NUR 382: EXAM 1 Question and answers already passed 2025/2026
After completing an initial assessment of a Objective
per minute. These types of data would be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
2. A patient tells the nurse that he is very Subjective
nervous, is nauseated, and feels hot. These
types of data would be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
3. The patients record, laboratory studies, ob- Data base
jective data, and subjective data combine to
form the:
a. Data base.
b. Admitting data.
c. Financial statement.
d. Discharge summary.
4. When listening to a patients breath sounds, Validate the data by asking a coworker to
the nurse is unsure of a sound that is heard. listen to the breath sounds.
The nurses next action should be to:
a. Immediately notify the patients physi-
, NUR 382: EXAM 1
cian.
b. Document the sound exactly as it was
heard.
c. Validate the data by asking a coworker to
listen to the breath sounds.
d. Assess again in 20 minutes to note
whether the sound is still present.
5. The nurse is conducting a class for new A set of rules.
graduate nurses. During the teaching ses-
sion, the nurse should keep in mind that
novice nurses, without a background of
skills and experience from which to draw,
are more likely to make their decisions us-
ing:
a. Intuition.
b. A set of rules.
c. Articles in journals.
d. Advice from supervisors.
6. Expert nurses learn to attend to a pattern of Intuition.
assessment data and act without conscious-
ly labeling it. These responses are referred
to as:
a. Intuition.
b. The nursing process.
c. Clinical knowledge.
d. Diagnostic reasoning.
7. The nurse is reviewing information about EBP emphasizes the use of best evidence
evidence-based practice (EBP). Which state- with the clinicians experience.
, NUR 382: EXAM 1
ment best reflects EBP?
a. EBP relies on tradition for support of best
practices.
b. EBP is simply the use of best practice
techniques for the treatment of patients.
c. EBP emphasizes the use of best evidence
with the clinicians experience.
d. The patients own preferences are not im-
portant with EBP.
8. The nurse is conducting a class on priority Individual with shortness of breath and
setting for a group of new graduate nurses. respiratory distress
Which is an example of a first-level priority
problem?
a. Patient with postoperative pain
b. Newly diagnosed patient with diabetes
who needs diabetic teaching.
c. Individual with a small laceration on the
sole of the foot
d. Individual with shortness of breath and
respiratory distress
9. When considering priority setting of prob- Abnormal laboratory values
lems, the nurse keeps in mind that sec-
ond-level priority problems include which of Second-level priority problems are those
these aspects? that require prompt intervention to fore-
stall further deterioration (e.g., mental
a. Low self-esteem status change, acute pain, abnormal lab-
b. Lack of knowledge oratory values, risks to safety or security).
c. Abnormal laboratory values
d. Severely abnormal vital signs
, NUR 382: EXAM 1
10. Which critical thinking skill helps the nurse Clustering related cues
see relationships among the data?
a. Validation
b. Clustering related cues
c. Identifying gaps in data
d. Distinguishing relevant from irrelevant
11. The nurse knows that developing appropri- Nursing
ate nursing interventions for a patient relies
on the appropriateness of the di- An accurate nursing diagnosis provides
agnosis. the basis for the selection of nursing in-
terventions to achieve outcomes for which
a. Nursing the nurse is accountable.
b. Medical
c. Admission
d. Collaborative
12. The nursing process is a sequential method Assessment, diagnosis, outcome identi-
of problem solving that nurses use and in- fication, planning, implementation, and
cludes which steps? evaluation
a. Assessment, treatment, planning, evalu-
ation, discharge, and follow-up
b. Admission, assessment, diagnosis, treat-
ment, and discharge planning
c. Admission, diagnosis, treatment, evalua-
tion, and discharge planning
d. Assessment, diagnosis, outcome identifi-
cation, planning, implementation, and eval-
uation
After completing an initial assessment of a Objective
per minute. These types of data would be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
2. A patient tells the nurse that he is very Subjective
nervous, is nauseated, and feels hot. These
types of data would be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
3. The patients record, laboratory studies, ob- Data base
jective data, and subjective data combine to
form the:
a. Data base.
b. Admitting data.
c. Financial statement.
d. Discharge summary.
4. When listening to a patients breath sounds, Validate the data by asking a coworker to
the nurse is unsure of a sound that is heard. listen to the breath sounds.
The nurses next action should be to:
a. Immediately notify the patients physi-
, NUR 382: EXAM 1
cian.
b. Document the sound exactly as it was
heard.
c. Validate the data by asking a coworker to
listen to the breath sounds.
d. Assess again in 20 minutes to note
whether the sound is still present.
5. The nurse is conducting a class for new A set of rules.
graduate nurses. During the teaching ses-
sion, the nurse should keep in mind that
novice nurses, without a background of
skills and experience from which to draw,
are more likely to make their decisions us-
ing:
a. Intuition.
b. A set of rules.
c. Articles in journals.
d. Advice from supervisors.
6. Expert nurses learn to attend to a pattern of Intuition.
assessment data and act without conscious-
ly labeling it. These responses are referred
to as:
a. Intuition.
b. The nursing process.
c. Clinical knowledge.
d. Diagnostic reasoning.
7. The nurse is reviewing information about EBP emphasizes the use of best evidence
evidence-based practice (EBP). Which state- with the clinicians experience.
, NUR 382: EXAM 1
ment best reflects EBP?
a. EBP relies on tradition for support of best
practices.
b. EBP is simply the use of best practice
techniques for the treatment of patients.
c. EBP emphasizes the use of best evidence
with the clinicians experience.
d. The patients own preferences are not im-
portant with EBP.
8. The nurse is conducting a class on priority Individual with shortness of breath and
setting for a group of new graduate nurses. respiratory distress
Which is an example of a first-level priority
problem?
a. Patient with postoperative pain
b. Newly diagnosed patient with diabetes
who needs diabetic teaching.
c. Individual with a small laceration on the
sole of the foot
d. Individual with shortness of breath and
respiratory distress
9. When considering priority setting of prob- Abnormal laboratory values
lems, the nurse keeps in mind that sec-
ond-level priority problems include which of Second-level priority problems are those
these aspects? that require prompt intervention to fore-
stall further deterioration (e.g., mental
a. Low self-esteem status change, acute pain, abnormal lab-
b. Lack of knowledge oratory values, risks to safety or security).
c. Abnormal laboratory values
d. Severely abnormal vital signs
, NUR 382: EXAM 1
10. Which critical thinking skill helps the nurse Clustering related cues
see relationships among the data?
a. Validation
b. Clustering related cues
c. Identifying gaps in data
d. Distinguishing relevant from irrelevant
11. The nurse knows that developing appropri- Nursing
ate nursing interventions for a patient relies
on the appropriateness of the di- An accurate nursing diagnosis provides
agnosis. the basis for the selection of nursing in-
terventions to achieve outcomes for which
a. Nursing the nurse is accountable.
b. Medical
c. Admission
d. Collaborative
12. The nursing process is a sequential method Assessment, diagnosis, outcome identi-
of problem solving that nurses use and in- fication, planning, implementation, and
cludes which steps? evaluation
a. Assessment, treatment, planning, evalu-
ation, discharge, and follow-up
b. Admission, assessment, diagnosis, treat-
ment, and discharge planning
c. Admission, diagnosis, treatment, evalua-
tion, and discharge planning
d. Assessment, diagnosis, outcome identifi-
cation, planning, implementation, and eval-
uation
