Test Bank For Physical Examination and
\ \ \ \ \
HealthAssessment 9th Edition by Carolyn Jarvis
\ \ \ \ \ \ \
Complete Guide.
\ \
, PHYSICAL \EXAMINATION \AND \HEALTH \ASSESSMENT \9TH \EDITION \JARVIS \TEST \BANK
Test \Bank \- \Physical \Examination \and \Health \Assessment \9e \(by \Jarvis) 2
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.
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.
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 \nervN
ouUsR, \SisINnaGuTsB
ea.CteOdM
, \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.
, PHYSICAL \EXAMINATION \AND \HEALTH \ASSESSMENT \9TH \EDITION \JARVIS \TEST \BANK
Test \Bank \- \Physical \Examination \and \Health \Assessment \9e \(by \Jarvis) 3
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.
NURSINGTB.COM
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
Novice \nurses \operate \from \a \set \of \defined, \structured \rules. \The \expert \practitioner \uses \intuitive \links.
DIF: \Cognitive \Level: \Understanding \(Comprehension)
\
, PHYSICAL \EXAMINATION \AND \HEALTH \ASSESSMENT \9TH \EDITION \JARVIS \TEST \BANK
Test \Bank \- \Physical \Examination \and \Health \Assessment \9e \(by \Jarvis) 4
MSC: \Client \Needs: \General
6. The \nurse \is \reviewing \information \about \evidence-based \practice \(EBP). \Which \statement \best
\reflects\EBP?
a. EBP \relies \on \tradition \for \supportNoUf\RbSesIN
t \pGrTacBt.iC
ceOsM
.
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 \important \with
EBP.\ANS: \C
\
EBP \is \a \systematic \approach \to \practice \that \emphasizes \the \use \of \best \evidence \in \combination \with \the
\clinicians \experience, \as \well \as \patient \preferences \and \values, \when \making \decisions \about \care \and
\treatment. \EBP \is \more \than \simply \using \the \best \practice \techniques \to \treat \patients, \and \questioning
\tradition \is \important \when \no \compelling \and \supportive \research \evidence \exists.
DIF: \Cognitive \Level: \Applying \(Application)
MSC: \Client \Needs: \Safe \and \Effective \Care \Environment: \Management \of \Care
7. Expert \nurses \learn \to \attend \to \a \pattern \of \assessment \data \and \act \without \consciously \labeling \it. \These
\responses \are \referred \to \as:
a. Intuition.
b. The \nursing \process.
c. Clinical \knowledge.
d. Diagnostic \reasoning.
ANS: \A
Intuition \is \characterized \by \pattern \recognitionexpert \nurses \learn \to \attend \to \a \pattern \of \assessment \data \and
\act \without \consciously \labeling \it. \The \other \options \are \not \correct.
DIF: \Cognitive \Level: \Understanding
(Comprehension)\MSC: \Client \Needs: \General
\
8. The \nurse \is \conducting \a \class \on \priority \setting \for \a \group \of \new \graduate \nurses. \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
\ \ \ \ \
HealthAssessment 9th Edition by Carolyn Jarvis
\ \ \ \ \ \ \
Complete Guide.
\ \
, PHYSICAL \EXAMINATION \AND \HEALTH \ASSESSMENT \9TH \EDITION \JARVIS \TEST \BANK
Test \Bank \- \Physical \Examination \and \Health \Assessment \9e \(by \Jarvis) 2
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.
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.
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 \nervN
ouUsR, \SisINnaGuTsB
ea.CteOdM
, \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.
, PHYSICAL \EXAMINATION \AND \HEALTH \ASSESSMENT \9TH \EDITION \JARVIS \TEST \BANK
Test \Bank \- \Physical \Examination \and \Health \Assessment \9e \(by \Jarvis) 3
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.
NURSINGTB.COM
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
Novice \nurses \operate \from \a \set \of \defined, \structured \rules. \The \expert \practitioner \uses \intuitive \links.
DIF: \Cognitive \Level: \Understanding \(Comprehension)
\
, PHYSICAL \EXAMINATION \AND \HEALTH \ASSESSMENT \9TH \EDITION \JARVIS \TEST \BANK
Test \Bank \- \Physical \Examination \and \Health \Assessment \9e \(by \Jarvis) 4
MSC: \Client \Needs: \General
6. The \nurse \is \reviewing \information \about \evidence-based \practice \(EBP). \Which \statement \best
\reflects\EBP?
a. EBP \relies \on \tradition \for \supportNoUf\RbSesIN
t \pGrTacBt.iC
ceOsM
.
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 \important \with
EBP.\ANS: \C
\
EBP \is \a \systematic \approach \to \practice \that \emphasizes \the \use \of \best \evidence \in \combination \with \the
\clinicians \experience, \as \well \as \patient \preferences \and \values, \when \making \decisions \about \care \and
\treatment. \EBP \is \more \than \simply \using \the \best \practice \techniques \to \treat \patients, \and \questioning
\tradition \is \important \when \no \compelling \and \supportive \research \evidence \exists.
DIF: \Cognitive \Level: \Applying \(Application)
MSC: \Client \Needs: \Safe \and \Effective \Care \Environment: \Management \of \Care
7. Expert \nurses \learn \to \attend \to \a \pattern \of \assessment \data \and \act \without \consciously \labeling \it. \These
\responses \are \referred \to \as:
a. Intuition.
b. The \nursing \process.
c. Clinical \knowledge.
d. Diagnostic \reasoning.
ANS: \A
Intuition \is \characterized \by \pattern \recognitionexpert \nurses \learn \to \attend \to \a \pattern \of \assessment \data \and
\act \without \consciously \labeling \it. \The \other \options \are \not \correct.
DIF: \Cognitive \Level: \Understanding
(Comprehension)\MSC: \Client \Needs: \General
\
8. The \nurse \is \conducting \a \class \on \priority \setting \for \a \group \of \new \graduate \nurses. \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
