COMPLETE TEST BANK SEIDEL'S GUIDE TO PHYSICAL
EXAMINATION: AN INTERPROFESSIONAL
APPROACH10TH EDITION BY JANE W. BALL, JOYCE E.
DAINS, JOHN A. FLYNN, BARRY S. SOLOMON, ROSALYN
W. STEWART
, TABLE OF CONTENTS
CHAPTER 01: THE HISTORY AND INTERVIEWING PROCESS ...................... 3
CHAPTER 02: CULTURAL COMPETENCY................................................... 17
CHAPTER 03: EXAMINATION TECHNIQUES AND EQUIPMENT.................. 30
CHAPTER 04: CLINICAL REASONING ........................................................ 48
CHAPTER 05: DOCUMENTATION .............................................................. 57
CHAPTER 06: VITAL SIGNS AND PAIN ASSESSMENT ................................ 70
CHAPTER 07: MENTAL STATUS................................................................. 77
CHAPTER 08: GROWTH, MEASUREMENT, AND NUTRITION ..................... 93
CHAPTER 09: SKIN, HAIR, AND NAILS .................................................... 116
CHAPTER 10: LYMPHATIC SYSTEM ......................................................... 143
CHAPTER 11: HEAD AND NECK .............................................................. 155
CHAPTER 12: EYES ................................................................................. 167
CHAPTER 13: EARS, NOSE, AND THROAT .............................................. 183
CHAPTER 14: CHEST AND LUNGS .......................................................... 195
CHAPTER 15: HEART .............................................................................. 204
CHAPTER 16: BLOOD VESSELS .............................................................. 215
CHAPTER 17: BREASTS AND AXILLAE .................................................... 228
CHAPTER 18: ABDOMEN......................................................................... 238
CHAPTER 19: FEMALE GENITALIA .......................................................... 252
CHAPTER 20: MALE GENITALIA .............................................................. 268
CHAPTER 21: ANUS, RECTUM, AND PROSTATE...................................... 284
CHAPTER 22: MUSCULOSKELETAL SYSTEM .......................................... 298
CHAPTER 23: NEUROLOGIC SYSTEM ..................................................... 316
CHAPTER 24: SPORTS PARTICIPATION EVALUATION ............................. 367
CHAPTER 25: PUTTING IT ALL TOGETHER ............................................. 341
CHAPTER 26: EMERGENCY OR LIFE-THREATENING SITUATIONS ......... 375
,CHAPTER 01: THE HISTORY AND INTERVIEWING
PROCESS
BALL: SEIDEL’S GUIDE TO PHYSICAL EXAMINATION,10TH EDITION
MULTIPLE CHOICE
1. WHICH QUESTION WOULD BE CONSIDERED A “LEADING QUESTION?”
A. “WHAT DO YOU THINK IS CAUSING YOUR HEADACHES?”
B. “YOU DON’T GET HEADACHES OFTEN, DO YOU?”
C. “ON A SCALE OF 1 TO 10, HOW WOULD YOU RATE THE SEVERITY OF
YOUR HEADACHES?”
D. “AT WHAT TIME OF THE DAY ARE YOUR HEADACHES THE MOST
SEVERE?”
ANS: B
STATING TO THE PATIENT THAT HE OR SHE DOES NOT GET HEADACHES
WOULD LIMIT THE INFORMATION IN THE PATIENT’S ANSWER. ASKING THE
PATIENT WHAT HE OR SHE THINKS IS CAUSING THE HEADACHES IS AN
OPEN-ENDED QUESTION. ASKING THE PATIENT HOW HE OR SHE WOULD
RATE THE SEVERITY OF THE HEADACHES AND ASKING WHAT TIME OF
THE DAY THE HEADACHES ARE THE MOST SEVERE ARE DIRECT
QUESTIONS.
DIF: COGNITIVE LEVEL: APPLYING (APPLICATION)
OBJ: NURSING PROCESS—ASSESSMENT MSC: PHYSIOLOGIC INTEGRITY:
PHYSIOLOGIC ADAPTATION
2. WHEN ARE OPEN-ENDED QUESTIONS GENERALLY MOST USEFUL?
A. DURING SENSITIVE AREA PART OF THE INTERVIEW
B. AFTER SEVERAL CLOSED-ENDED QUESTIONS HAVE BEEN ASKED
, C. WHILE DESIGNING THE GENOGRAM
D. DURING THE REVIEW OF SYSTNEMSR
ANS: A
ASKING OPEN-ENDED QUESTIONS DURING THE SENSITIVE PART OF THE
INTERVIEW ALLOWS YOU TO GATHER MORE INFORMATION AND
ESTABLISHES YOU AS AN EMPATHIC LISTENER, WHICH IS THE FIRST STEP
OF EFFECTIVE COMMUNICATION. ASKING CLOSED-ENDED QUESTIONS
MAY STIFLE THE PATIENT’S DESIRE TO DISCUSS THE HISTORY OF THE
ILLNESS.
INTERVIEWING FOR THE PURPOSE OF DESIGNING A GENOGRAM OR
CONDUCTING A REVIEW OF SYSTEMS REQUIRES MORE FOCUSED DATA
THAN CAN BE MORE EASILY GATHERED WITH DIRECT QUESTIONING.
DIF: COGNITIVE LEVEL: UNDERSTANDING (COMPREHENSION)
OBJ: NURSING PROCESS—ASSESSMENT MSC: PHYSIOLOGIC INTEGRITY:
PHYSIOLOGIC ADAPTATION
3. PERIODS OF SILENCE DURING THE INTERVIEW CAN SERVE
IMPORTANT PURPOSES, SUCH AS:
A. ALLOWING THE CLINICIAN TO CATCH UP ON DOCUMENTATION.
B. PROMOTING CALM.
C. PROVIDING TIME FOR REFLECTION.
D. INCREASING THE LENGTH OF THE VISIT.
ANS: C
SILENCE IS A USEFUL TOOL DURING INTERVIEWS FOR THE PURPOSES OF
REFLECTION, SUMMONING COURAGE, AND DISPLAYING COMPASSION.
THIS IS NOT A TIME TO DOCUMENT IN THE CHART, BUT RATHER TO
FOCUS ON THE PATIENT. PERIODS OF SILENCE MAY CAUSE ANXIETY
RATHER THAN PROMOTE CALM. THE LENGTH OF THE VISIT IS LESS
IMPORTANT THAN GETTING CRITICAL INFORMATION.
EXAMINATION: AN INTERPROFESSIONAL
APPROACH10TH EDITION BY JANE W. BALL, JOYCE E.
DAINS, JOHN A. FLYNN, BARRY S. SOLOMON, ROSALYN
W. STEWART
, TABLE OF CONTENTS
CHAPTER 01: THE HISTORY AND INTERVIEWING PROCESS ...................... 3
CHAPTER 02: CULTURAL COMPETENCY................................................... 17
CHAPTER 03: EXAMINATION TECHNIQUES AND EQUIPMENT.................. 30
CHAPTER 04: CLINICAL REASONING ........................................................ 48
CHAPTER 05: DOCUMENTATION .............................................................. 57
CHAPTER 06: VITAL SIGNS AND PAIN ASSESSMENT ................................ 70
CHAPTER 07: MENTAL STATUS................................................................. 77
CHAPTER 08: GROWTH, MEASUREMENT, AND NUTRITION ..................... 93
CHAPTER 09: SKIN, HAIR, AND NAILS .................................................... 116
CHAPTER 10: LYMPHATIC SYSTEM ......................................................... 143
CHAPTER 11: HEAD AND NECK .............................................................. 155
CHAPTER 12: EYES ................................................................................. 167
CHAPTER 13: EARS, NOSE, AND THROAT .............................................. 183
CHAPTER 14: CHEST AND LUNGS .......................................................... 195
CHAPTER 15: HEART .............................................................................. 204
CHAPTER 16: BLOOD VESSELS .............................................................. 215
CHAPTER 17: BREASTS AND AXILLAE .................................................... 228
CHAPTER 18: ABDOMEN......................................................................... 238
CHAPTER 19: FEMALE GENITALIA .......................................................... 252
CHAPTER 20: MALE GENITALIA .............................................................. 268
CHAPTER 21: ANUS, RECTUM, AND PROSTATE...................................... 284
CHAPTER 22: MUSCULOSKELETAL SYSTEM .......................................... 298
CHAPTER 23: NEUROLOGIC SYSTEM ..................................................... 316
CHAPTER 24: SPORTS PARTICIPATION EVALUATION ............................. 367
CHAPTER 25: PUTTING IT ALL TOGETHER ............................................. 341
CHAPTER 26: EMERGENCY OR LIFE-THREATENING SITUATIONS ......... 375
,CHAPTER 01: THE HISTORY AND INTERVIEWING
PROCESS
BALL: SEIDEL’S GUIDE TO PHYSICAL EXAMINATION,10TH EDITION
MULTIPLE CHOICE
1. WHICH QUESTION WOULD BE CONSIDERED A “LEADING QUESTION?”
A. “WHAT DO YOU THINK IS CAUSING YOUR HEADACHES?”
B. “YOU DON’T GET HEADACHES OFTEN, DO YOU?”
C. “ON A SCALE OF 1 TO 10, HOW WOULD YOU RATE THE SEVERITY OF
YOUR HEADACHES?”
D. “AT WHAT TIME OF THE DAY ARE YOUR HEADACHES THE MOST
SEVERE?”
ANS: B
STATING TO THE PATIENT THAT HE OR SHE DOES NOT GET HEADACHES
WOULD LIMIT THE INFORMATION IN THE PATIENT’S ANSWER. ASKING THE
PATIENT WHAT HE OR SHE THINKS IS CAUSING THE HEADACHES IS AN
OPEN-ENDED QUESTION. ASKING THE PATIENT HOW HE OR SHE WOULD
RATE THE SEVERITY OF THE HEADACHES AND ASKING WHAT TIME OF
THE DAY THE HEADACHES ARE THE MOST SEVERE ARE DIRECT
QUESTIONS.
DIF: COGNITIVE LEVEL: APPLYING (APPLICATION)
OBJ: NURSING PROCESS—ASSESSMENT MSC: PHYSIOLOGIC INTEGRITY:
PHYSIOLOGIC ADAPTATION
2. WHEN ARE OPEN-ENDED QUESTIONS GENERALLY MOST USEFUL?
A. DURING SENSITIVE AREA PART OF THE INTERVIEW
B. AFTER SEVERAL CLOSED-ENDED QUESTIONS HAVE BEEN ASKED
, C. WHILE DESIGNING THE GENOGRAM
D. DURING THE REVIEW OF SYSTNEMSR
ANS: A
ASKING OPEN-ENDED QUESTIONS DURING THE SENSITIVE PART OF THE
INTERVIEW ALLOWS YOU TO GATHER MORE INFORMATION AND
ESTABLISHES YOU AS AN EMPATHIC LISTENER, WHICH IS THE FIRST STEP
OF EFFECTIVE COMMUNICATION. ASKING CLOSED-ENDED QUESTIONS
MAY STIFLE THE PATIENT’S DESIRE TO DISCUSS THE HISTORY OF THE
ILLNESS.
INTERVIEWING FOR THE PURPOSE OF DESIGNING A GENOGRAM OR
CONDUCTING A REVIEW OF SYSTEMS REQUIRES MORE FOCUSED DATA
THAN CAN BE MORE EASILY GATHERED WITH DIRECT QUESTIONING.
DIF: COGNITIVE LEVEL: UNDERSTANDING (COMPREHENSION)
OBJ: NURSING PROCESS—ASSESSMENT MSC: PHYSIOLOGIC INTEGRITY:
PHYSIOLOGIC ADAPTATION
3. PERIODS OF SILENCE DURING THE INTERVIEW CAN SERVE
IMPORTANT PURPOSES, SUCH AS:
A. ALLOWING THE CLINICIAN TO CATCH UP ON DOCUMENTATION.
B. PROMOTING CALM.
C. PROVIDING TIME FOR REFLECTION.
D. INCREASING THE LENGTH OF THE VISIT.
ANS: C
SILENCE IS A USEFUL TOOL DURING INTERVIEWS FOR THE PURPOSES OF
REFLECTION, SUMMONING COURAGE, AND DISPLAYING COMPASSION.
THIS IS NOT A TIME TO DOCUMENT IN THE CHART, BUT RATHER TO
FOCUS ON THE PATIENT. PERIODS OF SILENCE MAY CAUSE ANXIETY
RATHER THAN PROMOTE CALM. THE LENGTH OF THE VISIT IS LESS
IMPORTANT THAN GETTING CRITICAL INFORMATION.
