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,Chapter 01: Evidence-Based Assessment bb bb b b
MULTIPLE CHOICE bb
1. After completing an initial assessment of a patient, the nurse has charted that his respirations are eupneic
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
and his pulse is 58 beats per minute. These types of data would be:
bb bb b b b b b b b b b b b b b b bb bb b b b b b b
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: A bb
Objective data are what the health professional observes by inspecting, percussing, palpating, and
bb bb bb bb bb bb bb bb bb bb bb bb
auscultating during the physical examination. Subjective data is what the person says about him or herself
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
during history taking. The terms reflective and introspective are not used to describe data.
bb bb bb b b b b b b b b b b b b b b b b b b b b b b
DIF: Cognitive Level: Understanding (Comprehension)
bb bb bb bb
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
bb bb bb bb bb bb bb bb bb bb
2. A patient tells the nurse that he is very n e r vNo uUsR, SisIN
bb bb bb naGuTsB
bb ea.CteOdM
, and feels hot. These types of data would be:
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: C bb
Subjective data are what the person says about him or herself during history taking. Objective data are what
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
the health professional observes by inspecting, percussing, palpating, and auscultating during the
bb bb b b b b b b b b b b b b b b b b b b b b
physical examination. The terms reflective and introspective are not used to describe data.
b b bb b b b b b b b b b b b b b b b b b b b b b b
DIF: Cognitive Level: Understanding (Comprehension)
bb bb bb bb
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
bb bb bb bb bb bb bb bb bb bb
3. The patients record, laboratory studies, objective data, and subjective data combine to form the:
bb bb bb bb bb bb bb bb bb bb bb bb bb
a. Data base. bb
b. Admitting data. bb
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, c. Financial statement. bb
d. Discharge summary. bb
ANS: A bb
Together with the patients record and laboratory studies, the objective and subjective data form the data
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
base. The other items are not part of the patients record, laboratory studies, or data.
bb bb b b b b b b b b b b b b b b b b b b b b b b b b b b
DIF: Cognitive Level: Remembering (Knowledge)
bb bb bb bb
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
bb bb bb bb bb bb bb bb bb bb
4. When listening to a patients breath sounds, the nurse is unsure of a sound that is heard. The nurses
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
next action should be to:
bb bb bb bb bb
a. Immediately notify the patients physician. bb bb bb bb
b. Document the sound exactly as it was heard. bb bb bb bb bb bb bb
c. Validate the data by asking a coworker to listen to the breath sounds.
bb bb bb bb bb bb bb bb bb bb bb bb
d. Assess again in 20 minutes to note whether the sound is still present.
bb bb bb bb bb bb bb bb bb bb bb bb
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ANS: C bb
When unsure of a sound heard while listening to a patients breath sounds, the nurse validates the data to
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
ensure accuracy. If the nurse has less experience in an area, then he or she asks an expert to
bb bb b b bb b b b b bb bb b b bb bb bb bb bb bb bb bb bb b b
listen.
bb
DIF: Cognitive Level: Analyzing (Analysis)
bb bb bb bb
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
bb bb bb bb bb bb bb bb bb bb
5. The nurse is conducting a class for new graduate nurses. During the teaching session, the nurse
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
should keep in mind that novice nurses, without a background of skills and experience from which to
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
draw, are more likely to make their decisions using:
bb bb bb bb bb bb bb bb bb
a. Intuition.
b. A set of rules.
bb bb bb
c. Articles in journals. bb bb
d. Advice from supervisors. bb bb
ANS: B bb
Novice nurses operate from a set of defined, structured rules. The expert practitioner uses intuitive links.
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
DIF: Cognitive Level: Understanding (Comprehension)
bb bb b b bb b b
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, MSC: Client Needs: General
bb bb bb
6. Expert nurses learn to attend to a pattern of assessment data and act without consciously labeling it.
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
These responses are referred to as:
bb bb bb bb bb bb
a. Intuition.
b. The nursing process.bb bb
c. Clinical knowledge. bb
d. Diagnostic reasoning. bb
ANS: A bb
Intuition is characterized by pattern recognitionexpert nurses learn to attend to a pattern of assessment data
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
and act without consciously labeling it. The other options are not correct.
bb bb b b b b b b b b b b b b b b b b b b b b
DIF: Cognitive Level: Understanding
bb bb bb
bb (Comprehension) MSC: Client Needs: General bb bb bb bb
7. The nurse is reviewing information about evidence-based practice (EBP). Which statement best
bb bb bb bb bb bb bb bb bb bb bb
reflects EBP?
bb bb
a. EBP relies on tradition for supportNoUfR
bb beSsItNpGrT
acBt.iC
bb ceOsM
. bb bb bb b
b. EBP is simply the use of best practice techniques for the treatment of patients.
bb bb bb bb bb bb bb bb bb bb bb bb bb
c. EBP emphasizes the use of best evidence with the clinicians experience.
bb bb bb bb bb bb bb bb bb bb
d. The patients own preferences are not important with EBP.
bb bb bb bb bb bb bb bb
ANS: C bb
EBP is a systematic approach to practice that emphasizes the use of best evidence in combination with
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
the clinicians experience, as well as patient preferences and values, when making decisions about care
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
and treatment. EBP is more than simply using the best practice techniques to treat patients, and
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
questioning tradition is important when no compelling and supportive research evidence
bb bb b b b b b b b b b b b b b b b b b b
exists.
b b
DIF: Cognitive Level: Applying (Application)
bb bb bb bb
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
bb bb bb bb bb bb bb bb bb bb
8. The nurse is conducting a class on priority setting for a group of new graduate nurses. Which is an
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
example of a first-level priority problem?
bb bb bb bb bb bb
a. Patient with postoperative pain bb bb bb
b. Newly diagnosed patient with diabetes who needs diabetic teaching
bb bb bb bb bb bb bb bb
NURSINGTB.COM
,Chapter 01: Evidence-Based Assessment bb bb b b
MULTIPLE CHOICE bb
1. After completing an initial assessment of a patient, the nurse has charted that his respirations are eupneic
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
and his pulse is 58 beats per minute. These types of data would be:
bb bb b b b b b b b b b b b b b b bb bb b b b b b b
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: A bb
Objective data are what the health professional observes by inspecting, percussing, palpating, and
bb bb bb bb bb bb bb bb bb bb bb bb
auscultating during the physical examination. Subjective data is what the person says about him or herself
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
during history taking. The terms reflective and introspective are not used to describe data.
bb bb bb b b b b b b b b b b b b b b b b b b b b b b
DIF: Cognitive Level: Understanding (Comprehension)
bb bb bb bb
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
bb bb bb bb bb bb bb bb bb bb
2. A patient tells the nurse that he is very n e r vNo uUsR, SisIN
bb bb bb naGuTsB
bb ea.CteOdM
, and feels hot. These types of data would be:
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: C bb
Subjective data are what the person says about him or herself during history taking. Objective data are what
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
the health professional observes by inspecting, percussing, palpating, and auscultating during the
bb bb b b b b b b b b b b b b b b b b b b b b
physical examination. The terms reflective and introspective are not used to describe data.
b b bb b b b b b b b b b b b b b b b b b b b b b b
DIF: Cognitive Level: Understanding (Comprehension)
bb bb bb bb
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
bb bb bb bb bb bb bb bb bb bb
3. The patients record, laboratory studies, objective data, and subjective data combine to form the:
bb bb bb bb bb bb bb bb bb bb bb bb bb
a. Data base. bb
b. Admitting data. bb
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, c. Financial statement. bb
d. Discharge summary. bb
ANS: A bb
Together with the patients record and laboratory studies, the objective and subjective data form the data
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
base. The other items are not part of the patients record, laboratory studies, or data.
bb bb b b b b b b b b b b b b b b b b b b b b b b b b b b
DIF: Cognitive Level: Remembering (Knowledge)
bb bb bb bb
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
bb bb bb bb bb bb bb bb bb bb
4. When listening to a patients breath sounds, the nurse is unsure of a sound that is heard. The nurses
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
next action should be to:
bb bb bb bb bb
a. Immediately notify the patients physician. bb bb bb bb
b. Document the sound exactly as it was heard. bb bb bb bb bb bb bb
c. Validate the data by asking a coworker to listen to the breath sounds.
bb bb bb bb bb bb bb bb bb bb bb bb
d. Assess again in 20 minutes to note whether the sound is still present.
bb bb bb bb bb bb bb bb bb bb bb bb
NURSINGTB.COM
ANS: C bb
When unsure of a sound heard while listening to a patients breath sounds, the nurse validates the data to
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
ensure accuracy. If the nurse has less experience in an area, then he or she asks an expert to
bb bb b b bb b b b b bb bb b b bb bb bb bb bb bb bb bb bb b b
listen.
bb
DIF: Cognitive Level: Analyzing (Analysis)
bb bb bb bb
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
bb bb bb bb bb bb bb bb bb bb
5. The nurse is conducting a class for new graduate nurses. During the teaching session, the nurse
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
should keep in mind that novice nurses, without a background of skills and experience from which to
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
draw, are more likely to make their decisions using:
bb bb bb bb bb bb bb bb bb
a. Intuition.
b. A set of rules.
bb bb bb
c. Articles in journals. bb bb
d. Advice from supervisors. bb bb
ANS: B bb
Novice nurses operate from a set of defined, structured rules. The expert practitioner uses intuitive links.
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
DIF: Cognitive Level: Understanding (Comprehension)
bb bb b b bb b b
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, MSC: Client Needs: General
bb bb bb
6. Expert nurses learn to attend to a pattern of assessment data and act without consciously labeling it.
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
These responses are referred to as:
bb bb bb bb bb bb
a. Intuition.
b. The nursing process.bb bb
c. Clinical knowledge. bb
d. Diagnostic reasoning. bb
ANS: A bb
Intuition is characterized by pattern recognitionexpert nurses learn to attend to a pattern of assessment data
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
and act without consciously labeling it. The other options are not correct.
bb bb b b b b b b b b b b b b b b b b b b b b
DIF: Cognitive Level: Understanding
bb bb bb
bb (Comprehension) MSC: Client Needs: General bb bb bb bb
7. The nurse is reviewing information about evidence-based practice (EBP). Which statement best
bb bb bb bb bb bb bb bb bb bb bb
reflects EBP?
bb bb
a. EBP relies on tradition for supportNoUfR
bb beSsItNpGrT
acBt.iC
bb ceOsM
. bb bb bb b
b. EBP is simply the use of best practice techniques for the treatment of patients.
bb bb bb bb bb bb bb bb bb bb bb bb bb
c. EBP emphasizes the use of best evidence with the clinicians experience.
bb bb bb bb bb bb bb bb bb bb
d. The patients own preferences are not important with EBP.
bb bb bb bb bb bb bb bb
ANS: C bb
EBP is a systematic approach to practice that emphasizes the use of best evidence in combination with
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
the clinicians experience, as well as patient preferences and values, when making decisions about care
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
and treatment. EBP is more than simply using the best practice techniques to treat patients, and
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
questioning tradition is important when no compelling and supportive research evidence
bb bb b b b b b b b b b b b b b b b b b b
exists.
b b
DIF: Cognitive Level: Applying (Application)
bb bb bb bb
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
bb bb bb bb bb bb bb bb bb bb
8. The nurse is conducting a class on priority setting for a group of new graduate nurses. Which is an
bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb bb
example of a first-level priority problem?
bb bb bb bb bb bb
a. Patient with postoperative pain bb bb bb
b. Newly diagnosed patient with diabetes who needs diabetic teaching
bb bb bb bb bb bb bb bb
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