,Chapter .01: .The .Patient .Interview
Des .Jardins: .Clinical .Manifestations .and .Assessment .of .Respiratory .Disease, .8th
.Edition
MULTIPLE .CHOICE
1. The .respiratory .care .practitioner .is .conducting .a .patient .interview. .The .main .purpose .of
.this .interview .is .to:
a. review .data .with .the .patient.
b. gather .subjective .data .from .the .patient.
c. gather .objective .data .from .the .patient.
d. fill .out .the .history .form .or .checklist.
ANS: . B
The .interview .is .a .meeting .between .the .respiratory .care .practitioner .and .the .patient. .It .allows .the
.collection .of .subjective .data .about .the .patient’s .feelings .regarding .his/her
condition. .The .history .should .be .done .before .the .interview. .Although .data .can .be
.reviewed, .that .is .not .the .primary .purpose .of .the .interview.
2. For .there .to .be .a .successful .interview, .the .respiratory .therapist .must:
a. provide .leading .questions .to .guide .the .patient.
b. reassure .the .patient.
c. be .an .active .listener.
d. use .medical .terminology .to .show .knowledge .of .the .subject .matter.
ANS: . C
N .R .I .G .B.C .M
U.therapist
The .personal .qualities .that .a .respiratory .S .N .T O
.must .have .to .conduct .a .successful .interview .include
being .an .active .listener, .having .a .genuine .concern .for .the .patient, .and .having .empathy. .Leading
.questions .must .be .avoided. .Reassurance .may .provide .a .false .sense .of .comfort .to .the .patient.
.Medical .jargon .can .sound .exclusionary .and .paternalistic .to .a .patient.
3. Which .of .the .following .would .be .found .on .a .history .form?
1. Age
2. Chief .complaint
3. Present .health
4. Family .history
5. Health .insurance .provider
a. 1, . 4
b. 2, .3
c. 3, .4, .5
d. 1, .2, .3, .4
ANS: . D
Age, .chief .complaint, .present .health, .and .family .history .are .typically .found .on .a .health
.history .form .because .each .can .impact .the .patient’s .health. .Health .insurance .provider
.information, .while .needed .for .billing .purposes, .would .not .be .found .on .the .history .form.
NURSINGTB.COM
, 4. External .factors .the .respiratory .care .practitioner .should .make .efforts .to .provide .during
.an .interview .include .which .of .the .following?
1. Minimize .or .prevent .interruptions.
2. Ensure .privacy .during .discussions.
3. Interviewer .is .the .same .sex .as .the .patient .to .prevent .bias.
4. Be .comfortable .for .the .patient .and .interviewer.
a. 1, . 4
b. 2, .3
c. 1, .2, . 4
d. 2, .3, .4
ANS: . . C
External .factors, .such .as .a .good .physical .setting, .enhance .the .interviewing .process. .Regardless .of
.the .interview .setting .(the .patient’s .bedside, .a .crowded .emergency .room, .an .office .in .the .hospital .or
.clinic, .or .the .patient’s .home), .efforts .should .be .made .to .(1) .ensure .privacy, .(2) .prevent
.interruptions, .and .(3) .secure .a .comfortable .physical .environment .(e.g., .comfortable .room
.temperature, .sufficient .lighting, .absence .of .noise). .An .interviewer .of .either .gender, .who .acts
.professionally, .should .be .able .to .interview .a .patient .of .either .gender.
5. The .respiratory .therapist .is .conducting .a .patient .interview. .The .therapist .chooses .to
.use .open-ended .questions. .Open-ended .questions .allow .the .therapist .to .do .which .of
.the .following?
1. Gather .information .when .a .patient .introduces .a .new .topic.
2. Introduce .a .new .subject .area.
3. Begin .the .interview .process.
4. Gather .specific .information.
a. 4 NURSINGTB.COM
b. 1, .3
c. 1, .2, . 3
d. 2, .3, .4
ANS: . . C
An .open-ended .question .should .be .used .to .start .the .interview, .introduce .a .new .section .of .questions,
.and .gather .more .information .from .a .patient’s .topic. .Closed .or .direct .questions .are .used .to .gather
.specific .information.
6. The .direct .question .interview .format .is .used .to:
1. speed .up .the .interview.
2. let .the .patient .fully .explain .his/her .situation.
3. help .the .respiratory .therapist .show .empathy.
4. gather .specific .information.
a. 1, . 4
b. 2, .3
c. 3, . 4
d. 1, .2, .3
ANS: . . A
Direct .or .closed .questions .are .best .to .gather .specific .information .and .speed .up .the .interview.
.Open- .ended .questions .are .best .suited .to .let .the .patient .fully .explain .his/her .situation .and
.possibly .help .the .respiratory .therapist .show .empathy.
, 7. During .the .interview .the .patient .states, .―Every .time .I .climb .the .stairs .I .have .to .stop .to
.catch .my .breath.‖ .Hearing .this, .the .respiratory .therapist .replies, .―So, .it .sounds .like .you
.get .short .of .breath .climbing .stairs.‖ .This .interviewing .technique .is .called:
a. clarification.
b. modeling.
c. empathy.
d. reflection.
ANS: . D
With .reflection, .part .of .the .patient’s .statement .is .repeated. .This .lets .the .patient .know .that .what
.he/she .said .was .heard. .It .also .encourages .the .patient .to .elaborate .on .the .topic.
Clarification, .modeling, .and .empathy .are .other .communication .techniques.
8. The .respiratory .therapist .may .choose .to .use .the .patient .interview .technique .of
.silence .in .which .of .the .following .situations?
a. To .prompt .the .patient .to .ask .a .question
b. After .a .direct .question
c. After .an .open-ended .question
d. To .allow .the .patient .to .review .his/her .history
ANS: . C
After .a .patient .has .answered .an .open-ended .question, .the .respiratory .therapist .should .pause .(use
.silence) .before .asking .the .next .question. .This .pause .allows .the .patient .to .add .something .else .before
.moving .on. .The .patient .may .also .choose .to .ask .a .question.
9. To .have .the .most .productive .interviewing .session, .which .of .the .following .types .of
N .R .I .G .B.
.responses .to .assist .in .the .interview .shouUld .tShe .rNespTiratory .tOherapist .avoid?
a. Confrontation
b. Reflection
c. Facilitation
d. Distancing
ANS: . D
With .confrontation, .the .respiratory .therapist .focuses .the .patient’s .attention .on .an .action, .feeling, .or
.statement .made .by .the .patient. .This .may .prompt .a .further .discussion. .Reflection .helps .the .patient
.focus .on .specific .areas .and .continues .in .his/her .own .way. .Facilitation .encourages .patients .to .say
.more, .to .continue .with .the .story. .The .respiratory .therapist .should .avoid .giving .advice, .using
.avoidance .language, .and .using .distancing .language.
10. When .closing .the .interview, .the .respiratory .therapist .should .do .which .of .the .following?
1. Recheck .the .patient’s .vital .signs.
2. Thank .the .patient.
3. Ask .if .the .patient .has .any .questions.
4. Close .the .door .behind .himself/herself .for .patient .privacy.
a. 2
b. 2, .3
c. 1, .3, .4
d. 1, .2, .4 .ANS: . B
Des .Jardins: .Clinical .Manifestations .and .Assessment .of .Respiratory .Disease, .8th
.Edition
MULTIPLE .CHOICE
1. The .respiratory .care .practitioner .is .conducting .a .patient .interview. .The .main .purpose .of
.this .interview .is .to:
a. review .data .with .the .patient.
b. gather .subjective .data .from .the .patient.
c. gather .objective .data .from .the .patient.
d. fill .out .the .history .form .or .checklist.
ANS: . B
The .interview .is .a .meeting .between .the .respiratory .care .practitioner .and .the .patient. .It .allows .the
.collection .of .subjective .data .about .the .patient’s .feelings .regarding .his/her
condition. .The .history .should .be .done .before .the .interview. .Although .data .can .be
.reviewed, .that .is .not .the .primary .purpose .of .the .interview.
2. For .there .to .be .a .successful .interview, .the .respiratory .therapist .must:
a. provide .leading .questions .to .guide .the .patient.
b. reassure .the .patient.
c. be .an .active .listener.
d. use .medical .terminology .to .show .knowledge .of .the .subject .matter.
ANS: . C
N .R .I .G .B.C .M
U.therapist
The .personal .qualities .that .a .respiratory .S .N .T O
.must .have .to .conduct .a .successful .interview .include
being .an .active .listener, .having .a .genuine .concern .for .the .patient, .and .having .empathy. .Leading
.questions .must .be .avoided. .Reassurance .may .provide .a .false .sense .of .comfort .to .the .patient.
.Medical .jargon .can .sound .exclusionary .and .paternalistic .to .a .patient.
3. Which .of .the .following .would .be .found .on .a .history .form?
1. Age
2. Chief .complaint
3. Present .health
4. Family .history
5. Health .insurance .provider
a. 1, . 4
b. 2, .3
c. 3, .4, .5
d. 1, .2, .3, .4
ANS: . D
Age, .chief .complaint, .present .health, .and .family .history .are .typically .found .on .a .health
.history .form .because .each .can .impact .the .patient’s .health. .Health .insurance .provider
.information, .while .needed .for .billing .purposes, .would .not .be .found .on .the .history .form.
NURSINGTB.COM
, 4. External .factors .the .respiratory .care .practitioner .should .make .efforts .to .provide .during
.an .interview .include .which .of .the .following?
1. Minimize .or .prevent .interruptions.
2. Ensure .privacy .during .discussions.
3. Interviewer .is .the .same .sex .as .the .patient .to .prevent .bias.
4. Be .comfortable .for .the .patient .and .interviewer.
a. 1, . 4
b. 2, .3
c. 1, .2, . 4
d. 2, .3, .4
ANS: . . C
External .factors, .such .as .a .good .physical .setting, .enhance .the .interviewing .process. .Regardless .of
.the .interview .setting .(the .patient’s .bedside, .a .crowded .emergency .room, .an .office .in .the .hospital .or
.clinic, .or .the .patient’s .home), .efforts .should .be .made .to .(1) .ensure .privacy, .(2) .prevent
.interruptions, .and .(3) .secure .a .comfortable .physical .environment .(e.g., .comfortable .room
.temperature, .sufficient .lighting, .absence .of .noise). .An .interviewer .of .either .gender, .who .acts
.professionally, .should .be .able .to .interview .a .patient .of .either .gender.
5. The .respiratory .therapist .is .conducting .a .patient .interview. .The .therapist .chooses .to
.use .open-ended .questions. .Open-ended .questions .allow .the .therapist .to .do .which .of
.the .following?
1. Gather .information .when .a .patient .introduces .a .new .topic.
2. Introduce .a .new .subject .area.
3. Begin .the .interview .process.
4. Gather .specific .information.
a. 4 NURSINGTB.COM
b. 1, .3
c. 1, .2, . 3
d. 2, .3, .4
ANS: . . C
An .open-ended .question .should .be .used .to .start .the .interview, .introduce .a .new .section .of .questions,
.and .gather .more .information .from .a .patient’s .topic. .Closed .or .direct .questions .are .used .to .gather
.specific .information.
6. The .direct .question .interview .format .is .used .to:
1. speed .up .the .interview.
2. let .the .patient .fully .explain .his/her .situation.
3. help .the .respiratory .therapist .show .empathy.
4. gather .specific .information.
a. 1, . 4
b. 2, .3
c. 3, . 4
d. 1, .2, .3
ANS: . . A
Direct .or .closed .questions .are .best .to .gather .specific .information .and .speed .up .the .interview.
.Open- .ended .questions .are .best .suited .to .let .the .patient .fully .explain .his/her .situation .and
.possibly .help .the .respiratory .therapist .show .empathy.
, 7. During .the .interview .the .patient .states, .―Every .time .I .climb .the .stairs .I .have .to .stop .to
.catch .my .breath.‖ .Hearing .this, .the .respiratory .therapist .replies, .―So, .it .sounds .like .you
.get .short .of .breath .climbing .stairs.‖ .This .interviewing .technique .is .called:
a. clarification.
b. modeling.
c. empathy.
d. reflection.
ANS: . D
With .reflection, .part .of .the .patient’s .statement .is .repeated. .This .lets .the .patient .know .that .what
.he/she .said .was .heard. .It .also .encourages .the .patient .to .elaborate .on .the .topic.
Clarification, .modeling, .and .empathy .are .other .communication .techniques.
8. The .respiratory .therapist .may .choose .to .use .the .patient .interview .technique .of
.silence .in .which .of .the .following .situations?
a. To .prompt .the .patient .to .ask .a .question
b. After .a .direct .question
c. After .an .open-ended .question
d. To .allow .the .patient .to .review .his/her .history
ANS: . C
After .a .patient .has .answered .an .open-ended .question, .the .respiratory .therapist .should .pause .(use
.silence) .before .asking .the .next .question. .This .pause .allows .the .patient .to .add .something .else .before
.moving .on. .The .patient .may .also .choose .to .ask .a .question.
9. To .have .the .most .productive .interviewing .session, .which .of .the .following .types .of
N .R .I .G .B.
.responses .to .assist .in .the .interview .shouUld .tShe .rNespTiratory .tOherapist .avoid?
a. Confrontation
b. Reflection
c. Facilitation
d. Distancing
ANS: . D
With .confrontation, .the .respiratory .therapist .focuses .the .patient’s .attention .on .an .action, .feeling, .or
.statement .made .by .the .patient. .This .may .prompt .a .further .discussion. .Reflection .helps .the .patient
.focus .on .specific .areas .and .continues .in .his/her .own .way. .Facilitation .encourages .patients .to .say
.more, .to .continue .with .the .story. .The .respiratory .therapist .should .avoid .giving .advice, .using
.avoidance .language, .and .using .distancing .language.
10. When .closing .the .interview, .the .respiratory .therapist .should .do .which .of .the .following?
1. Recheck .the .patient’s .vital .signs.
2. Thank .the .patient.
3. Ask .if .the .patient .has .any .questions.
4. Close .the .door .behind .himself/herself .for .patient .privacy.
a. 2
b. 2, .3
c. 1, .3, .4
d. 1, .2, .4 .ANS: . B
