PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 8TH EDITION JARVIS TEST BANK
Test Bank - Physical Examination and Health Assessment 8e (by Jarvis) 2
Chapter 01: Evidence-Based Assessment
MULTIPLE CHOICE
1. After completing an initial assessment of a patient, the nurse has charted that his respirations are eupneic and
his pulse is 58 beats per minute. These types of data would be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: A
Objective data are what the health professional observes by inspecting, percussing, palpating, and auscultating
during the physical examination. Subjective data is what the person says about him or herself during history
taking. The terms reflective and introspective are not used to describe data.
DIF: Cognitive Level: Understanding (Comprehension)
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
2. A patient tells the nurse that he is very n e r vNo uUsR, SisIN
naGuTsB
ea.C
teOdM
, and feels hot. These types of data would be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: C
Subjective data are what the person says about him or herself during history taking. Objective data are what the
health professional observes by inspecting, percussing, palpating, and auscultating during the physical
examination. The terms reflective and introspective are not used to describe data.
DIF: Cognitive Level: Understanding (Comprehension)
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
3. The patients record, laboratory studies, objective data, and subjective data combine to form the:
a. Data base.
b. Admitting data.
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Test Bank - Physical Examination and Health Assessment 8e (by Jarvis) 3
c. Financial statement.
d. Discharge summary.
ANS: A
Together with the patients record and laboratory studies, the objective and subjective data form the data base.
The other items are not part of the patients record, laboratory studies, or data.
DIF: Cognitive Level: Remembering (Knowledge)
MSC: nClient n Needs: n Safe n and n Effective n Care n Environment: n Management n of n Care
4. When nlistening nto na npatients nbreath nsounds, nthe nnurse nis nunsure nof na nsound nthat nis nheard. nThe
nnurses nnext naction nshould nbe nto:
a. Immediately n notify n the n patients n physician.
b. Document n the nsound n exactly n as n it n was n heard.
c. Validate nthe ndata n by n asking na ncoworker nto n listen nto nthe n breath nsounds.
d. Assess n again nin n20 n minutes nto nnote nwhether n the n sound nis n still npresent.
NURSINGTB.COM
ANS: n C
When nunsure nof na nsound nheard nwhile nlistening nto na npatients nbreath nsounds, nthe nnurse nvalidates nthe ndata
nto nensure naccuracy. nIf nthe nnurse nhas nless nexperience nin nan narea, nthen nhe nor nshe nasks nan nexpert nto
nlisten.
DIF: n Cognitive n Level: n Analyzing n (Analysis)
MSC: nClient n Needs: n Safe n and n Effective n Care n Environment: n Management n of n Care
5. The nnurse nis nconducting na nclass nfor nnew ngraduate nnurses. nDuring nthe nteaching nsession, nthe nnurse
nshould nkeep nin n mind nthat nnovice nnurses, n without n a nbackground n of nskills n and nexperience n from
n which nto ndraw, n are n more nlikely nto nmake ntheir ndecisions nusing:
a. Intuition.
b. A nset nof nrules.
c. Articles nin njournals.
d. Advice n from n supervisors.
ANS: n B
Novice nnurses noperate nfrom na nset nof ndefined, nstructured nrules. nThe nexpert npractitioner nuses
nintuitive nlinks. nDIF: nCognitive nLevel: nUnderstanding n(Comprehension)
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Test Bank - Physical Examination and Health Assessment 8e (by Jarvis) 4
MSC: n Client n Needs: n General
6. Expert nnurses nlearn nto nattend nto na npattern nof nassessment ndata nand nact nwithout nconsciously
nlabeling nit. nThese nresponses nare nreferred nto nas:
a. Intuition.
b. The n nursing n process.
c. Clinical n knowledge.
d. Diagnostic n reasoning.
ANS: n A
Intuition nis ncharacterized nby npattern nrecognitionexpert nnurses nlearn nto nattend nto na npattern nof
nassessment ndata nand nact nwithout nconsciously nlabeling nit. nThe nother noptions nare nnot ncorrect.
DIF: nCognitive nLevel: nUnderstanding
n(Comprehension) nMSC: nClient nNeeds: nGeneral
7. The nnurse nis nreviewing ninformation nabout nevidence-based npractice n(EBP). nWhich nstatement nbest
nreflects nEBP?
a. EBP nrelies non ntradition nfor nsupportNoUfnR
bS
esIN
t npGrT
acBt.iC
ceOsM
.
b. EBP n is n simply n the n use n of nbest npractice ntechniques n for nthe n treatment nof npatients.
c. EBP nemphasizes n the nuse nof nbest n evidence n with n the n clinicians n experience.
d. The npatients n own n preferences nare n not n important n with nEBP.
ANS: nC
EBP nis na nsystematic napproach nto npractice nthat nemphasizes nthe nuse nof nbest nevidence nin ncombination nwith
nthe nclinicians nexperience, nas nwell nas npatient npreferences nand nvalues, nwhen nmaking ndecisions nabout
ncare nand ntreatment. nEBP nis nmore nthan nsimply nusing nthe nbest npractice ntechniques nto ntreat npatients,
nand nquestioning ntradition nis nimportant nwhen nno ncompelling nand nsupportive nresearch nevidence nexists.
DIF: n Cognitive n Level: n Applying n (Application)
MSC: nClient n Needs: n Safe n and n Effective n Care n Environment: n Management n of n Care
8. The nnurse nis nconducting na nclass non npriority nsetting nfor na ngroup nof nnew ngraduate nnurses. nWhich nis
nan nexample n of na nfirst-level npriority nproblem?
a. Patient n with n postoperative n pain
b. Newly n diagnosed n patient n with n diabetes n who n needs n diabetic n teaching
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Test Bank - Physical Examination and Health Assessment 8e (by Jarvis) 5
c. Individual n with n a n small n laceration n on n the n sole n of nthe n foot
d. Individual n with nshortness nof n breath n and n respiratory n distress
ANS: nD
First-level npriority nproblems nare nthose nthat nare nemergent, nlife nthreatening, nand nimmediate n(e.g.,
nestablishing nan nairway, nsupporting nbreathing, nmaintaining ncirculation, nmonitoring nabnormal nvital
nsigns).
DIF: n Cognitive n Level: n Understanding n (Comprehension)
MSC: nClient n Needs: n Safe n and n Effective n Care n Environment: n Management n of n Care
9. When nconsidering npriority nsetting nof nproblems, nthe nnurse nkeeps nin nmind nthat nsecond-level npriority
nproblems ninclude nwhich nof nthese naspects?
a. Low n self-esteem
b. Lack nof nknowledge
c. Abnormal n laboratory n values
d. Severely n abnormal n vital n signs
ANS: nC NURSINGTB.COM
Second-level npriority nproblems nare nthose nthat nrequire nprompt nintervention nto nforestall nfurther ndeterioration
n(e.g., nmental nstatus nchange, nacute npain, nabnormal nlaboratory nvalues, nrisks nto nsafety nor nsecurity).
DIF: n Cognitive n Level: n Understanding n (Comprehension)
MSC: nClient n Needs: n Safe n and n Effective n Care n Environment: n Management n of n Care
10. Which n critical n thinking n skill n helps n the n nurse n see nrelationships n among n the n data?
a. Validation
b. Clustering n related n cues
c. Identifying n gaps n in n data
d. Distinguishing n relevant n from n irrelevant
ANS: nB
Clustering nrelated ncues nhelps nthe nnurse nsee nrelationships namong
nthe ndata. nDIF: nCognitive nLevel: nUnderstanding
n(Comprehension)
MSC: nClient n Needs: n Safe n and n Effective n Care n Environment: n Management n of n Care
PRIMEXAM.COM
Test Bank - Physical Examination and Health Assessment 8e (by Jarvis) 2
Chapter 01: Evidence-Based Assessment
MULTIPLE CHOICE
1. After completing an initial assessment of a patient, the nurse has charted that his respirations are eupneic and
his pulse is 58 beats per minute. These types of data would be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: A
Objective data are what the health professional observes by inspecting, percussing, palpating, and auscultating
during the physical examination. Subjective data is what the person says about him or herself during history
taking. The terms reflective and introspective are not used to describe data.
DIF: Cognitive Level: Understanding (Comprehension)
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
2. A patient tells the nurse that he is very n e r vNo uUsR, SisIN
naGuTsB
ea.C
teOdM
, and feels hot. These types of data would be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: C
Subjective data are what the person says about him or herself during history taking. Objective data are what the
health professional observes by inspecting, percussing, palpating, and auscultating during the physical
examination. The terms reflective and introspective are not used to describe data.
DIF: Cognitive Level: Understanding (Comprehension)
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
3. The patients record, laboratory studies, objective data, and subjective data combine to form the:
a. Data base.
b. Admitting data.
PRIMEXAM.COM
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Test Bank - Physical Examination and Health Assessment 8e (by Jarvis) 3
c. Financial statement.
d. Discharge summary.
ANS: A
Together with the patients record and laboratory studies, the objective and subjective data form the data base.
The other items are not part of the patients record, laboratory studies, or data.
DIF: Cognitive Level: Remembering (Knowledge)
MSC: nClient n Needs: n Safe n and n Effective n Care n Environment: n Management n of n Care
4. When nlistening nto na npatients nbreath nsounds, nthe nnurse nis nunsure nof na nsound nthat nis nheard. nThe
nnurses nnext naction nshould nbe nto:
a. Immediately n notify n the n patients n physician.
b. Document n the nsound n exactly n as n it n was n heard.
c. Validate nthe ndata n by n asking na ncoworker nto n listen nto nthe n breath nsounds.
d. Assess n again nin n20 n minutes nto nnote nwhether n the n sound nis n still npresent.
NURSINGTB.COM
ANS: n C
When nunsure nof na nsound nheard nwhile nlistening nto na npatients nbreath nsounds, nthe nnurse nvalidates nthe ndata
nto nensure naccuracy. nIf nthe nnurse nhas nless nexperience nin nan narea, nthen nhe nor nshe nasks nan nexpert nto
nlisten.
DIF: n Cognitive n Level: n Analyzing n (Analysis)
MSC: nClient n Needs: n Safe n and n Effective n Care n Environment: n Management n of n Care
5. The nnurse nis nconducting na nclass nfor nnew ngraduate nnurses. nDuring nthe nteaching nsession, nthe nnurse
nshould nkeep nin n mind nthat nnovice nnurses, n without n a nbackground n of nskills n and nexperience n from
n which nto ndraw, n are n more nlikely nto nmake ntheir ndecisions nusing:
a. Intuition.
b. A nset nof nrules.
c. Articles nin njournals.
d. Advice n from n supervisors.
ANS: n B
Novice nnurses noperate nfrom na nset nof ndefined, nstructured nrules. nThe nexpert npractitioner nuses
nintuitive nlinks. nDIF: nCognitive nLevel: nUnderstanding n(Comprehension)
PRIMEXAM.COM
, PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 8TH EDITION JARVIS TEST BANK
Test Bank - Physical Examination and Health Assessment 8e (by Jarvis) 4
MSC: n Client n Needs: n General
6. Expert nnurses nlearn nto nattend nto na npattern nof nassessment ndata nand nact nwithout nconsciously
nlabeling nit. nThese nresponses nare nreferred nto nas:
a. Intuition.
b. The n nursing n process.
c. Clinical n knowledge.
d. Diagnostic n reasoning.
ANS: n A
Intuition nis ncharacterized nby npattern nrecognitionexpert nnurses nlearn nto nattend nto na npattern nof
nassessment ndata nand nact nwithout nconsciously nlabeling nit. nThe nother noptions nare nnot ncorrect.
DIF: nCognitive nLevel: nUnderstanding
n(Comprehension) nMSC: nClient nNeeds: nGeneral
7. The nnurse nis nreviewing ninformation nabout nevidence-based npractice n(EBP). nWhich nstatement nbest
nreflects nEBP?
a. EBP nrelies non ntradition nfor nsupportNoUfnR
bS
esIN
t npGrT
acBt.iC
ceOsM
.
b. EBP n is n simply n the n use n of nbest npractice ntechniques n for nthe n treatment nof npatients.
c. EBP nemphasizes n the nuse nof nbest n evidence n with n the n clinicians n experience.
d. The npatients n own n preferences nare n not n important n with nEBP.
ANS: nC
EBP nis na nsystematic napproach nto npractice nthat nemphasizes nthe nuse nof nbest nevidence nin ncombination nwith
nthe nclinicians nexperience, nas nwell nas npatient npreferences nand nvalues, nwhen nmaking ndecisions nabout
ncare nand ntreatment. nEBP nis nmore nthan nsimply nusing nthe nbest npractice ntechniques nto ntreat npatients,
nand nquestioning ntradition nis nimportant nwhen nno ncompelling nand nsupportive nresearch nevidence nexists.
DIF: n Cognitive n Level: n Applying n (Application)
MSC: nClient n Needs: n Safe n and n Effective n Care n Environment: n Management n of n Care
8. The nnurse nis nconducting na nclass non npriority nsetting nfor na ngroup nof nnew ngraduate nnurses. nWhich nis
nan nexample n of na nfirst-level npriority nproblem?
a. Patient n with n postoperative n pain
b. Newly n diagnosed n patient n with n diabetes n who n needs n diabetic n teaching
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, PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 8TH EDITION JARVIS TEST BANK
Test Bank - Physical Examination and Health Assessment 8e (by Jarvis) 5
c. Individual n with n a n small n laceration n on n the n sole n of nthe n foot
d. Individual n with nshortness nof n breath n and n respiratory n distress
ANS: nD
First-level npriority nproblems nare nthose nthat nare nemergent, nlife nthreatening, nand nimmediate n(e.g.,
nestablishing nan nairway, nsupporting nbreathing, nmaintaining ncirculation, nmonitoring nabnormal nvital
nsigns).
DIF: n Cognitive n Level: n Understanding n (Comprehension)
MSC: nClient n Needs: n Safe n and n Effective n Care n Environment: n Management n of n Care
9. When nconsidering npriority nsetting nof nproblems, nthe nnurse nkeeps nin nmind nthat nsecond-level npriority
nproblems ninclude nwhich nof nthese naspects?
a. Low n self-esteem
b. Lack nof nknowledge
c. Abnormal n laboratory n values
d. Severely n abnormal n vital n signs
ANS: nC NURSINGTB.COM
Second-level npriority nproblems nare nthose nthat nrequire nprompt nintervention nto nforestall nfurther ndeterioration
n(e.g., nmental nstatus nchange, nacute npain, nabnormal nlaboratory nvalues, nrisks nto nsafety nor nsecurity).
DIF: n Cognitive n Level: n Understanding n (Comprehension)
MSC: nClient n Needs: n Safe n and n Effective n Care n Environment: n Management n of n Care
10. Which n critical n thinking n skill n helps n the n nurse n see nrelationships n among n the n data?
a. Validation
b. Clustering n related n cues
c. Identifying n gaps n in n data
d. Distinguishing n relevant n from n irrelevant
ANS: nB
Clustering nrelated ncues nhelps nthe nnurse nsee nrelationships namong
nthe ndata. nDIF: nCognitive nLevel: nUnderstanding
n(Comprehension)
MSC: nClient n Needs: n Safe n and n Effective n Care n Environment: n Management n of n Care
PRIMEXAM.COM
