if the intervie# should be private

! Conduct the intervie# #hen the client is rested and most alert

" Assess hearing ability

Corre$t %ns&er: (

Rationa'e 1: This is a techniue to be used #ith the younger school,aged child.

Rationa'e 2: This is a techniue that may ma$e the adolescent accompanied by a parent as #ell as the older adultaccompanied by a family member more comfortable.

Rationa'e !: This is a techniue that is most applicable to the older client.

Rationa'e ": This is applicable to the older adult client.

('o)a' Rationa'e:







C'ient Need Su):


+earning .ut$ome:

Question 21

Type: MCMA Nurse,initiated client communication has many facets. The components for #hich the nurse is responsible

include:


1 The message.

2 The receiver.

! The sender.

" The response.

# Congruent communication.

Corre$t %ns&er: 1!"

Rationa'e 1: The message or information sent is the responsibility of the nurse as the communication is initiated

Rationa'e 2: The receiver is the endpoint of the communication or the client.

Rationa'e !: The sender is the nurse #ho is initiating the communication.

Rationa'e ": The response or feedbac$ is the responsibility of the receiver #ho is the client at the initiation of

the communication.

Rationa'e #: Congruent communication ma$ing certain that the sent message is the same on both verbal and

nonverbal levels is the responsibility of the nurse at this point in the communication.

('o)a' Rationa'e:



C'ient Need Su):


+earning .ut$ome:

Question 22

Type: MCMA





As the nurse prepares to care for a client #ho has significant auditory impairment alternative modes of verbalcommunication that can be used include:


1 ),mail.

2 -acial epression.

! /estures.

" *oo$s.

# Tet messaging.

Corre$t %ns&er: 10"

Rationa'e 1: ),mail is an effective verbal communication.

Rationa'e 2: -acial epressions are useful and are nonverbal.

Rationa'e !: /estures and pantomiming are effective nonverbal communication.

Rationa'e ": *oo$s and pamphlets are effective for the client #ho cannot hear #ell.

Rationa'e #: Tet messaging is an effective method of communicating #ith the hearing,impaired client.

('o)a' Rationa'e:


C'ient Need: Safe )ffective Care )nvironmentC'ient Need Su):


+earning .ut$ome:

Question 2!

Type: MCSA

The nurse is admitting a client to the acute care facility. A therapeutic communication techniue that is useful for

eliciting an epanded response is:

1 Sitting uietly.

2 2pen,ended uestions.

! Closed,ended uestions.

" &resenting reality.





Corre$t %ns&er: (

Rationa'e 1: Silence is an effective techniue #hen the client is struggling #ith emotions3 this techniue #ill notelicit specific information.

Rationa'e 2: 2pen,ended uestions such as 4Tell me about 56 encourage the client to share more information

#ith the nurse.

Rationa'e !: Closed,ended uestions elicit short or single,#ord ans#ers and do not encourage the client to shareinformation.

Rationa'e ": &resenting reality is a techniue that is often useful #ith clients #ho are confused or disoriented.

('o)a' Rationa'e:



C'ient Need Su):


+earning .ut$ome:

Question 2"

Type: MCSA

The nurse uses a variety of types of uestions during the course of the intervie#. An eample of a neutral uestio#ould be:

1 47o# do you feel about that86

2 49ou #ont #al$ to the bathroom #ithout help #ill you8;

! 47o# have you been feeling lately86

" 4Are you feeling o$ay86

Corre$t %ns&er: 1

Rationa'e 1: This is an eample of a neutral uestion not implying a specific feeling or action that the nurseepects to see or hear.

Rationa'e 2: This is an eample of a leading uestion #here the nurse has a specific action for the client to agree

to.

Rationa'e !: This is an eample of an open,ended uestion #hich encourages the client to share information.

Rationa'e ": This is an eample of a closed,ended uestion #hich #ill elicit a brief ans#er.

('o)a' Rationa'e:







C'ient Need Su):


+earning .ut$ome:

Question 2#

Type: MCMA

The nurse interprets factors affecting the communication style of the obstetric client and her husband as including#hich characteristics8


1 /ender differences in communication

2 /roup communication

! <evelopmental stage

" &rofessional boundaries

# Role reversal

Corre$t %ns&er: 1(!

Rationa'e 1: -rom an early age girls and boys communicate differently.

Rationa'e 2: T#o or more people #ho have shared needs and goals are a group. The client and her husband ta$e

each other into account and have a shared goal of a safe delivery.

Rationa'e !: <evelopmental stage affects communication including age and gender factors.

Rationa'e ": &rofessional boundaries are not part of this clientDhusband relationship.

Rationa'e #: Role reversal is unli$ely to affect the client in this scenario.

('o)a' Rationa'e:



C'ient Need Su):


+earning .ut$ome:

Question 2/

Type: MCSA

After cleaning a clients bedside table the nurse notes that the client seems upset. The nurse reali=es that #hich o

the follo#ing had been violated8





1 &ersonal space

2 Territory

! &rofessional boundaries

" &ersonal values

Corre$t %ns&er: (

Rationa'e 1: &ersonal space is the distance people prefer in interactions #ith others.

Rationa'e 2: Territoriality is the concept of the space and things that an individual considers as belonging to

oneself.

Rationa'e !: &rofessional boundaries #ere not violated.

Rationa'e ": &ersonal values #ere not violated.

('o)a' Rationa'e:



C'ient Need Su):


+earning .ut$ome:

Question 20

Type: MCMA

The nursing student observes a staff nurse changing her behavior around a client. Signs that might be observed as

professional boundary violations include:


1 The nurse calls the client by his first name.

2 The nurse shares personal information #ith the client.

! The nurse touches the client #ithout a therapeutic purpose.

" The nurse spends the same amount of time #ith this client as #ith other clients.

# The nurse reports receiving gifts from this client.


Rationa'e 1: The nurse should call each client by his title and last nameEfor eample Mr. Smith rather than

>ohn.





Rationa'e 2: The nurse?s personal issues should not be discussed #ith the client.

Rationa'e !: All clientDnurse touch should be of a therapeutic nature.

Rationa'e ": Clients should be treated eually.

Rationa'e #: Nurses should not accept gifts from a client per facility policy.

('o)a' Rationa'e:



C'ient Need Su):


+earning .ut$ome:

Question 2

Type: MCSA

The nurse is admitting an elderly client at the change of shift. The client seems to be nodding yes to every

uestion. @hich of the follo#ing nursing interventions is appropriate8

1 The nurse pulls the door shut to minimi=e the bac$ground noise.

2 The nurse raises her voice.

! The nurse as$s the client if he needs a hearing aid.

" The nurse tells the client that they #ill tal$ later.

Corre$t %ns&er: 1

Rationa'e 1: &ulling the door shut #ill give privacy and a non,distracting environment.

Rationa'e 2: The nurse raising her voice might not dro#n out the noise and could ma$e the interaction less

private.

Rationa'e !: This is not a therapeutic comment for the nurse to ma$e.

Rationa'e ": The admission process should be done at the earliest appropriate time.

('o)a' Rationa'e:



C'ient Need Su):


+earning .ut$ome:





Question 2

Type: MCMA

The nurse understands that verbal communication ta$es many forms. )amples of verbal communication in healt

care include:


1 ),mail.

2 &ublished material.

! Charting.

" 2bserving.

# Reporting.


Rationa'e 1: ),mail is a form of verbal communication.

Rationa'e 2: &ublished materials such as ournals and tetboo$s are forms of communication.

Rationa'e !: Charting is an important component of verbal communication for nurses.

Rationa'e ": 2bserving is a nursing action of assessing.

Rationa'e #: /iving information to the oncoming caregiver either #ritten or orally is a form of verbal

communication.

('o)a' Rationa'e:



C'ient Need Su):


+earning .ut$ome:

Question !3

Type: MCMA

The nurse identifies several important eamples of nonverbal communication such as:


1 &osture.

2 &hysical appearance.





! -acial epressions.

" )ye contact.

# Tet messages.


Rationa'e 1: &osture is a form of nonverbal communication.

Rationa'e 2: 2verall physical appearance is a method of nonverbal communication.

Rationa'e !: -acial epressions are important components of nonverbal communication for nurses.

Rationa'e ": )ye contact is a method of engaging in nonverbal communication.

Rationa'e #: Tet messages are an eample of verbal communication.

('o)a' Rationa'e:



C'ient Need Su):


+earning .ut$ome:

Question !1

Type: MCMA

The nurse recogni=es that nonverbal communication is influenced by many factors including:


1 Culture.

2 Self,concept.

! 7ealth.

" *ody language.

# Sensory deficits.


Rationa'e 1: Culture influences ho# clients dress as #ell as ho# gestures and eye contact might be perceived.

Rationa'e 2: The #ay people #al$ and carry themselves is often a reliable indicator of self,concept.





Rationa'e !: &osture is often an indicator of current health or mood.

Rationa'e ": *ody language is not a factor influencing nonverbal communication3 it is a method of nonverbalcommunication.

Rationa'e #: Sensory deficits such as inability to hear or spea$ can influence nonverbal communication.

('o)a' Rationa'e:



C'ient Need Su):


+earning .ut$ome:

Question !2

Type: MCSA

Communication #ith clients can be easily bloc$ed if the nurse uses #hich of the follo#ing techniues8


2 eeping confidences

! %sing touch

" &robing

Corre$t %ns&er: 0

Rationa'e 1: Attentive listening is a therapeutic communication techniue that involves listening for $ey themes

in communication #ith clients.

Rationa'e 2: eeping client information confidential is a principle of effective communication.

Rationa'e !: Appropriately using touch reinforces caring.

Rationa'e ": As$ing for information chiefly out of curiosity can be considered prying and a violation of the

clients privacy3 this can place the client in a defensive position.

('o)a' Rationa'e:



C'ient Need Su):


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Question !!





Type: MCSA

The nurse is caring for an adult client #ho has had surgery for cancer of the laryn. The client is restless and issha$ing the side rails. An appropriate nursing response #ould be:

1 4@hy are you sha$ing the side rails86

2 49ou arent scheduled for pain medication yet.6

! 4May ' get you a pencil and paper so you can tell me #hat is bothering you86

" 4Can you point to #here it hurts86

Corre$t %ns&er: !

Rationa'e 1: The use of probing uestions #ith a client #ho cannot spea$ is not therapeutic.

Rationa'e 2: Assuming that pain is the concern places a barrier to effective communication.

Rationa'e !: This response opens the communication bet#een the nurse and client on a respectful level that #ill

enhance the rest of the interaction.

Rationa'e ": Assuming that pain is the concern places a barrier to effective communication.

('o)a' Rationa'e:



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Question !"

Type: MCMA

@hen caring for a client #ho does not spea$ the same language the nurse spea$s communication techniues that

the nurse can use include:


1 %sing posture and position.

2 %sing gestures carefully.

! Attentive listening.

" *eing a#are of her o#n facial epressions.

# Spea$ing louder so the client #ill understand.






Rationa'e 1: %se body position and direction to indicate interest and attention.

Rationa'e 2: /estures can mean different things in different cultures. %sing gestures to communicate proceduresmight be helpful.

Rationa'e !: Attentive listening conveys interest in the client.

Rationa'e ": The nurse needs to be a#are of his o#n facial epressions that might be misunderstood #ith

language barriers.

Rationa'e #: Spea$ing louder #ill not assist the client in understanding the language.

('o)a' Rationa'e:



C'ient Need Su):


Question !#

Type: MCMA

@hile observing an admission intervie# the nursing student recogni=es open,ended uestions as starting #ith:


1 ;7o#;.

2 ;@hat;.

! ;<o you;.

" ;<id that;.

# ;@ould you;.

Corre$t %ns&er: 1("

Rationa'e 1: 2pen,ended uestions reuire more than a yes or no and usually begin #ith #hat or ho#.

Rationa'e 2: 2pen,ended uestions reuire more than a yes or no and usually begin #ith #hat or ho#.

Rationa'e !: Closed,ended uestions can be ans#ered by yes or no or other single,#ord ans#ers. 4<o you6allo#s for a yes,or,no ans#er.





Rationa'e ": Closed,ended uestions can be ans#ered by yes or no or other single,#ord ans#ers. 4<id that6allo#s for a yes,or,no ans#er.

Rationa'e #: ;@ould you6 reuires a longer response than yes or no.

('o)a' Rationa'e:


C'ient Need: &sychosocial 'ntegrityC'ient Need Su):


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Question !/

Type: MCMA

*efore starting the intervie# the nurse assesses factors that can have a great effect on the success or failure of the

client intervie# #hich include:


1 Time.

2 &lace.

! Seating arrangement.

" <istance.

# Culture.


Rationa'e 1: Nurses need to schedule intervie#s for a time #hen the client is comfortable and interruptions are

unli$ely.

Rationa'e 2: The place for the intervie# should be comfortable #ell lit private and uiet.

Rationa'e !: 'f the client is in bed the nurse can sit at a 0",degree angle to the bed.

Rationa'e ": &eople feel uncomfortable #hen tal$ing to someone #ho is too close or too far a#ay.

Rationa'e #: @hile the clients culture is important this information might not be $no#n prior to the intervie#.

('o)a' Rationa'e:



C'ient Need Su):






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Question !0

Type: MCSA

The nurse revie#s common cultural personal space preferences prior to an intervie#. @hich of the follo#ing

clients is li$ely to be comfortable #ith close personal space proimity8

1 African

2 Chinese

! /erman

" )astern 'ndian

Corre$t %ns&er: 1

Rationa'e 1: Close personal space is acceptable culturally.

Rationa'e 2: Close personal space is not acceptable3 distant personal space and direct eye contact are avoided.

Rationa'e !: /ermans vie# space as sacred3 even furniture placement maintains distance.

Rationa'e ": <irect eye contact sho#s a lac$ of respect3 handsha$es are acceptable only bet#een males.

('o)a' Rationa'e:



C'ient Need Su):


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Question !

Type: MCSA

<uring the preparation for a client intervie# the nurse remembers that #hich stage of the intervie# can be the

most important8

1 The body

2 The opening

! The closing

" The evaluation

Corre$t %ns&er: (





Rationa'e 1: 'n the body of the intervie# the client communicates thoughts feelings $no#ledge and perceptions.

Rationa'e 2: The opening sets the tone for the remainder of the intervie#.

Rationa'e !: The nurse usually terminates the intervie# #hen the needed information has been obtained.

Rationa'e ": The nurse usually terminates the intervie# #hen the needed information has been obtained.

('o)a' Rationa'e:



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Question !

Type: MCSA

The nursing student recogni=es that #hich of the follo#ing lifespan considerations is an appropriate action in theclient intervie# for adolescents and older adults8

1 As$ children uestions even if parents are present.

2 As$ the client #hether the intervie# should be private.

! Conduct the intervie# #hen the client is rested and most alert.

" Assess hearing ability.

Corre$t %ns&er: (

Rationa'e 1: This is a techniue to be used #ith the younger school,aged child.

Rationa'e 2: This is a techniue that might ma$e the adolescent accompanied by a parent or the older adult

accompanied by a family member more comfortable.

Rationa'e !: This is a techniue that is most applicable to the older client.

Rationa'e ": This is applicable to the older adult client.

('o)a' Rationa'e:



C'ient Need Su):


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Question "3

Type: MCSA

The nursing student is preparing a teaching plan discussing compliance issues for a client #ith diabetes mellitus.

@hen implementing the plan the student is a#are that that the purpose of teaching the client is #hich of the

follo#ing8

1 To ma$e sure the client understood the information

2 To influence the future behavior of the client

! To ensure the message #as delivered effectively

" To obtain a response from the client

Corre$t %ns&er: (

Rationa'e 1: Communication has t#o main purposes: to influence others and to obtain information. 'n this case

the student?s purpose is to influence the client to comply #ith the treatment regimen by educating the client.Ma$ing sure the client understood the information is not a purpose of communication but rather an aspect of

teaching reuiring evaluation of effectiveness. Assuring the message #as delivered and obtaining a response are

part of the feedbac$ component.

Rationa'e 2: Communication has t#o main purposes: to influence others and to obtain information. 'n this casethe student?s purpose is to influence the client to comply #ith the treatment regimen by educating the client.

Ma$ing sure the client understood the information is not a purpose of communication but rather an aspect of



Rationa'e !: Communication has t#o main purposes: to influence others and to obtain information. 'n this case

the student?s purpose is to influence the client to comply #ith the treatment regimen by educating the client.

Ma$ing sure the client understood the information is not a purpose of communication but rather an aspect ofteaching reuiring evaluation of effectiveness. Assuring the message #as delivered and obtaining a response are


Rationa'e ": Communication has t#o main purposes: to influence others and to obtain information. 'n this case

the student?s purpose is to influence the client to comply #ith the treatment regimen by educating the client.Ma$ing sure the client understood the information is not a purpose of communication but rather an aspect of



('o)a' Rationa'e:


C'ient Need: Safe )ffective Care )nvironment

C'ient Need Su):






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Question "1

Type: MCSA

The nursing care plan indicates that a client reuires specific teaching in preparation for discharge tomorro#. The

client is currently in the day room #here several friends are visiting and #atching a football game. The nurse:

1 Arranges a time for teaching #ith the client.

2 Teaches the client in the day room.

! As$s visitors to leave and escorts the client to his room.

" As$s the client to come to his room and tells the visitors he?ll be bac$ soon.

Corre$t %ns&er: 1

Rationa'e 1: Allo#ing the client to choose the best time #ill facilitate learning and the communication process.

Teaching the client in the day room in front of his friends is a breach of confidentiality and might be veryembarrassing to the client. As$ing visitors to leave or ta$ing the client a#ay from friends #ill place a barrier inthe communication and learning processes.

Rationa'e 2: Allo#ing the client to choose the best time #ill facilitate learning and the communication process.

Teaching the client in the day room in front of his friends is a breach of confidentiality and might be very

embarrassing to the client. As$ing visitors to leave or ta$ing the client a#ay from friends #ill place a barrier inthe communication and learning processes.

Rationa'e !: Allo#ing the client to choose the best time #ill facilitate learning and the communication process.



Rationa'e ": Allo#ing the client to choose the best time #ill facilitate learning and the communication process.



('o)a' Rationa'e:



C'ient Need Su):


+earning .ut$ome:

Question "2

Type: MCSA





The nurse #hile tal$ing #ith a client notices that the client appears ill at ease and is not forthcoming #ith

information but smiles and nods verbally agreeing #ith everything the nurse says. 7o# does the nurse interpret

this assessment8

1 The client understands and agrees #ith #hat the nurse is saying.

2 The client doesn?t spea$ )nglish and doesn?t understand #hat the nurse is saying.

! The client?s nonverbal language negates the verbal agreement.

" The client is not interested in #hat the nurse is saying.

Corre$t %ns&er: !

Rationa'e 1: The nurse assesses that verbal and nonverbal communication from the client do not match but base

on the information provided the nurse cannot ump to conclusions about #hy. 't is important for the nurse to

eplore the meaning of the nonverbal communication.

Rationa'e 2: The nurse assesses that verbal and nonverbal communication from the client do not match but base

on the information provided the nurse cannot ump to conclusions about #hy. 't is important for the nurse toeplore the meaning of the nonverbal communication.

Rationa'e !: The nurse assesses that verbal and nonverbal communication from the client do not match but base

on the information provided the nurse cannot ump to conclusions about #hy. 't is important for the nurse toeplore the meaning of the nonverbal communication.

Rationa'e ": The nurse assesses that verbal and nonverbal communication from the client do not match but base

on the information provided the nurse cannot ump to conclusions about #hy. 't is important for the nurse to

eplore the meaning of the nonverbal communication.

('o)a' Rationa'e:



C'ient Need Su):

Nursing-ntegrated Con$epts: Nursing &rocess: )valuation

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Question "!

Type: MCSA

@hen the nurse sends a tet message the nurse is using #hat form of communication8

1 Nonverbal communication

2 Ferbal communication

! Telephone communication





" *ody language

Corre$t %ns&er: (

Rationa'e 1: Sending a tet message is #riting and is considered verbal communication. Telephonecommunication is verbal and body language is nonverbal communication. Any type of telecommunication #ould

be verbal communication.

Rationa'e 2: Sending a tet message is #riting and is considered verbal communication. Telephonecommunication is verbal and body language is nonverbal communication. Any type of telecommunication #ould be verbal communication.

Rationa'e !: Sending a tet message is #riting and is considered verbal communication. Telephone

communication is verbal and body language is nonverbal communication. Any type of telecommunication #ould be verbal communication.

Rationa'e ": Sending a tet message is #riting and is considered verbal communication. Telephone

communication is verbal and body language is nonverbal communication. Any type of telecommunication #ould

be verbal communication.

('o)a' Rationa'e:



C'ient Need Su):


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Question ""

Type: MCSA

The nurse is caring for a client #ho is to have minor surgery. The client as$s ;<o you thin$ ' am going to die in

surgery8; The nurse?s best response #ould be #hich of the follo#ing8

1 ;2h no this is ust minor surgery.;

2 ;@e?ve never lost a client during this type of surgery.;

! ;Most clients get nervous before surgery. @hat concerns you8;

" ;@hat ma$es you say that8;

Corre$t %ns&er: !

Rationa'e 1: The nurse begins by recogni=ing the client?s aniety and then uses an open,ended uestion to help

the client eplain feelings of fear. Ans#er options 1 and ( minimi=e the client?s fears and #ill close the

communication channel. 2ption 0 is challenging and #ill ma$e the client defensive instead of helping himdiscuss his feelings.





Rationa'e 2: The nurse begins by recogni=ing the client?s aniety and then uses an open,ended uestion to helpthe client eplain feelings of fear. Ans#er options 1 and ( minimi=e the client?s fears and #ill close the

communication channel. 2ption 0 is challenging and #ill ma$e the client defensive instead of helping him

discuss his feelings.

Rationa'e !: The nurse begins by recogni=ing the client?s aniety and then uses an open,ended uestion to helpthe client eplain feelings of fear. Ans#er options 1 and ( minimi=e the client?s fears and #ill close the



Rationa'e ": The nurse begins by recogni=ing the client?s aniety and then uses an open,ended uestion to helpthe client eplain feelings of fear. Ans#er options 1 and ( minimi=e the client?s fears and #ill close the



('o)a' Rationa'e:



C'ient Need Su):Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation

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Question "#

Type: MCSA

The client comes to the outpatient clinic and says to the nurse ;'?m so #orried about my diagnosis of diabetes.

My aunt died from it.; @hich of the follo#ing responses by the nurse demonstrates the use of therapeutic

communication8

1 ;@e have many ne# treatments for diabetes today.;

2 ;' #ill as$ the doctor to prescribe an anti,aniety medication for you.;

! ;9es diabetes is a scary disease. 9ou have every reason to be #orried.;

" ;9ou?re concerned that you are going to die li$e your aunt8;

Corre$t %ns&er: 0

Rationa'e 1: Restatement is a techniue that encourages the client to continue tal$ing about her concerns and#orries. Agreeing that diabetes is scary stops the conversation and might cause the client more aniety. -inding

the client things to do prescribing anti,aniety medications or telling her there are ne# treatments stops the

conversation and does not deal #ith the cause of the client?s aniety.

Rationa'e 2: Restatement is a techniue that encourages the client to continue tal$ing about her concerns and

#orries. Agreeing that diabetes is scary stops the conversation and might cause the client more aniety. -inding





the client things to do prescribing anti,aniety medications or telling her there are ne# treatments stops theconversation and does not deal #ith the cause of the client?s aniety.

Rationa'e !: Restatement is a techniue that encourages the client to continue tal$ing about her concerns and

#orries. Agreeing that diabetes is scary stops the conversation and might cause the client more aniety. -inding


Rationa'e ": Restatement is a techniue that encourages the client to continue tal$ing about her concerns and#orries. Agreeing that diabetes is scary stops the conversation and might cause the client more aniety. -inding


('o)a' Rationa'e:



C'ient Need Su):


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Question "/

Type: MCSA

The nurse is listening to the client?s concerns sitting near the client in a chair patting the client?s hand and

ma$ing eye contact. This nurse is demonstrating #hich of the follo#ing8

1 Respectful communication


! /entle communication

" *arriers to communication

Corre$t %ns&er: (

Rationa'e 1: Attentive or active listening includes loo$ing the client in the eye sitting relatively close to the

client and focusing on the client. There is no indication of the nurse creating a barrier to communication.

Rationa'e 2: Attentive or active listening includes loo$ing the client in the eye sitting relatively close to theclient and focusing on the client. There is no indication of the nurse creating a barrier to communication.

Rationa'e !: Attentive or active listening includes loo$ing the client in the eye sitting relatively close to the

client and focusing on the client. There is no indication of the nurse creating a barrier to communication.

Rationa'e ": Attentive or active listening includes loo$ing the client in the eye sitting relatively close to theclient and focusing on the client. There is no indication of the nurse creating a barrier to communication.





('o)a' Rationa'e:



C'ient Need Su):


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Question "0Type: MCSA

The nurse is listening to the client epress concerns about her pregnant adolescent daughter and says ;<on?t you

thin$ you?re overreacting8; The client loo$s startled and displeased and says ;9es you?re probably right; and

becomes silent. @hat should the nurse say net8

1 ;9ou must be tired '?ll let you rest.;

2 ;@ould you care for something to drin$8;

! ;@hat does your husband thin$8;

" ;' am very sorry for saying that. &lease forgive me.;

Corre$t %ns&er: 0

Rationa'e 1: The nurse accidentally inserted a barrier to further communication by giving advice. 't is acceptableto recogni=e the error and apologi=e for the statement.Changing the subect by telling the client she is tired or

offering a drin$ #ill further damage the therapeutic relationship. As$ing the client #hat her husband thin$s might

be seen by the client as a challenge.

Rationa'e 2: The nurse accidentally inserted a barrier to further communication by giving advice. 't is acceptableto recogni=e the error and apologi=e for the statement.Changing the subect by telling the client she is tired or



Rationa'e !: The nurse accidentally inserted a barrier to further communication by giving advice. 't is acceptableto recogni=e the error and apologi=e for the statement.Changing the subect by telling the client she is tired or



Rationa'e ": The nurse accidentally inserted a barrier to further communication by giving advice. 't is acceptableto recogni=e the error and apologi=e for the statement.Changing the subect by telling the client she is tired or



('o)a' Rationa'e:







C'ient Need Su):


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Question "

Type: MCSA

The nurse is tal$ing #ith a client #ho complains that the physical therapist #as rough #ith her this morning andthat some of the treatments caused the client pain. @hich of the follo#ing responses by the nurse #ould put the

therapeutic relationship in eopardy8

1 ;The therapist #as rough8;

2 ;Can you tell me about the pain you eperienced8;

! ;The therapist did not mean to hurt you.;

" ;Are you still eperiencing pain8;

Corre$t %ns&er: !

Rationa'e 1: The nurse #ould hurt the trust relationship by defending the physical therapist because the nurse#ould be denying the client?s feelings. *y restating and as$ing open,ended uestions the nurse can get a better

idea of #hat the client is feeling and perhaps find a means of reconciling the problem.

Rationa'e 2: The nurse #ould hurt the trust relationship by defending the physical therapist because the nurse

#ould be denying the client?s feelings. *y restating and as$ing open,ended uestions the nurse can get a betteridea of #hat the client is feeling and perhaps find a means of reconciling the problem.

Rationa'e !: The nurse #ould hurt the trust relationship by defending the physical therapist because the nurse

#ould be denying the client?s feelings. *y restating and as$ing open,ended uestions the nurse can get a better


Rationa'e ": The nurse #ould hurt the trust relationship by defending the physical therapist because the nurse

#ould be denying the client?s feelings. *y restating and as$ing open,ended uestions the nurse can get a better


('o)a' Rationa'e:

Cogniti*e +e*e': Analy=ingC'ient Need: &sychosocial 'ntegrity

C'ient Need Su):


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Question "





Type: MCSA

The nurse is #or$ing in the )mergency <epartment and is gathering data from the parent about the inured child.

@hich of the follo#ing uestions #ould the nurse as$ in a directive intervie#8

1 ;@hat allergies does your child have8;

2 ;@hat are your concerns about the child8;

! ;'s there someone ' can call for you8;

" ;' see that you are upset. Can you tell me about it8;

Corre$t %ns&er: 1

Rationa'e 1: The directive intervie# approach is used in emergency situations #hen information is needed

uic$ly in order to provide appropriate treatment. Buestions are usually closed,ended and aimed at getting a

concise ans#er that does not involve feelings and concerns.

Rationa'e 2: The directive intervie# approach is used in emergency situations #hen information is neededuic$ly in order to provide appropriate treatment. Buestions are usually closed,ended and aimed at getting a


Rationa'e !: The directive intervie# approach is used in emergency situations #hen information is neededuic$ly in order to provide appropriate treatment. Buestions are usually closed,ended and aimed at getting a


Rationa'e ": The directive intervie# approach is used in emergency situations #hen information is needed

uic$ly in order to provide appropriate treatment. Buestions are usually closed,ended and aimed at getting aconcise ans#er that does not involve feelings and concerns.

('o)a' Rationa'e:



C'ient Need Su):


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Question #3

Type: MCSA

The nurse is conducting an intervie# #ith the client and #ishes to allo# the client more control over the

intervie#. @hich of the follo#ing uestions #ould be appropriate for this purpose8

1 ;<o you $no# #hy you have been admitted to the hospital8;

2 ;<o you have a good relationship #ith your children8;Ramont Niedringhous Comprehensive Nursing Care (nd )dition %pdate Test *an$




! ;@ould you tell me more about your relationship #ith your children8;

" ;<id you feel depressed after tal$ing #ith your children8;

Corre$t %ns&er: !

Rationa'e 1: @hen the nurse as$s the client to describe something the client is in control and feels that the nurse

is interested in hearing more about him. The other uestions all reuire a yes or no ans#er and do not allo# the

client to ta$e the lead nor do they promote the establishment of a good rapport.

Rationa'e 2: @hen the nurse as$s the client to describe something the client is in control and feels that the nurseis interested in hearing more about him. The other uestions all reuire a yes or no ans#er and do not allo# the

client to ta$e the lead nor do they promote the establishment of a good rapport.

Rationa'e !: @hen the nurse as$s the client to describe something the client is in control and feels that the nurse

is interested in hearing more about him. The other uestions all reuire a yes or no ans#er and do not allo# theclient to ta$e the lead nor do they promote the establishment of a good rapport.

Rationa'e ": @hen the nurse as$s the client to describe something the client is in control and feels that the nurse

is interested in hearing more about him. The other uestions all reuire a yes or no ans#er and do not allo# theclient to ta$e the lead nor do they promote the establishment of a good rapport.

('o)a' Rationa'e:



C'ient Need Su):


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Question #1Type: MCSA

@hen intervie#ing the client the nurse begins by doing #hich of the follo#ing8

1 As$ing closed,ended statements

2 'ntroducing himself and establishing a rapport #ith the client

! )ntering the information already $no#n about the client into the computer

" Reassuring the client that she #ill be fine

Corre$t %ns&er: (

Rationa'e 1: 't is important to begin the intervie# in a manner that allo#s the nurse to gain the client?s trust

develops rapport and establishes a therapeutic relationship. As$ing closed,ended uestions #ill get one,#ordans#ers and does nothing to foster rapport. )ntering the information into the computer is a distraction to the





client and reassuring the client that she #ill be fine damages trust because there is no #ay for the nurse to $no#this is true.

Rationa'e 2: 't is important to begin the intervie# in a manner that allo#s the nurse to gain the client?s trust

develops rapport and establishes a therapeutic relationship. As$ing closed,ended uestions #ill get one,#ord

ans#ers and does nothing to foster rapport. )ntering the information into the computer is a distraction to theclient and reassuring the client that she #ill be fine damages trust because there is no #ay for the nurse to $no#

this is true.

Rationa'e !: 't is important to begin the intervie# in a manner that allo#s the nurse to gain the client?s trust

develops rapport and establishes a therapeutic relationship. As$ing closed,ended uestions #ill get one,#ordans#ers and does nothing to foster rapport. )ntering the information into the computer is a distraction to the

client and reassuring the client that she #ill be fine damages trust because there is no #ay for the nurse to $no#

this is true.

Rationa'e ": 't is important to begin the intervie# in a manner that allo#s the nurse to gain the client?s trustdevelops rapport and establishes a therapeutic relationship. As$ing closed,ended uestions #ill get one,#ord

ans#ers and does nothing to foster rapport. )ntering the information into the computer is a distraction to the

client and reassuring the client that she #ill be fine damages trust because there is no #ay for the nurse to $no#

this is true.

('o)a' Rationa'e:



C'ient Need Su):

Nursing-ntegrated Con$epts: Nursing &rocess: &lanning

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Question #2

Type: MCSA

The nurse is #or$ing #ith a client #ho has recently been diagnosed #ith hypertension. @hich of the follo#ing

#ould be most therapeutic8

1 ;@hat #ould you li$e to $no# about hypertension8;

2 ;@hat concerns do you have about this diagnosis8;

! ;<o you $no# #hat hypertension is8;

" ;<oes this diagnosis upset you8;

Corre$t %ns&er: (

Rationa'e 1: @ith a ne# diagnosis it is important to give the client time to thin$ about ho# this #ill impact his

life before attempting to begin teaching. As$ing the client about his concerns thoughts or feelings about thediagnosis #ill allo# the client time to digest the change in his life. This is particularly important #hen the





diagnosis #ill have a maor impact on his lifestyle. As$ing #hat he #ants to $no# assumes he $no#s enoughabout the diagnosis to ans#er the uestion. <irectly as$ing #hat he $no#s #ould be a challenge and #ould limit

rapport. ;<oes the diagnosis upset you8; is a closed,ended uestion that #ill not supply much information to the

nurse.

Rationa'e 2: @ith a ne# diagnosis it is important to give the client time to thin$ about ho# this #ill impact hislife before attempting to begin teaching. As$ing the client about his concerns thoughts or feelings about the

diagnosis #ill allo# the client time to digest the change in his life. This is particularly important #hen the



nurse.

Rationa'e !: @ith a ne# diagnosis it is important to give the client time to thin$ about ho# this #ill impact hislife before attempting to begin teaching. As$ing the client about his concerns thoughts or feelings about the




nurse.

Rationa'e ": @ith a ne# diagnosis it is important to give the client time to thin$ about ho# this #ill impact hislife before attempting to begin teaching. As$ing the client about his concerns thoughts or feelings about the




nurse.

('o)a' Rationa'e:



C'ient Need Su):


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Question #!

Type: MCSA

The client tells the nurse ;' could hardly eat my dinner last night3 ' ust felt sic$ #hen ' tried to eat.; The nurse?s

best response #ould be #hich of the follo#ing8

1 ;' am sorry you #ere unable to enoy your dinner.;

2 ;<id you have any vomiting #ith your dinner8;

! ;@hat made you feel sic$ during dinner8;





" ;@ere you nauseated #hen you tried to eat8;

Corre$t %ns&er: 0

Rationa'e 1: &araphrasing #hat the client said is a therapeutic response that indicates to the client that the nurse#ants to hear more about the situation. As$ing the client #hat made her sic$ or as$ing if she vomited reuires a

one,#ord ans#er #ith no option for discussion and assumes that the client meant nauseated #hen she used the

term ;sic$.; Telling the client that the nurse is sorry also stops the conversation and does not invite the client to

add more information.

Rationa'e 2: &araphrasing #hat the client said is a therapeutic response that indicates to the client that the nurse

#ants to hear more about the situation. As$ing the client #hat made her sic$ or as$ing if she vomited reuires a

one,#ord ans#er #ith no option for discussion and assumes that the client meant nauseated #hen she used theterm ;sic$.; Telling the client that the nurse is sorry also stops the conversation and does not invite the client to

add more information.

Rationa'e !: &araphrasing #hat the client said is a therapeutic response that indicates to the client that the nurse

#ants to hear more about the situation. As$ing the client #hat made her sic$ or as$ing if she vomited reuires aone,#ord ans#er #ith no option for discussion and assumes that the client meant nauseated #hen she used the

term ;sic$.; Telling the client that the nurse is sorry also stops the conversation and does not invite the client toadd more information.

Rationa'e ": &araphrasing #hat the client said is a therapeutic response that indicates to the client that the nurse#ants to hear more about the situation. As$ing the client #hat made her sic$ or as$ing if she vomited reuires a

one,#ord ans#er #ith no option for discussion and assumes that the client meant nauseated #hen she used the

term ;sic$.; Telling the client that the nurse is sorry also stops the conversation and does not invite the client toadd more information.

('o)a' Rationa'e:

Cogniti*e +e*e': Analy=ingC'ient Need: &sychosocial 'ntegrity

C'ient Need Su):


+earning .ut$ome:

Question #"

Type: MCSA

@hen planning to conduct an intervie# #ith an inpatient client #hich of the follo#ing #ould the nurse consider

1 Reading the physician?s notes

2 Staffing shortages on the unit

! As$ing the client if it is a good time to tal$

" Gocation for the intervie#





Corre$t %ns&er: !

Rationa'e 1: Time is a factor that can affect the success of an intervie#. As #ith the intervie# itself allo#ing theclient to control the time is the most therapeutic techniue #hen possible. Reading the physician?s notes #ill not

affect the intervie# staffing shortages cannot be overcome and the location for the intervie# #ith the inpatient

client #ill almost al#ays be the client?s room.

Rationa'e 2: Time is a factor that can affect the success of an intervie#. As #ith the intervie# itself allo#ing the

client to control the time is the most therapeutic techniue #hen possible. Reading the physician?s notes #ill notaffect the intervie# staffing shortages cannot be overcome and the location for the intervie# #ith the inpatient


Rationa'e !: Time is a factor that can affect the success of an intervie#. As #ith the intervie# itself allo#ing theclient to control the time is the most therapeutic techniue #hen possible. Reading the physician?s notes #ill not

affect the intervie# staffing shortages cannot be overcome and the location for the intervie# #ith the inpatient


Rationa'e ": Time is a factor that can affect the success of an intervie#. As #ith the intervie# itself allo#ing theclient to control the time is the most therapeutic techniue #hen possible. Reading the physician?s notes #ill not

affect the intervie# staffing shortages cannot be overcome and the location for the intervie# #ith the inpatientclient #ill almost al#ays be the client?s room.

('o)a' Rationa'e:



C'ient Need Su):


+earning .ut$ome:

Question ##Type: MCSA

@hen intervie#ing the client the nurse sits across the table from the client avoids physical contact and uses eye

contact sparingly for a client from #hich of the follo#ing cultures8

1 >apan

2 /ermany

! 'sraeli

" China

Corre$t %ns&er: 0

Rationa'e 1: &eople from Chinese cultures often prefer to $eep strangers at a distance and avoid direct eye

contact and do not vie# touching by strangers as acceptable. The >apanese find touch unacceptable but #ould





not obect to eye contact. /ermans maintain their personal space but value eye contact #hereas the 'sraeli cultureis traditionally very touch,oriented.

Rationa'e 2: &eople from Chinese cultures often prefer to $eep strangers at a distance and avoid direct eye



Rationa'e !: &eople from Chinese cultures often prefer to $eep strangers at a distance and avoid direct eyecontact and do not vie# touching by strangers as acceptable. The >apanese find touch unacceptable but #ould


Rationa'e ": &eople from Chinese cultures often prefer to $eep strangers at a distance and avoid direct eye



('o)a' Rationa'e:



C'ient Need Su):


+earning .ut$ome:

Question #/

Type: MCSA

The nurse is conducting an intervie# #ith a client and has reached the body of the intervie#. @hich of the

follo#ing is a therapeutic uestion to begin the body of the intervie#8

1 ;Are you feeling ill today8;

2 ;@hat brings you to the hospital8;

! ;@hat medications are you ta$ing no#8;

" ;@hat ages are your children8;

Corre$t %ns&er: (

Rationa'e 1: As$ing the client #hat brings him to the hospital is an open,ended uestion and begins the process

of learning more about the client?s current health status. The body of the intervie# is the time #hen the client cancommunicate his thoughts and perceptions in response to the nurse?s uestions. The other uestions are closed,

ended and reuire one,#ord ans#ers #hich #ould not allo# the client to discuss feelings.





Rationa'e 2: As$ing the client #hat brings him to the hospital is an open,ended uestion and begins the processof learning more about the client?s current health status. The body of the intervie# is the time #hen the client can

communicate his thoughts and perceptions in response to the nurse?s uestions. The other uestions are closed,


Rationa'e !: As$ing the client #hat brings him to the hospital is an open,ended uestion and begins the processof learning more about the client?s current health status. The body of the intervie# is the time #hen the client can



Rationa'e ": As$ing the client #hat brings him to the hospital is an open,ended uestion and begins the processof learning more about the client?s current health status. The body of the intervie# is the time #hen the client can



('o)a' Rationa'e:



C'ient Need Su):Nursing-ntegrated Con$epts: Nursing &rocess: 'mplementation

+earning .ut$ome:

Question #0

Type: MCSA

The nurse has been intervie#ing the client #ho #as admitted #ith a sei=ure disorder. The nurse plans to begin

closing the intervie# #ith #hich of the follo#ing statements8

1 ;Mr. Smith than$ you for your time today.;

2 ;Mr. Smith ' have to go and #ill come bac$ later.;

! ;Mr. Smith ' #ish you luc$ and hope you get better soon.;

" ;Mr. Smith are there any uestions ' can ans#er for you8;

Corre$t %ns&er: 0

Rationa'e 1: As$ing the client if he has any uestions signals that the intervie# is coming to a close but that the

nurse is still #illing to meet any perceived needs of the client and serves to begin closing the intervie# process.

Than$ing the client for his time or #ishing him luc$ should be done after allo#ing the client to as$ uestions3 beginning the closing process in such a manner #ould bring the intervie# to an abrupt end #ithout #arning.

Telling the client you have to leave #ithout allo#ing the client to as$ uestions or than$ing him damages the

nurseHclient relationship. @ishing him luc$ implies he needs luc$ for some reason.

Rationa'e 2: As$ing the client if he has any uestions signals that the intervie# is coming to a close but that thenurse is still #illing to meet any perceived needs of the client and serves to begin closing the intervie# process.





Than$ing the client for his time or #ishing him luc$ should be done after allo#ing the client to as$ uestions3 beginning the closing process in such a manner #ould bring the intervie# to an abrupt end #ithout #arning.

Telling the client you have to leave #ithout allo#ing the client to as$ uestions or than$ing him damages the


Rationa'e !: As$ing the client if he has any uestions signals that the intervie# is coming to a close but that thenurse is still #illing to meet any perceived needs of the client and serves to begin closing the intervie# process.

Than$ing the client for his time or #ishing him luc$ should be done after allo#ing the client to as$ uestions3

beginning the closing process in such a manner #ould bring the intervie# to an abrupt end #ithout #arning.Telling the client you have to leave #ithout allo#ing the client to as$ uestions or than$ing him damages the


Rationa'e ": As$ing the client if he has any uestions signals that the intervie# is coming to a close but that the

nurse is still #illing to meet any perceived needs of the client and serves to begin closing the intervie# process.Than$ing the client for his time or #ishing him luc$ should be done after allo#ing the client to as$ uestions3

beginning the closing process in such a manner #ould bring the intervie# to an abrupt end #ithout #arning.

Telling the client you have to leave #ithout allo#ing the client to as$ uestions or than$ing him damages thenurseHclient relationship. @ishing him luc$ implies he needs luc$ for some reason.

('o)a' Rationa'e:



C'ient Need Su):


+earning .ut$ome:

Ramont2e Rev TIF Ch12

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Transcript of Ramont2e Rev TIF Ch12