Test Bank Physical Examination and Health Assessment, 9th Edition by Jarvis, Chapter 1-32 + NCLEX Questions with answers All Chapters A+ Reviewed with Rationales

TEST BANK FOR PHYSICAL EXAMINATION AND HEALTH
ASSESSMENT 9TH EDITION BY CAROLYN JARVIS, ANN
ECKHARDT / ALL CHAPTERS 1-32 / FULL COMPLETE 2025 –
2026 WITH RATIONALES



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Learnerspalace.




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Chapter,01:,Evidence-
Based,Assessment,Jarvis:,Physical,Examination,and,Health,Assessment,,9th,Edition,
, ,



MULTIPLE,CHOICE,
,
1.,After,completing,an,initial,assessment,of,a,patient,,the,nurse,has,charted,that,his,respirations,are,eupneic,and,his,pul
se,is,58,beats,per,minute.,These,types,of,data,would,be:,
,

a. Objective.,
,

b. Reflective.,
,

c. Subjective.,
,


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d. Introspective.,
,
,
ANS:,A,
,
Objective,data,are,what,the,health,professional,observes,by,inspecting,,percussing,,palpating,,and,auscultating,duri
ng,the,physical,examination.,Subjective,data,is,what,the,person,says,about,him,or,herself,during,history,taking.,The
,terms,reflective,and,introspective,are,not,used,to,describe,data.,
,
DIF:,Cognitive,Level:,Understanding,(Comprehension),
,
MSC:,Client,Needs:,Safe,and,Effective,Care,Environment:,Management,of,Care,
,

2.,A,patient,tells,the,nurse,that,he,is,very,nervNouUsR,,SisINnaGuTsBea.CteOdM,,and,feels,hot.,These,types,of,data,wo
uld,be:,
,
a. Objective.,
,

b. Reflective.,
,

c. Subjective.,
,

d. Introspective.,
,
,
ANS:,C,
,
Subjective,data,are,what,the,person,says,about,him,or,herself,during,history,taking.,Objective,data,are,what,the,hea
lth,professional,observes,by,inspecting,,percussing,,palpating,,and,auscultating,during,the,physical,examination.,T
he,terms,reflective,and,introspective,are,not,used,to,describe,data.,
,
DIF:,Cognitive,Level:,Understanding,(Comprehension),
,
MSC:,Client,Needs:,Safe,and,Effective,Care,Environment:,Management,of,Care,
,
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.,
,
,
ANS:,A,
,
Together,with,the,patients,record,and,laboratory,studies,,the,objective,and,subjective,data,form,the,data,base.,The,oth
er,items,are,not,part,of,the,patients,record,,laboratory,studies,,or,data.,
,
DIF:,Cognitive,Level:,Remembering,(Knowledge),
,
MSC:,Client,Needs:,Safe,and,Effective,Care,Environment:,Management,of,Care,
,
4.,When,listening,to,a,patients,breath,sounds,,the,nurse,is,unsure,of,a,sound,that,is,heard.,The,nurses,next,action,sho
uld,be,to:,
,

a. Immediately,notify,the,patients,physician.,
,

b. Document,the,sound,exactly,as,it,was,heard.,
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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.,
,
,
ANS:,C,
,
When,unsure,of,a,sound,heard,while,listening,to,a,patients,breath,sounds,,the,nurse,validates,the,data,to,ensure,accuracy.
,If,the,nurse,has,less,experience,in,an,area,,then,he,or,she,asks,an,expert,to,listen.,
,
DIF:,Cognitive,Level:,Analyzing,(Analysis),
,
MSC:,Client,Needs:,Safe,and,Effective,Care,Environment:,Management,of,Care,
,
5.,The,nurse,is,conducting,a,class,for,new,graduate,nurses.,During,the,teaching,session,,the,nurse,should,keep,in,mi
nd,that,novice,nurses,,without,a,background,of,skills,and,experience,from,which,to,draw,,are,more,likely,to,make,th
eir,decisions,using:,
,

a. Intuition.,
,

b. A,set,of,rules.,
,

c. Articles,in,journals.,
,

d. Advice,from,supervisors.,
,
,
ANS:,B,
,
Novice,nurses,operate,from,a,set,of,defined,,structured,rules.,The,expert,practitioner,uses,intuitive,links.,

DIF:,Cognitive,Level:,Understanding,(Comprehension),
MSC:,Client,Needs:,General,
,
6.,Expert,nurses,learn,to,attend,to,a,pattern,of,assessment,data,and,act,without,consciously,labeling,it.,These,responses,a
re,referred,to,as:,
,

a. Intuition.,
,

b. The,nursing,process.,
,

c. Clinical,knowledge.,
,

d. Diagnostic,reasoning.,
,
,
ANS:,A,
,
Intuition,is,characterized,by,pattern,recognitionexpert,nurses,learn,to,attend,to,a,pattern,of,assessment,data,and,act,wit
hout,consciously,labeling,it.,The,other,options,are,not,correct.,
,
DIF:,Cognitive,Level:,Understanding,(Comprehension),

MSC:,Client,Needs:,General,

7.,The,nurse,is,reviewing,information,about,evidence-based,practice,(EBP).,Which,statement,best,reflects,EBP?,
,

a. EBP,relies,on,tradition,for,supportNoUf,RbeSsItN,pGrTacBt.iCceOsM.,
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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.,


ANS:,C,

EBP,is,a,systematic,approach,to,practice,that,emphasizes,the,use,of,best,evidence,in,combination,with,the,clin
icians,experience,,as,well,as,patient,preferences,and,values,,when,making,decisions,about,care,and,treatment.,
EBP,is,more,than,simply,using,the,best,practice,techniques,to,treat,patients,,and,questioning,tradition,is,impor
tant,when,no,compelling,and,supportive,research,evidence,exists.,
,
DIF:,Cognitive,Level:,Applying,(Application),
,
MSC:,Client,Needs:,Safe,and,Effective,Care,Environment:,Management,of,Care,
,
8.,The,nurse,is,conducting,a,class,on,priority,setting,for,a,group,of,new,graduate,nurses.,Which,is,an,example,of,a,fir
st-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,


ANS:,D,

First-
level,priority,problems,are,those,that,are,emergent,,life,threatening,,and,immediate,(e.g.,,establishing,an,airway,,support
ing,breathing,,maintaining,circulation,,monitoring,abnormal,vital,signs).,
,
DIF:,Cognitive,Level:,Understanding,(Comprehension),
,
MSC:,Client,Needs:,Safe,and,Effective,Care,Environment:,Management,of,Care,
,
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. Abnormal,laboratory,values,


d. Severely,abnormal,vital,signs,


ANS:,C,

Second-
level,priority,problems,are,those,that,require,prompt,intervention,to,forestall,further,deterioration,(e.g.,,mental,status,ch
ange,,acute,pain,,abnormal,laboratory,values,,risks,to,safety,or,security).,

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