Sale!

Principles and Practice of Psychiatric Nursing 7th Edition Stuart Laraia Test Bank

$80.00 $12.99

Principles and Practice of Psychiatric Nursing 7th Edition Stuart Laraia Test Bank

ISBN-13: 978-0323012546

ISBN-10: 032301254X

 

Description

Principles and Practice of Psychiatric Nursing 7th Edition Stuart Laraia Test Bank

ISBN-13: 978-0323012546

ISBN-10: 032301254X

 

 

 

Be the best nurse you can be:

Nursing test banks are legit and very helpful. This test bank on this page can be downloaded immediately after you checkout today.

Here is the definition of nursing

Its true that you will receive the entire legit test bank for this book and it can happen today regardless if its day or night. We have made the process automatic for you so that you don’t have to wait.

We encourage you to purchase from only a trustworthy provider:

Our site is one of the most confidential websites on the internet. We maintain no logs and guarantee it. Our website is also encrypted with an SSL on the entire website which will show on your browser with a lock symbol. This means not a single person can view any information.

Have any comments or suggestions?

When you get your file today you will be able to open it on your device and start studying for your class right now.

Principles and Practice of Psychiatric Nursing 7th Edition Stuart Laraia Test BankRemember, this is a digital download that is automatically given to you after you checkout today.

Free Nursing Test Questions:

 

Stuart: Principles and Practice of Psychiatric Nursing, 9th Edition

 

Chapter 15: Anxiety Responses and Anxiety Disorders

 

Test Bank

 

MULTIPLE CHOICE

 

  1. When assessing a patient who gives the impression of being anxious, a nurse seeks to validate this impression because anxiety is:
1. necessary for survival.
2. communicated interpersonally.
3. an emotion without a specific object.
4. a subjective experience of the individual.

 

ANS: 4

Anxiety is a subjective human experience. The nurse can infer that a patient is anxious based on selected behaviors but must validate this with the patient.

 

DIF: Cognitive Level: Comprehension

REF: Text Page: 218

TOP: Nursing Process: Assessment

MSC: NCLEX: Psychosocial Integrity

 

  1. While completing an admissions assessment a nurse observes that a patient, although able to follow directions, appears to experience a narrowed perceptual field and seems to focus on immediate concerns. The nurse determines that the patient is experiencing anxiety at the:
1. mild level.
2. moderate level.
3. severe level.
4. panic level.

 

ANS: 2

Moderate anxiety is characterized by a focus on only immediate concerns and by the demonstration of a narrowed perceptual field as the person sees, hears, and grasps less. The person blocks out selected areas but can attend to more if directed to do so.

 

DIF: Cognitive Level: Comprehension

REF: Text Page: 219

TOP: Nursing Process: Assessment

MSC: NCLEX: Psychosocial Integrity

 

  1. A patient has greatly increased non–goal-directed motor activity, seems terror stricken, and experiences both distorted perceptions and disordered thoughts. When the nursing staff attempts to calm the patient, the patient does not respond. The level of patient anxiety can be assessed as:
1. mild.
2. moderate.
3. severe.
4. panic.

 

ANS: 4

Panic-level anxiety is associated with awe, dread, and terror. The person is disorganized, is unable to relate to others, and experiences distorted perceptions and loss of rational thought. The person is unable to do things even with direction.

 

DIF: Cognitive Level: Application

REF: Text Page: 219

TOP: Nursing Process: Assessment

MSC: NCLEX: Psychosocial Integrity

 

  1. A psychiatric patient is experiencing panic-level anxiety. The initial intervention of highest priority is:
1. provide for the patient’s safety.
2. reduce all environmental stimuli.
3. respect the patient’s personal space.
4. encourage the patient to discuss the anxious feelings.

 

ANS: 1

Safety is of highest priority because the patient in panic is at high risk for self-injury related to increased non–goal-directed motor activity, distorted perceptions, and disordered thoughts. The remaining options are to be considered only after the patient is safe.

 

DIF: Cognitive Level: Analysis

REF: Text Page: 233

TOP: Nursing Process: Planning

MSC: NCLEX: Psychosocial Integrity

 

  1. A patient is experiencing panic-level anxiety. Of the medications listed on the patient’s medication administration sheet, which can be given as a prn anxiolytic?
1. Buspirone (BuSpar)
2. Lorazepam (Ativan)
3. Phenytoin (Dilantin)
4. Fluoxetine (Prozac)

 

 

ANS: 2

Lorazepam (Ativan) is a benzodiazepine used to treat anxiety. It may be given as a prn medication. The remaining options are either not ordered for anxiety or as prn medication.

 

DIF: Cognitive Level: Application

REF: Text Page: 234

TOP: Nursing Process: Implementation

MSC: NCLEX: Psychosocial Integrity

 

  1. When a nurse explains a patient’s behavior by stating, “The patient’s anxiety stemmed from being unable to attain a desired goal,” the nurse is basing care on:
1. learning theory.
2. behaviorist theory.
3. interpersonal theory.
4. psychoanalytic theory.

 

ANS: 2

Behaviorist theory proposes that anxiety is a product of frustration caused by anything that interferes with attaining a desired goal. theory proposed by the other options.

 

DIF: Cognitive Level: Comprehension

REF: Text Page: 223

TOP: Nursing Process: Planning

MSC: NCLEX: Psychosocial Integrity

 

  1. A patient whose current behavior includes smoking, pacing, and cursing tells a nurse, “I’m feeling edgy and can’t concentrate.” The nurse can assess the patient’s level of anxiety as:
1. mild.
2. moderate.
3. severe.
4. panic.

 

ANS: 1

Restlessness is a behavioral symptom of mild anxiety, whereas edginess is an affective symptom, and inability to concentrate is a cognitive symptom.

 

DIF: Cognitive Level: Comprehension

REF: Text Page: 219

TOP: Nursing Process: Assessment

MSC: NCLEX: Psychosocial Integrity

 

  1. During a staff conflict, one of your nursing peers defends her actions and asserts her own rights among the professional staff. This behavior is best described as typifying the coping mechanism of:
1. emotion or ego focused.
2. problem or task focused.
3. physiological conversion.
4. psychological conversion.

 

ANS: 2

Task-oriented reactions are thoughtful, deliberate attempts to solve problems, resolve conflicts, and gratify needs. They are consciously directed and action oriented and can include attack, withdrawal, and compromise.

 

DIF: Cognitive Level: Comprehension

REF: Text Pages: 225-226

TOP: Nursing Process: Assessment

MSC: NCLEX: Psychosocial Integrity

 

  1. A clinical nursing instructor shares with nursing students on a behavioral medicine unit that defense mechanisms:
1. involve some degree of self-deception.
2. are rarely used by mentally healthy people.
3. seldom make the person feel more comfortable.
4. are usually effective in resolving basic conflicts.

 

ANS: 1

Ego defense mechanisms operate unconsciously and usually involve some degree of self-deception and reality distortion. The remaining options are not true statements regarding defense mechanisms.

 

DIF: Cognitive Level: Comprehension

REF: Text Page: 226

TOP: Nursing Process: Assessment

MSC: NCLEX: Psychosocial Integrity

 

  1. A patient tends to use the defense mechanism of displacement. When the patient’s spouse accuses the patient of being disorganized and flighty, the patient is most likely to react by:
1. burning the spouse’s dinner.
2. scolding the paperboy for being late.
3. telling the spouse, “I’m so angry with you.”
4. promising the spouse to try be more organized and calm.

 

 

ANS: 2

Displacement is defined as the shifting of an emotion from its original source to a person or object that is less threatening. The remaining options do not reflect a shifting of emotion onto a less-threatening person or object.

 

DIF: Cognitive Level: Analysis

REF: Text Page: 227

TOP: Nursing Process: Assessment

MSC: NCLEX: Psychosocial Integrity

 

  1. A person who was raped several years ago denies having any memory of the event. The defense mechanism in use is:
1. projection.
2. repression.
3. displacement.
4. reaction formation.

 

ANS: 2

Repression is the involuntary exclusion of a painful or conflicting thought, impulse, or memory from awareness.

 

DIF: Cognitive Level: Comprehension

REF: Text Page: 227

TOP: Nursing Process: Assessment

MSC: NCLEX: Psychosocial Integrity

 

  1. If a miserly patient rationalizes his behavior, a nurse will expect that the patient is most likely to:
1. call other people stingy.
2. start spending money liberally.
3. claim to exemplify the virtue of thrift.
4. give all his money to charity on death.

 

 

ANS: 3

Rationalization is the offering of a socially acceptable or apparently logical reason as a justification for an unacceptable impulse, feeling, behavior, or motive.

 

DIF: Cognitive Level: Comprehension    REF: Text Page: 227

TOP: Nursing Process: Assessment         MSC: NCLEX: Psychosocial Integrity

 

 

  1. After hitting a playmate, a child untruthfully states, “The other kid hit me first!” This is an example of:
1. projection.
2. sublimation.
3. displacement.
4. rationalization.

 

ANS: 1

Projection is the attributing of one’s thoughts or impulses to another person.

 

DIF: Cognitive Level: Comprehension

REF: Text Page: 227

TOP: Nursing Process: Assessment

MSC: NCLEX: Psychosocial Integrity

 

  1. A police officer who uses reaction formation to deal with fears of acting cowardly is most likely to:
1. call others cowards.
2. develop paralysis of the leg.
3. volunteer for perilous SWAT duty.
4. have nightmares about running from an assailant.

 

ANS: 3

Reaction formation is the development of behavior patterns or conscious attitudes that are the opposite of what one really feels or would like to do.

 

DIF: Cognitive Level: Analysis

REF: Text Page: 227

TOP: Nursing Process: Assessment

MSC: NCLEX: Psychosocial Integrity

 

  1. A patient calls the community mental health center and shares, “For the past 6 months, whenever I even think about leaving my house, my heart pounds, my body shakes, and I cry and feel dizzy. There’s no reason for me to feel this way, but I do.” These symptoms can be assessed as being most consistent with:
1. panic disorder with agoraphobia.
2. obsessive-compulsive disorder.
3. posttraumatic stress disorder.
4. generalized anxiety disorder.

 

 

ANS: 1

The patient has a persistent fear of open places. The extreme physical and emotional reaction is consistent with panic-level anxiety experienced when the feared situation is imminent.

 

DIF: Cognitive Level: Analysis

REF: Text Page: 229

TOP: Nursing Process: Assessment

MSC: NCLEX: Psychosocial Integrity

 

  1. A patient admitted to the psychiatric unit is very anxious and can only follow simple directions with great difficulty. The patient tells a nurse about a fear of keeping clean in such a public place and is observed repeatedly dusting the furniture. The nurse should assess the patient’s level of anxiety as:
1. mild.
2. moderate.
3. severe.
4. panic.

 

ANS: 3

Severe anxiety is characterized by a reduced perceptual field as evidenced by inability to follow directions. All behavior is aimed at relieving anxiety as evidenced by the rituals the patient performs.

 

DIF: Cognitive Level: Application

REF: Text Page: 219

TOP: Nursing Process: Assessment

MSC: NCLEX: Psychosocial Integrity

 

  1. Which nursing intervention would be most therapeutic for a newly admitted patient diagnosed with obsessive-compulsive disorder (OCD) who is busily cleaning and straightening a bedroom?
1. “I’ve inspected the room, and it’s very clean.”
2. “Tell me why your clothes and room need to be cleaned.”
3. “You will not be allowed in your room if you cannot control your cleaning behaviors.”
4. “I can see how uncomfortable you are, but I would like you to take a short walk so I can show you the unit.”

 

ANS: 4

This remark acknowledges the patient’s feelings but addresses the newly admitted patient’s need to know important areas of the unit.

 

DIF: Cognitive Level: Application

REF: Text Page: 235

TOP: Nursing Process: Implementation

MSC: NCLEX: Psychosocial Integrity

 

  1. A patient admitted to the psychiatric unit with a diagnosis of obsessive-compulsive disorder (OCD) tells a nurse of a need to brush his teeth at least 15 times each day. The patient also admits to sleeping only 1 hour each night for the last 5 days. Within the next 48 hours, which outcome would indicate that nursing interventions to relieve anxiety had been successful?
1. The patient sleeps 6 hours nightly.
2. The patient states that performing rituals is “silly.”
3. The patient verbalizes that brushing his teeth 15 times each day is “too much.”
4. The patient admits to being acutely anxious and wants help.

 

ANS: 1

Patients with obsessive-compulsive disorder may be so consumed by rituals that they are not able to stop long enough to eat, go to the bathroom, or sleep. Sleeping 6 hours per night in comparison with sleeping only 1 hour indicates improvement.

 

DIF: Cognitive Level: Analysis

REF: Text Page: 231

TOP: Nursing Process: Evaluation

MSC: NCLEX: Psychosocial Integrity

 

  1. In order to effectively assess a patient who is experiencing anxiety, a nurse understands that the physiological responses associated with anxiety are modulated by the brain through the:
1. autonomic nervous system.
2. cardiovascular system.
3. neuromuscular system.
4. endocrine system.

 

ANS: 1

The autonomic nervous system, which comprises parasympathetic and sympathetic systems, is responsible for the individual’s physiological responses to anxiety. The parasympathetic system conserves body responses, and the sympathetic system activates body responses. Sympathetic reactions predominate in anxiety.

 

DIF: Cognitive Level: Comprehension

REF: Text Page: 219

TOP: Nursing Process: Assessment

MSC: NCLEX: Psychosocial Integrity

 

 

  1. Several months after being trapped in a collapsed building for several hours before being rescued, a patient admits to currently feeling “numb” and being unable to relate well with people. The patient sometimes reexperiences the terror associated with being trapped. The data collected about the patient are consistent with the symptoms of:
1. agoraphobia.
2. panic attacks.
3. posttraumatic stress disorder.
4. obsessive-compulsive disorder.

 

 

ANS: 3

Posttraumatic stress disorder (PTSD) follows exposure to a traumatic event. Symptoms include a tendency to relive the experience, a feeling of emotional “numbness,” inability to relate, and persistent symptoms of arousal.

 

DIF: Cognitive Level: Analysis

REF: Text Page: 229

TOP: Nursing Process: Assessment

MSC: NCLEX: Psychosocial Integrity

 

  1. A nurse who has spent an hour with a highly anxious patient shares with a peer, “I’m really feeling uptight! I need a quiet place to be alone.” This can be attributed to:
1. hypersensitivity on the nurse’s part.
2. communication of anxiety interpersonally.
3. fatigue from the effort of establishing a relationship.
4. a threat to the nurse’s self-esteem created by this difficult patient.

 

ANS: 2

Anxiety is communicated interpersonally. Just as patients can become more anxious when the nurse is anxiousRemember, too can nurses experience anxiety that has been transmitted by the patient.

 

DIF: Cognitive Level: Comprehension

REF: Text Page: 237

TOP: Nursing Process: Implementation

MSC: NCLEX: Psychosocial Integrity

 

  1. A patient is assessed by a physician as experiencing double approach-avoidance conflicts associated with the need to replace maladaptive behaviors with more adaptive behaviors. This tendency is exhibited when the patient:
1. wishes to both pursue and avoid the same goal.
2. is required to choose between two undesirable goals.
3. seeks to pursue two equally desirable but incompatible goals.
4. sees both desirable and undesirable aspects of two alternatives.

ANS: 4

Double approach-avoidance conflicts result in experiencing both desirable and undesirable aspects of two alternatives. This dual emotional state is called ambivalence.

 

DIF: Cognitive Level: Analysis

REF: Text Page: 224

TOP: Nursing Process: Assessment

MSC: NCLEX: Psychosocial Integrity

 

  1. A patient is admitted with the diagnosis of generalized anxiety disorder r/o (rule out) depression. A nurse providing care knows that in the cognitive realm, which assessment points to depression?
1. Uncertainty in negative evaluations
2. Selective and specific negative appraisals
3. Global view that nothing will turn out right
4. Tentatively regards defects or mistakes as revocable

ANS: 3

A depressed individual usually makes negative appraisals that are pervasive and global, is absolute about negative evaluations, believes mistakes or defects are beyond redemption, and has a global view that nothing will turn out right.

 

DIF: Cognitive Level: Comprehension

REF: Text Page: 273

TOP: Nursing Process: Assessment

MSC: NCLEX: Psychosocial Integrity

 

  1. A patient diagnosed with obsessive-compulsive disorder (OCD) tells a nurse, “I’m such a stupid person for behaving this way.” The therapeutic nursing response would be to:
1. change the subject.
2. agree that the behavior is wrong.
3. ask about the feelings experienced before using the behavior.
4. support the insight by asking for immediate behavioral change.

 

ANS: 3

Helping the patient connect anxiety and the use of the symptom is an initial therapeutic step. The nurse acknowledges the patient’s feeling, attempts to label it, helps the patient describe feelings, and associates them with the use of a specific behavioral pattern.

 

DIF: Cognitive Level: Analysis

REF: Text Page: 237

TOP: Nursing Process: Implementation

MSC: NCLEX: Psychosocial Integrity

 

  1. A patient who is a police officer has developed severe anxiety while questioning his actions during a response to a domestic dispute that resulted in a death. During the admission interview, the patient repeatedly states, “I’m so tense, and I’m sure that I’m going to be fired.” Which statement would be most useful in helping the patient deal with his primary concern?
1. “Let’s look at the evidence that you’ll lose your job.”
2. “I’m going to teach you how to make your body relax.”
3. “Before we talk about this problem, you are going to the gym to work out.”
4. “Let’s use role playing to help you explain your actions to your superior officers.”

 

ANS: 1

Sometimes patients jump to erroneous conclusions. Questioning the evidence used by the patient to support a particular belief can be helpful. The source of the patient’s data was his own thinking, rather than information supplied by superiors. The nurse could help the patient see that superior officers are unlikely to make a precipitous decision to fire him.

 

DIF: Cognitive Level: Analysis

REF: Text Page: 237

TOP: Nursing Process: Implementation

MSC: NCLEX: Psychosocial Integrity

Reviews

There are no reviews yet.

Be the first to review “Principles and Practice of Psychiatric Nursing 7th Edition Stuart Laraia Test Bank”

Your email address will not be published. Required fields are marked *