Test Bank Physical Examination and Health Assessment, 8th Edition by Carolyn Jarvis

TESTBANK
b

,Table of Contents
b b
1
Chapter 01: Evidence-Based Assessment
b b b 2
Chapter 02: Cultural Assessment
b b b b 15
Chapter 03: The Interview
b b b 31
Chapter 04: TheComplete Health History
b b b b b 49
Chapter 05: Mental Status Assessment Chapter
b b b b b b 64
06: Substance Use Assessment
b b b b 80
Chapter 07: Domestic and Family Violence Assessment
b b b b b b 86
Chapter 08: Assessment Techniques and Safety in the Clinical Setting
b b b b b b b b b 92
Chapter 09: General Survey and Measurement
b b b b b b 111
Chapter 10: Vital Signs Chapter
b b b b 118
11:PainAssessment
b b b 133
Chapter 12: NutritionAssessment Chapter
b b b b 141
13: Skin, Hair, and Nails
b b b b b 155
Chapter 14: Head, Face, Neck, and Regional Lymphatics
b b b b b b b 176
Chapter 15: Eyes
b b b 194
Chapter 16: Ears b b 211
Chapter 17: Nose, Mouth, and Throat
b b b b b 228
Chapter 18: Breasts, Axillae, andRegional Lymphatics Chapter
b b b b b b b 246
19: Thorax and Lungs
b b b b 266
Chapter 20: Heart and Neck Vessels
b b b b b
284
Chapter 21: Peripheral Vascular System and Lymphatic System Chapter
b b b b b b b b 303
22: Abdomen
b b 320
Chapter 23: Musculoskeletal System
b b b
337
Chapter 24: Neurologic System
b b b b
358
Chapter 25: Male Genitourinary System
b b b b b
382
Chapter 26: Anus, Rectum, andProstate
b b b b b b
400
Chapter 27: Female Genitourinary System
b b b b
414
Chapter 28: The Complete Health Assessment: Adult
b b b b b b
436
Chapter 29: The Complete Physical Assessment: Infant, Child, and Adolescent
b b b b b b b b b
449
Chapter 30: Bedside Assessment and Electronic Documentation
b b b b b b b
452
Chapter 31: The Pregnant Woman
b b b b
458
Chapter 32: Functional Assessment of the Older Adult
b b b b b b b 471

,Chapter01: Evidence-Based Assessment b b b




MULTIPLE CHOICE b




1. After completing an initial assessment of a patient, the nurse has charted that his respirations are eupneic and his
b b b b b b b b b b b b b b b b b b




pulse is 58 beats per minute. These types of data wouldbe:
b b b b b b b b b b b




a. Objective.


b. Reflective.


c. Subjective.


d. Introspective.


ANS: A b




Objective data are what the health professional observes by inspecting, percussing, palpating, and auscultating
b b b b b b b b b b b b b




during the physical examination. Subjective data is what the person says about him or herself during history taking.
b b b b b b b b b b b b b b b b b b




The terms reflective and introspective are not used to describe data.
b b b b b b b b b b b




DIF: Cognitive Level: Understanding (Comprehension)
b b b b




MSC: Client Needs: Safe and Effective Care Environment: Management of Care
b b b b b b b b b b




2. A patient tells the nurse that he is very nervous, is nauseated, and feels hot. These types of data would be:
b b b b b b b b b b b b b b b b b b b b




a. Objective.


b. Reflective.


c. Subjective.


d. Introspective.


ANS: C b




Subjective data are what the person says about him or herself during history taking. Objective data are what the
b b b b b b b b b b b b b b b b b b




health professional observes by inspecting, percussing, palpating, and auscultating during the physical
b b b b b b b b b b b b




examination. The terms reflective and introspective are not used to describe data.
b b b b b b b b b b b b




DIF: Cognitive Level: Understanding (Comprehension)
b b b b




MSC: Client Needs: Safe and Effective Care Environment: Management of Care
b b b b b b b b b b




3. The patients record, laboratory studies, objective data, and subjective data combine to form the:
b b b b b b b b b b b b b




a. Data base. b




b. Admitting data. b

, c. Financial statement. b




d. Discharge summary. b




ANS: A b




Together with the patients record and laboratory studies, the objective and subjective data form the data base. The
b b b b b b b b b b b b b b b b b




other items are not part of the patients record, laboratory studies, or data.
b b b b b b b b b b b b b




DIF: Cognitive Level: Remembering (Knowledge)
b b b b




MSC: Client Needs: Safe and Effective Care Environment: Management of Care
b b b b b b b b b b




4. When listening to a patients breath sounds, the nurse is unsure of a sound that is heard. The nurses next action
b b b b b b b b b b b b b b b b b b b b




should be to:
b b b




a. Immediately notify the patients physician. b b b b




b. Document the sound exactly as it was heard. b b b b b b b




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




d. Assess again in 20 minutes to note whether the sound is still present.
b b b b b b b b b b b b




ANS: C b




When unsure of a sound heard while listening to a patients breath sounds, the nurse validates the data to ensure accuracy.
b b b b b b b b b b b b b b b b b b b b




If the nurse has less experience in an area, then he or she asks an expert to listen.
b b b b b b b b b b b b b b b b b b




DIF: Cognitive Level: Analyzing (Analysis)
b b b b




MSC: Client Needs: Safe and Effective Care Environment: Management of Care
b b b b b b b b b b




5. The nurse is conducting a class for new graduate nurses. During the teaching session, the nurse should keep in
b b b b b b b b b b b b b b b b b b




mind that novice nurses, without a background of skills and experience from which to draw, are more likely to
b b b b b b b b b b b b b b b b b b b




make their decisions using:
b b b b




a. Intuition.


b. A set of rules.
b b b




c. Articles in journals. b b




d. Advice from supervisors. b b




ANS: B b




Novice nurses operate from a set of defined, structured rules. The expert practitioner uses intuitive links. DIF:
b b b b b b b b b b b b b b b b




b Cognitive Level: Understanding (Comprehension)
b b b