Test Bank Physical Examination and Health Assessment, 9th Edition by Carolyn Jarvis

Test Bank Physical Examination and Health Assessment, 9th Edition by Carolyn Jarvis Table of Contents Chapter 01: Evidence-Based Assessment Chapter 02: Cultural Assessment 1 2 15 31 49 64 80 86 92 Chapter 03: The Interview Chapter 04: The Complete Health History Chapter 05: Mental Status Assessment Chapter 06: Substance Use Assessment Chapter 07: Domestic and Family Violence Assessment Chapter 08: Assessment Techniques and Safety in the Clinical Setting Chapter 09: General Survey and Measurement 111 Chapter 10: Vital Signs Chapter 118 11: Pain Assessment 133 Chapter 12: Nutrition Assessment 141 Chapter 13: Skin, Hair, and Nails 155 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 wouldbe: Objective. Reflective. Subjective. Introspective ANS: 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. Chapter 14: Head, Face, Neck, and Regional Lymphatics Chapter 15: Eyes Chapter 16: Ears Chapter 17: Nose, Mouth, and Throat Chapter 18: Breasts, Axillae, and Regional Lymphatics Chapter 19: Thorax and Lungs Chapter 20: Heart and Neck Vessels Chapter 21: Peripheral Vascular System and Lymphatic System Chapter 22: Abdomen Chapter 23: Musculoskeletal System Chapter 24: Neurologic System Chapter 25: Male Genitourinary System Chapter 26: Anus, Rectum, and Prostate Chapter 27: Female Genitourinary System Chapter 28: The Complete Health Assessment: Adult Chapter 29: The Complete Physical Assessment: Infant, Child, and Adolescent Chapter 30: Bedside Assessment and Electronic Documentation Chapter 31: The Pregnant Woman Chapter 32: Functional Assessment of the Older Adult 176 194 211 228 246 266 284 303 320 337 358 382 400 414 436 449 452 458 471 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 nauseated, and feels hot. These types of data would be: a. Objective. b. Reflective. c. Subjective. d. Introspective. ANS: 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 data. c. Financial statement. d. Discharge summary. ANS: A Together with the patients record and laboratory studies, the objective and subjective data form the data base. The other items are not part of the patients record, laboratory studies, or data. DIF: Cognitive Level: Remembering (Knowledge) MSC: Client Needs: Safe and Effective Care Environment: Management of Care 4. When listening to a patients breath sounds, the nurse is unsure of a sound that is heard. The nurses next action should be to: a. Immediately notify the patients physician. 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. ANS: C When unsure of a sound heard while listening to a patients breath sounds, the nurse validates the data to ensure accuracy. If the nurse has less experience in an area, then he or she asks an expert to listen. DIF: Cognitive Level: Analyzing (Analysis) MSC: Client Needs: Safe and Effective Care Environment: Management of Care 5. The nurse is conducting a class for new graduate nurses. During the teaching session, 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 using: a. Intuition. b. A set of rules. c. Articles in journals. d. Advice from supervisors. ANS: B 6. Expert nurses learn to attend to a pattern of assessment data and act without consciously labeling it. These responses are referred to as: