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Successful-Nurse-Communication-Boynton
Chapter 1: Communication and Behavior
MULTIPLE CHOICE
A. | Is an essential part of the nurses mission to assess, plan, implement, and document care |
B. | Is a requirement for collaborating with nurse colleagues and all other members of the healthcare team |
C. | Can make the difference between life and death for patients |
D. | All of the above |
ANS: D PTS: 1 REF: Page: 2
TOP: Importance of effective communication in nursing
A. | The Intensive Care Unit (ICU) nurse sharing her concerns with the physician about a patients anxious spouse |
B. | The graduate nurse telling his supervisor that he is not comfortable using the IV pump and would like additional training |
C. | The medical-surgical nurse offering to work an extra shift even though she feels emotionally and physically exhausted |
D. | The nursing student asking her instructor to clarify her clinical assignment |
ANS: C PTS: 1 REF: Page: 3
TOP: A vision of successful nurse communication
A. | Self-reflection, personal growth, and social learning |
B. | Self-reflection, social learning, and avoidance of conflict |
C. | Social learning, manual dexterity, and personal growth |
D. | None of the above |
ANS: A PTS: 1 REF: Page: 4
TOP: A behavioral approach to communication
A. | Awareness of others |
B. | Asking questions respectfully |
C. | Understanding patient preferences |
D. | All of the above |
ANS: D PTS: 1 REF: Page: 4
TOP: A behavioral approach to communication
A. | Frequently interrupt others, discount others perspectives, and fidget |
B. | Throw objects, invade the personal space of others, and use humiliating language |
C. | Speak in an angry tone, gossip about others behind their backs, and discount others perspectives |
D. | Exclude others from group activities, frequently interrupt others, and invade the personal space of others |
ANS: B PTS: 1 REF: Page: 7
TOP: Communication styles and types
A. | Believe their opinions are not as important as those of their colleagues |
B. | Often keep their ideas to themselves |
C. | Speak confidently and clearly |
D. | Both A and B |
ANS: D PTS: 1 REF: Page: 7
TOP: Communication styles and types
A. | Facial expression |
B. | Physical stance |
C. | Language |
D. | Intonation |
ANS: C PTS: 1 REF: Page: 8
TOP: Communication styles and types
A. | Why communication is so complicated |
B. | The desired outcome of communication |
C. | The need to consider patients rooms as their homes |
D. | The prevalence of miscommunication or communication failures in patient safety issues |
ANS: C PTS: 1 REF: Page: 9 | Page: 11
TOP: Models of communication
A. | Time of day |
B. | Workload of both the nurse and the physician |
C. | A history of positive or negative communication encounters between these healthcare professionals |
D. | All of the above |
ANS: D PTS: 1 REF: Page: 10
TOP: Variables that affect communication
A. | Medical jargon, stress, heavy accents, and empathy |
B. | Stress, stereotypes, humor, and urgency |
C. | Medical jargon, stereotypes, physical noise, and patient education |
D. | Patient education, physical noise, medical jargon, and stress |
ANS: D PTS: 1 REF: Page: 11 TOP: Models of communication
A. | Human behavior and communication are interrelated. |
B. | Teaching communication without a focus on the underlying behaviors is not adequate. |
C. | The skills to practice successful nurse communication involve self-awareness and self-reflection. |
D. | All of the above |
ANS: D PTS: 1 REF: Pages: 4-5
TOP: A behavioral approach to communication
MULTIPLE RESPONSE
A. | She apologizes three times to her colleague for taking up space at the nurses station. |
B. | She feels the rest of the team should have dinner together without her because she is not much fun. |
C. | She uses a confident tone to express her concerns about a patients rising blood sugar to the physician on call. |
D. | She has an idea about troubleshooting a problem with the new computer system but keeps it to herself because she doubts it would be valuable. |
ANS: A, B, D PTS: 1 REF: Page: 7
TOP: Communication styles and types
TRUE/FALSE
ANS: T PTS: 1 REF: Pages: 2-3
TOP: Behavioral approach to communication
ANS: T PTS: 1 REF: Page: 4
TOP: Behavioral approach to communication
ANS: T PTS: 1 REF: Page: 10 | Page: 14
TOP: Variables that affect communication
ANS: F PTS: 1 REF: Page: 15
TOP: Behavioral approach to communication
Chapter 3: Respectful and Effective Listening
MULTIPLE CHOICE
A. | Practice |
B. | Role-model |
C. | Develop |
D. | All of the above |
ANS: D PTS: 1 REF: Page: 29 TOP: Respectful listening
A. | Assessing a patients nutritional status |
B. | Insisting to a patient that her blood sugar is too high to eat the ice cream she is requesting |
C. | Understanding what is important to a patient about his or her upcoming surgery |
D. | Discussing commitments for holiday scheduling with colleagues |
ANS: B PTS: 1 REF: Pages: 28-29 TOP: Why listening is vital
A. | Conveying compassion |
B. | Engaging patients in developing a plan of care |
C. | Focused primarily on patients clinical status |
D. | Both A and B |
ANS: D PTS: 1 REF: Page: 28 TOP: Why listening is vital
A. | Auscultating lung sounds |
B. | Noticing verbal and nonverbal language used by patients |
C. | Receiving information about a patient from another nurse during a hand-off |
D. | All of the above |
ANS: D PTS: 1 REF: Page: 28 TOP: Why listening is vital
A. | Accept the reality of the situation |
B. | Take opportunities to listen whenever possible |
C. | Advocate for time and space needed to listen |
D. | Both B and C |
ANS: D PTS: 1 REF: Page: 29 TOP: Why listening is vital
A. | I heard you say that you dont have any questions about the MRI, but you look worried. Would you like to tell me what you are thinking? |
B. | Ill make sure the MRI gets scheduled as soon as possible. |
C. | MRIs are noisy, but it will be over in just a few minutes. |
D. | All of the above |
ANS: A PTS: 1 REF: Page: 28 TOP: Why listening is vital
A. | It involves concentration, caring, and commitment. |
B. | The speaker should try to talk a little faster to save time. |
C. | They should intentionally focus on the speaker. |
D. | Both A and C |
ANS: D PTS: 1 REF: Page: 29 TOP: Listening styles
A. | Thats okay. Youre doing your best. |
B. | I love exercising. I make sure I swim three times a week. |
C. | Wanting to isnt going to be enough. You have to actually do it! |
D. | It sounds like you wish you had more time for exercising. Lets talk about how you might fit it in. |
ANS: D PTS: 1 REF: Page: 29 TOP: Listening styles
A. | It does not require either nurse to really listen to the other. |
B. | Both nurses are equally likely to end up taking the admission. |
C. | It will give both nurses the chance to express their perspective. |
D. | This kind of listening can take place while one of the nurses completes another task. |
ANS: C PTS: 1 REF: Page: 30 TOP: Listening styles
A. | Aggressive |
B. | Passive-aggressive |
C. | Controlling |
D. | All of the above |
ANS: D PTS: 1 REF: Page: 31 TOP: Listening styles
A. | Be very effective in patient teaching situations |
B. | Be great role models for best communication practices on the unit |
C. | Lack understanding about what others are saying |
D. | Learn a lot from others during conversations |
ANS: C PTS: 1 REF: Page: 31 TOP: Listening styles
A. | Hearing, attending, understanding, remembering, responding |
B. | Hearing, thinking, understanding, reflecting, responding |
C. | Hearing, attending, arguing, fact-finding, responding |
D. | Attending, understanding, remembering, responding, forgetting |
ANS: A PTS: 1 REF: Page: 31 TOP: Stages of listening
A. | Interrupting, paraphrasing, and clarifying |
B. | Paraphrasing, clarifying, and avoiding assumptions |
C. | Paraphrasing, assuming, and clarifying |
D. | Paraphrasing, scowling, and avoiding assumptions |
ANS: B PTS: 1 REF: Page: 31 TOP: Stages of listening
A. | Involves true curiosity |
B. | Encourages the use of mentors |
C. | Supports a foundation of evidence-based practice |
D. | All of the above |
ANS: D PTS: 1 REF: Pages: 32-34
TOP: Becoming a respectful listener
A. | Requires agreement with another persons point of view |
B. | Can be more difficult when there are emotionally charged differences in opinions |
C. | Results in only one opinion being respected |
D. | Isnt worth the trouble |
ANS: B PTS: 1 REF: Page: 35
TOP: Becoming a respectful listener
A. | Dont worry, this is a mild narcotic. |
B. | Why would you be worried about that? |
C. | You are worried that taking this pain medicine will make you addicted to it. |
D. | Right now you should be focused on managing this pain. |
ANS: C PTS: 1 REF: Pages: 35-36
TOP: Becoming a respectful listener
A. | Being honest about his limitations |
B. | Not a very good listener |
C. | Not a very good supervisor |
D. | Not very nice |
ANS: A PTS: 1 REF: Page: 37
TOP: Becoming a respectful listener
A. | Offers a structured guide for practicing respectful listening |
B. | Can be used when receiving information during a patient hand-off |
C. | Encourages accountability for receivers of messages |
D. | All of the above |
ANS: D PTS: 1 REF: Pages: 38-39
TOP: GRRRR: A Model for Great Listening
MULTIPLE RESPONSE
A. | His upcoming meal break |
B. | The speakers verbal message |
C. | The kink in the IV tubing |
D. | The speakers nonverbal language |
ANS: B, D PTS: 1 REF: Page: 31 TOP: Stages of listening
A. | Take a deep breath. |
B. | Honor any choices you have. |
C. | Use facial expressions that show you dont agree with the giver of the feedback. |
D. | Acknowledge the feedback. |
E. | Consider ways to blame the person giving the feedback for any problems. |
F. | Take some time to sort out the feedback. |
G. | Be honest with yourself. |
ANS: A, B, D, F, G PTS: 1 REF: Page: 40
TOP: Receiving feedback
TRUE/FALSE
ANS: T PTS: 1 REF: Page: 28 TOP: Why listening is vital
ANS: T PTS: 1 REF: Page: 35
TOP: Becoming a respectful listener
ANS: F PTS: 1 REF: Page: 32
TOP: Becoming a respectful listener
ANS: T PTS: 1 REF: Pages: 36-37
TOP: Becoming a respectful listener
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