Test Bank for Bates’ Guide To Physical Examination and History Taking 13th Edition by Lynn S. Bickley, Peter G. Szilagyi, Richard M. Hoffman & Rainier P. Soriano 9781496398178 Chapter 1-27 | Complete Guide A+

,Bates’ Guide ToPhysical ExaminationandHistory Taking 13thEdition
s s s s s s s ss




Bickley Test Bank ss ss ss




CHAPTER 1 Foundations for Clinical ss ss ss ss



ProficiencyMULTIPLE CHOICE
ss ss




1. After completing an initial assessment of a patient, the nurse has charted that his
ss ss ss ss ss ss ss ss ss ss ss ss ss



respirations are eupneic and his pulse is 58 beats per minute. These types of data would
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss



be:
ss




a Objective.
.

b Reflective.
.

c Subjective.
.

d Introspective.
.


ANS: A ss



Objective data are what the health professional observes by inspecting, percussing, palpating,
ss ss gg ss ss gg gg ss ss gg ss



andauscultating during the physical examination. Subjective data is what the person
ss s s s s s s gg gg s s gg gg gg s s



says about him or herself during history taking. The terms reflective and introspective are
s s ss ss ss ss ss ss ss ss ss ss gg gg ss



not used to describe data.
ss ss s s ss ss




DIF: Cognitive Level: Understanding (Comprehension) REF: p. 2
ss ss gg ss gg gg ss



MSC: Client Needs: Safe and Effective Care Environment: Management of Care
ss ss gg gg gg ss gg ss ss ss




2. A patient tells the nurse that he is very nervous, is nauseated, and feels hot. These
ss ss ss ss gg gg gg gg ss ss ss ss ss ss ss



s stypes ofdata would be:
ss ss ss




a Objective.
.

b Reflective.
.

c Subjective.
.

d Introspective.
.




THENURSINGMASTERY

,ANS: C ss




Subjective data are what the person says about him or herself during history taking. Objective
ss ss ss ss ss ss ss ss ss ss ss ss ss ss



s data are what the health professional observes by inspecting, percussing, palpating, and
s ss ss ss ss ss ss ss ss ss ss ss



auscultating during the physical examination. The terms reflective and introspective
ss s s s s s s s s s s s s s s s s s s



are not used to describe data.
s s s s ss ss ss ss




DIF: Cognitive Level: Understanding (Comprehension) REF: p. 2
ss ss ss ss ss ss ss



MSC: Client Needs: Safe and Effective Care Environment: Management of Care
ss ss ss ss ss ss ss ss ss ss




3. The patients record, laboratory studies, objective data, and subjective data combine
ss ss ss ss ss ss ss ss ss ss



to form the:
ss gg ss




a Data base. ss



.

b Admitting data. ss



.

c Financial statement. gg



.

d Discharge summary. gg



.


ANS: A ss



Together with the patients record and laboratory studies, the objective and subjective data
ss ss gg ss gg ss ss ss ss gg ss ss



form the data base. The other items are not part of the patients record, laboratory studies, or
ss gg ss ss gg ss ss gg ss ss ss ss ss gg ss ss ss



data.
ss




DIF: Cognitive Level: Remembering (Knowledge) REF: p. 2
ss ss ss gg gg gg ss



MSC: Client Needs: Safe and Effective Care Environment: Management of Care
ss ss ss ss ss ss ss ss ss ss




4. When listening to a patients breath sounds, the nurse is unsure of a sound that is
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss



heard.The nurses next action should be to:
ss ss ss ss ss ss ss




a Immediately notify the patients physician. ss ss ss ss



.

b Document the sound exactly as it was heard. ss ss ss ss ss ss ss



.

c Validate the data by asking a coworker to listen to the breath sounds.
ss ss ss ss ss ss ss ss ss ss ss ss



.

, d Assess again in 20 minutes to note whether the sound is still present.
ss ss ss ss ss ss ss ss ss ss ss ss



.


ANS: C ss




When unsure of a sound heard while listening to a patients breath sounds, the
s s s s s s s s s s s s s s s s s s s s s s s s s s



nurse validates the data to ensure accuracy. If the nurse has less experience in an area, then he
s s s s ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss



or she asks an expert to listen.
ss ss ss ss ss s s gg




DIF: Cognitive Level: Analyzing (Analysis) REF: p. 2
ss ss ss ss ss ss ss



MSC: Client Needs: Safe and Effective Care Environment: Management of Care
ss ss ss ss ss ss ss ss ss ss



5. The nurse is conducting a class for new graduate nurses. During the teaching session,
ss ss ss ss ss ss ss ss ss ss ss ss ss



the nurse should keep in mind that novice nurses, without a background of skills and
ss gg ss ss ss ss ss ss ss ss ss ss ss ss ss



experience from which to draw, are more likely to make their decisions using:
ss ss ss ss ss ss gg gg gg gg ss gg ss




a Intuition.
.

b A set of rules.
ss ss ss



.

c Articles in journals. gg gg



.

d Advice from supervisors. gg ss



.


ANS: B ss



Novice nurses operate from a set of defined, structured rules. The expert practitioner
ss ss gg gg gg ss ss gg gg gg ss ss



usesintuitive links.
ss ss




DIF: Cognitive Level: Understanding (Comprehension) REF: p.
ss ss ss ss ss ss



3MSC: Client Needs: General
ss ss ss ss




6. Expert nurses learn to attend to a pattern of assessment data and act without
ss ss ss ss ss ss ss ss ss ss ss ss ss



consciouslylabeling it. These responses are referred to as:
ss ss ss ss ss ss ss ss




a Intuition.
.

b The nursing process.
ss ss



.




THENURSINGMASTERY
)