Question 1

Which of the following situations reflects a time when doing for the family takes priority over being with the family?

Accepted Answer

A)  At the end of the shift when the nurse knows she will be leaving the family 
B)  When the family needs to work through the answer rather than being provided an answer 
C)  When the family doesn't understand what is happening to their ill member 
D)  When the nurse wants to persuade the family of her point of view 
A)  At the end of the shift when the nurse knows she will be leaving the family 
B)  When the family needs to work through the answer rather than being provided an answer 
C)  When the family doesn't understand what is happening to their ill member 
D)  When the nurse wants to persuade the family of her point of view C

Question 2

A patient who is known to the nurse requests pain medication shortly after the physician leaves the room after discussing the patient's poor prognosis. The nurse enters the room to find the patient in tears. What would be the action on the part of the nurse that best conveys being with the patient?

Accepted Answer

A)  Sitting on the bed to talk to the patient 
B)  Giving the pain medication as soon as possible 
C)  Encourage the patient to rest 
D)  Change the subject to distract the patient from worrying 
A)  Sitting on the bed to talk to the patient 
B)  Giving the pain medication as soon as possible 
C)  Encourage the patient to rest 
D)  Change the subject to distract the patient from worrying A

Question 3

Which of the following represents an intrinsic barrier to caring and learning ways to provide family care?

Accepted Answer

A)  Understaffing 
B)  Fear of not knowing what to say to a family 
C)  Advances in technology 
D)  Cultural upbringing 
A)  Understaffing 
B)  Fear of not knowing what to say to a family 
C)  Advances in technology 
D)  Cultural upbringing B

Question 4

Which of the following statements about the nursing practice of being with are accurate?

Accepted Answer

A)  Being with puts the nurse at risk for burn-out. 
B)  Being with adds more time to providing individual care. 
C)  Being with can be conveyed through tone of voice, eye contact, and body language. 
D)  Being with requires the nurse to have an open mind and understand a variety of perspectives. 
A)  Being with puts the nurse at risk for burn-out. 
B)  Being with adds more time to providing individual care. 
C)  Being with can be conveyed through tone of voice, eye contact, and body language. 
D)  Being with requires the nurse to have an open mind and understand a variety of perspectives.

Question 5

____________________ is often seen in instrumental behaviors of caring, whereas ____________________ is an expressive caring behavior.

Accepted Answer

Doing for, being with
Doing for is often

Question 6

A nurse who periodically asks himself What makes me happy? is engaging in which of the following processes?

Accepted Answer

A)  Self-discovery that is helpful to building caring relationships 
B)  Egocentrism that threatens development of caring relationships 
C)  Self-indulgence important to developing resilience in nursing practice 
D)  Superficial assessment of his life 
A)  Self-discovery that is helpful to building caring relationships 
B)  Egocentrism that threatens development of caring relationships 
C)  Self-indulgence important to developing resilience in nursing practice 
D)  Superficial assessment of his life

Question 7

Which of the following examples of nursing actions that demonstrate being with is inaccurate?

Accepted Answer

A)  Being emotionally present to another 
B)  Seeking to understand another point of view 
C)  Learning what matters most to each patient and family 
D)  Assessing the patient's physical well-being 
A)  Being emotionally present to another 
B)  Seeking to understand another point of view 
C)  Learning what matters most to each patient and family 
D)  Assessing the patient's physical well-being

Question 8

Which of the following represents an extrinsic barrier to caring and learning ways to provide family care?

Accepted Answer

A)  An attitude that caring is innate and cannot be learned 
B)  An assumption that family care takes too much time 
C)  Fear of becoming too involved with the individual or family 
D)  An expectation to meet workplace outcomes 
A)  An attitude that caring is innate and cannot be learned 
B)  An assumption that family care takes too much time 
C)  Fear of becoming too involved with the individual or family 
D)  An expectation to meet workplace outcomes

Question 9

What can the nurse do to overcome extrinsic barriers to caring?

Accepted Answer

A)  Employ active listening skills with individuals and families. 
B)  Ask the family to identify their most important goal for well-being. 
C)  Sign up for the hospital committee on obtaining Magnet status. 
D)  Maintain a journal on personal insights about family interactions. 
A)  Employ active listening skills with individuals and families. 
B)  Ask the family to identify their most important goal for well-being. 
C)  Sign up for the hospital committee on obtaining Magnet status. 
D)  Maintain a journal on personal insights about family interactions.

Question 10

Which of the following situations reflects a time when doing for the patient takes priority over being with the patient?

Accepted Answer

A)  A patient in active labor 
B)  When physical care is needed 
C)  A patient who takes a long time to feed herself 
D)  When the family member is doing the patient's dressing change incorrectly 
A)  A patient in active labor 
B)  When physical care is needed 
C)  A patient who takes a long time to feed herself 
D)  When the family member is doing the patient's dressing change incorrectly

Question 11

The nurse is teaching a class on family-focused care in critical care environments. Which response from a nursing student indicates a need for additional teaching?

Accepted Answer

A)  Families need information and support. 
B)  Families want to be involved in caregiving activities. 
C)  It is important to ensure that the family can be with the patient. 
D)  The nurse should protect the family from getting too involved in the illness experience. 
A)  Families need information and support. 
B)  Families want to be involved in caregiving activities. 
C)  It is important to ensure that the family can be with the patient. 
D)  The nurse should protect the family from getting too involved in the illness experience.

Question 12

The home health nurse visits a family for the first time. She meets a 40-year old woman and her 75-year old father, a 12-year old girl, and a 16-year old boy. She does not understand the language they speak in the home. The grandfather has limited mobility due to a stroke and appears confused. The nurse who learns to think family uses which of the following assessment practices?

Accepted Answer

A)  Includes family members in client assessment. 
B)  Recognizes her own attitudes toward the family cultural practices. 
C)  Strives to understand the relationships of all family members and how each is affected by the client's illness. 
D)  Focuses her assessment on the grandfather because he is the only one who has an obvious illness. 
A)  Includes family members in client assessment. 
B)  Recognizes her own attitudes toward the family cultural practices. 
C)  Strives to understand the relationships of all family members and how each is affected by the client's illness. 
D)  Focuses her assessment on the grandfather because he is the only one who has an obvious illness.

Question 13

The nurse notices that family members appear upset shortly after learning about the patient's poor prognosis from the physician. What would be the action on the part of the nurse that best conveys being with the family?

Accepted Answer

A)  Tell the family you can see they would prefer to be by themselves. 
B)  Maintain a cheerful, upbeat attitude in the face of the family's distress. 
C)  Make eye contact and ask the family what is troubling them. 
D)  Ask the family if they want to talk to their minister. 
A)  Tell the family you can see they would prefer to be by themselves. 
B)  Maintain a cheerful, upbeat attitude in the face of the family's distress. 
C)  Make eye contact and ask the family what is troubling them. 
D)  Ask the family if they want to talk to their minister.

Question 14

The nurse is trying to hold a family care conference as her 12-year old patient is being discharged home with a chronic illness. Which response by a family member indicates a need for the nurse to teach about family-focused nursing care?

Accepted Answer

A)  Why should I be here? It is my sister who is sick, not me. 
B)  We need to make a plan for home care so I can still work. 
C)  I can't believe how this illness is affecting the whole family. 
D)  What kind of resources will be available to us? 
A)  Why should I be here? It is my sister who is sick, not me. 
B)  We need to make a plan for home care so I can still work. 
C)  I can't believe how this illness is affecting the whole family. 
D)  What kind of resources will be available to us?

Question 15

Which of the following personal strengths enhance caring relationships?

Accepted Answer

A)  Willingness to engage in regular self-reflection 
B)  Being an early adopter of technology 
C)  Efficiency in completing a variety of nursing tasks 
D)  Paying attention to finishing tasks in a timely manner 
A)  Willingness to engage in regular self-reflection 
B)  Being an early adopter of technology 
C)  Efficiency in completing a variety of nursing tasks 
D)  Paying attention to finishing tasks in a timely manner

Which of the following situations reflects a time when doing for the family takes priority over being with the family?

A patient who is known to the nurse requests pain medication shortly after the physician leaves the room after discussing the patient's poor prognosis. The nurse enters the room to find the patient in tears. What would be the action on the part of the nurse that best conveys being with the patient?

Which of the following represents an intrinsic barrier to caring and learning ways to provide family care?

Which of the following statements about the nursing practice of being with are accurate?

is often seen in instrumental behaviors of caring, whereas is an expressive caring behavior.

A nurse who periodically asks himself What makes me happy? is engaging in which of the following processes?

Which of the following examples of nursing actions that demonstrate being with is inaccurate?

Which of the following represents an extrinsic barrier to caring and learning ways to provide family care?

What can the nurse do to overcome extrinsic barriers to caring?

Which of the following situations reflects a time when doing for the patient takes priority over being with the patient?

The nurse is teaching a class on family-focused care in critical care environments. Which response from a nursing student indicates a need for additional teaching?

The nurse notices that family members appear upset shortly after learning about the patient's poor prognosis from the physician. What would be the action on the part of the nurse that best conveys being with the family?

The nurse is trying to hold a family care conference as her 12-year old patient is being discharged home with a chronic illness. Which response by a family member indicates a need for the nurse to teach about family-focused nursing care?

Which of the following personal strengths enhance caring relationships?

Health Care Needs for the 21st Century

Innovating Traditional Thinking About Nursing Practice

Moving to Family-Focused Care

Communication With and About Families

Family Assessment

Cultural and Diversity Aspects of Health and Illness Care Needs

Using Family Theory to Guide Nursing Practice

Developing Ideas for Family-Focused Practice

Family Presence in Family-Focused Care

Family-Focused Care in Acute Settings

Family-Focused Care With Chronic Illness

Family-Focused Care to Meet Population Needs

Family-Focused Nursing Actions

Teaching Family Members Supportive Care

Filters

Exam 13: Doing for Versus Being With

Which of the following situations reflects a time when doing for the family takes priority over being with the family?

A patient who is known to the nurse requests pain medication shortly after the physician leaves the room after discussing the patient's poor prognosis. The nurse enters the room to find the patient in tears. What would be the action on the part of the nurse that best conveys being with the patient?

Which of the following represents an intrinsic barrier to caring and learning ways to provide family care?

Which of the following statements about the nursing practice of being with are accurate?

____________________ is often seen in instrumental behaviors of caring, whereas ____________________ is an expressive caring behavior.

A nurse who periodically asks himself What makes me happy? is engaging in which of the following processes?

Which of the following examples of nursing actions that demonstrate being with is inaccurate?

Which of the following represents an extrinsic barrier to caring and learning ways to provide family care?

What can the nurse do to overcome extrinsic barriers to caring?

Which of the following situations reflects a time when doing for the patient takes priority over being with the patient?

The nurse is teaching a class on family-focused care in critical care environments. Which response from a nursing student indicates a need for additional teaching?

The nurse notices that family members appear upset shortly after learning about the patient's poor prognosis from the physician. What would be the action on the part of the nurse that best conveys being with the family?

The nurse is trying to hold a family care conference as her 12-year old patient is being discharged home with a chronic illness. Which response by a family member indicates a need for the nurse to teach about family-focused nursing care?

Which of the following personal strengths enhance caring relationships?

Health Care Needs for the 21st Century

Innovating Traditional Thinking About Nursing Practice

Moving to Family-Focused Care

Communication With and About Families

Family Assessment

Cultural and Diversity Aspects of Health and Illness Care Needs

Using Family Theory to Guide Nursing Practice

Developing Ideas for Family-Focused Practice

Family Presence in Family-Focused Care

Family-Focused Care in Acute Settings

Family-Focused Care With Chronic Illness

Family-Focused Care to Meet Population Needs

Family-Focused Nursing Actions

Teaching Family Members Supportive Care

Filters

is often seen in instrumental behaviors of caring, whereas is an expressive caring behavior.