TESTBANK |
|
Evidence-Based Physical Examination Best Practices for
| | | |
Health & Well-BeingAssessment by Kate Gawlic
| | | | | |
1st Edition
|
TESTBANK |
,Chapter |1. |APPROACH |TO |EVIDENCE-BASED |ASSESSMENT |OF |HEALTH |AND
|WELL-BEING
Kate |Gawlic: |Evidence-Based |Physical |Examination |Best |Practices |for |Health |& |Well-
|BeingAssessment |1st |Edition
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
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.
.
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 |recognitionexpert |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?
|
Evidence-Based Physical Examination Best Practices for
| | | |
Health & Well-BeingAssessment by Kate Gawlic
| | | | | |
1st Edition
|
TESTBANK |
,Chapter |1. |APPROACH |TO |EVIDENCE-BASED |ASSESSMENT |OF |HEALTH |AND
|WELL-BEING
Kate |Gawlic: |Evidence-Based |Physical |Examination |Best |Practices |for |Health |& |Well-
|BeingAssessment |1st |Edition
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
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.
.
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 |recognitionexpert |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?
