Full download test bank at testbankmall.

com

Test Bank for Clinical Nursing Skills 9th Edition

by Smith

https://testbankmall.com/product/test-bank-for-clinical-
nursing-skills-9th-edition-by-smith/

OR CLICK BUTTON

DOWLOAD EBOOK

Download more test bank from https://testbankmall.com

More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Test Bank for Clinical Nursing Skills, 8th Edition:

Smith

https://testbankmall.com/product/test-bank-for-clinical-nursing-
skills-8th-edition-smith/

Clinical Nursing Skills and Techniques 9th Edition

Perry, Potter Test Bank

https://testbankmall.com/product/clinical-nursing-skills-and-
techniques-9th-edition-perry-potter-test-bank/

Test Bank for Nursing Interventions and Clinical Skills

7th Edition by Perry

https://testbankmall.com/product/test-bank-for-nursing-
interventions-and-clinical-skills-7th-edition-by-perry/

2015 Nursing Interventions & Clinical Skills, 6th

Edition Test Bank

https://testbankmall.com/product/2015-nursing-interventions-
clinical-skills-6th-edition-test-bank/
Skills in Clinical Nursing 8th Edition Berman Test Bank

https://testbankmall.com/product/skills-in-clinical-nursing-8th-
edition-berman-test-bank/

Test Bank for Clinical Nursing Skills and Techniques,

8th Edition : Perry

https://testbankmall.com/product/test-bank-for-clinical-nursing-
skills-and-techniques-8th-edition-perry/

Test Bank for Nursing Interventions and Clinical Skills

7th Edition Perry

https://testbankmall.com/product/test-bank-for-nursing-
interventions-and-clinical-skills-7th-edition-perry/

Test Bank for Clinical Nursing Skills and Techniques,

9th Edition, Anne Griffin Perry, Patricia A. Potter
Wendy Ostendorf

https://testbankmall.com/product/test-bank-for-clinical-nursing-
skills-and-techniques-9th-edition-anne-griffin-perry-patricia-a-
potter-wendy-ostendorf/

Taylor’s Clinical Skills A Nursing Process Approach 3rd

Edition Lynn Test Bank

https://testbankmall.com/product/taylors-clinical-skills-a-
nursing-process-approach-3rd-edition-lynn-test-bank/
Rationale 5: Tasks requiring advanced education such as assessment, interpretation of data,
planning client care, or evaluating care are not delegated to the UAP. Telephone advice involves
gathering data, analysis, and planning care, which would all be beyond the scope of practice.
Vital sign measurement, recording intake and output, providing postmortem care, and weighing
the client are all appropriate tasks to delegate to the UAP.

Global Rationale: Tasks requiring advanced education such as assessment, interpretation of

data, planning client care, or evaluating care are not delegated to the UAP. Telephone advice
involves gathering data, analysis, and planning care, which would all be beyond the scope of
practice. Vital sign measurement, recording intake and output, providing postmortem care, and
weighing the client are all appropriate tasks to delegate to the UAP.

Cognitive Level: Analyzing

Client Need: Safe and Effective Care Environment
Client Need Sub: Management of Care
QSEN Competencies: II.B.5. Assume role of team member or leader based on the situation
AACN Essential Competencies: II.1.Apply leadership concepts, skills, and decision making in
the provision of high-quality nursing care, health care team coordination, and the oversight and
accountability for care delivery in a variety of settings
NLN Competencies: Teamwork: Manage delegation effectively.
Nursing/Integrated Concepts: Nursing Process: Planning
Learning Outcome: 1.19 Describe the steps of planning for client care.
Page Number: 19

2. Which procedure should the registered nurse delegate to unlicensed assistive personnel
(UAP)?
1. Making a nursing diagnosis
2. Assisting a client to bedside commode
3. Performing assessments on client
4. Giving the client pain medication

Correct Answer: 2

Rationale 1: Tasks requiring advanced education such as assessment, interpretation of data,

planning client care, or evaluating care are not delegated to the UAP. Formulating a nursing
diagnosis is not a task that can be delegated to the UAP.
Rationale 2: Assisting a client to a bedside commode is an activity that can be delegated to the
UAP.
Rationale 3: Tasks requiring advanced education such as assessment, interpretation of data,
planning client care, or evaluating care are not delegated to the UAP. Assessment is not a task
that can be delegated to the UAP.
Rationale 4: Tasks requiring advanced education such as assessment, interpretation of data,
planning client care, or evaluating care are not delegated to the UAP. Administering pain
medication is not an activity that can be delegated to the UAP.
Global Rationale: Assisting a client to a bedside commode is an activity that can be delegated to
the UAP. Tasks requiring advanced education such as assessment, interpretation of data,
planning client care, or evaluating care are not delegated to the UAP. Formulating a nursing
diagnosis, performing an assessment, and administering pain medications are activities that
cannot be delegated to the UAP.

Cognitive Level: Applying

Client Need: Safe and Effective Care Environment
Client Need Sub: Management of Care
QSEN Competencies: II.B.5.Assume role of team member or leader based on the situation
AACN Essential Competencies: II.1.Apply leadership concepts, skills, and decision making in
the provision of high-quality nursing care, health care team coordination, and the oversight and
accountability for care delivery in a variety of settings
NLN Competencies: Teamwork: Manage delegation effectively.
Nursing/Integrated Concepts: Nursing Process: Planning
Learning Outcome: 1.19 Describe the steps of planning for client care.
Page Number: 19

3. Which statement indicates that unlicensed assistive personnel (UAP) understand directions
provided regarding client care?

Standard Text: Select all that apply.

1. “I will bathe the client in room 402.”

2. “I am done with the assigned tasks for Mr. Wells.”
3. “I can give the medication for you.”
4. “I will note all orders.”
5. “I understand my assignment is to take and document the vital signs.”

Correct Answer: 1,2,5

Rationale 1: Restating the task to the nurse indicates understanding and appropriate
communication during delegation.
Rationale 2: Telling the nurse that the assigned tasks are done indicates understanding and
appropriate communication during delegation.
Rationale 3: Medication administration cannot be delegated.
Rationale 4: The UAP cannot note orders on the medical record. This activity must be done by
the nurse.
Rationale 5: Restating the task to the nurse indicates understanding and appropriate
communication during delegation.

Global Rationale: Restating the task to the nurse indicates understanding and appropriate
communication during delegation. Telling the nurse that the assigned tasks are done indicates
understanding and appropriate communication during delegation. Medication administration
cannot be delegated. The UAP cannot note orders on the medical record. This activity must be
done by the nurse.
Cognitive Level: Analyzing
Client Need: Safe and Effective Care Environment
Client Need Sub: Management of Care
QSEN Competencies: II.B.5. Assume role of team member or leader based on the situation
AACN Essential Competencies: II.1. Apply leadership concepts, skills and decision making in
the provision of high quality nursing care, health care team coordination, and the oversight and
accountability for care delivery in a variety of settings
NLN Competencies: Teamwork: Manage delegation effectively.
Nursing/Integrated Concepts: Nursing Process: Planning
Learning Outcome: 1.19 Describe the steps of planning for client care.
Page Number: 19

4. The nurse observing the unlicensed assistive personnel (UAP) using alcohol-based rubs for
hand hygiene would recognize that further teaching is required when the UAP performs which
act?
1. Rubs palm against palm when washing hands.
2. Applies a palmful of product into cupped hands.
3. Interlaces fingers palm to palm.
4. Dries hands with clean paper towel.

Correct Answer: 4

Rationale 1: When using an alcohol-based hand rub, the hands should not be dried. Rubbing of
hands palm to palm and interlacing fingers are continued until the product dries, which takes
about 20–30 seconds. A palmful of product is generally required to coat all surfaces.
Rationale 2: When using an alcohol-based hand rub, the hands should not be dried. Rubbing of
hands palm to palm and interlacing fingers are continued until the product dries, which takes
about 20–30 seconds. A palmful of product is generally required to coat all surfaces.
Rationale 3: When using an alcohol-based hand rub, the hands should not be dried. Rubbing of
hands palm to palm and interlacing fingers are continued until the product dries, which takes
about 20–30 seconds. A palmful of product is generally required to coat all surfaces.
Rationale 4: When using an alcohol-based hand rub, the hands should not be dried. Rubbing of
hands palm to palm and interlacing fingers are continued until the product dries, which takes
about 20–30 seconds. A palmful of product is generally required to coat all surfaces.
Global Rationale: When using an alcohol-based hand rub, the hands should not be dried.
Rubbing of hands palm to palm and interlacing fingers are continued until the product dries,
which takes about 20–30 seconds. A palmful of product is generally required to coat all surfaces.

Cognitive Level: Analyzing

Client Need: Safe and Effective Care Environment
Client Need Sub: Safety and Infection Control
QSEN Competencies: V.B.1. Demonstrate effective use of technology and standardized
practices that support safety and quality
AACN Essential Competencies: II.5. Participate in quality and client safety initiatives,
recognizing that these are complex system issues that involve individuals, families, groups,
communities, populations, and other members of the health care team
NLN Competencies: Context and Environment: Apply health promotion/disease prevention
strategies; apply health policy
Nursing/Integrated Concepts: Nursing Process: Evaluation
Learning Outcome: 1.19 Describe the steps of planning for client care.
Page Number: 18

5. The nurse is working in a day care center where there recently has been an outbreak of viral
conjunctivitis. What should the nurse instruct the staff to stop the spread of this infection?

1. Require all children with conjunctivitis to stay home until there is a reduction in drainage.
2. Require all children with an infection to be on otic antibiotics for at least 24 hours prior to
returning to school.
3. Isolate all children with conjunctivitis in the same room away from those who are not infected.
4. Perform hand hygiene after providing personal care for all children.

Correct Answer: 4

Rationale 1: The best way to reduce the spread of infection is through thorough hand hygiene.
There would be no need to keep children away from the day care center.
Rationale 2: The best way to reduce the spread of infection is through thorough hand hygiene.
There would be no need to place a child with a viral illness on antibiotics.
Rationale 3: The best way to reduce the spread of infection is through thorough hand hygiene.
There would be no need to isolate children with conjunctivitis.
Rationale 4: The best way to reduce the spread of infection is through thorough hand hygiene.
Global Rationale: The best way to reduce the spread of infection is through thorough hand
hygiene. There would be no need to place a child with a viral illness on antibiotics, to isolate
children with conjunctivitis, or to keep children away from the day care center.

Cognitive Level: Applying

Client Need: Safe and Effective Care Environment
Client Need Sub: Safety and Infection Control
QSEN Competencies: V.B.1. Demonstrate effective use of technology and standardized
practices that support safety and quality
AACN Essential Competencies: II.5. Participate in quality and client safety initiatives,
recognizing that these are complex system issues that involve individuals, families, groups,
communities, populations, and other members of the health care team
NLN Competencies: Context and Environment: Apply health promotion/disease prevention
strategies; apply health policy
Nursing/Integrated Concepts: Nursing Process: Implementation
Learning Outcome: 1.19 Describe the steps of planning for client care.
Page Number: 18

6. For which situation should the nurse apply clean disposable gloves?
1. Providing denture care

2. Bathing a client

3. Applying antiemboli stockings

4. Assessing vital signs

Correct Answer: 1

Rationale 1: The purpose of gloves is to protect the hands when the nurse is likely to handle any
potentially infective material. When providing denture care, the nurse is in contact with mucous
membranes and body secretions, so gloves would be required.

Rationale 2: The purpose of gloves is to protect the hands when the nurse is likely to handle any
potentially infective material. In most instances, unless the client has an open wound, gloves
would not be required when bathing a client.

Rationale 3: The purpose of gloves is to protect the hands when the nurse is likely to handle any
potentially infective material. In most instances, unless the client has an open wound, gloves
would not be required when applying stockings.

Rationale 4: The purpose of gloves is to protect the hands when the nurse is likely to handle any
potentially infective material. In most instances, unless the client has an open wound, gloves
would not be required when assessing vital signs.

Global Rationale: The purpose of gloves is to protect the hands when the nurse is likely to
handle any potentially infective material. When providing denture care, the nurse is in contact
with mucous membranes and body secretions, so gloves would be required. In most instances,
unless the client has an open wound, gloves would not be required when bathing a client,
applying stockings, or assessing vital signs.

Cognitive Level: Applying

Client Need: Safe and Effective Care Environment
Client Need Sub: Safety and Infection Control
QSEN Competencies: V.B.1. Demonstrate effective use of technology and standardized
practices that support safety and quality
AACN Essential Competencies: II.5. Participate in quality and client safety initiatives,
recognizing that these are complex system issues that involve individuals, families, groups,
communities, populations, and other members of the health care team
NLN Competencies: Context and Environment: Apply health promotion/disease prevention
strategies; apply health policy
Nursing/Integrated Concepts: Nursing Process: Implementation
Learning Outcome: 1.19 Describe the steps of planning for client care.
Page Number: 18
7. The nurse is caring for several clients during the shift. Which action demonstrates appropriate
hand hygiene?

1. Putting on gloves

2. Washing hands with soap and water

3. Wiping hands off when entering room

4. Using the client’s soap on hands

Correct Answer: 2

Rationale 1: Putting on gloves does not demonstrate appropriate hand hygiene.

Rationale 2: Washing hands with soap and water demonstrates appropriate hand hygiene.

Rationale 3: Wiping hands off when entering the room does not demonstrate appropriate hand
hygiene.

Rationale 4: The use of the client’s soap on the hand is not appropriate when performing hand
hygiene.

Global Rationale: Washing hands with soap and water demonstrates appropriate hand hygiene.
Putting on gloves and wiping hands off when entering the client’s room does not demonstrate
appropriate hand hygiene. The use of the client’s soap on the hand is not appropriate when
performing hand hygiene.

Cognitive Level: Analyzing

Client Need: Safe and Effective Care Environment
Client Need Sub: Safety and Infection Control
QSEN Competencies: V.B.1. Demonstrate effective use of technology and standardized
practices that support safety and quality
AACN Essential Competencies: II.5. Participate in quality and client safety initiatives,
recognizing that these are complex system issues, that involve individuals, families, groups,
communities, populations, and other members of the health care team
NLN Competencies: Context and Environment: Apply health promotion/disease prevention
strategies; apply health policy
Nursing/Integrated Concepts: Nursing Process: Evaluation
Learning Outcome: 1.19 Describe the steps of planning for client care.
Page Number: 18

8. Which behavior indicates that the nurse is practicing as a professional?

1. Documenting that a client needs pain medication

2. Visiting with family of a client on another part of the care area
3. Telling a client to ask the next nurse for help getting out of bed
4. Directing unlicensed assistive personnel (UAP) to measure urine output

Correct Answer: 4

Rationale 1: A professional nurse would assess the client’s pain level and provide medication.
Documenting the need for pain medication does not demonstrate professionalism.

Rationale 2: A professional nurse would not socialize with clients or family.

Rationale 3: A professional nurse would meet the client’s needs at the time they are requested.

Rationale 4: A professional nurse appropriately delegates tasks to UAP.

Global Rationale: A professional nurse appropriately delegates tasks to UAP. A professional

nurse would address a client’s pain management needs, avoid socializing with clients and
families, and meet the client’s needs at the time they are requested.

Cognitive Level: Analyzing

Client Need: Safe and Effective Care Environment
Client Need Sub: Management of Care
QSEN Competencies: II. B. 4. Function competently within own scope of practice as a member
of the health care team
AACN Essential Competencies: VIII. 2. Assume accountability for personal and professional
behaviors
NLN Competencies: Context and Environment: Practice: Apply professional standards; show
accountability for nursing judgment and actions; develop advocacy skills
Nursing/Integrated Concepts: Evaluation
Learning Outcome: 1.1 Discuss what is meant by the concept “professional role of the nurse.”
Page Number: 3

9. What actions should the nurse take to assist a client adapt to being hospitalized? Select all that
apply.
1. Ensuring for the client’s comfort
2. Completing the admission assessment
3. Attempting to accommodate the client’s wishes
4. Communicating with the client as an individual
5. Accepting the client’s perception of the environment

Correct Answer: 1, 3, 4, 5

Rationale 1: Ensuring for the client’s comfort is an action to assist a client adapt to being
hospitalized.

Rationale 2: Completing the admission assessment is not an approach to assist a client adapt to
being hospitalized.
Rationale 3: Attempting to accommodate the client’s wishes is an action to assist a client adapt to
being hospitalized.

Rationale 4: Communicating with the client as an individual is an action to assist a client adapt to
being hospitalized.

Rationale 5: Accepting the client’s perception of the environment is an action to assist a client
adapt to being hospitalized.

Global Rationale: Actions to assist clients adapt to being hospitalized include ensuring for the
client’s comfort, accommodating the client’s wishes if possible, communicating with the client
as an individual, and accepting the client’s perception of the environment. Completing the
admission assessment is not an approach to assist a client adapt to being hospitalized.

Cognitive Level: Applying

Client Need: Safe and Effective Care Environment
Client Need Sub: Management of Care
QSEN Competencies: II. B. 4. Function competently within own scope of practice as a member
of the health care team
AACN Essential Competencies: IX. 5. Deliver compassionate, patient-centered, evidence-based
care that respects patient and family preferences
NLN Competencies: Context and Environment: Practice: Apply professional standards; show
accountability for nursing judgment and actions; develop advocacy skills
Nursing/Integrated Concepts: Implementation
Learning Outcome: 1.7 List three ways you can assist the client to assume and adapt to the client
role.
Page Number: 4

10. Which document should the nurse refer to ensure safe care is being provided to a client?
1. Core measure sets
2. Nurse practice act
3. Joint Commission standards
4. National patient safety goals (NPSGs)

Correct Answer: 4

Rationale 1: Core measure sets were created as a quality improvement tool.

Rationale 2: Nurse Practice acts ensure the nurse practices in a safe and legal manner.

Rationale 3: Joint Commission standards are the basis of an objective evaluation process to help
healthcare organizations measure, assess, and improve performance.

Rationale 4: NPSGs identify focus areas for client safety.

Global Rationale: NPSGs identify focus areas for client safety. Core measure sets were created
as a quality improvement tool. Nurse Practice acts ensure the nurse practices in a safe and legal
manner. Joint Commission standards are the basis of an objective evaluation process to help
healthcare organizations measure, assess, and improve performance.

Cognitive Level: Applying

Client Need: Safe and Effective Care Environment
Client Need Sub: Safety and Infection Control
QSEN Competencies: V. B. 2. Demonstrate effective use of strategies to reduce risk of harm to
self or others
AACN Essential Competencies: II. 7. Promote factors that create a culture of safety and caring
NLN Competencies: Quality and Safety: Ethical Comportment: Commit to a generative safety
culture
Nursing/Integrated Concepts: Planning
Learning Outcome: 1.8 Describe Core Measures, the Joint Commission Standards, and National
Patient Safety Goals and how they are developed and utilized in practice.
Page Number: 5

11. The nurse is asked to perform a task that is beyond the scope of practice. What should the
nurse use as a reason when refusing to complete the task?
1. “It is not a part of the National Patient Safety Goals.”
2. “The Joint Commission does not identify it as a nursing task.”
3. “It is not identified as permitted within the Nurse Practice Act.”
4. “The task can be delegated to unlicensed assistive personnel (UAP).”

Correct Answer: 3

Rationale 1: The National Patient Safety Goals do not define nursing scope of practice.

Rationale 2: The Joint Commission does not define nursing scope of practice.

Rationale 3: The Nurse Practice Act defines nursing scope of practice and should be used as a
reason to refuse a task.

Rationale 4: Tasks that are beyond the nurse’s scope of practice cannot be delegated to UAP.

Global Rationale: The Nurse Practice Act defines nursing scope of practice and should be used
as a reason to refuse a task. The National Patient Safety Goals do not define nursing scope of
practice. The Joint Commission does not define nursing scope of practice. Tasks that are beyond
the nurse’s scope of practice cannot be delegated to UAP.

Cognitive Level: Applying

Client Need: Safe and Effective Care Environment
Client Need Sub: Safety and Infection Control
QSEN Competencies: V. B. 2. Demonstrate effective use of strategies to reduce risk of harm to
self or others
AACN Essential Competencies: II. 7. Promote factors that create a culture of safety and caring
NLN Competencies: Quality and Safety: Ethical Comportment: Commit to a generative safety
culture
Nursing/Integrated Concepts: Implementation
Learning Outcome: 1.10 Discuss major sections of the Nurse Practice Act.
Page Number: 5

12. For which reasons should a registered nurse contact the Board of Registered Nursing (BRN)?
Select all that apply?
1. Renewing nursing license
2. Determining nursing standards
3. Identifying the date for a disciplinary hearing
4. Checking the dates for continuing education programs
5. Ascertaining when a nurse applicant became licensed

Correct Answer: 1, 2, 3, 5

Rationale 1: A function of the BRN is to renew nursing licensure.

Rationale 2: A function of the BRN is to determine nursing standards.

Rationale 3: A function of the BRN is to investigate disciplinary actions.

Rationale 4: The BRN is not responsible for continuing education programs.

Rationale 5: A function of the BRN is to register nursing licenses.

Global Rationale: Functions of the BRN include renewing nursing licensure, determining nursing
standards, investigating disciplinary actions, and registering nursing licenses. The BRN is not
responsible for continuing education programs.

Cognitive Level: Applying

Client Need: Safe and Effective Care Environment
Client Need Sub: Management of Care
QSEN Competencies: IV. C. 1. Appreciate that continuous quality improvement is an essential
part of the daily work of all health professionals
AACN Essential Competencies: V. 5. Describe state and national statues, rules and regulations
that authorize and define professional nursing practice
NLN Competencies: Personal and Professional Development: Knowledge: Codes of ethics and
regulatory and professional standards
Nursing/Integrated Concepts: Implementation
Learning Outcome: 1.12 State four functions of the Board of Registered Nursing.
Page Number: 6

13. The nurse manager is contacting the Board of Registered Nursing (BRN) to report a staff
member. Which action did the manager most likely observe the staff member perform?
1. Changing a client’s abdominal wound dressing
2. Instructed a client on self-administration of insulin
3. Assisting a client with ambulation to the bathroom
4. Informing a client to stop taking a prescribed medication

Correct Answer: 4

Rationale 1: Changing an abdominal wound dressing is within the nurse’s scope of practice.

Rationale 2: Medication teaching is within the nurse’s scope of practice.

Rationale 3: Providing direct client care is within the nurse’s scope of practice.

Rationale 4: Practicing medicine without a license is an action that is identified as misconduct.

Global Rationale: Practicing medicine without a license is an action that is identified as

misconduct. Changing a dressing, providing medication teaching, and providing direct client care
are all within the nurse’s scope of practice.

Cognitive Level: Analyzing

Client Need: Safe and Effective Care Environment
Client Need Sub: Management of Care
QSEN Competencies: V. B. 8. Use national patient safety resources for own professional
development and to focus attention on safety in care settings
AACN Essential Competencies: V. 5. Describe state and national statues, rules and regulations
that authorize and define professional nursing practice
NLN Competencies: Personal and Professional Development: Knowledge: Codes of ethics and
regulatory and professional standards
Nursing/Integrated Concepts: Assessment
Learning Outcome: 1.13 Discuss four grounds for licensure revocation for professional
misconduct.
Page Number: 7

14. What action should the nurse take to ensure the safe administration of prescribed medications
to a client? Select all that apply.
1. Validating the healthcare provider’s order
2. Checking two forms of client identification
3. Leaving a client’s medications at the bedside
4. Returning a mislabeled medication to the Pharmacy
5. Deciding to report a medication error later in the shift

Correct Answer: 1, 2, 4

Rationale 1: Nurses must not administer any drug without a specific healthcare provider’s order.
Rationale 2: Nurses must check two forms of client identification before administering
medications.

Rationale 3: Nurses must never leave prepared medicines unattended.

Rationale 4: Nurses must send labeled bottles or packages that are unintelligible back to the
pharmacist for relabeling.

Rationale 5: Nurses must always report errors immediately.

Global Rationale: Nurses must not administer any drug without a specific healthcare provider’s
order; check two forms of client identification before administering medications; and send
labeled bottles or packages that are unintelligible back to the pharmacist for relabeling. Nurses
must never leave prepared medicines unattended and always report errors immediately.

Cognitive Level: Applying

Client Need: Safe and Effective Care Environment
Client Need Sub: Safety and Infection Control
QSEN Competencies: V. B. 8. Use national patient safety resources for own professional
development and to focus attention on safety in care settings
AACN Essential Competencies: V. 5. Describe state and national statues, rules and regulations
that authorize and define professional nursing practice
NLN Competencies: Personal and Professional Development: Knowledge: Codes of ethics and
regulatory and professional standards
Nursing/Integrated Concepts: Implementation
Learning Outcome: 1.14 Explain the legal issues of drug administration.
Page Number: 7

15. A client asks for a copy of the medical record to take home upon discharge. What action
should the nurse take regarding this request?
1. Prepare the requested documentation
2. Tell the client that the record belongs to the hospital
3. Explain to the client that the record cannot be provided
4. Ask the health care provider if the medical record can be provided

Correct Answer: 1

Rationale 1: Under the Health Insurance Portability and Accountability Act (HIPAA) a client can
request copies of the medical record.

Rationale 2: The record may be the hospital’s property however the client can have a copy of the
record according to HIPAA.

Rationale 3: The record can be provided.

Rationale 4: The nurse does not need to ask the healthcare provider for permission to provide a
copy of the record to the client.

Global Rationale: Under the Health Insurance Portability and Accountability Act (HIPAA) a
client can request copies of the medical record. The record may be the hospital’s property
however the client can have a copy of the record according to HIPAA. The record can be
provided. The nurse does not need to ask the healthcare provider for permission to provide a
copy of the record to the client.

Cognitive Level: Applying

Client Need: Safe and Effective Care Environment
Client Need Sub: Management of Care
QSEN Competencies: VI. C. 3. Protect confidentiality of protected health information in
electronic health records
AACN Essential Competencies: VIII. 10. Protect patient privacy and confidentiality of patient
records and other privileged communications
NLN Competencies: Context and Environment; Knowledge: principles of informed consent,
confidentiality, patient self-determination
Nursing/Integrated Concepts: Implementation
Learning Outcome: 1.15 Discuss the role of HIPAA in health care.
Page Number: 8

16. What should the nurse include when reviewing the Patient Care Partnership brochure with a
newly admitted client?
1. Visiting hours
2. Times for meals
3. Help with billing claims
4. How to avoid paying for medications

Correct Answer: 3

Rationale 1: Visiting hours is not a part of the Patient Care Partnership brochure.

Rationale 2: Times for meals are not a part of the Patient Care Partnership brochure.

Rationale 3: Help with billing claims is a part of the Patient Care Partnership brochure.

Rationale 4: How to avoid paying for medications is not a part of the Patient Care Partnership
brochure.

Global Rationale: Help with billing claims is a part of the Patient Care Partnership brochure.
Visiting hours, times for meals and avoiding paying for medications are not a part of the Patient
Care Partnership brochure.

Cognitive Level: Applying

Client Need: Safe and Effective Care Environment
Client Need Sub: Management of Care
QSEN Competencies: IV. C. 2. Value own and others' contributions to outcomes of care in local
care settings
AACN Essential Competencies: IX. 4. Communicate effectively with all members of the
healthcare team, including the patient and the patient’s support network
NLN Competencies: Context and Environment; Knowledge: principles of informed consent,
confidentiality, patient self-determination
Nursing/Integrated Concepts: Implementation
Learning Outcome: 1.16 Describe what is meant by clients’ rights and the Patient Care
Partnership brochure
Page Number: 9

17. A client refuses to complete an advance directive because he is not “ready to die.” What
should the nurse respond to this statement?
1. “It’s best to be safe than sorry.”
2. “You are right – it is more appropriate for someone who has a terminal illness.”
3. “That’s fine. I’ll just document that you refuse to decide your medical treatment.”
4. “It is a document that allows you to make legal decisions about how you wish to receive future
medical treatment.”

Correct Answer: 4

Rationale 1: Saying that it is better to be safe than sorry does not explain the purpose of an
advance directive.

Rationale 2: Advance directives are appropriate for all clients and not just those with a terminal
illness.

Rationale 3: The client did not refuse to decide medical treatment.

Rationale 4: An advance medical directive is a document that allows clients to make legal
decisions about how they wish to receive future medical treatment.

Global Rationale: An advance medical directive is a document that allows clients to make legal
decisions about how they wish to receive future medical treatment. Saying that it is better to be
safe than sorry does not explain the purpose of an advance directive. Advance directives are
appropriate for all clients and not just those with a terminal illness. The client did not refuse to
decide medical treatment.

Cognitive Level: Applying

Client Need: Safe and Effective Care Environment
Client Need Sub: Management of Care
QSEN Competencies: I. A. 1. Integrate understanding of multiple dimensions of patient centered
care: patient/family/community preferences, values
AACN Essential Competencies: IX. 5. Deliver compassionate, patient-centered, evidence-based
care that respects patient and family preferences
NLN Competencies: Context and Environment; Knowledge: principles of informed consent,
confidentiality, patient self-determination
Nursing/Integrated Concepts: Implementation
Learning Outcome: 1.17 Explain what is meant by advance directives
Page Number: 10
Another random document with
no related content on Scribd:
 dashed to pieces. The next instant, disregarding the cries of surprise and fear which
the act occasioned, I seized upon the cold and rigid hand of the mummy, murmuring
“Let me live again in my own body, and never—no! never more in another's!”
Happiness of happiness! although, while I uttered the word, a boding fear was on my
mind, lest the long period the body had remained inanimate, and more especially the
mummifying process to which it had been subjected, might have rendered it unfit for
further habitation, I had scarcely breathed the wish before I found myself in that very
body, descending from the box which had so long been its prison, and stepping over
the mortal frame of Mr. Arthur Megrim, now lying dead on the floor.

Indescribable was the terror produced among the spectators by this double
catastrophe—the death of their townsman, and the revival of the mummy. The
women fell down in fits, and the men took to their heels; and a little boy who was
frightened into a paroxysm of devotion, dropped on his knees, and began fervently to
exclaim

Now I lay me down to sleep,

I pray the Lord my soul to keep.

In short, the agitation was truly inexpressible, and fear distracted all. But on no
countenance was this passion (mingled with a degree of amazement) more strikingly
depicted than on that of the German Doctor, who, thus compelled to witness the
object of a thousand cares, the greatest and most perfect result of his wonderful
discovery, slipping off its pedestal and out of his hands, as by a stroke of
enchantment, stared upon me with eyes, nose and mouth, speechless, rooted to the
floor, and apparently converted into a mummy himself. As I stepped past him,
however, hurrying to the door, with a vague idea that the sooner I reached it the
better, his lips were unlocked, and his feelings found vent in a horrible exclamation
—“Der tyfel!” which I believe means the devil—“Der tyfel! I have empalm him too
well!”

Sheppard Lee now makes his way home into New Jersey (pursued
however the whole way by the German Doctor, crying “Mein Gott!
Ter Tyfel! and stop mine mummy!”) and is put to bed and kindly
nursed after his disaster by his sister Prudence and her husband. It
now appears (very ingeniously indeed) that, harassed by his
pecuniary distress, our hero fell into a melancholy derangement, and
upon cutting his foot with the mattock, as related, was confined to
bed, where his wonderful transmigrations were merely the result of
delirium. At least this is the turn given to the whole story by
Prudence. Mr. Lee, however, although he partially believes her in the
right, has still a shadow of doubt upon the subject, and has thought
it better to make public his own version of the matter, with a view of
letting every body decide for himself.

We must regard “Sheppard Lee,” upon the whole, as a very clever,

and not altogether unoriginal, jeu d'esprit. Its incidents are well
conceived, and related with force, brevity, and a species of
directness which is invaluable in certain cases of narration—while in
others it should be avoided. The language is exceedingly unaffected
and (what we regard as high praise) exceedingly well adapted to the
varying subjects. Some fault may be found with the conception of
the metempsychosis which is the basis of the narrative. There are
two general methods of telling stories such as this. One of these
methods is that adopted by the author of Sheppard Lee. He
conceives his hero endowed with some idiosyncracy beyond the
common lot of human nature, and thus introduces him to a series of
adventure which, under ordinary circumstances, could occur only to
a plurality of persons. The chief source of interest in such narrative
is, or should be, the contrasting of these varied events, in their
influence upon a character unchanging—except as changed by the
events themselves. This fruitful field of interest, however, is
neglected in the novel before us, where the hero, very awkwardly,
partially loses, and partially does not lose, his identity, at each
transmigration. The sole object here in the various metempsychoses
seem to be, merely the depicting of seven different conditions of
existence, and the enforcement of the very doubtful moral that
every person should remain contented with his own. But it is clear
that both these points could have been more forcibly shown, without
any reference to a confused and jarring system of transmigration, by
the mere narrations of seven different individuals. All deviations,
especially wide ones, from nature, should be justified to the author
by some specific object—the object, in the present case, might have
been found, as above-mentioned, in the opportunity afforded of
depicting widely-different conditions of existence actuating one
individual.

A second peculiarity of the species of novel to which Sheppard Lee

belongs, and a peculiarity which is not rejected by the author, is the
treating the whole narrative in a jocular manner throughout
(inasmuch as to say “I know I am writing nonsense, but then you
must excuse me for the very reason that I know it”) or the solution
of the various absurdities by means of a dream, or something
similar. The latter method is adopted in the present instance—and
the idea is managed with unusual ingenuity. Still—having read
through the whole book, and having been worried to death with
incongruities (allowing such to exist) until the concluding page, it is
certainly little indemnification for our sufferings to learn that, in
truth, the whole matter was a dream, and that we were very wrong
in being worried about it at all. The damage is done, and the
apology does not remedy the grievance. For this and other reasons,
we are led to prefer, in this kind of writing, the second general
method to which we have alluded. It consists in a variety of points—
principally in avoiding, as may easily be done, that directness of
expression which we have noticed in Sheppard Lee, and thus leaving
much to the imagination—in writing as if the author were firmly
impressed with the truth, yet astonished at the immensity, of the
wonders he relates, and for which, professedly, he neither claims nor
anticipates credence—in minuteness of detail, especially upon points
which have no immediate bearing upon the general story—this
minuteness not being at variance with indirectness of expression—in
short, by making use of the infinity of arts which give verisimilitude
to a narration—and by leaving the result as a wonder not to be
accounted for. It will be found that bizzarreries thus conducted, are
usually far more effective than those otherwise managed. The
attention of the author, who does not depend upon explaining away
his incredibilities, is directed to giving them the character and the
luminousness of truth, and thus are brought about, unwittingly,
some of the most vivid creations of human intellect. The reader, too,
readily perceives and falls in with the writer's humor, and suffers
himself to be borne on thereby. On the other hand what difficulty, or
inconvenience, or danger can there be in leaving us uninformed of
the important facts that a certain hero did not actually discover the
elixir vitæ, could not really make himself invisible, and was not either
a ghost in good earnest, or a bonâ fide Wandering Jew?

HAZLITT'S REMAINS.

Literary Remains of the Late William Hazlitt, with a Notice of his Life
by his Son, and Thoughts on his Genius and Writings, by E. L.
Bulwer, M. P. and Mr. Sergeant Talfourd, M. P. New York: Saunders
and Otley.

There is a piquancy in the personal character and literary reputation

of Hazlitt, which will cause this book to be sought with avidity by all
who read. And the volume will fully repay a perusal. It embraces a
Biographical Sketch of Mr. H. by his son; “Some Thoughts on his
Genius” by Bulwer; “Thoughts on his Intellectual Character,” by
Sergeant Talfourd; a few words of high compliment contained in a
Letter to Southey from Charles Lamb; a Sonnet, by Sheridan
Knowles, on Bewick's portrait of the deceased; six other sonnets to
his memory, by “a Lady;” and twenty-two Essays by Hazlitt himself,
and constituting his “Literary Remains.” The volume is embellished
with a fine head of the Essayist, engraved by Marr, from a drawing
by Bewick.

William Hazlitt, upon his decease in 1830, was 52 years old. He was
the youngest son of the Reverend William Hazlitt, a dissenting
Minister of the Unitarian persuasion. At the age of nine he was sent
to a day-school in Wern, and some of his letters soon after this
period evince a singular thirst for knowledge in one so young. At
thirteen, his first literary effort was made, in the shape of an epistle
to the “Shrewsbury Chronicle.” This epistle is signed in Greek capitals
Eliason, and is a decently written defence of Priestley, or rather an
expression of indignation at some outrages offered to the Doctor at
Birmingham. It speaks of little, however, but the school-boy. At
fifteen, he was entered as a student at the Unitarian College,
Hackney, with a view to his education as a dissenting minister, and
here his mind first received a bias towards philosophical speculation.
Several short essays were written at this time—but are lost. Some
letters to his father, however, which are printed in the present
volume, give no evidence of more than a very ordinary ability. At
seventeen, he left College (having abandoned all idea of the
Ministry) and devoted himself to the study of painting as a
profession—prosecuting his metaphysical reading at spare moments.
At eighteen, he commenced the first rough sketch of a treatise “On
the Principles of Human Action.” At twenty, accident brought him
acquainted with Coleridge, whose writings and conversation had, as
might be expected, great influence upon his subsequent modes of
thought. At twenty-four, during the short peace of Amiens, he visited
Paris with a view of studying the works of art in the Louvre. Some
letters to his father written at this period, are given in the volume
before us. They relate principally to the progress of his own studies
in art, and are not in any manner remarkable. After spending a year
in Paris he returned to London, abandoned, in despair, the pencil for
the pen, and took up his abode temporarily, with his brother John, in
Great Russell Street, Bloomsbury. His treatise “On the Principles of
Human Action,” a work upon which he seems to have greatly prided
himself, (perhaps from early associations) was now completed, after
eight years of excessive labor. He was not, however, successful in
finding a publisher until a year afterwards—he being then twenty-
eight. This was in 1805. In 1806, he published a pamphlet with the
title of “Free Thoughts on Public Affairs.” In 1807, he abridged to
one volume Tucker's large work in seven—the “Light of Nature,” and
wrote for Messrs. Longman and Co. a “Reply to Malthus's Works on
Population.” In 1808, he married Miss Stoddart, sister of the present
Chief Justice of Malta. By this lady, who still lives, he had several
children, all of whom died in early childhood, except the Editor of
these “Remains.” Shortly after his marriage, he went to live at
Winterslow, in Wiltshire. An English Grammar, written about this
period, was published some years afterwards. In 1808, he also
published a compilation, entitled “The Eloquence of the British
Senate, being a selection of the best Speeches of the most
distinguished Parliamentary Speakers, from the beginning of the
reign of Charles I to the present time.” We are told also, that in the
autumn of this same year he was “engaged in preparing for
publication his ‘Memoirs of Holcroft’”—the first seventeen chapters of
this work were written by Holcroft himself. In 1811, Mr. Hazlitt
removed to London and “tenanted a house once honored in the
occupation of Milton.” In 1813, he delivered at the Russell
Institution, a series of “Lectures upon the History and Progress of
English Philosophy.” Shortly after this he became connected with the
public press. For a short time he was engaged with the “Morning
Chronicle” as a Parliamentary Reporter—but relinquished the
occupation on account of ill health. He afterwards wrote political and
theatrical criticisms for the “Champion,” the “Morning Chronicle,” the
“Examiner,” and the “Times.” It was about this period, if we
understand his biographer, that the collection of Essays appeared
called “The Round Table.” Of these, forty were written by Mr. Hazlitt,
and twelve by Leigh Hunt. In 1818, his Theatrical Criticisms were
collected and published under the title of “A view of the English
Stage.” In this year also, he delivered at the Surrey Institution a
series of Lectures on the “Comic Writers, and the Poets of England,”
and on the “Dramatic Literature of the age of Elizabeth.” These were
subsequently published in single volumes under their respective
titles. In 1819, the whole of his Political Essays appeared in one
volume. His next published work was the “Characters of
Shakspeare's Plays.” In 1823, Mr. Hazlitt was divorced from his wife
under the law of Scotland—shortly before this epoch having given to
the world “Liber Amoris,” a publication for many reasons to be
regretted. In this same year appeared a “Critical Account of the
Principal Picture Galleries of England”—also the first series of “Table-
Talk,” in two volumes, consisting of Essays on various subjects, a few
of which had previously appeared in the “London Magazine.” In
1824, Mr. H. married Isabella, widow of Lieut. Col. Bridgewater, a
lady of some property; proceeding, after the wedding, on a tour
through France and Italy. “Notes” of this journey appeared in the
“Morning Chronicle,” and were afterwards collected in a volume. In
1825, appeared the second series of “Table-Talk,” and the “Spirit of
the Age,” a series of criticisms on the more prominent literary men
then living. In 1826, the “Plain Speaker” was published, and another
edition of the “Table-Talk.” At this period, and for some years
previous, Mr. Hazlitt was a frequent contributor to the “Edinburgh
Review,” the “New Monthly,” “Monthly,” and “London” Magazines,
and other periodicals. In 1829, he published “Selections from the
British Poets,” and in 1830, “Northcote's Conversations,” the “Life of
Titian,” (in which Mr. Northcote had a large share, and whose name,
indeed, appeared as author on the title-page) and his chief work,
“The Life of Napoleon,” in four volumes. In August of this year he
was attacked by a species of cholera, and on the 18th of September
he died. We are indebted for the facts in this naked outline of Mr.
Hazlitt's life, principally to the memoir by his son in the volume
before us. The Memoir itself bears upon its face so obvious and
indeed so very natural an air of the most enthusiastic filial affection
and admiration, that we are forced to place but little reliance upon
the critical opinions it advances.

The “Thoughts on the Genius of William Hazlitt,” by Mr. Bulwer, differ

in many striking points from the “Thoughts” by Sergeant Talfourd, on
his “Intellectual Character.” We give the preference unhesitatingly to
the noble paper of Talfourd—a brilliant specimen of accurate thinking
and fine writing. The article of Bulwer, indeed, seems to be a
compulsory thing—an effort probably induced by earnest solicitation
—and no labor of love. Hazlitt, moreover, was personally unknown to
him. Sergeant Talfourd, on the contrary, appears to write with a vivid
interest in the man, and a thorough knowledge of his books. Nothing
more fully than is here said, need be said, on the character, on the
capacities, or on the works of Hazlitt, and nothing possibly can be
said more happily or more wisely.
Of the Essays which constitute the body of the book before us, all
have a relative—most of them a very high positive value. To
American readers Hazlitt is principally known, we believe, as the
Dramatic Critic, and the Lecturer on the Elder Poetry of England.
Some of the papers in the present volume will prove the great extent
and comprehensiveness of his genius. One on the “Fine Arts”
especially, cannot fail of seizing public attention. Mr. Hazlitt
discourses of Painting, as Chorley of Music. Neither have been
equalled in their way. A fine passage of Hazlitt's on the ideal
commences thus—

The ideal is not a negative, but a positive thing. The leaving out the details or
peculiarities of an individual face does not make it one jot more ideal. To paint history
is to paint nature as answering to a general, predominant, or preconceived idea in the
mind, of strength, beauty, action, passion, thought, &c.; but the way to do this is not
to leave out the details, but to incorporate the general idea with the details; that is,
to show the same expression actuating and modifying every movement of the
muscles, and the same character preserved consistently through every part of the
body. Grandeur does not consist in omitting the parts, but in connecting all the parts
into a whole, and in giving their combined and varied action; abstract truth or ideal
perfection does not consist in rejecting the peculiarities of form, but in rejecting all
those which are not consistent with the character intended to be given, and in
following up the same general idea of softness, voluptuousness, strength, activity, or
any combination of these, through every ramification of the frame. But these
modifications of form or expression can only be learnt from nature, and therefore the
perfection of art must always be sought in nature.

“The Fight” will show clearly how the writer of true talent can
elevate even the most brutal of themes. The paper entitled “My first
acquaintance with Poets,” and that headed “Of Persons one would
wish to have seen,” have a personal interest apart from the abilities
of the writer. The article “On Liberty and Necessity,” that “On Locke's
Essay on the Human Understanding,” and that “On the Definition of
Wit,” bear with them evidence of a truth but little understood, and
very rarely admitted—that the reasoning powers never exist in
perfection unless when allied with a very high degree of the
imaginative faculty. In this latter respect, Hazlitt (who knew and
acknowledged the fact) is greatly deficient. His argumentative
pieces, therefore, rarely satisfy any mind, beyond that of the mere
logician. As a critic—he is perhaps unequalled. Altogether he was no
ordinary man. In the words of Bulwer, it may justly be said—that “a
complete collection of his works is all the monument he demands.”

The illness of both Publisher and Editor will, we hope, prove a

sufficient apology for the delay in the issue of the present number,
and for the omission of many promised notices of new books.
 *** END OF THE PROJECT GUTENBERG EBOOK THE SOUTHERN
LITERARY MESSENGER, VOL. II., NO. 10, SEPTEMBER, 1836 ***

Updated editions will replace the previous one—the old editions will
be renamed.

Creating the works from print editions not protected by U.S.

copyright law means that no one owns a United States copyright in
these works, so the Foundation (and you!) can copy and distribute it
in the United States without permission and without paying
copyright royalties. Special rules, set forth in the General Terms of
Use part of this license, apply to copying and distributing Project
Gutenberg™ electronic works to protect the PROJECT GUTENBERG™
concept and trademark. Project Gutenberg is a registered trademark,
and may not be used if you charge for an eBook, except by following
the terms of the trademark license, including paying royalties for use
of the Project Gutenberg trademark. If you do not charge anything
for copies of this eBook, complying with the trademark license is
very easy. You may use this eBook for nearly any purpose such as
creation of derivative works, reports, performances and research.
Project Gutenberg eBooks may be modified and printed and given
away—you may do practically ANYTHING in the United States with
eBooks not protected by U.S. copyright law. Redistribution is subject
to the trademark license, especially commercial redistribution.

START: FULL LICENSE

THE FULL PROJECT GUTENBERG LICENSE
 PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK

To protect the Project Gutenberg™ mission of promoting the free

distribution of electronic works, by using or distributing this work (or
any other work associated in any way with the phrase “Project
Gutenberg”), you agree to comply with all the terms of the Full
Project Gutenberg™ License available with this file or online at
www.gutenberg.org/license.

Section 1. General Terms of Use and

Redistributing Project Gutenberg™
electronic works
1.A. By reading or using any part of this Project Gutenberg™
electronic work, you indicate that you have read, understand, agree
to and accept all the terms of this license and intellectual property
(trademark/copyright) agreement. If you do not agree to abide by all
the terms of this agreement, you must cease using and return or
destroy all copies of Project Gutenberg™ electronic works in your
possession. If you paid a fee for obtaining a copy of or access to a
Project Gutenberg™ electronic work and you do not agree to be
bound by the terms of this agreement, you may obtain a refund
from the person or entity to whom you paid the fee as set forth in
paragraph 1.E.8.

1.B. “Project Gutenberg” is a registered trademark. It may only be

used on or associated in any way with an electronic work by people
who agree to be bound by the terms of this agreement. There are a
few things that you can do with most Project Gutenberg™ electronic
works even without complying with the full terms of this agreement.
See paragraph 1.C below. There are a lot of things you can do with
Project Gutenberg™ electronic works if you follow the terms of this
agreement and help preserve free future access to Project
Gutenberg™ electronic works. See paragraph 1.E below.
1.C. The Project Gutenberg Literary Archive Foundation (“the
Foundation” or PGLAF), owns a compilation copyright in the
collection of Project Gutenberg™ electronic works. Nearly all the
individual works in the collection are in the public domain in the
United States. If an individual work is unprotected by copyright law
in the United States and you are located in the United States, we do
not claim a right to prevent you from copying, distributing,
performing, displaying or creating derivative works based on the
work as long as all references to Project Gutenberg are removed. Of
course, we hope that you will support the Project Gutenberg™
mission of promoting free access to electronic works by freely
sharing Project Gutenberg™ works in compliance with the terms of
this agreement for keeping the Project Gutenberg™ name associated
with the work. You can easily comply with the terms of this
agreement by keeping this work in the same format with its attached
full Project Gutenberg™ License when you share it without charge
with others.

1.D. The copyright laws of the place where you are located also
govern what you can do with this work. Copyright laws in most
countries are in a constant state of change. If you are outside the
United States, check the laws of your country in addition to the
terms of this agreement before downloading, copying, displaying,
performing, distributing or creating derivative works based on this
work or any other Project Gutenberg™ work. The Foundation makes
no representations concerning the copyright status of any work in
any country other than the United States.

1.E. Unless you have removed all references to Project Gutenberg:

1.E.1. The following sentence, with active links to, or other

immediate access to, the full Project Gutenberg™ License must
appear prominently whenever any copy of a Project Gutenberg™
work (any work on which the phrase “Project Gutenberg” appears,
or with which the phrase “Project Gutenberg” is associated) is
accessed, displayed, performed, viewed, copied or distributed:
 This eBook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this eBook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.

1.E.2. If an individual Project Gutenberg™ electronic work is derived

from texts not protected by U.S. copyright law (does not contain a
notice indicating that it is posted with permission of the copyright
holder), the work can be copied and distributed to anyone in the
United States without paying any fees or charges. If you are
redistributing or providing access to a work with the phrase “Project
Gutenberg” associated with or appearing on the work, you must
comply either with the requirements of paragraphs 1.E.1 through
1.E.7 or obtain permission for the use of the work and the Project
Gutenberg™ trademark as set forth in paragraphs 1.E.8 or 1.E.9.

1.E.3. If an individual Project Gutenberg™ electronic work is posted

with the permission of the copyright holder, your use and distribution
must comply with both paragraphs 1.E.1 through 1.E.7 and any
additional terms imposed by the copyright holder. Additional terms
will be linked to the Project Gutenberg™ License for all works posted
with the permission of the copyright holder found at the beginning
of this work.

1.E.4. Do not unlink or detach or remove the full Project

Gutenberg™ License terms from this work, or any files containing a
part of this work or any other work associated with Project
Gutenberg™.

1.E.5. Do not copy, display, perform, distribute or redistribute this

electronic work, or any part of this electronic work, without
prominently displaying the sentence set forth in paragraph 1.E.1
with active links or immediate access to the full terms of the Project
Gutenberg™ License.

1.E.6. You may convert to and distribute this work in any binary,
compressed, marked up, nonproprietary or proprietary form,
including any word processing or hypertext form. However, if you
provide access to or distribute copies of a Project Gutenberg™ work
in a format other than “Plain Vanilla ASCII” or other format used in
the official version posted on the official Project Gutenberg™ website
(www.gutenberg.org), you must, at no additional cost, fee or
expense to the user, provide a copy, a means of exporting a copy, or
a means of obtaining a copy upon request, of the work in its original
“Plain Vanilla ASCII” or other form. Any alternate format must
include the full Project Gutenberg™ License as specified in
paragraph 1.E.1.

1.E.7. Do not charge a fee for access to, viewing, displaying,

performing, copying or distributing any Project Gutenberg™ works
unless you comply with paragraph 1.E.8 or 1.E.9.

1.E.8. You may charge a reasonable fee for copies of or providing

access to or distributing Project Gutenberg™ electronic works
provided that:

• You pay a royalty fee of 20% of the gross profits you derive
from the use of Project Gutenberg™ works calculated using the
method you already use to calculate your applicable taxes. The
fee is owed to the owner of the Project Gutenberg™ trademark,
but he has agreed to donate royalties under this paragraph to
the Project Gutenberg Literary Archive Foundation. Royalty
payments must be paid within 60 days following each date on
which you prepare (or are legally required to prepare) your
periodic tax returns. Royalty payments should be clearly marked
as such and sent to the Project Gutenberg Literary Archive
Foundation at the address specified in Section 4, “Information
 about donations to the Project Gutenberg Literary Archive
Foundation.”

• You provide a full refund of any money paid by a user who

notifies you in writing (or by e-mail) within 30 days of receipt
that s/he does not agree to the terms of the full Project
Gutenberg™ License. You must require such a user to return or
destroy all copies of the works possessed in a physical medium
and discontinue all use of and all access to other copies of
Project Gutenberg™ works.

• You provide, in accordance with paragraph 1.F.3, a full refund of

any money paid for a work or a replacement copy, if a defect in
the electronic work is discovered and reported to you within 90
days of receipt of the work.

• You comply with all other terms of this agreement for free
distribution of Project Gutenberg™ works.

1.E.9. If you wish to charge a fee or distribute a Project Gutenberg™

electronic work or group of works on different terms than are set
forth in this agreement, you must obtain permission in writing from
the Project Gutenberg Literary Archive Foundation, the manager of
the Project Gutenberg™ trademark. Contact the Foundation as set
forth in Section 3 below.

1.F.

1.F.1. Project Gutenberg volunteers and employees expend

considerable effort to identify, do copyright research on, transcribe
and proofread works not protected by U.S. copyright law in creating
the Project Gutenberg™ collection. Despite these efforts, Project
Gutenberg™ electronic works, and the medium on which they may
be stored, may contain “Defects,” such as, but not limited to,
incomplete, inaccurate or corrupt data, transcription errors, a
copyright or other intellectual property infringement, a defective or
damaged disk or other medium, a computer virus, or computer
codes that damage or cannot be read by your equipment.

1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except for

the “Right of Replacement or Refund” described in paragraph 1.F.3,
the Project Gutenberg Literary Archive Foundation, the owner of the
Project Gutenberg™ trademark, and any other party distributing a
Project Gutenberg™ electronic work under this agreement, disclaim
all liability to you for damages, costs and expenses, including legal
fees. YOU AGREE THAT YOU HAVE NO REMEDIES FOR
NEGLIGENCE, STRICT LIABILITY, BREACH OF WARRANTY OR
BREACH OF CONTRACT EXCEPT THOSE PROVIDED IN PARAGRAPH
1.F.3. YOU AGREE THAT THE FOUNDATION, THE TRADEMARK
OWNER, AND ANY DISTRIBUTOR UNDER THIS AGREEMENT WILL
NOT BE LIABLE TO YOU FOR ACTUAL, DIRECT, INDIRECT,
CONSEQUENTIAL, PUNITIVE OR INCIDENTAL DAMAGES EVEN IF
YOU GIVE NOTICE OF THE POSSIBILITY OF SUCH DAMAGE.

1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you

discover a defect in this electronic work within 90 days of receiving
it, you can receive a refund of the money (if any) you paid for it by
sending a written explanation to the person you received the work
from. If you received the work on a physical medium, you must
return the medium with your written explanation. The person or
entity that provided you with the defective work may elect to provide
a replacement copy in lieu of a refund. If you received the work
electronically, the person or entity providing it to you may choose to
give you a second opportunity to receive the work electronically in
lieu of a refund. If the second copy is also defective, you may
demand a refund in writing without further opportunities to fix the
problem.

1.F.4. Except for the limited right of replacement or refund set forth
in paragraph 1.F.3, this work is provided to you ‘AS-IS’, WITH NO
OTHER WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED,
INCLUDING BUT NOT LIMITED TO WARRANTIES OF
MERCHANTABILITY OR FITNESS FOR ANY PURPOSE.

1.F.5. Some states do not allow disclaimers of certain implied

warranties or the exclusion or limitation of certain types of damages.
If any disclaimer or limitation set forth in this agreement violates the
law of the state applicable to this agreement, the agreement shall be
interpreted to make the maximum disclaimer or limitation permitted
by the applicable state law. The invalidity or unenforceability of any
provision of this agreement shall not void the remaining provisions.

1.F.6. INDEMNITY - You agree to indemnify and hold the Foundation,

the trademark owner, any agent or employee of the Foundation,
anyone providing copies of Project Gutenberg™ electronic works in
accordance with this agreement, and any volunteers associated with
the production, promotion and distribution of Project Gutenberg™
electronic works, harmless from all liability, costs and expenses,
including legal fees, that arise directly or indirectly from any of the
following which you do or cause to occur: (a) distribution of this or
any Project Gutenberg™ work, (b) alteration, modification, or
additions or deletions to any Project Gutenberg™ work, and (c) any
Defect you cause.

Section 2. Information about the Mission

of Project Gutenberg™
Project Gutenberg™ is synonymous with the free distribution of
electronic works in formats readable by the widest variety of
computers including obsolete, old, middle-aged and new computers.
It exists because of the efforts of hundreds of volunteers and
donations from people in all walks of life.

Volunteers and financial support to provide volunteers with the

assistance they need are critical to reaching Project Gutenberg™’s
goals and ensuring that the Project Gutenberg™ collection will
remain freely available for generations to come. In 2001, the Project
Gutenberg Literary Archive Foundation was created to provide a
secure and permanent future for Project Gutenberg™ and future
generations. To learn more about the Project Gutenberg Literary
Archive Foundation and how your efforts and donations can help,
see Sections 3 and 4 and the Foundation information page at
www.gutenberg.org.

Section 3. Information about the Project

Gutenberg Literary Archive Foundation
The Project Gutenberg Literary Archive Foundation is a non-profit
501(c)(3) educational corporation organized under the laws of the
state of Mississippi and granted tax exempt status by the Internal
Revenue Service. The Foundation’s EIN or federal tax identification
number is 64-6221541. Contributions to the Project Gutenberg
Literary Archive Foundation are tax deductible to the full extent
permitted by U.S. federal laws and your state’s laws.

The Foundation’s business office is located at 809 North 1500 West,

Salt Lake City, UT 84116, (801) 596-1887. Email contact links and up
to date contact information can be found at the Foundation’s website
and official page at www.gutenberg.org/contact

Section 4. Information about Donations to

the Project Gutenberg Literary Archive
Foundation
Project Gutenberg™ depends upon and cannot survive without
widespread public support and donations to carry out its mission of
increasing the number of public domain and licensed works that can
be freely distributed in machine-readable form accessible by the
widest array of equipment including outdated equipment. Many
small donations ($1 to $5,000) are particularly important to
maintaining tax exempt status with the IRS.

The Foundation is committed to complying with the laws regulating

charities and charitable donations in all 50 states of the United
States. Compliance requirements are not uniform and it takes a
considerable effort, much paperwork and many fees to meet and
keep up with these requirements. We do not solicit donations in
locations where we have not received written confirmation of
compliance. To SEND DONATIONS or determine the status of
compliance for any particular state visit www.gutenberg.org/donate.

While we cannot and do not solicit contributions from states where

we have not met the solicitation requirements, we know of no
prohibition against accepting unsolicited donations from donors in
such states who approach us with offers to donate.

International donations are gratefully accepted, but we cannot make

any statements concerning tax treatment of donations received from
outside the United States. U.S. laws alone swamp our small staff.

Please check the Project Gutenberg web pages for current donation
methods and addresses. Donations are accepted in a number of
other ways including checks, online payments and credit card
donations. To donate, please visit: www.gutenberg.org/donate.

Section 5. General Information About

Project Gutenberg™ electronic works
Professor Michael S. Hart was the originator of the Project
Gutenberg™ concept of a library of electronic works that could be
freely shared with anyone. For forty years, he produced and
distributed Project Gutenberg™ eBooks with only a loose network of
volunteer support.
Project Gutenberg™ eBooks are often created from several printed
editions, all of which are confirmed as not protected by copyright in
the U.S. unless a copyright notice is included. Thus, we do not
necessarily keep eBooks in compliance with any particular paper
edition.

Most people start at our website which has the main PG search
facility: www.gutenberg.org.

This website includes information about Project Gutenberg™,

including how to make donations to the Project Gutenberg Literary
Archive Foundation, how to help produce our new eBooks, and how
to subscribe to our email newsletter to hear about new eBooks.