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“NUR 216 Health Assessment 2024/2025 Practice Questions Test Bank – 200 Qs, Verified Answers, A+ Rationales – Real Exam Format”

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“NUR 216 Health Assessment 2024/2025 Practice Questions Test Bank – 200 Qs, Verified Answers, A+ Rationales – Real Exam Format” Course Level and Context NUR 216 (Health Assessment) is a core nursing course within the Bachelor of Science in Nursing (BSN) curriculum at Arizona College of Nursing. It is offered after admission to the Core Nursing Program (i.e., once nursing prerequisites and foundational courses are complete) and carries 3 credit hours Arizona College . Course Description (per Arizona College Catalog) “This course focuses on the gathering and evaluation of biopsychosocial data from adults and older adults to inform clinical judgment and make evidence-based decisions regarding priority actions. Emphasis is on physical assessment and health history taking. Course includes training in and practice of select health assessment skills in the laboratory setting.” Arizona College Prerequisites Admission to the Core Nursing Program (i.e., completion of general education and initial nursing courses) Arizona College Course Structure and Topics Covered While Arizona College of Nursing does not publicly publish a week-by-week syllabus, NUR 216 is traditionally organized around biopsychosocial concepts that underpin comprehensive health assessment. Below is an outline of the major topic areas typically covered, reflecting both the College’s description and standard Health Assessment curricula: Foundations of Health Assessment Role of assessment in nursing clinical judgment Therapeutic communication and interviewing techniques Cultural humility and patient-centered interviewing Documentation and data validation General Survey & Vital Signs Overall patient appearance, behavior, gait, and affect Accurate measurement and interpretation of: Temperature, pulse, respirations, blood pressure Pain assessment (numeric scales, OLDCARTS mnemonic) Lifespan considerations: variations in vitals (pediatrics vs. geriatrics) Skin, Hair & Nails Assessment Inspection and palpation techniques (turgor, moisture, lesions) Recognizing common dermatologic findings (rashes, ulcers, pressure injuries) Nail assessment (capillary refill, clubbing, fungal changes) Aging-related changes in integumentary system Head, Eyes, Ears, Nose & Throat (HEENT) Cranial nerve screening (II–XII) relevant to HEENT exam Visual acuity, pupillary reactions (PERRLA) Otoscopic exam: ear canal and tympanic membrane assessment Nasal patency, oral mucosa, dentition, and oropharynx inspection Neck assessment: lymph nodes, thyroid palpation Respiratory System Assessment Thoracic anatomy and mechanics of breathing Auscultation patterns: vesicular, bronchial, bronchovesicular sounds Adventitious sounds: crackles, wheezes, pleural friction rub Percussion techniques and tactile fremitus Recognizing signs of respiratory distress (use of accessory muscles, tripod position) Cardiovascular System Assessment Heart auscultation landmarks (aortic, pulmonic, tricuspid, mitral areas) Identification of S1, S2, and extra heart sounds (S3, S4) Palpation of peripheral pulses (radial, carotid, dorsalis pedis) Jugular venous distention (JVD) and capillary refill testing Peripheral vascular assessment: edema grading, skin temperature Abdominal & Gastrointestinal Assessment Inspection, auscultation, percussion, then palpation sequence Bowel sound characterization (normoactive, hypoactive, hyperactive) Assessment maneuvers: rebound tenderness (McBurney’s point), Murphy’s sign, fluid wave Identification of normal vs. abnormal findings (e.g., ascites vs. air-filled loops) Musculoskeletal System Assessment Inspection and palpation of joints (size, contour, warmth, swelling) Range of motion (active vs. passive) and muscle strength grading (0–5 scale) Spine and posture evaluation: kyphosis, lordosis, scoliosis Gait analysis (heel-to-toe pattern, arm swing, base of support) Neurological System Assessment Mental status examination: orientation, memory, abstract thinking (e.g., interpreting proverbs) Cranial nerve evaluation (I–XII) beyond HEENT: facial expressions, shoulder shrug (CN XI), tongue movement (CN XII) Sensory testing: light touch, pain (sharp vs. dull), temperature, vibration over bony prominences Motor function: tone, strength, coordination (finger-to-nose, rapid alternating movements) Reflexes: deep tendon reflexes (0–4+), plantar response (Babinski) Balance and proprioception: Romberg test, gait assessments Special Populations & Lifespan Variations Pediatric assessment modifications (e.g., distraction techniques, position changes) Geriatric considerations: thinner skin, diminished tactile sense, age-related vital sign changes Cultural and psychosocial factors influencing assessment (e.g., eye contact norms, modesty concerns) Functional assessment: activities of daily living (ADLs), Fall Risk screening Laboratory/Skills Practicum Hands-on practice of assessment skills in a mock clinical laboratory Use of assessment tools: sphygmomanometer, stethoscope, otoscope, ophthalmoscope, tuning fork Simulation scenarios integrating multiple system assessments Peer-to-peer and faculty-supervised return demonstration Note: Although the specific sequencing may vary by semester, all topics above align directly with the College’s emphasis on biopsychosocial data gathering, physical assessment techniques, and evidence-based decision making Arizona College .

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“NUR 216 Health Assessment 2024/2025 Practice
Questions Test Bank – 200 Qs, Verified Answers, A+
Rationales – Real Exam Format”




Question 1: A 68-year-old Hispanic male presents for his
annual exam. During the health history interview, he
states he often feels “winded” when walking to his
mailbox. Which follow-up question is MOST appropriate
to clarify his symptom?
A. “Do you feel chest pain when you’re walking?”
B. “How far do you walk before you become short of
breath?”
C. “Have you ever had pneumonia in the past?”
D. “Do you have any allergies to medications?”
✅ Correct Answer: B
Rationale: B is correct because quantifying shortness of
breath by asking distance walked elicits functional
limitations and helps determine the severity (e.g.,
exertional dyspnea), which is a key component of a
thorough symptom analysis. A is less appropriate initially
because the patient’s chief complaint is dyspnea, not
chest pain—asking about chest pain could confuse the

,focus. C is incorrect; a history of pneumonia does not
directly clarify his current dyspnea on exertion. D is
unrelated to his presenting symptom of “winded,”
making it an irrelevant follow-up at this time.


Question 2: During an initial interview, a 25-year-old
female patient who speaks limited English nods and
smiles but does not answer your questions verbally.
Which action should the nurse take FIRST?
A. Speak louder and more slowly.
B. Use a certified medical interpreter.
C. Assume she understands and proceed.
D. Have a family member translate.
✅ Correct Answer: B
Rationale: B is correct because using a certified medical
interpreter ensures accurate communication, reduces
risk of misinterpretation, and respects patient safety and
autonomy. A is incorrect; speaking louder or slower does
not solve language barriers. C is unsafe; assuming
comprehension can lead to misunderstandings and poor
care. D is incorrect because relying on a family member
may compromise accuracy, confidentiality, or introduce
bias; best practice is a certified interpreter.

,Question 3: A nurse is collecting a health history from a
45-year-old African American female. When asking about
family history, which question is MOST relevant?
A. “Has anyone in your family ever had breast cancer?”
B. “How often do you exercise each week?”
C. “What is your favorite traditional meal at home?”
D. “Do you have any idea what time you usually wake
up?”
✅ Correct Answer: A
Rationale: A is correct because asking about specific
familial diseases (e.g., breast cancer) is essential for risk
assessment and care planning. B addresses lifestyle, not
family history; it could be asked later but is not relevant
to family history. C addresses cultural dietary habits,
which may be useful later but does not pertain to family
disease history. D is unrelated to family history; it
pertains to the patient’s personal habits.


Question 4: When performing an introductory statement
during a health history interview with a 30-year-old
Middle Eastern male, which statement conveys cultural
sensitivity?

, A. “Tell me about your family’s medical problems.”
B. “Do you practice any home remedies from your
culture?”
C. “You don’t look sick—are you sure something is
wrong?”
D. “I need to ask you some personal questions now.”
✅ Correct Answer: B
Rationale: B is correct because asking about culturally
based home remedies shows respect for the patient’s
beliefs and may reveal important information impacting
care. A is not culturally insensitive per se, but it lacks the
nuance of cultural assessment and might feel too
general. C is judgmental and potentially offensive by
implying doubt about the patient’s complaint. D may be
interpreted as abrupt or disrespectful; a culturally
sensitive approach includes explaining the purpose of
questions.


Question 5: A nursing student is practicing open-ended
interviewing techniques with a 50-year-old Caucasian
female complaining of dizziness. Which statement
demonstrates an open-ended question?
A. “Do you feel dizzy when you stand up quickly?”

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Loyford Comprehensive Study Hub

Welcome to Loyford Comprehensive Study Hub, your go-to destination for high-quality and meticulously crafted test banks. I specialize in creating comprehensive study guides for a variety of subjects, ensuring you’re fully prepared for exams and assessments. Whether you need practice questions for nursing, finance, biochemistry, or curriculum-based content like CBC, you’ll find well-structured resources here. My materials are tailored to help you grasp complex concepts, improve problem-solving skills, and excel in your studies. Explore my collection today and gain a competitive edge in your academic journey!

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