Bates’ Guide To Physical Examination and History Taking 13th Edition Bickley Test Bank
Chapter 1-27
UNIT 1 Foundations of Health Assessment
CHAPTER 1 Approach to the Clinical Encounter
CHAPTER 2 Interviewing, Communication, and
Interpersonal Skills
CHAPTER 3 Health History
CHAPTER 4 Physical Examination
CHAPTER 5 Clinical Reasoning, Assessment, and Plan
CHAPTER 6 Health Maintenance and Screening
CHAPTER 7 Evaluating Clinical Evidence
UNIT 2 Regional Examinations
CHAPTER 8 General Survey, Vital Signs, and Pain
CHAPTER 9 Cognition, Behavior, and Mental Status
CHAPTER 10 Skin, Hair, and Nails
CHAPTER 11 Head and Neck
CHAPTER 12 Eyes
CHAPTER 13 Ears and Nose
CHAPTER 14 Throat and Oral Cavity
CHAPTER 15 Thorax and Lungs
CHAPTER 16 Cardiovascular System
CHAPTER 17 Peripheral Vascular System
CHAPTER 18 Breasts and Axillae
CHAPTER 19 Abdomen
CHAPTER 20 Male Genitalia
CHAPTER 21 Female Genitalia
CHAPTER 22 Anus, Rectum, and Prostate
CHAPTER 23 Musculoskeletal System
CHAPTER 24 Nervous System
UNIT 3 Special Populations
CHAPTER 25 Children: Infancy through Adolescence
CHAPTER 26 Pregnant Woman
CHAPTER 27 Older Adult
ewofsignificantmilestonesandcontributionsinthedevelopmentofbiologyasascientificdiscipline,includingkeyfigures,discoveries,andadvancementsinbiologicaltheories.**ToolsandTechniques**:Introductiontolaboratoryte
chniques,instruments,andmethodologiesusedinbiologicalresearch,suchasmicroscopy,DNAsequencing,biochemicalanalysis,andcomputationalbiology.**CurrentChallengesandFrontiers**:Discussiononcontemporarycha
llengesfacingbiology,suchasemerginginfectiousdiseases,climatechangeimpacts,biodiversityloss,andtheapplicationofbiotechnologicalinnovations.**SummaryandKeyConcepts**:Thechapterconcludeswithasummaryofk
eyconceptsdiscussed,reinforcingthefoundationalprinciplesofbiologyandpreparingstudentsforfurtherexplorationinsubsequentchapters.Chapter1of"EssentialsofBiology"aimstoprovidestudentswithacomprehensiveintroduc
tiontothescientificstudyoflife,emphasizingitsbreadth,significance,andrelevanceinunderstandingthenaturalworldandaddressingglobalchallenges.Itsetsthestagefordeeperexplorationintobiologicalconceptsandprinciplescove
redthroughoutthetextbook.IfyouhavespecificquestionsaboutanyofthesetopicsorwouldlikemoredetailedinformationonaparticularaspectofChapter1,feelfreetoask!Chapter2Chapter2of"Essentialso fBiology"bySylviaMadera
ndMichaelWindelspecht,titled"TheChemicalBasisofLife,"typicallydelvesintothefoundationalprinciplesofchemistryastheyrelatetobiologicalsystems.Here’sanoverviewofwhatyoumightfindinthischapter:**Introductionto
Biochemistry**:Definitionofbiochemistryasthebranchofchemistryconcernedwiththechemicalprocessesandsubstancesthatoccurwithinlivingorganisms.**ElementsandAtoms**:Explanationofbasicchemicalelementsessen
tialtolife,theiratomicstructure(protons,neutrons,electrons),andhowatomscombinetoformmolecules.**ChemicalBonds**:Discussionondifferenttypesofchemicalbonds(covalent,ionic,hydrogenbonds)andtheirroleinholdin
gatomstogetherinmoleculesandcompounds.**PropertiesofWater**:Explorationofwaterasapolarmolecule,itsuniqueproperties(highcohesion,adhesion,surfacetension,highspecificheatcapacity),anditsimportanceinbiologic
alsystems.**Acids,Bases,andpH**:Definitionofacidsandbases,theirroleinchemicalreactions,andtheconceptofpHasameasureofhydrogenionconcentration.ImportanceofpHregulationinbiologicalprocesses.**OrganicMole
cules**:Introductiontoorganicmoleculesessentialforlife,includingcarbohydrates,lipids,proteins,andnucleicacids.Structure,function,andbiologicalsignificanceofeachgroupofmolecules.**Carbohydrates**:Structureofcarb
ohydrates(monosaccharides,disaccharides,polysaccharides),theirrolesasenergysourcesandstructuralcomponentsincells.**Lipids**:Classification
CHAPTER 1 Foundations for Clinical Proficiency
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: p. 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: p. 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.
ewofsignificantmilestonesandcontributionsinthedevelopmentofbiologyasascientificdiscipline,includingkeyfigures,discoveries,andadvancementsinbiologicaltheories.**ToolsandTechniqu
es**:Introductiontolaboratorytechniques,instruments,andmethodologiesusedinbiologicalresearch,suchasmicroscopy,DNAsequencing,biochemicalanalysis,andcomputationalbiology.**Cu
rrentChallengesandFrontiers**:Discussiononcontemporarychallengesfacingbiology,suchasemerginginfectiousdiseases,climatechangeimpacts,biodiversityloss,andtheapplicationofbiotech
nologicalinnovations.**SummaryandKeyConcepts**:Thechapterconcludeswithasummaryofkeyconceptsdiscussed,reinforcingthefoundationalprinciplesofbiologyandpreparingstudentsforf
urtherexplorationinsubsequentchapters.Chapter1of"EssentialsofBiology"aimstoprovidestudentswithacomprehensiveintroductiontothescientificstudyoflife,emphasizingitsbreadth,significa
nce,andrelevanceinunderstandingthenaturalworldandaddressingglobalchallenges.Itsetsthestagefordeeperexplorationintobiologicalconceptsandprinciplescoveredthroughoutthetextbook.Ify
ouhavespecificquestionsaboutanyofthesetopicsorwouldlikemoredetailedinformationonaparticularaspectofChapter1,feelfreetoask!Chapter2Chapter2of"Essentialso fBiology"bySylviaMade
randMichaelWindelspecht,titled"TheChemicalBasisofLife,"typicallydelvesintothefoundationalprinciplesofchemistryastheyrelatetobiologicalsystems.Here’sanoverviewofwhatyoumightfi
ndinthischapter:**IntroductiontoBiochemistry**:Definitionofbiochemistryasthebranchofchemistryconcernedwiththechemicalprocessesandsubstancesthatoccurwithinlivingorganisms.**E
lementsandAtoms**:Explanationofbasicchemicalelementsessentialtolife,theiratomicstructure(protons,neutrons,electrons),andhowatomscombinetoformmolecules.**ChemicalBonds**:Di
scussionondifferenttypesofchemicalbonds(covalent,ionic,hydrogenbonds)andtheirroleinholdingatomstogetherinmoleculesandcompounds.**PropertiesofWater**:Explorationofwaterasap
olarmolecule,itsuniqueproperties(highcohesion,adhesion,surfacetension,highspecificheatcapacity),anditsimportanceinbiologicalsystems.**Acids,Bases,andpH**:Definitionofacidsandbas
es,theirroleinchemicalreactions,andtheconceptofpHasameasureofhydrogenionconcentration.ImportanceofpHregulationinbiologicalprocesses.**OrganicMolecules**:Introductiontoorgani
cmoleculesessentialforlife,includingcarbohydrates,lipids,proteins,andnucleicacids.Structure,function,andbiologicalsignificanceofeachgroupofmolecules.**Carbohydrates**:Structureofca
rbohydrates(monosaccharides,disaccharides,polysaccharides),theirrolesasenergysourcesandstructuralcomponentsincells.**Lipids**:Classification
DIF: Cognitive Level: Remembering (Knowledge) REF: p. 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: p. 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.
.
Chapter 1-27
UNIT 1 Foundations of Health Assessment
CHAPTER 1 Approach to the Clinical Encounter
CHAPTER 2 Interviewing, Communication, and
Interpersonal Skills
CHAPTER 3 Health History
CHAPTER 4 Physical Examination
CHAPTER 5 Clinical Reasoning, Assessment, and Plan
CHAPTER 6 Health Maintenance and Screening
CHAPTER 7 Evaluating Clinical Evidence
UNIT 2 Regional Examinations
CHAPTER 8 General Survey, Vital Signs, and Pain
CHAPTER 9 Cognition, Behavior, and Mental Status
CHAPTER 10 Skin, Hair, and Nails
CHAPTER 11 Head and Neck
CHAPTER 12 Eyes
CHAPTER 13 Ears and Nose
CHAPTER 14 Throat and Oral Cavity
CHAPTER 15 Thorax and Lungs
CHAPTER 16 Cardiovascular System
CHAPTER 17 Peripheral Vascular System
CHAPTER 18 Breasts and Axillae
CHAPTER 19 Abdomen
CHAPTER 20 Male Genitalia
CHAPTER 21 Female Genitalia
CHAPTER 22 Anus, Rectum, and Prostate
CHAPTER 23 Musculoskeletal System
CHAPTER 24 Nervous System
UNIT 3 Special Populations
CHAPTER 25 Children: Infancy through Adolescence
CHAPTER 26 Pregnant Woman
CHAPTER 27 Older Adult
ewofsignificantmilestonesandcontributionsinthedevelopmentofbiologyasascientificdiscipline,includingkeyfigures,discoveries,andadvancementsinbiologicaltheories.**ToolsandTechniques**:Introductiontolaboratoryte
chniques,instruments,andmethodologiesusedinbiologicalresearch,suchasmicroscopy,DNAsequencing,biochemicalanalysis,andcomputationalbiology.**CurrentChallengesandFrontiers**:Discussiononcontemporarycha
llengesfacingbiology,suchasemerginginfectiousdiseases,climatechangeimpacts,biodiversityloss,andtheapplicationofbiotechnologicalinnovations.**SummaryandKeyConcepts**:Thechapterconcludeswithasummaryofk
eyconceptsdiscussed,reinforcingthefoundationalprinciplesofbiologyandpreparingstudentsforfurtherexplorationinsubsequentchapters.Chapter1of"EssentialsofBiology"aimstoprovidestudentswithacomprehensiveintroduc
tiontothescientificstudyoflife,emphasizingitsbreadth,significance,andrelevanceinunderstandingthenaturalworldandaddressingglobalchallenges.Itsetsthestagefordeeperexplorationintobiologicalconceptsandprinciplescove
redthroughoutthetextbook.IfyouhavespecificquestionsaboutanyofthesetopicsorwouldlikemoredetailedinformationonaparticularaspectofChapter1,feelfreetoask!Chapter2Chapter2of"Essentialso fBiology"bySylviaMadera
ndMichaelWindelspecht,titled"TheChemicalBasisofLife,"typicallydelvesintothefoundationalprinciplesofchemistryastheyrelatetobiologicalsystems.Here’sanoverviewofwhatyoumightfindinthischapter:**Introductionto
Biochemistry**:Definitionofbiochemistryasthebranchofchemistryconcernedwiththechemicalprocessesandsubstancesthatoccurwithinlivingorganisms.**ElementsandAtoms**:Explanationofbasicchemicalelementsessen
tialtolife,theiratomicstructure(protons,neutrons,electrons),andhowatomscombinetoformmolecules.**ChemicalBonds**:Discussionondifferenttypesofchemicalbonds(covalent,ionic,hydrogenbonds)andtheirroleinholdin
gatomstogetherinmoleculesandcompounds.**PropertiesofWater**:Explorationofwaterasapolarmolecule,itsuniqueproperties(highcohesion,adhesion,surfacetension,highspecificheatcapacity),anditsimportanceinbiologic
alsystems.**Acids,Bases,andpH**:Definitionofacidsandbases,theirroleinchemicalreactions,andtheconceptofpHasameasureofhydrogenionconcentration.ImportanceofpHregulationinbiologicalprocesses.**OrganicMole
cules**:Introductiontoorganicmoleculesessentialforlife,includingcarbohydrates,lipids,proteins,andnucleicacids.Structure,function,andbiologicalsignificanceofeachgroupofmolecules.**Carbohydrates**:Structureofcarb
ohydrates(monosaccharides,disaccharides,polysaccharides),theirrolesasenergysourcesandstructuralcomponentsincells.**Lipids**:Classification
CHAPTER 1 Foundations for Clinical Proficiency
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: p. 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: p. 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.
ewofsignificantmilestonesandcontributionsinthedevelopmentofbiologyasascientificdiscipline,includingkeyfigures,discoveries,andadvancementsinbiologicaltheories.**ToolsandTechniqu
es**:Introductiontolaboratorytechniques,instruments,andmethodologiesusedinbiologicalresearch,suchasmicroscopy,DNAsequencing,biochemicalanalysis,andcomputationalbiology.**Cu
rrentChallengesandFrontiers**:Discussiononcontemporarychallengesfacingbiology,suchasemerginginfectiousdiseases,climatechangeimpacts,biodiversityloss,andtheapplicationofbiotech
nologicalinnovations.**SummaryandKeyConcepts**:Thechapterconcludeswithasummaryofkeyconceptsdiscussed,reinforcingthefoundationalprinciplesofbiologyandpreparingstudentsforf
urtherexplorationinsubsequentchapters.Chapter1of"EssentialsofBiology"aimstoprovidestudentswithacomprehensiveintroductiontothescientificstudyoflife,emphasizingitsbreadth,significa
nce,andrelevanceinunderstandingthenaturalworldandaddressingglobalchallenges.Itsetsthestagefordeeperexplorationintobiologicalconceptsandprinciplescoveredthroughoutthetextbook.Ify
ouhavespecificquestionsaboutanyofthesetopicsorwouldlikemoredetailedinformationonaparticularaspectofChapter1,feelfreetoask!Chapter2Chapter2of"Essentialso fBiology"bySylviaMade
randMichaelWindelspecht,titled"TheChemicalBasisofLife,"typicallydelvesintothefoundationalprinciplesofchemistryastheyrelatetobiologicalsystems.Here’sanoverviewofwhatyoumightfi
ndinthischapter:**IntroductiontoBiochemistry**:Definitionofbiochemistryasthebranchofchemistryconcernedwiththechemicalprocessesandsubstancesthatoccurwithinlivingorganisms.**E
lementsandAtoms**:Explanationofbasicchemicalelementsessentialtolife,theiratomicstructure(protons,neutrons,electrons),andhowatomscombinetoformmolecules.**ChemicalBonds**:Di
scussionondifferenttypesofchemicalbonds(covalent,ionic,hydrogenbonds)andtheirroleinholdingatomstogetherinmoleculesandcompounds.**PropertiesofWater**:Explorationofwaterasap
olarmolecule,itsuniqueproperties(highcohesion,adhesion,surfacetension,highspecificheatcapacity),anditsimportanceinbiologicalsystems.**Acids,Bases,andpH**:Definitionofacidsandbas
es,theirroleinchemicalreactions,andtheconceptofpHasameasureofhydrogenionconcentration.ImportanceofpHregulationinbiologicalprocesses.**OrganicMolecules**:Introductiontoorgani
cmoleculesessentialforlife,includingcarbohydrates,lipids,proteins,andnucleicacids.Structure,function,andbiologicalsignificanceofeachgroupofmolecules.**Carbohydrates**:Structureofca
rbohydrates(monosaccharides,disaccharides,polysaccharides),theirrolesasenergysourcesandstructuralcomponentsincells.**Lipids**:Classification
DIF: Cognitive Level: Remembering (Knowledge) REF: p. 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: p. 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.
.
