100% satisfaction guarantee Immediately available after payment Both online and in PDF No strings attached 4.6 TrustPilot
logo-home
Exam (elaborations)

“2025 NUR 216 Health Assessment Test Bank – 300 Verified Practice Questions with Detailed Rationales – Actual Exam Qs, 100% Correct”

Rating
-
Sold
-
Pages
268
Grade
A+
Uploaded on
02-06-2025
Written in
2024/2025

“2025 NUR 216 Health Assessment Test Bank – 300 Verified Practice Questions with Detailed Rationales – Actual Exam Qs, 100% Correct” 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

Show more Read less
Institution
BS Nursing
Course
BS Nursing

Content preview

“2025 NUR 216 Health Assessment Test Bank – 300
Verified Practice Questions with Detailed Rationales –
Actual Exam Qs, 100% Correct”




Question 1: A 65-year-old Asian woman presents for her
first annual physical. During the health history interview,
which question is MOST appropriate for gathering her
dietary habits?
A. “Do you eat fruits and vegetables every day?”
B. “Describe a typical day’s meals and snacks for you.”
C. “How many calories do you consume in a day?”
D. “Do you avoid any foods for religious reasons?”
✅ Correct Answer: B
Rationale: Option B is open-ended and elicits a
comprehensive dietary pattern without leading the
patient. It aligns with evidence-based interviewing by
allowing the patient to describe habits in her own words.
Option A is a closed yes/no question and may not
capture overall dietary patterns. Option C asks for

,precise calorie counts, which most patients cannot
accurately estimate. Option D is a valid question if
cultural or religious food restrictions are suspected;
however, evidence-based practice prioritizes a broad,
open-ended dietary assessment before narrowing to
cultural or religious specifics.


Question 2: A 30-year-old male patient from a rural farm
community presents with fatigue. The nurse is obtaining
his health history. Which statement BEST follows
evidence-based interviewing techniques?
A. “You probably don’t exercise much if you live on a
farm, do you?”
B. “Tell me about your daily activities and any work-
related physical demands.”
C. “Are you too tired to do your farming work?”
D. “You must eat a lot of fast food; is that true?”
✅ Correct Answer: B
Rationale: Option B is open-ended and nonjudgmental,
allowing the patient to explain daily activities. It follows
evidence-based interviewing by eliciting information
without assumptions. Option A is leading and assumes
lack of exercise. Option C is closed-ended and assumes

,fatigue is preventing work, which may bias responses.
Option D is presumptive and not evidence-based; it
stereotypes rural lifestyles and can alienate the patient.


Question 3: When assessing alcohol use in a 19-year-old
college student during a health history interview, which
screening question aligns with best practice?
A. “How often do you drink alcohol?”
B. “Do you ever binge drink on weekends?”
C. “How many drinks do you have on a typical day when
you drink?”
D. “Do you think you have a problem with alcohol?”
✅ Correct Answer: C
Rationale: Option C is from the AUDIT-C screening tool, a
validated approach for quantifying alcohol consumption
(number of drinks). It is evidence-based and helps
identify patterns of risk. Option A is too vague; it doesn’t
quantify consumption. Option B focuses on binge
drinking but is still closed and leading. Option D asks the
patient to self-identify a problem, which underestimates
consumption and may not elicit accurate information.

, Question 4: A 45-year-old African-American woman
expresses concern about breast cancer risk. Which family
history question is MOST critical to include?
A. “Has any female relative ever had any type of cancer?”
B. “Did your mother or sister ever undergo
mammography?”
C. “Did any first-degree relative have breast or ovarian
cancer?”
D. “Has anyone in your family ever been diagnosed with
heart disease?”
✅ Correct Answer: C
Rationale: Option C specifically targets first-degree
relatives (mother, sister, daughter) with breast or ovarian
cancer, which significantly increases the patient’s risk.
This is evidence-based for risk stratification. Option A is
too broad and doesn’t specify type or degree of relation.
Option B asks about screening behaviors rather than
actual diagnoses. Option D is important for
cardiovascular risk but not for breast cancer risk
assessment.


Question 5: During health history, a 28-year-old Hispanic
male with type 2 diabetes expresses difficulty adhering

Written for

Institution
BS Nursing
Course
BS Nursing

Document information

Uploaded on
June 2, 2025
Number of pages
268
Written in
2024/2025
Type
Exam (elaborations)
Contains
Questions & answers

Subjects

Get to know the seller

Seller avatar
Reputation scores are based on the amount of documents a seller has sold for a fee and the reviews they have received for those documents. There are three levels: Bronze, Silver and Gold. The better the reputation, the more your can rely on the quality of the sellers work.
NursingExamGuide Princeton University
View profile
Follow You need to be logged in order to follow users or courses
Sold
41
Member since
1 year
Number of followers
1
Documents
497
Last sold
1 day ago
NursingExamGuide

High-quality nursing test banks built with textbook-aligned questions and NCLEX-style MCQs to support nursing exams across all levels. Reliable, structured nursing study resources designed to reinforce concepts and academic mastery. Designed to help you study smarter and pass with confidence.

4.0

1 reviews

5
0
4
1
3
0
2
0
1
0

Recently viewed by you

Why students choose Stuvia

Created by fellow students, verified by reviews

Quality you can trust: written by students who passed their tests and reviewed by others who've used these notes.

Didn't get what you expected? Choose another document

No worries! You can instantly pick a different document that better fits what you're looking for.

Pay as you like, start learning right away

No subscription, no commitments. Pay the way you're used to via credit card and download your PDF document instantly.

Student with book image

“Bought, downloaded, and aced it. It really can be that simple.”

Alisha Student

Frequently asked questions