Test Bank for Wilkins’ Clinical Assessment in
Respiratory Care,
9th Edition by Albert J. Heuer,
Chapters 1 - 21
,Wilkins' Clinical Assessment in Respiratory Care,
Contents:
Chapter 1. Preparing for the Patient Encounter
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Chapter 2. The Medical History and the Interview
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Chapter 3. Cardiopulmonary Symptoms
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Chapter 4. Vital Signs
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Chapter 5. Fundamentals of Physical Examination
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Chapter 6. Neurologic Assessment
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Chapter 7. Clinical Laboratory Studies
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Chapter 8. Interpretation of Blood Gases
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Chapter 9. Pulmonary Function Testing
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Chapter 10. Chest Imaging
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Chapter 11. Electrocardiography
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Chapter 12. Neonatal and Pediatric Assessment
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Chapter 13. Older Patient Assessment
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Chapter 14. Monitoring in Critical Care
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Chapter 15. Vascular Pressure Monitoring
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Chapter 16. Cardiac Output Measurement
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Chapter 17. Bronchoscopy
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Chapter 18. Nutritional Assessment
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Chapter 19. Sleep and Breathing Assessment
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Chapter 20. Home Care Patient Assessment
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Chapter 21. Documentation
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,Chapter 1: Preparing for the Patient Encounter
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Test Bank
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MULTIPLE CHOICE Qg
1. Which of the following activities is not part of the role of respiratory therapists
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Qg(RTs) in patient assessment?
Qg Qg Qg
a. Assist the physician with diagnostic reasoning skills.
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b. Help the physician select appropriate pulmonary function tests.
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c. Interpret arterial blood gas values and suggest mechanical ventilation changes.
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d. Document the patient diagnosis in the patient’s chart.
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ANSWER: Q g D
RTs are not qualified to make an official diagnosis. This is the role of the attending
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physician.
Qg
REF: Q g Table 1-1, pg. 4 Qg Qg Qg OBJ: Q g Q g 9
2. In which of the following stages of patient–clinician interaction is the review of
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Qg physician orders carried out? Qg Qg Qg
a. Treatment stage Qg
b. Introductory stage Qg
c. Preinteraction stage Qg
d. Initial assessment stage Qg Qg
ANSWER: Q g C
Physician orders should be reviewed in the patient’s chart before the physician sees the
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patient.
Qg
REF: Q g Table 1-1, pg. 4 Qg Qg Qg OBJ: Q g Q g 9
3. In which stage of patient–clinician interaction is the patient identification bracelet
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Qg checked?
a. Introductory stage Qg
b. Preinteraction stage Qg
c. Initial assessment stage Qg Qg
d. Treatment stage Qg
ANSWER: Q g A
The patient ID bracelet must be checked before moving forward with assessment and
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treatment.
Qg
REF: Q g Table 1-1, pg. 4 Qg Qg Qg OBJ: Q g Q g 9
4. What should be done just before the patient’s ID bracelet is checked?
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a. Check the patient’s SpO2. Qg Qg Qg
b. Ask the patient for permission.
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c. Check the chart for vital signs. Qg Qg Qg Qg Qg
d. Listen to breath sounds. Qg Qg Qg
ANSWER: Q g B
It is considered polite to ask the patient for permission before touching and reading
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his or her ID bracelet.
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, REF: Qg Qg pg. 3 Qg OBJ: Q g Q g 3 | 5 Qg Qg
5. What is the goal of the introductory phase?
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a. Assess the patient’s apparent age.
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b. Identify the patient’s family history.
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c. Determine the patient’s diagnosis. Qg Qg Qg
d. Establish a rapport with the patient. Qg Qg Qg Qg Qg
ANSWER: Q g D
The introductory phase is all about getting to know the patient and establishing a rapport
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with him or her.
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REF: Q g Table 1-1, pg. 4 Qg Qg Qg OBJ: Q g Q g 3
6. Which of the following behaviors is not consistent with resistive behavior of a patient?
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a. Crossed arms Qg
b. Minimal eye contact Qg Qg
c. Brief answers to questions
Qg Qg Qg
d. Asking the purpose of the treatment
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ANSWER: Q g D
If a patient asks about the purpose of the treatment you are about to give, this
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generally indicates that he or she is not upset.
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REF: Q g Table 1-1, pg. 4 Qg Qg Qg OBJ: Q g Q g 3
7. What is the main purpose of the initial assessment stage?
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a. To identify any allergies to medications
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b. To document the patient’s smoking history
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c. To personally get to know the patient better
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d. To verify that the prescribed treatment is still needed and appropriate
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ANSWER: Q g D
When you first see the patient, you are encouraged to perform a brief assessment to
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make sure the treatment order by the physician is still appropriate. The patient’s status
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may have changed abruptly recently.
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REF: Q g Table 1-1, pg. 4 Qg Qg Qg OBJ: Q g Q g 3
8. What is the appropriate distance for the social space from the patient?
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a. 3 to 5 feet
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b. 4 to 12 feet
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c. 6 to 18 feet
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d. 8 to 20 feet
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ANSWER: Q g B
The social space is 4 to 12 feet.
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REF: Qg Qg pg. 5 Qg OBJ: Q g Q g 5
9. What is the appropriate distance for the personal space?
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, a. 0 to 18 inches
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b. 18 inches to 4 feet
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c. 4 to 12 feet
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d. 6 to 15 feet
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ANSWER: Q g B
The personal space is about 2 to 4 feet from the patient.
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REF: Qg Qg pg. 5 Qg OBJ: Q g Q g 5
10. Which of the following activities is best performed in the personal space?
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a. The interview Qg
b. The introduction Qg
c. The physical examination
Qg Qg
d. Listening for breath sounds Qg Qg Qg
ANSWER: Q g A
The interview is best performed with you sitting about 2 to 4 feet from the patient. If
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you sit farther away, the patient will have to answer your questions in a louder
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voice, and because some of the information may be private, this would diminish
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communication.
Qg
REF: Q g Table 1-1, pg. 4 Qg Qg Qg OBJ: Q g Q g 5
11. What type of behavior is least appropriate in the patient’s intimate space?
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a. Eye contact Qg
b. Pulse check Qg
c. Auscultation
d. Simple commands Qg
ANSWER: Q g A
Eye contact is inappropriate in the intimate space and will make the patient very
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uncomfortable.
Qg
REF: Qg Qg pg. 3 Qg OBJ: Q g Q g 5
12. You are riding in an elevator at the hospital where you are employed as an RT. The
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elevator is full, but standing next to you is Joe, the RT who is scheduled to relieve
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you. He turns to you and asks, “How is Mr. Copper doing?” Earlier in the day, Mr.
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Copper had a cardiac arrest, and he is now being mechanically ventilated. How
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should you respond to Joe?
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a. “He took a turn for the worse.”
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b. “He is fine.” Qg Qg
c. “Let’s talk later in the report room.”
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d. “He is on a ventilator and will keep you very busy.”
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ANSWER: Q g C
The patient’s right to privacy prevents care providers from discussing a patient’s clinical
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status in public places. All answers other than “c” are unethical; giving such answers
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could cause an RT to be in legal trouble and get fired.
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REF: Q g Table 1-2, pgs. 4-5 Qg Qg Qg OBJ: Q g Q g 6
13. In 1996, Congress passed the HIPAA. What does the letter “P” stand for?
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, a. Patient
b. Payment
c. Portability
d. Personal
ANSWER: Q g C
HIPAA stands for Health Insurance Portability and Accountability Act.
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REF: Qg Qg pg. 4 Qg OBJ: Q g Q g 6
14. Which of the following techniques for expressing genuine concern is the most difficult
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to use appropriately?
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a. Touch
b. Posture
c. Eye contact Qg
d. Proper introductions Qg
ANSWER: Q g A
Touch is most difficult to use properly because gender and cultural differences often
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become an issue.
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REF: Q g Table 1-1, pgs. 3-4
Qg Qg Qg OBJ: Q g Q g 5 | 7Qg Qg
15. Which of the following techniques is not associated with the demonstration of
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active listening?
Qg Qg
a. Good eye contact Qg Qg
b. Taking notes while a patient is talking
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c. Asking for clarification Qg Qg
d. Use of touch Qg Qg
ANSWER: Q g D
Use of touch helps with demonstrating empathy but has little to do with active listening.
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REF: Qg Qg pg. 2 Qg OBJ: Q g Q g 2
16. Two respiratory care students are taking their lunch break and want to compare notes
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about patients they have seen during the morning. Which of the following
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locations would be considered a violation of HIPAA standards?
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a. The unit nursing station in front of the unit clerk’s desk
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b. A table in the cafeteria with no one within hearing distance
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c. The respiratory department report room
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d. The intensive care unit (ICU) staff break room
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ANSWER: Q g A
Patient Health Information (PHI) should be discussed only in nonpublic areas of the
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hospital. The space in front of the unit clerk’s desk is likely to be occupied with
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members of the public asking for information.
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REF: Q g Table 1-2, pgs. 4-5
Qg Qg Qg OBJ: Q g Q g 6
,17. A 20-year-old respiratory care student enters the room of a 65-year-old female patient,
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Qgsaying, “Hi, Linda! I am Joe from Respiratory Care.” He immediately approaches her,
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Qglooks her in the eye, and places his stethoscope on her chest.
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a. Joe’s approach to this patient is appropriate.
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b. Joe has inappropriately entered the patient’s social space.
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c. Joe has inappropriately entered the patient’s personal space.
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d. Joe has inappropriately entered the patient’s intimate space.
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ANSWER: Q g D
Joe has established no rapport with this patient, has touched her without asking
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permission, and looks her in the eye while examining her.
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REF: Qg Qg pg. 4 Qg OBJ: Q g Q g 7
18. A respiratory care student returns from a clinical experience , excited that she has
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Qghad the opportunity to perform cardiopulmonary resuscitation (CPR) for the first
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Qgtime. She immediately goes to her Facebook page and describes her day. Which of
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Qgthe following entries would be a violation of HIPAA standards?
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a. “At clinical today got to do CPR on a patient on the 6th floor of Mercy
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Hospital. Patient survived! What a rush!!”
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b. “Got to do CPR for the first time today. Patient survived!! What a rush!”
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c. “Got to do CPR for the first time in clinical today! What a rush!!”
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d. All of the above Qg Qg Qg
ANSWER: Q g D
Patient Health Information (PHI) must not be shared in a public location. Facebook is
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considered a public forum. Although the student did not give specific identifiers in
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answers a, b, or c, there was enough information that someone familiar with either
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the patient or the student could possibly have deduced the identity of the patient.
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REF: Q g Table 1-2, pgs. 4-5 Qg Qg Qg OBJ: Q g Q g 6
19. Which of the following would be the most appropriate way for respiratory care
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Qgstudent Amy Long to initially approach a 58-year-old female patient, Mrs. Nora
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QgJones?
a. “Hello, Mrs. Jones. I am Amy from respiratory care, and with your
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permission I would like to assess you for your treatment.” (Amy stands 5
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feet from the patient and makes direct eye contact.)
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b. Hey there, Nora! Isn’t this a great day!?! I’m Amy and I need to listen to
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you.” (Amy holds out her stethoscope in front of her and approaches the
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patient to within 1.5 feet.)
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c. “Hi, I’m Amy, here to give you your treatment.” (Amy makes no eye
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contact and looks around the room for a nebulizer.)
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d. Hi, Mrs. Jones. I’m here for your treatment.” (Amy makes direct eye contact.)
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ANSWER: Q g A
The initial contact with a patient should be from the patient’s social space (4 to 12
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feet). Patients should be addressed by their last name. When first speaking to a
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patient, the therapist should make direct eye contact, but he or she should not use
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direct eye contact when in the patient’s intimate space.
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REF: Q g Table 1-1, pgs. 3-4 Qg Qg Qg OBJ: Q g Q g 2 | 7 Qg Qg
,20. The umbrella term patient-centered care includes all of the following elements except:
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a. Individualized care. Qg
b. Assistance with financial and insurance issues. Qg Qg Qg Qg Qg
c. Patient involvement. Qg
d. Provider collaboration. Qg
ANSWER: Q g B
Patient-centered care involves individualized care, patient involvement, and provider
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collaboration.
Qg
REF: Qg Qg pg. 2 Qg OBJ: Q g Q g 1
21. The golden rule of bedside care can be summarized
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Qg as:
a. Patients should be cared for primarily at the bedside.
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b. All patient services (e.g., x-ray, nursing care, respiratory care) should be
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delivered to the patient at the bedside whenever possible.
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c. As a caregiver, at all times treat a patient as you would hope to be
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treated if you were the patient.
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d. Make sure that all safety equipment is in place at the bedside for maximum
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patient protection from hazards such as falls.
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ANSWER: Q g C
The golden rule is that as a caregiver, you treat patients the way you wish to be treated.
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REF: Qg Qg pg. 2 Qg OBJ: Q g Q g 1
22. In interacting with patients, behaviors such as body movements, touch and eye
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Qg movements, and facial expressions would be examples of:
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a. Nonverbal communication. Qg
b. Expressions of caregiver interest in patient welfare. Qg Qg Qg Qg Qg Qg
c. Mechanisms to put patients at ease. Qg Qg Qg Qg Qg
d. None of the above. Qg Qg Qg
ANSWER: Q g A
These are mechanisms of nonverbal communication that help to put patients at ease
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and can be used to communicate caregiver concern to patients.
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REF: Qg Qg pg. 2 Qg OBJ: Q g Q g 2
23. In determining the course of treatment for a 20-year-old patient hospitalized for
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Qgexacerbation of cystic fibrosis, the most effective course of action would be:
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a. Formulating a treatment plan based on the therapist’s knowledge of the
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disease and its treatment and then presenting it to the patient.
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b. Formulating a treatment plan with the physician and nurse and then
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presenting it to the patient.
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c. Interviewing the patient and strictly following the patient’s preferences with
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regard to treatment.
Qg Qg Qg
d. Interviewing the patient to determine his or her preferences for treatment,
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formulating a treatment plan in collaboration with the nurse and physician
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based on both patient preferences and the team’s knowledge of the disease
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and its treatment,
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, and presenting it to the patient.
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ANSWER: Q g D
Patient-centered care must be highly collaborative, with input from both the patient and
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caregivers.
Qg
REF: Qg Qg pg. 7 Qg OBJ: Q g Q g 4 | 8Qg Qg
24. While interviewing a patient in a room with another patient and that patient’s family
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present, the appropriate course of action for an RT would be to:
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a. Introduce himself or herself to the patient from a distance of about 5 to 7
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Qg feet and proceed with the interview.
Qg Qg Qg Qg Qg
b. Introduce himself or herself to the patient from a distance of about 5 to 7
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feet, move to within 2 to 3 feet of the patient, and proceed with the
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interview.
Qg
c. Introduce himself or herself to the patient from a distance of about 5 to 7
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feet, move to within 2 to 3 feet of the patient, draw the privacy curtain
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around the bed, and proceed with the interview.
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d. Introduce himself or herself to the patient from a distance of about 5 to 7
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feet, draw the privacy curtain around the bed, sit on the bed about 1 foot
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from the patient, and proceed with the interview.
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ANSWER: Q g C
Normally, interviews are carried out in the personal space (within 18 inches to 4 feet of
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the patient), not the intimate space (from 1 to 18 inches from the patient). The
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
privacy curtain should be in place because others are in the room.
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REF: Qg Qg pg. 3 Qg OBJ: Q g Q g 3
25. A male therapist is discussing a treatment plan with a female patient who is sitting up
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in bed, dressed in a hospital gown and wearing a full head covering with only her
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
face showing. Her husband is in the room, and from previous encounters it is clear
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
that she defers to him. The most effective way to present this treatment plan would
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
be for the therapist to:
Qg Qg Qg Qg Qg
a. Present the patient with a written summary of the plan and ask her to look it over.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
b. Ask the woman’s husband to step out of the room while the plan is being
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
discussed with the patient.
Qg Qg Qg Qg
c. Explain the plan to the patient, maintaining eye contact with her at all
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
times and encouraging her to ask any questions she might have.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
d. Explain the plan to the patient and her husband, and encourage both to
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
ask any questions they might have.
Qg Qg Qg Qg Qg Qg
ANSWER: Q g D
From the woman’s dress and previous behavior, it is likely that she is Muslim, with
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
traditional values and customs. Therefore, both she and her husband will find it
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
inappropriate, if not offensive, that he not be included in discussions of treatment.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Cultural values must be taken into account if truly effective patient treatment is to
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
occur.
Qg
REF: Qg Qg pg. 5 Qg OBJ: Q g Q g 4 | 7Qg Qg
, 26. The therapist enters the room of a 6-year-old victim of an automobile accident who
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Qgis unconscious and receiving ventilation therapy. The therapist assesses the patient,
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Qggives a treatment, and suctions the patient. The patient’s mother then asks in a
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Qgworried voice, “Is he going to be all right?” The appropriate response for the
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Qgtherapist would be: Qg Qg
a. “I just looked at the CT scan of his brain, and I believe the swelling is
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
going down. He should recover within the next couple of weeks.”
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
b. “I’m unable to give you any information about your child’s condition.”
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
c. “I am just the respiratory therapist, and I really do not know anything.”
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
d. “I’m sorry, but our policy is that only the doctor can give you information
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
about your child’s prognosis. Let me step out and find out when the doctor
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
will be back in the unit.”
Qg Qg Qg Qg Qg Qg
ANSWER: Q g D
Response “a” is inappropriate because it is not within the scope of practice of an RT
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
to render medical opinions about a patient’s condition to the family. Answer “b,”
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
while correct, is unnecessarily abrupt. Answer “c” is both abrupt and is probably not
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
true. Answer “d” meets HIPAA and hospital policy requirements while also providing
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
good patient care and customer service.
Qg Qg Qg Qg Qg Qg
REF: Qg Qg pgs. 4-5 Qg OBJ: Q g Q g 6
27. In order to deliver effective patient education for use of a particular treatment, the
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Qgfirst step should be to:
Qg Qg Qg Qg
a. Describe to the patient the equipment that will be used for the treatments.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
b. Describe to the patient the medications that will be used for the treatments.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
c. Assess the patient’s learning needs by identifying learning barriers,
Qg Qg Qg Qg Qg Qg Qg Qg
determining the way the patient best learns, and evaluating the patient’s
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
readiness to learn.
Qg Qg Qg
d. Describe to the patient the schedule for the treatments to be given.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
ANSWER: Q g C
Although the patient will eventually have to learn about equipment, medications, and
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
schedules, this learning will not occur effectively until the patient’s learning needs are
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
determined.
Qg
REF: Qg Qg pgs. 6-7 Qg OBJ: Q g Q g 9
28. One effective teaching tool is the teach-back method. This is:
Qg Qg Qg Qg Qg Qg Qg Qg Qg
a. A technique where the teacher explains the procedure to the learner and
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
has the learner repeat the information in his or her own words.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
b. A technique where the teacher explains the procedure to the learner and
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
then has the learner explain it to family members after the teacher has
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
left the room.
Qg Qg Qg
c. A technique where the teacher gives the equipment to the learner and
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
has the learner experiment with it until he or she can use it
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
correctly.
Qg
d. None of the above. Qg Qg Qg
ANSWER: Q g A
The teach-back method has the learner hear the explanation and then give a “return
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
demonstration” to the teacher to be sure that the learner has the correct information.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
REF: Qg Qg pg. 7 Qg OBJ: Q g Q g 9
Respiratory Care,
9th Edition by Albert J. Heuer,
Chapters 1 - 21
,Wilkins' Clinical Assessment in Respiratory Care,
Contents:
Chapter 1. Preparing for the Patient Encounter
Qg Qg Qg Qg Qg Qg
Chapter 2. The Medical History and the Interview
Qg Qg Qg Qg Qg Qg Qg
Chapter 3. Cardiopulmonary Symptoms
Qg Qg Qg
Chapter 4. Vital Signs
Qg Qg Qg
Chapter 5. Fundamentals of Physical Examination
Qg Qg Qg Qg Qg
Chapter 6. Neurologic Assessment
Qg Qg Qg
Chapter 7. Clinical Laboratory Studies
Qg Qg Qg Qg
Chapter 8. Interpretation of Blood Gases
Qg Qg Qg Qg Qg
Chapter 9. Pulmonary Function Testing
Qg Qg Qg Qg
Chapter 10. Chest Imaging
Qg Qg Qg
Chapter 11. Electrocardiography
Qg Qg
Chapter 12. Neonatal and Pediatric Assessment
Qg Qg Qg Qg Qg
Chapter 13. Older Patient Assessment
Qg Qg Qg Qg
Chapter 14. Monitoring in Critical Care
Qg Qg Qg Qg Qg
Chapter 15. Vascular Pressure Monitoring
Qg Qg Qg Qg
Chapter 16. Cardiac Output Measurement
Qg Qg Qg Qg
Chapter 17. Bronchoscopy
Qg Qg
Chapter 18. Nutritional Assessment
Qg Qg Qg
Chapter 19. Sleep and Breathing Assessment
Qg Qg Qg Qg Qg
Chapter 20. Home Care Patient Assessment
Qg Qg Qg Qg Qg
Chapter 21. Documentation
Qg Qg
,Chapter 1: Preparing for the Patient Encounter
Qg Qg Qg Qg Qg Qg
Test Bank
Qg Qg
MULTIPLE CHOICE Qg
1. Which of the following activities is not part of the role of respiratory therapists
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Qg(RTs) in patient assessment?
Qg Qg Qg
a. Assist the physician with diagnostic reasoning skills.
Qg Qg Qg Qg Qg Qg
b. Help the physician select appropriate pulmonary function tests.
Qg Qg Qg Qg Qg Qg Qg
c. Interpret arterial blood gas values and suggest mechanical ventilation changes.
Qg Qg Qg Qg Qg Qg Qg Qg Qg
d. Document the patient diagnosis in the patient’s chart.
Qg Qg Qg Qg Qg Qg Qg
ANSWER: Q g D
RTs are not qualified to make an official diagnosis. This is the role of the attending
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
physician.
Qg
REF: Q g Table 1-1, pg. 4 Qg Qg Qg OBJ: Q g Q g 9
2. In which of the following stages of patient–clinician interaction is the review of
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Qg physician orders carried out? Qg Qg Qg
a. Treatment stage Qg
b. Introductory stage Qg
c. Preinteraction stage Qg
d. Initial assessment stage Qg Qg
ANSWER: Q g C
Physician orders should be reviewed in the patient’s chart before the physician sees the
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
patient.
Qg
REF: Q g Table 1-1, pg. 4 Qg Qg Qg OBJ: Q g Q g 9
3. In which stage of patient–clinician interaction is the patient identification bracelet
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Qg checked?
a. Introductory stage Qg
b. Preinteraction stage Qg
c. Initial assessment stage Qg Qg
d. Treatment stage Qg
ANSWER: Q g A
The patient ID bracelet must be checked before moving forward with assessment and
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
treatment.
Qg
REF: Q g Table 1-1, pg. 4 Qg Qg Qg OBJ: Q g Q g 9
4. What should be done just before the patient’s ID bracelet is checked?
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
a. Check the patient’s SpO2. Qg Qg Qg
b. Ask the patient for permission.
Qg Qg Qg Qg
c. Check the chart for vital signs. Qg Qg Qg Qg Qg
d. Listen to breath sounds. Qg Qg Qg
ANSWER: Q g B
It is considered polite to ask the patient for permission before touching and reading
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
his or her ID bracelet.
Qg Qg Qg Qg Qg
, REF: Qg Qg pg. 3 Qg OBJ: Q g Q g 3 | 5 Qg Qg
5. What is the goal of the introductory phase?
Qg Qg Qg Qg Qg Qg Qg
a. Assess the patient’s apparent age.
Qg Qg Qg Qg
b. Identify the patient’s family history.
Qg Qg Qg Qg
c. Determine the patient’s diagnosis. Qg Qg Qg
d. Establish a rapport with the patient. Qg Qg Qg Qg Qg
ANSWER: Q g D
The introductory phase is all about getting to know the patient and establishing a rapport
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
with him or her.
Qg Qg Qg Qg
REF: Q g Table 1-1, pg. 4 Qg Qg Qg OBJ: Q g Q g 3
6. Which of the following behaviors is not consistent with resistive behavior of a patient?
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
a. Crossed arms Qg
b. Minimal eye contact Qg Qg
c. Brief answers to questions
Qg Qg Qg
d. Asking the purpose of the treatment
Qg Qg Qg Qg Qg
ANSWER: Q g D
If a patient asks about the purpose of the treatment you are about to give, this
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
generally indicates that he or she is not upset.
Qg Qg Qg Qg Qg Qg Qg Qg Qg
REF: Q g Table 1-1, pg. 4 Qg Qg Qg OBJ: Q g Q g 3
7. What is the main purpose of the initial assessment stage?
Qg Qg Qg Qg Qg Qg Qg Qg Qg
a. To identify any allergies to medications
Qg Qg Qg Qg Qg
b. To document the patient’s smoking history
Qg Qg Qg Qg Qg
c. To personally get to know the patient better
Qg Qg Qg Qg Qg Qg Qg
d. To verify that the prescribed treatment is still needed and appropriate
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
ANSWER: Q g D
When you first see the patient, you are encouraged to perform a brief assessment to
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
make sure the treatment order by the physician is still appropriate. The patient’s status
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
may have changed abruptly recently.
Qg Qg Qg Qg Qg
REF: Q g Table 1-1, pg. 4 Qg Qg Qg OBJ: Q g Q g 3
8. What is the appropriate distance for the social space from the patient?
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
a. 3 to 5 feet
Qg Qg Qg
b. 4 to 12 feet
Qg Qg Qg
c. 6 to 18 feet
Qg Qg Qg
d. 8 to 20 feet
Qg Qg Qg
ANSWER: Q g B
The social space is 4 to 12 feet.
Qg Qg Qg Qg Qg Qg Qg
REF: Qg Qg pg. 5 Qg OBJ: Q g Q g 5
9. What is the appropriate distance for the personal space?
Qg Qg Qg Qg Qg Qg Qg Qg
, a. 0 to 18 inches
Qg Qg Qg
b. 18 inches to 4 feet
Qg Qg Qg Qg
c. 4 to 12 feet
Qg Qg Qg
d. 6 to 15 feet
Qg Qg Qg
ANSWER: Q g B
The personal space is about 2 to 4 feet from the patient.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
REF: Qg Qg pg. 5 Qg OBJ: Q g Q g 5
10. Which of the following activities is best performed in the personal space?
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
a. The interview Qg
b. The introduction Qg
c. The physical examination
Qg Qg
d. Listening for breath sounds Qg Qg Qg
ANSWER: Q g A
The interview is best performed with you sitting about 2 to 4 feet from the patient. If
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
you sit farther away, the patient will have to answer your questions in a louder
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
voice, and because some of the information may be private, this would diminish
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
communication.
Qg
REF: Q g Table 1-1, pg. 4 Qg Qg Qg OBJ: Q g Q g 5
11. What type of behavior is least appropriate in the patient’s intimate space?
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
a. Eye contact Qg
b. Pulse check Qg
c. Auscultation
d. Simple commands Qg
ANSWER: Q g A
Eye contact is inappropriate in the intimate space and will make the patient very
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
uncomfortable.
Qg
REF: Qg Qg pg. 3 Qg OBJ: Q g Q g 5
12. You are riding in an elevator at the hospital where you are employed as an RT. The
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
elevator is full, but standing next to you is Joe, the RT who is scheduled to relieve
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
you. He turns to you and asks, “How is Mr. Copper doing?” Earlier in the day, Mr.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Copper had a cardiac arrest, and he is now being mechanically ventilated. How
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
should you respond to Joe?
Qg Qg Qg Qg Qg
a. “He took a turn for the worse.”
Qg Qg Qg Qg Qg Qg
b. “He is fine.” Qg Qg
c. “Let’s talk later in the report room.”
Qg Qg Qg Qg Qg Qg
d. “He is on a ventilator and will keep you very busy.”
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
ANSWER: Q g C
The patient’s right to privacy prevents care providers from discussing a patient’s clinical
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
status in public places. All answers other than “c” are unethical; giving such answers
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
could cause an RT to be in legal trouble and get fired.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
REF: Q g Table 1-2, pgs. 4-5 Qg Qg Qg OBJ: Q g Q g 6
13. In 1996, Congress passed the HIPAA. What does the letter “P” stand for?
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
, a. Patient
b. Payment
c. Portability
d. Personal
ANSWER: Q g C
HIPAA stands for Health Insurance Portability and Accountability Act.
Qg Qg Qg Qg Qg Qg Qg Qg
REF: Qg Qg pg. 4 Qg OBJ: Q g Q g 6
14. Which of the following techniques for expressing genuine concern is the most difficult
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
to use appropriately?
Qg Qg Qg
a. Touch
b. Posture
c. Eye contact Qg
d. Proper introductions Qg
ANSWER: Q g A
Touch is most difficult to use properly because gender and cultural differences often
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
become an issue.
Qg Qg Qg
REF: Q g Table 1-1, pgs. 3-4
Qg Qg Qg OBJ: Q g Q g 5 | 7Qg Qg
15. Which of the following techniques is not associated with the demonstration of
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
active listening?
Qg Qg
a. Good eye contact Qg Qg
b. Taking notes while a patient is talking
Qg Qg Qg Qg Qg Qg
c. Asking for clarification Qg Qg
d. Use of touch Qg Qg
ANSWER: Q g D
Use of touch helps with demonstrating empathy but has little to do with active listening.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
REF: Qg Qg pg. 2 Qg OBJ: Q g Q g 2
16. Two respiratory care students are taking their lunch break and want to compare notes
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
about patients they have seen during the morning. Which of the following
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
locations would be considered a violation of HIPAA standards?
Qg Qg Qg Qg Qg Qg Qg Qg Qg
a. The unit nursing station in front of the unit clerk’s desk
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
b. A table in the cafeteria with no one within hearing distance
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
c. The respiratory department report room
Qg Qg Qg Qg
d. The intensive care unit (ICU) staff break room
Qg Qg Qg Qg Qg Qg Qg
ANSWER: Q g A
Patient Health Information (PHI) should be discussed only in nonpublic areas of the
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
hospital. The space in front of the unit clerk’s desk is likely to be occupied with
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
members of the public asking for information.
Qg Qg Qg Qg Qg Qg Qg
REF: Q g Table 1-2, pgs. 4-5
Qg Qg Qg OBJ: Q g Q g 6
,17. A 20-year-old respiratory care student enters the room of a 65-year-old female patient,
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Qgsaying, “Hi, Linda! I am Joe from Respiratory Care.” He immediately approaches her,
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Qglooks her in the eye, and places his stethoscope on her chest.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
a. Joe’s approach to this patient is appropriate.
Qg Qg Qg Qg Qg Qg
b. Joe has inappropriately entered the patient’s social space.
Qg Qg Qg Qg Qg Qg Qg
c. Joe has inappropriately entered the patient’s personal space.
Qg Qg Qg Qg Qg Qg Qg
d. Joe has inappropriately entered the patient’s intimate space.
Qg Qg Qg Qg Qg Qg Qg
ANSWER: Q g D
Joe has established no rapport with this patient, has touched her without asking
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
permission, and looks her in the eye while examining her.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
REF: Qg Qg pg. 4 Qg OBJ: Q g Q g 7
18. A respiratory care student returns from a clinical experience , excited that she has
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Qghad the opportunity to perform cardiopulmonary resuscitation (CPR) for the first
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Qgtime. She immediately goes to her Facebook page and describes her day. Which of
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Qgthe following entries would be a violation of HIPAA standards?
Qg Qg Qg Qg Qg Qg Qg Qg Qg
a. “At clinical today got to do CPR on a patient on the 6th floor of Mercy
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Hospital. Patient survived! What a rush!!”
Qg Qg Qg Qg Qg Qg
b. “Got to do CPR for the first time today. Patient survived!! What a rush!”
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
c. “Got to do CPR for the first time in clinical today! What a rush!!”
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
d. All of the above Qg Qg Qg
ANSWER: Q g D
Patient Health Information (PHI) must not be shared in a public location. Facebook is
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
considered a public forum. Although the student did not give specific identifiers in
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
answers a, b, or c, there was enough information that someone familiar with either
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
the patient or the student could possibly have deduced the identity of the patient.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
REF: Q g Table 1-2, pgs. 4-5 Qg Qg Qg OBJ: Q g Q g 6
19. Which of the following would be the most appropriate way for respiratory care
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Qgstudent Amy Long to initially approach a 58-year-old female patient, Mrs. Nora
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
QgJones?
a. “Hello, Mrs. Jones. I am Amy from respiratory care, and with your
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
permission I would like to assess you for your treatment.” (Amy stands 5
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
feet from the patient and makes direct eye contact.)
Qg Qg Qg Qg Qg Qg Qg Qg Qg
b. Hey there, Nora! Isn’t this a great day!?! I’m Amy and I need to listen to
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
you.” (Amy holds out her stethoscope in front of her and approaches the
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
patient to within 1.5 feet.)
Qg Qg Qg Qg Qg
c. “Hi, I’m Amy, here to give you your treatment.” (Amy makes no eye
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
contact and looks around the room for a nebulizer.)
Qg Qg Qg Qg Qg Qg Qg Qg Qg
d. Hi, Mrs. Jones. I’m here for your treatment.” (Amy makes direct eye contact.)
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
ANSWER: Q g A
The initial contact with a patient should be from the patient’s social space (4 to 12
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
feet). Patients should be addressed by their last name. When first speaking to a
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
patient, the therapist should make direct eye contact, but he or she should not use
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
direct eye contact when in the patient’s intimate space.
Qg Qg Qg Qg Qg Qg Qg Qg Qg
REF: Q g Table 1-1, pgs. 3-4 Qg Qg Qg OBJ: Q g Q g 2 | 7 Qg Qg
,20. The umbrella term patient-centered care includes all of the following elements except:
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
a. Individualized care. Qg
b. Assistance with financial and insurance issues. Qg Qg Qg Qg Qg
c. Patient involvement. Qg
d. Provider collaboration. Qg
ANSWER: Q g B
Patient-centered care involves individualized care, patient involvement, and provider
Qg Qg Qg Qg Qg Qg Qg Qg
collaboration.
Qg
REF: Qg Qg pg. 2 Qg OBJ: Q g Q g 1
21. The golden rule of bedside care can be summarized
Qg Qg Qg Qg Qg Qg Qg Qg
Qg as:
a. Patients should be cared for primarily at the bedside.
Qg Qg Qg Qg Qg Qg Qg Qg
b. All patient services (e.g., x-ray, nursing care, respiratory care) should be
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
delivered to the patient at the bedside whenever possible.
Qg Qg Qg Qg Qg Qg Qg Qg Qg
c. As a caregiver, at all times treat a patient as you would hope to be
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
treated if you were the patient.
Qg Qg Qg Qg Qg Qg
d. Make sure that all safety equipment is in place at the bedside for maximum
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
patient protection from hazards such as falls.
Qg Qg Qg Qg Qg Qg Qg
ANSWER: Q g C
The golden rule is that as a caregiver, you treat patients the way you wish to be treated.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
REF: Qg Qg pg. 2 Qg OBJ: Q g Q g 1
22. In interacting with patients, behaviors such as body movements, touch and eye
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Qg movements, and facial expressions would be examples of:
Qg Qg Qg Qg Qg Qg Qg
a. Nonverbal communication. Qg
b. Expressions of caregiver interest in patient welfare. Qg Qg Qg Qg Qg Qg
c. Mechanisms to put patients at ease. Qg Qg Qg Qg Qg
d. None of the above. Qg Qg Qg
ANSWER: Q g A
These are mechanisms of nonverbal communication that help to put patients at ease
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
and can be used to communicate caregiver concern to patients.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
REF: Qg Qg pg. 2 Qg OBJ: Q g Q g 2
23. In determining the course of treatment for a 20-year-old patient hospitalized for
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Qgexacerbation of cystic fibrosis, the most effective course of action would be:
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
a. Formulating a treatment plan based on the therapist’s knowledge of the
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
disease and its treatment and then presenting it to the patient.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
b. Formulating a treatment plan with the physician and nurse and then
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
presenting it to the patient.
Qg Qg Qg Qg Qg
c. Interviewing the patient and strictly following the patient’s preferences with
Qg Qg Qg Qg Qg Qg Qg Qg Qg
regard to treatment.
Qg Qg Qg
d. Interviewing the patient to determine his or her preferences for treatment,
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
formulating a treatment plan in collaboration with the nurse and physician
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
based on both patient preferences and the team’s knowledge of the disease
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
and its treatment,
Qg Qg Qg
, and presenting it to the patient.
Qg Qg Qg Qg Qg
ANSWER: Q g D
Patient-centered care must be highly collaborative, with input from both the patient and
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
caregivers.
Qg
REF: Qg Qg pg. 7 Qg OBJ: Q g Q g 4 | 8Qg Qg
24. While interviewing a patient in a room with another patient and that patient’s family
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
present, the appropriate course of action for an RT would be to:
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
a. Introduce himself or herself to the patient from a distance of about 5 to 7
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Qg feet and proceed with the interview.
Qg Qg Qg Qg Qg
b. Introduce himself or herself to the patient from a distance of about 5 to 7
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
feet, move to within 2 to 3 feet of the patient, and proceed with the
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
interview.
Qg
c. Introduce himself or herself to the patient from a distance of about 5 to 7
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
feet, move to within 2 to 3 feet of the patient, draw the privacy curtain
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
around the bed, and proceed with the interview.
Qg Qg Qg Qg Qg Qg Qg Qg
d. Introduce himself or herself to the patient from a distance of about 5 to 7
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
feet, draw the privacy curtain around the bed, sit on the bed about 1 foot
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
from the patient, and proceed with the interview.
Qg Qg Qg Qg Qg Qg Qg Qg
ANSWER: Q g C
Normally, interviews are carried out in the personal space (within 18 inches to 4 feet of
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
the patient), not the intimate space (from 1 to 18 inches from the patient). The
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
privacy curtain should be in place because others are in the room.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
REF: Qg Qg pg. 3 Qg OBJ: Q g Q g 3
25. A male therapist is discussing a treatment plan with a female patient who is sitting up
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
in bed, dressed in a hospital gown and wearing a full head covering with only her
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
face showing. Her husband is in the room, and from previous encounters it is clear
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
that she defers to him. The most effective way to present this treatment plan would
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
be for the therapist to:
Qg Qg Qg Qg Qg
a. Present the patient with a written summary of the plan and ask her to look it over.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
b. Ask the woman’s husband to step out of the room while the plan is being
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
discussed with the patient.
Qg Qg Qg Qg
c. Explain the plan to the patient, maintaining eye contact with her at all
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
times and encouraging her to ask any questions she might have.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
d. Explain the plan to the patient and her husband, and encourage both to
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
ask any questions they might have.
Qg Qg Qg Qg Qg Qg
ANSWER: Q g D
From the woman’s dress and previous behavior, it is likely that she is Muslim, with
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
traditional values and customs. Therefore, both she and her husband will find it
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
inappropriate, if not offensive, that he not be included in discussions of treatment.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Cultural values must be taken into account if truly effective patient treatment is to
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
occur.
Qg
REF: Qg Qg pg. 5 Qg OBJ: Q g Q g 4 | 7Qg Qg
, 26. The therapist enters the room of a 6-year-old victim of an automobile accident who
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Qgis unconscious and receiving ventilation therapy. The therapist assesses the patient,
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Qggives a treatment, and suctions the patient. The patient’s mother then asks in a
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Qgworried voice, “Is he going to be all right?” The appropriate response for the
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Qgtherapist would be: Qg Qg
a. “I just looked at the CT scan of his brain, and I believe the swelling is
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
going down. He should recover within the next couple of weeks.”
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
b. “I’m unable to give you any information about your child’s condition.”
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
c. “I am just the respiratory therapist, and I really do not know anything.”
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
d. “I’m sorry, but our policy is that only the doctor can give you information
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
about your child’s prognosis. Let me step out and find out when the doctor
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
will be back in the unit.”
Qg Qg Qg Qg Qg Qg
ANSWER: Q g D
Response “a” is inappropriate because it is not within the scope of practice of an RT
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
to render medical opinions about a patient’s condition to the family. Answer “b,”
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
while correct, is unnecessarily abrupt. Answer “c” is both abrupt and is probably not
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
true. Answer “d” meets HIPAA and hospital policy requirements while also providing
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
good patient care and customer service.
Qg Qg Qg Qg Qg Qg
REF: Qg Qg pgs. 4-5 Qg OBJ: Q g Q g 6
27. In order to deliver effective patient education for use of a particular treatment, the
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
Qgfirst step should be to:
Qg Qg Qg Qg
a. Describe to the patient the equipment that will be used for the treatments.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
b. Describe to the patient the medications that will be used for the treatments.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
c. Assess the patient’s learning needs by identifying learning barriers,
Qg Qg Qg Qg Qg Qg Qg Qg
determining the way the patient best learns, and evaluating the patient’s
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
readiness to learn.
Qg Qg Qg
d. Describe to the patient the schedule for the treatments to be given.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
ANSWER: Q g C
Although the patient will eventually have to learn about equipment, medications, and
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
schedules, this learning will not occur effectively until the patient’s learning needs are
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
determined.
Qg
REF: Qg Qg pgs. 6-7 Qg OBJ: Q g Q g 9
28. One effective teaching tool is the teach-back method. This is:
Qg Qg Qg Qg Qg Qg Qg Qg Qg
a. A technique where the teacher explains the procedure to the learner and
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
has the learner repeat the information in his or her own words.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
b. A technique where the teacher explains the procedure to the learner and
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
then has the learner explain it to family members after the teacher has
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
left the room.
Qg Qg Qg
c. A technique where the teacher gives the equipment to the learner and
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
has the learner experiment with it until he or she can use it
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
correctly.
Qg
d. None of the above. Qg Qg Qg
ANSWER: Q g A
The teach-back method has the learner hear the explanation and then give a “return
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
demonstration” to the teacher to be sure that the learner has the correct information.
Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg Qg
REF: Qg Qg pg. 7 Qg OBJ: Q g Q g 9
