,Physical Examination and Health Assessment CANADIAN 4th Edition
f f f f f f f
Jarvis Test Bank f f f
Chapter 01: Evidence-Based Assessment
f f f
Jarvis: Physical Examination & Health Assessment, 3rd Canadian edition
f f f f f f f f
MULTIPLE CHOICE f
1. After completing an initial assessment of a patient, the nurse has charted that his respirations
f f f f f f f f f f f f f f
f are 18 breaths per minute and his pulse is 58 beats per minute. These types of data would be:
f f f f f f f f f f f f f f f f f f
a. Objective
b. Reflective
c. Subjective
d. Introspective
ANS: A f
Objective data are what the health professional observes by inspecting, percussing, palpating,
f f f f f f f f f f f
and auscultating during the physical examination. Subjective data are what the person says
f f f f f f f f f f f f f
about himself or herself during history taking. The terms reflective and introspective are not
f f f f f f f f f f f f f f
used to describe data.
f f f f
DIF: Cognitive Level: Understanding (Comprehension) f f f
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
f f f f f f f f f f
2. A patient tells the nurse that he is very nervous, is nauseated, and “feels hot.” These types of
f f f f f f f f f f f f f f f f f
data would be:
f f f
a. Objective
b. Reflective
c. Subjective
d. Introspective
ANS: C f
Subjective data are what the person says about himself or herself during history taking.
f f f f f f f f f f f f f
Objective data are what the health professional observes by inspecting, percussing, palpating,
f f f f f f f f f f f f
and auscultating during the physical examination. The terms reflective and introspective are
f f f f f f f f f f f f
not used to describe data.
f f f f f
DIF: Cognitive Level: Understanding (Comprehension) f f f
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
f f f f f f f f f f
3. The patient’s record, laboratory studies, objective data, and subjective data combine to form
f f f f f f f f f f f f
f the:
a. Database
b. Admitting data f
c. Financial statement f
d. Discharge summary f
ANS: A f
Together with the patient’s record and laboratory studies, the objective and subjective data
f f f f f f f f f f f f
form the database. The other items are not part of the patient’s record, laboratory studies, or
f f f f f f f f f f f f f f f f
data.
f
,DIF: Cognitive Level: Remembering (Knowledge)
f f f
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
f f f f f f f f f f
, 4. When listening to a patient’s breath sounds, the nurse is unsure of a sound that is heard. The
f f f f f f f f f f f f f f f f f
nurse’s next action should be to:
f f f f f f
a. Immediately notify the patient’s physician. f f f f
b. Document the sound exactly as it was heard. f f f f f f f
c. Validate the data by asking a coworker to listen to the breath sounds. f f f f f f f f f f f f
d. Assess again in 20 minutes to note whether the sound is still present.
f f f f f f f f f f f f
ANS: C f
When unsure of a sound heard while listening to a patient’s breath sounds, the nurse validates
f f f f f f f f f f f f f f f
the data to ensure accuracy. If the nurse has less experience in an area, then he or she asks an
f f f f f f f f f f f f f f f f f f f f
expert to listen.
f f f
DIF: Cognitive Level: Analyzing (Analysis) f f f
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
f f f f f f f f f f
5. The nurse is conducting a class for new graduate nurses. During the teaching session, the
f f f f f f f f f f f f f f
nurse should keep in mind that novice nurses, with less experience, are more likely to base
f f f f f f f f f f f f f f f f
their decisions on:
f f f
a. Intuition
b. Clear-cut rules f
c. Articles in journals f f
d. Advice from supervisors f f
ANS: B f
Novice nurses operate from a set of defined, structured rules. Expert practitioners use critical
f f f f f f f f f f f f f
thinking and their substantial background of experiences.
f f f f f f f
DIF: Cognitive Level: Understanding (Comprehension) f f f MSC: Client Needs: General f f f
6. Expert nurses assess and make decisions through the use of:
f f f f f f f f f
a. Critical thinking f
b. The nursing process f f
c. Clinical knowledge f
d. Diagnostic reasoning f
ANS: A f
Critical thinking is a multidimensional, dynamic, and interactive thinking process by which expert
f f f f f f f f f f f f
nurses assess and make decisions in the clinical area.
f f f f f f f f f
DIF: f f Cognitive Level: Understanding (Comprehension) f f f MSC: Client Needs: General f f f
7. The nurse is reviewing information about evidence-informed practice (EIP). Which statement
f f f f f f f f f f
best reflects EIP?
f f
a. EIP relies on tradition for support of best practices.
f f f f f f f f
b. EIP is simply the use of best practice techniques for the treatment of patients.
f f f f f f f f f f f f f
c. EIP emphasizes the use of best and most appropriate evidence with clinician
f f f f f f f f f f f
expertise and patient preference.
f f f f
d. The patient’s own preferences are not important in EIP.
f f f f f f f f
ANS: C f
f f f f f f f
Jarvis Test Bank f f f
Chapter 01: Evidence-Based Assessment
f f f
Jarvis: Physical Examination & Health Assessment, 3rd Canadian edition
f f f f f f f f
MULTIPLE CHOICE f
1. After completing an initial assessment of a patient, the nurse has charted that his respirations
f f f f f f f f f f f f f f
f are 18 breaths per minute and his pulse is 58 beats per minute. These types of data would be:
f f f f f f f f f f f f f f f f f f
a. Objective
b. Reflective
c. Subjective
d. Introspective
ANS: A f
Objective data are what the health professional observes by inspecting, percussing, palpating,
f f f f f f f f f f f
and auscultating during the physical examination. Subjective data are what the person says
f f f f f f f f f f f f f
about himself or herself during history taking. The terms reflective and introspective are not
f f f f f f f f f f f f f f
used to describe data.
f f f f
DIF: Cognitive Level: Understanding (Comprehension) f f f
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
f f f f f f f f f f
2. A patient tells the nurse that he is very nervous, is nauseated, and “feels hot.” These types of
f f f f f f f f f f f f f f f f f
data would be:
f f f
a. Objective
b. Reflective
c. Subjective
d. Introspective
ANS: C f
Subjective data are what the person says about himself or herself during history taking.
f f f f f f f f f f f f f
Objective data are what the health professional observes by inspecting, percussing, palpating,
f f f f f f f f f f f f
and auscultating during the physical examination. The terms reflective and introspective are
f f f f f f f f f f f f
not used to describe data.
f f f f f
DIF: Cognitive Level: Understanding (Comprehension) f f f
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
f f f f f f f f f f
3. The patient’s record, laboratory studies, objective data, and subjective data combine to form
f f f f f f f f f f f f
f the:
a. Database
b. Admitting data f
c. Financial statement f
d. Discharge summary f
ANS: A f
Together with the patient’s record and laboratory studies, the objective and subjective data
f f f f f f f f f f f f
form the database. The other items are not part of the patient’s record, laboratory studies, or
f f f f f f f f f f f f f f f f
data.
f
,DIF: Cognitive Level: Remembering (Knowledge)
f f f
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
f f f f f f f f f f
, 4. When listening to a patient’s breath sounds, the nurse is unsure of a sound that is heard. The
f f f f f f f f f f f f f f f f f
nurse’s next action should be to:
f f f f f f
a. Immediately notify the patient’s physician. f f f f
b. Document the sound exactly as it was heard. f f f f f f f
c. Validate the data by asking a coworker to listen to the breath sounds. f f f f f f f f f f f f
d. Assess again in 20 minutes to note whether the sound is still present.
f f f f f f f f f f f f
ANS: C f
When unsure of a sound heard while listening to a patient’s breath sounds, the nurse validates
f f f f f f f f f f f f f f f
the data to ensure accuracy. If the nurse has less experience in an area, then he or she asks an
f f f f f f f f f f f f f f f f f f f f
expert to listen.
f f f
DIF: Cognitive Level: Analyzing (Analysis) f f f
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
f f f f f f f f f f
5. The nurse is conducting a class for new graduate nurses. During the teaching session, the
f f f f f f f f f f f f f f
nurse should keep in mind that novice nurses, with less experience, are more likely to base
f f f f f f f f f f f f f f f f
their decisions on:
f f f
a. Intuition
b. Clear-cut rules f
c. Articles in journals f f
d. Advice from supervisors f f
ANS: B f
Novice nurses operate from a set of defined, structured rules. Expert practitioners use critical
f f f f f f f f f f f f f
thinking and their substantial background of experiences.
f f f f f f f
DIF: Cognitive Level: Understanding (Comprehension) f f f MSC: Client Needs: General f f f
6. Expert nurses assess and make decisions through the use of:
f f f f f f f f f
a. Critical thinking f
b. The nursing process f f
c. Clinical knowledge f
d. Diagnostic reasoning f
ANS: A f
Critical thinking is a multidimensional, dynamic, and interactive thinking process by which expert
f f f f f f f f f f f f
nurses assess and make decisions in the clinical area.
f f f f f f f f f
DIF: f f Cognitive Level: Understanding (Comprehension) f f f MSC: Client Needs: General f f f
7. The nurse is reviewing information about evidence-informed practice (EIP). Which statement
f f f f f f f f f f
best reflects EIP?
f f
a. EIP relies on tradition for support of best practices.
f f f f f f f f
b. EIP is simply the use of best practice techniques for the treatment of patients.
f f f f f f f f f f f f f
c. EIP emphasizes the use of best and most appropriate evidence with clinician
f f f f f f f f f f f
expertise and patient preference.
f f f f
d. The patient’s own preferences are not important in EIP.
f f f f f f f f
ANS: C f
