TEST BANK
PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 9TH EDITION
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Authors: Y F T L Carolyn Jarvis And Ann L. Eckhardt
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TEST BANK L
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,TABLE OF CONTENT L
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Chapter 01: Evidence-Based Assessment.................................................................................................... 3
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Chapter 02: Cultural Assessment............................................................................................................... 12
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Chapter 03: The Interview ......................................................................................................................... 23
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Chapter 04: The Complete Health History................................................................................................ 39
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Chapter 05: Mental Status Assessment ..................................................................................................... 51
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Chapter 06: Substance Use Assessment .................................................................................................... 66
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Chapter 07: Family Violence and Human Trafficking ............................................................................. 72
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Chapter 08: Assessment Techniques and Safety in the Clinical Setting ................................................. 78
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Chapter 09: General Survey and Measurement ........................................................................................ 93
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Chapter 10: Vital Signs.............................................................................................................................. 98
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Chapter 11: Pain Assessment .................................................................................................................. 112
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Chapter 12: Nutrition Assessment ........................................................................................................... 119
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Chapter 13: Skin, Hair, and Nails ........................................................................................................... 131
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Chapter 14: Head, Face, and Neck, and Regional Lymphatics .............................................................. 149
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Chapter 15: Eyes ...................................................................................................................................... 163
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Chapter 16: Ears ....................................................................................................................................... 177
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Chapter 17: Nose, Mouth, and Throat .................................................................................................... 192
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Chapter 18: Breasts, Axillae, and Regional Lymphatics ........................................................................ 207
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Chapter 19: Thorax and Lungs................................................................................................................ 223
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Chapter 20: Heart and Neck Vessels....................................................................................................... 239
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Chapter 21: Peripheral Vascular System and Lymphatic System .......................................................... 254
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Chapter 22: Abdomen .............................................................................................................................. 268
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Chapter 23: Musculoskeletal System ...................................................................................................... 280
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Chapter 24: Neurologic System .............................................................................................................. 297
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Chapter 25: Male Genitourinary System ................................................................................................. 318
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Chapter 26: Anus, Rectum, and Prostate ................................................................................................ 332
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Chapter 27: Female Genitourinary System ............................................................................................. 343
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Chapter 28: The Complete Health Assessment: Adult ........................................................................... 361
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Chapter 29: The Complete Physical Assessment: Infant, Young Child, and Adolescent ..................... 366
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Chapter 30: Bedside Assessment and Electronic Documentation .......................................................... 368
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Chapter 31: Pregnancy ............................................................................................................................. 373
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Chapter 32: Functional Assessment of the Older Adult ......................................................................... 384
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,Chapter 01: Evidence-Based Assessment
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Jarvis: Physical Examination and Health Assessment, 9th Edition
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MULTIPLE CHOICE YFTL
1. After completing an initial assessment of a patient, the nurse has charted that his
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respirations are eupneic and his pulse is 58 beats per minute. What type of assessment
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data is this?
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a. Objective
b. Reflective
c. Subjective
d. Introspective
ANS: Y F T L A
Objective data is what the health professional observes by inspecting, percussing, YFT L YFT L YFT L YFT L YFT L Y FT L YFT L Y FT L Y FT L Y FT L
palpating, and auscultating during the physical examination. Subjective data is what the
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person says about him or herself during history taking. The terms reflective and
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introspective are not used to describe data.
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DIF: Cognitive Level: Understanding (Comprehension) L
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MSC: Client Needs: Safe and Effective Care Environment: Management of Care
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2. A patient tells the nurse that he is very nervous, nauseous, and “feels hot.” What type
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of assessment data is this?
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a. Objective
b. Reflective
c. Subjective
d. Introspective
ANS: C YFT L
Subjective data is what the person says about him or herself during history taking. Objective L
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data is what the health professional observes by inspecting, percussing, palpating, and
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auscultating during the physical examination. The terms reflective and introspective are
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not used to describe data.
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DIF: Cognitive Level: Understanding (Comprehension) L
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MSC: Client Needs: Safe and Effective Care Environment: Management of Care
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3. What do the patient’s record, laboratory studies, objective data, and subjective
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YFT L datacombine to form? YFT L Y FT L
a. Database
b. Admitting data YFT L
c. Financial statement L
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d. Discharge summary YFT L
ANS: A YFT L
The objective and subjective data together with the patient’s record and laboratory studies,
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form the database. The other items are not part of the patient’s record, laboratory studies, or
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data.
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DIF: Cognitive Level: Remembering (Knowledge) L
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MSC: Client Needs: Safe and Effective Care Environment: Management of Care
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, 4. When listening to a patient’s breath sounds, the nurse is unsure of a sound that
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YFT L isheard. Which action would the nurse take next? YFT L Y FT L YFT L YFT L Y FT L Y FT L YFT L
a. Notify the patient’s physician. YFT L L
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b. Document the sound exactly as it was heard. YFT L YFT L YFT L YFT L YFT L YFT L YFT L
c. Validate the data by asking another nurse to listen to the breath sounds. YFT L YFT L Y FT L YFT L Y FT L YFTL YFT L Y FT L YFT L YFT L YFT L L
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d. Assess again in 20 minutes to note whether the sound is still present. YFT L YFT L YFT L YFT L YFT L Y FT L YFT L L
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ANS: C L
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When unsure of a sound heard while listening to a patient’s breath sounds, the nurse
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validates the data to ensure accuracy by either repeating the assessment themselves or
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asking another nurse to assess the breath sounds. If the nurse has less experience
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analyzing breath sounds, then he or she should ask an expert to listen. When unsure of a
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sound heard while listening to a patient’s breath sounds, the nurse should validate the data
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before documenting to ensure accuracy and before notifying the patient’s physician. To
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validate that data, the nurse either repeats the assessment himself or herself or asks
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another nurse to assess the breath sounds.
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DIF: Cognitive Level: Applying (Application) YFT L YFT L L
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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. While teaching the class, what
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would the nurse keep in mind regarding what novice nurses, without a background of
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skills and experience from which to draw upon, are more likely to base their decisions
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on?
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a. Intuition
b. A set of rules YFT L YFT L L
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c. Articles in journals L
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d. Advice from supervisors L
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ANS: B L
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Novice nurses operate from a set of defined, structured rules to make decisions. It takes
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time, perhaps a few years, in similar clinical situations to achieve competency and it is
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functioning at the level of an expert practitioner when intuition is included in making
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clinical decisions. While information in journal articles and advice from supervisors may
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assist in making decisions, novice nurses do not typically base their decisions on them. It
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would also be important that if information from journal articles and advice from supervisors
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were used, that they were evidence based.
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DIF: Cognitive Level: Understanding (Comprehension) YFT L Y
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6. 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. YFT L YFT L YFT L YFT L YFT L YFT L YFT L YFT L
b. EBP is simply the use of best practice techniques for the treatment of patients.
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c. EBP emphasizes the use of best evidence with the clinician’s experience.
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d. EBP does not consider the patient’s own preferences as important. YFT L YFTL YFT L YFT L L
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ANS: C L
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PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 9TH EDITION
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YFT
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Authors: Y F T L Carolyn Jarvis And Ann L. Eckhardt
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TEST BANK L
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,TABLE OF CONTENT L
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Chapter 01: Evidence-Based Assessment.................................................................................................... 3
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Chapter 02: Cultural Assessment............................................................................................................... 12
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Chapter 03: The Interview ......................................................................................................................... 23
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Chapter 04: The Complete Health History................................................................................................ 39
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Chapter 05: Mental Status Assessment ..................................................................................................... 51
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Chapter 06: Substance Use Assessment .................................................................................................... 66
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Chapter 07: Family Violence and Human Trafficking ............................................................................. 72
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Chapter 08: Assessment Techniques and Safety in the Clinical Setting ................................................. 78
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Chapter 09: General Survey and Measurement ........................................................................................ 93
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Chapter 10: Vital Signs.............................................................................................................................. 98
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Chapter 11: Pain Assessment .................................................................................................................. 112
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Chapter 12: Nutrition Assessment ........................................................................................................... 119
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Chapter 13: Skin, Hair, and Nails ........................................................................................................... 131
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Chapter 14: Head, Face, and Neck, and Regional Lymphatics .............................................................. 149
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Chapter 15: Eyes ...................................................................................................................................... 163
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Chapter 16: Ears ....................................................................................................................................... 177
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Chapter 17: Nose, Mouth, and Throat .................................................................................................... 192
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Chapter 18: Breasts, Axillae, and Regional Lymphatics ........................................................................ 207
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Chapter 19: Thorax and Lungs................................................................................................................ 223
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Chapter 20: Heart and Neck Vessels....................................................................................................... 239
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Chapter 21: Peripheral Vascular System and Lymphatic System .......................................................... 254
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Chapter 22: Abdomen .............................................................................................................................. 268
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Chapter 23: Musculoskeletal System ...................................................................................................... 280
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Chapter 24: Neurologic System .............................................................................................................. 297
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Chapter 25: Male Genitourinary System ................................................................................................. 318
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Chapter 26: Anus, Rectum, and Prostate ................................................................................................ 332
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Chapter 27: Female Genitourinary System ............................................................................................. 343
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Chapter 28: The Complete Health Assessment: Adult ........................................................................... 361
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Chapter 29: The Complete Physical Assessment: Infant, Young Child, and Adolescent ..................... 366
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Chapter 30: Bedside Assessment and Electronic Documentation .......................................................... 368
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Chapter 31: Pregnancy ............................................................................................................................. 373
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Chapter 32: Functional Assessment of the Older Adult ......................................................................... 384
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,Chapter 01: Evidence-Based Assessment
YFT L L
YFT L
YFT
Jarvis: Physical Examination and Health Assessment, 9th Edition
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YFT YFT L L
YFT L
YFT L
YFT L
YFT YFT L
MULTIPLE CHOICE YFTL
1. After completing an initial assessment of a patient, the nurse has charted that his
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YFT L
YFT L
YFT L
YFT L
YFT YFT L L
YFT L
YFT YFT L L
YFT YFT L
respirations are eupneic and his pulse is 58 beats per minute. What type of assessment
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T
F
Y YFT L Y FT L Y FT L YFT L Y FT L YFT L YFT L Y FT L Y FT L Y FT L Y FT L YFT L Y FT L YFT L
data is this?
YFT L YFT L L
YFT
a. Objective
b. Reflective
c. Subjective
d. Introspective
ANS: Y F T L A
Objective data is what the health professional observes by inspecting, percussing, YFT L YFT L YFT L YFT L YFT L Y FT L YFT L Y FT L Y FT L Y FT L
palpating, and auscultating during the physical examination. Subjective data is what the
YFT L Y FT L YFT L Y FT L Y FT L YFT L Y FT L YFT L YFT L YFT L YFT L Y FT L
person says about him or herself during history taking. The terms reflective and
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YFT L
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introspective are not used to describe data.
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DIF: Cognitive Level: Understanding (Comprehension) L
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MSC: Client Needs: Safe and Effective Care Environment: Management of Care
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2. A patient tells the nurse that he is very nervous, nauseous, and “feels hot.” What type
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of assessment data is this?
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a. Objective
b. Reflective
c. Subjective
d. Introspective
ANS: C YFT L
Subjective data is what the person says about him or herself during history taking. Objective L
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data is what the health professional observes by inspecting, percussing, palpating, and
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auscultating during the physical examination. The terms reflective and introspective are
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not used to describe data.
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DIF: Cognitive Level: Understanding (Comprehension) L
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MSC: Client Needs: Safe and Effective Care Environment: Management of Care
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3. What do the patient’s record, laboratory studies, objective data, and subjective
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YFT L datacombine to form? YFT L Y FT L
a. Database
b. Admitting data YFT L
c. Financial statement L
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d. Discharge summary YFT L
ANS: A YFT L
The objective and subjective data together with the patient’s record and laboratory studies,
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form the database. The other items are not part of the patient’s record, laboratory studies, or
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data.
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DIF: Cognitive Level: Remembering (Knowledge) L
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MSC: Client Needs: Safe and Effective Care Environment: Management of Care
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, 4. When listening to a patient’s breath sounds, the nurse is unsure of a sound that
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YFT L isheard. Which action would the nurse take next? YFT L Y FT L YFT L YFT L Y FT L Y FT L YFT L
a. Notify the patient’s physician. YFT L L
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b. Document the sound exactly as it was heard. YFT L YFT L YFT L YFT L YFT L YFT L YFT L
c. Validate the data by asking another nurse to listen to the breath sounds. YFT L YFT L Y FT L YFT L Y FT L YFTL YFT L Y FT L YFT L YFT L YFT L L
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d. Assess again in 20 minutes to note whether the sound is still present. YFT L YFT L YFT L YFT L YFT L Y FT L YFT L L
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ANS: C L
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When unsure of a sound heard while listening to a patient’s breath sounds, the nurse
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validates the data to ensure accuracy by either repeating the assessment themselves or
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asking another nurse to assess the breath sounds. If the nurse has less experience
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analyzing breath sounds, then he or she should ask an expert to listen. When unsure of a
YFT L Y FT L YFT L YFT L YFT L L
YFT YFT L YFT L YFT L YFT L YFT L YFT L YFT L YFT L YFT L YFT L YFT L
sound heard while listening to a patient’s breath sounds, the nurse should validate the data
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before documenting to ensure accuracy and before notifying the patient’s physician. To
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validate that data, the nurse either repeats the assessment himself or herself or asks
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another nurse to assess the breath sounds.
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DIF: Cognitive Level: Applying (Application) YFT L YFT L L
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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. While teaching the class, what
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would the nurse keep in mind regarding what novice nurses, without a background of
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Y YFT L YFT L Y FT L Y FT L Y FT L YFT L Y FT L YFT L YFT L Y FT L YFT L Y FT L Y FT L
skills and experience from which to draw upon, are more likely to base their decisions
YFT L YFT L YFT L Y FT L YFT L Y FT L Y FT L Y FT L Y FT L YFT L Y FT L Y FT L Y FT L YFT L YFT L
on?
YFT L
a. Intuition
b. A set of rules YFT L YFT L L
YFT
c. Articles in journals L
YFT YFT L
d. Advice from supervisors L
YFT L
T
F
Y
ANS: B L
YFT
Novice nurses operate from a set of defined, structured rules to make decisions. It takes
Y FT L YFT L Y FT L YFT L Y FT L YFT L Y FT L Y FT L Y FT L Y FT L Y FT L Y FT L YFT L YFT L
time, perhaps a few years, in similar clinical situations to achieve competency and it is
YFT L Y FT L Y FT L Y FT L Y FT L YFT L Y FT L Y FT L YFT L YFT L Y FT L Y FT L Y FT L YFT L YFT L
functioning at the level of an expert practitioner when intuition is included in making
YFT L Y FT L YFT L YFT L Y FT L YFT L Y FT L Y FT L Y FT L YFT L YFT L YFT L YFT L Y FT L
clinical decisions. While information in journal articles and advice from supervisors may
YFT L YFT L YFT L YFT L YFT L YFT L Y FT L YFT L Y FT L Y FT L Y FT L YFT L
assist in making decisions, novice nurses do not typically base their decisions on them. It
YFT L YFT L YFT L YFT L YFT L YFT L Y FT L Y FT L Y FT L Y FT L Y FT L Y FT L YFT L YFT L Y FT L
would also be important that if information from journal articles and advice from supervisors
YFT L Y FT L YFT L YFT L L
YFT L
YFT L
YFT L
YFT YFTL L
YFT YFT L L
YFT L
YFT L
YFT
were used, that they were evidence based.
YFT L YFT L YFT L YFT L YFT L YFT L Y FT L
DIF: Cognitive Level: Understanding (Comprehension) YFT L Y
T
FL L
Y
T
F MSC: Client Needs: General YFT L YFT L L
YFT
6. The nurse is reviewing information about evidence-based practice (EBP). Which statement
L
YFT YFT L YFT L L
YFT YFT L YFTL YFT L YFT L L
YFT L
T
F
Y
best reflects EBP?
YFT L Y FT L YFT L
a. EBP relies on tradition for support of best practices. YFT L YFT L YFT L YFT L YFT L YFT L YFT L YFT L
b. EBP is simply the use of best practice techniques for the treatment of patients.
YFT L YFT L YFT L YFT L YFT L YFT L YFT L YFT L YFT L YFT L L
YFT YFT L YFT L
c. EBP emphasizes the use of best evidence with the clinician’s experience.
YFT L L
YFT YFT L YFT L YFT L YFT L YFT L YFT L YFT L YFTL
d. EBP does not consider the patient’s own preferences as important. YFT L YFTL YFT L YFT L L
YFT YFT L YFT L YFT L YL
FT
ANS: C L
YFT
