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and evaluation.”
4. “The nursing process is being replaced by the implementation of evidence-based
practice.”
____ 6. The nurse develops a research question based on observations noted while providing care to
patients on the medical-surgical unit. Which step does the nurse implement next during the process
of evidence-based practice?
1. Search for the best evidence.
2. Evaluate the quality of the evidence.
3. Integrate the evidence into unit practice.
4. Disseminate the evidence to the staff on the unit.
____ 7. The medical-surgical nurse identifies a clinical practice issue and wants to determine if there is
sufficient evidence to support a change in practice. Which type of study provides the strongest
evidence to support a practice change?
1. Randomized controlled study
2. Quasi-experimental study
3. Case-control study
4. Cohort study
____ 8. The nurse is evaluating the level of evidence found during a recent review of the literature. Which
evidence carries the lowest level of support for a practice change?
1. Level IV
2. Level V
3. Level VI
4. Level VII
____ 9. The nurse is reviewing evidence from a quasi-experimental research study. Which level of
evidence should the nurse identify for this research study?
1. Level I
2. Level II
3. Level III
4. Level IV
____ 10. Which level of evidence should the nurse identify when reviewing evidence from a single
descriptive research study?
1. Level IV
2. Level V
3. Level VI
4. Level VII
____ 11. To deliver patient-centered care, the nurse needs to understand the implications of findings from
which organization that provides a standardized approach to the collection of data from patients
regarding their experiences within the healthcare system?
1. The Joint Commission (TJC)
2. Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS)
3. The Nursing Executive Center of the Advisory Board
4. American Nurse Credentialing Center Magnet® Recognition program
Copyright © 2020 F. A. Davis Company
____ 12. The nurse manager is preparing a staff education presentation in preparation for The Joint
Commission (TJC) visit. Which data does the nurse manager include that specifically address
aspects of patient-centered care?
1. Licensure requirements of staff
2. Patient participation in plan of care
3. Communication between providers and staff
4. Staffing ratios
____ 13. Which statement should the nurse make when communicating the “S” in the SBAR approach for
effective communication?
1. “The patient presented to the emergency department at 0200 with lower left
abdominal pain.”
2. “The patient rated the pain upon admission as a 3 on a 10-point numerical scale.”
3. “The patient has no significant issues in the medical history.”
4. “I believe the patient needs to be prescribed a medication for pain.”
____ 14. The staff nurse is communicating with the change nurse about the change of status of the patient.
The nurse would begin her communication with which statement if correctly using the SBAR
format?
1. “The patient’s heart rate is 110.”
2. “I think this patient needs to be transferred to the critical care unit.”
3. “The patient is a 68-year-old man admitted last night.”
4. “The patient is complaining of chest pain.”
____ 15. Which action should the nurse implement when providing patient care in order to support The
Joint Commission’s (TJC) National Patient Safety Goals (NPSG)?
1. Silencing a cardiorespiratory monitor
2. Identifying each patient using one source
3. Determining patient safety issues on admission
4. Decreasing the amount of pain medication administered
____ 16. Which nursing action exemplifies the Quality and Safety Education for Nursing (QSEN)
competency of safety?
1. Advocating for a patient who is experiencing pain
2. Considering the patient’s culture when planning care
3. Evaluating patient learning style before implementing discharge instructions
4. Assessing the right drug before administering a prescribed patient medication
____ 17. The medical-surgical nurse is providing patient care. Which circumstance would necessitate the
nurse verifying the patient’s identification using at least two sources?
1. Before delivering a meal tray
2. Before passive range of motion
3. Before medication administration
4. Before documenting in the medical record
____ 18. The nurse is providing care to several patients on a medical-surgical unit. Which situation would
necessitate the nurse to use SBAR during the hand-off process?
1. Wound care
2. Discharge to home
3. Transfer to radiology
4. Medication education
____ 19. The medical-surgical nurse transports a patient to the surgical suite for a hip replacement surgery.
Which action does the nurse complete during the “time-out” process with the surgical team?
1. Verifying the patient’s informed consent is signed
2. Identifying the patient by asking, “Are you Mrs. Smith?”
3. Asking the patient, “Which side are you having surgery on today?”
4. Ensuring the patient’s surgical checklist is complete and placed on the medical
record
____ 20. The medical-surgical nurse prepares to transfer a patient to the rehabilitation unit. Which is the
best nursing action to enhance patient safety in this situation?
1. Identify the patient using two identifiers.
2. Perform hand hygiene before touching the patient.
3. Conduct a time-out when handing off care to the new unit.
4. Provide a written handoff communication using the SBAR method.
____ 21. Which interprofessional role does the nurse often assume when providing patient care in an acute
care setting?
1. Social worker
2. Primary healthcare provider
3. Care coordinator
4. Rehabilitation specialist
Multiple Response
Identify one or more choices that best complete the statement or answer the question.
____ 22. Which professional nursing organizations provide certification in medical-surgical nursing? Select
all that apply.
1. Academy of Medical Surgical Nursing
2. American Nurse Credentialing Center
3. Beryl Institute
4. Medical Surgical Nursing Certification Board
5. Nursing Executive Center
____ 23. The staff nurse is teaching a group of student nurses the situations that necessitate hand-off
communication. Which student responses indicate the need for further education related to this
procedure? Select all that apply.
1. “A hand-off is required before administering a medication.”
2. “A hand-off is required during change of shift.”
3. “A hand-off is required for a patient who is transferred to the surgical suite.”
4. “A hand-off is required whenever the nurse receives a new patient assignment.”
5. “A hand-off is required before family visitation.”

____ 24. In preparing an educational program on Quality and Safety Education for Nursing (QSEN), the
nurse incorporates which competencies? Select all that apply.
1. Patient-centered care
2. Legal implications of nursing care
3. Evidence-based practice
4. Informatics
5. Cost containment measures
____ 25. Which actions by the nurse enhance patient safety during medication administration? Select all
that apply.
1. Answering the call bell while transporting medications for a different patient
2. Identifying the patient using two sources before administering the medication
3. Holding a medication if the patient’s diagnosis does not support its use
4. Holding a medication because it arrived from the pharmacy 2 hours after the
scheduled administration time
5. Having another nurse verify the prescribed dose of insulin the patient is to receive
____ 26. The nurse provides care to patients on the medical-surgical unit. Which nursing actions support the
Joint Commission’s National Patient Safety Goals when providing patient care? Select all that
apply.
1. Silencing a patient’s cardiorespiratory monitor while the family visits
2. Asking the unlicensed assistive personnel to remove clutter from the patient’s
room
3. Using the SBAR method to provide patient information to radiology before
transfer
4. Encouraging the patient’s healthcare provider to wash the hands before assessing a
surgical wound
5. Identifying the patient before administering medication by asking, “What is your
date of birth?”
____ 27. The medical-surgical nurse assumes care for a patient who is receiving continuous cardiac
monitoring. Which actions by the nurse enhance safety for this patient? Select all that apply.
1. Silencing the alarm during family visitation
2. Assessing the alarm parameters at the start of the shift
3. Responding to the alarm in a timely fashion
4. Decreasing the alarm volume to enhance restful sleep
5. Adjusting alarm parameters based on specified practitioner prescription
____ 28. The nurse is planning an interprofessional care conference for a patient who is approaching
discharge from the hospital. Which members of the interprofessional team should the nurse invite
to attend? Select all that apply.
1. Physician
2. Pharmacist
3. Unit secretary
4. Social worker
5. Home care aide

____ 29. The nurse manager wants to designate a member of the nursing team as the care coordinator for a
patient who will require significant care during the hospitalization. Which skills should this nurse
possess in order to assume this role? Select all that apply.
1. Clinical reasoning
2. Communication skills
3. Advanced life support training
4. Documentation skills
5. Intravenous therapy skills

Chapter 1: Foundations for Medical-Surgical Nursing
Answer Section
MULTIPLE CHOICE
1. ANS: 3
Chapter number and title: 1, Foundations of Medical-Surgical Nursing
Chapter learning objective: 1. Describing the role and competencies of medical-surgical nursing
Chapter page reference: 2
Heading: Introduction
Integrated Processes: N/A
Client Need: N/A
Cognitive Level: Knowledge [Remembering]
Concept: Nursing Roles
Difficulty: Easy
Feedback
1 Pediatric nursing is only focused on the care of younger persons.
2 Maternal-child nursing focuses on the care of pregnant women and families in
the childbearing years.
3 Medical-surgical nursing is the root of all nursing practice as care provided here
can be implemented in all other areas of nursing practice.
4 Mental health–psychiatric nursing focuses on emotional and behavioral
concerns and disorders.
PTS: 1 CON: Nursing Roles

2. ANS: 3
Chapter page reference: 2-3
Heading: Competencies in Medical-Surgical Nursing
Client Need: N/A
Difficulty: Easy
Feedback
1 28% of nursing executives identified knowledge of pharmacological
implications of medications as the largest academic practice gap.
2 18% of nursing executives identified interpretation of assessment data as the
largest academic practice gap.
3 34% of nursing executives identified knowledge of pathophysiology of patient
conditions as the largest academic practice gap.

4 20% of nursing executives identified decision making based on the nursing
process as the largest academic practice gap.

3. ANS: 3
Heading: Competencies in Medical-Surgical Nursing
Client Need: N/A
Cognitive Level: Comprehension [Understanding]
Concept: Healthcare System
Difficulty: Moderate
Feedback
1 Clinical hours in nursing programs are not a specific recommendation related to
the academic-practice gap, and clinical hours are more related to state
regulations, academic institutional policies, and accreditation standards.
2 Total credits of nursing programs are not a recommendation to address the
academic-practice gap. Credits are primarily based on state, university, or higher
education regulatory bodies recommendations or requirements.
3 Suggested strategies to better prepare the nurse graduate for the realities of
practice include the increased use of simulation in nursing education programs,
extended transition-to-practice and residency programs, as well as the
establishment of academic service partnerships.
4 Prerequisite courses for nursing programs were not specifically addressed in
relation to the academic-practice gap. Decisions related to prerequisite courses
are typically determined by school and/or university curriculum committees.
PTS: 1 CON: Healthcare System

4. ANS: 1
Chapter number and title: 1, Foundations of Medical-Surgical Practice
Chapter learning objective: 2. Discussing the incorporation of evidence-based practices into
medical-surgical nursing
Heading: Evidence-Based Nursing Care/Box 1.3 Steps of Evidence-Based Practice
Integrated Processes: Nursing Process: Implementation
Client Need: Safe and Effective Care Environment/Management of Care
Cognitive Level: Comprehension
Concept: Evidence-Based Practice
Feedback

1 The first step of evidence-based practice is to develop a question based on the
clinical issue.
2 The last step of evidence-based practice is to disseminate findings.
3 The second step of evidence-based practice is to conduct a review of the
literature, or current evidence, available.
4 The fifth step of evidence-based practice is to evaluate the outcomes associated
with the practice change.
PTS: 1 CON: Evidence-Based Practice

5. ANS: 1
Heading: Competencies Related to the Nursing Process
Integrated Processes: Nursing Process: Diagnosis
Concept: Critical Thinking
Feedback
1 The nursing process is closely related to the nurse’s decision making in the
clinical environment because it requires understanding the relationships among
physiology, pathophysiology, clinical manifestations, and management of
patients. This statement is accurate.
2 The nursing process is not used by all members of the interprofessional team to
plan care.
3 The nursing process has five, not four, basic steps: assessment, diagnosis,
planning, implementation, and evaluation.
4 The nursing process is not being replaced by the implementation of
evidence-based practice.
PTS: 1 CON: Critical Thinking

6. ANS: 1
Heading: Evidence-Based Nursing Care
Client Need: N/A
Cognitive Level: Comprehension [Remembering]
Difficulty: Easy

Feedback
1 The first step of evidence-based practice is to develop a research question.
Because the nurse has completed this, the next step is to search and collate the
best evidence.
2 The third step of evidence-based practice is to evaluate the quality of the
evidence.
3 The fourth step of evidence-based practice is to integrate the evidence into
practice.
4 The final step of evidence-based practice is to disseminate the evidence. This
step is completed only after the fifth step, which is evaluating the outcomes of
the practice change.

7. ANS: 1
Chapter number and title: 1, Foundations for Medical Surgical Practice
Heading: Evidence-Based Nursing Care
Client Need: N/A
Feedback
1 Systematic reviews of randomized controlled studies (Level I) are the highest
level of evidence because they include data from selected studies that randomly
assigned participants to control and experimental groups. The lower numeric
rating of the level of evidence indicates the highest level of evidence; therefore,
this approach provides the strongest evidence to support a practice change.
2 Quasi-experimental studies also use control and experimental groups but do not
include random assignment. They are considered Level III, so this study
approach does not provide the strongest evidence to support a practice change.
3 Case-control studies include two groups and are considered Level IV. For this
reason, this approach does not provide the strongest evidence to support a
practice change.
4 Cohort studies use a cohort of people and follow them over the course of time in
for development of disease/disorders. They are considered Level IV, so this
approach does not provide the strongest evidence to support a practice change.

8. ANS: 4

Heading: Evidence-Based Nursing Care/ Box 1.4 Evaluating Levels of Evidence
Client Need: N/A
Feedback
1 The lower the numerical value of the evidence, the greater the support for a
change in practice. Level IV is evidence from case-control and cohort studies
and does not carry the lowest level of support for a practice change.
change in practice. Level V is evidence from systematic reviews of descriptive
and qualitative studies and does not carry the lowest level of support for a
practice change.
change in practice. Level VI is evidence from a single descriptive or qualitative
study and does not carry the lowest level of support for a practice change.
change in practice. Level VII is the lowest level of evidence to support a
practice change and is based on expert individual authorities or committees.

9. ANS: 3
Heading: Evidence-Based Nursing Care/Box 1.4 Evaluating Levels of Evidence
Client Need: N/A
Difficulty: Easy
Feedback
1 A systemic review of randomized controlled studies, not a quasi-experimental
research study, is identified as Level I.
2 Evidence from at least one randomized control study, not a quasi-experimental
research study, is identified as Level II.
3 A quasi-experimental research study is identified as Level III.
4 Evidence from case-control or cohort studies, not a quasi-experimental research
study, is identified as a Level IV.

10. ANS: 3
Heading: Evidence-Based Nursing Practice/Box 1.4 Evaluating Levels of Evidence
Difficulty: Easy
Feedback
1 Evidence from case-control or cohort studies, not a single descriptive research
study, is identified as a Level IV.
2 Evidence from systemic reviews of descriptive or qualitative studies, not a
single descriptive research study, is identified as Level V.
3 Evidence from a single descriptive research study is identified as Level VI.
4 Evidence from expert individual authorities or committees, not a single
descriptive research study, is identified as Level VII.

11. ANS: 2
Chapter learning objective: 3. Explaining the importance of patient-centered care in the
management of medical-surgical patients
Heading: Patient-Centered Care in the Medical-Surgical Setting
Client Need: N/A
Cognitive Level: Comprehension
Feedback
1 Patient-centered care is incorporated into The Joint Commission (TJC)
Standards for Hospitals, but there is no specific scoring or report that provides
details related to patient experiences.
2 The importance of patient-centered care is demonstrated by the Hospital
Consumer Assessment of Healthcare Providers and Systems (HCAHPS). These
scores, based on nine essential topics, are used to provide a standardized

approach to collect data from patients about their experiences in hospitals.
3 The Nursing Executive Center serves nursing administrators through data
collection around best practices, strategic initiatives, and operational issues.
They do not provide specific scores in relation to patient centered care.
4 The American Nursing Credentialing Center (ANCC’s) Magnet® Recognition
designation is awarded to healthcare facilities that demonstrate excellence in the
recruitment, recognition, and retention of nursing staff as well as excellence in
patient care and quality. This program does not provide specific scores related to
patient experiences.

12. ANS: 2
Chapter learning objective: 3. Explaining the importance of patient-centered care in the
management of medical-surgical patients
Heading: Patient-Centered Care in the Medical-Surgical Setting
Integrated Processes: Teaching and Learning
Cognitive Level: Application [Applying]
Feedback
1 Although The Joint Commission (TJC) may review credentials of all providers
and staff, this is not an aspect of patient-centered care.
2 Aspects of patient-centered care are incorporated into TJC accreditation,
including data related to patient participation in the plan of care and visitation
rights. The vision statement of TJC focuses on promoting safe, high-quality, and
best value healthcare across all healthcare settings.
3 Although important to patient safety and satisfaction, communication between
staff and providers is not an aspect of patient-centered care as evaluated by TJC.
4 Staffing ratios are important to providing safe, effective care but are not
specifically related to patient-centered care as monitored by TJC.

13. ANS: 1
Chapter learning objective: 5. Describing the role of interprofessional collaboration and teamwork
in the provision of safe, quality patient care
Heading: Patient Safety Outcomes/Box 1.6 The SBAR Approach for Effective Communication
Concept: Communication
Difficulty: Difficult
Feedback
1 The “S” reflects the patient’s current situation, which is communicated by
providing a brief statement of the issue. This statement by the nurse exemplifies
the current situation.
2 The “A” reflects the patient’s assessment data. This statement by the nurse
exemplifies the patent’s assessment data.
3 The “B” reflects the patient’s medical history. This statement by the nurse
exemplifies communicating the patient’s history related to the current problem.
4 The “R” reflects specific actions needed to address the situation. This statement
by the nurse exemplifies the actions implemented to address current level of
pain.
PTS: 1 CON: Communication

14. ANS: 4
Heading: Patient Safety Outcomes/Box 1.6 The SBAR Approach for Effective Communication
Integrated Processes: Nursing Process: Planning
Cognitive Level: Analysis [Analyzing]
Feedback
1 This statement is the “A” in the SBAR communication. This is an assessment
finding by the staff nurse.
2 This statement is the “R” in the SBAR communication. This is the
recommendation by the staff nurse.
3 This statement is the “B” in the SBAR communication. This is the background
information.
4 This statement is the “S” in the SBAR communication. This is the situation
information.

15. ANS: 3
Chapter learning objective: 4. Discussing implications to medical-surgical nurses of Quality and
Safety Education for Nurses (QSEN) competencies
Heading: Patient Safety Outcomes
Concept: Safety
Feedback
1 Safely using alarms is a National Patient Safety Goal (NPSG) identified by The
Joint Commission (TJC). Silencing a cardiorespiratory monitor is not a nursing
action that supports this NPSG.
2 Patient identification using two separate resources is a NPSG identified by TJC.
Identifying a patient using only one source does not support this NPSG.
3 Identification of patient safety risks is a NPSG identified by the TJC.
Determining patient safety issues on admission supports this NPSG.
4 Safe use of medication is an NPSG identified by TJC. Decreasing the amount of
pain medication administered does not support this NPSG.
PTS: 1 CON: Safety

16. ANS: 4
Heading: Patient Safety Outcomes/Box 1.8 Quality and Safety Education for Nursing (QSEN)
Competencies
Concept: Safety
Feedback
1 Advocating for a patient who is in pain exemplifies the Quality and Safety
Education for Nursing (QSEN) competency of patient-centered care, not safety.
2 Considering the patient’s cultural background exemplifies the QSEN
competency of patient-centered care, not safety.
3 Evaluating the patient’s learning style before implementing discharge
instructions exemplifies the QSEN competency of patient-centered care, not
safety.
4 Assessing the right drug before administering a prescribed medication
exemplifies the QSEN competency of safety.
PTS: 1 CON: Safety

17. ANS: 3
Chapter number and title: 1, Foundations of Medical-Surgical Practice
Client Need: Safe and Effective Care Environment/Safety and Infection Control
Concept: Safety
Feedback
1 Although the nurse should take care to deliver the meal tray to the correct
patient, this circumstance does not require verification of patient identity
through two sources.
2 Although the nurse should take care to implement passive range of motion on
the correct patient, this circumstance does not require verification of patient
identity through two sources.
3 Accurate patient identification is required throughout the patient experience,
especially during assessments, while preparing patients for procedures and
surgical procedures, and during medication administration. The nurse should
identify a patient using two sources before medication administration.
4 Although the nurse should take care to document patient care in the correct
medical record, this circumstance does not require verification of patient identity
through two sources.
PTS: 1 CON: Safety

18. ANS: 3
Feedback
1 Effective staff communication is essential to safe patient care, especially during
hand-offs. Implementation of wound care is not an example of a hand-off
situation.
hand-offs. Discharge to home is not an example of a hand-off situation.
hand-offs. Patient transfer to another unit of the hospital necessitates a change in
who is responsible for direct patient care; therefore, this situation would
necessitate the need for SBAR during the hand-off process.
hand-offs. Medication education is not an example of a hand-off situation.

19. ANS: 3
Integrated Processes: Communication and Documentation
Client Need: Safe and Effective Care Environment
Cognitive Level: Application Concept: Quality Improvement
Concept: Quality Improvement
Feedback
1 Verifying that the patient’s informed consent is signed is done before
transporting the patient to the surgical suite.
2 Although identification of the patient is completed during the “time-out”
process, this is not the method the nurse uses when identifying the patient. The
patient is asked to state his or her first and last name along with their date of
birth.
3 Identifying the correct anatomical site for the procedure is an action the nurse
completes during the “time-out” process. Asking the patient to state which side
the surgery will be completed on is an appropriate action by the nurse in this
situation.
4 Ensuring the patient’s surgical checklist is completed and placed on the medical
record is done before transporting the patient to the surgical suite.
PTS: 1 CON: Quality Improvement

20. ANS: 4
Concept: Safety

Feedback
1 Although the patient must be identified using two identifiers before medication
administration and surgical procedures, this is not the best nursing action to
enhance patient safety during a transfer from one unit to another.
2 Although hand hygiene should be performed before and after touching a patient,
this is not the best nursing action to enhance patient safety during a transfer
from one unit to another.
3 A time-out is a procedure implemented to enhance safety for the patient before a
surgical procedure. This action is not appropriate when transferring a patient
from the medical-surgical unit to the rehabilitation unit.
4 Effective staff communication is integral to safe patient care, particularly during
“hand-offs” such as a change of shift report, receiving patients, and transferring
patients to other departments. The SBAR is one approach that decreases
communication barriers and focuses on a standard way to state the situation,
background, assessment, and recommendation.
PTS: 1 CON: | Safety

21. ANS: 3
in the provision of care.
Heading: Interprofessional Collaboration and Communication
Difficulty: Easy
Feedback
1 A social worker is a professional who completed a specific educational program.
Registered nurses may share some responsibilities but are not social workers.
2 Primary healthcare providers may be physicians, advance practice registered
nurses, and physician’s assistants, who are responsible for the management of
the patient. These roles require education and licensure beyond that of a
registered nurse.
3 Medical-surgical nurses are members of interprofessional healthcare teams and
in acute care settings are often in the role of care coordinator working with other
disciplines, including physicians, advance practice registered nurses,
pharmacists, and social workers.
4 Although the nurse may have responsibilities in regard to the patient’s activity,
the rehabilitation specialist has formal education in this area.

MULTIPLE RESPONSE
22. ANS: 2, 4
Heading: Introduction
Client Need: N/A
Difficulty: Easy
Feedback
1 This is incorrect. The Academy of Medical-Surgical Nurses is the only

professional nursing organization dedicated to medical-surgical nursing but does
not offer certification.
2 This is correct. Certification in medical-surgical nursing is available through the
American Nurses Credentialing Center (ANCC); registered nurses with this
certification are entitled to the credential of registered nurse–board certified
(RN-BC).
3 This is incorrect. The Beryl Institute is an organization that fosters
patient-centered care through the “patient experience” that is influenced by all
the interactions and experiences encountered. They are not a certification
organization.
4 This is correct. Nurses earn the credential certified medical-surgical registered
nurse (CMSRN) through the Medical Surgical Nursing Certification Board
5 This is incorrect. The Nursing Executive Center serves nursing administrators
through data collection around best practices, strategic initiatives, and
operational issues. They are not a certification body.

23. ANS: 1, 5
Feedback
1 This is correct. This response indicates the need for further education related to
this procedure. Hand-off communication is not required before the administration
of medication. The nurse would, however, verify the patient’s identity using two
sources.
2 This is incorrect. This response does not indicate the need for further education
related to this procedure. Hand-off communication is required when patient care is
transferred from one provider to another, such as during the change of shift.
transferred from one provider to another, such as when a patient is transferred to
the surgical suite.
transferred from one provider to another, such as anytime the nurse receives a new
patient assignment.
5 This is correct. This response indicates the need for further education related to
this procedure. Hand-off communication is not required before family visitation.

24. ANS: 1, 3, 4
Heading: Patient Safety Outcomes/Box 1.9 QSEN Competencies
Difficulty: Easy
Feedback
1 This is correct. Patient-centered care is a Quality and Safety Education for
Nursing (QSEN) competency. Other QSEN competencies include teamwork and
collaboration, evidence-based practice, quality improvement, safety, and
informatics.
2 This is correct. Evidence-based practice is a QSEN Competency.
3 This is incorrect. Legal considerations are not a specific QSEN competency.
4 This is correct. Informatics is a QSEN competency.
5 This is incorrect. Cost containment is not a specific QSEN competency.
25. ANS: 2, 3, 5
Concept: Safety
Feedback
1 This is incorrect. Interruptions should be minimized during the medication
administration process; therefore, the nurse should not answer the call bell for
another patient while transporting medications for administration.
2 This is correct. Verification of the right patient is one of the rights of medication
administration; therefore, the nurse would identify the patient using two sources
before the administration of medication.
3 This is correct. The nurse should ensure that the rationale for all medications are
associated with the patient condition; therefore, this action enhances patient safety
during medication administration.
4 This is incorrect. Medications should be administered as prescribed, and if a
medication is not available to be administered at the prescribed time, the provider
needs to be contacted about when to administer the next dose and whether any
other time adjustments need to be made.
5 This is correct. Verifying the dose of a high-risk medication, such as insulin,
enhances patient safety during medication administration.
PTS: 1 CON: Safety

26. ANS: 2, 3, 4, 5
Integrated Processes: Nursing Process: Implementation, Communication and Documentation
Feedback
1 This is incorrect. Cardiorespiratory alarms are set specifically for the patient who
is being monitored with this equipment. Silencing the monitor during family visits
increases the likelihood that changes in the patient’s status will be missed because
the alarm will not sound when changes occur.
2 This is correct. Removing clutter from the patient’s room decreases the risk of
accidental falls and enhances patient safety.
3 This is correct. The SBAR method of documentation enhances communication
between the patient’s healthcare providers.
4 This is correct. Encouraging hand hygiene decreases the risk of patient infection.
5 This is correct. Two sources of data are required when identifying the patient.
Asking the patient for their date of birth is an appropriate nursing action that
enhances safety when providing care.

27. ANS: 2, 3, 5
Concept: Safety
Feedback
1 This is incorrect. Monitor alarms should be audible even during family visitation.
Inaudible alarms may impede patient safety.
2 This is correct. The nurse should assess the alarm parameters, comparing with the
prescribed settings, at the start of each shift. This action enhances patient safety.
3 This is correct. The nurse should respond to all alarms in a timely fashion, which
enhances patient safety.
4 This is incorrect. Monitor alarms should be audible at all times, even when the
patient is asleep, to enhance patient safety.
5 This is correct. The nurse should adjust alarm parameters based on specific
practitioner prescriptions. This action enhances safety.
PTS: 1 CON: Safety

28. ANS: 1, 2, 4
Concept: Collaboration
Difficulty: Easy
Feedback
1 This is correct. The physician is a member of the interprofessional team and
should be invited to participate in the care conference.
2 This is correct. The pharmacist is a member of the interprofessional team and
should be invited to participate in the care conference.
3 This is incorrect. The unit secretary is not a member of the interprofessional team
and therefore would not require an invitation to attend the care conference.
4 This is correct. The social worker is a member of the interprofessional team and
therefore should be invited to participate in the care conference.
5 This is incorrect. The home care aide, although a member of the interprofessional
team, would not benefit from attending a care conference while the patient is
hospitalized.
PTS: 1 CON: Collaboration

29. ANS: 1, 2, 4
Chapter number and title: 1, Foundation of Medical-Surgical Nursing Practice
Concept: Collaboration
Feedback
1 This is correct. Effective clinical reasoning is a skill required for the nurse to
assume the role of care coordinator.
2 This is correct. Effective communication is a skill required for the nurse to assume
the role of care coordinator.
3 This is incorrect. Although advanced life support training is important, these
competencies are not required for the nurse to assume the role of care coordinator.
4 This is correct. Effective documentation, a form of communication, is a skill
required for the nurse to assume the role of care coordinator.
5 This is incorrect. Effective intravenous skills are not required for the nurse to
assume the role of care coordinator.
PTS: 1 CON: Collaboration

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perdre son chirurgien-major, le service de nos ambulanciers est
encore incomplet, nous n’avons que des jeunes gens pour secourir
nos blessés, je vous confie ce poste d’honneur : l’humanité n’a pas
de patrie ! Voici votre commission. » Il écrivit quelques mots au bout
de la table, et me prit encore une fois la main en me disant :
« Docteur, croyez à mon estime ! » Après cela, je sortis.
« Madame Thérèse m’attendait dehors, et quand elle sut que
j’allais être à la tête de l’ambulance du 1er bataillon, vous pouvez
vous figurer sa joie.
« Nous pensions tous rester à Pirmasens jusqu’au printemps, les
baraques étaient en train de se bâtir, quand la nuit du surlendemain,
vers dix heures, tout à coup nous reçûmes l’ordre de nous mettre en
route sans éteindre les feux, sans faire de bruit, sans battre la caisse
ni sonner de la trompette. Tout Pirmasens dormait. J’avais deux
chevaux, l’un sous moi, l’autre en main ; j’étais au milieu des
officiers, près du commandant Duchêne.
« Nous partons, les uns à cheval, les autres à pied, les canons,
les caissons, les voitures entre nous, la cavalerie sur les flancs, sans
lune et sans rien pour nous guider. Seulement, de loin en loin, un
cavalier au tournant des chemins disait : « Par ici… par ici !… » Vers
onze heures la lune se montra, nous étions en pleine montagne :
toutes les cimes étaient blanches de neige. Les hommes à pied, le
fusil sur l’épaule, couraient pour se réchauffer ; deux ou trois fois il
me fallut descendre de cheval, tant j’avais l’onglée. Madame
Thérèse, dans sa charrette couverte d’une toile grise, me tendait la
gourde, et les capitaines étaient toujours là, prêts à la recevoir après
moi ; plus d’un soldat avait aussi son tour.
« Mais nous allions, nous allions sans nous arrêter, de sorte que
vers six heures, quand le soleil pâle se mit à blanchir le ciel, nous
étions à Lembach, sous la grande côte boisée de Steinfelz, à trois
quarts de lieue de Wœrth. Alors, de tous les côtés on entendit crier :
« Halte !… halte !… » Ceux de derrière arrivaient toujours ; à six
heures et demie toute l’armée était réunie dans un vallon, et l’on se
mit à faire la soupe.
« Le général Hoche, que j’ai vu passer alors avec ses deux
grands conventionnels, riait ; il semblait de bonne humeur. Il entra
dans la dernière maison du village ; les gens étaient étonnés de
nous voir à cette heure, comme ceux d’Anstatt à l’arrivée des
Républicains. Les maisons sont si petites ici et si misérables, qu’il
fallut porter deux tables dehors, et que le général tint conseil en plein
air avec ses officiers, pendant que les troupes cuisaient ce qu’elles
avaient emporté.
« Cette halte dura juste le temps de manger et de reboucler son
sac. Ensuite il fallut repartir mieux en ordre.
« A huit heures, en sortant de la vallée de Reichshofen, nous
vîmes les Prussiens retranchés sur les hauteurs de Frœschwiller et
de Wœrth ; ils étaient plus de vingt mille, et leurs redoutes
s’élevaient les unes au-dessus des autres.
« Toute l’armée comprit alors que nous avions marché si vite
pour surprendre ces Prussiens seuls, car les Autrichiens étaient à
quatre ou cinq lieues de là, sur la ligne de la Motter. Malgré cela, je
ne vous cache pas, mes amis, que cette vue me porta d’abord un
coup terrible ; plus je regardais, plus il me semblait impossible de
gagner la bataille. D’abord ils étaient plus nombreux que nous,
ensuite ils avaient creusé des fossés garnis de palissades, et
derrière on voyait très bien les canonniers qui se penchaient à côté
de leurs canons et qui nous observaient, tandis que des files de
baïonnettes innombrables se prolongeaient jusque sur la côte.
« Les Français, avec leur caractère insouciant, ne voyaient pas
tout cela et paraissaient même très joyeux. Le bruit s’étant répandu
que le général Hoche venait de promettre six cents francs pour
chaque pièce enlevée à l’ennemi, ils riaient en se mettant le
chapeau sur l’oreille, et regardaient les canons en criant : « Adjugé !
adjugé ! » Il y avait de quoi frémir de voir une pareille insouciance et
d’entendre ces plaisanteries.
« Nous autres, l’ambulance, les voitures de toute sorte, les
caissons vides pour transporter les blessés, nous restâmes derrière,
et pour dire la vérité, cela me fit un véritable plaisir.
« Madame Thérèse était à trente ou quarante pas en avant de
moi, j’allai me mettre près d’elle avec mes deux aides, dont l’un a été
garçon apothicaire à Landrecies, et l’autre dentiste, et qui se sont fait
chirurgiens d’eux-mêmes. Mais ils ont déjà de l’expérience, et ces
jeunes gens, avec un peu de loisir et de travail, deviendront peut-
être quelque chose. Madame Thérèse embrassait alors le petit Jean,
qui se mit à courir pour suivre le bataillon.
« Toute la vallée, à droite et à gauche, était pleine de cavalerie en
bon ordre. Le général Hoche, en arrivant, choisit lui-même tout de
suite la place de deux batteries sur les collines de Reichshofen, et
l’infanterie fit halte au milieu de la vallée.
« Il y eut encore une délibération, puis toute l’infanterie se rangea
en trois colonnes ; l’une passa sur la gauche, dans la gorge de
Réebach, les deux autres se mirent en marche sur les
retranchements l’arme au bras.
« Le général Hoche, avec quelques officiers, se plaça sur une
petite hauteur, à gauche de la vallée.
« Tout ce qui suivit, mes chers amis, me semble encore un rêve.
Au moment où les colonnes arrivaient au pied de la côte, un horrible
fracas, comme une espèce de déchirement épouvantable, retentit ;
tout fut couvert de fumée : c’étaient les Prussiens qui venaient de
lâcher leurs batteries. Une seconde après, la fumée s’étant un peu
dissipée, nous vîmes les Français plus haut sur la côte ; ils
allongeaient le pas, des quantités de blessés restaient derrière, les
uns étendus sur la face, les autres assis et cherchant à se relever.
« Pour la seconde fois les Prussiens tirèrent, puis on entendit le
cri terrible des Républicains : « A la baïonnette ! » Et toute la
montagne se mit à pétiller comme un feu de charbonnière où l’on
donne un coup de pied. On ne se voyait plus, parce que le vent
poussait la fumée sur nous, et l’on ne pouvait plus se dire un mot à
quatre pas, tant la fusillade, les hommes et le canon tonnaient et
hurlaient ensemble. Sur les côtés les chevaux de notre cavalerie
hennissaient et voulaient partir ; ces animaux sont vraiment
sauvages, ils aiment le danger, on avait mille peines à les retenir.
« De temps en temps il se faisait un trou dans la fumée, alors on
voyait les Républicains cramponnés aux palissades comme une
fourmilière ; les uns, à coups de crosse, essayaient de renverser les
retranchements, d’autres cherchaient un passage, les commandants
à cheval, l’épée en l’air, animaient leurs hommes, et de l’autre côté
les Prussiens lançaient des coups de baïonnette, lâchaient leurs
fusils dans le tas, ou levaient des deux mains leurs grands refouloirs
comme des massues pour assommer les gens. C’était effrayant !
Une seconde après, un autre coup de vent couvrait tout, et l’on ne
pouvait savoir comment cela finirait.
« Le général Hoche envoyait ses officiers l’un après l’autre porter
de nouveaux ordres ; ils partaient comme le vent dans la fumée, on
aurait dit des ombres. Mais la bataille se prolongeait et les
Républicains commençaient à reculer, quand le général descendit
lui-même ventre à terre ; dix minutes après, le chant de la
Marseillaise couvrait tout le tumulte ; ceux qui avaient reculé
revenaient à la charge.
« La seconde attaque commença plus furieuse que la première.
Les canons seuls tonnaient encore et renversaient des files
d’hommes. Tous les Républicains s’avançaient en masse, Hoche au
milieu d’eux. Nos batteries tiraient aussi sur les Prussiens. Ce qui se
passa quand les Français furent encore une fois près des palissades
est quelque chose d’impossible à décrire. Si le père Adam Schmitt
avait été avec nous, il aurait vu ce qu’on peut appeler une terrible
bataille. Les Prussiens montrèrent là qu’ils étaient les soldats du
grand Frédéric, baïonnettes contre baïonnettes, tantôt les uns, tantôt
les autres reculaient ou poussaient en avant.
« Mais ce qui décida la victoire pour les Républicains, ce fut
l’arrivée de leur troisième colonne sur les hauteurs, à gauche des
retranchements ; elle avait tourné le Réebach et sortait du bois au
pas de course. Alors il fallut bien quitter la partie ; les Prussiens, pris
des deux côtés à la fois, se retirèrent, abandonnant dix-huit pièces
de canons, vingt-quatre caissons et leurs retranchements pleins de
blessés et de morts. Ils se dirigèrent du côté de Wœrth, et nos
dragons, nos hussards, qui ne se possédaient plus d’impatience,
partirent enfin courbés sur leurs selles, comme un mur qui s’ébranle.
Nous apprîmes le même soir qu’ils avaient fait douze cents
prisonniers et remporté six canons.
« Voilà, mes chers amis, ce qu’on appelle le combat de Wœrth et
de Frœschwiller, dont la nouvelle a dû vous parvenir au moment où
je vous écris, et qui restera toujours présent à ma mémoire.
« Depuis ce moment, je n’ai rien vu de nouveau ; mais que
d’ouvrage nous avons eu ! Jour et nuit il a fallu couper, trancher,
amputer, tirer des balles ; nos ambulances sont encombrées de
blessés : c’est une chose bien triste.
« Cependant, le lendemain de la victoire, l’armée s’était portée en
avant. Quatre jours après, nous avons appris que les conventionnels
Lacoste et Baudot, ayant reconnu que la rivalité de Hoche et de
Pichegru nuisait aux intérêts de la République, avaient donné le
commandement à Hoche tout seul, et que celui-ci, se voyant à la
tête des deux armées du Rhin et de la Moselle, sans perdre une
minute, en avait profité pour attaquer Wurmser sur les lignes de
Wissembourg ; qu’il l’avait battu complètement au Gaisberg, de sorte
qu’à cette heure les Prussiens sont en retraite sur Mayence, les
Autrichiens sur Gemersheim, et que le territoire de la République est
débarrassé de tous ses ennemis.
« Quant à moi, je suis maintenant à Wissembourg, accablé
d’ouvrage ; madame Thérèse, le petit Jean et les restes du 1er
bataillon occupent la place, et l’armée marche sur Landau, dont
l’heureuse délivrance fera l’admiration des siècles futurs.
« Bientôt, bientôt, mes chers amis, nous suivrons l’armée, nous
passerons par Anstatt, couronnés des palmes de la victoire ; nous
pourrons encore une fois vous serrer sur nos cœurs, et célébrer
avec vous le triomphe de la justice et de la liberté.
« O chère liberté ! rallume dans nos âmes le feu sacré dont
brûlèrent jadis tant de héros ; forme au milieu de nous des
générations qui leur ressemblent ; que le cœur de tout citoyen
tressaille à ta voix ; inspire le sage qui mérite ; porte l’homme
courageux aux actions héroïques ; anime le guerrier d’un
enthousiasme sublime ; que les despotes qui divisent les nations
pour les opprimer disparaissent de ce monde, et que la sainte
fraternité réunisse tous les peuples de la terre dans une même
famille !
« Avec ces vœux et ces espérances, la bonne madame Thérèse,
petit Jean et moi nous vous embrassons de cœur.
« Jacob Wagner. »
« P.-S. — Petit Jean recommande à son ami Fritzel d’avoir bien

soin de Scipio. »
La lettre de l’oncle Jacob nous remplit tous de joie, et l’on peut
s’imaginer avec quelle impatience nous attendîmes dès lors le 1er
bataillon.
Cette époque de ma vie, quand j’y pense, me produit l’effet d’une
fête ; chaque jour nous apprenions quelque chose de nouveau :
après l’occupation de Wissembourg, la levée du siège de Landau,
puis la prise de Lauterbourg, puis celle de Kaiserslautern, puis
l’occupation de Spire, où les Français recueillirent un grand butin,
que Hoche fit transporter à Landau, pour indemniser les habitants de
leurs pertes.
Autant les gens du village avaient crié contre nous, autant alors
ils nous tenaient en vénération. Il était même question de mettre
Koffel du conseil municipal et de nommer le mauser bourgmestre ;
on ne savait pas pourquoi, car personne jusqu’alors n’avait eu cette
idée ; mais le bruit commençait à se répandre que nous allions
redevenir Français, que nous avions été Français quinze cents ans
auparavant, et que c’était une abomination de nous avoir tenus si
longtemps en esclavage.
Richter avait pris la fuite, sachant bien ce qui l’attendait, et
Joseph Spick ne sortait plus de sa baraque.
Chaque jour, les gens de la grande rue regardaient sur la côte
pour voir arriver les véritables défenseurs de la patrie ;
malheureusement la plupart suivaient la route de Wissembourg à
Mayence, laissant Anstatt sur leur gauche, dans la montagne ; on ne
voyait passer que des traînards, qui coupaient au court par la
traverse du Bourgerwald. Cela nous désolait, et nous finissions par
croire que notre bataillon n’arriverait jamais, lorsqu’une après-midi le
mauser entra tout essoufflé en criant :
« Les voilà… ce sont eux ! »
Il revenait des champs, la pioche sur l’épaule, et de loin il avait vu
sur la route une foule de soldats. Tout le village savait déjà la
nouvelle, tout le monde sortait. Moi, ne me possédant plus
d’enthousiasme, je courus à la rencontre de notre bataillon, avec
Hans Aden et Frantz Sépel, que je rencontrai sur la route. Il faisait
du soleil, la neige fondait, les flaques de boue éclataient autour de
nous comme des obus à chaque pas ; mais nous n’y prenions pas
garde, et durant une demi-heure nous ne cessâmes point de
galoper. La moitié du village, hommes, femmes, enfants, nous
suivaient en criant : « Ils arrivent… ils arrivent ! » Les idées des gens
changent d’une façon singulière, tout le monde était alors ami de la
République.
Une fois sur la montée de Birkenwald, Hans Aden, Frantz Sépel
et moi nous vîmes enfin notre bataillon qui s’approchait à mi-côte, le
sac au dos, le fusil sur l’épaule, les officiers derrière les compagnies.
Plus loin, sur le grand pont, défilaient les voitures. Tout cela
s’avançait en sifflant, en causant, comme les soldats en route ; l’un
s’arrêtait pour allumer sa pipe, l’autre donnait un coup d’épaule pour
relever son sac ; on entendait des voix glapissantes, des éclats de
rire, car les Français sont ainsi, quand ils marchent en troupe, il leur
faut toujours des histoires et de joyeux propos pour entretenir leur
bonne humeur.
Moi, dans cette foule je ne cherchais des yeux que l’oncle Jacob
et madame Thérèse ; il me fallut quelque temps pour les découvrir à
la queue du bataillon. Enfin je vis l’oncle, il était derrière, à cheval
sur Rappel. J’eus d’abord de la peine à le reconnaître, car il avait un
grand chapeau républicain, un habit à revers rouges et un grand
sabre à fourreau de fer ; cela le changeait d’une façon incroyable, il
paraissait beaucoup plus grand ; mais je le reconnus tout de même,
ainsi que madame Thérèse sur sa charrette couverte de toile, avec
son même chapeau et sa même cravate ; elle avait les joues roses
et les yeux brillants ; l’oncle chevauchait près d’elle, ils causaient
ensemble.
Je reconnus aussi le petit Jean, que je n’avais vu qu’une fois ; il
marchait, un large baudrier orné de baguettes en travers de la
poitrine, les bras couverts de galons, et son sabre ballottant derrière
les jambes. Et le commandant, et le sergent Laflèche, et le capitaine
que j’avais conduit dans notre grenier, et tous les soldats, oui,
presque tous je les reconnaissais, il me semblait être dans une
grande famille ; et le drapeau couvert de toile cirée me faisait aussi
plaisir à voir.
Je courais à travers tout le monde, Hans Aden et Frantz Sépel
avaient déjà trouvé des camarades, moi je marchais toujours, j’étais
à trente pas de la charrette et j’allais appeler : « Oncle ! oncle ! »
quand madame Thérèse, se penchant par hasard, s’écria d’une voix
joyeuse :
« Scipio ! »
Dans le même instant, Scipio, que j’avais oublié chez nous, tout
effaré, tout crotté, sautait dans la voiture.
Aussitôt petit Jean s’écria :
« Voici Scipio ! »
Et le brave caniche, après avoir passé deux ou trois fois ses
grosses moustaches sur les joues de madame Thérèse, bondit à
terre et se mit à danser autour de petit Jean, aboyant, poussant des
cris et se démenant comme un bienheureux. Tout le bataillon
l’appelait :
« Scipio, ici !… Scipio !… Scipio ! »
L’oncle venait de m’apercevoir et me tendait les bras du haut de
son cheval. Je m’accrochai à sa jambe, il me leva et m’embrassa ; je
sentis qu’il pleurait et cela m’attendrit. Il me tendit ensuite à madame
Thérèse, qui m’attira dans sa charrette en me disant :
« Bonjour, Fritzel. »
Elle paraissait bien heureuse et m’embrassait les larmes aux
yeux.
Presque aussitôt le mauser et Koffel arrivèrent, donnant des
poignées de main à l’oncle ; puis les autres gens du village, pêle-
mêle avec les soldats, qui remettaient aux hommes leurs sacs et
leurs fusils pour les porter en triomphe, et qui criaient aux femmes :
« Hé ! la grosse mère !… La jolie fille !… par ici !… par ici ! »
C’était une véritable confusion, tout le monde fraternisait, et au
milieu de tout cela, c’était encore petit Jean et moi qui paraissions
les plus heureux.
« Embrasse petit Jean, me criait l’oncle.
— Embrasse Fritzel, disait madame Thérèse à son frère. »
Et nous nous embrassions, nous nous regardions émerveillés.
« Il me plaît, cria petit Jean, il a l’air bon enfant.
— Toi, tu me plais aussi », lui dis-je, tout fier de parler en français.
Et nous marchions bras dessus bras dessous, tandis que l’oncle
et madame Thérèse se souriaient l’un à l’autre.
Le commandant me tendit aussi la main en disant :
« Hé ! docteur Wagner, voici votre défenseur. — Tu vas toujours
bien, mon brave ?
— Oui, commandant.
— A la bonne heure ! »
C’est ainsi que nous arrivâmes aux premières maisons du
village. Alors on s’arrêta quelques instants pour se mettre en ordre,
petit Jean accrocha son tambour sur sa cuisse, et le commandant
ayant crié : « En avant, marche ! » les tambours retentirent.
Nous descendîmes la grand’rue, marchant tous au pas et nous
réjouissant d’une entrée si magnifique. Tous les vieux et les vieilles
qui n’avaient pu sortir étaient aux fenêtres et se montraient l’oncle
Jacob, qui s’avançait d’un air digne derrière le commandant entre
ses deux aides. Je remarquai surtout le père Schmitt, debout à la
porte de sa baraque ; il redressait sa haute taille voûtée et nous
regardait défiler avec un éclair dans l’œil.
Sur la place de la fontaine le commandant cria : « Halte ! » On mit
les fusils en faisceaux, et tout le monde se dispersa, les uns à droite,
les autres à gauche ; chaque bourgeois voulait avoir un soldat, tous
voulaient se réjouir du triomphe de la République une et indivisible ;
mais ces Français, avec leurs mines joyeuses, suivaient de
préférence les jolies filles. Le commandant vint avec nous. La vieille
Lisbeth était déjà sur la porte, ses longues mains levées au ciel, et
criait :
« Ah ! madame Thérèse… ah ! monsieur le docteur !… »
Ce furent de nouveaux cris de joie, de nouvelles embrassades.
Puis nous entrâmes, et le festin de jambon, d’andouilles et de
grillades arrosées de vin blanc et de vieux bourgogne commença :
Koffel, le mauser, le commandant, l’oncle, madame Thérèse, petit
Jean et moi, je vous laisse à penser quelle table, quel appétit, quelle
satisfaction !
Tout ce jour-là, le 1er bataillon resta chez nous ; puis il lui fallut
poursuivre sa route, car ses quartiers d’hiver étaient à Hacmatt, à
deux petites lieues d’Anstatt. L’oncle resta au village, il déposa son
grand sabre et son grand chapeau ; mais depuis ce moment
jusqu’au printemps, il ne se passa pas de jour qu’il ne fût en route
pour Hacmatt : il ne pensait plus qu’à Hacmatt.
De temps en temps madame Thérèse venait aussi nous voir
avec petit Jean ; nous riions, nous étions heureux, nous nous
aimions !
Que vous dirai-je encore ? Au printemps, quand commence à
chanter l’alouette, un jour on apprit que le 1er bataillon allait partir
pour la Vendée. Alors l’oncle, tout pâle, courut à l’écurie et monta sur
son Rappel ; il partit ventre à terre, la tête nue, ayant oublié de
mettre son bonnet.
Que se passa-t-il à Hacmatt ! Je n’en sais rien ; mais ce qu’il y a
de sûr, c’est que le lendemain, l’oncle, fier comme un roi, revint avec
madame Thérèse et petit Jean, qu’il y eut grande noce chez nous,
embrassades et réjouissances. Huit jours après, le commandant
Duchêne arriva avec tous les capitaines du bataillon. Ce jour-là, les
réjouissances furent encore plus grandes. Madame Thérèse et
l’oncle se rendirent à la mairie, suivis d’une longue file de joyeux
convives. Le mauser, qu’on avait nommé bourgmestre à l’élection
populaire, nous attendait, son écharpe tricolore autour des reins. Il
inscrivit l’oncle et madame Thérèse sur un gros registre, à la
satisfaction universelle ; et dès lors petit Jean eut un père, et moi
j’eus une bonne mère, dont je ne puis me rappeler le souvenir sans
répandre des larmes.
J’aurais encore bien des choses à vous dire… mais c’est assez
pour une fois. Si le Seigneur Dieu le permet, un jour nous
reprendrons cette histoire qui finit, comme toutes les autres, par des
cheveux blancs et les derniers adieux de ceux qu’on aime le plus au
monde.
6-30. — Imprimerie HACHETTE, rue Stanislas. — Paris.

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Test Bank for Contemporary Medical Surgical Nursing,

Medical Surgical Nursing in Canada 2nd Edition Lewis

Test Bank for Medical Surgical Nursing Preparation for

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Copyright © 2020 F. A. Davis Company

Copyright © 2020 F. A. Davis Company

Copyright © 2020 F. A. Davis Company

PTS: 1 CON: Nursing Roles

Copyright © 2020 F. A. Davis Company

PTS: 1 CON: Nursing Roles

PTS: 1 CON: Healthcare System

Copyright © 2020 F. A. Davis Company

PTS: 1 CON: Evidence-Based Practice

PTS: 1 CON: Critical Thinking

Copyright © 2020 F. A. Davis Company

PTS: 1 CON: Evidence-Based Practice

PTS: 1 CON: Evidence-Based Practice

Copyright © 2020 F. A. Davis Company

PTS: 1 CON: Evidence-Based Practice

PTS: 1 CON: Evidence-Based Practice

PTS: 1 CON: Evidence-Based Practice

Copyright © 2020 F. A. Davis Company

PTS: 1 CON: Healthcare System

PTS: 1 CON: Healthcare System

PTS: 1 CON: Communication

PTS: 1 CON: Communication

PTS: 1 CON: Safety

PTS: 1 CON: Safety

PTS: 1 CON: Safety

PTS: 1 CON: Communication

PTS: 1 CON: Quality Improvement

Copyright © 2020 F. A. Davis Company

PTS: 1 CON: | Safety

Copyright © 2020 F. A. Davis Company

1 This is incorrect. The Academy of Medical-Surgical Nurses is the only

PTS: 1 CON: Nursing Roles

PTS: 1 CON: Quality Improvement

PTS: 1 CON: Safety

PTS: 1 CON: Quality Improvement

PTS: 1 CON: Safety

PTS: 1 CON: Collaboration

PTS: 1 CON: Collaboration

« P.-S. — Petit Jean recommande à son ami Fritzel d’avoir bien

6-30. — Imprimerie HACHETTE, rue Stanislas. — Paris.

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