ATI RN
ATI Mental Health Practice Questions Code Questions
Question 1 of 5
Two staff nurses applied for a charge nurse position. After the promotion was announced, the nurse who was not promoted said, "The nurse manager had a headache the day I was interviewe" Which defense mechanism is evident?
Correct Answer: C
Rationale: The correct answer is C: Projection. This defense mechanism involves attributing one's own unacceptable feelings or traits to others. In this scenario, the nurse is projecting her disappointment onto the nurse manager by suggesting that the manager's headache influenced the decision. This allows the nurse to avoid taking responsibility for not getting the promotion. A: Introjection involves internalizing external beliefs or values, which is not evident in this scenario. B: Conversion involves converting psychological distress into physical symptoms, which is not relevant to the situation. D: Splitting involves viewing people as all good or all bad, which is not demonstrated in this case.
Question 2 of 5
When engaged in a nontherapeutic relationship, which of the following would the nurse identify as occurring first?
Correct Answer: A
Rationale: The correct answer is A because in a nontherapeutic relationship, the first step would be the nurse failing to recognize the patient as a person with a need. This sets the foundation for the relationship to be unhelpful and potentially harmful. B, C, and D are incorrect as they are consequences or outcomes of a nontherapeutic relationship, not the initial cause. The nurse-patient relationship starts with the nurse acknowledging the patient's needs to establish trust and promote therapeutic communication.
Question 3 of 5
While leading a small group, the nurse sets up the ground rules at the beginning of the group's first meeting. One of the rules established is that the group will always start at the specified time rather than waiting to start until after everyone has arrived. This rule reflects which of the following?
Correct Answer: A
Rationale: The correct answer is A: Group norms. Setting up the rule that the group will always start at the specified time establishes an expected behavior within the group, known as a group norm. This norm guides the group's interactions and helps create a structured and efficient environment. Group cohesion (B) refers to the bond among group members, which is not directly related to the specified starting time. Group think (C) is a phenomenon where group members prioritize harmony and conformity over critical thinking, which is not reflected in the rule mentioned. Group process (D) is a broader term that encompasses all aspects of how a group functions, including communication and decision-making, but it does not specifically address the established starting time norm.
Question 4 of 5
A nursing student is reading an article about protective factors for mental illness with older adults. The article mentions the individual's ability to adapt successfully to stress, trauma, or chronic adversity. The student identifies this as which of the following?
Correct Answer: C
Rationale: 1. Resilience refers to the individual's ability to adapt positively to stress, trauma, or adversity. 2. In the context of mental health, resilience is a protective factor against mental illness in older adults. 3. Functional status (A) refers to the ability to perform activities of daily living and is not related to resilience. 4. Gerotranscendence (B) is a theory about the developmental stages of aging, not directly related to adaptation to stress. 5. Empty nest (D) refers to the stage in a parent's life when children have grown up and left home, not related to resilience.
Question 5 of 5
After teaching a class about factors that enhance the risk of suicide, the instructor determines the need for additional teaching when the class identifies which of the following?
Correct Answer: B
Rationale: The correct answer is B: Cautiousness. Cautiousness is not a risk factor for suicide; in fact, being cautious can be a protective factor. Factors like family history of suicide (A), delusions (C), and experiencing loss (D) are known risk factors for suicide. Family history increases susceptibility, delusions may distort reality, and experiencing loss can contribute to feelings of hopelessness. Therefore, the need for additional teaching is identified when the class incorrectly associates cautiousness with suicide risk.