NUR 315 HEALTH ASSESSMENT FINAL EXAM
TEST BANK
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.
2. A patient tells the nurse that he is very nervous, is nauseated, and feels hot. These types
of data would be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
3. The patients record, laboratory studies, objective data, and subjective data combine to
form the:
a. Data base.
b. Admitting data.
c. Financial statement.
d. Discharge summary.
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.
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.
5. The nurse is conducting a class for new graduate nurses. During the teaching session,
the nurse should keep in mind that novice nurses, without a background of skills and
experience from which to draw, are more likely to make their decisions using:
a. Intuition.
b. A set of rules.
c. Articles in journals.
d. Advice from supervisors.
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, 6. Expert nurses learn to attend to a pattern of assessment data and act without
consciously labeling it. These responses are referred to as:
a. Intuition.
b. The nursing process.
c. Clinical knowledge.
d. Diagnostic reasoning.
7. The nurse is reviewing information about evidence-based practice (EBP). Which
statement best reflects EBP?
a. EBP relies on tradition for support of best practices.
b. EBP is simply the use of best practice techniques for the treatment of patients.
c. EBP emphasizes the use of best evidence with the clinicians experience.
d. The patients own preferences are not important with EBP.
8. The nurse is conducting a class on priority setting for a group of new graduate nurses.
Which is an example of a first-level priority problem?
a. Patient with postoperative pain
b. Newly diagnosed patient with diabetes who needs diabetic teaching
c. Individual with a small laceration on the sole of the foot
d. Individual with shortness of breath and respiratory distress
9. When considering priority setting of problems, the nurse keeps in mind that second-
level priority problems include which of these aspects?
a. Low self-esteem
b. Lack of knowledge
c. Individual with shortness of breath and respiratory distress
d. Severely abnormal vital signs
10. Which critical thinking skill helps the nurse see relationships among the data?
a. Validation
b. Clustering related cues
c. Identifying gaps in data
d. Distinguishing relevant from irrelevant
This study source was downloaded by 100000842722785 from CourseHero.com on 05-19-2022 15:04:57 GMT -05:00
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TEST BANK
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.
2. A patient tells the nurse that he is very nervous, is nauseated, and feels hot. These types
of data would be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
3. The patients record, laboratory studies, objective data, and subjective data combine to
form the:
a. Data base.
b. Admitting data.
c. Financial statement.
d. Discharge summary.
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.
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.
5. The nurse is conducting a class for new graduate nurses. During the teaching session,
the nurse should keep in mind that novice nurses, without a background of skills and
experience from which to draw, are more likely to make their decisions using:
a. Intuition.
b. A set of rules.
c. Articles in journals.
d. Advice from supervisors.
This study source was downloaded by 100000842722785 from CourseHero.com on 05-19-2022 15:04:57 GMT -05:00
https://www.coursehero.com/file/42457666/HA-Ch1docx/
, 6. Expert nurses learn to attend to a pattern of assessment data and act without
consciously labeling it. These responses are referred to as:
a. Intuition.
b. The nursing process.
c. Clinical knowledge.
d. Diagnostic reasoning.
7. The nurse is reviewing information about evidence-based practice (EBP). Which
statement best reflects EBP?
a. EBP relies on tradition for support of best practices.
b. EBP is simply the use of best practice techniques for the treatment of patients.
c. EBP emphasizes the use of best evidence with the clinicians experience.
d. The patients own preferences are not important with EBP.
8. The nurse is conducting a class on priority setting for a group of new graduate nurses.
Which is an example of a first-level priority problem?
a. Patient with postoperative pain
b. Newly diagnosed patient with diabetes who needs diabetic teaching
c. Individual with a small laceration on the sole of the foot
d. Individual with shortness of breath and respiratory distress
9. When considering priority setting of problems, the nurse keeps in mind that second-
level priority problems include which of these aspects?
a. Low self-esteem
b. Lack of knowledge
c. Individual with shortness of breath and respiratory distress
d. Severely abnormal vital signs
10. Which critical thinking skill helps the nurse see relationships among the data?
a. Validation
b. Clustering related cues
c. Identifying gaps in data
d. Distinguishing relevant from irrelevant
This study source was downloaded by 100000842722785 from CourseHero.com on 05-19-2022 15:04:57 GMT -05:00
https://www.coursehero.com/file/42457666/HA-Ch1docx/
