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HAP FINAL TEST
BANK QUESTIONS
TH
JARVIS 7 EDITION
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HAP FINAL TEST BANK QUESTIONS: Jarvis 7th Edition
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 saysabout him or herself during history taking. The terms reflective and introspective are not used to describe data.
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.
3. The patient’s 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 patient’s record and laboratory studies, the objective and subjective data form the data base. The other items are not part of the patient’s
record, laboratory studies, or data.
4. When listening to a patient’s breath sounds, the nurse is unsure of a sound that is heard. The nurse’s next action should be to:
a. Immediately notify the patient’s 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 patient’s 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.
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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.
6. 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 recognition—expert nurses learn to attend to a pattern of assessment data and act without consciously labeling it. The
other options are not correct.
7. The nurse is reviewing information about evidence-based practice (EBP). Which statement 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 clinician’s experience.
d. The patient’s 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 clinician’s 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.
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
c. Individual with a small laceration on the sole of the foot
d. Individual with shortness of breath and respiratory distress
ANS: D
First-level priority problems are those that are emergent, life threatening, and immediate (e.g., establishing an airway, supporting breathing, maintaining
circulation, monitoring abnormal vital signs) (see Table 1-1).
9. When conside ring p rio rity setting of p roblems, the nu rse keeps in mind that second-level p rio rity p roblems include which of these aspects?
a. Low self-esteem
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b. Lack of knowledge
c. Abno rmal labo rato ry values
d. Seve rely abno rmal vital
signsANS: C
Second-level p rio rity p roblems a re those that requi re p rompt inte rvention to fo restall fu rthe r dete rio ration (e.g., mental status change, acute pain,
abno rmal labo rato ry values, risks to safety o r secu rity) (see Table 1-1).
10. Which c ritical thinking skill helps the nu rse see relationships among the data?
a. Validation
b. Cluste ring related cues
c. Identifying gaps in data
d. Distinguishing relevant f rom i r
relevantANS: B
Cluste ring related cues helps the nu rse see relationships among the data.
11. The nu rse knows that developing app rop riate nu rsing inte rventions fo r a patient relies on the app rop riateness of the diagnosis.
a. Nu rsing
b. Medical
c. Admission
d. Collabo
rativeANS: A
An accu rate nu rsing diagnosis p rovides the basis fo r the selection of nu rsing inte rventions to achieve outcomes fo r which the nu rse is accountable.
The othe r items do not cont ribute to the development of app rop riate nu rsing inte rventions.
12. The nu rsing p rocess is a sequential method of p roblem solving that nu rses use and includes which steps?
a. Assessment, t reatment, planning, evaluation, discha rge, and follow-up
b. Admission, assessment, diagnosis, t reatment, and discha rge planning
c. Admission, diagnosis, t reatment, evaluation, and discha rge planning
d. Assessment, diagnosis, outcome identification, planning, implementation, and evaluation
ANS: D
The nu rsing p rocess is a method of p roblem solving that includes assessment, diagnosis, outcome identification, planning, implementation, and evaluation.
13. A newly admitted patient is in acute pain, has not been sleeping well lately, and is having difficulty b reathing. How should the nu rse p rio ritize
these p roblems?
a. B reathing, pain, and sleep
b. B reathing, sleep, and pain
c. Sleep, b reathing, and pain
d. Sleep, pain, and b reathing
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HAP FINAL TEST
BANK QUESTIONS
TH
JARVIS 7 EDITION
Downloaded by: Ariah |
Distribution of this document is illegal
, Stuvia.com - The Marketplace to Buy and Sell your Study Material
HAP FINAL TEST BANK QUESTIONS: Jarvis 7th Edition
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 saysabout him or herself during history taking. The terms reflective and introspective are not used to describe data.
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.
3. The patient’s 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 patient’s record and laboratory studies, the objective and subjective data form the data base. The other items are not part of the patient’s
record, laboratory studies, or data.
4. When listening to a patient’s breath sounds, the nurse is unsure of a sound that is heard. The nurse’s next action should be to:
a. Immediately notify the patient’s 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 patient’s 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.
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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.
6. 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 recognition—expert nurses learn to attend to a pattern of assessment data and act without consciously labeling it. The
other options are not correct.
7. The nurse is reviewing information about evidence-based practice (EBP). Which statement 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 clinician’s experience.
d. The patient’s 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 clinician’s 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.
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
c. Individual with a small laceration on the sole of the foot
d. Individual with shortness of breath and respiratory distress
ANS: D
First-level priority problems are those that are emergent, life threatening, and immediate (e.g., establishing an airway, supporting breathing, maintaining
circulation, monitoring abnormal vital signs) (see Table 1-1).
9. When conside ring p rio rity setting of p roblems, the nu rse keeps in mind that second-level p rio rity p roblems include which of these aspects?
a. Low self-esteem
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b. Lack of knowledge
c. Abno rmal labo rato ry values
d. Seve rely abno rmal vital
signsANS: C
Second-level p rio rity p roblems a re those that requi re p rompt inte rvention to fo restall fu rthe r dete rio ration (e.g., mental status change, acute pain,
abno rmal labo rato ry values, risks to safety o r secu rity) (see Table 1-1).
10. Which c ritical thinking skill helps the nu rse see relationships among the data?
a. Validation
b. Cluste ring related cues
c. Identifying gaps in data
d. Distinguishing relevant f rom i r
relevantANS: B
Cluste ring related cues helps the nu rse see relationships among the data.
11. The nu rse knows that developing app rop riate nu rsing inte rventions fo r a patient relies on the app rop riateness of the diagnosis.
a. Nu rsing
b. Medical
c. Admission
d. Collabo
rativeANS: A
An accu rate nu rsing diagnosis p rovides the basis fo r the selection of nu rsing inte rventions to achieve outcomes fo r which the nu rse is accountable.
The othe r items do not cont ribute to the development of app rop riate nu rsing inte rventions.
12. The nu rsing p rocess is a sequential method of p roblem solving that nu rses use and includes which steps?
a. Assessment, t reatment, planning, evaluation, discha rge, and follow-up
b. Admission, assessment, diagnosis, t reatment, and discha rge planning
c. Admission, diagnosis, t reatment, evaluation, and discha rge planning
d. Assessment, diagnosis, outcome identification, planning, implementation, and evaluation
ANS: D
The nu rsing p rocess is a method of p roblem solving that includes assessment, diagnosis, outcome identification, planning, implementation, and evaluation.
13. A newly admitted patient is in acute pain, has not been sleeping well lately, and is having difficulty b reathing. How should the nu rse p rio ritize
these p roblems?
a. B reathing, pain, and sleep
b. B reathing, sleep, and pain
c. Sleep, b reathing, and pain
d. Sleep, pain, and b reathing
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