, PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 3rd EDITION JARVIS TEST BANK
2i 2i 2i 2i 2i 2i 2i 2i 2i
Test Bank - Physical Examination and Health Assessment 3rde (by Jarvis)
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2
Chapter 01: Evidence-Based Assessment 2i 2i 2i
MULTIPLE CHOICE 2i
1. After completing an initial assessment of a patient, the nurse has charted that his respirations are eupneic and
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
his pulse is 58 beats per minute. These types of data would be:
2i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2i 2i 2 i 2 i 2 i
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: A 2i
Objective data are what the health professional observes by inspecting, percussing, palpating, and auscultating
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
during the physical examination. Subjective data is what the person says about him or herself during history ta
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
king. The terms reflective and introspective are not used to describe data.
2i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i
DIF: Cognitive Level: Understanding (Comprehension)
2i 2i 2i 2i
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
2. A patient tells the nurse that he is very n e r vNo uUsR, SisIN
2i 2i 2i naGuTsB
2i ea.CteOdM
, and feels hot. These types of data would be:
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: C 2i
Subjective data are what the person says about him or herself during history taking. Objective data are what the h
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
ealth professional observes by inspecting, percussing, palpating, and auscultating during the physical ex
2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2i
amination. The terms reflective and introspective are not used to describe data.
2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2i 2 i 2 i
DIF: Cognitive Level: Understanding (Comprehension)
2i 2i 2i 2i
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
3. The patients record, laboratory studies, objective data, and subjective data combine to form the:
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
a. Data base. 2i
b. Admitting data. 2i
NURSINGTB.COM
, PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 3rd EDITION JARVIS TEST BANK
2i 2i 2i 2i 2i 2i 2i 2i 2i
Test Bank - Physical Examination and Health Assessment 3rde (by Jarvis)
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 3
c. Financial statement. 2i
d. Discharge summary. 2i
ANS: A 2i
Together with the patients record and laboratory studies, the objective and subjective data form the data base.
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2
The other items are not part of the patients record, laboratory studies, or data.
i 2i 2 i 2 i 2i 2 i 2 i 2i 2 i 2 i 2 i 2 i 2 i 2i
DIF: Cognitive Level: Remembering (Knowledge)
2i 2i 2i 2i
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
4. When listening to a patients breath sounds, the nurse is unsure of a sound that is heard. The nurses nex
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
t action should be to:
2i 2i 2i 2i
a. Immediately notify the patients physician. 2i 2i 2i 2i
b. Document the sound exactly as it was heard. 2i 2i 2i 2i 2i 2i 2i
c. Validate the data by asking a coworker to listen to the breath sounds.
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
d. Assess again in 20 minutes to note whether the sound is still present.
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
NURSINGTB.COM
ANS: C 2i
When unsure of a sound heard while listening to a patients breath sounds, the nurse validates the data to ensure a
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
ccuracy. If the nurse has less experience in an area, then he or she asks an expert to listen.
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
DIF: Cognitive Level: Analyzing (Analysis)
2i 2i 2i 2i
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
5. The nurse is conducting a class for new graduate nurses. During the teaching session, the nurse should
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
keep in mind that novice nurses, without a background of skills and experience from which to draw, are mo
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
re likely to make their decisions using:
2i 2i 2i 2i 2i 2i
a. Intuition.
b. A set of rules.
2i 2i 2i
c. Articles in journals. 2i 2i
d. Advice from supervisors. 2i 2i
ANS: B 2i
Novice nurses operate from a set of defined, structured rules. The expert practitioner uses intuitive links. D
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
IF: Cognitive Level: Understanding (Comprehension)
2i 2 i 2i 2 i
NURSINGTB.COM
, PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 3rd EDITION JARVIS TEST BANK
2i 2i 2i 2i 2i 2i 2i 2i 2i
Test Bank - Physical Examination and Health Assessment 3rde (by Jarvis)
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 4
MSC: Client Needs: General
2i 2i 2i
6. Expert nurses learn to attend to a pattern of assessment data and act without consciously labeling it. Thes
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
e responses are referred to as:
2i 2i 2i 2i 2i
a. Intuition.
b. The nursing process.
2i 2i
c. Clinical knowledge. 2i
d. Diagnostic reasoning. 2i
ANS: A 2i
Intuition is characterized by pattern recognitionexpert nurses learn to attend to a pattern of assessment data an
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
d act without consciously labeling it. The other options are not correct.
2i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i
DIF: Cognitive Level: Understanding (Comprehension)
2i 2i 2i 2i
MSC: Client Needs: General
2i 2i 2i 2i
7. The nurse is reviewing information about evidence-
2i 2i 2i 2i 2i 2i
based practice (EBP). Which statement best reflects EBP?
2i 2i 2i 2i 2i 2i 2i
a. EBP relies on tradition for supportNoUfR
2i beSsItNpGrT
acBt.iC
2i ceOsM
. 2i 2i 2i 2i
b. EBP is simply the use of best practice techniques for the treatment of patients.
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
c. EBP emphasizes the use of best evidence with the clinicians experience.
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
d. The patients own preferences are not important with EBP.
2i 2i 2i 2i 2i 2i 2i 2i
ANS: C
2i 2i
EBP is a systematic approach to practice that emphasizes the use of best evidence in combination with the
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
clinicians experience, as well as patient preferences and values, when making decisions about care and tr
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
eatment. EBP is more than simply using the best practice techniques to treat patients, and questioning trad
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
ition is important when no compelling and supportive research evidence exists.
2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i
DIF: Cognitive Level: Applying (Application)
2i 2i 2i 2i
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
8. The nurse is conducting a class on priority setting for a group of new graduate nurses. Which is an exampl
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
e of a first-level priority problem?
2i 2i 2i 2i 2i
a. Patient with postoperative pain
2i 2i 2i
b. Newly diagnosed patient with diabetes who needs diabetic teaching
2i 2i 2i 2i 2i 2i 2i 2i
NURSINGTB.COM
2i 2i 2i 2i 2i 2i 2i 2i 2i
Test Bank - Physical Examination and Health Assessment 3rde (by Jarvis)
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2
Chapter 01: Evidence-Based Assessment 2i 2i 2i
MULTIPLE CHOICE 2i
1. After completing an initial assessment of a patient, the nurse has charted that his respirations are eupneic and
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
his pulse is 58 beats per minute. These types of data would be:
2i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2i 2i 2 i 2 i 2 i
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: A 2i
Objective data are what the health professional observes by inspecting, percussing, palpating, and auscultating
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
during the physical examination. Subjective data is what the person says about him or herself during history ta
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
king. The terms reflective and introspective are not used to describe data.
2i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i
DIF: Cognitive Level: Understanding (Comprehension)
2i 2i 2i 2i
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
2. A patient tells the nurse that he is very n e r vNo uUsR, SisIN
2i 2i 2i naGuTsB
2i ea.CteOdM
, and feels hot. These types of data would be:
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: C 2i
Subjective data are what the person says about him or herself during history taking. Objective data are what the h
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
ealth professional observes by inspecting, percussing, palpating, and auscultating during the physical ex
2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2i
amination. The terms reflective and introspective are not used to describe data.
2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2i 2 i 2 i
DIF: Cognitive Level: Understanding (Comprehension)
2i 2i 2i 2i
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
3. The patients record, laboratory studies, objective data, and subjective data combine to form the:
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
a. Data base. 2i
b. Admitting data. 2i
NURSINGTB.COM
, PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 3rd EDITION JARVIS TEST BANK
2i 2i 2i 2i 2i 2i 2i 2i 2i
Test Bank - Physical Examination and Health Assessment 3rde (by Jarvis)
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 3
c. Financial statement. 2i
d. Discharge summary. 2i
ANS: A 2i
Together with the patients record and laboratory studies, the objective and subjective data form the data base.
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2
The other items are not part of the patients record, laboratory studies, or data.
i 2i 2 i 2 i 2i 2 i 2 i 2i 2 i 2 i 2 i 2 i 2 i 2i
DIF: Cognitive Level: Remembering (Knowledge)
2i 2i 2i 2i
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
4. When listening to a patients breath sounds, the nurse is unsure of a sound that is heard. The nurses nex
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
t action should be to:
2i 2i 2i 2i
a. Immediately notify the patients physician. 2i 2i 2i 2i
b. Document the sound exactly as it was heard. 2i 2i 2i 2i 2i 2i 2i
c. Validate the data by asking a coworker to listen to the breath sounds.
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
d. Assess again in 20 minutes to note whether the sound is still present.
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
NURSINGTB.COM
ANS: C 2i
When unsure of a sound heard while listening to a patients breath sounds, the nurse validates the data to ensure a
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
ccuracy. If the nurse has less experience in an area, then he or she asks an expert to listen.
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
DIF: Cognitive Level: Analyzing (Analysis)
2i 2i 2i 2i
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
5. The nurse is conducting a class for new graduate nurses. During the teaching session, the nurse should
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
keep in mind that novice nurses, without a background of skills and experience from which to draw, are mo
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
re likely to make their decisions using:
2i 2i 2i 2i 2i 2i
a. Intuition.
b. A set of rules.
2i 2i 2i
c. Articles in journals. 2i 2i
d. Advice from supervisors. 2i 2i
ANS: B 2i
Novice nurses operate from a set of defined, structured rules. The expert practitioner uses intuitive links. D
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
IF: Cognitive Level: Understanding (Comprehension)
2i 2 i 2i 2 i
NURSINGTB.COM
, PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 3rd EDITION JARVIS TEST BANK
2i 2i 2i 2i 2i 2i 2i 2i 2i
Test Bank - Physical Examination and Health Assessment 3rde (by Jarvis)
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 4
MSC: Client Needs: General
2i 2i 2i
6. Expert nurses learn to attend to a pattern of assessment data and act without consciously labeling it. Thes
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
e responses are referred to as:
2i 2i 2i 2i 2i
a. Intuition.
b. The nursing process.
2i 2i
c. Clinical knowledge. 2i
d. Diagnostic reasoning. 2i
ANS: A 2i
Intuition is characterized by pattern recognitionexpert nurses learn to attend to a pattern of assessment data an
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
d act without consciously labeling it. The other options are not correct.
2i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i
DIF: Cognitive Level: Understanding (Comprehension)
2i 2i 2i 2i
MSC: Client Needs: General
2i 2i 2i 2i
7. The nurse is reviewing information about evidence-
2i 2i 2i 2i 2i 2i
based practice (EBP). Which statement best reflects EBP?
2i 2i 2i 2i 2i 2i 2i
a. EBP relies on tradition for supportNoUfR
2i beSsItNpGrT
acBt.iC
2i ceOsM
. 2i 2i 2i 2i
b. EBP is simply the use of best practice techniques for the treatment of patients.
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
c. EBP emphasizes the use of best evidence with the clinicians experience.
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
d. The patients own preferences are not important with EBP.
2i 2i 2i 2i 2i 2i 2i 2i
ANS: C
2i 2i
EBP is a systematic approach to practice that emphasizes the use of best evidence in combination with the
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
clinicians experience, as well as patient preferences and values, when making decisions about care and tr
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
eatment. EBP is more than simply using the best practice techniques to treat patients, and questioning trad
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
ition is important when no compelling and supportive research evidence exists.
2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i 2 i
DIF: Cognitive Level: Applying (Application)
2i 2i 2i 2i
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
8. The nurse is conducting a class on priority setting for a group of new graduate nurses. Which is an exampl
2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i 2i
e of a first-level priority problem?
2i 2i 2i 2i 2i
a. Patient with postoperative pain
2i 2i 2i
b. Newly diagnosed patient with diabetes who needs diabetic teaching
2i 2i 2i 2i 2i 2i 2i 2i
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