Bates’ Guide To Physical Examination and History Taking 13th
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Edition Bickley Test Bank (exam test with correct answers)
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CHAPTER 1 Foundations for Clinical Proficiency f f f f
MULTIPLE CHOICE
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1. After completing an initial assessment of a patient, the nurse has charted that his respirations
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are eupneic 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
a Objective.
.
b Reflective.
.
c Subjective.
.
d Introspective.
.
ANS: A f
Objective data are what the health professional observes by inspecting, percussing, palpating,
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and auscultating during the physical examination. Subjective data is what the person says about
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him or herself during history taking. The terms reflective and introspective are not used to
f f f f f f f f f f f f f f f
describe data.
f f
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 2
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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 him or herself during history taking. Objective data
f f f f f f f f f f f f f f f
are what the health professional observes by inspecting, percussing, palpating, and
f f f f f f f f f f f
auscultating during the physical examination. The terms reflective and introspective are not used
f f f f f f f f f f f f
,to describe data.
f f
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 2
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MSC: Client Needs: Safe and Effective Care Environment: Management of Care
f f f f f f f f f f
3. The patients record, laboratory studies, objective data, and subjective data combine to form
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the:
f
a Data base. f
.
b Admitting data. f
.
c Financial statement. f
.
d Discharge summary. f
.
ANS: A f
Together with the patients record and laboratory studies, the objective and subjective data form
f f f f f f f f f f f f f
the data base. The other items are not part of the patients record, laboratory studies, or data.
f f f f f f f f f f f f f f f f f
DIF: Cognitive Level: Remembering (Knowledge) REF: p. 2
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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 patients 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
nurses next action should be to:
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a Immediately notify the patients 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 patients breath sounds, the nurse validates the
f f f f f f f f f f f f f f f f
data to ensure accuracy. If the nurse has less experience in an area, then he or she asks an expert to
f f f f f f f f f f f f f f f f f f f f f
listen.
f
DIF: Cognitive Level: Analyzing (Analysis) REF: p. 2
f f f f f f f
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
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,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, without a background of skills and experience
f f f f f f f f f f f f f f f
from which to draw, are more likely to make their decisions using:
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a Intuition.
.
b A set of rules. f f 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. The expert practitioner uses intuitive
f f f f f f f f f f f f f f
links.
f
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 3
f f f f f f f
MSC: Client Needs: General
f f f f
6. Expert nurses learn to attend to a pattern of assessment data and act without consciously
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labeling it. These responses are referred to as:
f f f f f f f f
a Intuition.
.
b The nursing process. f f
.
c Clinical knowledge. f
.
d Diagnostic reasoning. f
.
ANS: A f
Intuition is characterized by pattern recognitionexpert nurses learn to attend to a pattern of
f f f f f f f f f f f f f
assessment data and act without consciously labeling it. The other options are not correct.
f f f f f f f f f f f f f f
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 4
f f f f f f f
MSC: Client Needs: General
f f f f
7. The nurse is reviewing information about evidence-based practice (EBP). Which statement
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best reflects EBP?
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, a EBP relies on tradition for support of best practices.
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.
b EBP 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 EBP emphasizes the use of best evidence with the clinicians experience.
f f f f f f f f f f
.
d The patients own preferences are not important with EBP.
f f f f f f f f
.
ANS: C f
EBP is a systematic approach to practice that emphasizes the use of best evidence in combination
f f f f f f f f f f f f f f f
with the clinicians experience, as well as patient preferences and values, when making decisions
f f f f f f f f f f f f f f
about care and treatment. EBP is more than simply using the best practice techniques to treat
f f f f f f f f f f f f f f f f
patients, and questioning tradition is important when no compelling and supportive research
f f f f f f f f f f f f
evidence exists.
f f
DIF: Cognitive Level: Applying (Application) REF: p. 5
f f f f f f f
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
f f f f f f f f f f
8. The nurse is conducting a class on priority setting for a group of new graduate nurses. Which is
f f f f f f f f f f f f f f f f f
an example of a first-level priority problem?
f f f f f f f
a Patient with postoperative pain f f f
.
b Newly diagnosed patient with diabetes who needs diabetic teaching
f f f f f f f f
.
c Individual with a small laceration on the sole of the foot f f f f f f f f f f
.
d Individual with shortness of breath and respiratory distressf f f f f f f
.
ANS: D f
First-level priority problems are those that are emergent, life threatening, and immediate (e.g.,
f f f f f f f f f f f f
establishing an airway, supporting breathing, maintaining circulation, monitoring abnormal vital
f f f f f f f f f f
signs) (see Table 1-1).
f f f f
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 4
f f f f f f f
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
f f f f f f f f f f
9. When considering priority setting of problems, the nurse keeps in mind that second-level
f f f f f f f f f f f f
priority problems include which of these aspects?
f f f f f f f
f f f f f f f f
Edition Bickley Test Bank (exam test with correct answers)
f f f f f f f f f
CHAPTER 1 Foundations for Clinical Proficiency f f f f
MULTIPLE CHOICE
f 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
are eupneic 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
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 is what the person says about
f f f f f f f f f f f f f f
him or herself during history taking. The terms reflective and introspective are not used to
f f f f f f f f f f f f f f f
describe data.
f f
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 2
f f f f 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 him or herself during history taking. Objective data
f f f f f f f f f f f f f f f
are what the health professional observes by inspecting, percussing, palpating, and
f f f f f f f f f f f
auscultating during the physical examination. The terms reflective and introspective are not used
f f f f f f f f f f f f
,to describe data.
f f
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 2
f f f f 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 patients record, laboratory studies, objective data, and subjective data combine to form
f f f f f f f f f f f f
the:
f
a Data base. f
.
b Admitting data. f
.
c Financial statement. f
.
d Discharge summary. f
.
ANS: A f
Together with the patients record and laboratory studies, the objective and subjective data form
f f f f f f f f f f f f f
the data base. The other items are not part of the patients record, laboratory studies, or data.
f f f f f f f f f f f f f f f f f
DIF: Cognitive Level: Remembering (Knowledge) REF: p. 2
f f f f 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 patients 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
nurses next action should be to:
f f f f f f
a Immediately notify the patients 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 patients breath sounds, the nurse validates the
f f f f f f f f f f f f f f f f
data to ensure accuracy. If the nurse has less experience in an area, then he or she asks an expert to
f f f f f f f f f f f f f f f f f f f f f
listen.
f
DIF: Cognitive Level: Analyzing (Analysis) REF: p. 2
f f f f 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, without a background of skills and experience
f f f f f f f f f f f f f f f
from which to draw, are more likely to make their decisions using:
f f f f f f f f f f f f
a Intuition.
.
b A set of rules. f f 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. The expert practitioner uses intuitive
f f f f f f f f f f f f f f
links.
f
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 3
f f f f f f f
MSC: Client Needs: General
f f f f
6. Expert nurses learn to attend to a pattern of assessment data and act without consciously
f f f f f f f f f f f f f f
labeling it. These responses are referred to as:
f f f f f f f f
a Intuition.
.
b The nursing process. f f
.
c Clinical knowledge. f
.
d Diagnostic reasoning. f
.
ANS: A f
Intuition is characterized by pattern recognitionexpert nurses learn to attend to a pattern of
f f f f f f f f f f f f f
assessment data and act without consciously labeling it. The other options are not correct.
f f f f f f f f f f f f f f
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 4
f f f f f f f
MSC: Client Needs: General
f f f f
7. The nurse is reviewing information about evidence-based practice (EBP). Which statement
f f f f f f f f f f
best reflects EBP?
f f f
, a EBP relies on tradition for support of best practices.
f f f f f f f f
.
b EBP 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 EBP emphasizes the use of best evidence with the clinicians experience.
f f f f f f f f f f
.
d The patients own preferences are not important with EBP.
f f f f f f f f
.
ANS: C f
EBP is a systematic approach to practice that emphasizes the use of best evidence in combination
f f f f f f f f f f f f f f f
with the clinicians experience, as well as patient preferences and values, when making decisions
f f f f f f f f f f f f f f
about care and treatment. EBP is more than simply using the best practice techniques to treat
f f f f f f f f f f f f f f f f
patients, and questioning tradition is important when no compelling and supportive research
f f f f f f f f f f f f
evidence exists.
f f
DIF: Cognitive Level: Applying (Application) REF: p. 5
f f f f f f f
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
f f f f f f f f f f
8. The nurse is conducting a class on priority setting for a group of new graduate nurses. Which is
f f f f f f f f f f f f f f f f f
an example of a first-level priority problem?
f f f f f f f
a Patient with postoperative pain f f f
.
b Newly diagnosed patient with diabetes who needs diabetic teaching
f f f f f f f f
.
c Individual with a small laceration on the sole of the foot f f f f f f f f f f
.
d Individual with shortness of breath and respiratory distressf f f f f f f
.
ANS: D f
First-level priority problems are those that are emergent, life threatening, and immediate (e.g.,
f f f f f f f f f f f f
establishing an airway, supporting breathing, maintaining circulation, monitoring abnormal vital
f f f f f f f f f f
signs) (see Table 1-1).
f f f f
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 4
f f f f f f f
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
f f f f f f f f f f
9. When considering priority setting of problems, the nurse keeps in mind that second-level
f f f f f f f f f f f f
priority problems include which of these aspects?
f f f f f f f
