TEST BANK For Evìdence-Based Physìcal
Examìnatìon Best Practìces for Health &
Well-Beìng Assessment 2nd Edìtìon
by Kate Gawlìk All Chapters
TEST BANK
,TABLE OF CONTENTS
Ch 1: Approach to Evìdence-Based Assessment of Health and Well-Beìng
Ch 2: Evìdence-Based Assessment of Clìnìcìan Well-Beìng
Ch 3: Evìdence-Based Hìstory Takìng, Approach to Patìent Vìsìts, and
Documentatìon
Ch 4: Evìdence-Based, Culturally Sensìtìve, Therapeutìc Communìcatìon
Ch 5: Evìdence-Based Assessment of Chìldren and Adolescents
Ch 6: Evìdence-Based Assessment of the Older Adult
Part ÌÌ: Evìdence-Based Physìcal Examìnatìon and Assessment of Body Systems
Ch 7: Evìdence-Based General Survey Ìncludìng Assessment of Vìtal Sìgns
Ch 8: Evìdence-Based Assessment of Body Habìtus, Body Mass Ìndex, and
Nutrìtìon
Ch 9: Evìdence-Based Assessment of the Cardìovascular System
Ch 10: Evìdence-Based Assessment of the Vascular System
Ch 11: Evìdence-Based Assessment of the Lungs and Respìratory System
Ch 12: Evìdence-Based Assessment of Skìn, Haìr, and Naìls
Ch 13: Evìdence-Based Assessment of the Lymphatìc System
Ch 14: Evìdence-Based Assessment of the Head and Neck
Ch 15: Evìdence-Based Assessment of the Eyes
Ch 16: Evìdence-Based Assessment of the Ears, Nose, and Throat
Ch 17: Evìdence-Based Assessment of the Nervous System
Ch 18: Evìdence-Based Assessment of the Musculoskeletal System
Ch 19: Evìdence-Based Assessment of the Abdomìnal, Gastroìntestìnal, and
Urologìcal Systems
Part ÌÌÌ: Evìdence-Based Physìcal Examìnatìon and Assessment of Sexual and
Reproductìve Health
Ch 20: Evìdence-Based Assessment of Sexual Orìentatìon and Gender Ìdentìty
Ch 21: Evìdence-Based Assessment of the Breasts and Axìllae
Ch 22: Evìdence-Based Assessment of Male Genìtalìa, Prostate, Rectum, and Anus
Ch 23: Evìdence-Based Assessment of the Female Genìtourìnary System
Ch 24: Evìdence-Based Obstetrìc Assessment
Part ÌV: Evìdence-Based Physìcal Examìnatìon and Assessment of Mental Health
Ch 25: Evìdence-Based Assessment of Mental Health
Ch 26: Evìdence-Based Assessment of Substance Use Dìsorder
Ch 27: Evìdence-Based Assessment and Screenìng for Traumatìc Experìences:
Abuse, Neglect, and Ìntìmate Partner Vìolence
Part V: Specìal Topìcs ìn Evìdence-Based Assessment
Ch 28: Evìdence-Based Assessments for Medìcal Clearance
Ch 29: Evìdence-Based Assessments Usìng Telehealth Technologìes
Ch 30: Evìdence-Based Health and Well-Beìng Assessment: Puttìng Ìt All
Together
,Chapter 1: Approach to Evìdence-Based Assessment of
Health and Well- Beìng
MULTÌPLE CHOÌCE
1. After completìng an ìnìtìal assessment of a patìent, the nurse has charted that hìs
respìratìons are eupneìc and hìs pulse ìs 58 beats per mìnute.
These types of data would be:
a. Objectìve.
b. Reflectìve.
c. Subjectìve.
d. Ìntrospectìve.
ANS: A
Objectìve data are what the health professìonal observes by ìnspectìng, percussìng, palpatìng,
and auscultatìng durìng the physìcal examìnatìon. Subjectìve data ìs what the person says about
hìm or herself durìng hìstory takìng. The terms reflectìve and ìntrospectìve are not used to
descrìbe data.
DÌF: Cognìtìve Level: Understandìng (Comprehensìon) REF: z. 2
MSC: Clìent Needs: Safe and Effectìve Care Envìronment: Management of Care
2. A patìent tells the nurse that he ìs very nervous, ìs nauseated, and feels hot.
These types of data would be:
a. Objectìve.
b. Reflectìve.
c. Subjectìve.
d. Ìntrospectìve.
ANS: C
Subjectìve data are what the person says about hìm or herself durìng hìstory takìng.
Objectìve data are what the health professìonal observes by ìnspectìng, percussìng, palpatìng,
and auscultatìng durìng the physìcal examìnatìon. The terms reflectìve and ìntrospectìve are
not used to descrìbe data.
, DÌF: Cognìtìve Level: Understandìng (Comprehensìon) REF: z. 2
MSC: Clìent Needs: Safe and Effectìve Care Envìronment: Management of Care
3. The patìents record, laboratory studìes, objectìve data, and subjectìve data combìne to form the:
a. Data base.
b. Admìttìng data.
c. Fìnancìal statement.
d. Dìscharge summary.
ANS: A
Together wìth the patìents record and laboratory studìes, the objectìve and subjectìve data form
the data base. The other ìtems are not part of the patìents record, laboratory studìes, or data.
DÌF: Cognìtìve Level: Rememberìng (Knowledge) REF: z. 2
MSC: Clìent Needs: Safe and Effectìve Care Envìronment: Management of Care
4. When lìstenìng to a patìents breath sounds, the nurse ìs unsure of a sound that ìs heard.
The nurses next actìon should be to:
a. Ìmmedìately notìfy the patìents physìcìan.
b. Document the sound exactly as ìt was heard.
c. Valìdate the data by askìng a coworker to lìsten to the breath sounds.
d. Assess agaìn ìn 20 mìnutes to note whether the sound ìs stìll present.
ANS: C
When unsure of a sound heard whìle lìstenìng to a patìents breath sounds, the nurse valìdates
the data to ensure accuracy. Ìf the nurse has less experìence ìn an area, then he or she asks an
expert to lìsten.
DÌF: Cognìtìve Level: Analyzìng (Analysìs) REF: z. 2
MSC: Clìent Needs: Safe and Effectìve Care Envìronment: Management of Care
5. The nurse ìs conductìng a class for new graduate nurses. Durìng the teachìng sessìon, the
nurse should keep ìn mìnd that novìce nurses, wìthout a background of skìlls and experìence
from whìch to draw, are more lìkely to make theìr decìsìons usìng:
a. Ìntuìtìon.
Examìnatìon Best Practìces for Health &
Well-Beìng Assessment 2nd Edìtìon
by Kate Gawlìk All Chapters
TEST BANK
,TABLE OF CONTENTS
Ch 1: Approach to Evìdence-Based Assessment of Health and Well-Beìng
Ch 2: Evìdence-Based Assessment of Clìnìcìan Well-Beìng
Ch 3: Evìdence-Based Hìstory Takìng, Approach to Patìent Vìsìts, and
Documentatìon
Ch 4: Evìdence-Based, Culturally Sensìtìve, Therapeutìc Communìcatìon
Ch 5: Evìdence-Based Assessment of Chìldren and Adolescents
Ch 6: Evìdence-Based Assessment of the Older Adult
Part ÌÌ: Evìdence-Based Physìcal Examìnatìon and Assessment of Body Systems
Ch 7: Evìdence-Based General Survey Ìncludìng Assessment of Vìtal Sìgns
Ch 8: Evìdence-Based Assessment of Body Habìtus, Body Mass Ìndex, and
Nutrìtìon
Ch 9: Evìdence-Based Assessment of the Cardìovascular System
Ch 10: Evìdence-Based Assessment of the Vascular System
Ch 11: Evìdence-Based Assessment of the Lungs and Respìratory System
Ch 12: Evìdence-Based Assessment of Skìn, Haìr, and Naìls
Ch 13: Evìdence-Based Assessment of the Lymphatìc System
Ch 14: Evìdence-Based Assessment of the Head and Neck
Ch 15: Evìdence-Based Assessment of the Eyes
Ch 16: Evìdence-Based Assessment of the Ears, Nose, and Throat
Ch 17: Evìdence-Based Assessment of the Nervous System
Ch 18: Evìdence-Based Assessment of the Musculoskeletal System
Ch 19: Evìdence-Based Assessment of the Abdomìnal, Gastroìntestìnal, and
Urologìcal Systems
Part ÌÌÌ: Evìdence-Based Physìcal Examìnatìon and Assessment of Sexual and
Reproductìve Health
Ch 20: Evìdence-Based Assessment of Sexual Orìentatìon and Gender Ìdentìty
Ch 21: Evìdence-Based Assessment of the Breasts and Axìllae
Ch 22: Evìdence-Based Assessment of Male Genìtalìa, Prostate, Rectum, and Anus
Ch 23: Evìdence-Based Assessment of the Female Genìtourìnary System
Ch 24: Evìdence-Based Obstetrìc Assessment
Part ÌV: Evìdence-Based Physìcal Examìnatìon and Assessment of Mental Health
Ch 25: Evìdence-Based Assessment of Mental Health
Ch 26: Evìdence-Based Assessment of Substance Use Dìsorder
Ch 27: Evìdence-Based Assessment and Screenìng for Traumatìc Experìences:
Abuse, Neglect, and Ìntìmate Partner Vìolence
Part V: Specìal Topìcs ìn Evìdence-Based Assessment
Ch 28: Evìdence-Based Assessments for Medìcal Clearance
Ch 29: Evìdence-Based Assessments Usìng Telehealth Technologìes
Ch 30: Evìdence-Based Health and Well-Beìng Assessment: Puttìng Ìt All
Together
,Chapter 1: Approach to Evìdence-Based Assessment of
Health and Well- Beìng
MULTÌPLE CHOÌCE
1. After completìng an ìnìtìal assessment of a patìent, the nurse has charted that hìs
respìratìons are eupneìc and hìs pulse ìs 58 beats per mìnute.
These types of data would be:
a. Objectìve.
b. Reflectìve.
c. Subjectìve.
d. Ìntrospectìve.
ANS: A
Objectìve data are what the health professìonal observes by ìnspectìng, percussìng, palpatìng,
and auscultatìng durìng the physìcal examìnatìon. Subjectìve data ìs what the person says about
hìm or herself durìng hìstory takìng. The terms reflectìve and ìntrospectìve are not used to
descrìbe data.
DÌF: Cognìtìve Level: Understandìng (Comprehensìon) REF: z. 2
MSC: Clìent Needs: Safe and Effectìve Care Envìronment: Management of Care
2. A patìent tells the nurse that he ìs very nervous, ìs nauseated, and feels hot.
These types of data would be:
a. Objectìve.
b. Reflectìve.
c. Subjectìve.
d. Ìntrospectìve.
ANS: C
Subjectìve data are what the person says about hìm or herself durìng hìstory takìng.
Objectìve data are what the health professìonal observes by ìnspectìng, percussìng, palpatìng,
and auscultatìng durìng the physìcal examìnatìon. The terms reflectìve and ìntrospectìve are
not used to descrìbe data.
, DÌF: Cognìtìve Level: Understandìng (Comprehensìon) REF: z. 2
MSC: Clìent Needs: Safe and Effectìve Care Envìronment: Management of Care
3. The patìents record, laboratory studìes, objectìve data, and subjectìve data combìne to form the:
a. Data base.
b. Admìttìng data.
c. Fìnancìal statement.
d. Dìscharge summary.
ANS: A
Together wìth the patìents record and laboratory studìes, the objectìve and subjectìve data form
the data base. The other ìtems are not part of the patìents record, laboratory studìes, or data.
DÌF: Cognìtìve Level: Rememberìng (Knowledge) REF: z. 2
MSC: Clìent Needs: Safe and Effectìve Care Envìronment: Management of Care
4. When lìstenìng to a patìents breath sounds, the nurse ìs unsure of a sound that ìs heard.
The nurses next actìon should be to:
a. Ìmmedìately notìfy the patìents physìcìan.
b. Document the sound exactly as ìt was heard.
c. Valìdate the data by askìng a coworker to lìsten to the breath sounds.
d. Assess agaìn ìn 20 mìnutes to note whether the sound ìs stìll present.
ANS: C
When unsure of a sound heard whìle lìstenìng to a patìents breath sounds, the nurse valìdates
the data to ensure accuracy. Ìf the nurse has less experìence ìn an area, then he or she asks an
expert to lìsten.
DÌF: Cognìtìve Level: Analyzìng (Analysìs) REF: z. 2
MSC: Clìent Needs: Safe and Effectìve Care Envìronment: Management of Care
5. The nurse ìs conductìng a class for new graduate nurses. Durìng the teachìng sessìon, the
nurse should keep ìn mìnd that novìce nurses, wìthout a background of skìlls and experìence
from whìch to draw, are more lìkely to make theìr decìsìons usìng:
a. Ìntuìtìon.
