ATI LPN
LPN Fundamentals Questions
Question 1 of 5
A nurse caring for a patient with an infectious disease who requires isolation should refer to guidelines published by the:
Correct Answer: B
Rationale: The CDC provides authoritative isolation guidelines.
Question 2 of 5
Developed the ROLE MODELING and MODELING theory
Correct Answer: A
Rationale: Helen Erickson, Evelyn Tomlin, and Mary Ann Swain's Modeling and Role-Modeling Theory, from the 1980s, sees nurses modeling health behaviors e.g., demonstrating stress management while role-modeling adapts care to patient needs. Neuman's stressors, Newman's health expansion, and Benner's expertise differ. This theory fosters patient growth through tailored nursing, influencing holistic and adaptive care approaches.
Question 3 of 5
Who postulated the WHOLISTIC concept that the totality is greater than sum of its parts?
Correct Answer: B
Rationale: Martha Rogers' Science of Unitary Human Beings (1970s) asserts humans are wholes greater than their parts e.g., Anne Boleyn's dignity persisted post-beheading. Unlike Roy's adaptation, Henderson's needs, or Johnson's behavior, Rogers' wholistic view influences nursing's focus on indivisible patient worth, shaping holistic care philosophies.
Question 4 of 5
Client has undergone Upper GI and Lower GI series. Which type of health assessment framework is used in this situation?
Correct Answer: C
Rationale: Upper and Lower GI series target the digestive system, fitting the body system framework e.g., assessing stomach function. Functional (ADLs), head-to-toe (full exam), and cephalocaudal (top-down) are broader or differently structured. This organ-specific approach aids nurses in pinpointing GI issues for targeted care.
Question 5 of 5
Which of the following is TRUE about respiration?
Correct Answer: D
Rationale: Normal respiration has an inspiration-to-expiration ratio of 1:2 e.g., 1-second inhale, 2-second exhale reflecting passive expiration's longer phase. Other ratios (2:1, 4:3, 1:1) don't match physiology. Nurses observe this e.g., counting breaths for baseline assessment, per respiratory mechanics.