,Test |Bank |For |Advanced |Health |Assessment |and |Diagnostic |Reasoning |Fourth |Edition |By
|Jacqueline |Rhoads |And |Sandra |Wiggins |Petersen
Table |of |Contents
Part |1 |Strategies |for |Effective |Health |Assessment
| Chapter |1 |Interview |and |History-Taking |Strategies
Chapter |2 |Physical |Examination |Strategies
|
| Chapter |3 |Documentation |Strategies
Chapter |4 |Cultural |and |Spiritual |Assessment
Chapter |5 |Nutritional |Assessment
|
Part |2 |Advanced |Assessment |of |Systemic |Disorders
Chapter |6 |Mental |Health |Disorders
Chapter |7 |Integumentary |Disorders
|
Chapter |8 |Eye |Disorders
|
Chapter |9 |Ear |Disorders
Chapter |10 |Nose, |Sinus, |Mouth, |and |Throat |Disorders |Chapter
11 |Respiratory |Disorders
|
Chapter |12 |Cardiovascular |Disorders
Chapter |13 |Endocrine |Disorders
|
Chapter |14 |Gastrointestinal |Disorders
|
Chapter |15 |Neurological |Disorders
|
Chapter |16 |Male |Genitourinary |Disorders
Chapter |17 |Female |Genitourinary |and |Breast |Disorders
Chapter |18 |Musculoskeletal |Disorders
|
,Test |Bank |for |Advanced |Health |Assessment |and |Diagnostic |Reasoning |4th |Edition |Rhoads |(Test
Bank |PDF |Files)
Chapter: |Chapter |01 |- |Quiz
Multiple |Choice
1. Which |of |the |following |is |an |example |of |subjective |data |that |may |be |collected |during |a |health
|assessment?
A) Height |and |weight
B) A |patient’s |recall |of |his |or |her |past |health |conditions
C) Results |from |an |abdominal |CT |scan
D) Complete |blood |count
|Ans: |B
Complexity: |Moderate GRADESLAB.COM
Ahead: |Functions |of |the |Interview |and |Health |History
|Subject: |Chapter |1
Title: |Interview |and |History-Taking |Strategies
|Taxonomy: |Application
2. Which |of |the |following |is |true |regarding |the |data |taken |in |a |health |history?
A) Most |health |history |data |are |objective |and |measurable.
B) Objective |data |are |error-free, |quantifiable |data.
C) Subjective |data, |being |inherently |less |accurate, |are |of |less |value |than |objective |data.
D) A |successful |individualized |plan |of |care |must |incorporate |subjective |data.
|Ans: |D
Complexity: |Difficult
Ahead: |Functions |of |the |Interview |and |Health |History
|Subject: |Chapter |1
Title: |Interview |and |History-Taking |Strategies
|Taxonomy: |Analysis
3. What |do |Coulehan |and |Block |define |as |“listening |to |the |total |communication |. |. |. |and |letting |the |patient
|know |that |you |are |really |hearing”?
A) Cultural |competence
B) Patience
C) Empathy
D) Top-tier |communication
, Test |Bank |for |Advanced |Health |Assessment |and |Diagnostic |Reasoning |4th |Edition |Rhoads |(Test
|Bank |PDF |Files)
Ans: |C
Complexity: |Moderate
|Ahead: |Interviewing
|Subject: |Chapter |1
Title: |Interview |and |History-Taking |Strategies
|Taxonomy: |Recall
4. The |provider |is |preparing |to |take |a |health |history |for |a |new |patient. |He |takes |the |patient |to |a |private
|room |and |asks |the |patient |to |don |a |hospital |gown. |After |stepping |outside |to |give |the |patient |sufficient |time
|to |change, |he |then |comes |back |in |and |asks |permission |to |conduct |the |history. |He |sits |next |to |the |patient
|at |eye |level, |discreetly |observes |the |patient |for |any |sensory |deficits, |and |asks |the |patient |if |he |may |take
|brief |notes |of |the |conversation. |During |the |conversation, |he |gives |the |patient |time |to |answer |questions
|fully. |He |makes |sure |that |his |questions |do |not |contain |technical |terms |and |quietly |observes |the |patient’s
|nonverbal |behaviors |throughout. |Which |mistake |did |the |provider |make?
A) He |should |have |allowed |the |patient |to |remain |fully |clothed |in |their |own |clothing |for |their |comfort.
B) He |should |not |have |omitted |technical |terminology. |Patients |like |having |a |chance |to |learn.
C) He |should |have |seated |himself |slightly |above |eye |level |to |give |the |patient |nonverbal |reassurance |of
|his |experience |and |professionalism.
D) He |should |have |asked |explicitly |about |the |nonverbal |changes |he |was |noticing |in |order |to |gain |a
|deeper |level |of |understanding |of |the |patient’s |current |condition.
Ans: |A
Complexity: |Difficult
Ahead: |Taking |a |Health |History
|Subject: |Chapter |1
Title: |Interview |and |History-Taking |Strategies
|Taxonomy: |Analysis
GRADESLAB.COM
5. Which |of |the |following |is |true |of |both |comprehensive |and |focused |health |histories?
A) They |both |include |identifying |data.
B) They |both |include |a |social |history.
C) They |both |include |a |family |history.
D) They |are |both |conducted |in |emergency |situations.
|Ans: |A
Complexity: |Moderate
Ahead: |Taking |a |Health |History
|Subject: |Chapter |1
Title: |Interview |and |History-Taking |Strategies
|Taxonomy: |Application
6. In |the |mnemonic |devise |PQRST, |which |of |the |following |includes |describing |the |location |of |the
|symptoms?
A) Precipitating |factors
B) Quality
C) Radiation
D) Severity
|Ans: |B
Complexity: |Difficult
Ahead: |Taking |a |Health |History
|Subject: |Chapter |1
Title: |Interview |and |History-Taking |Strategies
|Jacqueline |Rhoads |And |Sandra |Wiggins |Petersen
Table |of |Contents
Part |1 |Strategies |for |Effective |Health |Assessment
| Chapter |1 |Interview |and |History-Taking |Strategies
Chapter |2 |Physical |Examination |Strategies
|
| Chapter |3 |Documentation |Strategies
Chapter |4 |Cultural |and |Spiritual |Assessment
Chapter |5 |Nutritional |Assessment
|
Part |2 |Advanced |Assessment |of |Systemic |Disorders
Chapter |6 |Mental |Health |Disorders
Chapter |7 |Integumentary |Disorders
|
Chapter |8 |Eye |Disorders
|
Chapter |9 |Ear |Disorders
Chapter |10 |Nose, |Sinus, |Mouth, |and |Throat |Disorders |Chapter
11 |Respiratory |Disorders
|
Chapter |12 |Cardiovascular |Disorders
Chapter |13 |Endocrine |Disorders
|
Chapter |14 |Gastrointestinal |Disorders
|
Chapter |15 |Neurological |Disorders
|
Chapter |16 |Male |Genitourinary |Disorders
Chapter |17 |Female |Genitourinary |and |Breast |Disorders
Chapter |18 |Musculoskeletal |Disorders
|
,Test |Bank |for |Advanced |Health |Assessment |and |Diagnostic |Reasoning |4th |Edition |Rhoads |(Test
Bank |PDF |Files)
Chapter: |Chapter |01 |- |Quiz
Multiple |Choice
1. Which |of |the |following |is |an |example |of |subjective |data |that |may |be |collected |during |a |health
|assessment?
A) Height |and |weight
B) A |patient’s |recall |of |his |or |her |past |health |conditions
C) Results |from |an |abdominal |CT |scan
D) Complete |blood |count
|Ans: |B
Complexity: |Moderate GRADESLAB.COM
Ahead: |Functions |of |the |Interview |and |Health |History
|Subject: |Chapter |1
Title: |Interview |and |History-Taking |Strategies
|Taxonomy: |Application
2. Which |of |the |following |is |true |regarding |the |data |taken |in |a |health |history?
A) Most |health |history |data |are |objective |and |measurable.
B) Objective |data |are |error-free, |quantifiable |data.
C) Subjective |data, |being |inherently |less |accurate, |are |of |less |value |than |objective |data.
D) A |successful |individualized |plan |of |care |must |incorporate |subjective |data.
|Ans: |D
Complexity: |Difficult
Ahead: |Functions |of |the |Interview |and |Health |History
|Subject: |Chapter |1
Title: |Interview |and |History-Taking |Strategies
|Taxonomy: |Analysis
3. What |do |Coulehan |and |Block |define |as |“listening |to |the |total |communication |. |. |. |and |letting |the |patient
|know |that |you |are |really |hearing”?
A) Cultural |competence
B) Patience
C) Empathy
D) Top-tier |communication
, Test |Bank |for |Advanced |Health |Assessment |and |Diagnostic |Reasoning |4th |Edition |Rhoads |(Test
|Bank |PDF |Files)
Ans: |C
Complexity: |Moderate
|Ahead: |Interviewing
|Subject: |Chapter |1
Title: |Interview |and |History-Taking |Strategies
|Taxonomy: |Recall
4. The |provider |is |preparing |to |take |a |health |history |for |a |new |patient. |He |takes |the |patient |to |a |private
|room |and |asks |the |patient |to |don |a |hospital |gown. |After |stepping |outside |to |give |the |patient |sufficient |time
|to |change, |he |then |comes |back |in |and |asks |permission |to |conduct |the |history. |He |sits |next |to |the |patient
|at |eye |level, |discreetly |observes |the |patient |for |any |sensory |deficits, |and |asks |the |patient |if |he |may |take
|brief |notes |of |the |conversation. |During |the |conversation, |he |gives |the |patient |time |to |answer |questions
|fully. |He |makes |sure |that |his |questions |do |not |contain |technical |terms |and |quietly |observes |the |patient’s
|nonverbal |behaviors |throughout. |Which |mistake |did |the |provider |make?
A) He |should |have |allowed |the |patient |to |remain |fully |clothed |in |their |own |clothing |for |their |comfort.
B) He |should |not |have |omitted |technical |terminology. |Patients |like |having |a |chance |to |learn.
C) He |should |have |seated |himself |slightly |above |eye |level |to |give |the |patient |nonverbal |reassurance |of
|his |experience |and |professionalism.
D) He |should |have |asked |explicitly |about |the |nonverbal |changes |he |was |noticing |in |order |to |gain |a
|deeper |level |of |understanding |of |the |patient’s |current |condition.
Ans: |A
Complexity: |Difficult
Ahead: |Taking |a |Health |History
|Subject: |Chapter |1
Title: |Interview |and |History-Taking |Strategies
|Taxonomy: |Analysis
GRADESLAB.COM
5. Which |of |the |following |is |true |of |both |comprehensive |and |focused |health |histories?
A) They |both |include |identifying |data.
B) They |both |include |a |social |history.
C) They |both |include |a |family |history.
D) They |are |both |conducted |in |emergency |situations.
|Ans: |A
Complexity: |Moderate
Ahead: |Taking |a |Health |History
|Subject: |Chapter |1
Title: |Interview |and |History-Taking |Strategies
|Taxonomy: |Application
6. In |the |mnemonic |devise |PQRST, |which |of |the |following |includes |describing |the |location |of |the
|symptoms?
A) Precipitating |factors
B) Quality
C) Radiation
D) Severity
|Ans: |B
Complexity: |Difficult
Ahead: |Taking |a |Health |History
|Subject: |Chapter |1
Title: |Interview |and |History-Taking |Strategies
