est Bank — Evidence‑Based Physical Examination: Best Practices for Health and Well‑Being Assessment, 2nd Edition — Kate Gawlik — ISBN 9780826155313

Evidence-Based Physical Examination: Best

Practices for Health and Well-Being
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Assessment – 2nd Edition
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TEST BANK
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Kate Gawlik,
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Bernadette Mazurek Melnyk
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Alice M. Teall
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Comprehensive Test Bank for Instructors

and Students
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© Kate Gawlik, Bernadette Mazurek Melnyk & Alice M. Teall
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All rights reserved. Reproduction or distribution without permission is prohibited.



Created by MedConnoisseur ©2025/2026

, TABLE OF CONTENTS
Evidence-Based Physical Examination: Best Practices for Health and Well-
Being Assessment – 2nd Edition
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Gawlik, Melnyk & Teall
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Part I: Foundations of Clinical Practice
Chapter 1. Approach to Evidence-Based Assessment of Health and Well-Being
Chapter 2. Evidence-Based Assessment of Clinician Well-Being
Chapter 3. Evidence-Based History Taking, Approach to Patient Visits, and Documentation
Chapter 4. Evidence-Based, Culturally Sensitive, Therapeutic Communication
Chapter 5. Evidence-Based Assessment of Children and Adolescents
Chapter 6. Evidence-Based Assessment of the Older Adult
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Part II: Evidence-Based Physical Examination and Assessment of Body Systems
Chapter 7. Evidence-Based General Survey Including Assessment of Vital Signs
Chapter 8. Evidence-Based Assessment of Body Habitus, Body Mass Index, and Nutrition
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Chapter 9. Evidence-Based Assessment of the Cardiovascular System
Chapter 10. Evidence-Based Assessment of the Vascular System
Chapter 11. Evidence-Based Assessment of the Lungs and Respiratory System
Chapter 12. Evidence-Based Assessment of Skin, Hair, and Nails
Chapter 13. Evidence-Based Assessment of the Lymphatic System
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Chapter 14. Evidence-Based Assessment of the Head and Neck
Chapter 15. Evidence-Based Assessment of the Eyes
Chapter 16. Evidence-Based Assessment of the Ears, Nose, and Throat
Chapter 17. Evidence-Based Assessment of the Nervous System
Chapter 18. Evidence-Based Assessment of the Musculoskeletal System
Chapter 19. Evidence-Based Assessment of the Abdominal, Gastrointestinal, and Urological Systems
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Part III: Evidence-Based Physical Examination and Assessment of Sexual and Reproductive
Health
Chapter 20. Evidence-Based Assessment of Sexual Orientation and Gender Identity
Chapter 21. Evidence-Based Assessment of the Breasts and Axillae
Chapter 22. Evidence-Based Assessment of Male Genitalia, Prostate, Rectum, and Anus
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Chapter 23. Evidence-Based Assessment of the Female Genitourinary System
Chapter 24. Evidence-Based Obstetric Assessment

Part IV: Evidence-Based Physical Examination and Assessment of Mental Health
Chapter 25. Evidence-Based Assessment of Mental Health
Chapter 26. Evidence-Based Assessment of Substance Use Disorder
Chapter 27. Evidence-Based Assessment and Screening for Traumatic Experiences: Abuse, Neglect,
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and Intimate Partner Violence

Part V: Special Topics in Evidence-Based Assessment
Chapter 28. Evidence-Based Assessments for Medical Clearance
Chapter 29. Evidence-Based Assessments Using Telehealth Technologies
Chapter 30. Evidence-Based Health and Well-Being Assessment: Putting It All Together
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Created by MedConnoisseur ©2025/2026

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Chapter 1. APPROACH TO EVIDENCE-BASED ASSESSMENT OF HEALTH AND WELL-
BEING
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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:
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a. Objective.

b. Reflective.

c. Subjective.

d. Introspective.
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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
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during history taking. The terms reflective and introspective are not used to describe data.

DIF: Cognitive Level: Understanding (Comprehension) REF: z. 2

MSC: Client Needs: Safe and Effective Care Environment: Management of Care
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2. A patient tells the nurse that he is very nervous, is nauseated, and feels hot. These types of data would
be:
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a. Objective.
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b. Reflective.
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c. Subjective.
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d. Introspective.
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ANS: C
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Subjective data are what the person says about him or herself during history taking. Objective data are
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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.
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DIF: Cognitive Level: Understanding (Comprehension) REF: z. 2
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MSC: Client Needs: Safe and Effective Care Environment: Management of Care
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3. The patients record, laboratory studies, objective data, and subjective data combine to form the:

a. Data base.
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b. Admitting data.

c. Financial statement.

d. Discharge summary.
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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.
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DIF: Cognitive Level: Remembering (Knowledge) REF: z. 2

MSC: Client Needs: Safe and Effective Care Environment: Management of Care
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4. When listening to a patients breath sounds, the nurse is unsure of a sound that is heard. The nurses next
action should be to:

a. Immediately notify the patients physician.
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b. Document the sound exactly as it was heard.

c. Validate the data by asking a coworker to listen to the breath sounds.

d. Assess again in 20 minutes to note whether the sound is still present.
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ANS: C
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When unsure of a sound heard while listening to a patients breath sounds, the nurse validates the data to
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ensure accuracy. If the nurse has less experience in an area, then he or she asks an expert to listen.
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DIF: Cognitive Level: Analyzing (Analysis) REF: z. 2
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MSC: Client Needs: Safe and Effective Care Environment: Management of Care
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5. The nurse is conducting a class for new graduate nurses. During the teaching session, the nurse should
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keep in mind that novice nurses, without a background of skills and experience from which to draw, are
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more likely to make their decisions using:
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a. Intuition.
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b. A set of rules.
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