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Mental Health Nursing 6th Edition Fontaine Test Bank

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Mental Health Nursing 6th Edition Fontaine Test Bank

 

ISBN-13: 978-0135146552

ISBN-10: 0135146550

 

Description

Mental Health Nursing 6th Edition Fontaine Test Bank

 

ISBN-13: 978-0135146552

ISBN-10: 0135146550

 

 

 

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Free Nursing Test Questions:

<UNTBL><TB><BOLD>4.4</BOLD> When families begin to develop their own image of the disease process and expectations of mental health professionals, they have reached Stage 2 of family recovery which consists of:</TB> <TB>Answer: b</TB>

<TB>Rationale: Stage 2 of family recovery is one of recognition and acceptance. As it becomes more evident that there is a significant problem, the family begins to search for reasons and solutions by gathering available information. Families begin to develop their own image of the disease process and expectations of mental health professionals. Many families also hope for what was in the past and for what might be in the future.</TB>

<TB><P>Application</P>

<P>Planning</P>

<P>Psychosocial Integrity</P>

<P>Learning Objective 4.4</P></TB></UNTBL>

<TB><LL><ITEM><P><INST>a.  </INST>Personal and political advocacy.</P></ITEM>
<ITEM><P><INST>b.  </INST></P></ITEM>Recognition and acceptance.
<ITEM><P><INST>c.  </INST>Coping and recognition.</P></ITEM>
<ITEM><P><INST>d.  </INST>Acceptance and coping.</P></ITEM></LL></TB>
<UNTBL><TB><BOLD>4.5</BOLD> The final stage of family recovery involves working with the mental health system so the client will obtain treatment, a stage which reflects:</TB> <TB>Answer: a</TB>

<TB>Rationale: The final stage of family recovery is personal and political advocacy. This stage involves working with the mental health system to obtain treatment. Family members want to be seen as partners in treatment and do not want to be excluded from discussions and treatment recommendations. Ideally, professionals, clients, and families all work together in joint problem solving. Recognition and acceptance reflect Stage 2 of the family recovery process. Coping and competence are elements of Stage 3. Discovery and denial are elements of Stage 1.</TB>

<TB><P>Application</P>

<P>Planning</P>

<P>Psychosocial Integrity</P>

<P>Learning Objective 4.5</P></TB></UNTBL>

<TB><LL><ITEM><P><INST>a.  </INST>Personal and political advocacy.</P></ITEM>
<ITEM><P><INST>b.  </INST>Recognition and acceptance.</P></ITEM>
<ITEM><P><INST>c.  </INST>Coping and competence.</P></ITEM>
<ITEM><P><INST>d.  </INST>Discovery and denial.</P></ITEM></LL></TB>
<UNTBL><TB><BOLD>5.1</BOLD> Psychoeducation is an important aspect of family nursing. Nurses must be able to:</TB> <TB>Answer: a</TB>

<TB>Rationale: Psychoeducation has proven to be an important aspect of family nursing. Nurses must be able to answer questions, help families identify feelings and reactions, help them adopt more flexible beliefs about the nature of their loved one’s problems, and encourage their coping efforts. The purpose of psychoeducation is not to identify and reduce negative perceptions, prevent developing a rapport, or to provide hope and happiness.</TB>

<TB><P>Application</P>

<P>Implementation</P>

<P>Psychosocial Integrity</P>

<P>Learning Objective 5.1</P></TB></UNTBL>

<TB><LL><ITEM><P><INST>a.  </INST>Help families identify feelings and reactions.</P></ITEM>
<ITEM><P><INST>b.  </INST>Help families identify and reduce negative perceptions and discrepancies in expectations of care.</P></ITEM>
<ITEM><P><INST>c.  </INST>Prevent future episodes, maintain safety, and develop a rapport with families.</P></ITEM>
<ITEM><P><INST>d.  </INST>Provide hope, support, and happiness.</P></ITEM></LL></TB>
<UNTBL><TB><BOLD>5.2</BOLD> To be effective, psychoeducation programs must be in effect for at least:</TB> <TB>Answer: d</TB>

<TB>Rationale: Research shows that psychoeducation programs must be at least nine months in duration to be effective. The other answer choices are not appropriate for the situation.</TB>

<TB><P>Application</P>

<P>Implementation</P>

<P>Psychosocial Integrity</P>

<P>Learning Objective 5.2</P></TB></UNTBL>

<TB><LL><ITEM><P><INST>a.  </INST>Six months.</P></ITEM>
<ITEM><P><INST>b.  </INST>One year.</P></ITEM>
<ITEM><P><INST>c.  </INST>Two years.</P></ITEM>
<ITEM><P><INST>d.  </INST></P></ITEM></LL></TB>Nine months.
<UNTBL><TB><BOLD>5.3</BOLD> The nurse knows that the primary goal of acting as a life coach for families is to:</TB> <TB>Answer: </TB>c

<TB>Rationale: The primary goal of coaching a family is to improve the family’s situation. The nurse listens to all family members, acknowledges their difficulties, and affirms the strengths and resources they bring to the situation. Self-evaluation, practicing life skills, and working with other families may be included, but they are not the primary goal.</TB>

<TB><P>Application</P>

<P>Implementation</P>

<P>Psychosocial Integrity</P>

<P>Learning Objective 5.3</P></TB></UNTBL>

<TB><LL><ITEM><P><INST>a.  </INST></P></ITEM>Self-evaluate.
<ITEM><P><INST>b.  </INST>Practice life skills.</P></ITEM>
<ITEM><P><INST>c.  </INST>Improve family situations.</P></ITEM>
<ITEM><P><INST>d.  </INST>Work with other families.</P></ITEM></LL></TB>
<UNTBL><TB><BOLD>5.4</BOLD> Skills learned by families to enhance family communication include:</TB> <TB>Answer: </TB>d

<TB><P>Rationale: As families learn new ways of talking and listening, they will experience a reduction in stress and an improvement in relationships. A life coach will discuss and role-model ways to enhance family communications, including the following skills:</P>

<BL><ITEM><P>•  Active listening (e.g., asking clarifying questions, summarizing others’ statements)</P></ITEM>

<ITEM><P><INST>•  </INST>Giving praise and positive feedback whenever it is legitimate

•  Giving criticism in a calm voice</P></ITEM>

<ITEM><P><INST>•  </INST>Using positive requests (e.g., “I would like you to . . . ”)</P></ITEM>

<ITEM><P><INST>•  </INST>Monitoring nonverbal communication</P></ITEM>

<ITEM><P><INST>•  </INST>Refraining from arguing with someone who is severely agitated or psychotic

</P></ITEM></BL><P>Isolating the client and arguing with the client are nontherapeutic actions. Providing reassurance is part of the nurse’s role, but it is not the focus of interventions to enhance family communication.</P></TB>

<TB><P>Analysis</P>

<P>Implementation</P>

<P>Psychosocial Integrity</P>

<P>Learning Objective 5.4</P></TB></UNTBL>

<TB><LL><ITEM><P><INST>a.  </INST>Reassuring the family</P></ITEM>.
<ITEM><P><INST>b.  </INST>Positive feedback and arguing with client when warranted</P></ITEM>.
<ITEM><P><INST>c.  </INST>Isolating the client</P></ITEM>.
<ITEM><P><INST>d.  </INST></P></ITEM></LL></TB>Praise, criticism, and positive feedback.
<UNTBL><TB><BOLD>5.5</BOLD> The nurse’s role as a spiritual caregiver includes working to develop:</TB> <TB>Answer: </TB>d

<TB>Rationale: Spiritual care includes developing caring and thoughtful relationships. The nurse must foster family attitudes that arise from people’s spiritual dimensions. Spiritual caregiving includes helping “patients” stop being patients and instead become active clients and collaborators. Supporting individuals and families who seek ways to heal and achieve balance in their lives is an important aspect of spiritual nursing care. Developing the client’s sense of self and relationships with other caregivers are not part of the spiritual caregiver’s role. Rapport with the family may be a result of developing caring and thoughtful relationships.</TB>

<TB><P>Application</P>

<P>Implementation</P>

<P>Psychosocial Integrity</P>

<P>Learning Objective 5.5</P></TB></UNTBL>

<TB><LL><ITEM><P><INST>a.  </INST>Meaningful relationships with other caregivers.</P></ITEM>
<ITEM><P><INST>b.  </INST>The client’s sense of “self.”</P></ITEM>
<ITEM><P><INST>c.  </INST>A rapport with all family members.</P></ITEM>
<ITEM><P><INST>d.  </INST></P></ITEM></LL></TB>Caring and thoughtful relationships.
<UNTBL><TB><BOLD>6.1</BOLD> Parents of adult clients with mental health disorders struggle to find a balance between emotional support and fostering independence. The nurse helps by:</TB> <TB>Answer: a</TB>

<TB>Rationale: Parents often struggle to find a balance between supporting their adult child with an illness and fostering her or his independence to the greatest extent. This balance involves both the person with the disability and the caregiving parent. Family caregivers need support and practical knowledge to enhance their ability to cope and their ability to support their loved one. The support and knowledge gained will help the clients as they interact with others, embrace their future, and learn about past mistakes.</TB>

<TB><P>Analysis</P>

<P>Implementation</P>

<P>Psychosocial Integrity</P>

<P>Learning Objective 6.1</P></TB></UNTBL>

<TB><LL><ITEM><P><INST>a.  </INST>Teaching and providing support and knowledge.</P></ITEM>
<ITEM><P><INST>b.  </INST>Teaching the client how to interact with family.</P></ITEM>
<ITEM><P><INST>c.  </INST>Teaching clients to embrace their future.</P></ITEM>
<ITEM><P><INST>d.  </INST>Teaching clients and families about past mistakes.</P></ITEM></LL></TB>
<UNTBL><TB><BOLD>6.2</BOLD> The family nurse therapist may use a genogram to help:</TB> <TB>Answer: </TB>c

<TB>Rationale: Genograms are three-generational maps of the family system. They consider family structure and relationships and the degree of cohesion and flexibility within the various groups. Genograms help identify family strengths and deficits and tailor interventions specific to each family. Genograms may or may not take stress off the health care team, comply with protocol, and help family members deal with their family member’s diagnosis.</TB>

<TB><P>Analysis</P>

<P>Implementation</P>

<P>Psychosocial Integrity</P>

<P>Learning Objective 6.2</P></TB></UNTBL>

<TB><LL><ITEM><P><INST>a.  </INST></P></ITEM>Comply with hospital protocol.
<ITEM><P><INST>b.  </INST>Take some of the stress off the health care team.</P></ITEM>
<ITEM><P><INST>c.  </INST>Identify strengths and deficits within families.</P></ITEM>
<ITEM><P><INST>d.  </INST>Family members come to terms with the client’s diagnosis.</P></ITEM></LL></TB>
<UNTBL><TB><BOLD>6.3</BOLD> When taking care of a client from a different culture, the student nurse knows to:</TB> <TB>Answer: </TB>b

<TB>Rationale: Generalizations about ethnic groups increase our level of awareness and alert us to the possibility of differences. It is very important, however, that the nurse not assume that ethnic group generalizations accurately describe each family within the cultural group. How a problem is viewed and how distress is handled, varies with different family norms as well as cultural norms. The nurse must also recognize and understand that differences are not disease or dysfunction but simply another way of life. The skilled nurse will accept families as they are, help them achieve their goals, and facilitate health in the way that is most useful for them.</TB>

<TB><P>Analysis</P>

<P>Implementation</P>

<P>Psychosocial Integrity</P>

<P>Learning Objective 6.3</P></TB></UNTBL>

<TB><LL><ITEM><P><INST>a.  </INST></P></ITEM>Generalize to increase level of awareness.
<ITEM><P><INST>b.  B</INST>e careful when making generalizations.</P></ITEM>
<ITEM><P><INST>c.  </INST>Help the client understand the majority way of life.</P></ITEM>
<ITEM><P><INST>d.  </INST>Help families acclimate to the mental health clinic.</P></ITEM></LL></TB>
<UNTBL><TB><BOLD>6.4</BOLD> The nurse realizes that in order to help improve the functioning of mental health clients and their families, the nurse must:</TB> <TB>Answer: </TB>b

<TB>Rationale: Clients and families know more about their lives than others outside the family and are the best judges for future direction. Through education, nurses enhance the strengths and creativity of the family system and assist members in making changes and developing the lives they choose.</TB>

<TB><P>Application</P>

<P>Implementation</P>

<P>Psychosocial Integrity</P>

<P>Learning Objective 6.4</P></TB></UNTBL>

<TB><LL><ITEM><P><INST>a.  </INST></P></ITEM>Decrease the client’s stress.
<ITEM><P><INST>b.  </INST>Educate to enhance strength and creativity.</P></ITEM>
<ITEM><P><INST>c.  </INST>Teach the client communication skills.</P></ITEM>
<ITEM><P><INST>d.  </INST>Normalize the family’s experience.</P></ITEM></LL></TB>
<UNTBL><TB><BOLD>6.5</BOLD> When a child with a mental disorder acts dangerously, the nurse helps the family understand that:</TB> <TB>Answer: </TB>b

<TB>Rationale: Nurses should help family members understand that, though children’s behavior may be unpredictable, and sometimes dangerous, the expectation should be that children must learn to manage themselves. Harming family members should not be allowed.</TB>

<TB><P>Analysis</P>

<P>Implementation</P>

<P>Psychosocial Integrity</P>

<P>Learning Objective 6.5</P></TB></UNTBL></ANSSET>

<TB><LL><ITEM><P><INST>a.  </INST>The child’s illness makes behavior self-management impossible.</P></ITEM>
<ITEM><P><INST>b.  </INST>The child must learn to manage his or her behavior.</P></ITEM>
<ITEM><P><INST>c.  </INST>It is not unusual for children to hurt family members.</P></ITEM>
<ITEM><P><INST>d.  </INST>Because the child’s behavior is unpredictable, establishing consequences for inappropriate behavior is not realistic.</P></ITEM></LL></TB>

<ANSSET><UNTBL><TTL>Chapter 3</TTL>

<TB><BOLD>1.1</BOLD> Which principle of community mental health would focus on teaching necessary social skills to consumers with mental illness?</TB> <TB>Answer: </TB>d

<TB>Rationale: Normalization affirms that people with disabilities should be able to lead as normal a life as possible. Learning necessary social skills is a part of the normalization process. Neither destigmatization, contextualization, nor self-advocacy addresses this issue.</TB>

<TB><P>Application</P>

<P>Assessment</P>

<P>Safe, Effective Care Environment</P>

<P>Learning Objective 1.1</P></TB></UNTBL>

<TB><LL><ITEM><P><INST>a.  </INST>Self-Advocacy</P></ITEM>
<ITEM><P><INST>b.  </INST>Destigmatization</P></ITEM>
<ITEM><P><INST>c.  </INST>Contexualization</P></ITEM>
<ITEM><P><INST>d.  </INST></P></ITEM></LL></TB>Normalization
<UNTBL><TB><BOLD>1.2</BOLD> Individuals with mental illness are usually referred to as clients. Even though the term client is widely used, which of the following terms is becoming the preferred term for the nurse to use when referring to an individual with mental illness?</TB> <TB>Answer: </TB>c

<TB>Rationale: The use of consumer indicates an increasing awareness of the person with mental illness as an autonomous individual. The use of the terms <ITAL>patient,</ITAL> <ITAL>client,</ITAL> and <ITAL>mentally ill</ITAL> does not acknowledge the person with mental illness as an autonomous individual that shares in the responsibility for determining the type of care provided.</TB>

<TB><P>Application</P>

<P>Assessment</P>

<P>Safe, Effective Care Environment</P>

<P>Learning Objective 1.2</P></TB></UNTBL>

<TB><LL><ITEM><P><INST>a.  </INST>Client</P></ITEM>
<ITEM><P><INST>b.  </INST>Patient</P></ITEM>
<ITEM><P><INST>c.  </INST>Consumer</P></ITEM>
<ITEM><P><INST>d.  </INST>Mentally ill person</P></ITEM></LL></TB>
<UNTBL><TB><P><BOLD>1.3</BOLD> What basic services are community mental health centers expected to provide to the community?</P> <TB>Answers: a, b, c, d, e</TB>

Rationale:

<TB><BL><ITEM><P><INST>•  </INST><BOLD>Inpatient care.</BOLD> In 1963, Congress passed an act that was the beginning of the community mental health movement. The general plan was to make an array of community-based services available to all people seeking mental health care. Each community mental health center was expected to provide inpatient care, outpatient care, partial hospitalization, consultation, and education.</P></ITEM>

<ITEM><P><INST>•  </INST><BOLD>Outpatient care</BOLD>. In 1963, Congress passed an act that was the beginning of the community mental health movement. The general plan was to make an array of community-based services available to all people seeking mental health care. Each community mental health center was expected to provide inpatient care, outpatient care, partial hospitalization, consultation, and education.</P></ITEM>

<ITEM><P><INST>•  </INST><BOLD>Partial hospitalization.</BOLD> In 1963, Congress passed an act that was the beginning of the community mental health movement. The general plan was to make an array of community-based services available to all people seeking mental health care. Each community mental health center was expected to provide inpatient care, outpatient care, partial hospitalization, consultation, and education.</P></ITEM>

<ITEM><P><INST>•  </INST><BOLD>Consultation.</BOLD> In 1963, Congress passed an act that was the beginning of the community mental health movement. The general plan was to make an array of community-based services available to all people seeking mental health care. Each community mental health center was expected to provide inpatient care, outpatient care, partial hospitalization, consultation, and education.</P></ITEM>

<ITEM><P><INST>•  </INST><BOLD>Education.</BOLD> In 1963, Congress passed an act that was the beginning of the community mental health movement. The general plan was to make an array of community-based services available to all people seeking mental health care. Each community mental health center was expected to provide inpatient care, outpatient care, partial hospitalization, consultation, and education.</P></ITEM></BL></TB>

<TB><P>Application</P>

<P>Planning</P>

<P>Safe, Effective Care Environment</P>

<P>Learning Objective 1.3</P></TB></UNTBL>

<P>Select all that apply.</P></TB>
<TB><LL><ITEM><P><INST>a.  </INST>Inpatient care</P></ITEM>
<ITEM><P><INST>b.  </INST>Outpatient care</P></ITEM>
<ITEM><P><INST>c.  </INST>Partial hospitalization</P></ITEM>
<ITEM><P><INST>d.  </INST>Consultation</P></ITEM>
<ITEM><P><INST>e.  </INST>Education</P></ITEM></LL></TB>
<UNTBL><TB><BOLD>1.4</BOLD> What is the greatest concern that individuals with mental illness have regarding becoming employed and losing financial support through the SSI or SSDI funds?</TB> <TB>Answer: c</TB>

<TB>Rationale: People who even take a part-time job lose entitlement income, including food stamps and rent subsidies. They are at risk for losing medical coverage. Having a mental illness does not exempt one from either paying taxes or having to work.  An individual with a mental illness may or may not have work skills.</TB>

<TB><P>Application</P>

<P>Assessment</P>

<P>Health Promotion and Maintenance</P></TB>

<P>Learning Objective 1.4</P></UNTBL>

<TB><LL><ITEM><P><INST>a.  </INST>They will have to pay taxes.</P></ITEM>
<ITEM><P><INST>b.  </INST>They will have to go to work everyday.</P></ITEM>
<ITEM><P><INST>c.  </INST>The loss of medical coverage</P></ITEM>.
<ITEM><P><INST>d.  </INST>They do not have work skills.</P></ITEM></LL></TB>

 

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