Seidels Guide to Physical Examination 9th Edition Test Bank 3
lII lII lII lII lII lII lII lII lII
Chapter 01: The History and Interviewing Process
l l l l l l
Ball: Seidel’s Guide to Physical Examination, 9th Edition
l l l l l l l
MULTIPLEl CHOICE
1. Whichl questionl wouldl bel consideredl al “leadingl question?”
a. “Whatl dol youl thinkl isl causingl yourl headaches?”
b. “Youl don’tl getl headachesl often,l dol you?”
c. “Onl al scalel ofl 1l tol 10,l howl wouldl youl ratel thel severityl ofl yourl headaches?”
d. “Atl whatl timel ofl thel dayl arel yourl headachesl thel mostl severe?”
ANS:l B
Statingltolthelpatientlthatlhelorlsheldoeslnotl getl headacheslwouldl limitl thel informationlinlthep
atient’slanswer.lAskinglthelpatientlwhatlhelorl shel thinksl isl causingl thelheadachesl isl anl ope
n-
endedl question.l Askingl thel patientl howl hel orl shel wouldl ratel thelseverityl ofl thel headachesl
andl askingl whatl timel ofl thel dayl thel headachesl arel thel mostlseverel arel directl questions.
DIF: Cognitivel Level:l Applyingl (Application)
OBJ: Nursingl process—assessment MSC: Physiologicl Integrity:l Physiologicl Adaptation
2. Whenl arel open-endedl questionsl generallyl mostl useful?
a. Duringl sensitivel areal partl ofl thel interview
b. Afterl severall closed-endedl questionsl havel beenl asked
c. Whilel designingl thel genogram
d. Duringllthellreviewllofl systems GlB.ClM
N R ll
I
ANS:
USNT
l l l O
lA
Askinglopen-
endedlquestionslduringlthelsensitivelpartloflthelinterviewlallowsl youl tolgatherl morel informati
onl andl establishesl youl asl anl empathicl listener,l whichl isl thel firstlstepl ofl effectivel communic
ation.l Askingl closed-
endedl questionsl mayl stiflel thel patient’sldesirel tol discussl thel historyl ofl thel illness.l Interview
ingl forl thel purposel ofl designingl algenograml orl conductingl al reviewl ofl systemsl requiresl mo
rel focusedl datal thanl canl belmorel easilyl gatheredwithl directl questioning.
DIF: Cognitivel Level:l Understandingl (Comprehension)
OBJ: Nursingl process—assessment MSC: Physiologicl Integrity:l Physiologicl Adaptation
3. Periodsl ofl silencel duringl thel interviewl canl servel importantl purposes,l suchl as:
a. allowingl thel clinicianl tol catchl upl onl documentation.
b. promotingl calm.
c. providingl timel forl reflection.
d. increasingl thel lengthl ofl thel visit.
ANS:l C
Silencelislalusefulltoollduringlinterviewslforlthelpurposesl ofl reflection,l summoninglcourage,lan
dldisplayinglcompassion.lThislislnotlaltimeltol documentl inl thel chart,l butlratherltolfocuslonthel
patient.lPeriodsloflsilencelmaylcauselanxietylratherlthanl promotelcalm.l Thel lengthl ofl thevisitl i
sl lessl importantl thanl gettingl criticall information.
,Seidels Guide to Physical Examination 9th Edition Test Bank 3
lII lII lII lII lII lII lII lII lII
DIF: Cognitivel Level:l Understandingl (Comprehension)
OBJ: Nursingl process—assessment MSC: Physiologicl Integrity:l Physiologicl Adaptation
4. Mr.l Franklinl isl speakingl withl you,l thel healthcarel provider,l aboutl hisl respiratoryl problem.lMr.
Franklinlsays,l“I’velhadlthislcoughlforl 3l days,l andl it’sl gettingl worse.”l Youl reply,l“Telllme
morelaboutlyourlcough.”lMr.lFranklinlstates,l“IlwishlIlcouldltelll youlmore.lThat’sl whyl I’mher
e.l Youl telll mel what’sl wrong!”l Whichl caregiverl responsel wouldl belmostl appropriatel foren
hancingl communication?
a. “Afterl 3l days,l you’rel tiredl ofl coughing.l Havel youl hadl al fever?”
b. “I’dl likel tol hearl morel aboutl yourl experiences.l Wherel werel youl born?”
c. “Il don’tl knowl what’sl wrong.l Youl couldl havel almostl anyl disease.”
d. “I’lll examinel youl andl figurel outl laterl whatl thel probleml is.”
ANS:l A
“Afterl 3l days,l you’rel tiredl ofl coughing.l Havel youl hadl al fever?”l isl thel onlyl responsel aimedlat
focusingl onl thel chiefl compliantl tol gatherl morel datal andl doesl notl digressl froml thel issue.
DIF: Cognitivel Level:l Analyzingl (Analysis)
OBJ: Nursingl process—assessment MSC: Physiologicl Integrity:l Physiologicl Adaptation
5. Afterl youl askl al patientl aboutl herl familyl history,l shel says,l “Telll mel aboutl yourl familylnow.
”
Whichl responsel isl generallyl mostl appropriate?
a. Ignorel thel patient’sl commentl andl continuel withl thel interview.
b. Givel al brief,l undetailedl answer.
c. Askl thel patientl whyl shel needsl tol know.
d. Telll thel patientl thatl youl dol notl discussl yourl familyl withl patients.
ANS: NURSINGTB.COM
lB
Givingl al brief,l undetailedl answerl willl satisfyl thel patient’sl curiosityl aboutl yourselfl withoutlinva
dinglyourlprivatellife.l Ignoringlthel patient’slcomment,l continuinglwithl thelinterview,landltelling
lthelpatientlthatl youldolnotl discussl yourl familylwithl patientsl willl potentiallyl angerl orl frustratel h
erl andl keepl herl froml sharingl openly.l Askingl thel patientl whyl shel needsltolknowlwilldistractlfro
ml thelreall reasonl shel islseekinglcarel andl insteadl movelthelinterviewl conversationl awayl froml t
hel topicsl thatl shouldl bel discussed.
DIF: Cognitivel Level:l Applyingl (Application)
OBJ: Nursingl process—assessment MSC: Physiologicl Integrity:l Physiologicl Adaptation
6. Al 36-year-
oldl womanl complainsl thatl shel hasl hadl crushingl chestl painl forl thel pastl 2l days.lSheIseemsllnerv
ousllasl shel speakslltollyou.l Anllappropriatellresponsel isllto:
a. continuel tol collectl informationl regardingl thel chiefl complaintl inl anlun
hurriedmanner.
b. finishl thel interviewl asl rapidlyl asl possible.
c. askl thel patientl tol takel al deepl breathl andl calml down.
d. askl thel patientl ifl shel wantsl tol waitl untill anotherl dayl tol talkl tol you.
ANS:l A
,Seidels Guide to Physical Examination 9th Edition Test Bank 3
lII lII lII lII lII lII lII lII lII
Withlanlanxious,lvulnerablelpatient,litlislbestltolnotlhurry;lalcalmldemeanorlwilllcommunicateIcar
inglltollthellpatient.llIfllyoullasllallhealthcarellproviderllarellhurried,llthellpatientlwilllbelmorelanxious.lThe
lbestlwayltol assistl anl anxiouslpatientl isltol notl hurryl andlremainl calm,l becausel thisl willl com
municatel caringl tol thel patient.l Askingl thel patientl iflshel wantsl tol waitl untill anotherl dayl tol tal
kl tol youl delaysl thel neededl healthl care.
DIF: Cognitivel Level:l Applyingl (Application)
OBJ: Nursingl process—assessment MSC: Physiologicl Integrity:l Physiologicl Adaptation
7. Ms.l Al states,l “Myl lifel isl justl tool painful.l Itl isn’tl worthl it.”l Shel appearsl depressed.l Whichlone
ofl thel followingl statementsl isl thel mostl appropriatel caregiverl response?
a. “Tryl tol thinkl aboutl thel goodl thingsl inl life.”
b. “Whatl inl lifel isl causingl youl suchl pain?”
c. “Youl can’tl meanl whatl you’rel saying.”
d. “Ifl youl thinkl aboutl it,l nothingl isl worthl gettingl thisl upsetl about.”
ANS:l B
Specificl butl open-endedl questionsl arel bestl usedl whenl thel patientl hasl feelingsl ofl lossl oflself-
worthl andl depression.l “Tryl tol thinkl aboutl thel goodl thingsl inl life,”l “Youl can’tl meanlwhatyou’r
el saying,”l andl “Ifl youl thinkl aboutl it,l nothingl isl worthl gettingl thisl upsetl about”larel statementsl t
hatl willl hurryl thel patientl andl offerl onlyl superficiall assurance.
DIF: Cognitivel Level:l Analyzingl (Analysis)
OBJ: Nursingl process—assessment MSC: Physiologicl Integrity:l Physiologicl Adaptation
8. Youl arel collectingl al historyl froml al 16-year-
oldl girl.l Herl motherl isl sittingl nextl tol herlinlltheIexaminationl room.l Whenllcollectingl history
l froml olderl childrenl orl adolescents,ltheyl should
be: NURSINGTB.COM
a. givenl thel opportunityl tol bel interviewedl withoutl thel parentl atl somel pointl duringl the
interview.
b. mailedl al questionnairel inl advancel tol avoidl thel needl forl theml tol talk.
c. ignoredl whilel youl addressl alll questionsl tol thel parent.
d. allowedl tol directl thel flowl ofl thel interview.
ANS:l A
Theladolescentlshouldlbelgivenlthelopportunityltolgivel informationl directly.l Thislenhanceslth
elprobabilitylthatltheladolescentlwilllfollowlyourladvice.lMailinglalquestionnairel inl advanceItoll
avoidllthellneedllforllherlltolltalklldoesllnotllassistllthelladolescentlinl learningl tol respondl tol answersl re
gardingl herl health.l Thel parentl canl helpl filll inl gapslatlthelend.lIflshelislignoredl whilel youl add
ressl alll questionsltolthelparent,l thelpatientlwilllfeellaslthoughlshelisljustlbeingl discussedlandlis
l notl partl oflthelprocessl forlthelhealthl care.l Thel healthcarel providerl should
alwaysl directl thel flowl ofl thel interviewl accordingl tol thel patient’sl responses.
DIF: Cognitivel Level:l Applyingl (Application)
OBJ: Nursingl process—assessment MSC: Physiologicl Integrity:l Physiologicl Adaptation
9. Informationl thatl isl neededl duringl thel initiall interviewl ofl al pregnantl womanl includesl allltheIf
ollowingllexcept:
a. thel genderl thatl thel womanl hopesl thel babyl willl be.
b. pastl medicall history.
, Seidels Guide to Physical Examination 9th Edition Test Bank 3
lII lII lII lII lII lII lII lII lII
c. healthcarelpractices.
lII lII lII lII lII lII lII lII lII
Chapter 01: The History and Interviewing Process
l l l l l l
Ball: Seidel’s Guide to Physical Examination, 9th Edition
l l l l l l l
MULTIPLEl CHOICE
1. Whichl questionl wouldl bel consideredl al “leadingl question?”
a. “Whatl dol youl thinkl isl causingl yourl headaches?”
b. “Youl don’tl getl headachesl often,l dol you?”
c. “Onl al scalel ofl 1l tol 10,l howl wouldl youl ratel thel severityl ofl yourl headaches?”
d. “Atl whatl timel ofl thel dayl arel yourl headachesl thel mostl severe?”
ANS:l B
Statingltolthelpatientlthatlhelorlsheldoeslnotl getl headacheslwouldl limitl thel informationlinlthep
atient’slanswer.lAskinglthelpatientlwhatlhelorl shel thinksl isl causingl thelheadachesl isl anl ope
n-
endedl question.l Askingl thel patientl howl hel orl shel wouldl ratel thelseverityl ofl thel headachesl
andl askingl whatl timel ofl thel dayl thel headachesl arel thel mostlseverel arel directl questions.
DIF: Cognitivel Level:l Applyingl (Application)
OBJ: Nursingl process—assessment MSC: Physiologicl Integrity:l Physiologicl Adaptation
2. Whenl arel open-endedl questionsl generallyl mostl useful?
a. Duringl sensitivel areal partl ofl thel interview
b. Afterl severall closed-endedl questionsl havel beenl asked
c. Whilel designingl thel genogram
d. Duringllthellreviewllofl systems GlB.ClM
N R ll
I
ANS:
USNT
l l l O
lA
Askinglopen-
endedlquestionslduringlthelsensitivelpartloflthelinterviewlallowsl youl tolgatherl morel informati
onl andl establishesl youl asl anl empathicl listener,l whichl isl thel firstlstepl ofl effectivel communic
ation.l Askingl closed-
endedl questionsl mayl stiflel thel patient’sldesirel tol discussl thel historyl ofl thel illness.l Interview
ingl forl thel purposel ofl designingl algenograml orl conductingl al reviewl ofl systemsl requiresl mo
rel focusedl datal thanl canl belmorel easilyl gatheredwithl directl questioning.
DIF: Cognitivel Level:l Understandingl (Comprehension)
OBJ: Nursingl process—assessment MSC: Physiologicl Integrity:l Physiologicl Adaptation
3. Periodsl ofl silencel duringl thel interviewl canl servel importantl purposes,l suchl as:
a. allowingl thel clinicianl tol catchl upl onl documentation.
b. promotingl calm.
c. providingl timel forl reflection.
d. increasingl thel lengthl ofl thel visit.
ANS:l C
Silencelislalusefulltoollduringlinterviewslforlthelpurposesl ofl reflection,l summoninglcourage,lan
dldisplayinglcompassion.lThislislnotlaltimeltol documentl inl thel chart,l butlratherltolfocuslonthel
patient.lPeriodsloflsilencelmaylcauselanxietylratherlthanl promotelcalm.l Thel lengthl ofl thevisitl i
sl lessl importantl thanl gettingl criticall information.
,Seidels Guide to Physical Examination 9th Edition Test Bank 3
lII lII lII lII lII lII lII lII lII
DIF: Cognitivel Level:l Understandingl (Comprehension)
OBJ: Nursingl process—assessment MSC: Physiologicl Integrity:l Physiologicl Adaptation
4. Mr.l Franklinl isl speakingl withl you,l thel healthcarel provider,l aboutl hisl respiratoryl problem.lMr.
Franklinlsays,l“I’velhadlthislcoughlforl 3l days,l andl it’sl gettingl worse.”l Youl reply,l“Telllme
morelaboutlyourlcough.”lMr.lFranklinlstates,l“IlwishlIlcouldltelll youlmore.lThat’sl whyl I’mher
e.l Youl telll mel what’sl wrong!”l Whichl caregiverl responsel wouldl belmostl appropriatel foren
hancingl communication?
a. “Afterl 3l days,l you’rel tiredl ofl coughing.l Havel youl hadl al fever?”
b. “I’dl likel tol hearl morel aboutl yourl experiences.l Wherel werel youl born?”
c. “Il don’tl knowl what’sl wrong.l Youl couldl havel almostl anyl disease.”
d. “I’lll examinel youl andl figurel outl laterl whatl thel probleml is.”
ANS:l A
“Afterl 3l days,l you’rel tiredl ofl coughing.l Havel youl hadl al fever?”l isl thel onlyl responsel aimedlat
focusingl onl thel chiefl compliantl tol gatherl morel datal andl doesl notl digressl froml thel issue.
DIF: Cognitivel Level:l Analyzingl (Analysis)
OBJ: Nursingl process—assessment MSC: Physiologicl Integrity:l Physiologicl Adaptation
5. Afterl youl askl al patientl aboutl herl familyl history,l shel says,l “Telll mel aboutl yourl familylnow.
”
Whichl responsel isl generallyl mostl appropriate?
a. Ignorel thel patient’sl commentl andl continuel withl thel interview.
b. Givel al brief,l undetailedl answer.
c. Askl thel patientl whyl shel needsl tol know.
d. Telll thel patientl thatl youl dol notl discussl yourl familyl withl patients.
ANS: NURSINGTB.COM
lB
Givingl al brief,l undetailedl answerl willl satisfyl thel patient’sl curiosityl aboutl yourselfl withoutlinva
dinglyourlprivatellife.l Ignoringlthel patient’slcomment,l continuinglwithl thelinterview,landltelling
lthelpatientlthatl youldolnotl discussl yourl familylwithl patientsl willl potentiallyl angerl orl frustratel h
erl andl keepl herl froml sharingl openly.l Askingl thel patientl whyl shel needsltolknowlwilldistractlfro
ml thelreall reasonl shel islseekinglcarel andl insteadl movelthelinterviewl conversationl awayl froml t
hel topicsl thatl shouldl bel discussed.
DIF: Cognitivel Level:l Applyingl (Application)
OBJ: Nursingl process—assessment MSC: Physiologicl Integrity:l Physiologicl Adaptation
6. Al 36-year-
oldl womanl complainsl thatl shel hasl hadl crushingl chestl painl forl thel pastl 2l days.lSheIseemsllnerv
ousllasl shel speakslltollyou.l Anllappropriatellresponsel isllto:
a. continuel tol collectl informationl regardingl thel chiefl complaintl inl anlun
hurriedmanner.
b. finishl thel interviewl asl rapidlyl asl possible.
c. askl thel patientl tol takel al deepl breathl andl calml down.
d. askl thel patientl ifl shel wantsl tol waitl untill anotherl dayl tol talkl tol you.
ANS:l A
,Seidels Guide to Physical Examination 9th Edition Test Bank 3
lII lII lII lII lII lII lII lII lII
Withlanlanxious,lvulnerablelpatient,litlislbestltolnotlhurry;lalcalmldemeanorlwilllcommunicateIcar
inglltollthellpatient.llIfllyoullasllallhealthcarellproviderllarellhurried,llthellpatientlwilllbelmorelanxious.lThe
lbestlwayltol assistl anl anxiouslpatientl isltol notl hurryl andlremainl calm,l becausel thisl willl com
municatel caringl tol thel patient.l Askingl thel patientl iflshel wantsl tol waitl untill anotherl dayl tol tal
kl tol youl delaysl thel neededl healthl care.
DIF: Cognitivel Level:l Applyingl (Application)
OBJ: Nursingl process—assessment MSC: Physiologicl Integrity:l Physiologicl Adaptation
7. Ms.l Al states,l “Myl lifel isl justl tool painful.l Itl isn’tl worthl it.”l Shel appearsl depressed.l Whichlone
ofl thel followingl statementsl isl thel mostl appropriatel caregiverl response?
a. “Tryl tol thinkl aboutl thel goodl thingsl inl life.”
b. “Whatl inl lifel isl causingl youl suchl pain?”
c. “Youl can’tl meanl whatl you’rel saying.”
d. “Ifl youl thinkl aboutl it,l nothingl isl worthl gettingl thisl upsetl about.”
ANS:l B
Specificl butl open-endedl questionsl arel bestl usedl whenl thel patientl hasl feelingsl ofl lossl oflself-
worthl andl depression.l “Tryl tol thinkl aboutl thel goodl thingsl inl life,”l “Youl can’tl meanlwhatyou’r
el saying,”l andl “Ifl youl thinkl aboutl it,l nothingl isl worthl gettingl thisl upsetl about”larel statementsl t
hatl willl hurryl thel patientl andl offerl onlyl superficiall assurance.
DIF: Cognitivel Level:l Analyzingl (Analysis)
OBJ: Nursingl process—assessment MSC: Physiologicl Integrity:l Physiologicl Adaptation
8. Youl arel collectingl al historyl froml al 16-year-
oldl girl.l Herl motherl isl sittingl nextl tol herlinlltheIexaminationl room.l Whenllcollectingl history
l froml olderl childrenl orl adolescents,ltheyl should
be: NURSINGTB.COM
a. givenl thel opportunityl tol bel interviewedl withoutl thel parentl atl somel pointl duringl the
interview.
b. mailedl al questionnairel inl advancel tol avoidl thel needl forl theml tol talk.
c. ignoredl whilel youl addressl alll questionsl tol thel parent.
d. allowedl tol directl thel flowl ofl thel interview.
ANS:l A
Theladolescentlshouldlbelgivenlthelopportunityltolgivel informationl directly.l Thislenhanceslth
elprobabilitylthatltheladolescentlwilllfollowlyourladvice.lMailinglalquestionnairel inl advanceItoll
avoidllthellneedllforllherlltolltalklldoesllnotllassistllthelladolescentlinl learningl tol respondl tol answersl re
gardingl herl health.l Thel parentl canl helpl filll inl gapslatlthelend.lIflshelislignoredl whilel youl add
ressl alll questionsltolthelparent,l thelpatientlwilllfeellaslthoughlshelisljustlbeingl discussedlandlis
l notl partl oflthelprocessl forlthelhealthl care.l Thel healthcarel providerl should
alwaysl directl thel flowl ofl thel interviewl accordingl tol thel patient’sl responses.
DIF: Cognitivel Level:l Applyingl (Application)
OBJ: Nursingl process—assessment MSC: Physiologicl Integrity:l Physiologicl Adaptation
9. Informationl thatl isl neededl duringl thel initiall interviewl ofl al pregnantl womanl includesl allltheIf
ollowingllexcept:
a. thel genderl thatl thel womanl hopesl thel babyl willl be.
b. pastl medicall history.
, Seidels Guide to Physical Examination 9th Edition Test Bank 3
lII lII lII lII lII lII lII lII lII
c. healthcarelpractices.
