Test Bank for Physical Examination and Health Assessment 9th Edition
I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l `
byCarolyn Jarvis, Ann Eckhardt / All Chapters 1-32 / Full Complete
I l ` Il̀ Il` Il` Il` Il` Il` Il` Il` Il ` Il` Il`
, PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 9TH EDITION JARVIS Il ` I l ` I l ` Il` I l ` Il` I l `
TESTBANK
Il` Il̀
2
Chapter 01: Evidence-Based Assessment I l ` I l ` I l `
MULTIPLE I l ` CHOICE
1. After completing an initial assessment of a patient, the nurse has charted that
I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l `
I lhis respirations areeupneic andhis pulse is 58 beats per minute. These types of
` I l ` I l ` Il̀ I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l `
I data would be:
l ` I l ` I l `
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: A I l `
Objective data are what the health professional observes by inspecting, percussing, palpating, and
Il` Il` Il` Il` Il` Il` I l ` I l ` I l ` I l ` I l ` I l `
auscultating during the physical examination. Subjective data is what the person says about him or herself
Il` Il` Il` Il` I l ` Il` Il` Il` Il` Il` Il` Il` Il` Il` Il` Il`
during history taking. The terms reflective and introspective are not used to describe
Il` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l `
I data.
l `
DIF: Cognitive Il ` I l ` Level: I l ` Understanding I l ` (Comprehension)
MSC: I l ` Client I l ` Needs: Safe I l ` I l ` and I l ` Effective I l ` Care I l ` Environment: Management Il` I l ` of Care I l `
2. A patient tells the nurse that he is very nervous, is nausea.CteOdM
Il`Il̀ ,iand feels hot. These types of data would be:
Il`Il̀ Il`Il̀ Il`Il̀ Il`Il̀ Il`Il̀ Il`Il̀ Il`Il̀ Il`Il̀ Il`Il̀ I l ` Il̀ Il`Il̀ Il`Il̀ Il`Il̀ Il` Il̀ Il`Il̀ Il`Il̀ Il`Il̀ Il`Il̀
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: C I l `
Subjective data are what the person says about him or herself during history taking.
I l ` I l ` I l ` I l ` Il` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l `
I Objective data arewhat thehealth professional observes by inspecting, percussing, palpating, and
l ` I l ` I l ` Il̀ Il` Il` Il` Il` Il` Il` Il` Il`
auscultating during the physical examination. The terms reflective and introspective are not
Il` Il` I l ` Il` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l `
I used to describe data.
l ` I l ` I l ` I l `
DIF: Cognitive Il ` I l ` Level: I l ` Understanding I l ` (Comprehension)
MSC: I l ` Client I l ` Needs: Safe I l ` I l ` and I l ` Effective I l ` Care I l ` Environment: Management Il` I l ` of Care I l `
3. The patients I l ` I l ` record, laboratory I l ` I l ` studies, objective I l ` I l ` data, I l ` and I l ` subjective data Il ` I l ` combine I l ` to I l ` form
the: I l `
a. Data base. I l `
b. Admitting I l ` data.
, PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 9TH EDITION JARVIS Il ` I l ` I l ` Il` I l ` Il` I l `
TESTBANK
Il` Il̀
3
c. Financial I l ` statement.
d. Discharge I l ` summary.
ANS: A I l `
Together with the patients record and laboratory studies, the objective and subjective data
I l ` I l ` I l ` I l ` I l ` I l ` I l ` Il` I l ` I l ` I l ` Il `
I form the database.The other items are not part of the patients record, laboratory
l ` Il` I l ` Il̀ I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l `
I studies, or data.
l ` I l ` I l `
DIF: I l ` Cognitive Level: Remembering Il` Il` Il` I l ` (Knowledge)
MSC: I l ` Client I l ` Needs: Safe I l ` I l ` and I l ` Effective I l ` Care I l ` Environment: Management Il` I l ` of Care I l `
4. When listening to a patients breath sounds, the nurse I l ` Il ` I l ` I l ` I l ` I l ` I l ` Il` I l ` is I l ` unsure I l ` of I l ` a I l ` sound
that is heard. Thenurses nextaction should be to:
I l ` I l ` I l ` I l ` Il̀ I l ` I l ` I l ` I l `
a. Immediately notify I l ` I l ` the I l ` patients I l ` physician.
b. Document the I l ` I l ` sound I l ` exactly I l ` as I l ` it was heard.
I l ` Il` Il`
c. Validate I l ` the I l ` data I l ` by asking I l ` I l ` a I l ` coworker I l ` to I l ` listen I l ` to I l ` the I l ` breath I l ` sounds.
d. Assess I l ` again I l ` in I l ` 20 I l ` minutes I l ` to I l ` note I l ` whether I l ` the I l ` sound is I l ` I l ` still I l ` present.
ANS: C I l `
When unsure of a sound heard while listening to a patients breath sounds, the nurse validates the
Il` Il` Il` Il` Il` Il` Il` Il` Il` Il` Il` Il` I l ` I l ` I l ` I l `
Idata toensureai ccuracy. If the nurse has less experience in an area, then he or she asks an expert to listen.
l ` Il` Il̀ Il` Il`Il̀ Il`Il̀ Il` Il` Il`Il` Il` Il` Il`Il̀ Il` Il` Il`Il` Il` Il` Il`Il̀ Il` Il` Il`Il̀ Il` Il` Il` Il` Il`Il̀ Il`Il` Il`Il̀ Il` Il`
DIF: Cognitive Level: Analyzing (Analysis)
I l ` Il` Il` I l ` Il `
MSC: I l ` Client I l ` Needs: Safe I l ` I l ` and I l ` Effective I l ` Care I l ` Environment: Management Il` I l ` of Care I l `
5. The nurse is conducting a class for new graduate nurses. During the teaching session, the
I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l `
nurse should keep in mind that novice
I l ` nurses, without a background
I l ` of skills and Il̀ Il̀ I l ` I l ` Il ` I l ` I l ` I l ` I l ` I l ` I l ` I l `
I experience
l from ` which to draw, are more likelyto make their decisions using: I l ` I l ` I l ` I l ` Il` Il` Il ` I l ` Il` Il` I l ` I l `
a. Intuition.
b. A I l ` set of rules. I l ` I l `
c. Articles in I l ` I l ` journals.
d. Advice I l ` from I l ` supervisors.
ANS: B I l `
Novice nurses I l ` I l ` operate I l ` from I l ` a I l ` set I l ` of I l ` defined, I l ` structured rules. Il` I l ` The I l ` expert I l ` practitioner
Il ` uses I l ` intuitivelinks.DIF: Cognitive Il̀ I l ` I l ` Level: I l ` Understanding I l ` (Comprehension)
, PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 9TH EDITION JARVIS Il ` I l ` I l ` Il` I l ` Il` I l `
TESTBANK
Il` Il̀
4
MSC: Client Il` I l ` Needs: I l ` General
6. The nurse is reviewing information about evidence-based practice (EBP). Which statement best
Il` Il` Il` Il` Il` Il` Il` Il` Il` Il` Il`
reflectsEBP?
Il̀
a. EBP relies on tradition for supportNoUfRbeSsI N
t ipGrT
a cBt.iC
Il`Il̀ c eOsM
. Il`Il̀ Il`Il̀ Il`Il̀ Il`Il̀ Il̀ Il`
b. EBP I l ` is I l ` simply the Il` I l ` use I l ` of best I l ` I l ` practice techniques I l ` I l ` for I l ` the I l ` treatment I l ` of I l ` patients.
c. EBP emphasizes I l ` I l ` the use of I l ` I l ` I l ` best I l ` evidence with the I l ` Il` I l ` clinicians I l ` experience.
d. The patients own preferences are I l ` Il` Il` I l ` I l ` not I l ` important
I l ` withEBP.ANS: C Il̀ I l `
EBP is a systematic approach to practice that emphasizes the use of best evidence
Il` Il` Il` Il` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l `
I in combination with the clinicians experience, as
l ` I l ` well as patient preferences and Il` Il` Il` Il` I l ` I l ` I l ` I l ` I l ` I l `
I values, when making decisions about care and treatment. EBP is more than simply
l ` I l ` I l ` I l ` Il` Il` Il` Il` Il` I l ` I l ` I l ` I l `
I using the best practice techniques to treat patients, and questioning tradition is important
l ` I l ` I l ` I l ` I l ` I l ` I l ` Il` Il` Il` Il` Il` Il`
when no compelling and supportive research evidence exists.
Il` Il` Il` Il` Il` Il` Il` Il`
DIF: I l ` Cognitive I l ` Level: I l ` Applying I l ` (Application)
MSC: Client I l ` I l ` Needs: I l ` Safe and I l ` I l ` Effective I l ` Care Environment: Management I l ` Il` I l ` of I l ` Care
7. Expert nurses learn to attend to a pattern of assessment data and act without
I l ` I l ` I l ` I l ` I l ` I l ` I l ` Il` I l ` Il` I l ` I l ` I l `
I consciously labelingit. Theseresponses are referred to as:
l ` I l ` Il̀ I l ` I l ` I l ` I l ` I l `
a. Intuition.
b. The I l ` nursing I l ` process.
c. Clinical I l ` knowledge.
d. Diagnostic I l ` reasoning.
ANS: A I l `
Intuition is characterized by pattern recognitionexpert nurses learn to attend to a pattern
I l ` I l ` I l ` I l ` I l ` Il` I l ` Il` I l ` I l ` I l ` I l `
I of assessmentdata andact without consciously labeling it. The other options are not
l ` I l ` Il̀ I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l `
I correct.
l `
DIF: Cognitive Level: Understanding
Il` Il` Il`
Il` (Comprehension)MSC: Client Needs: I l ` I l `
I l ` General
8. The nurse is conducting a class on priority setting for a
I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` group I l ` of I l ` new I l ` graduate
I nurses. Which is anexampleof a first-level priority problem?
l ` I l ` I l ` I l ` Il̀ I l ` I l ` I l ` I l `
a. Patient with postoperative I l ` Il` Il` I l ` pain
I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l `
byCarolyn Jarvis, Ann Eckhardt / All Chapters 1-32 / Full Complete
I l ` Il̀ Il` Il` Il` Il` Il` Il` Il` Il ` Il` Il`
, PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 9TH EDITION JARVIS Il ` I l ` I l ` Il` I l ` Il` I l `
TESTBANK
Il` Il̀
2
Chapter 01: Evidence-Based Assessment I l ` I l ` I l `
MULTIPLE I l ` CHOICE
1. After completing an initial assessment of a patient, the nurse has charted that
I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l `
I lhis respirations areeupneic andhis pulse is 58 beats per minute. These types of
` I l ` I l ` Il̀ I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l `
I data would be:
l ` I l ` I l `
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: A I l `
Objective data are what the health professional observes by inspecting, percussing, palpating, and
Il` Il` Il` Il` Il` Il` I l ` I l ` I l ` I l ` I l ` I l `
auscultating during the physical examination. Subjective data is what the person says about him or herself
Il` Il` Il` Il` I l ` Il` Il` Il` Il` Il` Il` Il` Il` Il` Il` Il`
during history taking. The terms reflective and introspective are not used to describe
Il` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l `
I data.
l `
DIF: Cognitive Il ` I l ` Level: I l ` Understanding I l ` (Comprehension)
MSC: I l ` Client I l ` Needs: Safe I l ` I l ` and I l ` Effective I l ` Care I l ` Environment: Management Il` I l ` of Care I l `
2. A patient tells the nurse that he is very nervous, is nausea.CteOdM
Il`Il̀ ,iand feels hot. These types of data would be:
Il`Il̀ Il`Il̀ Il`Il̀ Il`Il̀ Il`Il̀ Il`Il̀ Il`Il̀ Il`Il̀ Il`Il̀ I l ` Il̀ Il`Il̀ Il`Il̀ Il`Il̀ Il` Il̀ Il`Il̀ Il`Il̀ Il`Il̀ Il`Il̀
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: C I l `
Subjective data are what the person says about him or herself during history taking.
I l ` I l ` I l ` I l ` Il` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l `
I Objective data arewhat thehealth professional observes by inspecting, percussing, palpating, and
l ` I l ` I l ` Il̀ Il` Il` Il` Il` Il` Il` Il` Il`
auscultating during the physical examination. The terms reflective and introspective are not
Il` Il` I l ` Il` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l `
I used to describe data.
l ` I l ` I l ` I l `
DIF: Cognitive Il ` I l ` Level: I l ` Understanding I l ` (Comprehension)
MSC: I l ` Client I l ` Needs: Safe I l ` I l ` and I l ` Effective I l ` Care I l ` Environment: Management Il` I l ` of Care I l `
3. The patients I l ` I l ` record, laboratory I l ` I l ` studies, objective I l ` I l ` data, I l ` and I l ` subjective data Il ` I l ` combine I l ` to I l ` form
the: I l `
a. Data base. I l `
b. Admitting I l ` data.
, PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 9TH EDITION JARVIS Il ` I l ` I l ` Il` I l ` Il` I l `
TESTBANK
Il` Il̀
3
c. Financial I l ` statement.
d. Discharge I l ` summary.
ANS: A I l `
Together with the patients record and laboratory studies, the objective and subjective data
I l ` I l ` I l ` I l ` I l ` I l ` I l ` Il` I l ` I l ` I l ` Il `
I form the database.The other items are not part of the patients record, laboratory
l ` Il` I l ` Il̀ I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l `
I studies, or data.
l ` I l ` I l `
DIF: I l ` Cognitive Level: Remembering Il` Il` Il` I l ` (Knowledge)
MSC: I l ` Client I l ` Needs: Safe I l ` I l ` and I l ` Effective I l ` Care I l ` Environment: Management Il` I l ` of Care I l `
4. When listening to a patients breath sounds, the nurse I l ` Il ` I l ` I l ` I l ` I l ` I l ` Il` I l ` is I l ` unsure I l ` of I l ` a I l ` sound
that is heard. Thenurses nextaction should be to:
I l ` I l ` I l ` I l ` Il̀ I l ` I l ` I l ` I l `
a. Immediately notify I l ` I l ` the I l ` patients I l ` physician.
b. Document the I l ` I l ` sound I l ` exactly I l ` as I l ` it was heard.
I l ` Il` Il`
c. Validate I l ` the I l ` data I l ` by asking I l ` I l ` a I l ` coworker I l ` to I l ` listen I l ` to I l ` the I l ` breath I l ` sounds.
d. Assess I l ` again I l ` in I l ` 20 I l ` minutes I l ` to I l ` note I l ` whether I l ` the I l ` sound is I l ` I l ` still I l ` present.
ANS: C I l `
When unsure of a sound heard while listening to a patients breath sounds, the nurse validates the
Il` Il` Il` Il` Il` Il` Il` Il` Il` Il` Il` Il` I l ` I l ` I l ` I l `
Idata toensureai ccuracy. If the nurse has less experience in an area, then he or she asks an expert to listen.
l ` Il` Il̀ Il` Il`Il̀ Il`Il̀ Il` Il` Il`Il` Il` Il` Il`Il̀ Il` Il` Il`Il` Il` Il` Il`Il̀ Il` Il` Il`Il̀ Il` Il` Il` Il` Il`Il̀ Il`Il` Il`Il̀ Il` Il`
DIF: Cognitive Level: Analyzing (Analysis)
I l ` Il` Il` I l ` Il `
MSC: I l ` Client I l ` Needs: Safe I l ` I l ` and I l ` Effective I l ` Care I l ` Environment: Management Il` I l ` of Care I l `
5. The nurse is conducting a class for new graduate nurses. During the teaching session, the
I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l `
nurse should keep in mind that novice
I l ` nurses, without a background
I l ` of skills and Il̀ Il̀ I l ` I l ` Il ` I l ` I l ` I l ` I l ` I l ` I l ` I l `
I experience
l from ` which to draw, are more likelyto make their decisions using: I l ` I l ` I l ` I l ` Il` Il` Il ` I l ` Il` Il` I l ` I l `
a. Intuition.
b. A I l ` set of rules. I l ` I l `
c. Articles in I l ` I l ` journals.
d. Advice I l ` from I l ` supervisors.
ANS: B I l `
Novice nurses I l ` I l ` operate I l ` from I l ` a I l ` set I l ` of I l ` defined, I l ` structured rules. Il` I l ` The I l ` expert I l ` practitioner
Il ` uses I l ` intuitivelinks.DIF: Cognitive Il̀ I l ` I l ` Level: I l ` Understanding I l ` (Comprehension)
, PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 9TH EDITION JARVIS Il ` I l ` I l ` Il` I l ` Il` I l `
TESTBANK
Il` Il̀
4
MSC: Client Il` I l ` Needs: I l ` General
6. The nurse is reviewing information about evidence-based practice (EBP). Which statement best
Il` Il` Il` Il` Il` Il` Il` Il` Il` Il` Il`
reflectsEBP?
Il̀
a. EBP relies on tradition for supportNoUfRbeSsI N
t ipGrT
a cBt.iC
Il`Il̀ c eOsM
. Il`Il̀ Il`Il̀ Il`Il̀ Il`Il̀ Il̀ Il`
b. EBP I l ` is I l ` simply the Il` I l ` use I l ` of best I l ` I l ` practice techniques I l ` I l ` for I l ` the I l ` treatment I l ` of I l ` patients.
c. EBP emphasizes I l ` I l ` the use of I l ` I l ` I l ` best I l ` evidence with the I l ` Il` I l ` clinicians I l ` experience.
d. The patients own preferences are I l ` Il` Il` I l ` I l ` not I l ` important
I l ` withEBP.ANS: C Il̀ I l `
EBP is a systematic approach to practice that emphasizes the use of best evidence
Il` Il` Il` Il` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l `
I in combination with the clinicians experience, as
l ` I l ` well as patient preferences and Il` Il` Il` Il` I l ` I l ` I l ` I l ` I l ` I l `
I values, when making decisions about care and treatment. EBP is more than simply
l ` I l ` I l ` I l ` Il` Il` Il` Il` Il` I l ` I l ` I l ` I l `
I using the best practice techniques to treat patients, and questioning tradition is important
l ` I l ` I l ` I l ` I l ` I l ` I l ` Il` Il` Il` Il` Il` Il`
when no compelling and supportive research evidence exists.
Il` Il` Il` Il` Il` Il` Il` Il`
DIF: I l ` Cognitive I l ` Level: I l ` Applying I l ` (Application)
MSC: Client I l ` I l ` Needs: I l ` Safe and I l ` I l ` Effective I l ` Care Environment: Management I l ` Il` I l ` of I l ` Care
7. Expert nurses learn to attend to a pattern of assessment data and act without
I l ` I l ` I l ` I l ` I l ` I l ` I l ` Il` I l ` Il` I l ` I l ` I l `
I consciously labelingit. Theseresponses are referred to as:
l ` I l ` Il̀ I l ` I l ` I l ` I l ` I l `
a. Intuition.
b. The I l ` nursing I l ` process.
c. Clinical I l ` knowledge.
d. Diagnostic I l ` reasoning.
ANS: A I l `
Intuition is characterized by pattern recognitionexpert nurses learn to attend to a pattern
I l ` I l ` I l ` I l ` I l ` Il` I l ` Il` I l ` I l ` I l ` I l `
I of assessmentdata andact without consciously labeling it. The other options are not
l ` I l ` Il̀ I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l `
I correct.
l `
DIF: Cognitive Level: Understanding
Il` Il` Il`
Il` (Comprehension)MSC: Client Needs: I l ` I l `
I l ` General
8. The nurse is conducting a class on priority setting for a
I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` I l ` group I l ` of I l ` new I l ` graduate
I nurses. Which is anexampleof a first-level priority problem?
l ` I l ` I l ` I l ` Il̀ I l ` I l ` I l ` I l `
a. Patient with postoperative I l ` Il` Il` I l ` pain
