TEST BANK FOR SEIDEL'S
GUIDE TO
PHYSICAL
EXAMINATION AN
INTERPROFESSIONAL
APPROACH
10TH EDITION BY JANE W.
BALL,
JOYCE E. DAINS
CHAPTER 1-26
, Chapter 01: The History and Interviewing Process
MULTIPLE CHOICE
1. Which would be considered a leading question?
a. What did the patient say about their headache?
b. Did you get a headache frequently?
c. On a scale of 1 to 10, how would you rate the severity of your headache?
d. How many times per day do you experience a headache each week?
ANS: B
Stating to the patient that he or she does not get headaches would limit the information in the a
ie a e . A i g he a ie ha he he hi i ca i g he headache i a
open-ended question. Asking the patient how he or she would rate the severity of the
headaches and asking what time of the day the headaches are the most severe are direct
questions.
DIF: Cognitive Level: Applying (Application)
OBJ: Nursing process assessment MSC: Physiologic Integrity: Physiologic Adaptation
2. When are open-ended questions generally most useful?
a. During sensitive area part of the interview
b. After several closed-ended questions have been asked
c. While designing the genogram
d. During the review of systems
ANS: A
Asking open-ended questions during the sensitive part of the interview allows you to gather
more information and establishes you as an empathic listener, which is the first step of
effective communication. Asking closed-ended questions may stifle the patie de i e
discuss the history of the illness. Interviewing for the purpose of designing a genogram or
conducting a review of systems requires more focused data than can be more easily gathered
with direct questioning.
DIF: Cognitive Level: Understanding (Comprehension)
OBJ: Nursing process assessment MSC: Physiologic Integrity: Physiologic Adaptation
3. Periods of silence during the interview can serve important purposes, such as:
a. allowing the clinician to catch up on documentation.
b. promoting calm.
c. providing time for reflection.
d. increasing the length of the visit.
GUIDE TO
PHYSICAL
EXAMINATION AN
INTERPROFESSIONAL
APPROACH
10TH EDITION BY JANE W.
BALL,
JOYCE E. DAINS
CHAPTER 1-26
, Chapter 01: The History and Interviewing Process
MULTIPLE CHOICE
1. Which would be considered a leading question?
a. What did the patient say about their headache?
b. Did you get a headache frequently?
c. On a scale of 1 to 10, how would you rate the severity of your headache?
d. How many times per day do you experience a headache each week?
ANS: B
Stating to the patient that he or she does not get headaches would limit the information in the a
ie a e . A i g he a ie ha he he hi i ca i g he headache i a
open-ended question. Asking the patient how he or she would rate the severity of the
headaches and asking what time of the day the headaches are the most severe are direct
questions.
DIF: Cognitive Level: Applying (Application)
OBJ: Nursing process assessment MSC: Physiologic Integrity: Physiologic Adaptation
2. When are open-ended questions generally most useful?
a. During sensitive area part of the interview
b. After several closed-ended questions have been asked
c. While designing the genogram
d. During the review of systems
ANS: A
Asking open-ended questions during the sensitive part of the interview allows you to gather
more information and establishes you as an empathic listener, which is the first step of
effective communication. Asking closed-ended questions may stifle the patie de i e
discuss the history of the illness. Interviewing for the purpose of designing a genogram or
conducting a review of systems requires more focused data than can be more easily gathered
with direct questioning.
DIF: Cognitive Level: Understanding (Comprehension)
OBJ: Nursing process assessment MSC: Physiologic Integrity: Physiologic Adaptation
3. Periods of silence during the interview can serve important purposes, such as:
a. allowing the clinician to catch up on documentation.
b. promoting calm.
c. providing time for reflection.
d. increasing the length of the visit.
