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“NUR 216 (Health Assessment) 2024/2025 Test Bank – 300 Questions, Verified Answers, In-Depth Rationales – Actual Exam Qs, A+ Graded”

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“NUR 216 (Health Assessment) 2024/2025 Test Bank – 300 Questions, Verified Answers, In-Depth Rationales – Actual Exam Qs, A+ Graded” Course Level and Context NUR 216 (Health Assessment) is a core nursing course within the Bachelor of Science in Nursing (BSN) curriculum at Arizona College of Nursing. It is offered after admission to the Core Nursing Program (i.e., once nursing prerequisites and foundational courses are complete) and carries 3 credit hours Arizona College . Course Description (per Arizona College Catalog) “This course focuses on the gathering and evaluation of biopsychosocial data from adults and older adults to inform clinical judgment and make evidence-based decisions regarding priority actions. Emphasis is on physical assessment and health history taking. Course includes training in and practice of select health assessment skills in the laboratory setting.” Arizona College Prerequisites Admission to the Core Nursing Program (i.e., completion of general education and initial nursing courses) Arizona College Course Structure and Topics Covered While Arizona College of Nursing does not publicly publish a week-by-week syllabus, NUR 216 is traditionally organized around biopsychosocial concepts that underpin comprehensive health assessment. Below is an outline of the major topic areas typically covered, reflecting both the College’s description and standard Health Assessment curricula: Foundations of Health Assessment Role of assessment in nursing clinical judgment Therapeutic communication and interviewing techniques Cultural humility and patient-centered interviewing Documentation and data validation General Survey & Vital Signs Overall patient appearance, behavior, gait, and affect Accurate measurement and interpretation of: Temperature, pulse, respirations, blood pressure Pain assessment (numeric scales, OLDCARTS mnemonic) Lifespan considerations: variations in vitals (pediatrics vs. geriatrics) Skin, Hair & Nails Assessment Inspection and palpation techniques (turgor, moisture, lesions) Recognizing common dermatologic findings (rashes, ulcers, pressure injuries) Nail assessment (capillary refill, clubbing, fungal changes) Aging-related changes in integumentary system Head, Eyes, Ears, Nose & Throat (HEENT) Cranial nerve screening (II–XII) relevant to HEENT exam Visual acuity, pupillary reactions (PERRLA) Otoscopic exam: ear canal and tympanic membrane assessment Nasal patency, oral mucosa, dentition, and oropharynx inspection Neck assessment: lymph nodes, thyroid palpation Respiratory System Assessment Thoracic anatomy and mechanics of breathing Auscultation patterns: vesicular, bronchial, bronchovesicular sounds Adventitious sounds: crackles, wheezes, pleural friction rub Percussion techniques and tactile fremitus Recognizing signs of respiratory distress (use of accessory muscles, tripod position) Cardiovascular System Assessment Heart auscultation landmarks (aortic, pulmonic, tricuspid, mitral areas) Identification of S1, S2, and extra heart sounds (S3, S4) Palpation of peripheral pulses (radial, carotid, dorsalis pedis) Jugular venous distention (JVD) and capillary refill testing Peripheral vascular assessment: edema grading, skin temperature Abdominal & Gastrointestinal Assessment Inspection, auscultation, percussion, then palpation sequence Bowel sound characterization (normoactive, hypoactive, hyperactive) Assessment maneuvers: rebound tenderness (McBurney’s point), Murphy’s sign, fluid wave Identification of normal vs. abnormal findings (e.g., ascites vs. air-filled loops) Musculoskeletal System Assessment Inspection and palpation of joints (size, contour, warmth, swelling) Range of motion (active vs. passive) and muscle strength grading (0–5 scale) Spine and posture evaluation: kyphosis, lordosis, scoliosis Gait analysis (heel-to-toe pattern, arm swing, base of support) Neurological System Assessment Mental status examination: orientation, memory, abstract thinking (e.g., interpreting proverbs) Cranial nerve evaluation (I–XII) beyond HEENT: facial expressions, shoulder shrug (CN XI), tongue movement (CN XII) Sensory testing: light touch, pain (sharp vs. dull), temperature, vibration over bony prominences Motor function: tone, strength, coordination (finger-to-nose, rapid alternating movements) Reflexes: deep tendon reflexes (0–4+), plantar response (Babinski) Balance and proprioception: Romberg test, gait assessments Special Populations & Lifespan Variations Pediatric assessment modifications (e.g., distraction techniques, position changes) Geriatric considerations: thinner skin, diminished tactile sense, age-related vital sign changes Cultural and psychosocial factors influencing assessment (e.g., eye contact norms, modesty concerns) Functional assessment: activities of daily living (ADLs), Fall Risk screening Laboratory/Skills Practicum Hands-on practice of assessment skills in a mock clinical laboratory Use of assessment tools: sphygmomanometer, stethoscope, otoscope, ophthalmoscope, tuning fork Simulation scenarios integrating multiple system assessments Peer-to-peer and faculty-supervised return demonstration Note: Although the specific sequencing may vary by semester, all topics above align directly with the College’s emphasis on biopsychosocial data gathering, physical assessment techniques, and evidence-based decision making Arizona College . Summary Course Level: Undergraduate BSN core course (3 credits), taken after admission to the Core Nursing Program. Primary Focus: Development of clinical judgment through comprehensive health history and physical assessment skill acquisition. Key Units/Topics: Foundations of assessment (communication, interviewing) General survey & vital signs (including lifespan norms) Integumentary (skin, hair, nails) HEENT (head, eyes, ears, nose, throat) & neck Respiratory system (inspection, auscultation, percussion) Cardiovascular (heart sounds, pulses, JVD) Abdominal (inspection, auscultation, percussion, palpation) Musculoskeletal (joints, ROM, gait) Neurological (mental status, CNs, sensory, motor, reflexes) Special populations (pediatrics, geriatrics, cultural considerations) Laboratory practicum (hands-on skills practice) This structure ensures that, by course end, students can systematically collect and interpret biopsychosocial and physical data across multiple body systems—preparing them for advanced clinical courses and evidence-based practice. Arizona College

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Institución
BS Nursing
Grado
BS Nursing

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“NUR 216 (Health Assessment) 2024/2025 Test Bank –
300 Questions, Verified Answers, In-Depth Rationales –
Actual Exam Qs, A+ Graded”
NCLEX-RN–Style Practice Questions for NUR 216: Health
Assessment


Question 1: A 25-year-old female presents for her annual
exam. When obtaining her health history, which
statement by the nurse uses the best open-ended
interviewing technique?
A. "Do you exercise three times a week?"
B. "Tell me about your usual daily activities."
C. "You don’t smoke, do you?"
D. "How many cigarettes do you smoke a day?"
✅ Correct Answer: B
Rationale: Option B is an open-ended question that
invites the patient to describe activities in her own
words. Option A is closed and yes/no. Option C is a
leading question. Option D assumes smoking behavior
and limits responses to quantity.

,Question 2: During the general survey, the nurse
observes a 70-year-old man sitting with a stooped
posture, slow gait, and minimal facial expression. Which
condition should the nurse suspect?
A. Parkinson disease
B. Osteoarthritis
C. Chronic obstructive pulmonary disease (COPD)
D. Hyperthyroidism
✅ Correct Answer: A
Rationale: Stooped posture, bradykinesia, and masked
facies are characteristic of Parkinson disease.
Osteoarthritis affects joints but doesn’t alter facial
expression. COPD affects respiratory effort but not
gait/facial expression. Hyperthyroidism causes
hyperactivity and tremors, not slowed movement.


Question 3: A nurse is assessing vital signs on a healthy
30-year-old athlete after a marathon. Which finding
would be expected?
A. Bradycardia and hypotension
B. Tachycardia and fever
C. Hypopnea and bradypnea
D. Hypertension and tachypnea

,✅ Correct Answer: A
Rationale: Well-trained athletes often have resting
bradycardia and lower blood pressure due to efficient
cardiovascular conditioning. Tachycardia and fever
suggest infection; hypopnea is abnormal; hypertension
and tachypnea are not typical post-exercise responses.


Question 4: When inspecting a patient's nails, the nurse
notes clubbing. Which underlying condition is most
commonly associated?
A. Iron deficiency anemia
B. Chronic hypoxia (e.g., from COPD)
C. Diabetes mellitus
D. Dehydration
✅ Correct Answer: B
Rationale: Nail clubbing is associated with chronic
hypoxia (e.g., COPD, cystic fibrosis). Iron deficiency
causes spoon nails (koilonychia). Diabetes and
dehydration do not cause clubbing.


Question 5: A 45-year-old male of South Asian descent
complains of chest discomfort. On auscultation, the

, nurse hears an early systolic click. This finding suggests:
A. Aortic stenosis
B. Mitral valve prolapse
C. Tricuspid regurgitation
D. Ventricular septal defect
✅ Correct Answer: B
Rationale: An early systolic click is classic for mitral valve
prolapse. Aortic stenosis yields a systolic ejection
murmur. Tricuspid regurgitation produces a holosystolic
murmur at the left lower sternal border. VSD produces a
harsh holosystolic murmur.


Question 6: A nurse assessing respiratory effort notes
the presence of nasal flaring and intercostal retractions
in a 2-year-old child. These signs indicate:
A. Normal breathing
B. Respiratory distress
C. Bradypnea
D. Hyperresonance
✅ Correct Answer: B
Rationale: Nasal flaring and retractions are clinical signs
of respiratory distress in children. Bradypnea refers to

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Institución
BS Nursing
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BS Nursing

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Subido en
2 de junio de 2025
Número de páginas
131
Escrito en
2024/2025
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