BATES’ GUIDE TO PHYSICAL
EXAMINATION AND HISTORY TAKING
13TH EDITION BICKLEY TEST BANK
, Bates’ Guide To Physical Examination and History Taking 13th
Edition Bickley Test Bank
CHAPTER 1 Foundations for Clinical Proficiency
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) REF: p. 2
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
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,to describe data.
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 2
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
3. The tpatients trecord, tlaboratory tstudies, tobjective tdata, tand tsubjective tdata tcombine tto
tformtthe:
a Data tbase.
.
b Admitting tdata.
.
c Financial tstatement.
.
d Discharge tsummary.
.
ANS: tA
Together twith tthe tpatients trecord tand tlaboratory tstudies, tthe tobjective tand tsubjective tdata
tform tthe tdata tbase. tThe tother titems tare tnot tpart tof tthe tpatients trecord, tlaboratory tstudies, tor
tdata.
DIF: tCognitive tLevel: tRemembering t(Knowledge) tREF: tp. t2
MSC: tClient tNeeds: tSafe tand tEffective tCare tEnvironment: tManagement tof tCare
4. When tlistening tto ta tpatients tbreath tsounds, tthe tnurse tis tunsure tof ta tsound tthat tis theard.
tThetnurses tnext taction tshould tbe t to:
a Immediately tnotify tthe tpatients tphysician.
.
b Document tthe tsound texactly tas tit twas theard.
.
c Validate tthe tdata tby tasking ta tcoworker tto tlisten tto tthe tbreath tsounds.
.
d Assess tagain tin t20 tminutes tto tnote twhether tthe tsound tis tstill tpresent.
.
ANS: tC
When tunsure tof ta tsound theard twhile tlistening tto ta tpatients tbreath tsounds, tthe tnurse tvalidates
tthe tdata t to t ensure t accuracy. t If t the t nurse t has t less t experience t in t an t area, t then t he t or t she t asks
t an t experttto tlisten.
DIF: tCognitive tLevel: tAnalyzing t(Analysis) tREF: tp. t2
MSC: tClient tNeeds: tSafe tand tEffective tCare tEnvironment: tManagement tof tCare
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, 5. The tnurse tis tconducting ta tclass tfor tnew tgraduate tnurses. tDuring tthe tteaching tsession,
tthe tnurse tshould tkeep tin tmind tthat tnovice tnurses, twithout ta tbackground tof tskills tand
texperiencetfrom twhich tto tdraw, tare tmore tlikely tto tmake ttheir tdecisions t using:
a Intuition.
.
b A tset tof trules.
.
c Articles tin tjournals.
.
d Advice tfrom tsupervisors.
.
ANS: tB
Novice tnurses toperate tfrom ta tset tof tdefined, tstructured trules. tThe texpert tpractitioner
tusestintuitive tlinks.
DIF: tCognitive tLevel: tUnderstanding t(Comprehension) tREF: tp.
t3tMSC: tClient tNeeds: tGeneral
6. Expert tnurses tlearn tto tattend tto ta tpattern tof tassessment tdata tand tact twithout
tconsciouslytlabeling tit. tThese tresponses tare treferred tto t as:
a Intuition.
.
b The tnursing tprocess.
.
c Clinical tknowledge.
.
d Diagnostic treasoning.
.
ANS: tA
Intuition tis tcharacterized tby tpattern trecognitionexpert tnurses tlearn tto tattend tto ta
tpattern toftassessment tdata tand tact twithout tconsciously tlabeling tit. tThe tother toptions
tare tnot tcorrect.
DIF: tCognitive tLevel: tUnderstanding t(Comprehension) tREF: tp.
t4tMSC: tClient tNeeds: tGeneral
7. The tnurse tis treviewing tinformation tabout tevidence-based tpractice t(EBP). tWhich
tstatementtbest treflects tEBP?
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EXAMINATION AND HISTORY TAKING
13TH EDITION BICKLEY TEST BANK
, Bates’ Guide To Physical Examination and History Taking 13th
Edition Bickley Test Bank
CHAPTER 1 Foundations for Clinical Proficiency
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) REF: p. 2
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
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,to describe data.
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 2
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
3. The tpatients trecord, tlaboratory tstudies, tobjective tdata, tand tsubjective tdata tcombine tto
tformtthe:
a Data tbase.
.
b Admitting tdata.
.
c Financial tstatement.
.
d Discharge tsummary.
.
ANS: tA
Together twith tthe tpatients trecord tand tlaboratory tstudies, tthe tobjective tand tsubjective tdata
tform tthe tdata tbase. tThe tother titems tare tnot tpart tof tthe tpatients trecord, tlaboratory tstudies, tor
tdata.
DIF: tCognitive tLevel: tRemembering t(Knowledge) tREF: tp. t2
MSC: tClient tNeeds: tSafe tand tEffective tCare tEnvironment: tManagement tof tCare
4. When tlistening tto ta tpatients tbreath tsounds, tthe tnurse tis tunsure tof ta tsound tthat tis theard.
tThetnurses tnext taction tshould tbe t to:
a Immediately tnotify tthe tpatients tphysician.
.
b Document tthe tsound texactly tas tit twas theard.
.
c Validate tthe tdata tby tasking ta tcoworker tto tlisten tto tthe tbreath tsounds.
.
d Assess tagain tin t20 tminutes tto tnote twhether tthe tsound tis tstill tpresent.
.
ANS: tC
When tunsure tof ta tsound theard twhile tlistening tto ta tpatients tbreath tsounds, tthe tnurse tvalidates
tthe tdata t to t ensure t accuracy. t If t the t nurse t has t less t experience t in t an t area, t then t he t or t she t asks
t an t experttto tlisten.
DIF: tCognitive tLevel: tAnalyzing t(Analysis) tREF: tp. t2
MSC: tClient tNeeds: tSafe tand tEffective tCare tEnvironment: tManagement tof tCare
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, 5. The tnurse tis tconducting ta tclass tfor tnew tgraduate tnurses. tDuring tthe tteaching tsession,
tthe tnurse tshould tkeep tin tmind tthat tnovice tnurses, twithout ta tbackground tof tskills tand
texperiencetfrom twhich tto tdraw, tare tmore tlikely tto tmake ttheir tdecisions t using:
a Intuition.
.
b A tset tof trules.
.
c Articles tin tjournals.
.
d Advice tfrom tsupervisors.
.
ANS: tB
Novice tnurses toperate tfrom ta tset tof tdefined, tstructured trules. tThe texpert tpractitioner
tusestintuitive tlinks.
DIF: tCognitive tLevel: tUnderstanding t(Comprehension) tREF: tp.
t3tMSC: tClient tNeeds: tGeneral
6. Expert tnurses tlearn tto tattend tto ta tpattern tof tassessment tdata tand tact twithout
tconsciouslytlabeling tit. tThese tresponses tare treferred tto t as:
a Intuition.
.
b The tnursing tprocess.
.
c Clinical tknowledge.
.
d Diagnostic treasoning.
.
ANS: tA
Intuition tis tcharacterized tby tpattern trecognitionexpert tnurses tlearn tto tattend tto ta
tpattern toftassessment tdata tand tact twithout tconsciously tlabeling tit. tThe tother toptions
tare tnot tcorrect.
DIF: tCognitive tLevel: tUnderstanding t(Comprehension) tREF: tp.
t4tMSC: tClient tNeeds: tGeneral
7. The tnurse tis treviewing tinformation tabout tevidence-based tpractice t(EBP). tWhich
tstatementtbest treflects tEBP?
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