|
| A) | physicians, lawyers, policymakers, and legislators began to have questions about ethical issues in health care. | ||
| B) | scientific advances made it possible for patients to trust completely in their doctor's judgment, leaving no need for their own voice to be heard. | ||
| C) | there was a need to talk about how research and healthcare decisions and regulations could be made, who could make them, and what would be their long-term implications. | ||
| D) | Both A and C |
| A) | nurse-centered. | ||
| B) | patient-centered. | ||
| C) | physician-centered. | ||
| D) | None of the above |
| A) | The Joint Commission, case law, and President Bill Clinton | ||
| B) | The Joint Commission, case law, and World War II research and experimentation | ||
| C) | World War II research and experimentation, presidential elections, and the Joint Commission | ||
| D) | World War II research and experimentation, increased medical technology, modernization of healthcare structure and organization |
| A) | the Tuskegee experiment, the Willowbrook State School experiment, and the Belmont experiment. | ||
| B) | the Belmont experiment, the Los Alamos project, and the elderly patients with chronic illness injected with live cancer cells. | ||
| C) | elderly patients with chronic illness injected with live cancer cells, the Tuskegee experiment, and NutraSweet effects on teenagers. | ||
| D) | the Willowbrook State School experiment, the Tuskegee experiment, and the elderly patients with chronic illness injected with live cancer cells. |
| A) | Tuskegee case | ||
| B) | Nancy Cruzan case | ||
| C) | Karen Ann Quinlan case | ||
| D) | Protection of Human Subjects case |
| A) | right to die. | ||
| B) | wrongful life. | ||
| C) | right to privacy. | ||
| D) | right to refuse care. |
| A) | physician-assisted suicide. | ||
| B) | withdrawing of ventilator support from a permanently unconscious patient. | ||
| C) | removing an artificial feeding tube in a permanently unconscious patient. | ||
| D) | None of the above |
| A) | the withdrawing of ventilatory support. | ||
| B) | the removal of an artificial feeding tube. | ||
| C) | the family members spoke for the individuals. | ||
| D) | None of the above |
| A) | incompetent patients have the same rights as competent patients. | ||
| B) | the decision-making process should never occur in the clinical setting. | ||
| C) | the right to refuse treatment is an issue to be decided at the state level. | ||
| D) | artificial nutrition and hydration is not considered a medical treatment. |
| A) | state level. | ||
| B) | federal level. | ||
| C) | county level. | ||
| D) | hospital level. |
| A) | require clients to make out a living will. | ||
| B) | provide staff and the community education regarding issues associated with advance directives. | ||
| C) | halt care if there is not specific knowledge of the availability of an advanced directive for the patient in need of care. | ||
| D) | All of the above |
| A) | prime directive. | ||
| B) | advance directive. | ||
| C) | last will and testament. | ||
| D) | financial durable power of attorney. |
| A) | patients to write their own treatment orders on the physician order form. | ||
| B) | patients to document their treatment wishes should they become unable to speak for themselves. | ||
| C) | the named surrogate to act on the financial matters of the patient who is unable to speak for himself/herself. | ||
| D) | the patient to name an attorney-in-fact to act on behalf of him/her for healthcare decisions, should the patient become unable to speak for himself/herself. |
| A) | advance directives. | ||
| B) | ethical issues in providing care. | ||
| C) | patient involvement in care decisions. | ||
| D) | All of the above |
| A) | a real or perceived conflict of values and beliefs. | ||
| B) | only found in situations regarding withdrawing of life-support. | ||
| C) | the nurse and the physician do not communicate well with the patient. | ||
| D) | None of the above |
| A) | Negotiating, harboring, enlisting, issuing, delegating, acceptance | ||
| B) | Denial, anger, resistance, bargaining, acceptance, enlisting, issuing | ||
| C) | Autonomy, beneficence, non-maleficence, fidelity, right-to-know, justice, veracity | ||
| D) | Automotive, benevolent, non-benevolent, finality, wrong-to-know, judicious, veracity |
| A) | autonomy and justice. | ||
| B) | fidelity and autonomy. | ||
| C) | veracity and non-maleficence. | ||
| D) | autonomy and self-determination. |
| A) | the principle that all people are not of equal value. | ||
| B) | a little white lie is okay if it is seen to be in the person's best interest. | ||
| C) | based upon the principle that people should always be treated as means to an end. | ||
| D) | a system of ethical decision making that stands on moral rules and unwavering principles. |
| A) | Pragmatism | ||
| B) | Utilitarianism | ||
| C) | Existentialism | ||
| D) | Theory of Justice |
| A) | It is known as the virtue system of ethics. | ||
| B) | The fundamental maxim is to do good and avoid evil. | ||
| C) | Both A and B | ||
| D) | None of the above |
| A) | an ethic of caring. | ||
| B) | a holistic framework in an environment of differing values, beliefs, and ethical principles. | ||
| C) | Both A and B | ||
| D) | None of the above |
| A) | anger, shock, adapting, and balancing. | ||
| B) | principles, precepts, rules, and guidelines. | ||
| C) | adapting, adjusting, diversifying and acting. | ||
| D) | caring dynamics, principles, context, and universal source. |
| A) | of financial interest. | ||
| B) | where clear demarcations do not exist. | ||
| C) | where the nurse's license is in question. | ||
| D) | None of the above |
| A) | subscribe strictly to one ethical system. | ||
| B) | clarify her or his own values and subscribe to a particular ethical system or theory. | ||
| C) | take numerous courses on ethical theory and be able to define each theoretical system. | ||
| D) | None of the above |
| A) | the honor method. | ||
| B) | the Hippocratic method. | ||
| C) | the prime directive method. | ||
| D) | the scientific or problem-solving method. |
| A) | is useful after thoughts have been organized. | ||
| B) | is not very dynamic and useful in day-to-day situations. | ||
| C) | does not depend on a set of static rules that are unchanging. | ||
| D) | None of the above |
| A) | that a system of ethics exists. | ||
| B) | the content of the ethical system. | ||
| C) | that the system applies to similar ethical decision-making problems despite multiple variables. | ||
| D) | All of the above |
| A) | certified by a judge as competent. | ||
| B) | able to converse with healthcare staff. | ||
| C) | proven to make healthy and correct decisions. | ||
| D) | able to understand information relevant to the decision at hand and be able to weigh the possible alternatives. |
| A) | The nurse | ||
| B) | The physician | ||
| C) | The patient/family | ||
| D) | An objective outside party |
| A) | brainstorming ethical terms. | ||
| B) | identifying the values in conflict. | ||
| C) | differentiating facts from values and policy issues. | ||
| D) | taking action and communicating what needs to be done. |
| A) | Some people skip the lower stages in moral development. | ||
| B) | A person at one stage can understand any stage below him or her. | ||
| C) | A person at one stage can understand any stage above him or her. | ||
| D) | None of the above |
| A) | "If I do not make that decision, I will be punished." | ||
| B) | "If I make that decision, I will be rewarded and other people will help me." | ||
| C) | "This decision will contribute to social well-being, and, as members of a society, we have an obligation to every other member." | ||
| D) | "Others whom I care about will be pleased if I do this because they have taught me that this is what a good person does." |
| A) | bioethics. | ||
| B) | business ethics. | ||
| C) | Socratic ethics. | ||
| D) | Platonic ethics. |
| A) | relatives should know what is best for their loved ones. | ||
| B) | health professionals understand what is best for their patients. | ||
| C) | the patient's decision is to be the final say in what will be his or her treatment plan. | ||
| D) | All of the above |
| A) | ethics of caring. | ||
| B) | paternalistic ethics. | ||
| C) | ethics of truth telling. | ||
| D) | ethics of consumerism. |
| A) | facility and community resources. | ||
| B) | legal parameters regarding your policy issue. | ||
| C) | administrative parameters regarding your policy issue. | ||
| D) | All of the above |
| A) | The family and the physician only | ||
| B) | The patient and his/her doctor only | ||
| C) | The interdisciplinary healthcare team only | ||
| D) | The patient, family or significant other, and the interdisciplinary healthcare team |
| A) | random observation of life expectancies. | ||
| B) | routing opinions to learned environments. | ||
| C) | risky developments, open to suggestion, lifestyle, extenuating circumstances. | ||
| D) | risks of medical treatment, opinion of the patient, life quality, external factors. |
| A) | Feelings | ||
| B) | The law | ||
| C) | Ethical principles | ||
| D) | The father's request |
| A) | The school holds the full responsibility. | ||
| B) | The hospital holds the full responsibility. | ||
| C) | The student holds the full responsibility. | ||
| D) | Both the school and the hospital hold full responsibility. |