Chapter 15: ENVIRONMENTAL HEALTH

Chapter 15: ENVIRONMENTAL HEALTH

 

Complete Chapter Questions With Answers

 

Sample Questions Are Posted Below

 

MULTIPLE CHOICE

 

1. Which of the following statements made by a seminar participant indicates that the community health nurse (CHN) speaker needs to further clarify teaching about environmental principles?

a.	“Everything is connected to everything else.”
b.	“Everything has to go somewhere.”
c.	“The solution to pollution is prosecution.”
d.	“Today’s solution may be tomorrow’s problem.”

 

 

ANS:  C

To correctly represent an environmental principle, the third statement should read, “The solution to pollution is dilution.”

 

DIF:    Cognitive Level: Knowledge            REF:   pp. 471–472   OBJ:   1

TOP:   CRNE Competency: Health and Wellness

 

2. In which of the following scenarios does the CHN use secondary prevention to reduce environmental health risks?

a.	Collecting blood specimens from preschool children to check for lead levels
b.	Meeting with local government officials to request that the city clean up a contaminated vacant lot
c.	Referring a child diagnosed with toxic lead levels to a neurologist
d.	Teaching the parents of a 2-year-old about the dangers of lead-based paint in older homes

 

 

ANS:  A

Secondary prevention refers to such actions as surveillance and screening, which are undertaken so that problems may be detected at early stages.

 

DIF:    Cognitive Level: Analysis                REF:   p. 479, Levels of Prevention box

OBJ:   1                    TOP:   CRNE Competency: Health and Wellness

 

3. In which of the following scenarios does the occupational health nurse (OHN) use primary prevention to improve health outcomes when environmental health risks are present?

a.	Using radiation detectors to detect unsafe levels of radiation exposure
b.	Irrigating the eyes of an employee who has had a chemical splash to the face
c.	Teaching new employees who will work outdoors about the signs and symptoms of heat-related illness
d.	Using spirometry to rule out obstructive or restrictive lung disease in workers before they start using mask respirators

 

 

ANS:  C

Education is a primary preventive strategy.

 

DIF:    Cognitive Level: Analysis                REF:   p. 479, Levels of Prevention box

OBJ:   4                    TOP:   CRNE Competency: Health and Wellness

 

4. Which of the following is an example of risk communication, a part of the CHN’s role in environmental health?

a.	Interpreting and applying environmental health principles
b.	Responding in scientifically sound and humanely sensitive ways to community concerns
c.	Proposing, informing, and monitoring action from agencies, communities, and organization perspectives
d.	Detecting potential and actual exposure pathways and outcomes for clients cared for in acute care, chronic care, and healthy communities

 

 

ANS:  A

Risk communication is interpreting principles and applying them in practice. CHNs may serve as skilled risk communicators within agencies, working for industries, or as independent practitioners.

 

DIF:    Cognitive Level: Application           REF:   pp. 485, 491   OBJ:   4

TOP:    CRNE Competency: Health and Wellness