TEST BANK FOR Wilkins' Clinical Assessment in Respiratory Care 9th Edition by Albert J. Heuer ISBN:978-0323696999 COMPLETE GUIDE ALL CHAPTERS COVERED 100% VERIFIED A+ GRADE ASSURED!!!!! NEW LATEST UPDATE!!!!!

, Wilkins’ Clinical Assessment in Respiratory Care, 9th Editio
FT FT FT FT FT FT FT



n by Albert J. Heuer, FT FT FT FT



Chapters 1 – 21 FT FT FT




Contents:
Chapter 1. Preparing for the Patient Encounter
FT FT FT FT FT FT




Chapter 2. The Medical History and the Interview
FT FT FT F T FT FT F T




Chapter 3. Cardiopulmonary Symptoms
FT FT FT




Chapter 4. Vital Signs
FT FT FT




Chapter 5. Fundamentals of Physical Examination
FT FT F T FT FT




Chapter 6. Neurologic Assessment
FT FT FT




Chapter 7. Clinical Laboratory Studies
FT FT F T FT




Chapter 8. Interpretation of Blood Gases
FT FT FT FT FT




Chapter 9. Pulmonary Function Testing
FT FT FT FT




Chapter 10. Chest Imaging
FT FT F T




Chapter 11. Electrocardiography
FT FT




Chapter 12. Neonatal and Pediatric Assessment
FT FT FT FT FT




Chapter 13. Older Patient Assessment
FT FT FT F T




Chapter 14. Monitoring in Critical Care
FT FT FT FT FT




Chapter 15. Vascular Pressure Monitoring
FT FT FT FT




Chapter 16. Cardiac Output Measurement
FT FT FT FT




Chapter 17. Bronchoscopy
FT F T




Chapter 18. Nutritional Assessment
FT FT F T




Chapter 19. Sleep and Breathing Assessment
FT FT FT F T FT




Chapter 20. Home Care Patient Assessment
FT FT FT FT F T




Chapter 21. Documentation
FT FT

,Chapter 1: Preparing for the Patient Encounte
FT FT FT FT FT FT


r Test Bank
FT F T




MULTIPLE CHOICE FT




1. Which of the following activities is not part of the role of respiratory therapists (
FT FT FT FT FT FT FT FT FT FT FT FT FT FT


RTs) in patient assessment?
FT FT FT


a. Assist the physician with diagnostic reasoning skills.
FT FT FT FT FT FT


b. Help the physician select appropriate pulmonary function tests.
FT FT FT FT FT FT FT


c. Interpret arterial blood gas values and suggest mechanical ventilation changes.
FT FT FT FT FT FT FT FT FT


d. Document the patient diagnosis in the patient’s chart.
FT FT FT FT FT FT FT




ANSWER: D
RTs are not qualified to make an official diagnosis. This is the role of the attending physician.
FT FT FT FT FT FT FT FT FT FT FT FT FT FT FT FT




REF: Table 1-1, pg. 4 FT FT FT OBJ: 9

2. In which of the following stages of patient–
FT FT FT FT FT FT FT


clinician interaction is the review of physician orders carried out?
FT FT FT FT FT FT FT FT FT


a. Treatment stage FT


b. Introductory stage FT


c. Preinteraction stage FT


d. Initial assessment stage FT FT




ANSWER: C
Physician orders should be reviewed in the patient’s chart before the physician sees the
FT FT FT FT FT FT FT FT FT FT FT FT FT FT


patient.

REF: Table 1-1, pg. 4 FT FT FT OBJ: 9

3. In FT which stage of patient–clinician interaction is the patient identification bracelet checked?
FT FT FT FT FT FT FT FT FT FT


a. Introductory stage FT


b. Preinteraction stage FT


c. Initial assessment stage FT FT


d. Treatment stage FT




ANSWER: A
The patient ID bracelet must be checked before moving forward with assessment and tr
FT FT FT FT FT FT FT FT FT FT FT FT FT


eatment.

REF: Table 1-1, pg. 4 FT FT FT OBJ: 9

4. What should be done just before the patient’s ID bracelet is checked?
FT FT FT FT FT FT FT FT FT FT FT

a. Check the patient’s SpO2. FT FT FT


b. Ask the patient for permission.
FT FT FT FT


c. Check the chart for vital signs. FT FT FT FT FT


d. Listen to breath sounds. FT FT FT




ANSWER: B
It is considered polite to ask the patient for permission before touching and reading hi
FT FT FT FT FT FT FT FT FT FT FT FT FT FT


s or her ID bracelet.
FT FT FT FT

, REF: pg. 3 F T OBJ: 3 | 5F T FT




5. What is the goal of the introductory phase?
FT FT FT FT FT FT FT


a. Assess the patient’s apparent age.
FT FT FT FT


b. Identify the patient’s family history.
FT FT FT FT


c. Determine the patient’s diagnosis. FT FT FT


d. Establish a rapport with the patient. FT FT FT FT FT




ANSWER: D
The introductory phase is all about getting to know the patient and establishing a rapport
FT FT FT FT FT FT FT FT FT FT FT FT FT FT FT


with him or her.FT FT FT




REF: Table 1-1, pg. 4 FT FT FT OBJ: 3

6. Which of the following behaviors is not consistent with resistive behavior of a patient?
FT FT FT FT FT FT FT FT FT FT FT FT FT


a. Crossed arms FT


b. Minimal eye contact FT FT


c. Brief answers to questions
FT FT FT


d. Asking the purpose of the treatment
FT FT FT FT FT




ANSWER: D
If a patient asks about the purpose of the treatment you are about to give, this generall
FT FT FT FT FT FT FT FT FT FT FT FT FT FT FT FT


y indicates that he or she is not upset.
FT F T F T FT FT FT F T FT




REF: Table 1-1, pg. 4 FT FT FT OBJ: 3

7. What is the main purpose of the initial assessment stage?
FT FT FT FT FT FT FT FT FT


a. To identify any allergies to medications
FT FT FT FT FT


b. To document the patient’s smoking history
FT FT FT FT FT


c. To personally get to know the patient better
FT FT FT FT FT FT FT


d. To verify that the prescribed treatment is still needed and appropriate
FT FT FT FT FT FT FT FT FT FT




ANSWER: D
When you first see the patient, you are encouraged to perform a brief assessment to
F T F T FT FT FT F T F T FT FT FT FT FT F T FT FT


make sure the treatment order by the physician is still appropriate. The patient’s status m
FT FT FT FT FT FT FT FT FT FT FT FT FT FT


ay have changed abruptly recently.
FT FT FT FT




REF: Table 1-1, pg. 4 FT FT FT OBJ: 3

8. What is FT FT the appropriate distance for the social space from the patient?
FT FT FT FT FT FT FT FT FT


a. 3 to FT FT 5 feet
FT


b. 4 to FT FT 12 feetFT


c. 6 to FT FT 18 feetFT


d. 8 to FT FT 20 feetFT




ANSWER: B
The social space is 4 to 12 feet.
FT FT FT FT FT FT FT




REF: pg. 5 F T OBJ: 5

9. What is the appropriate distance for the personal space?
FT FT FT FT FT FT FT FT