Evidence Based Practice Nurses Appraisal Application Research 2nd Edition By Schmidt Brown -Test Bank

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Evidence Based Practice Nurses Appraisal Application Research 2nd Edition By Schmidt Brown -Test Bank

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Evidence Based Practice Nurses Appraisal Application Research 2nd Edition By Schmidt Brown -Test Bank

CHAPTER TWO

USING EVIDENCE THROUGH COLLABORATION TO PROMOTE EXCELLENCE IN NURSING PRACTICE

 

Multiple choice

 

EBP levels of collaboration (p. 40)

  1. What are the five EBP levels of collaboration?
    1. Organizational, societal, fraternal, national, and international
    2. Individual, organizational, regional, national, and international
    3. Professional, educational, organizational, regional, and national
    4. Individual, organizational, societal, regional, and international

 

 EBP levels of collaboration (p. 40)

  1. Of the situations listed, which is the best example of collaboration between the levels described in the model of EBP collaboration?
  1. A health care organization funds a group of nurses to attend a research conference related to practice areas that have had less than desirable outcomes in the past year.
  2. An individual nurse searches databases for the best evidence to support practice with a population of clients on a particular unit.
  3. A participant at a national nursing organization conference listens attentively to presenters related to the most relevant topics for the population served.
  4. A staff nurse uses findings from the Joanna Briggs Institute to support an EBP project, evaluates outcomes, and reports the findings at an international conference.

 

Individual nurse level (pp. 40-41)

  1. What is one step a staff nurse can take to advance EBP at the point of care?
    1. Establish the culture for EBP in institutional settings.
    2. Identify clinical questions related to current nursing practice.
    3. Promote consistent practice changes among different shifts.
    4. Reward nurses involved in EBP and help those who lack involvement.

 

Individual nurse level (p.  41)

  1. As a staff nurse, what steps can you take to advance EBP as part of your team or unit?
  1. Participate in implementing practice changes based on evidence.
  2. Participate as a member of an EBP project team.
  3. Participate in QI initiatives
  4. All of the above.

 

Individual nurse level (p.  41)

  1. As a staff nurse, how can you further educate yourself about EBP?
  1. Read evidence related to your area of practice on a regular basis.
  2. Watch what other nurses do.
  3. Follow the example of your supervisor.
  4. Act as a role model for younger staff.

 

Nurse manager level (p.  41)

  1. How can a nurse manager advance EBP as part of evaluating his or her staff?
  1. Set a good example with own behavior.
  2. Clearly outline goals for the team.
  3. Use performance criteria related to EBP.
  4. Participate in QI initiatives.

 

Advanced practice nurse level (p.  41)

  1. The advanced practice nurse can work to implement EBP by
  1. Serving as a coach and mentor in EBP.
  2. Locates relevant evidence and synthesizes evidence for practice.
  3. Uses evidence to writes and modify practice standards.
  4. All of the above.

 

Organizational level (p.  43)

  1. Creating an EBP culture is an example of contribution at the
  1. organizational level.
  2. individual nurse level.
  3. regional level.
  4. international level.

 

International level (p. 48)

  1. The Cochrane Collaboration and the Joanna Briggs Institute are examples of which EBP collaboration level?
  1. Individual
  2. International
  3. Organizational
  4. Regional

 

National level (p.  46)

  1. What national organizations can nurses use to locate EBP resources and EBP-based clinical guidelines?
  1. Agency for Healthcare Research and Quality, National Institute of Nursing Research, National Nursing Practice Network, and specialty nursing organizations.
  2. National Institutes of Health and regional resource centers.
  3. American Nurses Credentialing Center and the American Nurses Association.
  4. Department of Health and Human Services, Sigma Theta Tau International, and the Joanna Briggs Institute.

 

Ethical guidelines (pp. 50-51)

  1.  Which international code for ethical conduct by physicians conducting biomedical  research followed the Nuremberg Code and provides more specific guidelines?
    1. ANA Code of Ethics
    2. Belmont Report
    3. Code of Federal Regulations
    4. Declaration of Helsinki

 

Ethical guidelines (p. 52)

  1. Federal regulations mandate the establishment of institutional review boards whose purpose is to
    1. develop guidelines for conducting research.
    2. identify basic ethical principles in conducting research.
    3. review and approve research studies.
    4. provide a code of ethics for conducting research.

 

Institutional review board (p. 56)

  1. Which type of IRB review is required for research involving vulnerable populations or when there are substantial risks to participants?
    1. Special review
    2. Full review
    3. Expanded review
    4. Expedited review

 

Institutional review board (p. 56)

  1. A nurse researcher wants to interview parents and their autistic children regarding the childrens sleep patterns.  This study would require which type of IRB review?
    1. Expedited review
    2. Full review
    3. Special review
    4. Exempt from review

 

Institutional review board (pp. 57-58)

  1. A nurse educator is planning a research study related to experiential learning activities regarding caring for older adults with cognitive changes.  Which type of IRB review is needed?
  1. Exempt from review
  2. Expedited review
  3. Expanded review
  4. Full review

 

Institutional review board (p. 56)

  1. Research proposals may be eligible for an expedited review by the IRB if they involve minimal risk to participants. This means that
  1. there is a very low risk of harm or discomfort to study participants, no more than that involved in daily life or routine physical or psychological exams.
  2. the study will be based on the analysis of existing specimens or data only.
  3. there is some chance of harm to study participants due to invasive procedures.
  4. the study will only involve subject 18 years or older who have given consent.

 

Ethical issues (p. 52)

  1. The Belmont Report, issued in 1979, identified the following three ethical principles:
    1. confidentiality, consent, and justice.
    2. autonomy, social justice, and respect for persons.
    3. beneficence, respect for persons, and justice.
    4. altruism, confidentiality, and consent.

 

Institutional review board (p. 49)

  1. In regard to IRB criteria, which of the following are included in the category of vulnerable populations?
  1. Fetuses, infants, children, pregnant women
  2. Prisoners, students, females, African Americans
  3. Residents of long-term care facilities, students under the age of 18, infants
  4. Hospitalized adults, illegal aliens, premature infants, children

 

Nurses as patient advocates (p. 59)

  1. A nurse has agreed to assist in collecting data from patients in a primary care setting as part of a research study on grieving and coping skills.  What would be the most appropriate action by the nurse when a patient becomes visibly upset after relating that his son was recently killed in an automobile accident and that he does not want to talk further about it?
  1. Sympathize and explain how his answers will help many others.
  2. Weigh the potential greater good for a greater number of people and continue.
  3. Support the patient receiving care by ceasing further questioning.
  4. Consider the primary duty to advance nursing knowledge and continue questioning after a brief break.

 

Ethical issues (pp. 51, 54)

  1. A nurse has agreed to assist in collecting data from clients in a long-term-care setting.  The nurse becomes concerned upon realizing that many of the clients participating in the study have documented cognitive impairments.  Which ethical responsibility is being violated?
  1. Beneficence
  2. Confidentiality
  3. Voluntary participation
  4. Informed consent

CHAPTER 2

Multiple choice

  1. B
  2. D
  3. B
  4. D
  5. A
  6. C
  7. D
  8. A
  9. B
  10. A
  11. D
  12. C
  13. B
  14. B
  15. A
  16. A
  17. C
  18. A
  19. C
  20. D

 

CHAPTER EIGHTEEN

SHARING THE INSIGHTS WITH OTHERS

 

Dissemination of research (p. 455)

  1. The communication of clinical, research, and theoretical findings for the purpose of bringing new knowledge to the point of care is

 

Dissemination of research (p. 455)

  1. Examples of how evidence may best be disseminated are
  2. scholarly articles, oral presentations, and poster presentations.
  3. reading of articles, publication of evidence in a nonrefereed journal, and journal clubs.
  4. publication in a refereed nursing journal, continuing education workshops, and development of EBP guidelines.
  5. conference presentations at international conferences and development of EBP guidelines.

 

Dissemination of research (p. 456)

  1. Why is the dissemination of evidence important?
  2. Most health care institutions require it.
  3. Nurse educators need to disseminate evidence in order to obtain tenure.
  4. It allows for the transmission of new knowledge that can be used at the point of care.
  5. It is required to obtain grant funding for research.

 

Dissemination of research (p. 455)

  1. The four phases of scientific development are
  1. theory development, research, benchmarking, and publication.
  2. research, evaluation, dissemination, and presentation.
  3. protocol development, research, presentation, and application.
  4. theory development, research, dissemination, and application.

 

3 Ps of Dissemination (p. 457)

  1. What is a major advantage of using a poster presentation to disseminate evidence?
  2. Versatility of format
  3. Minimal cost and time are involved in preparation
  4. Networking opportunities that allow for the exchange of ideas
  5. Allows for an extensive summary of evidence

 

3Ps of dissemination (p. 457)

  1. Because dissemination from individuals in clinical practice is essential to building nursing knowledge, unit-based ____________ offer nurses the opportunity to share their unique knowledge in a visually interesting and concise format.
  2. posters
  3. debates
  4. classes
  5. publications

 

3Ps of Dissemination (p. 457)

  1. An obstetrics nurse seeking the opportunity to do a poster presentation at a regional child health conference would submit a(n) ____________ to the committee responsible for selecting presenters.
  2. poster
  3. outline
  4. abstract
  5. article

 

3Ps of Dissemination (p. 463)

  1. Nurses in clinical areas can choose to write and submit scholarly papers about case studies, EBP, and _____________ projects.
  2. personal interest
  3. quality management
  4. laboratory-based
  5. national research

 

3Ps of Dissemination (p. 464)

  1. Nurses interested in writing a scholarly paper who have little experience can begin by _____________ colleagues with more writing experience.
  2. imitating
  3. collaborating with
  4. observing
  5. reading about

 

3Ps of Dissemination (p. 463)

  1. In writing a scholarly paper, a good habit for nurses to develop is to
  2. write daily for a minimum of 15-30 minutes.
  3. ask colleagues many relevant questions.
  4. read a lot of professional journals.
  5. partner with a university researcher with expertise on the chosen topic.

 

3Ps of Dissemination (p. 464)

  1. A(n) ____________ is the term used for a scholarly paper prior to its publication.
  2. thesis
  3. abstract
  4. data analysis
  5. manuscript

 

3Ps of Dissemination (p. 464)

  1. In the process of writing a scholarly paper, to help with issues of content, organization, and clarity, it can be valuable to seek _____________ from colleagues.
  2. data
  3. feedback
  4. publications
  5. notes

 

3Ps of Dissemination (p. 469)

  1. The two most common mistakes made during oral presentations are
  2. reading from slides or paper and failing to adhere to time limits.
  3. using too many slides and speaking too softly.
  4. failing to adhere to time limits and not providing handouts.
  5. reading from slides or paper and speaking too loudly.

 

Conferences (p. 470)

  1. Professional behavior when attending a conference involves
  2. sharing business cards with other attendees.
  3. turning off cell phones.
  4. dressing professionally.
  5. all of the above.

 

Conferences (pp. 470-471)

  1. How can nurses get the most benefit from attending professional conferences?
  2. Make a schedule to ensure that sessions of interest arent missed
  3. Take advantage of informal networking opportunities
  4. Talk with experts when they are available
  5. All of the above.

CHAPTER 18

Multiple choice

  1. B
  2. A
  3. C
  4. D
  5. C
  6. A
  7. C
  8. B
  9. B
  10. A
  11. D
  12. B
  13. A
  14. D
  15. D

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