Test Bank - Physical Examination and Health Assessment, 9th
Edition (Jarvis, 2024), Chapter 1-32 + NCLEX Case Studies with
answers | All Chapters A+ LATEST
After completing an initial assessment of a patient, the nurse has
charted that his respirationsare eupneic and his pulse is 58 beats
per minute. What type of assessment data is this?
a. Objective
b. Reflective
c. Subjective
d. Introspective - Answer--a. Objective
The nurse is conducting a class for new graduate nurses. While teaching the class, what would
the nurse keep in mind regarding what novice nurses, without a background of skills and
experience from which to draw upon, are more likely to base their decisions on?
a. Intuition
b. A set of rules
c. Articles in journals
d. Advice from supervisors - Answer--b. A set of rules
The nurse is reviewing information about evidence-based practice (EBP). Which statement
best reflects EBP?
a. EBP relies on tradition for support of best practices.
, b. EBP is simply the use of best practice techniques for the treatment of patients.
c. EBP emphasizes the use of best evidence with the clinician's experience.
d. EBP does not consider the patient's own preferences as important. - Answer--c. EBP emphasizes the
use of best evidence with the clinician's experience.
The nurse is conducting a class on priority setting for a group of new graduate nurses. Which
is an example of a first-level priority problem?
a. Patient with postoperative pain
b. Newly diagnosed patient with diabetes who needs diabetic teaching
c. Individual with a small laceration on the sole of the foot
d. Individual with shortness of breath and respiratory distress - Answer--d. Individual with shortness of
breath and respiratory distress
When considering priority setting of problems, the nurse keeps in mind that second-level
priority problems include which of these aspects?
a. Low self-esteem
b. Lack of knowledge
c. Abnormal laboratory values
d. Severely abnormal vital signs - Answer--c. Abnormal laboratory values
Which critical-thinking skill helps the nurse see relationships among the data?
a. Validation
b. Clustering related cues
c. Identifying gaps in data
d. Distinguishing relevant from irrelevant - Answer--b. Clustering related cues
Edition (Jarvis, 2024), Chapter 1-32 + NCLEX Case Studies with
answers | All Chapters A+ LATEST
After completing an initial assessment of a patient, the nurse has
charted that his respirationsare eupneic and his pulse is 58 beats
per minute. What type of assessment data is this?
a. Objective
b. Reflective
c. Subjective
d. Introspective - Answer--a. Objective
The nurse is conducting a class for new graduate nurses. While teaching the class, what would
the nurse keep in mind regarding what novice nurses, without a background of skills and
experience from which to draw upon, are more likely to base their decisions on?
a. Intuition
b. A set of rules
c. Articles in journals
d. Advice from supervisors - Answer--b. A set of rules
The nurse is reviewing information about evidence-based practice (EBP). Which statement
best reflects EBP?
a. EBP relies on tradition for support of best practices.
, b. EBP is simply the use of best practice techniques for the treatment of patients.
c. EBP emphasizes the use of best evidence with the clinician's experience.
d. EBP does not consider the patient's own preferences as important. - Answer--c. EBP emphasizes the
use of best evidence with the clinician's experience.
The nurse is conducting a class on priority setting for a group of new graduate nurses. Which
is an example of a first-level priority problem?
a. Patient with postoperative pain
b. Newly diagnosed patient with diabetes who needs diabetic teaching
c. Individual with a small laceration on the sole of the foot
d. Individual with shortness of breath and respiratory distress - Answer--d. Individual with shortness of
breath and respiratory distress
When considering priority setting of problems, the nurse keeps in mind that second-level
priority problems include which of these aspects?
a. Low self-esteem
b. Lack of knowledge
c. Abnormal laboratory values
d. Severely abnormal vital signs - Answer--c. Abnormal laboratory values
Which critical-thinking skill helps the nurse see relationships among the data?
a. Validation
b. Clustering related cues
c. Identifying gaps in data
d. Distinguishing relevant from irrelevant - Answer--b. Clustering related cues
