Fill This Form To Receive Instant Help
Homework answers / question archive / University of San Francisco - NURS 320 Chapter 20: Family Health Test Bank MULTIPLE CHOICE 1)Which of the following definitions of family would be the most useful for the nurse practicing in the community? a
University of San Francisco - NURS 320
Chapter 20: Family Health Test Bank
MULTIPLE CHOICE
1)Which of the following definitions of family would be the most useful for the nurse practicing in the community?
a. |
A group of persons with shared convictions |
b. |
A social unit interacting with the larger society |
c. |
People descended from a common ancestor |
d. |
Persons related either by blood or by legal contract (marriage) |
e. |
Whoever the family says is in their family |
a. |
“Don’t tell anyone; that’s a secret.” |
b. |
“That’s nice—why did you share that?” |
c. |
“Yes, some children have two mommies, some have a mommy and a daddy, and some just have daddies. Some people only have one grown-up to love them.” |
d. |
“Which mommy is your real mommy?” |
a. |
By living and existing in the wider community |
b. |
By meeting the needs of the individual family members |
c. |
Through procreation and socialization |
d. |
Through productivity seen in employment positions |
a. |
A living arrangement in which one adult is employed and the other is unemployed |
b. |
A living arrangement in which an unmarried couple in a long-term relationship lives together |
c. |
A living arrangement between two members of the same sex |
d. |
A living arrangement between two single mothers with children |
a. |
Fewer than 10% |
b. |
11%-15% |
c. |
16%-20% |
d. |
21%-26% |
e. |
More than 30% |
a. |
The children who are being affected by the stress of the situation |
b. |
The ill family member’s primary caregiver |
c. |
The spouse of the ill family member |
d. |
The neighbors of the family who may be able to help |
a. |
Families often don’t want to know what is wrong with their loved one. |
b. |
Nurses don’t know how to care for families. |
c. |
Reimbursement is paid only for services given to an individual. |
d. |
The family often isn’t available when the nurse is giving care. |
a. |
Analyze the power relationships before focusing on needed information |
b. |
Be on best behavior with manners and courtesy, starting with a self-introduction |
c. |
Determine as soon as possible who makes decisions within the family |
d. |
Evaluate the safety of the immediate environment for self and the family |
a. |
Assessing the safety of the immediate environment before further planning can be done |
b. |
Establishing a process for the nurse and the family to make decisions |
c. |
Engaging in focused planned conversation, which has healing potential in itself |
d. |
Focusing on giving compliments to make the family feel good about themselves |
a. |
“Do you see any way this problem could have been avoided—so future problems could be prevented?” |
b. |
“What do you all, as a famil,y hope to achieve during your time with me?” |
c. |
“What would you like me to do for you today?” |
d. |
“Would you like to know my perception of what our goals together should be?” |
following comments by the nurse would be the most helpful?
a. |
“Isn’t it marvelous how much energy your son has?” |
b. |
“Is there something your son could be doing for you that would use some of that energy?” |
c. |
“Is your son always so fidgety? Have you discussed his behavior with his pediatrician?” |
d. |
“Why don’t you let your son go to his room until we’re finished?” |
a. |
Because analysis can help establish priorities for future health programs |
b. |
Because annual reports are expected by the school board |
c. |
Because it’s very personally rewarding to see all the help one has given throughout the year |
d. |
Because the nurse has to justify the school health office budget for each year |
a. |
It is assumed that all family members eat the same food at the same time each day. |
b. |
Lifestyle choices among family members are usually consistent. |
c. |
Many parents eat whatever their children don’t rather than throw away good food, so the nurse should know what the children eat. |
d. |
The nurse was afraid to assume that whoever cooked would only prepare one meal for everyone to share. |
a. |
“Bring a food diary of everything you’ve eaten for one week with you to the appointment to help with future meal planning.” |
b. |
“It’s really not that hard to learn how to inject insulin, and it really doesn’t hurt.” |
c. |
“Please encourage all your family members, including your parents, to be tested for diabetes as well.” |
d. |
“They’ll teach you how to manage your meals and medications to stay healthy.” |
a. |
There are a large number of parents who know how to abuse government programs. |
b. |
There are a large number of homeless families. |
c. |
There are a large number of unemployed poverty-stricken families. |
d. |
There are a large number of working, low- income parents. |
a. |
Meet with the child each day to let the child have a safe play environment without the regular program frustrations |
b. |
Meet with the child’s parents to discuss how their parenting may need to change to help improve their child’s behavior at school |
c. |
Meet with the child’s teacher to brainstorm ways to help the child cope with school requirements |
d. |
Point out to the child that if behavior doesn’t improve, the child won’t be able to play with all the other children at the school |
a. |
Each family member made supportive comments about each other. |
b. |
Every Sunday the family attends religious services together. |
c. |
Family members made humorous comments about their life together. |
d. |
The family seemed to rather quickly determine priorities for action. |
e. |
The family wanted the nurse to decide what they should do. |
a. |
Ethnicity and race |
b. |
Extended family members |
c. |
Gender and rank order of birth |
d. |
Social class and religion |
nurse?
a. |
“Are the changes making him uncomfortable or are the rest of you uncomfortable?” |
b. |
“Do you want me to talk to him and try to explain?” |
c. |
“How can we make things as they were before he left?” |
d. |
“You all adapted to running the house without him; it will be challenging now to adapt back.” |
a. |
Allow the wife to express her frustration and anger to you |
b. |
Explain to the husband that he is going to have to begin learning how to cook |
c. |
Help all family members recognize that long-time roles are being changed and change is uncomfortable for everyone |
d. |
Suggest to the children who are old enough that they prepare some simple meals during the week with the mother doing the fancy cooking only on weekends |
a. |
“Hmm, that is unusual. Would you like me to make an appointment with a psychologist for you?” |
b. |
“Maybe you’ve always wanted to be an artist and now you can, so enjoy the feeling—and the room!” |
c. |
“You’re probably trying to put a positive spin on the situation to keep feelings of sadness at bay.” |
d. |
“Very normal; you’ve launched your family and now you can devote attention to your own life and preferences—such as crafts.” |
e. |
“Would you like to talk about how you feel?” |
a. |
“A genogram helps you see how some problems run in families. Your children will need to know this.” |
b. |
“If you’re willing to share, we can discuss family history and possibly some hereditary health issues.” |
c. |
“Please be assured you don’t have to answer any question you don’t want to answer.” |
d. |
“Why would you want to keep your family members secret? Is there some problem?” |
a. |
“Could you tell me about what you do at your job?” |
b. |
“Do you believe those choices are the best use of your free time?” |
c. |
“How do you feel about those activities?” |
d. |
“Is there anything you would like to do differently?” |
a. |
“Can you tell me the cause of death of your older relatives back several generations?” |
b. |
“Do you know of any chronic health problems any of your relatives or their spouses have had?” |
c. |
“What concerns do you have about your family’s health?” |
d. |
“What do your family members do to keep in shape and handle stress?” |
a. |
“Are you involved with any groups or resources in the community?” |
b. |
“Can you tell me about your extended family wherever they live?” |
c. |
“Have you thought about what would happen if you needed help?” |
d. |
“What were the causes of death for your older family members?” |
a. |
Obtaining immunizations might have been the nurse’s goal, not the family’s. |
b. |
Some barrier or restraint interfered with the family’s ability to come. |
c. |
The family had other, more important priorities. |
d. |
The nurse didn’t adequately emphasize the importance of obtaining immunizations. |
a. |
Ecological framework |
b. |
Network therapy theory |
c. |
The Kentucky Partnership model |
d. |
Transaction model |
a. |
Nurses can help at-risk populations access or build support systems. |
b. |
Problems in our health care system are worsened by specialization and fragmentation. |
c. |
Social class places limitations on access to health care. |
d. |
The family is culturally anchored in American beliefs. |
a. |
Emergency departments where patients can’t be turned away are overwhelmed with patients needing nonemergency care. |
b. |
Grants are increasingly being requested to pay for care. |
c. |
More people don’t receive needed health care in a timely manner. |
d. |
Programs are developed as a result of community efforts. |
a. |
Lack of access to an exercise facility |
b. |
Lack of access to a primary care provider |
c. |
Lack of knowledge of the benefits of healthy eating |
d. |
Lack of knowledge related to food preparation |
MULTIPLE RESPONSE
a. |
The health care system primarily focuses on care of individuals. |
b. |
Insurance reimbursement focuses on illness care and treatment of individuals. |
c. |
Family members are not always consistent in what they tell the nurse. |
d. |
More variables to be considered when completing an assessment |
e. |
Number of chronic comorbidities |
f. |
Most theories focus on intervention with individuals. |
a. |
Anytime a person is ill, his or her whole family is affected. |
b. |
By understanding the family, understanding of the individual is improved. |
c. |
Families often are very demanding if they feel their loved one isn’t receiving the best care possible. |
d. |
Individuals depend on their families for care and support. |
e. |
Most important decisions are made by families as a whole, not individuals. |
f. |
Risks caused by genetics or environment affect the whole family, not just the individual. |