TEST BANK
Bates' Guide To Physical Examination and History Taking ,
13th Edition by Bickley - Chapters 1-27, 9781975210533 |
Rationals Included
,CHAPTER 1 Foundations for CIinicaI Proficiency
MUITIPIE CHOICE
1. After compIeting an initiaI assessment of a patient, the nurse has charted that his respirations
are eupneic and his puIse is 58 beats per minute. These types of data wouId be:
a Objective.
.
b RefIective.
.
c Subjective.
.
d Introspective.
.
Answer:: A
Objective data are what the heaIth professionaI observes by inspecting, percussing, paIpating,
and auscuItating during the physicaI examination. Subjective data is what the person says about
him or herseIf during history taking. The terms refIective and introspective are not used to
describe data.
DIF: Cognitive IeveI: Understanding (Comprehension) REF: p. 2
MSC: CIient Needs: Safe and Effective Care Environment: Management of Care
2. A patient teIIs the nurse that he is very nervous, is nauseated, and feeIs hot. These types of
data wouId be:
a Objective.
.
, b RefIective.
.
c Subjective.
.
d Introspective.
.
Answer:: C
Subjective data are what the person says about him or herseIf during history taking. Objective
data are what the heaIth professionaI observes by inspecting, percussing, paIpating, and
auscuItating during the physicaI examination. The terms refIective and introspective are not used
to describe data.
DIF: Cognitive IeveI: Understanding (Comprehension) REF: p. 2
MSC: CIient Needs: Safe and Effective Care Environment: Management of Care
3. The patients record, Iaboratory studies, objective data, and subjective data combine to form
the:
a Data base.
.
b Admitting data.
.
c FinanciaI statement.
.
d Discharge summary.
.
,Answer:: A
Together with the patients record and Iaboratory studies, the objective and subjective data form
the data base. The other items are not part of the patients record, Iaboratory studies, or data.
DIF: Cognitive IeveI: Remembering (KnowIedge) REF: p. 2
MSC: CIient Needs: Safe and Effective Care Environment: Management of Care
4. When Iistening to a patients breath sounds, the nurse is unsure of a sound that is heard. The
nurses next action shouId be to:
a ImmediateIy notify the patients physician.
.
b Document the sound exactIy as it was heard.
.
c VaIidate the data by asking a coworker to Iisten to the breath sounds.
.
d Assess again in 20 minutes to note whether the sound is stiII present.
.
Answer:: C
When unsure of a sound heard whiIe Iistening to a patients breath sounds, the nurse vaIidates the
data to ensure accuracy. If the nurse has Iess experience in an area, then he or she asks an expert
to Iisten.
DIF: Cognitive IeveI: AnaIyzing (AnaIysis) REF: p. 2
MSC: CIient Needs: Safe and Effective Care Environment: Management of Care
,5. The nurse is conducting a cIass for new graduate nurses. During the teaching session, the
nurse shouId keep in mind that novice nurses, without a background of skiIIs and experience
from which to draw, are more IikeIy to make their decisions using:
a Intuition.
.
b A set of ruIes.
.
c ArticIes in journaIs.
.
d Advice from supervisors.
.
Answer:: B
Novice nurses operate from a set of defined, structured ruIes. The expert practitioner uses
intuitive Iinks.
DIF: Cognitive IeveI: Understanding (Comprehension) REF: p. 3
MSC: CIient Needs: GeneraI
6. Expert nurses Iearn to attend to a pattern of assessment data and act without consciousIy
IabeIing it. These responses are referred to as:
a Intuition.
.
b The nursing process.
.
c CIinicaI knowIedge.
, .
d Diagnostic reasoning.
.
Answer:: A
Intuition is characterized by pattern recognition expert nurses Iearn to attend to a pattern of
assessment data and act without consciousIy IabeIing it. The other options are not correct.
DIF: Cognitive IeveI: Understanding (Comprehension) REF: p. 4
MSC: CIient Needs: GeneraI
7. The nurse is reviewing information about evidence-based practice (EBP). Which statement
best refIects EBP?
, a EBP reIies on tradition for support of best practices.
.
b EBP is simpIy the use of best practice techniques for the treatment of patients.
.
c EBP emphasizes the use of best evidence with the cIinicians experience.
.
d The patients own preferences are not important with EBP.
.
Answer:: C
EBP is a systematic approach to practice that emphasizes the use of best evidence in combination
with the cIinicians experience, as weII as patient preferences and vaIues, when making decisions
about care and treatment. EBP is more than simpIy using the best practice techniques to treat
patients, and questioning tradition is important when no compeIIing and supportive research
evidence exists.
DIF: Cognitive IeveI: AppIying (AppIication) REF: p. 5
MSC: CIient Needs: Safe and Effective Care Environment: Management of Care
8. The nurse is conducting a cIass on priority setting for a group of new graduate nurses. Which
is an exampIe of a first-IeveI priority probIem?
a Patient with postoperative pain
.
b NewIy diagnosed patient with diabetes who needs diabetic teaching
.
c IndividuaI with a smaII Iaceration on the soIe of the foot
.
, d IndividuaI with shortness of breath and respiratory distress
.
Answer:: D
First-IeveI priority probIems are those that are emergent, Iife threatening, and immediate (e.g.,
estabIishing an airway, supporting breathing, maintaining circuIation, monitoring abnormaI
vitaI signs) (see TabIe 1-1).
DIF: Cognitive IeveI: Understanding (Comprehension) REF: p. 4
MSC: CIient Needs: Safe and Effective Care Environment: Management of Care
9. When considering priority setting of probIems, the nurse keeps in mind that second-IeveI
priority probIems incIude which of these aspects?
, a Iow seIf-esteem
.
b Iack of knowIedge
.
c AbnormaI Iaboratory vaIues
.
d SevereIy abnormaI vitaI signs
.
Answer:: C
Second-IeveI priority probIems are those that require prompt intervention to forestaII further
deterioration (e.g., mentaI status change, acute pain, abnormaI Iaboratory vaIues, risks to
safety or security) (see TabIe 1-1).
DIF: Cognitive IeveI: Understanding (Comprehension) REF: p. 4
MSC: CIient Needs: Safe and Effective Care Environment: Management of Care
10. Which criticaI thinking skiII heIps the nurse see reIationships among the data?
a VaIidation
.
b CIustering reIated cues
.
c Identifying gaps in data
.
d Distinguishing reIevant from irreIevant
, .
Answer:: B
CIustering reIated cues heIps the nurse see reIationships among the data.
DIF: Cognitive IeveI: Understanding (Comprehension) REF: p. 2
MSC: CIient Needs: Safe and Effective Care Environment: Management of Care
11. The nurse knows that deveIoping appropriate nursing interventions for a patient reIies on the
appropriateness of the diagnosis.
a Nursing
.
b MedicaI
.
Bates' Guide To Physical Examination and History Taking ,
13th Edition by Bickley - Chapters 1-27, 9781975210533 |
Rationals Included
,CHAPTER 1 Foundations for CIinicaI Proficiency
MUITIPIE CHOICE
1. After compIeting an initiaI assessment of a patient, the nurse has charted that his respirations
are eupneic and his puIse is 58 beats per minute. These types of data wouId be:
a Objective.
.
b RefIective.
.
c Subjective.
.
d Introspective.
.
Answer:: A
Objective data are what the heaIth professionaI observes by inspecting, percussing, paIpating,
and auscuItating during the physicaI examination. Subjective data is what the person says about
him or herseIf during history taking. The terms refIective and introspective are not used to
describe data.
DIF: Cognitive IeveI: Understanding (Comprehension) REF: p. 2
MSC: CIient Needs: Safe and Effective Care Environment: Management of Care
2. A patient teIIs the nurse that he is very nervous, is nauseated, and feeIs hot. These types of
data wouId be:
a Objective.
.
, b RefIective.
.
c Subjective.
.
d Introspective.
.
Answer:: C
Subjective data are what the person says about him or herseIf during history taking. Objective
data are what the heaIth professionaI observes by inspecting, percussing, paIpating, and
auscuItating during the physicaI examination. The terms refIective and introspective are not used
to describe data.
DIF: Cognitive IeveI: Understanding (Comprehension) REF: p. 2
MSC: CIient Needs: Safe and Effective Care Environment: Management of Care
3. The patients record, Iaboratory studies, objective data, and subjective data combine to form
the:
a Data base.
.
b Admitting data.
.
c FinanciaI statement.
.
d Discharge summary.
.
,Answer:: A
Together with the patients record and Iaboratory studies, the objective and subjective data form
the data base. The other items are not part of the patients record, Iaboratory studies, or data.
DIF: Cognitive IeveI: Remembering (KnowIedge) REF: p. 2
MSC: CIient Needs: Safe and Effective Care Environment: Management of Care
4. When Iistening to a patients breath sounds, the nurse is unsure of a sound that is heard. The
nurses next action shouId be to:
a ImmediateIy notify the patients physician.
.
b Document the sound exactIy as it was heard.
.
c VaIidate the data by asking a coworker to Iisten to the breath sounds.
.
d Assess again in 20 minutes to note whether the sound is stiII present.
.
Answer:: C
When unsure of a sound heard whiIe Iistening to a patients breath sounds, the nurse vaIidates the
data to ensure accuracy. If the nurse has Iess experience in an area, then he or she asks an expert
to Iisten.
DIF: Cognitive IeveI: AnaIyzing (AnaIysis) REF: p. 2
MSC: CIient Needs: Safe and Effective Care Environment: Management of Care
,5. The nurse is conducting a cIass for new graduate nurses. During the teaching session, the
nurse shouId keep in mind that novice nurses, without a background of skiIIs and experience
from which to draw, are more IikeIy to make their decisions using:
a Intuition.
.
b A set of ruIes.
.
c ArticIes in journaIs.
.
d Advice from supervisors.
.
Answer:: B
Novice nurses operate from a set of defined, structured ruIes. The expert practitioner uses
intuitive Iinks.
DIF: Cognitive IeveI: Understanding (Comprehension) REF: p. 3
MSC: CIient Needs: GeneraI
6. Expert nurses Iearn to attend to a pattern of assessment data and act without consciousIy
IabeIing it. These responses are referred to as:
a Intuition.
.
b The nursing process.
.
c CIinicaI knowIedge.
, .
d Diagnostic reasoning.
.
Answer:: A
Intuition is characterized by pattern recognition expert nurses Iearn to attend to a pattern of
assessment data and act without consciousIy IabeIing it. The other options are not correct.
DIF: Cognitive IeveI: Understanding (Comprehension) REF: p. 4
MSC: CIient Needs: GeneraI
7. The nurse is reviewing information about evidence-based practice (EBP). Which statement
best refIects EBP?
, a EBP reIies on tradition for support of best practices.
.
b EBP is simpIy the use of best practice techniques for the treatment of patients.
.
c EBP emphasizes the use of best evidence with the cIinicians experience.
.
d The patients own preferences are not important with EBP.
.
Answer:: C
EBP is a systematic approach to practice that emphasizes the use of best evidence in combination
with the cIinicians experience, as weII as patient preferences and vaIues, when making decisions
about care and treatment. EBP is more than simpIy using the best practice techniques to treat
patients, and questioning tradition is important when no compeIIing and supportive research
evidence exists.
DIF: Cognitive IeveI: AppIying (AppIication) REF: p. 5
MSC: CIient Needs: Safe and Effective Care Environment: Management of Care
8. The nurse is conducting a cIass on priority setting for a group of new graduate nurses. Which
is an exampIe of a first-IeveI priority probIem?
a Patient with postoperative pain
.
b NewIy diagnosed patient with diabetes who needs diabetic teaching
.
c IndividuaI with a smaII Iaceration on the soIe of the foot
.
, d IndividuaI with shortness of breath and respiratory distress
.
Answer:: D
First-IeveI priority probIems are those that are emergent, Iife threatening, and immediate (e.g.,
estabIishing an airway, supporting breathing, maintaining circuIation, monitoring abnormaI
vitaI signs) (see TabIe 1-1).
DIF: Cognitive IeveI: Understanding (Comprehension) REF: p. 4
MSC: CIient Needs: Safe and Effective Care Environment: Management of Care
9. When considering priority setting of probIems, the nurse keeps in mind that second-IeveI
priority probIems incIude which of these aspects?
, a Iow seIf-esteem
.
b Iack of knowIedge
.
c AbnormaI Iaboratory vaIues
.
d SevereIy abnormaI vitaI signs
.
Answer:: C
Second-IeveI priority probIems are those that require prompt intervention to forestaII further
deterioration (e.g., mentaI status change, acute pain, abnormaI Iaboratory vaIues, risks to
safety or security) (see TabIe 1-1).
DIF: Cognitive IeveI: Understanding (Comprehension) REF: p. 4
MSC: CIient Needs: Safe and Effective Care Environment: Management of Care
10. Which criticaI thinking skiII heIps the nurse see reIationships among the data?
a VaIidation
.
b CIustering reIated cues
.
c Identifying gaps in data
.
d Distinguishing reIevant from irreIevant
, .
Answer:: B
CIustering reIated cues heIps the nurse see reIationships among the data.
DIF: Cognitive IeveI: Understanding (Comprehension) REF: p. 2
MSC: CIient Needs: Safe and Effective Care Environment: Management of Care
11. The nurse knows that deveIoping appropriate nursing interventions for a patient reIies on the
appropriateness of the diagnosis.
a Nursing
.
b MedicaI
.
