Test Bank for Wilkins’ Clinical Assessment in
Respiratory Care,
9th Edition by Albert J. Heuer, Chapters 1
- 21
,Wilkins' Clinical Assessment in Respiratory Care,
Contents:
Chapter 1. Preparing for the Patient Encounter
Chapter 2. The Medical History and the Interview
Chapter 3. Cardiopulmonary Symptoms
Chapter 4. Vital Signs
Chapter 5. Fundamentals of Physical Examination
Chapter 6. Neurologic Assessment
Chapter 7. Clinical Laboratory Studies
Chapter 8. Interpretation of Blood Gases
Chapter 9. Pulmonary Function Testing
Chapter 10. Chest Imaging
Chapter 11. Electrocardiography
Chapter 12. Neonatal and Pediatric Assessment
Chapter 13. Older Patient Assessment
Chapter 14. Monitoring in Critical Care
Chapter 15. Vascular Pressure Monitoring
Chapter 16. Cardiac Output Measurement
Chapter 17. Bronchoscopy
Chapter 18. Nutritional Assessment
Chapter 19. Sleep and Breathing Assessment
Chapter 20. Home Care Patient Assessment
Chapter 21. Documentation
,Chapter 1: Preparing for the Patient Encounter Test
Bank
MULTIPLE CHOICE
1. Which of the following activities is not part of the role of respiratory therapists (RTs) in
patient assessment?
a. Assist the physician with diagnostic reasoning skills.
b. Help the physician select appropriate pulmonary function tests.
c. Interpret arterial blood gas values and suggest mechanical ventilation changes.
d. Document the patient diagnosis in the patient’s chart.
ANSWER: D
RTs are not qualified to make an official diagnosis. This is the role of the attending physician.
REF: Table 1-1, pg. 4 OBJ: 9
2. In which of the following stages of patient–clinician interaction is the review of physician
orders carried out?
a. Treatment stage
b. Introductory stage
c. Preinteraction stage
d. Initial assessment stage
ANSWER: C
Physician orders should be reviewed in the patient’s chart before the physician sees the
patient.
REF: Table 1-1, pg. 4 OBJ: 9
3. In which stage of patient–clinician interaction is the patient identification bracelet checked?
a. Introductory stage
b. Preinteraction stage
c. Initial assessment stage
d. Treatment stage
ANSWER: A
The patient ID bracelet must be checked before moving forward with assessment and
treatment.
REF: Table 1-1, pg. 4 OBJ: 9
4. What should be done just before the patient’s ID bracelet is checked?
a. Check the patient’s SpO2.
b. Ask the patient for permission.
c. Check the chart for vital signs.
d. Listen to breath sounds.
ANSWER: B
It is considered polite to ask the patient for permission before touching and reading his or
her ID bracelet.
, REF: pg. 3 OBJ: 3 | 5
5. What is the goal of the introductory phase?
a. Assess the patient’s apparent age.
b. Identify the patient’s family history.
c. Determine the patient’s diagnosis.
d. Establish a rapport with the patient.
ANSWER: D
The introductory phase is all about getting to know the patient and establishing a rapport
with him or her.
REF: Table 1-1, pg. 4 OBJ: 3
6. Which of the following behaviors is not consistent with resistive behavior of a patient?
a. Crossed arms
b. Minimal eye contact
c. Brief answers to questions
d. Asking the purpose of the treatment
ANSWER: D
If a patient asks about the purpose of the treatment you are about to give, this generally
indicates that he or she is not upset.
REF: Table 1-1, pg. 4 OBJ: 3
7. What is the main purpose of the initial assessment stage?
a. To identify any allergies to medications
b. To document the patient’s smoking history
c. To personally get to know the patient better
d. To verify that the prescribed treatment is still needed and appropriate
ANSWER: D
When you first see the patient, you are encouraged to perform a brief assessment to make
sure the treatment order by the physician is still appropriate. The patient’s status may have
changed abruptly recently.
REF: Table 1-1, pg. 4 OBJ: 3
8. What is the appropriate distance for the social space from the patient?
a. 3 to 5 feet
b. 4 to 12 feet
c. 6 to 18 feet
d. 8 to 20 feet
ANSWER: B
The social space is 4 to 12 feet.
REF: pg. 5 OBJ: 5
9. What is the appropriate distance for the personal space?
, a. 0 to 18 inches
b. 18 inches to 4 feet
c. 4 to 12 feet
d. 6 to 15 feet
ANSWER: B
The personal space is about 2 to 4 feet from the patient.
REF: pg. 5 OBJ: 5
10. Which of the following activities is best performed in the personal space?
a. The interview
b. The introduction
c. The physical examination
d. Listening for breath sounds
ANSWER: A
The interview is best performed with you sitting about 2 to 4 feet from the patient. If you sit
farther away, the patient will have to answer your questions in a louder voice, and because
some of the information may be private, this would diminish communication.
REF: Table 1-1, pg. 4 OBJ: 5
11. What type of behavior is least appropriate in the patient’s intimate space?
a. Eye contact
b. Pulse check
c. Auscultation
d. Simple commands
ANSWER: A
Eye contact is inappropriate in the intimate space and will make the patient very
uncomfortable.
REF: pg. 3 OBJ: 5
12. You are riding in an elevator at the hospital where you are employed as an RT. The elevator is
full, but standing next to you is Joe, the RT who is scheduled to relieve you. He turns to you
and asks, “How is Mr. Copper doing?” Earlier in the day, Mr. Copper had a cardiac arrest, and
he is now being mechanically ventilated. How should you respond to Joe?
a. “He took a turn for the worse.”
b. “He is fine.”
c. “Let’s talk later in the report room.”
d. “He is on a ventilator and will keep you very busy.”
ANSWER: C
The patient’s right to privacy prevents care providers from discussing a patient’s clinical status
in public places. All answers other than “c” are unethical; giving such answers could cause an
RT to be in legal trouble and get fired.
REF: Table 1-2, pgs. 4-5 OBJ: 6
13. In 1996, Congress passed the HIPAA. What does the letter “P” stand for?
, a. Patient
b. Payment
c. Portability
d. Personal
ANSWER: C
HIPAA stands for Health Insurance Portability and Accountability Act.
REF: pg. 4 OBJ: 6
14. Which of the following techniques for expressing genuine concern is the most difficult to
use appropriately?
a. Touch
b. Posture
c. Eye contact
d. Proper introductions
ANSWER: A
Touch is most difficult to use properly because gender and cultural differences often
become an issue.
REF: Table 1-1, pgs. 3-4 OBJ: 5 | 7
15. Which of the following techniques is not associated with the demonstration of
active listening?
a. Good eye contact
b. Taking notes while a patient is talking
c. Asking for clarification
d. Use of touch
ANSWER: D
Use of touch helps with demonstrating empathy but has little to do with active listening.
REF: pg. 2 OBJ: 2
16. Two respiratory care students are taking their lunch break and want to compare notes
about patients they have seen during the morning. Which of the following locations
would be considered a violation of HIPAA standards?
a. The unit nursing station in front of the unit clerk’s desk
b. A table in the cafeteria with no one within hearing distance
c. The respiratory department report room
d. The intensive care unit (ICU) staff break room
ANSWER: A
Patient Health Information (PHI) should be discussed only in nonpublic areas of the hospital.
The space in front of the unit clerk’s desk is likely to be occupied with members of the public
asking for information.
REF: Table 1-2, pgs. 4-5 OBJ: 6
,17. A t20-year-old trespiratory tcare tstudent tenters tthe troom tof ta t65-year-old tfemale tpatient,
tsaying, t“Hi, tLinda! tI tam tJoe tfrom tRespiratory tCare.” tHe timmediately tapproaches ther, tlooks
ther tin tthe teye, tand tplaces this tstethoscope ton ther tchest.
a. Joe’s tapproach tto tthis tpatient tis tappropriate.
b. Joe thas tinappropriately tentered tthe tpatient’s tsocial tspace.
c. Joe thas tinappropriately tentered tthe tpatient’s tpersonal tspace.
d. Joe thas tinappropriately tentered tthe tpatient’s tintimate tspace.
ANSWER: t D
Joe thas testablished tno trapport twith tthis tpatient, thas ttouched ther twithout tasking
tpermission, tand tlooks ther tin tthe teye twhile texamining ther.
REF: t t pg. t4 OBJ: t t7
18. A trespiratory tcare tstudent treturns tfrom ta tclinical texperience t, texcited tthat tshe thas thad
tthe topportunity tto tperform tcardiopulmonary tresuscitation t(CPR) tfor tthe tfirst ttime. tShe
timmediately tgoes tto ther tFacebook tpage tand tdescribes ther tday. tWhich tof tthe tfollowing
tentries twould tbe ta tviolation tof tHIPAA tstandards?
a. “At tclinical ttoday tgot tto tdo tCPR ton ta tpatient ton tthe t6th tfloor tof tMercy
tHospital. tPatient tsurvived! tWhat ta trush!!”
b. “Got tto tdo tCPR tfor tthe tfirst ttime ttoday. tPatient tsurvived!! tWhat ta trush!”
c. “Got tto tdo tCPR tfor tthe tfirst ttime tin tclinical ttoday! tWhat ta trush!!”
d. All tof tthe tabove
ANSWER: t D
Patient tHealth tInformation t(PHI) tmust tnot tbe tshared tin ta tpublic tlocation. tFacebook tis
tconsidered ta tpublic tforum. tAlthough tthe tstudent tdid tnot tgive tspecific tidentifiers tin tanswers
ta, tb, tor tc, tthere twas tenough tinformation tthat tsomeone tfamiliar twith teither tthe tpatient
tor tthe tstudent tcould tpossibly thave tdeduced tthe tidentity tof tthe tpatient.
REF: t Table t1-2, tpgs. t4-5 OBJ: t t6
19. Which tof tthe tfollowing twould tbe tthe tmost tappropriate tway tfor trespiratory tcare tstudent
tAmy tLong tto tinitially tapproach ta t58-year-old tfemale tpatient, tMrs. tNora tJones?
a. “Hello, tMrs. tJones. tI tam tAmy tfrom trespiratory tcare, tand twith tyour tpermission
tI twould tlike tto tassess tyou tfor tyour ttreatment.” t(Amy tstands t5 tfeet tfrom tthe
tpatient tand tmakes tdirect teye tcontact.)
b. Hey tthere, tNora! tIsn’t tthis ta tgreat tday!?! tI’m tAmy tand tI tneed tto tlisten tto tyou.”
t(Amy tholds tout ther tstethoscope tin tfront tof ther tand tapproaches tthe tpatient tto
twithin t1.5 tfeet.)
c. “Hi, tI’m tAmy, there tto tgive tyou tyour ttreatment.” t(Amy tmakes tno teye tcontact
tand tlooks taround tthe troom tfor ta tnebulizer.)
d. Hi, tMrs. tJones. tI’m there tfor tyour ttreatment.” t(Amy tmakes tdirect teye tcontact.)
ANSWER: t A
The tinitial tcontact twith ta tpatient tshould tbe tfrom tthe tpatient’s tsocial tspace t(4 tto t12 tfeet).
tPatients tshould tbe taddressed tby ttheir tlast tname. tWhen tfirst tspeaking tto ta tpatient, tthe
ttherapist tshould tmake tdirect teye tcontact, tbut the tor tshe tshould tnot tuse tdirect teye tcontact
twhen tin tthe tpatient’s tintimate tspace.
REF: t Table t1-1, tpgs. t3-4 OBJ: t t 2 t| t7
, 20. The tumbrella tterm tpatient-centered tcare tincludes tall tof tthe tfollowing telements texcept:
a. Individualized tcare.
b. Assistance twith tfinancial tand tinsurance tissues.
c. Patient tinvolvement.
d. Provider tcollaboration.
ANSWER: t B
Patient-centered tcare tinvolves tindividualized tcare, tpatient tinvolvement, tand tprovider
tcollaboration.
REF: t t pg. t2 OBJ: t t1
21. The tgolden trule tof tbedside tcare tcan tbe tsummarized tas:
a. Patients tshould tbe tcared tfor tprimarily tat tthe tbedside.
b. All tpatient tservices t(e.g., tx-ray, tnursing tcare, trespiratory tcare) tshould tbe
tdelivered tto tthe tpatient tat tthe tbedside twhenever tpossible.
c. As ta tcaregiver, tat tall ttimes ttreat ta tpatient tas tyou twould thope tto tbe ttreated tif
tyou twere tthe tpatient.
d. Make tsure tthat tall tsafety tequipment tis tin tplace tat tthe tbedside tfor tmaximum
tpatient tprotection tfrom thazards tsuch tas tfalls.
ANSWER: t C
The tgolden trule tis tthat tas ta tcaregiver, tyou ttreat tpatients tthe tway tyou twish tto tbe ttreated.
REF: t t pg. t2 OBJ: t t1
22. In tinteracting twith tpatients, tbehaviors tsuch tas tbody tmovements, ttouch tand teye
tmovements, tand tfacial texpressions twould tbe texamples tof:
a. Nonverbal tcommunication.
b. Expressions tof tcaregiver tinterest tin tpatient twelfare.
c. Mechanisms tto tput tpatients tat tease.
d. None tof tthe tabove.
ANSWER: t A
These tare tmechanisms tof tnonverbal tcommunication tthat thelp tto tput tpatients tat tease tand
tcan tbe tused tto tcommunicate tcaregiver tconcern tto tpatients.
REF: t t pg. t2 OBJ: t t2
23. In tdetermining tthe tcourse tof ttreatment tfor ta t20-year-old tpatient thospitalized tfor
texacerbation tof tcystic tfibrosis, tthe tmost teffective tcourse tof taction twould tbe:
a. Formulating ta ttreatment tplan tbased ton tthe ttherapist’s tknowledge tof tthe tdisease
tand tits ttreatment tand tthen tpresenting tit tto tthe tpatient.
b. Formulating ta ttreatment tplan twith tthe tphysician tand tnurse tand tthen tpresenting
tit tto tthe tpatient.
c. Interviewing tthe tpatient tand tstrictly tfollowing tthe tpatient’s tpreferences twith
tregard tto ttreatment.
d. Interviewing tthe tpatient tto tdetermine this tor ther tpreferences tfor ttreatment,
tformulating ta ttreatment tplan tin tcollaboration twith tthe tnurse tand tphysician
tbased ton tboth tpatient tpreferences tand tthe tteam’s tknowledge tof tthe tdisease
tand tits ttreatment,
, and tpresenting tit tto tthe tpatient.
ANSWER: t D
Patient-centered tcare tmust tbe thighly tcollaborative, twith tinput tfrom tboth tthe tpatient tand
tcaregivers.
REF: t t pg. t7 OBJ: t t 4 t| t8
24. While tinterviewing ta tpatient tin ta troom twith tanother tpatient tand tthat tpatient’s tfamily
tpresent, tthe tappropriate tcourse tof taction tfor tan tRT twould tbe tto:
a. Introduce thimself tor therself tto tthe tpatient tfrom ta tdistance tof tabout t5 tto t7 tfeet
tand tproceed twith tthe tinterview.
b. Introduce thimself tor therself tto tthe tpatient tfrom ta tdistance tof tabout t5 tto t7 tfeet,
tmove tto twithin t2 tto t3 tfeet tof tthe tpatient, tand tproceed twith tthe tinterview.
c. Introduce thimself tor therself tto tthe tpatient tfrom ta tdistance tof tabout t5 tto t7 tfeet,
tmove tto twithin t2 tto t3 tfeet tof tthe tpatient, tdraw tthe tprivacy tcurtain taround tthe
tbed, tand tproceed twith tthe tinterview.
d. Introduce thimself tor therself tto tthe tpatient tfrom ta tdistance tof tabout t5 tto t7 tfeet,
tdraw tthe tprivacy tcurtain taround tthe tbed, tsit ton tthe tbed tabout t1 tfoot tfrom tthe
tpatient, tand tproceed twith tthe tinterview.
ANSWER: t C
Normally, tinterviews tare tcarried tout tin tthe tpersonal tspace t(within t18 tinches tto t4 tfeet tof
tthe tpatient), tnot tthe tintimate tspace t(from t1 tto t18 tinches tfrom tthe tpatient). tThe tprivacy
tcurtain tshould tbe tin tplace tbecause tothers tare tin tthe troom.
REF: t t pg. t3 OBJ: t t3
25. A tmale ttherapist tis tdiscussing ta ttreatment tplan twith ta tfemale tpatient twho tis tsitting tup tin
tbed, tdressed tin ta thospital tgown tand twearing ta tfull thead tcovering twith tonly ther tface
tshowing. tHer thusband tis tin tthe troom, tand tfrom tprevious tencounters tit tis tclear tthat tshe
tdefers tto thim. tThe tmost teffective tway tto tpresent tthis ttreatment tplan twould tbe tfor tthe
ttherapist tto:
a. Present tthe tpatient twith ta twritten tsummary tof tthe tplan tand task ther tto tlook tit tover.
b. Ask tthe twoman’s thusband tto tstep tout tof tthe troom twhile tthe tplan tis tbeing
tdiscussed twith tthe tpatient.
c. Explain tthe tplan tto tthe tpatient, tmaintaining teye tcontact twith ther tat tall ttimes
tand tencouraging ther tto task tany tquestions tshe tmight thave.
d. Explain tthe tplan tto tthe tpatient tand ther thusband, tand tencourage tboth tto task
tany tquestions tthey tmight thave.
ANSWER: t D
From tthe twoman’s tdress tand tprevious tbehavior, tit tis tlikely tthat tshe tis tMuslim, twith
ttraditional tvalues tand tcustoms. tTherefore, tboth tshe tand ther thusband twill tfind tit
tinappropriate, tif tnot toffensive, tthat the tnot tbe tincluded tin tdiscussions tof ttreatment.
tCultural tvalues tmust tbe ttaken tinto taccount tif ttruly teffective tpatient ttreatment tis tto toccur.
REF: t t pg. t5 OBJ: t t 4 t| t7
, 26. The ttherapist tenters tthe troom tof ta t6-year-old tvictim tof tan tautomobile taccident twho tis
tunconscious tand treceiving tventilation ttherapy. tThe ttherapist tassesses tthe tpatient, tgives
ta ttreatment, tand tsuctions tthe tpatient. tThe tpatient’s tmother tthen tasks tin ta tworried tvoice,
t“Is the tgoing tto tbe tall tright?” tThe tappropriate tresponse tfor tthe ttherapist twould tbe:
a. “I tjust tlooked tat tthe tCT tscan tof this tbrain, tand tI tbelieve tthe tswelling tis tgoing
tdown. tHe tshould trecover twithin tthe tnext tcouple tof tweeks.”
b. “I’m tunable tto tgive tyou tany tinformation tabout tyour tchild’s tcondition.”
c. “I tam tjust tthe trespiratory ttherapist, tand tI treally tdo tnot tknow tanything.”
d. “I’m tsorry, tbut tour tpolicy tis tthat tonly tthe tdoctor tcan tgive tyou tinformation tabout
tyour tchild’s tprognosis. tLet tme tstep tout tand tfind tout twhen tthe tdoctor twill tbe tback
tin tthe tunit.”
ANSWER: t D
Response t“a” tis tinappropriate tbecause tit tis tnot twithin tthe tscope tof tpractice tof tan tRT tto
trender tmedical topinions tabout ta tpatient’s tcondition tto tthe tfamily. tAnswer t“b,” twhile
tcorrect, tis tunnecessarily tabrupt. tAnswer t“c” tis tboth tabrupt tand tis tprobably tnot ttrue.
tAnswer t“d” tmeets tHIPAA tand thospital tpolicy trequirements twhile talso tproviding tgood
tpatient tcare tand tcustomer tservice.
REF: t pgs. t4-5 OBJ: t t6
27. In torder tto tdeliver teffective tpatient teducation tfor tuse tof ta tparticular ttreatment, tthe tfirst
tstep tshould tbe tto:
a. Describe tto tthe tpatient tthe tequipment tthat twill tbe tused tfor tthe ttreatments.
b. Describe tto tthe tpatient tthe tmedications tthat twill tbe tused tfor tthe ttreatments.
c. Assess tthe tpatient’s tlearning tneeds tby tidentifying tlearning tbarriers, tdetermining
tthe tway tthe tpatient tbest tlearns, tand tevaluating tthe tpatient’s treadiness tto
tlearn.
d. Describe tto tthe tpatient tthe tschedule tfor tthe ttreatments tto tbe tgiven.
ANSWER: t C
Although tthe tpatient twill teventually thave tto tlearn tabout tequipment, tmedications,
tand tschedules, tthis tlearning twill tnot toccur teffectively tuntil tthe tpatient’s tlearning
tneeds tare tdetermined.
REF: t pgs. t6-7 OBJ: t t9
28. One teffective tteaching ttool tis tthe tteach-back tmethod. tThis tis:
a. A ttechnique twhere tthe tteacher texplains tthe tprocedure tto tthe tlearner tand thas
tthe tlearner trepeat tthe tinformation tin this tor ther town twords.
b. A ttechnique twhere tthe tteacher texplains tthe tprocedure tto tthe tlearner tand tthen
thas tthe tlearner texplain tit tto tfamily tmembers tafter tthe tteacher thas tleft tthe
troom.
c. A ttechnique twhere tthe tteacher tgives tthe tequipment tto tthe tlearner tand thas
tthe tlearner texperiment twith tit tuntil the tor tshe tcan tuse tit tcorrectly.
d. None tof tthe tabove.
ANSWER: t A
The tteach-back tmethod thas tthe tlearner thear tthe texplanation tand tthen tgive ta t“return
tdemonstration” tto tthe tteacher tto tbe tsure tthat tthe tlearner thas tthe tcorrect tinformation.
REF: t t pg. t7 OBJ: t t9
Respiratory Care,
9th Edition by Albert J. Heuer, Chapters 1
- 21
,Wilkins' Clinical Assessment in Respiratory Care,
Contents:
Chapter 1. Preparing for the Patient Encounter
Chapter 2. The Medical History and the Interview
Chapter 3. Cardiopulmonary Symptoms
Chapter 4. Vital Signs
Chapter 5. Fundamentals of Physical Examination
Chapter 6. Neurologic Assessment
Chapter 7. Clinical Laboratory Studies
Chapter 8. Interpretation of Blood Gases
Chapter 9. Pulmonary Function Testing
Chapter 10. Chest Imaging
Chapter 11. Electrocardiography
Chapter 12. Neonatal and Pediatric Assessment
Chapter 13. Older Patient Assessment
Chapter 14. Monitoring in Critical Care
Chapter 15. Vascular Pressure Monitoring
Chapter 16. Cardiac Output Measurement
Chapter 17. Bronchoscopy
Chapter 18. Nutritional Assessment
Chapter 19. Sleep and Breathing Assessment
Chapter 20. Home Care Patient Assessment
Chapter 21. Documentation
,Chapter 1: Preparing for the Patient Encounter Test
Bank
MULTIPLE CHOICE
1. Which of the following activities is not part of the role of respiratory therapists (RTs) in
patient assessment?
a. Assist the physician with diagnostic reasoning skills.
b. Help the physician select appropriate pulmonary function tests.
c. Interpret arterial blood gas values and suggest mechanical ventilation changes.
d. Document the patient diagnosis in the patient’s chart.
ANSWER: D
RTs are not qualified to make an official diagnosis. This is the role of the attending physician.
REF: Table 1-1, pg. 4 OBJ: 9
2. In which of the following stages of patient–clinician interaction is the review of physician
orders carried out?
a. Treatment stage
b. Introductory stage
c. Preinteraction stage
d. Initial assessment stage
ANSWER: C
Physician orders should be reviewed in the patient’s chart before the physician sees the
patient.
REF: Table 1-1, pg. 4 OBJ: 9
3. In which stage of patient–clinician interaction is the patient identification bracelet checked?
a. Introductory stage
b. Preinteraction stage
c. Initial assessment stage
d. Treatment stage
ANSWER: A
The patient ID bracelet must be checked before moving forward with assessment and
treatment.
REF: Table 1-1, pg. 4 OBJ: 9
4. What should be done just before the patient’s ID bracelet is checked?
a. Check the patient’s SpO2.
b. Ask the patient for permission.
c. Check the chart for vital signs.
d. Listen to breath sounds.
ANSWER: B
It is considered polite to ask the patient for permission before touching and reading his or
her ID bracelet.
, REF: pg. 3 OBJ: 3 | 5
5. What is the goal of the introductory phase?
a. Assess the patient’s apparent age.
b. Identify the patient’s family history.
c. Determine the patient’s diagnosis.
d. Establish a rapport with the patient.
ANSWER: D
The introductory phase is all about getting to know the patient and establishing a rapport
with him or her.
REF: Table 1-1, pg. 4 OBJ: 3
6. Which of the following behaviors is not consistent with resistive behavior of a patient?
a. Crossed arms
b. Minimal eye contact
c. Brief answers to questions
d. Asking the purpose of the treatment
ANSWER: D
If a patient asks about the purpose of the treatment you are about to give, this generally
indicates that he or she is not upset.
REF: Table 1-1, pg. 4 OBJ: 3
7. What is the main purpose of the initial assessment stage?
a. To identify any allergies to medications
b. To document the patient’s smoking history
c. To personally get to know the patient better
d. To verify that the prescribed treatment is still needed and appropriate
ANSWER: D
When you first see the patient, you are encouraged to perform a brief assessment to make
sure the treatment order by the physician is still appropriate. The patient’s status may have
changed abruptly recently.
REF: Table 1-1, pg. 4 OBJ: 3
8. What is the appropriate distance for the social space from the patient?
a. 3 to 5 feet
b. 4 to 12 feet
c. 6 to 18 feet
d. 8 to 20 feet
ANSWER: B
The social space is 4 to 12 feet.
REF: pg. 5 OBJ: 5
9. What is the appropriate distance for the personal space?
, a. 0 to 18 inches
b. 18 inches to 4 feet
c. 4 to 12 feet
d. 6 to 15 feet
ANSWER: B
The personal space is about 2 to 4 feet from the patient.
REF: pg. 5 OBJ: 5
10. Which of the following activities is best performed in the personal space?
a. The interview
b. The introduction
c. The physical examination
d. Listening for breath sounds
ANSWER: A
The interview is best performed with you sitting about 2 to 4 feet from the patient. If you sit
farther away, the patient will have to answer your questions in a louder voice, and because
some of the information may be private, this would diminish communication.
REF: Table 1-1, pg. 4 OBJ: 5
11. What type of behavior is least appropriate in the patient’s intimate space?
a. Eye contact
b. Pulse check
c. Auscultation
d. Simple commands
ANSWER: A
Eye contact is inappropriate in the intimate space and will make the patient very
uncomfortable.
REF: pg. 3 OBJ: 5
12. You are riding in an elevator at the hospital where you are employed as an RT. The elevator is
full, but standing next to you is Joe, the RT who is scheduled to relieve you. He turns to you
and asks, “How is Mr. Copper doing?” Earlier in the day, Mr. Copper had a cardiac arrest, and
he is now being mechanically ventilated. How should you respond to Joe?
a. “He took a turn for the worse.”
b. “He is fine.”
c. “Let’s talk later in the report room.”
d. “He is on a ventilator and will keep you very busy.”
ANSWER: C
The patient’s right to privacy prevents care providers from discussing a patient’s clinical status
in public places. All answers other than “c” are unethical; giving such answers could cause an
RT to be in legal trouble and get fired.
REF: Table 1-2, pgs. 4-5 OBJ: 6
13. In 1996, Congress passed the HIPAA. What does the letter “P” stand for?
, a. Patient
b. Payment
c. Portability
d. Personal
ANSWER: C
HIPAA stands for Health Insurance Portability and Accountability Act.
REF: pg. 4 OBJ: 6
14. Which of the following techniques for expressing genuine concern is the most difficult to
use appropriately?
a. Touch
b. Posture
c. Eye contact
d. Proper introductions
ANSWER: A
Touch is most difficult to use properly because gender and cultural differences often
become an issue.
REF: Table 1-1, pgs. 3-4 OBJ: 5 | 7
15. Which of the following techniques is not associated with the demonstration of
active listening?
a. Good eye contact
b. Taking notes while a patient is talking
c. Asking for clarification
d. Use of touch
ANSWER: D
Use of touch helps with demonstrating empathy but has little to do with active listening.
REF: pg. 2 OBJ: 2
16. Two respiratory care students are taking their lunch break and want to compare notes
about patients they have seen during the morning. Which of the following locations
would be considered a violation of HIPAA standards?
a. The unit nursing station in front of the unit clerk’s desk
b. A table in the cafeteria with no one within hearing distance
c. The respiratory department report room
d. The intensive care unit (ICU) staff break room
ANSWER: A
Patient Health Information (PHI) should be discussed only in nonpublic areas of the hospital.
The space in front of the unit clerk’s desk is likely to be occupied with members of the public
asking for information.
REF: Table 1-2, pgs. 4-5 OBJ: 6
,17. A t20-year-old trespiratory tcare tstudent tenters tthe troom tof ta t65-year-old tfemale tpatient,
tsaying, t“Hi, tLinda! tI tam tJoe tfrom tRespiratory tCare.” tHe timmediately tapproaches ther, tlooks
ther tin tthe teye, tand tplaces this tstethoscope ton ther tchest.
a. Joe’s tapproach tto tthis tpatient tis tappropriate.
b. Joe thas tinappropriately tentered tthe tpatient’s tsocial tspace.
c. Joe thas tinappropriately tentered tthe tpatient’s tpersonal tspace.
d. Joe thas tinappropriately tentered tthe tpatient’s tintimate tspace.
ANSWER: t D
Joe thas testablished tno trapport twith tthis tpatient, thas ttouched ther twithout tasking
tpermission, tand tlooks ther tin tthe teye twhile texamining ther.
REF: t t pg. t4 OBJ: t t7
18. A trespiratory tcare tstudent treturns tfrom ta tclinical texperience t, texcited tthat tshe thas thad
tthe topportunity tto tperform tcardiopulmonary tresuscitation t(CPR) tfor tthe tfirst ttime. tShe
timmediately tgoes tto ther tFacebook tpage tand tdescribes ther tday. tWhich tof tthe tfollowing
tentries twould tbe ta tviolation tof tHIPAA tstandards?
a. “At tclinical ttoday tgot tto tdo tCPR ton ta tpatient ton tthe t6th tfloor tof tMercy
tHospital. tPatient tsurvived! tWhat ta trush!!”
b. “Got tto tdo tCPR tfor tthe tfirst ttime ttoday. tPatient tsurvived!! tWhat ta trush!”
c. “Got tto tdo tCPR tfor tthe tfirst ttime tin tclinical ttoday! tWhat ta trush!!”
d. All tof tthe tabove
ANSWER: t D
Patient tHealth tInformation t(PHI) tmust tnot tbe tshared tin ta tpublic tlocation. tFacebook tis
tconsidered ta tpublic tforum. tAlthough tthe tstudent tdid tnot tgive tspecific tidentifiers tin tanswers
ta, tb, tor tc, tthere twas tenough tinformation tthat tsomeone tfamiliar twith teither tthe tpatient
tor tthe tstudent tcould tpossibly thave tdeduced tthe tidentity tof tthe tpatient.
REF: t Table t1-2, tpgs. t4-5 OBJ: t t6
19. Which tof tthe tfollowing twould tbe tthe tmost tappropriate tway tfor trespiratory tcare tstudent
tAmy tLong tto tinitially tapproach ta t58-year-old tfemale tpatient, tMrs. tNora tJones?
a. “Hello, tMrs. tJones. tI tam tAmy tfrom trespiratory tcare, tand twith tyour tpermission
tI twould tlike tto tassess tyou tfor tyour ttreatment.” t(Amy tstands t5 tfeet tfrom tthe
tpatient tand tmakes tdirect teye tcontact.)
b. Hey tthere, tNora! tIsn’t tthis ta tgreat tday!?! tI’m tAmy tand tI tneed tto tlisten tto tyou.”
t(Amy tholds tout ther tstethoscope tin tfront tof ther tand tapproaches tthe tpatient tto
twithin t1.5 tfeet.)
c. “Hi, tI’m tAmy, there tto tgive tyou tyour ttreatment.” t(Amy tmakes tno teye tcontact
tand tlooks taround tthe troom tfor ta tnebulizer.)
d. Hi, tMrs. tJones. tI’m there tfor tyour ttreatment.” t(Amy tmakes tdirect teye tcontact.)
ANSWER: t A
The tinitial tcontact twith ta tpatient tshould tbe tfrom tthe tpatient’s tsocial tspace t(4 tto t12 tfeet).
tPatients tshould tbe taddressed tby ttheir tlast tname. tWhen tfirst tspeaking tto ta tpatient, tthe
ttherapist tshould tmake tdirect teye tcontact, tbut the tor tshe tshould tnot tuse tdirect teye tcontact
twhen tin tthe tpatient’s tintimate tspace.
REF: t Table t1-1, tpgs. t3-4 OBJ: t t 2 t| t7
, 20. The tumbrella tterm tpatient-centered tcare tincludes tall tof tthe tfollowing telements texcept:
a. Individualized tcare.
b. Assistance twith tfinancial tand tinsurance tissues.
c. Patient tinvolvement.
d. Provider tcollaboration.
ANSWER: t B
Patient-centered tcare tinvolves tindividualized tcare, tpatient tinvolvement, tand tprovider
tcollaboration.
REF: t t pg. t2 OBJ: t t1
21. The tgolden trule tof tbedside tcare tcan tbe tsummarized tas:
a. Patients tshould tbe tcared tfor tprimarily tat tthe tbedside.
b. All tpatient tservices t(e.g., tx-ray, tnursing tcare, trespiratory tcare) tshould tbe
tdelivered tto tthe tpatient tat tthe tbedside twhenever tpossible.
c. As ta tcaregiver, tat tall ttimes ttreat ta tpatient tas tyou twould thope tto tbe ttreated tif
tyou twere tthe tpatient.
d. Make tsure tthat tall tsafety tequipment tis tin tplace tat tthe tbedside tfor tmaximum
tpatient tprotection tfrom thazards tsuch tas tfalls.
ANSWER: t C
The tgolden trule tis tthat tas ta tcaregiver, tyou ttreat tpatients tthe tway tyou twish tto tbe ttreated.
REF: t t pg. t2 OBJ: t t1
22. In tinteracting twith tpatients, tbehaviors tsuch tas tbody tmovements, ttouch tand teye
tmovements, tand tfacial texpressions twould tbe texamples tof:
a. Nonverbal tcommunication.
b. Expressions tof tcaregiver tinterest tin tpatient twelfare.
c. Mechanisms tto tput tpatients tat tease.
d. None tof tthe tabove.
ANSWER: t A
These tare tmechanisms tof tnonverbal tcommunication tthat thelp tto tput tpatients tat tease tand
tcan tbe tused tto tcommunicate tcaregiver tconcern tto tpatients.
REF: t t pg. t2 OBJ: t t2
23. In tdetermining tthe tcourse tof ttreatment tfor ta t20-year-old tpatient thospitalized tfor
texacerbation tof tcystic tfibrosis, tthe tmost teffective tcourse tof taction twould tbe:
a. Formulating ta ttreatment tplan tbased ton tthe ttherapist’s tknowledge tof tthe tdisease
tand tits ttreatment tand tthen tpresenting tit tto tthe tpatient.
b. Formulating ta ttreatment tplan twith tthe tphysician tand tnurse tand tthen tpresenting
tit tto tthe tpatient.
c. Interviewing tthe tpatient tand tstrictly tfollowing tthe tpatient’s tpreferences twith
tregard tto ttreatment.
d. Interviewing tthe tpatient tto tdetermine this tor ther tpreferences tfor ttreatment,
tformulating ta ttreatment tplan tin tcollaboration twith tthe tnurse tand tphysician
tbased ton tboth tpatient tpreferences tand tthe tteam’s tknowledge tof tthe tdisease
tand tits ttreatment,
, and tpresenting tit tto tthe tpatient.
ANSWER: t D
Patient-centered tcare tmust tbe thighly tcollaborative, twith tinput tfrom tboth tthe tpatient tand
tcaregivers.
REF: t t pg. t7 OBJ: t t 4 t| t8
24. While tinterviewing ta tpatient tin ta troom twith tanother tpatient tand tthat tpatient’s tfamily
tpresent, tthe tappropriate tcourse tof taction tfor tan tRT twould tbe tto:
a. Introduce thimself tor therself tto tthe tpatient tfrom ta tdistance tof tabout t5 tto t7 tfeet
tand tproceed twith tthe tinterview.
b. Introduce thimself tor therself tto tthe tpatient tfrom ta tdistance tof tabout t5 tto t7 tfeet,
tmove tto twithin t2 tto t3 tfeet tof tthe tpatient, tand tproceed twith tthe tinterview.
c. Introduce thimself tor therself tto tthe tpatient tfrom ta tdistance tof tabout t5 tto t7 tfeet,
tmove tto twithin t2 tto t3 tfeet tof tthe tpatient, tdraw tthe tprivacy tcurtain taround tthe
tbed, tand tproceed twith tthe tinterview.
d. Introduce thimself tor therself tto tthe tpatient tfrom ta tdistance tof tabout t5 tto t7 tfeet,
tdraw tthe tprivacy tcurtain taround tthe tbed, tsit ton tthe tbed tabout t1 tfoot tfrom tthe
tpatient, tand tproceed twith tthe tinterview.
ANSWER: t C
Normally, tinterviews tare tcarried tout tin tthe tpersonal tspace t(within t18 tinches tto t4 tfeet tof
tthe tpatient), tnot tthe tintimate tspace t(from t1 tto t18 tinches tfrom tthe tpatient). tThe tprivacy
tcurtain tshould tbe tin tplace tbecause tothers tare tin tthe troom.
REF: t t pg. t3 OBJ: t t3
25. A tmale ttherapist tis tdiscussing ta ttreatment tplan twith ta tfemale tpatient twho tis tsitting tup tin
tbed, tdressed tin ta thospital tgown tand twearing ta tfull thead tcovering twith tonly ther tface
tshowing. tHer thusband tis tin tthe troom, tand tfrom tprevious tencounters tit tis tclear tthat tshe
tdefers tto thim. tThe tmost teffective tway tto tpresent tthis ttreatment tplan twould tbe tfor tthe
ttherapist tto:
a. Present tthe tpatient twith ta twritten tsummary tof tthe tplan tand task ther tto tlook tit tover.
b. Ask tthe twoman’s thusband tto tstep tout tof tthe troom twhile tthe tplan tis tbeing
tdiscussed twith tthe tpatient.
c. Explain tthe tplan tto tthe tpatient, tmaintaining teye tcontact twith ther tat tall ttimes
tand tencouraging ther tto task tany tquestions tshe tmight thave.
d. Explain tthe tplan tto tthe tpatient tand ther thusband, tand tencourage tboth tto task
tany tquestions tthey tmight thave.
ANSWER: t D
From tthe twoman’s tdress tand tprevious tbehavior, tit tis tlikely tthat tshe tis tMuslim, twith
ttraditional tvalues tand tcustoms. tTherefore, tboth tshe tand ther thusband twill tfind tit
tinappropriate, tif tnot toffensive, tthat the tnot tbe tincluded tin tdiscussions tof ttreatment.
tCultural tvalues tmust tbe ttaken tinto taccount tif ttruly teffective tpatient ttreatment tis tto toccur.
REF: t t pg. t5 OBJ: t t 4 t| t7
, 26. The ttherapist tenters tthe troom tof ta t6-year-old tvictim tof tan tautomobile taccident twho tis
tunconscious tand treceiving tventilation ttherapy. tThe ttherapist tassesses tthe tpatient, tgives
ta ttreatment, tand tsuctions tthe tpatient. tThe tpatient’s tmother tthen tasks tin ta tworried tvoice,
t“Is the tgoing tto tbe tall tright?” tThe tappropriate tresponse tfor tthe ttherapist twould tbe:
a. “I tjust tlooked tat tthe tCT tscan tof this tbrain, tand tI tbelieve tthe tswelling tis tgoing
tdown. tHe tshould trecover twithin tthe tnext tcouple tof tweeks.”
b. “I’m tunable tto tgive tyou tany tinformation tabout tyour tchild’s tcondition.”
c. “I tam tjust tthe trespiratory ttherapist, tand tI treally tdo tnot tknow tanything.”
d. “I’m tsorry, tbut tour tpolicy tis tthat tonly tthe tdoctor tcan tgive tyou tinformation tabout
tyour tchild’s tprognosis. tLet tme tstep tout tand tfind tout twhen tthe tdoctor twill tbe tback
tin tthe tunit.”
ANSWER: t D
Response t“a” tis tinappropriate tbecause tit tis tnot twithin tthe tscope tof tpractice tof tan tRT tto
trender tmedical topinions tabout ta tpatient’s tcondition tto tthe tfamily. tAnswer t“b,” twhile
tcorrect, tis tunnecessarily tabrupt. tAnswer t“c” tis tboth tabrupt tand tis tprobably tnot ttrue.
tAnswer t“d” tmeets tHIPAA tand thospital tpolicy trequirements twhile talso tproviding tgood
tpatient tcare tand tcustomer tservice.
REF: t pgs. t4-5 OBJ: t t6
27. In torder tto tdeliver teffective tpatient teducation tfor tuse tof ta tparticular ttreatment, tthe tfirst
tstep tshould tbe tto:
a. Describe tto tthe tpatient tthe tequipment tthat twill tbe tused tfor tthe ttreatments.
b. Describe tto tthe tpatient tthe tmedications tthat twill tbe tused tfor tthe ttreatments.
c. Assess tthe tpatient’s tlearning tneeds tby tidentifying tlearning tbarriers, tdetermining
tthe tway tthe tpatient tbest tlearns, tand tevaluating tthe tpatient’s treadiness tto
tlearn.
d. Describe tto tthe tpatient tthe tschedule tfor tthe ttreatments tto tbe tgiven.
ANSWER: t C
Although tthe tpatient twill teventually thave tto tlearn tabout tequipment, tmedications,
tand tschedules, tthis tlearning twill tnot toccur teffectively tuntil tthe tpatient’s tlearning
tneeds tare tdetermined.
REF: t pgs. t6-7 OBJ: t t9
28. One teffective tteaching ttool tis tthe tteach-back tmethod. tThis tis:
a. A ttechnique twhere tthe tteacher texplains tthe tprocedure tto tthe tlearner tand thas
tthe tlearner trepeat tthe tinformation tin this tor ther town twords.
b. A ttechnique twhere tthe tteacher texplains tthe tprocedure tto tthe tlearner tand tthen
thas tthe tlearner texplain tit tto tfamily tmembers tafter tthe tteacher thas tleft tthe
troom.
c. A ttechnique twhere tthe tteacher tgives tthe tequipment tto tthe tlearner tand thas
tthe tlearner texperiment twith tit tuntil the tor tshe tcan tuse tit tcorrectly.
d. None tof tthe tabove.
ANSWER: t A
The tteach-back tmethod thas tthe tlearner thear tthe texplanation tand tthen tgive ta t“return
tdemonstration” tto tthe tteacher tto tbe tsure tthat tthe tlearner thas tthe tcorrect tinformation.
REF: t t pg. t7 OBJ: t t9
