TEST BANK FOR
Seidel’s Guide to Physical Examination, An Interprofessional Approch 10th Edition by
Jane W. Ball, Joyce E. Dains
Chapter 1-26
mathematics.Calculation and Accuracy: Mathematical exams test a student’s ability to perform accurate calculations and apply mathematical principles in the correct sequence to reach a solution.Understanding of Concepts:
Beyond solving problems, mathematics exams test students’ conceptual understanding of core topics, such as algebra, geometry, calculus, or statistics.3.4. Preparing for Mathematics ExamsMathematics requires
, TABLE OF CONTENTS
mathematics.Calculation and Accuracy: Mathematical exams test a student’s ability to perform accurate calculations and apply mathematical principles in the correct sequence to reach a solution.Understanding of Concepts:
Beyond solving problems, mathematics exams test students’ conceptual understanding of core topics, such as algebra, geometry, calculus, or statistics.3.4. Preparing for Mathematics ExamsMathematics requires
1. The History and Interviewing Process
2. Cultural Competency
3. Examination Techniques and Equipment
4. Taking the Next Steps: Clinical Reasoning
5. The Patient Record [New title / focus!]
6. Vital Signs and Pain Assessment
7. Mental Status
8. Growth, Measurement, and Nutrition ["formerly Growth and Nutrition"]
9. Skin, Hair, and Nails
10. Lymphatic System
11. Head and Neck
12. Eyes
13. Ears, Nose, and Throat
14. Chest and Lungs
15. Heart
16. Blood Vessels
17. Breasts and Axillae
18. Abdomen
19. Female Genitalia
20. Male Genitalia
21. Anus, Rectum, and Prostate
22. Musculoskeletal System
23. Neurologic System
24. Head-to-Toe Examination [formerly Chapter 25: "Putting It All Together"]
25. Sports Participation Evaluation [formerly Chapter 24]
26. Emergency or Life-Threatening Situations
, Chapter 01: Cultural Competency
Ball: Seidel’s Guide to Physical Examination, 10th Edition
mathematics.Calculation and Accuracy: Mathematical exams test a student’s ability to perform accurate calculations and apply mathematical principles in the correct sequence to reach a solution.Understanding of Concepts:
Beyond solving problems, mathematics exams test students’ conceptual understanding of core topics, such as algebra, geometry, calculus, or statistics.3.4. Preparing for Mathematics ExamsMathematics requires
MULTIPLE CHOICE
1. Mr. L presents to the clinic with severe groin pain and a history of kidney stones. Mr. L’s son tells you
that for religious reasons, his father wishes to keep any stone that is passed into the urine filter that he has
been using. What is your most appropriate response?
a. ―With your father’s permission, we will examine the stone and request that it be
returned to him.‖
b. ―The stone must be sent to the lab for examination and therefore cannot be kept.‖
c. ―We cannot let him keep his stone because it violates our infection control policy.‖
d. ―We don’t know yet if your father has another kidney stone, so we must analyze this
one.‖
ANS: A
We should be willing to modify the delivery of health care in a manner that is respectful and in
keeping with the patient’s cultural background. ―With your father’s permission, we will examine
the stone and request that it be returned to him‖ is the most appropriate response.
―The stone must be sent to the lab for examination and therefore cannot be kept‖ and ―We don’t
know yet if your father has another kidney stone, so we must analyze this one‖ do not support the
patient’s request. ―We cannot let him keep his stone because it violates our infection control
policy‖ does not provide a reason that it would violate an infection control policy.
DIF:Cognitive Level: Analyzing (Analysis)
OBJ:Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
2. Which statement is true regarding the relationship of physical characteristics and culture?
a. Physical characteristics should be used to identify members of cultural groups.
b. There is a difference between distinguishing cultural characteristics and
distinguishing physical characteristics.
c. To be a member of a specific culture, an individual must have certain identifiable
physical characteristics.
d. Gender and race are the two essential physical characteristics used to
identifycultural groups.
ANS: B
Physical characteristics are not used to identify cultural groups; there is a difference between the two,
and they are considered separately. Physical characteristics should not be used to identify members of
cultural groups. To be a member of a specific culture, an individual does not need to have certain
identifiable physical characteristics. You should not confuse physical characteristics with cultural
characteristics. Gender and race are physical characteristics, not cultural characteristics, and are not
used to identify cultural groups.
DIF:Cognitive Level: Understanding (Comprehension)
, OBJ:Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
3. An image of any group that rejects its potential for originality or
individuality is known as a(n)
a. acculturation.
b. norm.
c. stereotype.
d. ethnos.
ANS: C
A fixed image of any group that rejects its potential for originality or individuality is
the definition of stereotype. Acculturation is the process of adopting another culture’s
behaviorsi. A norm is a standard of allowable behavior within a group. Ethnos implies
the same race or nationality.
DIF:Cognitive Level: Remembering (Knowledge)
OBJ:Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
mathematics.Calculation and Accuracy: Mathematical exams test a student’s ability to perform accurate calculations and apply mathematical principles in the correct sequence to reach a solution.Understanding of Concepts:
Beyond solving problems, mathematics exams test students’ conceptual understanding of core topics, such as algebra, geometry, calculus, or statistics.3.4. Preparing for Mathematics ExamsMathematics requires
4. The motivation of the healthcare professional to ―want to‖ engage in the
process of becoming culturally competent, not ―have to,‖ is called
a. cultural knowledge.
b. cultural awareness.
c. cultural desire.
d. cultural skill.
ANS: C
Cultural encounters are the continuous process of interacting with patients from
culturally diverse backgrounds to validate, refine, or modify existing values, beliefs, and
practices
aboutqa cultural group and to develop cultural desire, cultural awareness,
cultural skill, and cultural knowledge. Cultural awareness is deliberate self-
examination and in-depth
exploration of one’s biases, stereotypes, prejudices, assumptions, and ―-isms‖
that one holds aboutindividuals and groups who are different from them.
Cultural knowledge is the process of
seeking and obtaining a sound educational base about culturally and ethnically diverse
groupsi. Cultural skill is the ability to collect culturally relevant data regarding the
patient’s presenting problem, as well as accurately performing a culturally based
physical assessment in a culturally sensitive manner. Cultural desire is the
motivation of the healthcare professional to want to engage in the process of
becoming culturally competent, not have to.
DIF:Cognitive Level: Understanding (Comprehension)
OBJ:Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
Seidel’s Guide to Physical Examination, An Interprofessional Approch 10th Edition by
Jane W. Ball, Joyce E. Dains
Chapter 1-26
mathematics.Calculation and Accuracy: Mathematical exams test a student’s ability to perform accurate calculations and apply mathematical principles in the correct sequence to reach a solution.Understanding of Concepts:
Beyond solving problems, mathematics exams test students’ conceptual understanding of core topics, such as algebra, geometry, calculus, or statistics.3.4. Preparing for Mathematics ExamsMathematics requires
, TABLE OF CONTENTS
mathematics.Calculation and Accuracy: Mathematical exams test a student’s ability to perform accurate calculations and apply mathematical principles in the correct sequence to reach a solution.Understanding of Concepts:
Beyond solving problems, mathematics exams test students’ conceptual understanding of core topics, such as algebra, geometry, calculus, or statistics.3.4. Preparing for Mathematics ExamsMathematics requires
1. The History and Interviewing Process
2. Cultural Competency
3. Examination Techniques and Equipment
4. Taking the Next Steps: Clinical Reasoning
5. The Patient Record [New title / focus!]
6. Vital Signs and Pain Assessment
7. Mental Status
8. Growth, Measurement, and Nutrition ["formerly Growth and Nutrition"]
9. Skin, Hair, and Nails
10. Lymphatic System
11. Head and Neck
12. Eyes
13. Ears, Nose, and Throat
14. Chest and Lungs
15. Heart
16. Blood Vessels
17. Breasts and Axillae
18. Abdomen
19. Female Genitalia
20. Male Genitalia
21. Anus, Rectum, and Prostate
22. Musculoskeletal System
23. Neurologic System
24. Head-to-Toe Examination [formerly Chapter 25: "Putting It All Together"]
25. Sports Participation Evaluation [formerly Chapter 24]
26. Emergency or Life-Threatening Situations
, Chapter 01: Cultural Competency
Ball: Seidel’s Guide to Physical Examination, 10th Edition
mathematics.Calculation and Accuracy: Mathematical exams test a student’s ability to perform accurate calculations and apply mathematical principles in the correct sequence to reach a solution.Understanding of Concepts:
Beyond solving problems, mathematics exams test students’ conceptual understanding of core topics, such as algebra, geometry, calculus, or statistics.3.4. Preparing for Mathematics ExamsMathematics requires
MULTIPLE CHOICE
1. Mr. L presents to the clinic with severe groin pain and a history of kidney stones. Mr. L’s son tells you
that for religious reasons, his father wishes to keep any stone that is passed into the urine filter that he has
been using. What is your most appropriate response?
a. ―With your father’s permission, we will examine the stone and request that it be
returned to him.‖
b. ―The stone must be sent to the lab for examination and therefore cannot be kept.‖
c. ―We cannot let him keep his stone because it violates our infection control policy.‖
d. ―We don’t know yet if your father has another kidney stone, so we must analyze this
one.‖
ANS: A
We should be willing to modify the delivery of health care in a manner that is respectful and in
keeping with the patient’s cultural background. ―With your father’s permission, we will examine
the stone and request that it be returned to him‖ is the most appropriate response.
―The stone must be sent to the lab for examination and therefore cannot be kept‖ and ―We don’t
know yet if your father has another kidney stone, so we must analyze this one‖ do not support the
patient’s request. ―We cannot let him keep his stone because it violates our infection control
policy‖ does not provide a reason that it would violate an infection control policy.
DIF:Cognitive Level: Analyzing (Analysis)
OBJ:Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
2. Which statement is true regarding the relationship of physical characteristics and culture?
a. Physical characteristics should be used to identify members of cultural groups.
b. There is a difference between distinguishing cultural characteristics and
distinguishing physical characteristics.
c. To be a member of a specific culture, an individual must have certain identifiable
physical characteristics.
d. Gender and race are the two essential physical characteristics used to
identifycultural groups.
ANS: B
Physical characteristics are not used to identify cultural groups; there is a difference between the two,
and they are considered separately. Physical characteristics should not be used to identify members of
cultural groups. To be a member of a specific culture, an individual does not need to have certain
identifiable physical characteristics. You should not confuse physical characteristics with cultural
characteristics. Gender and race are physical characteristics, not cultural characteristics, and are not
used to identify cultural groups.
DIF:Cognitive Level: Understanding (Comprehension)
, OBJ:Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
3. An image of any group that rejects its potential for originality or
individuality is known as a(n)
a. acculturation.
b. norm.
c. stereotype.
d. ethnos.
ANS: C
A fixed image of any group that rejects its potential for originality or individuality is
the definition of stereotype. Acculturation is the process of adopting another culture’s
behaviorsi. A norm is a standard of allowable behavior within a group. Ethnos implies
the same race or nationality.
DIF:Cognitive Level: Remembering (Knowledge)
OBJ:Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
mathematics.Calculation and Accuracy: Mathematical exams test a student’s ability to perform accurate calculations and apply mathematical principles in the correct sequence to reach a solution.Understanding of Concepts:
Beyond solving problems, mathematics exams test students’ conceptual understanding of core topics, such as algebra, geometry, calculus, or statistics.3.4. Preparing for Mathematics ExamsMathematics requires
4. The motivation of the healthcare professional to ―want to‖ engage in the
process of becoming culturally competent, not ―have to,‖ is called
a. cultural knowledge.
b. cultural awareness.
c. cultural desire.
d. cultural skill.
ANS: C
Cultural encounters are the continuous process of interacting with patients from
culturally diverse backgrounds to validate, refine, or modify existing values, beliefs, and
practices
aboutqa cultural group and to develop cultural desire, cultural awareness,
cultural skill, and cultural knowledge. Cultural awareness is deliberate self-
examination and in-depth
exploration of one’s biases, stereotypes, prejudices, assumptions, and ―-isms‖
that one holds aboutindividuals and groups who are different from them.
Cultural knowledge is the process of
seeking and obtaining a sound educational base about culturally and ethnically diverse
groupsi. Cultural skill is the ability to collect culturally relevant data regarding the
patient’s presenting problem, as well as accurately performing a culturally based
physical assessment in a culturally sensitive manner. Cultural desire is the
motivation of the healthcare professional to want to engage in the process of
becoming culturally competent, not have to.
DIF:Cognitive Level: Understanding (Comprehension)
OBJ:Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
