FINAL NUR 245 EXAM
TESTBANK QUESTIONS
After completing an initial assessment of a patient, the nurse has charted that his respirations are
eupneic and his pulse is 58 beats per minute. These types of data would be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective. - CORRECT ANSWER -ANS: A
Objective data are what the health professional observes by inspecting, percussing, palpating, and
auscultating during the physical examination. Subjective data is what the person says about him or
herself during history taking. The tterms treflective tand tintrospective tare tnot tused tto tdescribe
tdata.
A tpatient ttells tthe tnurse tthat the tis tvery tnervous, tis tnauseated, tand tfeels thot. tThese ttypes tof
tdata twould tbe:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective. t- tCORRECT tANSWER t-ANS: tC
Subjective tdata tare twhat tthe tperson tsays tabout thim tor therself tduring thistory ttaking. tObjective
tdata tare twhat tthe thealth tprofessional tobserves tby tinspecting, tpercussing, tpalpating, tand
tauscultating tduring tthe tphysical texamination. tThe tterms treflective tand tintrospective tare tnot tused
tto tdescribe tdata.
The tpatients trecord, tlaboratory tstudies, tobjective tdata, tand tsubjective tdata tcombine tto tform tthe:
a. Data tbase.
b. Admitting tdata.
,c. Financial tstatement.
d. Discharge tsummary. t- tCORRECT tANSWER t-ANS: tA
Together twith tthe tpatients trecord tand tlaboratory tstudies, tthe tobjective tand tsubjective tdata tform
tthe tdata tbase. tThe tother titems tare tnot tpart tof tthe tpatients trecord, tlaboratory tstudies, tor tdata.
When tlistening tto ta tpatients tbreath tsounds, tthe tnurse tis tunsure tof ta tsound tthat tis theard. tThe
tnurses tnext taction tshould tbe tto:
a. Immediately tnotify tthe tpatients tphysician.
b. Document tthe tsound texactly tas tit twas theard.
c. Validate tthe tdata tby tasking ta tcoworker tto tlisten tto tthe tbreath tsounds.
d. Assess tagain tin t20 tminutes tto tnote twhether tthe tsound tis tstill tpresent t- tCORRECT tANSWER t-ANS: tC
When tunsure tof ta tsound theard twhile tlistening tto ta tpatients tbreath tsounds, tthe tnurse tvalidates
tthe tdata tto tensure taccuracy. tIf tthe tnurse thas tless texperience tin tan tarea, tthen the tor tshe tasks
tan texpert tto tlisten.
The tnurse tis tconducting ta tclass tfor tnew tgraduate tnurses. tDuring tthe tteaching tsession, tthe tnurse
tshould tkeep tin tmind tthat tnovice tnurses, twithout ta tbackground tof tskills tand texperience tfrom
twhich tto tdraw, tare tmore tlikely tto tmake ttheir tdecisions tusing:
a. Intuition.
b. A tset tof trules.
c. Articles tin tjournals.
d. Advice tfrom tsupervisors. t- tCORRECT tANSWER t-ANS: tB
Novice tnurses toperate tfrom ta tset tof tdefined, tstructured trules. tThe texpert tpractitioner tuses
tintuitive tlinks.
Expert tnurses tlearn tto tattend tto ta tpattern tof tassessment tdata tand tact twithout tconsciously
tlabeling tit. tThese tresponses tare treferred tto tas:
a. Intuition.
b. The tnursing tprocess.
,c. Clinical tknowledge.
d. Diagnostic treasoning. t- tCORRECT tANSWER t-ANS: tA
Intuition tis tcharacterized tby tpattern trecognitionexpert tnurses tlearn tto tattend tto ta tpattern tof
tassessment tdata tand tact twithout tconsciously tlabeling tit. tThe tother toptions tare tnot tcorrect.
The tnurse tis treviewing tinformation tabout tevidence-based tpractice t(EBP). tWhich tstatement tbest
treflects tEBP?
a. EBP trelies ton ttradition tfor tsupport tof tbest tpractices.
b. EBP tis tsimply tthe tuse tof tbest tpractice ttechniques tfor tthe ttreatment tof tpatients.
c. EBP temphasizes tthe tuse tof tbest tevidence twith tthe tclinicians texperience.
d. The tpatients town tpreferences tare tnot timportant twith tEBP. t- tCORRECT tANSWER t-ANS: tC
EBP tis ta tsystematic tapproach tto tpractice tthat temphasizes tthe tuse tof tbest tevidence tin
tcombination twith tthe tclinicians texperience, tas twell tas tpatient tpreferences tand tvalues, twhen
tmaking tdecisions tabout tcare tand ttreatment. tEBP tis tmore tthan tsimply tusing tthe tbest tpractice
ttechniques tto ttreat tpatients, tand tquestioning ttradition tis timportant twhen tno tcompelling tand
tsupportive tresearch tevidence texists.
he tnurse tis tconducting ta tclass ton tpriority tsetting tfor ta tgroup tof tnew tgraduate tnurses. tWhich tis
tan texample tof ta tfirst-level tpriority tproblem?
a. Patient twith tpostoperative tpain
b. Newly tdiagnosed tpatient twith tdiabetes twho tneeds tdiabetic tteaching
c. Individual twith ta tsmall tlaceration ton tthe tsole tof tthe tfoot
d. Individual twith tshortness tof tbreath tand trespiratory tdistress t- tCORRECT tANSWER t-ANS:
tD tFirst-level tpriority tproblems tare tthose tthat tare temergent, tlife tthreatening, tand
timmediate t(e.g.,
establishing tan tairway, tsupporting tbreathing, tmaintaining tcirculation, tmonitoring tabnormal tvital tsigns)
When tconsidering tpriority tsetting tof tproblems, tthe tnurse tkeeps tin tmind tthat tsecond-level tpriority
tproblems tinclude twhich tof tthese taspects?
a. Low tself-esteem
b. Lack tof tknowledge
, c. Abnormal tlaboratory tvalues
d. Severely tabnormal tvital tsigns t- tCORRECT tANSWER t-ANS: tC
Second-level tpriority tproblems tare tthose tthat trequire tprompt tintervention tto tforestall tfurther
tdeterioration t(e.g., tmental tstatus tchange, tacute tpain, tabnormal tlaboratory tvalues, trisks tto tsafety
tor tsecurity
Which tcritical tthinking tskill thelps tthe tnurse tsee trelationships tamong tthe tdata?
a. Validation
b. Clustering trelated tcues
c. Identifying tgaps tin tdata
d. Distinguishing trelevant tfrom tirrelevant t- tCORRECT tANSWER t-ANS: tB
tClustering trelated tcues thelps tthe tnurse tsee trelationships tamong tthe
tdata.
The tnurse tknows tthat tdeveloping tappropriate tnursing tinterventions tfor ta tpatient trelies
ton tthe tappropriateness tof tthe t diagnosis.
a. Nursing
b. Medical
c. Admission
d. Collaborative t- tCORRECT tANSWER t-ANS: tA
An taccurate tnursing tdiagnosis tprovides tthe tbasis tfor tthe tselection tof tnursing tinterventions tto
tachieve toutcomes tfor twhich tthe tnurse tis taccountable. tThe tother titems tdo tnot tcontribute tto tthe
tdevelopment tof tappropriate tnursing tinterventions.
The tnursing tprocess tis ta tsequential tmethod tof tproblem tsolving tthat tnurses tuse tand tincludes
twhich tsteps?
a. Assessment, ttreatment, tplanning, tevaluation, tdischarge, tand tfollow-up
b. Admission, tassessment, tdiagnosis, ttreatment, tand tdischarge tplanning
c. Admission, tdiagnosis, ttreatment, tevaluation, tand tdischarge tplanning
TESTBANK QUESTIONS
After completing an initial assessment of a patient, the nurse has charted that his respirations are
eupneic and his pulse is 58 beats per minute. These types of data would be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective. - CORRECT ANSWER -ANS: A
Objective data are what the health professional observes by inspecting, percussing, palpating, and
auscultating during the physical examination. Subjective data is what the person says about him or
herself during history taking. The tterms treflective tand tintrospective tare tnot tused tto tdescribe
tdata.
A tpatient ttells tthe tnurse tthat the tis tvery tnervous, tis tnauseated, tand tfeels thot. tThese ttypes tof
tdata twould tbe:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective. t- tCORRECT tANSWER t-ANS: tC
Subjective tdata tare twhat tthe tperson tsays tabout thim tor therself tduring thistory ttaking. tObjective
tdata tare twhat tthe thealth tprofessional tobserves tby tinspecting, tpercussing, tpalpating, tand
tauscultating tduring tthe tphysical texamination. tThe tterms treflective tand tintrospective tare tnot tused
tto tdescribe tdata.
The tpatients trecord, tlaboratory tstudies, tobjective tdata, tand tsubjective tdata tcombine tto tform tthe:
a. Data tbase.
b. Admitting tdata.
,c. Financial tstatement.
d. Discharge tsummary. t- tCORRECT tANSWER t-ANS: tA
Together twith tthe tpatients trecord tand tlaboratory tstudies, tthe tobjective tand tsubjective tdata tform
tthe tdata tbase. tThe tother titems tare tnot tpart tof tthe tpatients trecord, tlaboratory tstudies, tor tdata.
When tlistening tto ta tpatients tbreath tsounds, tthe tnurse tis tunsure tof ta tsound tthat tis theard. tThe
tnurses tnext taction tshould tbe tto:
a. Immediately tnotify tthe tpatients tphysician.
b. Document tthe tsound texactly tas tit twas theard.
c. Validate tthe tdata tby tasking ta tcoworker tto tlisten tto tthe tbreath tsounds.
d. Assess tagain tin t20 tminutes tto tnote twhether tthe tsound tis tstill tpresent t- tCORRECT tANSWER t-ANS: tC
When tunsure tof ta tsound theard twhile tlistening tto ta tpatients tbreath tsounds, tthe tnurse tvalidates
tthe tdata tto tensure taccuracy. tIf tthe tnurse thas tless texperience tin tan tarea, tthen the tor tshe tasks
tan texpert tto tlisten.
The tnurse tis tconducting ta tclass tfor tnew tgraduate tnurses. tDuring tthe tteaching tsession, tthe tnurse
tshould tkeep tin tmind tthat tnovice tnurses, twithout ta tbackground tof tskills tand texperience tfrom
twhich tto tdraw, tare tmore tlikely tto tmake ttheir tdecisions tusing:
a. Intuition.
b. A tset tof trules.
c. Articles tin tjournals.
d. Advice tfrom tsupervisors. t- tCORRECT tANSWER t-ANS: tB
Novice tnurses toperate tfrom ta tset tof tdefined, tstructured trules. tThe texpert tpractitioner tuses
tintuitive tlinks.
Expert tnurses tlearn tto tattend tto ta tpattern tof tassessment tdata tand tact twithout tconsciously
tlabeling tit. tThese tresponses tare treferred tto tas:
a. Intuition.
b. The tnursing tprocess.
,c. Clinical tknowledge.
d. Diagnostic treasoning. t- tCORRECT tANSWER t-ANS: tA
Intuition tis tcharacterized tby tpattern trecognitionexpert tnurses tlearn tto tattend tto ta tpattern tof
tassessment tdata tand tact twithout tconsciously tlabeling tit. tThe tother toptions tare tnot tcorrect.
The tnurse tis treviewing tinformation tabout tevidence-based tpractice t(EBP). tWhich tstatement tbest
treflects tEBP?
a. EBP trelies ton ttradition tfor tsupport tof tbest tpractices.
b. EBP tis tsimply tthe tuse tof tbest tpractice ttechniques tfor tthe ttreatment tof tpatients.
c. EBP temphasizes tthe tuse tof tbest tevidence twith tthe tclinicians texperience.
d. The tpatients town tpreferences tare tnot timportant twith tEBP. t- tCORRECT tANSWER t-ANS: tC
EBP tis ta tsystematic tapproach tto tpractice tthat temphasizes tthe tuse tof tbest tevidence tin
tcombination twith tthe tclinicians texperience, tas twell tas tpatient tpreferences tand tvalues, twhen
tmaking tdecisions tabout tcare tand ttreatment. tEBP tis tmore tthan tsimply tusing tthe tbest tpractice
ttechniques tto ttreat tpatients, tand tquestioning ttradition tis timportant twhen tno tcompelling tand
tsupportive tresearch tevidence texists.
he tnurse tis tconducting ta tclass ton tpriority tsetting tfor ta tgroup tof tnew tgraduate tnurses. tWhich tis
tan texample tof ta tfirst-level tpriority tproblem?
a. Patient twith tpostoperative tpain
b. Newly tdiagnosed tpatient twith tdiabetes twho tneeds tdiabetic tteaching
c. Individual twith ta tsmall tlaceration ton tthe tsole tof tthe tfoot
d. Individual twith tshortness tof tbreath tand trespiratory tdistress t- tCORRECT tANSWER t-ANS:
tD tFirst-level tpriority tproblems tare tthose tthat tare temergent, tlife tthreatening, tand
timmediate t(e.g.,
establishing tan tairway, tsupporting tbreathing, tmaintaining tcirculation, tmonitoring tabnormal tvital tsigns)
When tconsidering tpriority tsetting tof tproblems, tthe tnurse tkeeps tin tmind tthat tsecond-level tpriority
tproblems tinclude twhich tof tthese taspects?
a. Low tself-esteem
b. Lack tof tknowledge
, c. Abnormal tlaboratory tvalues
d. Severely tabnormal tvital tsigns t- tCORRECT tANSWER t-ANS: tC
Second-level tpriority tproblems tare tthose tthat trequire tprompt tintervention tto tforestall tfurther
tdeterioration t(e.g., tmental tstatus tchange, tacute tpain, tabnormal tlaboratory tvalues, trisks tto tsafety
tor tsecurity
Which tcritical tthinking tskill thelps tthe tnurse tsee trelationships tamong tthe tdata?
a. Validation
b. Clustering trelated tcues
c. Identifying tgaps tin tdata
d. Distinguishing trelevant tfrom tirrelevant t- tCORRECT tANSWER t-ANS: tB
tClustering trelated tcues thelps tthe tnurse tsee trelationships tamong tthe
tdata.
The tnurse tknows tthat tdeveloping tappropriate tnursing tinterventions tfor ta tpatient trelies
ton tthe tappropriateness tof tthe t diagnosis.
a. Nursing
b. Medical
c. Admission
d. Collaborative t- tCORRECT tANSWER t-ANS: tA
An taccurate tnursing tdiagnosis tprovides tthe tbasis tfor tthe tselection tof tnursing tinterventions tto
tachieve toutcomes tfor twhich tthe tnurse tis taccountable. tThe tother titems tdo tnot tcontribute tto tthe
tdevelopment tof tappropriate tnursing tinterventions.
The tnursing tprocess tis ta tsequential tmethod tof tproblem tsolving tthat tnurses tuse tand tincludes
twhich tsteps?
a. Assessment, ttreatment, tplanning, tevaluation, tdischarge, tand tfollow-up
b. Admission, tassessment, tdiagnosis, ttreatment, tand tdischarge tplanning
c. Admission, tdiagnosis, ttreatment, tevaluation, tand tdischarge tplanning
