TEST BANK for Evidence-Based jh jh jh
Physical Examination: Best Practices
jh jh jh
for Health and Well-Being Assessment
jh jh jh jh jh
2nd Edition by Kate Gawlik
jh jh jh jh jh
ALL CHAPTERS 1-29 WITH RATIONALES| A+ GRADE
jh jh jh jh jh jh
Page 1 of 786
jh jh jh
, Chapter 1. APPROACH TO EVIDENCE-BASED ASSESSMENT OF HEALTH AND WELL-
jh jh jh jh jh jh jh jh jh
BEING jh
MULTIPLE CHOICE jh
1. After completing an initial assessment of a patient, the nurse has charted that his respirations
jh jh jh jh jh jh jh jh jh jh jh jh jh jh
are eupneic and his pulse is 58 beats per minute. These types of data would be:
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: A jh
Objective data are what the health professional observes by inspecting, percussing, palpating, and
jh jh jh jh jh jh jh jh jh jh jh jh
auscultating during the physical examination. Subjective data is what the person says about him or
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
herself during history taking. The terms reflective and introspective are not used to describe data.
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
DIF: Cognitive Level: Understanding (Comprehension) REF: z. 2
jh jh jh jh jh jh jh
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
jh jh jh jh jh jh jh jh jh jh
2. A patient tells the nurse that he is very nervous, is nauseated, and feels hot. These types of data
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
would be:
jh jh
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: C jh
Subjective data are what the person says about him or herself during history taking. Objective data
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
are what the health professional observes by inspecting, percussing, palpating, and auscultating
jh jh jh jh jh jh jh jh jh jh jh jh
during the physical examination. The terms reflective and introspective are not used to describe
jh jh jh jh jh jh jh jh jh jh jh jh jh jh
data.
jh
DIF: Cognitive Level: Understanding (Comprehension) REF: z. 2
jh jh jh jh jh jh jh
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
jh jh jh jh jh jh jh jh jh jh
Page 2 of 786
jh jh jh
,3. The patients record, laboratory studies, objective data, and subjective data combine to form the:
jh jh jh jh jh jh jh jh jh jh jh jh jh
a. Data base. jh
b. Admitting data. jh
c. Financial statement. jh
d. Discharge summary. jh
ANS: A jh
Together with the patients record and laboratory studies, the objective and subjective data form the
jh jh jh jh jh jh jh jh jh jh jh jh jh jh
data base. The other items are not part of the patients record, laboratory studies, or data.
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
DIF: Cognitive Level: Remembering (Knowledge) REF: z. 2
jh jh jh jh jh jh jh
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
jh jh jh jh jh jh jh jh jh jh
4. When listening to a patients breath sounds, the nurse is unsure of a sound that is heard. The nurses
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
next action should be to:
jh jh jh jh jh
a. Immediately notify the patients physician. jh jh jh jh
b. Document the sound exactly as it was heard. jh jh jh jh jh jh jh
c. Validate the data by asking a coworker to listen to the breath sounds.
jh jh jh jh jh jh jh jh jh jh jh jh
d. Assess again in 20 minutes to note whether the sound is still present.
jh jh jh jh jh jh jh jh jh jh jh jh
ANS: C jh
When unsure of a sound heard while listening to a patients breath sounds, the nurse validates the data
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
to ensure accuracy. If the nurse has less experience in an area, then he or she asks an expert to
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
listen.
jh
DIF: Cognitive Level: Analyzing (Analysis) REF: z. 2
jh jh jh jh jh jh jh
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
jh jh jh jh jh jh jh jh jh jh
5. The nurse is conducting a class for new graduate nurses. During the teaching session, the nurse
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
should keep in mind that novice nurses, without a background of skills and experience from which
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
to draw, are more likely to make their decisions using:
jh jh jh jh jh jh jh jh jh jh
a. Intuition.
b. A set of rules.
jh jh jh
Page 3 of 786
jh jh jh
, c. Articles in journals. jh jh
d. Advice from supervisors. jh jh
ANS: B jh
Novice nurses operate from a set of defined, structured rules. The expert practitioner uses intuitive
jh jh jh jh jh jh jh jh jh jh jh jh jh jh
jh links. DIF: Cognitive Level: Understanding (Comprehension) REF: z. 3 MSC: Client Needs: General
jh jh jh jh jh jh jh jh jh jh jh jh
6. Expert nurses learn to attend to a pattern of assessment data and act without consciously
jh jh jh jh jh jh jh jh jh jh jh jh jh jh
labeling it. These responses are referred to as:
jh jh jh jh jh jh jh jh
a. Intuition.
b. The nursing process. jh jh
c. Clinical knowledge. jh
d. Diagnostic reasoning. jh
ANS: A jh
Intuition is characterized by pattern recognition expert nurses learn to attend to a pattern of assessment
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
data and act without consciously labeling it. The other options are not correct.
jh jh jh jh jh jh jh jh jh jh jh jh jh
DIF: Cognitive Level: Understanding (Comprehension) REF: z. 4 MSC: Client Needs: General
jh jh jh jh jh jh jh jh jh jh jh
7. The nurse is reviewing information about evidence-based practice (EBP). Which statement best
jh jh jh jh jh jh jh jh jh jh jh
reflects EBP?
jh jh
a. EBP relies on tradition for support of best practices.
jh jh jh jh jh jh jh jh
b. EBP is simply the use of best practice techniques for the treatment of patients.
jh jh jh jh jh jh jh jh jh jh jh jh jh
c. EBP emphasizes the use of best evidence with the clinicians experience.
jh jh jh jh jh jh jh jh jh jh
d. The patients own preferences are not important with
jh jh jh jh jh jh jh
EBP. ANS: C
jh jh jh
EBP is a systematic approach to practice that emphasizes the use of best evidence in combination with the
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
clinicians experience, as well as patient preferences and values, when making decisions about care and
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
treatment. EBP is more than simply using the best practice techniques to treat patients, and questioning
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
tradition is important when no compelling and supportive research evidence exists.
jh jh jh jh jh jh jh jh jh jh jh
DIF: Cognitive Level: Applying (Application) REF: z. 5
jh jh jh jh jh jh jh
Page 4 of 786
jh jh jh
Physical Examination: Best Practices
jh jh jh
for Health and Well-Being Assessment
jh jh jh jh jh
2nd Edition by Kate Gawlik
jh jh jh jh jh
ALL CHAPTERS 1-29 WITH RATIONALES| A+ GRADE
jh jh jh jh jh jh
Page 1 of 786
jh jh jh
, Chapter 1. APPROACH TO EVIDENCE-BASED ASSESSMENT OF HEALTH AND WELL-
jh jh jh jh jh jh jh jh jh
BEING jh
MULTIPLE CHOICE jh
1. After completing an initial assessment of a patient, the nurse has charted that his respirations
jh jh jh jh jh jh jh jh jh jh jh jh jh jh
are eupneic and his pulse is 58 beats per minute. These types of data would be:
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: A jh
Objective data are what the health professional observes by inspecting, percussing, palpating, and
jh jh jh jh jh jh jh jh jh jh jh jh
auscultating during the physical examination. Subjective data is what the person says about him or
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
herself during history taking. The terms reflective and introspective are not used to describe data.
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
DIF: Cognitive Level: Understanding (Comprehension) REF: z. 2
jh jh jh jh jh jh jh
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
jh jh jh jh jh jh jh jh jh jh
2. A patient tells the nurse that he is very nervous, is nauseated, and feels hot. These types of data
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
would be:
jh jh
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: C jh
Subjective data are what the person says about him or herself during history taking. Objective data
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
are what the health professional observes by inspecting, percussing, palpating, and auscultating
jh jh jh jh jh jh jh jh jh jh jh jh
during the physical examination. The terms reflective and introspective are not used to describe
jh jh jh jh jh jh jh jh jh jh jh jh jh jh
data.
jh
DIF: Cognitive Level: Understanding (Comprehension) REF: z. 2
jh jh jh jh jh jh jh
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
jh jh jh jh jh jh jh jh jh jh
Page 2 of 786
jh jh jh
,3. The patients record, laboratory studies, objective data, and subjective data combine to form the:
jh jh jh jh jh jh jh jh jh jh jh jh jh
a. Data base. jh
b. Admitting data. jh
c. Financial statement. jh
d. Discharge summary. jh
ANS: A jh
Together with the patients record and laboratory studies, the objective and subjective data form the
jh jh jh jh jh jh jh jh jh jh jh jh jh jh
data base. The other items are not part of the patients record, laboratory studies, or data.
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
DIF: Cognitive Level: Remembering (Knowledge) REF: z. 2
jh jh jh jh jh jh jh
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
jh jh jh jh jh jh jh jh jh jh
4. When listening to a patients breath sounds, the nurse is unsure of a sound that is heard. The nurses
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
next action should be to:
jh jh jh jh jh
a. Immediately notify the patients physician. jh jh jh jh
b. Document the sound exactly as it was heard. jh jh jh jh jh jh jh
c. Validate the data by asking a coworker to listen to the breath sounds.
jh jh jh jh jh jh jh jh jh jh jh jh
d. Assess again in 20 minutes to note whether the sound is still present.
jh jh jh jh jh jh jh jh jh jh jh jh
ANS: C jh
When unsure of a sound heard while listening to a patients breath sounds, the nurse validates the data
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
to ensure accuracy. If the nurse has less experience in an area, then he or she asks an expert to
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
listen.
jh
DIF: Cognitive Level: Analyzing (Analysis) REF: z. 2
jh jh jh jh jh jh jh
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
jh jh jh jh jh jh jh jh jh jh
5. The nurse is conducting a class for new graduate nurses. During the teaching session, the nurse
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
should keep in mind that novice nurses, without a background of skills and experience from which
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
to draw, are more likely to make their decisions using:
jh jh jh jh jh jh jh jh jh jh
a. Intuition.
b. A set of rules.
jh jh jh
Page 3 of 786
jh jh jh
, c. Articles in journals. jh jh
d. Advice from supervisors. jh jh
ANS: B jh
Novice nurses operate from a set of defined, structured rules. The expert practitioner uses intuitive
jh jh jh jh jh jh jh jh jh jh jh jh jh jh
jh links. DIF: Cognitive Level: Understanding (Comprehension) REF: z. 3 MSC: Client Needs: General
jh jh jh jh jh jh jh jh jh jh jh jh
6. Expert nurses learn to attend to a pattern of assessment data and act without consciously
jh jh jh jh jh jh jh jh jh jh jh jh jh jh
labeling it. These responses are referred to as:
jh jh jh jh jh jh jh jh
a. Intuition.
b. The nursing process. jh jh
c. Clinical knowledge. jh
d. Diagnostic reasoning. jh
ANS: A jh
Intuition is characterized by pattern recognition expert nurses learn to attend to a pattern of assessment
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
data and act without consciously labeling it. The other options are not correct.
jh jh jh jh jh jh jh jh jh jh jh jh jh
DIF: Cognitive Level: Understanding (Comprehension) REF: z. 4 MSC: Client Needs: General
jh jh jh jh jh jh jh jh jh jh jh
7. The nurse is reviewing information about evidence-based practice (EBP). Which statement best
jh jh jh jh jh jh jh jh jh jh jh
reflects EBP?
jh jh
a. EBP relies on tradition for support of best practices.
jh jh jh jh jh jh jh jh
b. EBP is simply the use of best practice techniques for the treatment of patients.
jh jh jh jh jh jh jh jh jh jh jh jh jh
c. EBP emphasizes the use of best evidence with the clinicians experience.
jh jh jh jh jh jh jh jh jh jh
d. The patients own preferences are not important with
jh jh jh jh jh jh jh
EBP. ANS: C
jh jh jh
EBP is a systematic approach to practice that emphasizes the use of best evidence in combination with the
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
clinicians experience, as well as patient preferences and values, when making decisions about care and
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
treatment. EBP is more than simply using the best practice techniques to treat patients, and questioning
jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh jh
tradition is important when no compelling and supportive research evidence exists.
jh jh jh jh jh jh jh jh jh jh jh
DIF: Cognitive Level: Applying (Application) REF: z. 5
jh jh jh jh jh jh jh
Page 4 of 786
jh jh jh
