TEST BANK T
F
FT L
PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 9TH EDITION
L L
T
F L
T
F L
T
F L
T
F L
T
F
Authors: F T L Carolyn Jarvis And Ann L. Eckhardt
L
FT L
FT L
FT L
FT L
FT
TEST BANK L
FT
,TABLE OF CONTENT L
FT L
FT
Chapter 01: Evidence-Based Assessment................................................................................................. 3
FT L FT L FT L
Chapter 02: Cultural Assessment ........................................................................................................... 12
FT L FT L L
FT
Chapter 03: The Interview ..................................................................................................................... 23
FT L FT L FT L
Chapter 04: The Complete Health History ............................................................................................. 39
FT L FT L FT L FT L FT L
Chapter 05: Mental Status Assessment .................................................................................................. 51
FT L FT L FT L FT L
Chapter 06: Substance Use Assessment ................................................................................................. 66
FT L FT L FT L FT L
Chapter 07: Family Violence and Human Trafficking ........................................................................... 72
FT L FT L FT L FT L FT L FT L
Chapter 08: Assessment Techniques and Safety in the Clinical Setting .................................................. 78
L
FT FT L FT L FT L FT L L
FT L
FT L
FT FT L
Chapter 09: General Survey and Measurement ...................................................................................... 93
FT L FT L FT L L
FT FT L
Chapter 10: Vital Signs ......................................................................................................................... 98
L
FT FT L FT L
Chapter 11: Pain Assessment............................................................................................................... 112
FT L FT L FT L
Chapter 12: Nutrition Assessment ....................................................................................................... 119
FT L FT L FT L
Chapter 13: Skin, Hair, and Nails ........................................................................................................ 131
FT L FT L FT L L
FT FT L
Chapter 14: Head, Face, and Neck, and Regional Lymphatics ............................................................. 149
L
FT FT L FT L FT L FT L FT L L
FT FT L
Chapter 15: Eyes ................................................................................................................................. 163
L
FT FT L
Chapter 16: Ears .................................................................................................................................. 177
L
FT FT L
Chapter 17: Nose, Mouth, and Throat.................................................................................................. 192
FT L FT L L
FT L
FT FT L
Chapter 18: Breasts, Axillae, and Regional Lymphatics ....................................................................... 207
FT L FT L FT L FT L L
FT FT L
Chapter 19: Thorax and Lungs ............................................................................................................ 223
L
FT FT L FT L FT L
Chapter 20: Heart and Neck Vessels .................................................................................................... 239
FT L FT L L
FT FT L FT L
Chapter 21: Peripheral Vascular System and Lymphatic System ......................................................... 254
FT L FT L FT L FT L L
FT FT L FT L
Chapter 22: Abdomen ......................................................................................................................... 268
FT L FT L
Chapter 23: Musculoskeletal System ................................................................................................... 280
L
FT FT L L
FT
Chapter 24: Neurologic System ........................................................................................................... 297
FT L FT L FT L
Chapter 25: Male Genitourinary System .............................................................................................. 318
FT L FT L L
FT FT L
Chapter 26: Anus, Rectum, and Prostate.............................................................................................. 332
FT L FT L FT L FT L FT L
Chapter 27: Female Genitourinary System .......................................................................................... 343
L
FT FT L FT L FT L
Chapter 28: The Complete Health Assessment: Adult.......................................................................... 361
L
FT FT L L
FT FTL FT L L
FT
Chapter 29: The Complete Physical Assessment: Infant, Young Child, and Adolescent....................... 366
FT L FT L FT L FT L FT L FT L L
FT L
FT L
FT FT L
Chapter 30: Bedside Assessment and Electronic Documentation ......................................................... 368
FT L FT L FT L L
FT L
FT FT L
Chapter 31: Pregnancy ........................................................................................................................ 373
FT L FT L
Chapter 32: Functional Assessment of the Older Adult ........................................................................ 384
FT L FT L FT L FT L L
FT FT L FT L
,Chapter 01: Evidence-Based Assessment
L
T
F L
T
F L
T
F
Jarvis: Physical Examination and Health Assessment, 9th Edition
L
T
F L
FT L
T
F FT L L
FT L
T
F L
FT
MULTIPLE CHOICE L
FT
1. After completing an initial assessment of a patient, the nurse has charted that his respirations
FT L FT L L
FT L
FT L
FT FT L L
FT L
FT FT L L
FT FT L L
FT FT L L
T
F
are eupneic and his pulse is 58 beats per minute. What type of assessment data is this?
L
FT FT L FT L FT L FT L FT L FT L FT L L
FT FT L L
FT FT L FT L FT L FT L FT L FT L
a. Objective
b. Reflective
c. Subjective
d. Introspective
ANS: F T L A
Objective data is what the health professional observes by inspecting, percussing, palpating,
FT L FT L FT L L
FT FT L FT L L
FT FT L FT L FT L FT L
and auscultating during the physical examination. Subjective data is what the person says
L
FT FT L FT L FTL FT L FT L FT L L
FT FT L FT L FT L L
FT FT L
about him or herself during history taking. The terms reflective and introspective are not used
L
FT L
FT FT L L
FT FT L FT L L
FT L
FT L
FT FT L L
FT L
FT L
FT L
FT L
FT
to describe data.
L
FT L
FT FT L
DIF: Cognitive Level: Understanding (Comprehension) L
FT L
FT T
FL
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
FT L FT L L
FT L
FT FT L L
FT L
FT L
FT FT L L
FT
2. A patient tells the nurse that he is very nervous, nauseous, and “feels hot.” What type of
L
FT L
FT L
FT FT L FT L L
FT L
FT L
FT L
FT FT L L
FT L
FT L
FT L
FT FT L L
T
F
L
FT assessment data is this? FT L FT L FT L
a. Objective
b. Reflective
c. Subjective
d. Introspective
ANS: C FT L
Subjective data is what the person says about him or herself during history taking. Objective L
FT L
FT FT L L
FT L
FT L
FT FT L L
FT L
FT L
FT L
FT L
FT L
FT L
FT
data is what the health professional observes by inspecting, percussing, palpating, and
L
FT FTL FT L FT L FT L FT L FT L FT L FT L FT L FT L FT L
auscultating during the physical examination. The terms reflective and introspective are not
L
FT FT L FT L FT L L
FT FT L FT L FT L L
FT FT L L
FT FT L
used to describe data.
L
FT FT L L
FT FT L
DIF: Cognitive Level: Understanding (Comprehension) L
FT L
FT T
FL
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
FT L FT L L
FT L
FT FT L L
FT L
FT L
FT FT L L
FT
3. What do the patient’s record, laboratory studies, objective data, and subjective datacombine
L
FT L
FT FTL L
FT L
FT FT L FT L L
FT FT L L
FT FT L
to form?
L
FT L
FT
a. Database
b. Admitting data L
FT
c. Financial statement L
FT
d. Discharge summary L
FT
ANS: A FT L
The objective and subjective data together with the patient’s record and laboratory studies,
FT L FT L FT L FT L FT L FT L FT L FT L L
FT FT L L
FT FT L
form the database. The other items are not part of the patient’s record, laboratory studies, or
L
FT FT L L
FT L
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FT L
FT FT L L
FT FT L L
FT FT L FT L FT L L
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data.
L
FT
DIF: Cognitive Level: Remembering (Knowledge) L
FT L
FT L
T
F
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
FT L FT L L
FT L
FT FT L L
FT L
FT L
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FT
, 4. When listening to a patient’s breath sounds, the nurse is unsure of a sound that isheard.
FT L FT L FT L L
FT FT L FT L FT L L
FT FT L FT L FT L FT L FT L FT L L
FT
L
FT Which action would the nurse take next? FT L FT L L
FT FT L FT L FT L
a. Notify the patient’s physician. FT L FT L L
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b. Document the sound exactly as it was heard. FT L FT L FT L FT L FT L L
FT FT L
c. Validate the data by asking another nurse to listen to the breath sounds. L
FT FT L FT L FT L FT L FT L L
FT FT L FT L FT L FT L L
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d. Assess again in 20 minutes to note whether the sound is still present. FT L FT L L
FT FT L FT L FT L L
FT FT L FT L FT L L
FT FT L
ANS: C L
FT
When unsure of a sound heard while listening to a patient’s breath sounds, the nurse validates
L
FT L
FT L
FT L
FT FT L FT L FT L FT L L
FT L
FT L
FT L
FT FT L L
FT L
FT
the data to ensure accuracy by either repeating the assessment themselves or asking another
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FT FT L FT L L
FT FT L FT L FT L L
FT FT L FT L FT L FT L L
FT L
FT
nurse to assess the breath sounds. If the nurse has less experience analyzing breath sounds,
L
FT FT L L
FT L
FT FT L FT L FT L L
FT FT L FT L FT L FT L FT L FT L FT L
then he or she should ask an expert to listen. When unsure of a sound heard while listening to
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FT L
FT L
FT FT L FT L FT L FT L FT L FT L L
FT L
FT FT L FT L FT L L
FT FT L L
FT L
FT L
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a patient’s breath sounds, the nurse should validate the data before documenting to ensure
L
FT L
FT FT L FT L FT L FT L FT L FT L FT L FT L FT L L
FT FT L L
FT
accuracy and before notifying the patient’s physician. To validate that data, the nurse either
L
FT FT L FTL FT L FT L FT L FT L FT L L
FT FT L L
FT L
FT FT L L
FT
repeats the assessment himself or herself or asks another nurse to assess the breath sounds.
L
FT FT L FT L FT L L
FT FT L FT L L
FT FT L FTL FT L L
FT L
FT FT L L
FT
DIF: Cognitive Level: Applying (Application) FT L FT L L
T
F
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
L
FT L
FT FTL FT L L
FT L
FT FT L L
FT FT L L
FT
5. The nurse is conducting a class for new graduate nurses. While teaching the class, what would
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FT L
FT L
FT L
FT FT L FT L FT L FT L L
FT FT L L
FT FT L L
T
F
the nurse keep in mind regarding what novice nurses, without a background of skills and
L
FT FT L FT L FT L L
FT FT L FT L L
FT FT L FTL L
FT FTL FT L FT L FT L
experience from which to draw upon, are more likely to base their decisions on?
L
FT FT L FT L FT L L
FT FT L FT L L
FT FT L FT L FT L FT L FT L FT L
a. Intuition
b. A set of rules FT L L
FT FT L
c. Articles in journals L
FT FT L
d. Advice fromsupervisors FT L L
T
F
ANS: B L
FT
Novice nurses operate from a set of defined, structured rules to make decisions. It takes time,
FT L FT L FT L FT L FT L FT L FT L FT L FT L FT L FT L L
FT FT L L
FT FT L
perhaps a few years, in similar clinical situations to achieve competency and it is functioning
L
FT FT L FT L FT L FT L FT L FT L FT L FT L FT L FT L FT L FT L FT L FT L
at the level of an expert practitioner when intuition is included in making clinical decisions.
L
FT L
FT FT L FT L FT L FT L FT L FT L FT L FT L FT L FT L FT L FT L FT L
While information in journal articles and advice from supervisors may assist in making
L
FT FT L FT L FT L L
FT FT L FT L FT L FT L FTL FT L FT L FT L
decisions, novice nurses do not typically base their decisions on them. It would also be
L
FT FT L FT L FT L L
FT L
FT FT L FT L L
FT FT L FT L FT L FT L FT L FT L
important that if information from journal articles and advice from supervisors were used, that
L
FT FT L FT L FT L FTL FT L FT L L
FT FT L L
FT FT L L
FT L
FT L
FT
they were evidence based.
L
FT FT L FT L FT L
DIF: Cognitive Level: Understanding (Comprehension) FT L T
F L L
T
F MSC: Client Needs: General L
FT L
FT L
FT
6. The nurse is reviewing information about evidence-based practice (EBP). Which statement
FT L L
FT FT L L
FT FT L FT L FT L L
FT L
FT L
T
F
best reflects EBP?
L
FT FT L L
FT
a. EBP relies on tradition for support of best practices. FT L FTL FT L FT L L
FT FT L L
FT FT L
b. EBP is simply the use of best practice techniques for the treatment of patients.
FT L FT L FT L FT L L
FT FT L L
FT FT L FT L FT L L
FT FT L FT L
c. EBP emphasizes the use of best evidence with the clinician’s experience.
FT L FT L L
FT FT L FT L FT L FT L L
FT FT L FT L
d. EBP does not consider the patient’s own preferences as important. L
FT L
FT L
FT FT L L
FT L
FT L
FT FT L T
FL
ANS: C L
FT
F
FT L
PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 9TH EDITION
L L
T
F L
T
F L
T
F L
T
F L
T
F
Authors: F T L Carolyn Jarvis And Ann L. Eckhardt
L
FT L
FT L
FT L
FT L
FT
TEST BANK L
FT
,TABLE OF CONTENT L
FT L
FT
Chapter 01: Evidence-Based Assessment................................................................................................. 3
FT L FT L FT L
Chapter 02: Cultural Assessment ........................................................................................................... 12
FT L FT L L
FT
Chapter 03: The Interview ..................................................................................................................... 23
FT L FT L FT L
Chapter 04: The Complete Health History ............................................................................................. 39
FT L FT L FT L FT L FT L
Chapter 05: Mental Status Assessment .................................................................................................. 51
FT L FT L FT L FT L
Chapter 06: Substance Use Assessment ................................................................................................. 66
FT L FT L FT L FT L
Chapter 07: Family Violence and Human Trafficking ........................................................................... 72
FT L FT L FT L FT L FT L FT L
Chapter 08: Assessment Techniques and Safety in the Clinical Setting .................................................. 78
L
FT FT L FT L FT L FT L L
FT L
FT L
FT FT L
Chapter 09: General Survey and Measurement ...................................................................................... 93
FT L FT L FT L L
FT FT L
Chapter 10: Vital Signs ......................................................................................................................... 98
L
FT FT L FT L
Chapter 11: Pain Assessment............................................................................................................... 112
FT L FT L FT L
Chapter 12: Nutrition Assessment ....................................................................................................... 119
FT L FT L FT L
Chapter 13: Skin, Hair, and Nails ........................................................................................................ 131
FT L FT L FT L L
FT FT L
Chapter 14: Head, Face, and Neck, and Regional Lymphatics ............................................................. 149
L
FT FT L FT L FT L FT L FT L L
FT FT L
Chapter 15: Eyes ................................................................................................................................. 163
L
FT FT L
Chapter 16: Ears .................................................................................................................................. 177
L
FT FT L
Chapter 17: Nose, Mouth, and Throat.................................................................................................. 192
FT L FT L L
FT L
FT FT L
Chapter 18: Breasts, Axillae, and Regional Lymphatics ....................................................................... 207
FT L FT L FT L FT L L
FT FT L
Chapter 19: Thorax and Lungs ............................................................................................................ 223
L
FT FT L FT L FT L
Chapter 20: Heart and Neck Vessels .................................................................................................... 239
FT L FT L L
FT FT L FT L
Chapter 21: Peripheral Vascular System and Lymphatic System ......................................................... 254
FT L FT L FT L FT L L
FT FT L FT L
Chapter 22: Abdomen ......................................................................................................................... 268
FT L FT L
Chapter 23: Musculoskeletal System ................................................................................................... 280
L
FT FT L L
FT
Chapter 24: Neurologic System ........................................................................................................... 297
FT L FT L FT L
Chapter 25: Male Genitourinary System .............................................................................................. 318
FT L FT L L
FT FT L
Chapter 26: Anus, Rectum, and Prostate.............................................................................................. 332
FT L FT L FT L FT L FT L
Chapter 27: Female Genitourinary System .......................................................................................... 343
L
FT FT L FT L FT L
Chapter 28: The Complete Health Assessment: Adult.......................................................................... 361
L
FT FT L L
FT FTL FT L L
FT
Chapter 29: The Complete Physical Assessment: Infant, Young Child, and Adolescent....................... 366
FT L FT L FT L FT L FT L FT L L
FT L
FT L
FT FT L
Chapter 30: Bedside Assessment and Electronic Documentation ......................................................... 368
FT L FT L FT L L
FT L
FT FT L
Chapter 31: Pregnancy ........................................................................................................................ 373
FT L FT L
Chapter 32: Functional Assessment of the Older Adult ........................................................................ 384
FT L FT L FT L FT L L
FT FT L FT L
,Chapter 01: Evidence-Based Assessment
L
T
F L
T
F L
T
F
Jarvis: Physical Examination and Health Assessment, 9th Edition
L
T
F L
FT L
T
F FT L L
FT L
T
F L
FT
MULTIPLE CHOICE L
FT
1. After completing an initial assessment of a patient, the nurse has charted that his respirations
FT L FT L L
FT L
FT L
FT FT L L
FT L
FT FT L L
FT FT L L
FT FT L L
T
F
are eupneic and his pulse is 58 beats per minute. What type of assessment data is this?
L
FT FT L FT L FT L FT L FT L FT L FT L L
FT FT L L
FT FT L FT L FT L FT L FT L FT L
a. Objective
b. Reflective
c. Subjective
d. Introspective
ANS: F T L A
Objective data is what the health professional observes by inspecting, percussing, palpating,
FT L FT L FT L L
FT FT L FT L L
FT FT L FT L FT L FT L
and auscultating during the physical examination. Subjective data is what the person says
L
FT FT L FT L FTL FT L FT L FT L L
FT FT L FT L FT L L
FT FT L
about him or herself during history taking. The terms reflective and introspective are not used
L
FT L
FT FT L L
FT FT L FT L L
FT L
FT L
FT FT L L
FT L
FT L
FT L
FT L
FT
to describe data.
L
FT L
FT FT L
DIF: Cognitive Level: Understanding (Comprehension) L
FT L
FT T
FL
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
FT L FT L L
FT L
FT FT L L
FT L
FT L
FT FT L L
FT
2. A patient tells the nurse that he is very nervous, nauseous, and “feels hot.” What type of
L
FT L
FT L
FT FT L FT L L
FT L
FT L
FT L
FT FT L L
FT L
FT L
FT L
FT FT L L
T
F
L
FT assessment data is this? FT L FT L FT L
a. Objective
b. Reflective
c. Subjective
d. Introspective
ANS: C FT L
Subjective data is what the person says about him or herself during history taking. Objective L
FT L
FT FT L L
FT L
FT L
FT FT L L
FT L
FT L
FT L
FT L
FT L
FT L
FT
data is what the health professional observes by inspecting, percussing, palpating, and
L
FT FTL FT L FT L FT L FT L FT L FT L FT L FT L FT L FT L
auscultating during the physical examination. The terms reflective and introspective are not
L
FT FT L FT L FT L L
FT FT L FT L FT L L
FT FT L L
FT FT L
used to describe data.
L
FT FT L L
FT FT L
DIF: Cognitive Level: Understanding (Comprehension) L
FT L
FT T
FL
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
FT L FT L L
FT L
FT FT L L
FT L
FT L
FT FT L L
FT
3. What do the patient’s record, laboratory studies, objective data, and subjective datacombine
L
FT L
FT FTL L
FT L
FT FT L FT L L
FT FT L L
FT FT L
to form?
L
FT L
FT
a. Database
b. Admitting data L
FT
c. Financial statement L
FT
d. Discharge summary L
FT
ANS: A FT L
The objective and subjective data together with the patient’s record and laboratory studies,
FT L FT L FT L FT L FT L FT L FT L FT L L
FT FT L L
FT FT L
form the database. The other items are not part of the patient’s record, laboratory studies, or
L
FT FT L L
FT L
FT FT L FT L L
FT L
FT FT L L
FT FT L L
FT FT L FT L FT L L
FT
data.
L
FT
DIF: Cognitive Level: Remembering (Knowledge) L
FT L
FT L
T
F
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
FT L FT L L
FT L
FT FT L L
FT L
FT L
FT FT L L
FT
, 4. When listening to a patient’s breath sounds, the nurse is unsure of a sound that isheard.
FT L FT L FT L L
FT FT L FT L FT L L
FT FT L FT L FT L FT L FT L FT L L
FT
L
FT Which action would the nurse take next? FT L FT L L
FT FT L FT L FT L
a. Notify the patient’s physician. FT L FT L L
FT
b. Document the sound exactly as it was heard. FT L FT L FT L FT L FT L L
FT FT L
c. Validate the data by asking another nurse to listen to the breath sounds. L
FT FT L FT L FT L FT L FT L L
FT FT L FT L FT L FT L L
FT
d. Assess again in 20 minutes to note whether the sound is still present. FT L FT L L
FT FT L FT L FT L L
FT FT L FT L FT L L
FT FT L
ANS: C L
FT
When unsure of a sound heard while listening to a patient’s breath sounds, the nurse validates
L
FT L
FT L
FT L
FT FT L FT L FT L FT L L
FT L
FT L
FT L
FT FT L L
FT L
FT
the data to ensure accuracy by either repeating the assessment themselves or asking another
L
FT FT L FT L L
FT FT L FT L FT L L
FT FT L FT L FT L FT L L
FT L
FT
nurse to assess the breath sounds. If the nurse has less experience analyzing breath sounds,
L
FT FT L L
FT L
FT FT L FT L FT L L
FT FT L FT L FT L FT L FT L FT L FT L
then he or she should ask an expert to listen. When unsure of a sound heard while listening to
L
FT L
FT L
FT FT L FT L FT L FT L FT L FT L L
FT L
FT FT L FT L FT L L
FT FT L L
FT L
FT L
FT
a patient’s breath sounds, the nurse should validate the data before documenting to ensure
L
FT L
FT FT L FT L FT L FT L FT L FT L FT L FT L FT L L
FT FT L L
FT
accuracy and before notifying the patient’s physician. To validate that data, the nurse either
L
FT FT L FTL FT L FT L FT L FT L FT L L
FT FT L L
FT L
FT FT L L
FT
repeats the assessment himself or herself or asks another nurse to assess the breath sounds.
L
FT FT L FT L FT L L
FT FT L FT L L
FT FT L FTL FT L L
FT L
FT FT L L
FT
DIF: Cognitive Level: Applying (Application) FT L FT L L
T
F
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
L
FT L
FT FTL FT L L
FT L
FT FT L L
FT FT L L
FT
5. The nurse is conducting a class for new graduate nurses. While teaching the class, what would
FT L FT L L
FT L
FT L
FT L
FT FT L FT L FT L FT L L
FT FT L L
FT FT L L
T
F
the nurse keep in mind regarding what novice nurses, without a background of skills and
L
FT FT L FT L FT L L
FT FT L FT L L
FT FT L FTL L
FT FTL FT L FT L FT L
experience from which to draw upon, are more likely to base their decisions on?
L
FT FT L FT L FT L L
FT FT L FT L L
FT FT L FT L FT L FT L FT L FT L
a. Intuition
b. A set of rules FT L L
FT FT L
c. Articles in journals L
FT FT L
d. Advice fromsupervisors FT L L
T
F
ANS: B L
FT
Novice nurses operate from a set of defined, structured rules to make decisions. It takes time,
FT L FT L FT L FT L FT L FT L FT L FT L FT L FT L FT L L
FT FT L L
FT FT L
perhaps a few years, in similar clinical situations to achieve competency and it is functioning
L
FT FT L FT L FT L FT L FT L FT L FT L FT L FT L FT L FT L FT L FT L FT L
at the level of an expert practitioner when intuition is included in making clinical decisions.
L
FT L
FT FT L FT L FT L FT L FT L FT L FT L FT L FT L FT L FT L FT L FT L
While information in journal articles and advice from supervisors may assist in making
L
FT FT L FT L FT L L
FT FT L FT L FT L FT L FTL FT L FT L FT L
decisions, novice nurses do not typically base their decisions on them. It would also be
L
FT FT L FT L FT L L
FT L
FT FT L FT L L
FT FT L FT L FT L FT L FT L FT L
important that if information from journal articles and advice from supervisors were used, that
L
FT FT L FT L FT L FTL FT L FT L L
FT FT L L
FT FT L L
FT L
FT L
FT
they were evidence based.
L
FT FT L FT L FT L
DIF: Cognitive Level: Understanding (Comprehension) FT L T
F L L
T
F MSC: Client Needs: General L
FT L
FT L
FT
6. The nurse is reviewing information about evidence-based practice (EBP). Which statement
FT L L
FT FT L L
FT FT L FT L FT L L
FT L
FT L
T
F
best reflects EBP?
L
FT FT L L
FT
a. EBP relies on tradition for support of best practices. FT L FTL FT L FT L L
FT FT L L
FT FT L
b. EBP is simply the use of best practice techniques for the treatment of patients.
FT L FT L FT L FT L L
FT FT L L
FT FT L FT L FT L L
FT FT L FT L
c. EBP emphasizes the use of best evidence with the clinician’s experience.
FT L FT L L
FT FT L FT L FT L FT L L
FT FT L FT L
d. EBP does not consider the patient’s own preferences as important. L
FT L
FT L
FT FT L L
FT L
FT L
FT FT L T
FL
ANS: C L
FT
