Physical Examination and Health Assessment 9th Edition by Carolyn Jarvis PhD APN CNP (Author), Ann L. Eckhardt PhD RN (Author)

Test Bank: Physical Examination & HealthAssessment 7e (Jarvis 2015)
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Table of Contents v v




Table of Contents
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Chapter 01: Evidence-Based Assessment
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Chapter 02: Cultural Competence
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Chapter 03: The Interview
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Chapter 04: The Complete Health History
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Chapter 05: Mental Status Assessment
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Chapter 06: Substance Use Assessment
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Chapter 07: Domestic and Family Violence Assessments
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Chapter 08: Assessment Techniques and Safety in the Clinical Setting
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Chapter 09: General Survey, Measurement, Vital Signs
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Chapter 10: Pain Assessment: The Fifth Vital SignChapter
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11: Nutritional Assessment
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Chapter 12: Skin, Hair, and Nails
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Chapter 13: Head, Face, and Neck, Including Regional Lymphatics
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Chapter 14: Eyes
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Chapter 15: Ears v v 212
Chapter 16: Nose, Mouth, and Throat Chapter
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17: Breasts and Regional LymphaticsChapter
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18: Thorax and Lungs
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Chapter 19: Heart and Neck Vessels
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Chapter 20: Peripheral Vascular System and Lymphatic SystemChapter
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21: Abdomen
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Chapter 22: Musculoskeletal System
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Chapter 23: Neurologic System
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Chapter 24: Male Genitourinary System
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Chapter 25: Anus, Rectum, and Prostate
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Chapter 26: Female Genitourinary System
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Chapter 27: The Complete Health Assessment: Adult
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Chapter 28: The Complete Physical Assessment: Infant, Child, and Adolescent
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Chapter 29: Bedside Assessment of the Hospitalized Patient
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Chapter 30: The Pregnant Woman
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Chapter 31: Functional Assessment of the Older Adult
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,Test Bank: Physical Examination & HealthAssessment 7e (Jarvis 2015)
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Chapter 01: Evidence-Based Assessment v v v




MULTIPLE CHOICE v




1. Aftercompletinganinitialassessmentofapatient,thenursehaschartedthathisrespirationsareeupneicandhis pulse
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is58 beats per minute.These typesof data wouldbe:
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a. Objective.


b. Reflective.


c. Subjective.


d. Introspective.


ANS:A v




Objectivedataarewhatthehealthprofessionalobservesbyinspecting,percussing,palpating,andauscultatingduring
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the physical examination. Subjective data is what the person says about him or herself during historytaking.The
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termsreflectiveandintrospectivearenot usedtodescribe data.
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DIF:CognitiveLevel:Understanding(Comprehension)REF:p.2
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MSC:ClientNeeds:SafeandEffectiveCareEnvironment:ManagementofCare
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2. Apatienttellsthenursethatheisverynervous,isnauseated,andfeelshot.Thesetypesofdatawouldbe:
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a. Objective.


b. Reflective.


c. Subjective.


d. Introspective.


ANS:C v




Subjectivedataarewhatthepersonsaysabouthimorherselfduringhistorytaking.Objectivedataarewhatthehealth
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professional observes by inspecting, percussing, palpating, and auscultating during the physical examination.The
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termsreflectiveandintrospectivearenotusedtodescribe data.
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DIF:CognitiveLevel:Understanding(Comprehension)REF:p.2
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MSC:ClientNeeds:SafeandEffectiveCareEnvironment:ManagementofCare
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3. Thepatientsrecord,laboratorystudies,objectivedata,andsubjectivedatacombinetoformthe:
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a. Database. v




b. Admittingdata. v

,Test Bank: Physical Examination & HealthAssessment 7e (Jarvis 2015)
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c. Financial statement. v




d. Dischargesummary. v




ANS:A v




Togetherwiththepatientsrecordandlaboratorystudies,theobjectiveandsubjectivedataformthedatabase.Theother
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itemsare not part ofthe patients record,laboratory studies, or data.
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DIF:CognitiveLevel:Remembering(Knowledge)REF:p.2
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MSC:ClientNeeds:SafeandEffectiveCareEnvironment:ManagementofCare
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4. Whenlisteningtoapatientsbreathsounds,thenurseisunsureofasoundthatisheard.Thenursesnextaction
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should be to:
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a. Immediatelynotifythepatientsphysician. v v v v




b. Documentthesoundexactlyasitwasheard. v v v v v v v




c. Validatethedatabyaskingacoworkertolistentothebreathsounds. v v v v v v v v v v v v




d. Assessagainin20minutestonotewhetherthesoundisstillpresent.
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ANS:C v




Whenunsureofasoundheardwhilelisteningtoapatientsbreathsounds,thenursevalidatesthedatatoensureaccuracy.If
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thenursehaslessexperienceinanarea,thenheorsheasksanexpert tolisten.
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DIF:CognitiveLevel:Analyzing(Analysis)REF:p.2
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MSC:ClientNeeds:SafeandEffectiveCareEnvironment:ManagementofCare
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5. Thenurse isconducting aclassfor new graduate nurses.Duringtheteachingsession,thenurseshould keepinmind
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that novice nurses, without a background of skills and experience from which to draw, are more likely to make their
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decisions using:
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a. Intuition.


b. Asetofrules.
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c. Articlesinjournals. v v




d. Advicefromsupervisors. v v




ANS:B v




Novicenursesoperatefromasetofdefined,structuredrules.Theexpertpractitionerusesintuitivelinks.DIF:
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Cognitive Level: Understanding (Comprehension) REF:p. 3
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, Test Bank: Physical Examination & HealthAssessment 7e (Jarvis 2015)
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MSC:ClientNeeds:General v v v




6. Expertnurseslearntoattendtoapatternofassessmentdataandactwithoutconsciouslylabelingit.These
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responses are referred to as:
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a. Intuition.


b. Thenursingprocess. v v




c. Clinicalknowledge. v




d. Diagnosticreasoning. v




ANS:A v




Intuitionischaracterizedbypatternrecognitionexpertnurseslearntoattendtoapatternofassessmentdataandact
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without consciously labeling it.Theother options arenotcorrect.
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DIF:CognitiveLevel:Understanding(Comprehension)REF:p.4
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MSC: Client Needs: General
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7. Thenurseisreviewinginformationaboutevidence-basedpractice(EBP).WhichstatementbestreflectsEBP?
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a. EBPreliesontraditionforsupportofbestpractices. v v v v v v v v




b. EBPissimplytheuseofbestpracticetechniquesforthetreatmentofpatients.
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c. EBPemphasizestheuseofbestevidencewiththecliniciansexperience.
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d. ThepatientsownpreferencesarenotimportantwithEBP.v v v v v v v v




ANS: C
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EBPisasystematicapproachtopracticethatemphasizestheuseofbestevidenceincombinationwiththeclinicians
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experience, as well as patient preferences and values, when making decisions about care and treatment. EBP is more
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than simply using the best practice techniques to treat patients, and questioning traditionisimportant whenno
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compelling andsupportive research evidence exists.
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DIF:CognitiveLevel:Applying(Application)REF:p.5
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MSC:ClientNeeds:SafeandEffectiveCareEnvironment:ManagementofCare
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8. Thenurseisconductingaclassonprioritysettingforagroupofnewgraduatenurses.Whichisanexampleof a first-
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level priority problem?
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a. Patientwithpostoperativepain v v v




b. Newlydiagnosedpatientwithdiabeteswhoneedsdiabeticteaching v v v v v v v v