Test Bank for Physical Examination and Health Assessment 9th Edition
B . B . B . B . B . B . B . B . B .
byCarolyn Jarvis, Ann Eckhardt / All Chapters 1-32 / Full Complete
B . B
. B. B. B. B. B. B. B. B. B. B.
, PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 9TH EDITION JARVIS B. B . B . B. B . B. B .
TESTBANK
B. B
.
2
Chapter 01: Evidence-Based Assessment B . B . B .
MULTIPLE CHOICE B .
1. After completing an initial assessment of a patient, the nurse has charted that his
B . B . B . B . B . B . B . B . B . B . B . B . B .
B respirations areeupneic andhis pulse is 58 beats per minute. These types of data
. B . B
. B . B . B . B . B . B . B . B . B . B . B .
B would be:
. B .
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: A B .
Objective data are what the health professional observes by inspecting, percussing, palpating, and
B. B. B. B. B. B. B . B . B . B . B . B .
auscultating during the physical examination. Subjective data is what the person says about him or herself
B. B. B. B. B . B. B. B. B. B. B. B. B. B. B. B.
during history taking. The terms reflective and introspective are not used to describe data.
B. B . B . B . B . B . B . B . B . B . B . B . B . B .
DIF: Cognitive B. B . Level: B . Understanding B . (Comprehension)
MSC: Client Needs: Safe and Effective Care Environment: Management
B . B . B . B . B . B . B . B. B . of Care B .
2. A patient tells the nurse that he is very nervous, is nausea.CteOdM
B.B. B.B. , iand feels hot. These types of data would be:
B.B. B.B. B.B
. B. B
. B.B. B.B. B.B. B.B. B . B. B.B. B.B
. B.B. B.B. B.B. B.B
. B.B. B.B.
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: C B .
Subjective data are what the person says about him or herself during history taking.
B . B . B . B . B. B . B . B . B . B . B . B . B .
B Objective data arewhat thehealth professional observes by inspecting, percussing, palpating, and
. B . B . B
. B. B. B. B. B. B. B. B.
auscultating during the physical examination. The terms reflective and introspective are not
B. B. B . B. B . B . B . B . B . B . B . B .
B used to describe data.
. B . B . B .
DIF: Cognitive B. B . Level: B . Understanding B . (Comprehension)
MSC: Client Needs: Safe and Effective Care Environment: Management
B . B . B . B . B . B . B . B. B . of Care B .
3. The patients record, laboratory studies, objective data, and subjective data combine to form the:
B . B . B . B . B . B . B . B . B. B . B . B . B .
a. Data base. B .
b. Admitting data. B .
, PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 9TH EDITION JARVIS B. B . B . B. B . B. B .
TESTBANK
B. B
.
3
c. Financial statement. B .
d. Discharge summary. B .
ANS: A B .
Together with the patients record and laboratory studies, the objective and subjective data
B . B . B . B . B . B . B . B. B . B . B . B.
B form the database.The other items are not part of the patients record, laboratory studies,
. B. B . B
. B . B . B . B . B . B . B . B . B . B . B .
Bor data.
. B .
DIF: Cognitive Level: Remembering
B . B. B. B. B . (Knowledge)
MSC: Client Needs: Safe and Effective Care Environment: Management
B . B . B . B . B . B . B . B. B . of Care B .
4. When listening to a patients breath sounds, the nurse is unsure of a sound that is
B . B. B . B . B . B . B . B. B . B . B . B . B . B . B .
B heard. Thenurses nextaction should be to:
. B . B
. B . B . B . B .
a. Immediately notify the patients physician. B . B . B . B .
b. Document the sound exactly as it was heard. B . B . B . B . B . B . B. B.
c. Validate the data by asking a coworker to listen to the breath sounds.
B . B . B . B . B . B . B . B . B . B . B . B .
d. Assess again in 20 minutes to note whether the sound is still present.
B . B . B . B . B . B . B . B . B . B . B . B .
ANS: C B .
When unsure of a sound heard while listening to a patients breath sounds, the nurse validates the data
B. B. B. B. B. B. B. B. B. B. B. B. B . B . B . B . B .
toensureai ccuracy. If the nurse has less experience in an area, then he or she asks an expert to listen.
B. B
. B. B.B. B.B. B. B. B.B. B. B. B.B. B. B. B. B. B. B. B.B. B. B. B.B. B. B. B. B. B.B. B. B. B.B. B. B.
DIF: Cognitive Level: Analyzing (Analysis)
B . B. B. B . B.
MSC: Client Needs: Safe and Effective Care Environment: Management
B . B . B . B . B . B . B . B. B . of Care B .
5. The nurse is conducting a class for new graduate nurses. During the teaching session, the
B . B . B . B . B . B . B . B . B . B . B . B . B . B .
nurse should keep in mind that novice
B . nurses,
B . without a background of skills and B
. B
. B . B . B. B . B . B . B . B . B . B .
B experience from which to draw, are more likelyto make their decisions using:
. B . B . B . B . B. B. B. B . B. B. B . B .
a. Intuition.
b. A set of rules.
B . B . B .
c. Articles in journals. B . B .
d. Advice from supervisors. B . B .
ANS: B B .
Novice nurses operate from a set of defined, structured rules. The expert practitioner uses
B . B . B . B . B . B . B . B . B. B . B . B . B.
B . intuitivelinks.DIF: Cognitive Level: Understanding (Comprehension)
B
. B . B . B . B .
, PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 9TH EDITION JARVIS B. B . B . B. B . B. B .
TESTBANK
B. B
.
4
MSC: Client B. B . Needs: B . General
6. The nurse is reviewing information about evidence-based practice (EBP). Which statement
B. B. B. B. B. B. B. B. B. B.
bestreflectsEBP?
B. B
.
a. EBP relies on tradition for supportNoUf RbeSsI N
B. B. t ipGrT
a cBt.iC
c eOsM
. B.B. B. B. B.B. B.B. B
. B.
b. EBP is simply the use of best practice techniques for the treatment of patients.
B . B . B. B . B . B . B . B . B . B . B . B . B .
c. EBP emphasizes the use of best evidence with the clinicians experience.
B . B . B . B . B . B . B . B. B . B .
d. The patients own preferences are not important
B . B. B. B . B . B .
B . withEBP.ANS: C B
. B .
EBP is a systematic approach to practice that emphasizes the use of best evidence in
B. B. B. B. B . B . B . B . B . B . B . B . B . B .
B combination with the clinicians experience, as well as patient preferences and values, when
. B. B. B. B. B . B . B . B . B . B . B . B .
B making decisions about care and treatment. EBP is more than simply using the best
. B . B. B. B. B. B. B . B . B . B . B . B . B .
B practice techniques to treat patients, and questioning tradition is important when no compelling and
. B . B . B . B. B. B. B. B. B. B. B. B. B.
supportive research evidence exists.
B. B. B. B.
DIF: Cognitive Level: Applying (Application)
B . B . B . B .
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
B . B . B . B . B . B . B . B. B . B .
7. Expert nurses learn to attend to a pattern of assessment data and act without
B . B . B . B . B . B . B . B. B . B. B . B . B .
B consciously labelingit. Theseresponses are referred to as:
. B . B
. B . B . B . B . B .
a. Intuition.
b. The nursing process. B . B .
c. Clinical knowledge. B .
d. Diagnostic reasoning. B .
ANS: A B .
Intuition is characterized by pattern recognitionexpert nurses learn to attend to a pattern of
B . B . B . B . B . B. B . B. B . B . B . B . B .
assessmentdata andact without consciously labeling it. The other options are not correct.
B . B
. B . B . B . B . B . B . B . B . B . B . B .
DIF: Cognitive Level: Understanding
B. B. B.
B. (Comprehension)MSC: Client Needs: B . B .
B . General
8. The nurse is conducting a class on priority setting for a group of new graduate
B . B . B . B . B . B . B . B . B . B . B . B . B . B .
B nurses. Which is anexampleof a first-level priority problem?
. B . B . B . B
. B . B . B . B .
a. Patient with postoperative pain B . B. B. B .
b. Newly diagnosed patient with diabetes who needs diabetic teachingB . B. B. B . B. B . B . B . B .
B . B . B . B . B . B . B . B . B .
byCarolyn Jarvis, Ann Eckhardt / All Chapters 1-32 / Full Complete
B . B
. B. B. B. B. B. B. B. B. B. B.
, PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 9TH EDITION JARVIS B. B . B . B. B . B. B .
TESTBANK
B. B
.
2
Chapter 01: Evidence-Based Assessment B . B . B .
MULTIPLE CHOICE B .
1. After completing an initial assessment of a patient, the nurse has charted that his
B . B . B . B . B . B . B . B . B . B . B . B . B .
B respirations areeupneic andhis pulse is 58 beats per minute. These types of data
. B . B
. B . B . B . B . B . B . B . B . B . B . B .
B would be:
. B .
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: A B .
Objective data are what the health professional observes by inspecting, percussing, palpating, and
B. B. B. B. B. B. B . B . B . B . B . B .
auscultating during the physical examination. Subjective data is what the person says about him or herself
B. B. B. B. B . B. B. B. B. B. B. B. B. B. B. B.
during history taking. The terms reflective and introspective are not used to describe data.
B. B . B . B . B . B . B . B . B . B . B . B . B . B .
DIF: Cognitive B. B . Level: B . Understanding B . (Comprehension)
MSC: Client Needs: Safe and Effective Care Environment: Management
B . B . B . B . B . B . B . B. B . of Care B .
2. A patient tells the nurse that he is very nervous, is nausea.CteOdM
B.B. B.B. , iand feels hot. These types of data would be:
B.B. B.B. B.B
. B. B
. B.B. B.B. B.B. B.B. B . B. B.B. B.B
. B.B. B.B. B.B. B.B
. B.B. B.B.
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: C B .
Subjective data are what the person says about him or herself during history taking.
B . B . B . B . B. B . B . B . B . B . B . B . B .
B Objective data arewhat thehealth professional observes by inspecting, percussing, palpating, and
. B . B . B
. B. B. B. B. B. B. B. B.
auscultating during the physical examination. The terms reflective and introspective are not
B. B. B . B. B . B . B . B . B . B . B . B .
B used to describe data.
. B . B . B .
DIF: Cognitive B. B . Level: B . Understanding B . (Comprehension)
MSC: Client Needs: Safe and Effective Care Environment: Management
B . B . B . B . B . B . B . B. B . of Care B .
3. The patients record, laboratory studies, objective data, and subjective data combine to form the:
B . B . B . B . B . B . B . B . B. B . B . B . B .
a. Data base. B .
b. Admitting data. B .
, PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 9TH EDITION JARVIS B. B . B . B. B . B. B .
TESTBANK
B. B
.
3
c. Financial statement. B .
d. Discharge summary. B .
ANS: A B .
Together with the patients record and laboratory studies, the objective and subjective data
B . B . B . B . B . B . B . B. B . B . B . B.
B form the database.The other items are not part of the patients record, laboratory studies,
. B. B . B
. B . B . B . B . B . B . B . B . B . B . B .
Bor data.
. B .
DIF: Cognitive Level: Remembering
B . B. B. B. B . (Knowledge)
MSC: Client Needs: Safe and Effective Care Environment: Management
B . B . B . B . B . B . B . B. B . of Care B .
4. When listening to a patients breath sounds, the nurse is unsure of a sound that is
B . B. B . B . B . B . B . B. B . B . B . B . B . B . B .
B heard. Thenurses nextaction should be to:
. B . B
. B . B . B . B .
a. Immediately notify the patients physician. B . B . B . B .
b. Document the sound exactly as it was heard. B . B . B . B . B . B . B. B.
c. Validate the data by asking a coworker to listen to the breath sounds.
B . B . B . B . B . B . B . B . B . B . B . B .
d. Assess again in 20 minutes to note whether the sound is still present.
B . B . B . B . B . B . B . B . B . B . B . B .
ANS: C B .
When unsure of a sound heard while listening to a patients breath sounds, the nurse validates the data
B. B. B. B. B. B. B. B. B. B. B. B. B . B . B . B . B .
toensureai ccuracy. If the nurse has less experience in an area, then he or she asks an expert to listen.
B. B
. B. B.B. B.B. B. B. B.B. B. B. B.B. B. B. B. B. B. B. B.B. B. B. B.B. B. B. B. B. B.B. B. B. B.B. B. B.
DIF: Cognitive Level: Analyzing (Analysis)
B . B. B. B . B.
MSC: Client Needs: Safe and Effective Care Environment: Management
B . B . B . B . B . B . B . B. B . of Care B .
5. The nurse is conducting a class for new graduate nurses. During the teaching session, the
B . B . B . B . B . B . B . B . B . B . B . B . B . B .
nurse should keep in mind that novice
B . nurses,
B . without a background of skills and B
. B
. B . B . B. B . B . B . B . B . B . B .
B experience from which to draw, are more likelyto make their decisions using:
. B . B . B . B . B. B. B. B . B. B. B . B .
a. Intuition.
b. A set of rules.
B . B . B .
c. Articles in journals. B . B .
d. Advice from supervisors. B . B .
ANS: B B .
Novice nurses operate from a set of defined, structured rules. The expert practitioner uses
B . B . B . B . B . B . B . B . B. B . B . B . B.
B . intuitivelinks.DIF: Cognitive Level: Understanding (Comprehension)
B
. B . B . B . B .
, PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 9TH EDITION JARVIS B. B . B . B. B . B. B .
TESTBANK
B. B
.
4
MSC: Client B. B . Needs: B . General
6. The nurse is reviewing information about evidence-based practice (EBP). Which statement
B. B. B. B. B. B. B. B. B. B.
bestreflectsEBP?
B. B
.
a. EBP relies on tradition for supportNoUf RbeSsI N
B. B. t ipGrT
a cBt.iC
c eOsM
. B.B. B. B. B.B. B.B. B
. B.
b. EBP is simply the use of best practice techniques for the treatment of patients.
B . B . B. B . B . B . B . B . B . B . B . B . B .
c. EBP emphasizes the use of best evidence with the clinicians experience.
B . B . B . B . B . B . B . B. B . B .
d. The patients own preferences are not important
B . B. B. B . B . B .
B . withEBP.ANS: C B
. B .
EBP is a systematic approach to practice that emphasizes the use of best evidence in
B. B. B. B. B . B . B . B . B . B . B . B . B . B .
B combination with the clinicians experience, as well as patient preferences and values, when
. B. B. B. B. B . B . B . B . B . B . B . B .
B making decisions about care and treatment. EBP is more than simply using the best
. B . B. B. B. B. B. B . B . B . B . B . B . B .
B practice techniques to treat patients, and questioning tradition is important when no compelling and
. B . B . B . B. B. B. B. B. B. B. B. B. B.
supportive research evidence exists.
B. B. B. B.
DIF: Cognitive Level: Applying (Application)
B . B . B . B .
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
B . B . B . B . B . B . B . B. B . B .
7. Expert nurses learn to attend to a pattern of assessment data and act without
B . B . B . B . B . B . B . B. B . B. B . B . B .
B consciously labelingit. Theseresponses are referred to as:
. B . B
. B . B . B . B . B .
a. Intuition.
b. The nursing process. B . B .
c. Clinical knowledge. B .
d. Diagnostic reasoning. B .
ANS: A B .
Intuition is characterized by pattern recognitionexpert nurses learn to attend to a pattern of
B . B . B . B . B . B. B . B. B . B . B . B . B .
assessmentdata andact without consciously labeling it. The other options are not correct.
B . B
. B . B . B . B . B . B . B . B . B . B . B .
DIF: Cognitive Level: Understanding
B. B. B.
B. (Comprehension)MSC: Client Needs: B . B .
B . General
8. The nurse is conducting a class on priority setting for a group of new graduate
B . B . B . B . B . B . B . B . B . B . B . B . B . B .
B nurses. Which is anexampleof a first-level priority problem?
. B . B . B . B
. B . B . B . B .
a. Patient with postoperative pain B . B. B. B .
b. Newly diagnosed patient with diabetes who needs diabetic teachingB . B. B. B . B. B . B . B . B .
