Nursing Delegation, Setting Priorities, And Making Patient Care Assignments 2nd Edition by Patricia Kelly -Test Bank
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Sample
Test
Chapter 3: Effective Communication
MULTIPLE CHOICE
1. A
number of trends have been identified that impact communication, especially
health care communication. Which of the following is not one of these
identified trends?
|
a. |
increasing diversity |
|
b. |
aging population |
|
c. |
more nurses |
|
d. |
technology |
ANS: C
A variety of trends have been noted that can impact effective
communication in society. These trends can also influence communication in
health care environments and make it challenging for nurses and other health
care professionals. Some of these identified trends are: 1) increasing
diversity of the United States; 2) aging population; 3) technology; and 4)
reliance on written communication using electronic data causing a shift from
visual, auditory, and kinesthetic modes. Even with these changes in trends,
nurses are still required to have keen writing skills in order to communicate
effectively.
PTS:
1
DIF: Comprehension
TOP: Trends in Society that Affect Communication
2. A
written assignment sheet provides a number of different functions that assist
the nurse with delegation and patient care functions. Which of the following is not one of
these expectations of a written assignment sheet?
|
a. |
transmits information on
what care is to be provided by whom per shift |
|
b. |
provides NAPs with a list
of patients they are to care for per shift |
|
c. |
provides nurse with a list
of patients they are responsible for per shift |
|
d. |
lets the nurse delegate
care and responsibility to others |
ANS: D
The written assignment sheet is one method in which nurses can
organize and delegate patient care to members of the health care team. Some of
the functions and expectations of a written assignment sheet include: 1)
transmits information on what care is to be provided by whom per shift; 2)
provides NAPs with a list of patients they are to care for per shift; and 3)
provides nurses with a list of patients they are responsible for per shift.
While the registered nurse does use the written assignment sheet to delegate
and assign care, the responsibility for care ultimately remains with the nurse,
as NAPs can provide care, but cannot assume full responsibility for patient
care.
PTS:
1
DIF: Analysis
TOP: Elements of the Communication Process
3. Three
questions have been identified which can assist nurses seeking effective
communication. Which of the following is not one
of these three questions?
|
a. |
Was the communication
received and the message met with agreement? |
|
b. |
Was there a sender and
receiver for the communication? |
|
c. |
Was the communication
received? |
|
d. |
Did the communication
change behavior and result in the intended outcome? |
ANS: A
Three key questions have been noted to assist nurses in
enhancing effective communication. These three questions are: 1) Was there a
sender and receiver for the communication?; 2) Was the communication received?
(not necessarily whether
the message was agreed with or not); and 3) Did the communication
change behavior and result in the intended outcome?
PTS: 1
DIF: Application TOP:
Communication Skills and Delegation
4. A
number of important skills pertaining to communication have been defined to
assist nurses with effective communication. Which of the following is not one of
these important identified skills?
|
a. |
attending |
|
b. |
responding |
|
c. |
commenting |
|
d. |
clarifying |
ANS: C
Four key communication skills have been noted to assist nurses
with facilitating effective communication. These most important skills are: 1) attending;
2) responding; 3) clarifying; and 4) confronting.
PTS:
1
DIF:
Comprehension
TOP: Communication Skills
5. The
communication skill that involves active listening is called __________.
|
a. |
responding |
|
b. |
clarifying |
|
c. |
commenting |
|
d. |
attending |
ANS: D
Four important skills that impact effective communication for
nurses are attending, responding, clarifying, and confronting. The skill of
attending requires active listening, and that the nurse pay close attention to
what is being communicated verbally and nonverbally.
PTS:
1
DIF: Knowledge TOP: Attending
6. Which
skill emphasizes that communication becomes clear through the use of techniques
such as restating and questioning?
|
a. |
clarifying |
|
b. |
confronting |
|
c. |
commenting |
|
d. |
attending |
ANS: A
The communication skill of clarifying involves techniques to
ensure that the communication message was clear and received correctly.
Clarifying involves the use of restating and questioning which can be used in
responding as well as clarifying the content of the message.
PTS:
1
DIF: Knowledge TOP: Clarifying
7. Verbal
and nonverbal acknowledgments of the sender’s message pertain specifically to
which of the following communication skills?
|
a. |
attending |
|
b. |
responding |
|
c. |
commenting |
|
d. |
clarifying |
ANS: B
The communication skill of responding pertains to the
acknowledgment of the sender’s message. This acknowledgment may be done
verbally, nonverbally, or through a combination of both such as nodding one’s
head and stating a verbal affirmation that the message has been received.
PTS:
1
DIF:
Comprehension
TOP: Responding
8. Wiseman
(2004) noted four principles pertaining to luck in his book The Luck Factor: The Four Essential
Principles. Which of the following is not one of these
factors?
|
a. |
Lucky people create,
manifest, and act on chance opportunities in their life. |
|
b. |
Lucky people make
successful decisions by using their intuition and gut feeling. |
|
c. |
Lucky people’s expectations
about the future help them fulfill their dreams and ambitions. |
|
d. |
Lucky people are able to
transform their bad luck into good fortune. |
ANS: A
Wiseman’s (2004) The
Luck Factor: The Four Essential Principles noted four key
elements that pertain to luck and some individual’s perception of how luck can
influence their life and careers. These four principles are: 1) lucky people
create, notice, and act on chance opportunities in their life (not manifest); 2)
lucky people make successful decisions by using their intuition and gut
feeling; 3) lucky people’s expectations about the future help them fulfill
their dreams and ambitions; and 4) lucky people are able to transform their bad
luck into good fortune.
PTS:
1
DIF: Comprehension
TOP: The Professional Role of the Nurse
9. An
internal locus of control is __________.
|
a. |
believing that luck or fate
determines what will happen |
|
b. |
geared toward goal setting,
taking control of one’s life, and not requiring assistance for decision
making |
|
c. |
focusing mainly on
day-to-day events |
|
d. |
focusing mainly on future
events and preparing diligently for a potential problem |
ANS: B
Locus of control pertains to one’s perception of environmental
control or influence over the environment. An individual with an internal locus
of control is geared toward goal setting, taking control of one’s life, and not
requiring assistance for decision making. Individuals with an external locus of
control may wait for others or believe that luck or fate determine what will
happen. Time orientation also contributes to how an individual or group behaves
in a given situation. Individuals with a present-oriented culture focus mainly
on day-to-day events. Individuals with a future-oriented culture focus mainly
on future events and prepare diligently for a potential problem, whereas
past-oriented cultures focus primarily on their tradition and the maintenance
of that tradition.
PTS:
1
DIF:
Comprehension
TOP: Environmental Control
10. Which
of the following is not one
of the values, behaviors, or attributes exhibited by a “professional” according
to Flexner (1915)?
|
a. |
intellectual activities |
|
b. |
activities based on
knowledge |
|
c. |
techniques are new |
|
d. |
altruism motivates work |
ANS: C
A number of authors have defined characteristics that describe a
“professional.” Flexner (1915) identified seven characteristics of a
professional which are: 1) intellectual activities; 2) activities based on
knowledge; 3) techniques are teachable (not necessarily new); 4) altruism motivates
the work; 5) activities can be learned; 6) activities must be practical; and 7)
a strong organization exists.
PTS:
1
DIF: Application TOP: The
Professional Role of the Nurse
11. Four
essential dimensions of nursing have been described. When nurses provide focus
on the response of the individual and family to a real or potential health
problem, under which of these four dimensions are they practicing?
|
a. |
nursing |
|
b. |
distinctive services |
|
c. |
benefits to consumers |
|
d. |
costs of nursing services |
ANS: B
Four essential dimensions that pertain to nursing have been
identified which influence nursing behaviors and decision making. These four
dimensions are nursing, distinctive services, benefits to consumers, and costs
of nursing services. When a nurse provides focus on the response of the
individual and family to a real or potential health problem, he or she is
acting under the dimension of distinctive services.
PTS:
1
DIF: Application TOP: The
Professional Role of the Nurse
12. Some
possible professional behaviors and attributes of a professional (Mitchell
& Grippando, 1994) are listed below. Which is not necessarily
correct regarding professional attributes and behaviors?
|
a. |
time management skills |
|
b. |
caring |
|
c. |
initiative |
|
d. |
motivation |
ANS: B
Mitchell & Grippando (1994) have listed some possible
characteristics of a professional broken down into two categories: professional
values, and professional behaviors and attributes. Characteristics that fall
under professional behaviors and attributes include: 1) time management skills;
2) initiative; 3) motivation; 4) stress management; 5) creativity; and 6)
self-discipline. Characteristics that fall under the category of professional
values include: 1) caring; 2) altruism; 3) equality; 4) freedom; 5) ethics; and
6) truth.
PTS:
1
DIF: Comprehension
TOP: The Professional Role of the Nurse
13. Ellis
(2002) identified four irrational ideas which can lead to anger which are
important for nurses to understand and recognize. Which of the following
is not one
of these four irrational ideas?
|
a. |
awfulizing |
|
b. |
can’t-stand-it-itis |
|
c. |
shoulding and musting |
|
d. |
blaming and damning others |
ANS: D
Anger has been defined as a strong universal feeling of
displeasure that may be precipitated by an event or situation which causes
frustration or prevents an individual from reaching a goal. Ellis (2002) noted
that anger tends to have four irrational responses that impact its influence
over a given situation. These irrational responses are: 1) awfulizing; 2)
can’t-stand-it-itis; 3) shoulding and musting; and 4) undeservingness and
damnation (not blaming and
damning others).
PTS:
1
DIF: Knowledge TOP: Anger
14. Three
methods to deal with anger, but which may have potentially destructive
drawbacks, are listed below. Which is not necessarily
correct?
|
a. |
aggression and confusion |
|
b. |
denying and repressing
anger |
|
c. |
expressing anger |
|
d. |
turning the other cheek |
ANS: A
Anger is an emotional response to a situation either real or
perceived which nurses and other health care professionals may encounter on a
fairly regular basis. Several methods for dealing with anger exist, but some of
these may have unanticipated or potential drawbacks. Three of these methods
are: 1) denying and repressing anger (may cause resentment); 2) expressing
anger (may lead to defensiveness on the part of the respondent); and 3) turning
the other cheek (may contribute to continued mistreatment and a lack of trust).
PTS:
1
DIF: Application TOP: Anger
15. Incongruent
responses occur when the words or behaviors used in communications do not match
or are inappropriate to the context of the message. Four types of congruent
responses are listed below. Which is not necessarily
correct?
|
a. |
blaming |
|
b. |
placating |
|
c. |
threatening |
|
d. |
being super reasonable |
ANS: C
The use of incongruent responses can contribute to
miscommunication and lack of understanding. Some common forms of incongruent
responses include: 1) blaming; 2) placating; 3) being super reasonable; and 4)
using irrelevant information for decision making (not threatening).
PTS:
1
DIF: Application TOP:
Incongruent Responses
16. Groupthink
occurs when a need or desire for consensus and harmony override individual
rational choice in a group or team environment. A number of symptoms of
groupthink have been identified and are listed below. Which is not necessarily
correct?
|
a. |
illusion of invulnerability |
|
b. |
collective irrationalism |
|
c. |
self censorship |
|
d. |
illusion of unanimity |
ANS: B
Groupthink can be destructive to the functioning of a group or team.
Groupthink occurs when the need for maintaining a pleasant atmosphere
supercedes the need to reach a good decision (Shortell & Kaluzny, 2006).
Janis (1972) identified some characteristics or symptoms which may indicate the
potential for groupthink behaviors and attitudes. These symptoms include: 1)
the illusion of invulnerability; 2) collective rationalism (not collective irrationalism);
3) self censorship; 4) illusion of unanimity; 5) the use of mindguards; 6)
pressures to conform; 7) belief in the inherent morality of the idea; and 8)
stereotyping of others.
PTS:
1
DIF:
Comprehension
TOP: Avoiding Groupthink
17. The
Myers-Briggs personality types are based on a psychological testing instrument
which consists of four major pairs of categories of people. Which of the
following is not one
of these four pairs of categories?
|
a. |
knowing or growing |
|
b. |
introvert or extrovert |
|
c. |
sensing or intuitive |
|
d. |
thinking or feeling |
ANS: A
The Myers-Briggs Type Indicator (MBTI) is a psychological
testing instrument which has been used to define personalities according to
four pairs of categories which can then be divided into one of sixteen possible
combinations of these original four category pairs. These category pairs are:
1) introvert or extrovert; 2) sensing or intuitive; 3) thinking or feeling; and
4) judging or perceiving (not
knowing or growing).
PTS:
1
DIF: Comprehension
TOP: Myers-Briggs Personality Types
18. The
SBARR tool is an effective method for communication between nurses and health
care practitioners. Which of the following is not correct
regarding SBARR?
|
a. |
S= situation |
|
b. |
B=background |
|
c. |
R= recommendation |
|
d. |
A= advice |
ANS: D
The SBARR tool has proven to be an effective means of enhancing
communication between nurses and health care providers or practitioners.
Miscommunication is one of the leading contributors to medical errors. The
acronym SBARR means: 1) S= situation; 2) B=background; 3) A=assessment (not advice); 4) R=
recommendation; and 5) R= response.
PTS:
1
DIF: Knowledge TOP:
Communicating with Health Care Practitioners
19. Todd
Bishop, a Crew Resource Management expert, developed a five-step assertive
statement process that emphasizes inquiry and advocacy in effective
communication. Which of the following is not one
of this five-step process?
|
a. |
State your concern. |
|
b. |
State the problem as you
see it. |
|
c. |
State a solution. |
|
d. |
State the need for your
solution. |
ANS: D
Crew Resource Management (CRM) is a method for effective team
management developed by aviation crews stressing safety concerns (Helmreich,
2000). CRM encourages an environment where the freedom to respectfully question
is encouraged. Todd Bishop developed a five-step process of assertive
statements that can be used in CRM to foster effective and appropriate
communication. These five steps are: 1) opening or attention getter statement;
2) state your concern; 3) state the problem as you see it; 4) state a solution;
and 5) obtain agreement (not
state the need for your solution).
PTS:
1
DIF:
Comprehension
TOP: Crew Resource Management
20. At
times, nurses must work with difficult or destructive people. Some specific
strategies for coping with difficult behaviors are listed below. Which is not necessarily
correct?
|
a. |
Criticizer: Don’t argue; ask for input and practice active listening. |
|
b. |
Detailer: Engage in communication, and ask direct questions. |
|
c. |
Controller: Keep focused on the task, and note any inconsistencies
in the controller’s conversations. |
|
d. |
Pleaser: Let pleasers know that their comments are safe from
attack and their opinions and input are valued. |
ANS: B
Destructive or difficult behaviors can impair communication and
effective quality patient care. Five key behaviors have been identified as
being destructive or difficult to deal with. Some coping strategies that nurses
can use when working with these types of behaviors are: 1) Criticizer: don’t
argue, ask for input, and practice active listening; 2) Detailer: allow the
detailer to give details at certain points in a group; 3) Controller: keep
focused on the task, and note any inconsistencies in the controller’s
conversations; 4) Pleaser: let
pleasers know that their comments are safe from attack and their opinions and
input are valued; and 5) Passive
people: engage in communication and ask direct questions.
PTS:
1
DIF: Analysis
TOP: Destructive or Difficult Behavior
MULTIPLE RESPONSE
1. Communication
has been defined as an interactive process between the sender and receiver and
can be influenced by a number of different processes. Which of the following
are some
of these processes that can influence communication?
|
a. |
status |
|
b. |
emotions |
|
c. |
needs |
|
d. |
values |
|
e. |
ethnicity |
|
f. |
education |
ANS: B, C, D, F
Communication is an interactive process where a verbal or
nonverbal message is sent from one individual to another which involves
feedback. Some processes that can impact communication are: 1) emotions; 2)
needs; 3) values; 4) education; 5) perceptions; 6) culture; 7) goals; 8)
literacy; 9) cognitive ability; and 10) communication mode.
PTS: 1
DIF: Analysis
TOP: Elements of the Communication Process
2. What
are the four “Cs” of communication?
|
a. |
clear |
|
b. |
clinical |
|
c. |
concise |
|
d. |
correct |
|
e. |
compact |
|
f. |
complete |
ANS: A, C, D, F
Zerwekh and Claborn (2009) identified four “Cs” for effective
communication particularly in nursing and health care environments. They are:
1) clear (does the team member understand what is being said?); 2) concise (has
the sender confused the direction by providing too much unnecessary
information?); 3) correct (is the direction given in alignment with policies,
procedures, job description, and the law?); and 4) complete (does the team
member have all the information necessary to complete the task?).
PTS: 1
DIF: Knowledge TOP:
Communication Skills and Delegation
3. Ruthman
(2008) has identified a number of communication skills that may be used to
enhance communication. Some of these have already been discussed such as
confronting and clarifying. Which of the following are some of these additional
communication skills?
|
a. |
focusing |
|
b. |
commenting |
|
c. |
using silence |
|
d. |
using disagreement |
|
e. |
conveying acceptance |
|
f. |
asking nonrelated questions |
ANS: A, C, E
Ruthman (2008) noted a number of skills that are important for
communication. Some of these skills are: 1) focusing; 2) using silence; 3)
conveying acceptance (not
using disagreement); 4) asking related questions (not nonrelated questions);
5) reassuring; 6) supporting; and 7) open-ended questioning.
PTS:
1
DIF: Application TOP:
Communication Skills
4. Six
cultural phenomena have been defined by Giger and Davidhizar (2008) that should
be considered when delegating patient care to staff members. Which of the
following are not some
of these six cultural phenomena?
|
a. |
space |
|
b. |
social organization |
|
c. |
time |
|
d. |
environmental grounding |
|
e. |
biological variations |
|
f. |
age |
ANS: D, F
Culture and cultural orientation can also play a significant
role in how communication is given and received. Giger and Davidhizar (2008)
have identified six key cultural phenomena which can impact communication.
These six phenomena are: 1) space; 2) social organization; 3) time; 4)
environmental control (not
environmental grounding); 5) biological variations; and 6)
communication (not age).
PTS:
1
DIF:
Comprehension
TOP: Culture and Delegation
5. Potential
barriers to effective communication can impact how the message is delivered and
if it is received. Which of the following are some of these barriers to
communication?
|
a. |
stereotyping |
|
b. |
internal locus of control |
|
c. |
inattention |
|
d. |
stress |
|
e. |
past-oriented culture |
|
f. |
giving advice |
ANS: A, C, D, F
Barriers to communication are important for nurses to be aware
of especially when they are encountered in practice. Nine potential barriers to
communication have been noted by Ruthman (2008). These barriers are: 1)
stereotyping; 2) inattention; 3) stress; 4) giving advice; 5) incongruent
responses; 6) unclear expectations; 7) interrupting; 8) being defensive; and 9)
offering false reassurance.
PTS:
1
DIF: Analysis
TOP: Potential Barriers to Communication
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