TEST BANK \
WILKINS' CLINICAL ASSESSMENT IN
\ \ \
\ RESPIRATORY CARE, 7THEDITION BY AL HEUER
\ \ \ \ \
TEST BANK \
,Wilkins' \Clinical \Assessment \in \Respiratory \Care, \7th \Edition
Contents:
Chapter \1. \Preparing \for \the \Patient \Encounter
Chapter \2. \The \Medical \History\and \the \Interview
Chapter \3. \Cardiopulmonary \Symptoms
Chapter \4. \Vital \Signs
Chapter \5. \Fundamentals \of \Physical \Examination
Chapter \6. \Neurologic \Assessment
Chapter \7. \Clinical \Laboratory\Studies
Chapter \8. \Interpretation \of \Blood \Gases
Chapter \9. \Pulmonary \Function \Testing
Chapter \10. \Chest \Imaging
Chapter \11. \Electrocardiography
Chapter \12. \Neonatal \and \Pediatric \Assessment
Chapter \13. \Older \Patient \Assessment
Chapter \14. \Monitoring \in \Critical \Care
Chapter \15. \Vascular \Pressure \Monitoring
Chapter \16. \Cardiac \Output \Measurement
Chapter \17. \Bronchoscopy
Chapter \18. \Nutritional \Assessment
Chapter \19. \Sleep \and \Breathing \Assessment
Chapter \20. \Home \Care \Patient \Assessment
Chapter \21. \Documentation
,Chapter 1: Preparing for the Patient Encounter Test
\ \ \ \ \ \ \
Bank
\
MULTIPLE \CHOICE
1. Which \of \the \following \activities \is \not \part \of \the \role \of \respiratory\therapists \(RTs) \in
\ patient \assessment?
a. Assist \the \physician \with \diagnostic \reasoning \skills.
b. Help \the \physician \select \appropriate \pulmonary \function \tests.
c. Interpret \arterial \blood \gas \values \and \suggest \mechanical \ventilation \changes.
d. Document \the \patient \diagnosis \in \the \patient’s \chart.
ANS: \ D
RTs \are \not \qualified \to \make \an \official \diagnosis. \This \is \the \role \of \the \attending \physician.
REF: \ Table \1-1, \pg. \4 OBJ: \ 9
2. In \which \of \the \following \stages \of \patient–clinician \interaction \is \the \review \of \physician
\ orders \carried \out?
a. Treatment \stage
b. Introductory\stage
c. Preinteraction \stage
d. Initial \assessment \stage
ANS: \ C
Physician \orders \should \be \reviewed \in \the \patient’s \chart \before \the \physician \sees \the \patient.
REF: \ Table \1-1, \pg. \4 OBJ: \ 9
3. In \which \stage \of \patient–clinician \interaction \is \the \patient \identification \bracelet \checked?
a. Introductory\stage
b. Preinteraction \stage
c. Initial \assessment \stage
d. Treatment \stage
ANS: \ A
The \patient \ID \bracelet \must \be \checked \before \moving \forward \with \assessment \and
\treatment.
REF: \ Table \1-1, \pg. \4 OBJ: \ 9
4. What \should \be \done \just \before \the \patient’s \ID \bracelet \is \checked?
a. Check \the \patient’s \SpO2.
b. Ask \the \patient \for \permission.
c. Check \the \chart \for \vital \signs.
d. Listen \to \breath \sounds.
ANS: \ B
It \is \considered \polite \to \ask \the \patient \for \permission \before \touching \and \reading \his \or \her
\ID \bracelet.
, REF: \ \ pg. \3 OBJ: \ 3 \| \5
5. What \is \the \goal \of \the \introductory \phase?
a. Assess \the \patient’s \apparent \age.
b. Identify\the \patient’s \family \history.
c. Determine \the \patient’s \diagnosis.
d. Establish \a \rapport \with \the \patient.
ANS: \ D
The \introductory\phase \is \all \about \getting \to \know \the \patient \and \establishing \a \rapport \with
\him \or \her.
REF: \ Table \1-1, \pg. \4 OBJ: \ 3
6. Which \of \the \following \behaviors \is \not \consistent \with \resistive \behavior \of \a \patient?
a. Crossed \arms
b. Minimal \eye \contact
c. Brief \answers \to \questions
d. Asking \the \purpose \of \the \treatment
ANS: \ D
If \a \patient \asks \about \the \purpose \of \the \treatment \you \are \about \to \give, \this \generally
\ indicates \that \he \or \she \ is \ not \upset.
REF: \ Table \1-1, \pg. \4 OBJ: \ 3
7. What \is \the \main \purpose \of \the \initial \assessment \stage?
a. To \identify \any \allergies \to \medications
b. To \document \the \patient’s \smoking \history
c. To \personally \get \to \know \the \patient \better
d. To \verify \that \the \prescribed \treatment \is \still \needed \and \appropriate
ANS: \ D
When \you \first \see \the \patient, \you \are \encouraged \to \perform \a \brief \assessment \to \make \sure
\the \treatment \order \by \the \physician \is \still \appropriate. \The \patient’s \status \may \have \changed
\abruptly \recently.
REF: \ Table \1-1, \pg. \4 OBJ: \ 3
8. What \is \the \appropriate \distance \for \the \social \space \from \the \patient?
a. 3 \to \5 \feet
b. 4 \to \12 \feet
c. 6 \to \18 \feet
d. 8 \to \20 \feet
ANS: \ B
The \social \space \is \4 \to \12 \feet.
REF: \ \ pg. \5 OBJ: \ 5
9. What \is \the \appropriate \distance \for \the \personal \space?
WILKINS' CLINICAL ASSESSMENT IN
\ \ \
\ RESPIRATORY CARE, 7THEDITION BY AL HEUER
\ \ \ \ \
TEST BANK \
,Wilkins' \Clinical \Assessment \in \Respiratory \Care, \7th \Edition
Contents:
Chapter \1. \Preparing \for \the \Patient \Encounter
Chapter \2. \The \Medical \History\and \the \Interview
Chapter \3. \Cardiopulmonary \Symptoms
Chapter \4. \Vital \Signs
Chapter \5. \Fundamentals \of \Physical \Examination
Chapter \6. \Neurologic \Assessment
Chapter \7. \Clinical \Laboratory\Studies
Chapter \8. \Interpretation \of \Blood \Gases
Chapter \9. \Pulmonary \Function \Testing
Chapter \10. \Chest \Imaging
Chapter \11. \Electrocardiography
Chapter \12. \Neonatal \and \Pediatric \Assessment
Chapter \13. \Older \Patient \Assessment
Chapter \14. \Monitoring \in \Critical \Care
Chapter \15. \Vascular \Pressure \Monitoring
Chapter \16. \Cardiac \Output \Measurement
Chapter \17. \Bronchoscopy
Chapter \18. \Nutritional \Assessment
Chapter \19. \Sleep \and \Breathing \Assessment
Chapter \20. \Home \Care \Patient \Assessment
Chapter \21. \Documentation
,Chapter 1: Preparing for the Patient Encounter Test
\ \ \ \ \ \ \
Bank
\
MULTIPLE \CHOICE
1. Which \of \the \following \activities \is \not \part \of \the \role \of \respiratory\therapists \(RTs) \in
\ patient \assessment?
a. Assist \the \physician \with \diagnostic \reasoning \skills.
b. Help \the \physician \select \appropriate \pulmonary \function \tests.
c. Interpret \arterial \blood \gas \values \and \suggest \mechanical \ventilation \changes.
d. Document \the \patient \diagnosis \in \the \patient’s \chart.
ANS: \ D
RTs \are \not \qualified \to \make \an \official \diagnosis. \This \is \the \role \of \the \attending \physician.
REF: \ Table \1-1, \pg. \4 OBJ: \ 9
2. In \which \of \the \following \stages \of \patient–clinician \interaction \is \the \review \of \physician
\ orders \carried \out?
a. Treatment \stage
b. Introductory\stage
c. Preinteraction \stage
d. Initial \assessment \stage
ANS: \ C
Physician \orders \should \be \reviewed \in \the \patient’s \chart \before \the \physician \sees \the \patient.
REF: \ Table \1-1, \pg. \4 OBJ: \ 9
3. In \which \stage \of \patient–clinician \interaction \is \the \patient \identification \bracelet \checked?
a. Introductory\stage
b. Preinteraction \stage
c. Initial \assessment \stage
d. Treatment \stage
ANS: \ A
The \patient \ID \bracelet \must \be \checked \before \moving \forward \with \assessment \and
\treatment.
REF: \ Table \1-1, \pg. \4 OBJ: \ 9
4. What \should \be \done \just \before \the \patient’s \ID \bracelet \is \checked?
a. Check \the \patient’s \SpO2.
b. Ask \the \patient \for \permission.
c. Check \the \chart \for \vital \signs.
d. Listen \to \breath \sounds.
ANS: \ B
It \is \considered \polite \to \ask \the \patient \for \permission \before \touching \and \reading \his \or \her
\ID \bracelet.
, REF: \ \ pg. \3 OBJ: \ 3 \| \5
5. What \is \the \goal \of \the \introductory \phase?
a. Assess \the \patient’s \apparent \age.
b. Identify\the \patient’s \family \history.
c. Determine \the \patient’s \diagnosis.
d. Establish \a \rapport \with \the \patient.
ANS: \ D
The \introductory\phase \is \all \about \getting \to \know \the \patient \and \establishing \a \rapport \with
\him \or \her.
REF: \ Table \1-1, \pg. \4 OBJ: \ 3
6. Which \of \the \following \behaviors \is \not \consistent \with \resistive \behavior \of \a \patient?
a. Crossed \arms
b. Minimal \eye \contact
c. Brief \answers \to \questions
d. Asking \the \purpose \of \the \treatment
ANS: \ D
If \a \patient \asks \about \the \purpose \of \the \treatment \you \are \about \to \give, \this \generally
\ indicates \that \he \or \she \ is \ not \upset.
REF: \ Table \1-1, \pg. \4 OBJ: \ 3
7. What \is \the \main \purpose \of \the \initial \assessment \stage?
a. To \identify \any \allergies \to \medications
b. To \document \the \patient’s \smoking \history
c. To \personally \get \to \know \the \patient \better
d. To \verify \that \the \prescribed \treatment \is \still \needed \and \appropriate
ANS: \ D
When \you \first \see \the \patient, \you \are \encouraged \to \perform \a \brief \assessment \to \make \sure
\the \treatment \order \by \the \physician \is \still \appropriate. \The \patient’s \status \may \have \changed
\abruptly \recently.
REF: \ Table \1-1, \pg. \4 OBJ: \ 3
8. What \is \the \appropriate \distance \for \the \social \space \from \the \patient?
a. 3 \to \5 \feet
b. 4 \to \12 \feet
c. 6 \to \18 \feet
d. 8 \to \20 \feet
ANS: \ B
The \social \space \is \4 \to \12 \feet.
REF: \ \ pg. \5 OBJ: \ 5
9. What \is \the \appropriate \distance \for \the \personal \space?
