TEST BANK
Physical Examination and Health Assessment
9th Edition by Carolyn Jarvis,
All Chapters 1 - 32 / Full Complete
,TABLE OF CONTENTS
,Chapter 01: Evidence-Based Assessment
MULTIPLE CHOICE
1. After completing an initial assessment of a patient, the nurse has charted that his respirations are eupneic and
his pulse is 58 beats per minute. These types of data would be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANSWER: A
Objective data are what the health professional observes by inspecting, percussing, palpating, and auscultating
during the physical examination. Subjective data is what the person says about him or herself during history
taking. The terms reflective and introspective are not used to describe data.
DIF: Cognitive Level: Understanding (Comprehension)
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
2. A patient tells the nurse that he is very nervous, is nausea.CteOdM
, and feels hot. These types of data would be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANSWER: C
Subjective data are what the person says about him or herself during history taking. Objective data are what the
health professional observes by inspecting, percussing, palpating, and auscultating during the physical
examination. The terms reflective and introspective are not used to describe data.
DIF: Cognitive Level: Understanding (Comprehension)
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
3. The patients record, laboratory studies, objective data, and subjective data combine to form the:
a. Data base.
, b. Admitting RD! data.
c. Financial RD!statement.
d. Discharge RD! summary.
ANSWER: RD!A
Together RD!with RD! the RD! patients RD!record RD!and RD!laboratory RD!studies, RD! the RD!objective RD! and RD!subjective
R D ! data RD! form RD! the RD! data RD! base.RD!The RD!other RD! items RD! are RD! not RD! part RD! of RD!the RD! patients RD!record,
RD! laboratory RD! studies, RD! or RD! data.
DIF: RD! Cognitive R D ! Level: RD! Remembering R D ! (Knowledge)
MSC: RD!Client RD!Needs: RD!Safe RD! and RD!Effective RD!Care RD! Environment: R D ! Management R D ! of RD!Care
4. When RD!listening RD! to RD!a RD!patients RD! breath RD! sounds, RD!the RD! nurse RD! is RD!unsure RD!of RD!a
RD! sound RD!that RD! is RD! heard. RD!The RD! nurses RD! nextRD!action RD! should RD! be RD! to:
a. Immediately RD! notify RD!the RD!patients RD! physician.
b. Document RD!the RD!sound RD!exactly RD! as RD!it RD!was RD! heard.
c. Validate RD!the RD!data RD! by RD!asking RD! a RD!coworker RD!to RD!listen RD!to RD!the RD! breath RD!sounds.
d. Assess RD!again RD!in RD! 20 RD!minutes RD! to RD!note RD!whether RD! the RD!sound RD!is RD! still RD!present.
ANSWER: RD!C
When RD!unsure RD!of RD!a RD! sound RD! heard RD!while RD! listening RD! to RD!a RD!patients RD!breath RD!sounds, RD!the
RD! nurse RD! validates RD!the RD! data RD!to RD!ensureRD!accuracy. RD!If RD!the RD! nurse RD!has RD! less RD!experience RD! in RD! an
RD! area, RD!then RD! he RD!or RD! she RD! asks RD!an RD! expert RD! to RD! listen.
DIF: RD!Cognitive RD! Level: RD!Analyzing R D ! (Analysis)
MSC: RD!Client RD!Needs: RD!Safe RD! and RD!Effective RD!Care RD! Environment: R D ! Management R D ! of RD!Care
5. The RD!nurse RD!is RD!conducting RD!a RD!class RD!for RD!new RD!graduate R D ! nurses. RD!During R D ! the RD!teaching
RD!session, RD!the RD!nurse RD!should R D ! keepRD!in RD! mind R D ! that RD! novice R D ! nurses, R D ! without R D ! a RD! background
RD ! of RD! skills R D ! and RD! experience R D ! from R D ! which R D ! to RD! draw, RD! are R D ! more RD ! likely RDt! o RD! make RD! their
RD! decisions RD! using:
a. Intuition.
b. A RD!set RD!of RD!rules.
c. Articles RD!in RD!journals.
d. Advice RD! from RD! supervisors.
ANSWER: RD!B
Novice RD!nurses RD!operate RD!from RD! a RD!set RD!of RD!defined, RD!structured RD! rules. RD!The RD! expert
Physical Examination and Health Assessment
9th Edition by Carolyn Jarvis,
All Chapters 1 - 32 / Full Complete
,TABLE OF CONTENTS
,Chapter 01: Evidence-Based Assessment
MULTIPLE CHOICE
1. After completing an initial assessment of a patient, the nurse has charted that his respirations are eupneic and
his pulse is 58 beats per minute. These types of data would be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANSWER: A
Objective data are what the health professional observes by inspecting, percussing, palpating, and auscultating
during the physical examination. Subjective data is what the person says about him or herself during history
taking. The terms reflective and introspective are not used to describe data.
DIF: Cognitive Level: Understanding (Comprehension)
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
2. A patient tells the nurse that he is very nervous, is nausea.CteOdM
, and feels hot. These types of data would be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANSWER: C
Subjective data are what the person says about him or herself during history taking. Objective data are what the
health professional observes by inspecting, percussing, palpating, and auscultating during the physical
examination. The terms reflective and introspective are not used to describe data.
DIF: Cognitive Level: Understanding (Comprehension)
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
3. The patients record, laboratory studies, objective data, and subjective data combine to form the:
a. Data base.
, b. Admitting RD! data.
c. Financial RD!statement.
d. Discharge RD! summary.
ANSWER: RD!A
Together RD!with RD! the RD! patients RD!record RD!and RD!laboratory RD!studies, RD! the RD!objective RD! and RD!subjective
R D ! data RD! form RD! the RD! data RD! base.RD!The RD!other RD! items RD! are RD! not RD! part RD! of RD!the RD! patients RD!record,
RD! laboratory RD! studies, RD! or RD! data.
DIF: RD! Cognitive R D ! Level: RD! Remembering R D ! (Knowledge)
MSC: RD!Client RD!Needs: RD!Safe RD! and RD!Effective RD!Care RD! Environment: R D ! Management R D ! of RD!Care
4. When RD!listening RD! to RD!a RD!patients RD! breath RD! sounds, RD!the RD! nurse RD! is RD!unsure RD!of RD!a
RD! sound RD!that RD! is RD! heard. RD!The RD! nurses RD! nextRD!action RD! should RD! be RD! to:
a. Immediately RD! notify RD!the RD!patients RD! physician.
b. Document RD!the RD!sound RD!exactly RD! as RD!it RD!was RD! heard.
c. Validate RD!the RD!data RD! by RD!asking RD! a RD!coworker RD!to RD!listen RD!to RD!the RD! breath RD!sounds.
d. Assess RD!again RD!in RD! 20 RD!minutes RD! to RD!note RD!whether RD! the RD!sound RD!is RD! still RD!present.
ANSWER: RD!C
When RD!unsure RD!of RD!a RD! sound RD! heard RD!while RD! listening RD! to RD!a RD!patients RD!breath RD!sounds, RD!the
RD! nurse RD! validates RD!the RD! data RD!to RD!ensureRD!accuracy. RD!If RD!the RD! nurse RD!has RD! less RD!experience RD! in RD! an
RD! area, RD!then RD! he RD!or RD! she RD! asks RD!an RD! expert RD! to RD! listen.
DIF: RD!Cognitive RD! Level: RD!Analyzing R D ! (Analysis)
MSC: RD!Client RD!Needs: RD!Safe RD! and RD!Effective RD!Care RD! Environment: R D ! Management R D ! of RD!Care
5. The RD!nurse RD!is RD!conducting RD!a RD!class RD!for RD!new RD!graduate R D ! nurses. RD!During R D ! the RD!teaching
RD!session, RD!the RD!nurse RD!should R D ! keepRD!in RD! mind R D ! that RD! novice R D ! nurses, R D ! without R D ! a RD! background
RD ! of RD! skills R D ! and RD! experience R D ! from R D ! which R D ! to RD! draw, RD! are R D ! more RD ! likely RDt! o RD! make RD! their
RD! decisions RD! using:
a. Intuition.
b. A RD!set RD!of RD!rules.
c. Articles RD!in RD!journals.
d. Advice RD! from RD! supervisors.
ANSWER: RD!B
Novice RD!nurses RD!operate RD!from RD! a RD!set RD!of RD!defined, RD!structured RD! rules. RD!The RD! expert
