NURS 500 - exam one questions and
answers 2025 latest edition.
What |are |the |two |types |of |visits |we |conduct |as |FNPs? |When |would |you |conduct |each? |What |
are |the |components |of |each? |- |ANSComprehensive: |all |the |elements |of |the |health |history |and
|complete |PE |
Focused: |returning |for |routine |care |or |with |specific |"urgent" |concerns |(e.g. |sore |throat, |knee |
pain)
What |is |the |difference |between |subjective |and |objective |data? |What |are |some |examples |of |
each? |- |ANSSubjective: |what |the |patient |tells |you |(e.g. |symptoms, |history, |from |cc |to |ROS)
Objective: |what |you |detect |during |the |exam, |labs, |test |data, |all |PE |findings |or |signs
What |is |the |HPI? |How |would |the |FNP |obtain |one? |- |ANSComplete, |clear, |and |chronological |
description |of |the |problems |prompting |the |patient's |visit |(OLDCART)
What |does |OLDCART |stand |for? |How |is |onset |in |OLDCART |different |from |the |onset |in |the |
seven |attributes |of |a |symptom? |- |ANSOnset, |location, |duration, |characteristics,
|aggravating/relieving, |timing |(frequency)
What |are |the |seven |attributes |of |a |symptom? |How |do |you |define |each? |What |is |the |
difference |between |onset |and |timing? |- |ANSLocation, |quality, |quantity/severity, |timing |(onset, |
,duration, |frequency), |the |setting |in |which |it |occurs, |factors |that |have |aggravated/relieved |the |
symptom, |associated |manifestations
What |is |a |differential |diagnosis |and |how |is |one |formulated? |- |ANSList |of |potential |causes |for |
the |patient's |problems
Identify |abnormal |findings, |localize |findings |anatomically, |cluster |clinical |findings, |search |for |
the |probable |cause, |cluster |clinical |data
What |is |a |leading |question? |Should |these |be |used |when |obtaining |a |history |from |a |patient? |- |
ANSAlready |contain |an |answer |or |suggested |response |- |DONT |USE
How |should |the |FNP |quantify |tobacco |use? |- |ANSPack |years |- |a |person |who |has |smoked |1.5 |
packs |a |day |for |12 |years |has |an |18 |pack/year |history
How |would |you |approach |the |silent |patient? |What |should |you |consider |as |part |of |your |DDx |
for |the |silent |patient? |Why |are |periods |of |silence |important? |- |ANSIf |already |tried |guided |
questioning, |try |asking |more |direct |questions |about |symptoms |(for |patients |with |depression |
or |dementia)
Important |because |may |be |collecting |thoughts, |trying |to |remember |details, |offended |by |
previous |questions |asked, |etc.
How |would |you |approach |the |confusing |patient? |What |should |you |consider |as |part |of |your |
DDx |for |the |confusing |patient? |- |ANSIf |patient |presents |with |an |array |of |symptoms |("a |positive
|ROS") |- |focus |on |context |of |symptom, |emphasize |patient's |perspective, |guide |the |interview |
into |a |psychosocial |assessment
Consider |mental |status |change, |delirium |in |acutely |ill |or |intoxicated |patients, |dementia |in |
elderly |--> |shift |to |MSE |and |focus |on |LOC, |orientation, |memory, |capacity |to |understand
,How |would |you |approach |the |talkative |patient? |What |are |some |strategies |that |you |can |use |
during |a |visit |with |a |talkative |patient? |- |ANSGive |them |free |reign |for |the |first |5-10 |minutes |
while |listening |closely, |set |limits, |brief |summary |can |help |change |subject
Avoid |showing |impatience, |explain |possible |need |for |second |visit |and |set |time |limit
How |would |you |approach |the |patient |with |a |language |barrier? |What |would |you |look |for |in |the
|ideal |interpreter? |- |ANSIdeal |interpreter |- |"cultural |navigator" |who |is |neutral |and |trained |in |
both |languages/cultures
Guidelines |for |working |with |an |interpreter: |introductions, |note |goals, |transparency, |ethics, |
respect |beliefs, |patient |focus, |retain |control, |explain, |thanks
How |would |you |approach |the |patient |with |a |low |literacy |or |low |health |literacy? |What |are |
some |strategies |that |you |can |use |during |a |visit |with |this |patient? |- |ANSAsk |about |years |
completed |in |school |or |check |how |well |the |patient |reads |written |instructions |(hand |a |patient |
a |book |upside |down)
Identify |reasons |- |language |barrier, |learning |disorder, |poor |vision, |level |of |education
How |would |you |approach |the |patient |with |hearing |loss? |What |are |some |strategies |that |you |
can |use |during |a |visit |with |this |patient? |- |ANSDetermine |the |patient's |preferred |method |of |
communication, |if |they |belong |to |the |hearing |or |deaf |culture, |when |the |hearing |loss |occurred |
relative |to |the |development |of |speech |and |language, |kind |of |schools |the |patient |attended
Write |out |instructions |for |them |to |take |home
, How |should |you |approach |the |history |of |the |patient |with |an |altered |mental |status |or |
delirium? |- |ANSObtain |historical |information |from |other |sources |(family |members |or |
caregivers)
Cannot |disclose |patient |information |unless |informant |is |the |healthcare |proxy, |has |durable |
power |of |attorney, |or |permission |from |the |patient
Determine |if |patient |has |"decision |making |capacity" |(if |no |healthcare |proxy, |may |default |to |
spouse |or |family |member)
What |are |some |questions |you |should |ask |the |depressed |patient? |- |ANS"Over |the |past |2 |
weeks, |have |you |felt |down, |depressed, |or |hopeless?", |"Over |the |past |2 |weeks, |have |you |felt |
little |interest |or |pleasure |in |doing |things?", |"Have |you |ever |thought |about |hurting |yourself |or |
ending |your |life?"
What |are |some |strategies |you |can |use |and |questions |that |you |might |ask |when |taking |a |sexual |
history? |- |ANSAsk |questions |during |OB/Gyn |section |of |PMH |for |women, |in |health |
maintenance, |or |personal |and |social |history |(in |sexual |practices |of |ROS |during |comprehensive |
exam)
Start |with |an |orienting |sentence, |use |specific |language
What |are |some |questions |that |you |might |ask |when |taking |a |mental |health |history? |- |ANSAsk |
open-ended |questions |initially |("Have |you |ever |had |any |problem |with |emotional |or |mental |
illnesses?") |then |move |to |more |specific |questions
Have |you |ever |taken |medication |for |a |mental |health |condition? |Have |you |ever |been |
hospitalized |for |an |emotional |or |mental |health |problem? |What |about |members |of |your |
family?
answers 2025 latest edition.
What |are |the |two |types |of |visits |we |conduct |as |FNPs? |When |would |you |conduct |each? |What |
are |the |components |of |each? |- |ANSComprehensive: |all |the |elements |of |the |health |history |and
|complete |PE |
Focused: |returning |for |routine |care |or |with |specific |"urgent" |concerns |(e.g. |sore |throat, |knee |
pain)
What |is |the |difference |between |subjective |and |objective |data? |What |are |some |examples |of |
each? |- |ANSSubjective: |what |the |patient |tells |you |(e.g. |symptoms, |history, |from |cc |to |ROS)
Objective: |what |you |detect |during |the |exam, |labs, |test |data, |all |PE |findings |or |signs
What |is |the |HPI? |How |would |the |FNP |obtain |one? |- |ANSComplete, |clear, |and |chronological |
description |of |the |problems |prompting |the |patient's |visit |(OLDCART)
What |does |OLDCART |stand |for? |How |is |onset |in |OLDCART |different |from |the |onset |in |the |
seven |attributes |of |a |symptom? |- |ANSOnset, |location, |duration, |characteristics,
|aggravating/relieving, |timing |(frequency)
What |are |the |seven |attributes |of |a |symptom? |How |do |you |define |each? |What |is |the |
difference |between |onset |and |timing? |- |ANSLocation, |quality, |quantity/severity, |timing |(onset, |
,duration, |frequency), |the |setting |in |which |it |occurs, |factors |that |have |aggravated/relieved |the |
symptom, |associated |manifestations
What |is |a |differential |diagnosis |and |how |is |one |formulated? |- |ANSList |of |potential |causes |for |
the |patient's |problems
Identify |abnormal |findings, |localize |findings |anatomically, |cluster |clinical |findings, |search |for |
the |probable |cause, |cluster |clinical |data
What |is |a |leading |question? |Should |these |be |used |when |obtaining |a |history |from |a |patient? |- |
ANSAlready |contain |an |answer |or |suggested |response |- |DONT |USE
How |should |the |FNP |quantify |tobacco |use? |- |ANSPack |years |- |a |person |who |has |smoked |1.5 |
packs |a |day |for |12 |years |has |an |18 |pack/year |history
How |would |you |approach |the |silent |patient? |What |should |you |consider |as |part |of |your |DDx |
for |the |silent |patient? |Why |are |periods |of |silence |important? |- |ANSIf |already |tried |guided |
questioning, |try |asking |more |direct |questions |about |symptoms |(for |patients |with |depression |
or |dementia)
Important |because |may |be |collecting |thoughts, |trying |to |remember |details, |offended |by |
previous |questions |asked, |etc.
How |would |you |approach |the |confusing |patient? |What |should |you |consider |as |part |of |your |
DDx |for |the |confusing |patient? |- |ANSIf |patient |presents |with |an |array |of |symptoms |("a |positive
|ROS") |- |focus |on |context |of |symptom, |emphasize |patient's |perspective, |guide |the |interview |
into |a |psychosocial |assessment
Consider |mental |status |change, |delirium |in |acutely |ill |or |intoxicated |patients, |dementia |in |
elderly |--> |shift |to |MSE |and |focus |on |LOC, |orientation, |memory, |capacity |to |understand
,How |would |you |approach |the |talkative |patient? |What |are |some |strategies |that |you |can |use |
during |a |visit |with |a |talkative |patient? |- |ANSGive |them |free |reign |for |the |first |5-10 |minutes |
while |listening |closely, |set |limits, |brief |summary |can |help |change |subject
Avoid |showing |impatience, |explain |possible |need |for |second |visit |and |set |time |limit
How |would |you |approach |the |patient |with |a |language |barrier? |What |would |you |look |for |in |the
|ideal |interpreter? |- |ANSIdeal |interpreter |- |"cultural |navigator" |who |is |neutral |and |trained |in |
both |languages/cultures
Guidelines |for |working |with |an |interpreter: |introductions, |note |goals, |transparency, |ethics, |
respect |beliefs, |patient |focus, |retain |control, |explain, |thanks
How |would |you |approach |the |patient |with |a |low |literacy |or |low |health |literacy? |What |are |
some |strategies |that |you |can |use |during |a |visit |with |this |patient? |- |ANSAsk |about |years |
completed |in |school |or |check |how |well |the |patient |reads |written |instructions |(hand |a |patient |
a |book |upside |down)
Identify |reasons |- |language |barrier, |learning |disorder, |poor |vision, |level |of |education
How |would |you |approach |the |patient |with |hearing |loss? |What |are |some |strategies |that |you |
can |use |during |a |visit |with |this |patient? |- |ANSDetermine |the |patient's |preferred |method |of |
communication, |if |they |belong |to |the |hearing |or |deaf |culture, |when |the |hearing |loss |occurred |
relative |to |the |development |of |speech |and |language, |kind |of |schools |the |patient |attended
Write |out |instructions |for |them |to |take |home
, How |should |you |approach |the |history |of |the |patient |with |an |altered |mental |status |or |
delirium? |- |ANSObtain |historical |information |from |other |sources |(family |members |or |
caregivers)
Cannot |disclose |patient |information |unless |informant |is |the |healthcare |proxy, |has |durable |
power |of |attorney, |or |permission |from |the |patient
Determine |if |patient |has |"decision |making |capacity" |(if |no |healthcare |proxy, |may |default |to |
spouse |or |family |member)
What |are |some |questions |you |should |ask |the |depressed |patient? |- |ANS"Over |the |past |2 |
weeks, |have |you |felt |down, |depressed, |or |hopeless?", |"Over |the |past |2 |weeks, |have |you |felt |
little |interest |or |pleasure |in |doing |things?", |"Have |you |ever |thought |about |hurting |yourself |or |
ending |your |life?"
What |are |some |strategies |you |can |use |and |questions |that |you |might |ask |when |taking |a |sexual |
history? |- |ANSAsk |questions |during |OB/Gyn |section |of |PMH |for |women, |in |health |
maintenance, |or |personal |and |social |history |(in |sexual |practices |of |ROS |during |comprehensive |
exam)
Start |with |an |orienting |sentence, |use |specific |language
What |are |some |questions |that |you |might |ask |when |taking |a |mental |health |history? |- |ANSAsk |
open-ended |questions |initially |("Have |you |ever |had |any |problem |with |emotional |or |mental |
illnesses?") |then |move |to |more |specific |questions
Have |you |ever |taken |medication |for |a |mental |health |condition? |Have |you |ever |been |
hospitalized |for |an |emotional |or |mental |health |problem? |What |about |members |of |your |
family?
