Bates’GuideToPhysicalExaminationandHistoryTaking13th
EditionBickleyTestBank
CHAPTER 1 Foundationsfor Clinical Proficiency
e
MULTIPLE CHOICE
1. After completing an initial assessment of a patient, the nurse has charted that his respirations ar
e e e
e eupneic and his pulse is 58 beats per minute. These types of data would be:
e e
a Objective.
.
b Reflective.
.
c Subjective.
.
d Introspective.
.
ANS: A
Objective data are what the health professional observes byinspecting, percussing, palpating, and e
auscultating during the physical examination. Subjective data is what the person says about him o
e e e
r herself during historytaking. The terms reflective and introspective are not used to describe data.
e
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 verynervous, is nauseated, and feels hot. These types of dat
e e e e e e e
a would be:
e
a Objective.
.
b Reflective.
.
c Subjective.
.
d Introspective.
.
ANS: C
Subjective data are what the person says about him or herself during historytaking. Objective data
e
are what the health professional observes by inspecting, percussing, palpating, and
e
auscultating during the physical examination. The terms reflective and introspective are not used
e
,to describe data.
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 2
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
e
3. The patients record, laboratorystudies, objective data, and subjective data combine to form th
e e e
e:
a Data base.
.
b Admitting data.
.
c Financial statement.
.
d Discharge summary.
.
ANS: A
Together with the patients record and laboratory studies, the objective and subjective data form th
e data base. The other items are not part of the patients record, laboratorystudies, or data.
e
DIF: Cognitive Level: Remembering (Knowledge) REF: p. 2
e
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
e
4. When listening to a patients breath sounds, the nurse is unsure of a sound that is heard. The nur
e e e e e
ses next action should be to:
e e
a Immediatelynotify the patients physician.
.
b Document the sound exactlyas it was heard.
e
.
c Validate the data byasking a coworker to listen to the breath sounds.
.
d Assess again in 20 minutes to note whether the sound is still present.
e e
.
ANS: C
When unsure of a sound heard while listening to a patients breath sounds, the nurse validates the dat
a to ensure accuracy. If the nurse has less experience in an area, then he or she asks an expert to liste
e e e e
n.
DIF: Cognitive Level: Analyzing (Analysis) REF: p. 2
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 nur
e e
se 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:
e
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
e
links.
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 3
e
MSC: Client Needs: General
6. Expert nurses learn to attend to a pattern of assessment data and act without consciously lab
eling 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 assess
e e e e e e
ment data and act without consciouslylabeling it. The other options are not correct.
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 4
e
MSC: Client Needs: General
7. The nurse is reviewing information about evidence-
e
based practice (EBP). Which statement best reflects EBP?
, a EBP relies on tradition for support ofbest practices.
.
b EBP is simplythe use of best practice techniques for the treatment of patients.
e
.
c EBP emphasizes the use of best evidence with the clinicians experience.
e e
.
d The patients own preferences are not important with EBP.
e e
.
ANS: C
EBP is a systematic approach to practice that emphasizes the use of best evidence in combination wi
e
th the clinicians experience, as well as patient preferences and values, when making decisions about
e
care and treatment. EBP is more than simplyusing the best practice techniques to treat patients, and
e
questioning tradition is important when no compelling and supportive research evidence exists. e
DIF: Cognitive Level: Applying (Application) REF: p. 5
e e
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
8. The nurse is conducting a class on prioritysetting for a group of new graduate nurses. Which is
e e e
an example of a first-level priority problem?
a Patient with postoperative pain
.
b Newlydiagnosed patient with diabetes who needs diabetic teaching
e e
.
c Individual with a small laceration on the sole of the foot
.
d Individual with shortness of breath and respiratorydistress
.
ANS: D
First-
level priorityproblems are those that are emergent, life threatening, and immediate (e.g., establishin
e
g an airway, supporting breathing, maintaining circulation, monitoring abnormal vital signs) (see T
e e e
able 1-1).
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 4
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
e
9. When considering priority setting of problems, the nurse keepsin mind that second- e
level priorityproblems include which of these aspects?
EditionBickleyTestBank
CHAPTER 1 Foundationsfor Clinical Proficiency
e
MULTIPLE CHOICE
1. After completing an initial assessment of a patient, the nurse has charted that his respirations ar
e e e
e eupneic and his pulse is 58 beats per minute. These types of data would be:
e e
a Objective.
.
b Reflective.
.
c Subjective.
.
d Introspective.
.
ANS: A
Objective data are what the health professional observes byinspecting, percussing, palpating, and e
auscultating during the physical examination. Subjective data is what the person says about him o
e e e
r herself during historytaking. The terms reflective and introspective are not used to describe data.
e
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 verynervous, is nauseated, and feels hot. These types of dat
e e e e e e e
a would be:
e
a Objective.
.
b Reflective.
.
c Subjective.
.
d Introspective.
.
ANS: C
Subjective data are what the person says about him or herself during historytaking. Objective data
e
are what the health professional observes by inspecting, percussing, palpating, and
e
auscultating during the physical examination. The terms reflective and introspective are not used
e
,to describe data.
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 2
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
e
3. The patients record, laboratorystudies, objective data, and subjective data combine to form th
e e e
e:
a Data base.
.
b Admitting data.
.
c Financial statement.
.
d Discharge summary.
.
ANS: A
Together with the patients record and laboratory studies, the objective and subjective data form th
e data base. The other items are not part of the patients record, laboratorystudies, or data.
e
DIF: Cognitive Level: Remembering (Knowledge) REF: p. 2
e
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
e
4. When listening to a patients breath sounds, the nurse is unsure of a sound that is heard. The nur
e e e e e
ses next action should be to:
e e
a Immediatelynotify the patients physician.
.
b Document the sound exactlyas it was heard.
e
.
c Validate the data byasking a coworker to listen to the breath sounds.
.
d Assess again in 20 minutes to note whether the sound is still present.
e e
.
ANS: C
When unsure of a sound heard while listening to a patients breath sounds, the nurse validates the dat
a to ensure accuracy. If the nurse has less experience in an area, then he or she asks an expert to liste
e e e e
n.
DIF: Cognitive Level: Analyzing (Analysis) REF: p. 2
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 nur
e e
se 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:
e
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
e
links.
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 3
e
MSC: Client Needs: General
6. Expert nurses learn to attend to a pattern of assessment data and act without consciously lab
eling 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 assess
e e e e e e
ment data and act without consciouslylabeling it. The other options are not correct.
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 4
e
MSC: Client Needs: General
7. The nurse is reviewing information about evidence-
e
based practice (EBP). Which statement best reflects EBP?
, a EBP relies on tradition for support ofbest practices.
.
b EBP is simplythe use of best practice techniques for the treatment of patients.
e
.
c EBP emphasizes the use of best evidence with the clinicians experience.
e e
.
d The patients own preferences are not important with EBP.
e e
.
ANS: C
EBP is a systematic approach to practice that emphasizes the use of best evidence in combination wi
e
th the clinicians experience, as well as patient preferences and values, when making decisions about
e
care and treatment. EBP is more than simplyusing the best practice techniques to treat patients, and
e
questioning tradition is important when no compelling and supportive research evidence exists. e
DIF: Cognitive Level: Applying (Application) REF: p. 5
e e
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
8. The nurse is conducting a class on prioritysetting for a group of new graduate nurses. Which is
e e e
an example of a first-level priority problem?
a Patient with postoperative pain
.
b Newlydiagnosed patient with diabetes who needs diabetic teaching
e e
.
c Individual with a small laceration on the sole of the foot
.
d Individual with shortness of breath and respiratorydistress
.
ANS: D
First-
level priorityproblems are those that are emergent, life threatening, and immediate (e.g., establishin
e
g an airway, supporting breathing, maintaining circulation, monitoring abnormal vital signs) (see T
e e e
able 1-1).
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 4
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
e
9. When considering priority setting of problems, the nurse keepsin mind that second- e
level priorityproblems include which of these aspects?
