TEST BANK for Evidence-Based
Physical Examination: Best Practices
for Health and Well-Being Assessment
2nd Edition by Kate Gawlik
ALL CHAPTERS 1-29 WITH RATIONALES| A+ GRADE
Page |1 |of |759
,Chapter |1. |APPROACH |TO |EVIDENCE-BASED |ASSESSMENT |OF |HEALTH |AND |WELL- |BEING
MULTIPLE |CHOICE
1. After |completing |an |initial |assessment |of |a |patient, |the |nurse |has |charted |that |his |respirations |are
|eupneic |and |his |pulse |is |58 |beats |per |minute. |These |types |of |data |would |be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: |A
Objective |data |are |what |the |health |professional |observes |by |inspecting, |percussing, |palpating, |and
|auscultating |during |the |physical |examination. |Subjective |data |is |what |the |person |says |about |him |or |herself
|during |history |taking. |The |terms |reflective |and |introspective |are |not |used |to |describe |data.
DIF: |Cognitive |Level: |Understanding |(Comprehension) |REF: |z. |2
MSC: |Client |Needs: |Safe |and |Effective |Care |Environment: |Management |of |Care
2. A |patient |tells |the |nurse |that |he |is |very |nervous, |is |nauseated, |and |feels |hot. |These |types |of |data |would
|be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: |C
Subjective |data |are |what |the |person |says |about |him |or |herself |during |history |taking. |Objective |data |are
|what |the |health |professional |observes |by |inspecting, |percussing, |palpating, |and |auscultating |during |the
|physical |examination. |The |terms |reflective |and |introspective |are |not |used |to |describe |data.
DIF: |Cognitive |Level: |Understanding |(Comprehension) |REF: |z. |2
MSC: |Client |Needs: |Safe |and |Effective |Care |Environment: |Management |of |Care
Page |2 |of |759
,3. The |patients |record, |laboratory |studies, |objective |data, |and |subjective |data |combine |to |form |the:
a. Data |base.
b. Admitting |data.
c. Financial |statement.
d. Discharge |summary.
ANS: |A
Together |with |the |patients |record |and |laboratory |studies, |the |objective |and |subjective |data |form |the |data
|base. |The |other |items |are |not |part |of |the |patients |record, |laboratory |studies, |or |data.
DIF: |Cognitive |Level: |Remembering |(Knowledge) |REF: |z. |2
MSC: |Client |Needs: |Safe |and |Effective |Care |Environment: |Management |of |Care
4. When |listening |to |a |patients |breath |sounds, |the |nurse |is |unsure |of |a |sound |that |is |heard. |The |nurses |next
|action |should |be |to:
a. Immediately |notify |the |patients |physician.
b. Document |the |sound |exactly |as |it |was |heard.
c. Validate |the |data |by |asking |a |coworker |to |listen |to |the |breath |sounds.
d. Assess |again |in |20 |minutes |to |note |whether |the |sound |is |still |present.
ANS: |C
When |unsure |of |a |sound |heard |while |listening |to |a |patients |breath |sounds, |the |nurse |validates |the |data |to
|ensure |accuracy. |If |the |nurse |has |less |experience |in |an |area, |then |he |or |she |asks |an |expert |to |listen.
DIF: |Cognitive |Level: |Analyzing |(Analysis) |REF: |z. |2
MSC: |Client |Needs: |Safe |and |Effective |Care |Environment: |Management |of |Care
5. The |nurse |is |conducting |a |class |for |new |graduate |nurses. |During |the |teaching |session, |the |nurse |should
|keep |in |mind |that |novice |nurses, |without |a |background |of |skills |and |experience |from |which |to |draw, |are
|more |likely |to |make |their |decisions |using:
a. Intuition.
b. A |set |of |rules.
Page |3 |of |759
, c. Articles |in |journals.
d. Advice |from |supervisors.
ANS: |B
Novice |nurses |operate |from |a |set |of |defined, |structured |rules. |The |expert |practitioner |uses |intuitive |links.
DIF: |Cognitive |Level: |Understanding |(Comprehension) |REF: |z. |3 |MSC: |Client |Needs: |General
|
6. Expert |nurses |learn |to |attend |to |a |pattern |of |assessment |data |and |act |without |consciously |labeling |it.
|These |responses |are |referred |to |as:
a. Intuition.
b. The |nursing |process.
c. Clinical |knowledge.
d. Diagnostic |reasoning.
ANS: |A
Intuition |is |characterized |by |pattern |recognition |expert |nurses |learn |to |attend |to |a |pattern |of |assessment |data
|and |act |without |consciously |labeling |it. |The |other |options |are |not |correct.
DIF: |Cognitive |Level: |Understanding |(Comprehension) |REF: |z. |4 |MSC: |Client |Needs: |General
7. 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 |clinicians |experience.
d. The |patients |own |preferences |are |not |important |with |EBP.
ANS: |C
|
EBP |is |a |systematic |approach |to |practice |that |emphasizes |the |use |of |best |evidence |in |combination |with |the
|clinicians |experience, |as |well |as |patient |preferences |and |values, |when |making |decisions |about |care |and
|treatment. |EBP |is |more |than |simply |using |the |best |practice |techniques |to |treat |patients, |and |questioning
|tradition |is |important |when |no |compelling |and |supportive |research |evidence |exists.
DIF: |Cognitive |Level: |Applying |(Application) |REF: |z. |5
Page |4 |of |759
Physical Examination: Best Practices
for Health and Well-Being Assessment
2nd Edition by Kate Gawlik
ALL CHAPTERS 1-29 WITH RATIONALES| A+ GRADE
Page |1 |of |759
,Chapter |1. |APPROACH |TO |EVIDENCE-BASED |ASSESSMENT |OF |HEALTH |AND |WELL- |BEING
MULTIPLE |CHOICE
1. After |completing |an |initial |assessment |of |a |patient, |the |nurse |has |charted |that |his |respirations |are
|eupneic |and |his |pulse |is |58 |beats |per |minute. |These |types |of |data |would |be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: |A
Objective |data |are |what |the |health |professional |observes |by |inspecting, |percussing, |palpating, |and
|auscultating |during |the |physical |examination. |Subjective |data |is |what |the |person |says |about |him |or |herself
|during |history |taking. |The |terms |reflective |and |introspective |are |not |used |to |describe |data.
DIF: |Cognitive |Level: |Understanding |(Comprehension) |REF: |z. |2
MSC: |Client |Needs: |Safe |and |Effective |Care |Environment: |Management |of |Care
2. A |patient |tells |the |nurse |that |he |is |very |nervous, |is |nauseated, |and |feels |hot. |These |types |of |data |would
|be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: |C
Subjective |data |are |what |the |person |says |about |him |or |herself |during |history |taking. |Objective |data |are
|what |the |health |professional |observes |by |inspecting, |percussing, |palpating, |and |auscultating |during |the
|physical |examination. |The |terms |reflective |and |introspective |are |not |used |to |describe |data.
DIF: |Cognitive |Level: |Understanding |(Comprehension) |REF: |z. |2
MSC: |Client |Needs: |Safe |and |Effective |Care |Environment: |Management |of |Care
Page |2 |of |759
,3. The |patients |record, |laboratory |studies, |objective |data, |and |subjective |data |combine |to |form |the:
a. Data |base.
b. Admitting |data.
c. Financial |statement.
d. Discharge |summary.
ANS: |A
Together |with |the |patients |record |and |laboratory |studies, |the |objective |and |subjective |data |form |the |data
|base. |The |other |items |are |not |part |of |the |patients |record, |laboratory |studies, |or |data.
DIF: |Cognitive |Level: |Remembering |(Knowledge) |REF: |z. |2
MSC: |Client |Needs: |Safe |and |Effective |Care |Environment: |Management |of |Care
4. When |listening |to |a |patients |breath |sounds, |the |nurse |is |unsure |of |a |sound |that |is |heard. |The |nurses |next
|action |should |be |to:
a. Immediately |notify |the |patients |physician.
b. Document |the |sound |exactly |as |it |was |heard.
c. Validate |the |data |by |asking |a |coworker |to |listen |to |the |breath |sounds.
d. Assess |again |in |20 |minutes |to |note |whether |the |sound |is |still |present.
ANS: |C
When |unsure |of |a |sound |heard |while |listening |to |a |patients |breath |sounds, |the |nurse |validates |the |data |to
|ensure |accuracy. |If |the |nurse |has |less |experience |in |an |area, |then |he |or |she |asks |an |expert |to |listen.
DIF: |Cognitive |Level: |Analyzing |(Analysis) |REF: |z. |2
MSC: |Client |Needs: |Safe |and |Effective |Care |Environment: |Management |of |Care
5. The |nurse |is |conducting |a |class |for |new |graduate |nurses. |During |the |teaching |session, |the |nurse |should
|keep |in |mind |that |novice |nurses, |without |a |background |of |skills |and |experience |from |which |to |draw, |are
|more |likely |to |make |their |decisions |using:
a. Intuition.
b. A |set |of |rules.
Page |3 |of |759
, c. Articles |in |journals.
d. Advice |from |supervisors.
ANS: |B
Novice |nurses |operate |from |a |set |of |defined, |structured |rules. |The |expert |practitioner |uses |intuitive |links.
DIF: |Cognitive |Level: |Understanding |(Comprehension) |REF: |z. |3 |MSC: |Client |Needs: |General
|
6. Expert |nurses |learn |to |attend |to |a |pattern |of |assessment |data |and |act |without |consciously |labeling |it.
|These |responses |are |referred |to |as:
a. Intuition.
b. The |nursing |process.
c. Clinical |knowledge.
d. Diagnostic |reasoning.
ANS: |A
Intuition |is |characterized |by |pattern |recognition |expert |nurses |learn |to |attend |to |a |pattern |of |assessment |data
|and |act |without |consciously |labeling |it. |The |other |options |are |not |correct.
DIF: |Cognitive |Level: |Understanding |(Comprehension) |REF: |z. |4 |MSC: |Client |Needs: |General
7. 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 |clinicians |experience.
d. The |patients |own |preferences |are |not |important |with |EBP.
ANS: |C
|
EBP |is |a |systematic |approach |to |practice |that |emphasizes |the |use |of |best |evidence |in |combination |with |the
|clinicians |experience, |as |well |as |patient |preferences |and |values, |when |making |decisions |about |care |and
|treatment. |EBP |is |more |than |simply |using |the |best |practice |techniques |to |treat |patients, |and |questioning
|tradition |is |important |when |no |compelling |and |supportive |research |evidence |exists.
DIF: |Cognitive |Level: |Applying |(Application) |REF: |z. |5
Page |4 |of |759
