,TEST BANK FOR y# y#
Physical Examination and HealthAssessment 9th
y# y# y# y#
Edition
y #
Authors: Carolyn Jarvis, Ann L. Eckhardt
y# y# y# y# y#
Table of Contents y# y# 1
Chapter 01: Evidence- y# y# 2
Based Assessment Chapter 02: Cultur
y# y# y # y # 15
al Assessment Chapter 03: The Inter
y # y # y# y# y# 31
view 49
Chapter 04: The Complete Health History C
y# y# y# y# y# y# 64
hapter 05: Mental Status Assessment Chapte
y# y# y# y# y# 80
r 06: Substance Use Assessment
y# y# y# y# 86
Chapter 07: Domestic and Family Violence Assessment Ch
y# y# nical Setting y# y# y # y# y# 92
apter 08: Assessment Techniques and Safety in the Cli Cha
y# y# y# y# y# y# y# y# y# 111
pter 09: General Survey and Measurement
y# y # y# y# y# 118
Chapter 10: Vital Signs Chapter
y# y# y# y # y# 133
11: Pain Assessment
y# y# 141
Chapter 12: Nutrition Assessment Chap
y# y# y# y# 155
ter 13: Skin, Hair, and Nails
y# y# y# y# y# 176
Chapter 14: Head, Face, Neck, and Regional Lymphatics Ch
y# y# y# y# y# y# y# y# 194
apter 15: Eyes y# y# 211
Chapter 16: Ears y# y# 228
Chapter 17: Nose, Mouth, and Throat
y# y# y# y# y# 246
Chapter 18: Breasts, Axillae, and Regional Lymphatics Cha
y# y# y# y# y# y# y# 266
pter 19: Thorax and Lungs
y# y# y# y#
284
Chapter 20: Heart and Neck Vessels
y# y# y# y# y# 303
Chapter 21: Peripheral Vascular System and Lymphatic System Cha
y# y# y# y# y# y# y# y# 320
pter 22: Abdomen
y# y#
337
Chapter 23: Musculoskeletal System Cha
y# y # y# y # 358
pter 24: Neurologic System Chapter 2
y # y # y # y # y # 382
5: Male Genitourinary System Chapter 2
y# y # y # y # y# 400
6: 414
Anus, Rectum, and Prostate
y# y# y#
436
Chapter 27: Female Genitourinary System
y# y# y # y#
449
Chapter 28: The Complete Health Assessment: Adult
y# y# y # y# y# y # 452
Chapter 29: The Complete Physical Assessment: Infant, Child, and AdolescentChapt
y# y# y # y # y# y # y# y# y #
458
er 30: Bedside Assessment and Electronic Documentation
y# y# y # y# y # y #
471
Chapter 31: The Pregnant Woman
y# y# y # y#
Chapter 32: Functional Assessment of the Older Adult
y# y# y# y # y # y# y#
,Chapter 01: Evidence-Based Assessment y# y# y#
MULTIPLE CHOICE y#
1. After completing an initial assessment of a patient, the nurse has charted that his respirations are eupneic
y# y# y# y# y # y# y# y# y# y# y# y# y# y# y# y#
and his pulse is 58 beats per minute. These types of data wouldbe:
y# y# y# y# y# y# y# y# y# y# y# y# y#
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: A y#
Objective data are what the health professional observes by inspecting, percussing, palpating, and auscultati
y# y# y# y# y# y# y# y# y# y# y# y# y#
ng during the physical examination. Subjective data is what the person says about him or herself during hist
y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y#
ory taking. The terms reflective and introspective are not used to describe data.
y# y # y# y# y # y# y # y# y# y# y# y #
DIF: Cognitive Level: Understanding (Comprehension)
y# y# y# y #
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
y# y# y # y# y# y# y# y # y # y#
2. A patient tells the nurse that he is very nervous, is nauseated, and feels hot. These types of data would be:
y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y#
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: C y#
Subjective data are what the person says about him or herself during history taking. Objective data are wh
y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y#
at the health professional observes by inspecting, percussing, palpating, and auscultating during the physica
y# y# y# y# y# y# y# y# y# y# y# y# y#
l examination. The terms reflective and introspective are not used to describe data.
y# y# y# y# y# y# y# y# y# y# y# y#
DIF: Cognitive Level: Understanding (Comprehension)
y# y# y# y #
MSC: Client Needs: Safe and Effective Care Environment: Management
y# y# y # y# y# y# y# y # y # of Care
y#
3. The patients record, laboratory studies, objective data, and subjective data combine to form the:
y# y# y# y# y# y# y# y# y# y# y# y# y#
a. Data base. y#
b. Admitting data. y #
, c. Financial statement. y#
d. Discharge summary. y #
ANS: A y#
Together with the patients record and laboratory studies, the objective and subjective data form the data ba
y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y#
se. The other items are not part of the patients record, laboratory studies, or data.
y# y# y# y# y# y# y# y# y# y# y# y# y# y#
DIF: Cognitive Level: Remembering (Knowledge)
y# y# y# y #
MSC: Client Needs: Safe and Effective Care Environment: Management
y# y# y # y# y# y# y# y # y # of Care
y#
4. When listening to a patients breath sounds, the nurse is unsure of a sound that is heard. The nurses
y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y
next action should be to:
# y# y# y# y#
a. Immediately notify the patients physician. y # y# y# y#
b. Document the sound exactly as it was heard.y# y# y# y# y# y# y#
c. Validate the data by asking a coworker to listen to the breath sounds.
y# y# y# y# y# y# y# y# y# y# y# y#
d. Assess again in 20 minutes to note whether the sound is still present.
y# y# y# y# y# y# y# y# y# y# y# y#
ANS: C y#
When unsure of a sound heard while listening to a patients breath sounds, the nurse validates the data to ensure a
y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y#
ccuracy. If the nurse has less experience in an area, then he or she asks an expert to listen.
y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y#
DIF: Cognitive Level: Analyzing (Analysis)
y# y# y # y #
MSC: Client Needs: Safe and Effective Care Environment: Management
y# y# y # y# y# y# y# y # y # of Care
y#
5. The nurse is conducting a class for new graduate nurses. During the teaching session, the nurse shoul
y# y# y# y # y# y# y# y # y# y # y# y# y# y# y# y#
d keep in mind that novice nurses, without a background of skills and experience from which to draw,
y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y#
are more likely to make their decisions using:
y# y# y# y# y# y# y#
a. Intuition.
b. A set of rules.
y# y# y#
c. Articles in journals. y# y#
d. Advice from supervisors. y # y#
ANS: B y#
Novice nurses operate from a set of defined, structured rules. The expert practitioner uses intuitive links
y# y# y# y# y# y# y# y# y# y# y# y# y# y# y#
. DIF: Cognitive Level: Understanding (Comprehension)
y# y# y# y # y#
Physical Examination and HealthAssessment 9th
y# y# y# y#
Edition
y #
Authors: Carolyn Jarvis, Ann L. Eckhardt
y# y# y# y# y#
Table of Contents y# y# 1
Chapter 01: Evidence- y# y# 2
Based Assessment Chapter 02: Cultur
y# y# y # y # 15
al Assessment Chapter 03: The Inter
y # y # y# y# y# 31
view 49
Chapter 04: The Complete Health History C
y# y# y# y# y# y# 64
hapter 05: Mental Status Assessment Chapte
y# y# y# y# y# 80
r 06: Substance Use Assessment
y# y# y# y# 86
Chapter 07: Domestic and Family Violence Assessment Ch
y# y# nical Setting y# y# y # y# y# 92
apter 08: Assessment Techniques and Safety in the Cli Cha
y# y# y# y# y# y# y# y# y# 111
pter 09: General Survey and Measurement
y# y # y# y# y# 118
Chapter 10: Vital Signs Chapter
y# y# y# y # y# 133
11: Pain Assessment
y# y# 141
Chapter 12: Nutrition Assessment Chap
y# y# y# y# 155
ter 13: Skin, Hair, and Nails
y# y# y# y# y# 176
Chapter 14: Head, Face, Neck, and Regional Lymphatics Ch
y# y# y# y# y# y# y# y# 194
apter 15: Eyes y# y# 211
Chapter 16: Ears y# y# 228
Chapter 17: Nose, Mouth, and Throat
y# y# y# y# y# 246
Chapter 18: Breasts, Axillae, and Regional Lymphatics Cha
y# y# y# y# y# y# y# 266
pter 19: Thorax and Lungs
y# y# y# y#
284
Chapter 20: Heart and Neck Vessels
y# y# y# y# y# 303
Chapter 21: Peripheral Vascular System and Lymphatic System Cha
y# y# y# y# y# y# y# y# 320
pter 22: Abdomen
y# y#
337
Chapter 23: Musculoskeletal System Cha
y# y # y# y # 358
pter 24: Neurologic System Chapter 2
y # y # y # y # y # 382
5: Male Genitourinary System Chapter 2
y# y # y # y # y# 400
6: 414
Anus, Rectum, and Prostate
y# y# y#
436
Chapter 27: Female Genitourinary System
y# y# y # y#
449
Chapter 28: The Complete Health Assessment: Adult
y# y# y # y# y# y # 452
Chapter 29: The Complete Physical Assessment: Infant, Child, and AdolescentChapt
y# y# y # y # y# y # y# y# y #
458
er 30: Bedside Assessment and Electronic Documentation
y# y# y # y# y # y #
471
Chapter 31: The Pregnant Woman
y# y# y # y#
Chapter 32: Functional Assessment of the Older Adult
y# y# y# y # y # y# y#
,Chapter 01: Evidence-Based Assessment y# y# y#
MULTIPLE CHOICE y#
1. After completing an initial assessment of a patient, the nurse has charted that his respirations are eupneic
y# y# y# y# y # y# y# y# y# y# y# y# y# y# y# y#
and his pulse is 58 beats per minute. These types of data wouldbe:
y# y# y# y# y# y# y# y# y# y# y# y# y#
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: A y#
Objective data are what the health professional observes by inspecting, percussing, palpating, and auscultati
y# y# y# y# y# y# y# y# y# y# y# y# y#
ng during the physical examination. Subjective data is what the person says about him or herself during hist
y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y#
ory taking. The terms reflective and introspective are not used to describe data.
y# y # y# y# y # y# y # y# y# y# y# y #
DIF: Cognitive Level: Understanding (Comprehension)
y# y# y# y #
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
y# y# y # y# y# y# y# y # y # y#
2. A patient tells the nurse that he is very nervous, is nauseated, and feels hot. These types of data would be:
y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y#
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: C y#
Subjective data are what the person says about him or herself during history taking. Objective data are wh
y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y#
at the health professional observes by inspecting, percussing, palpating, and auscultating during the physica
y# y# y# y# y# y# y# y# y# y# y# y# y#
l examination. The terms reflective and introspective are not used to describe data.
y# y# y# y# y# y# y# y# y# y# y# y#
DIF: Cognitive Level: Understanding (Comprehension)
y# y# y# y #
MSC: Client Needs: Safe and Effective Care Environment: Management
y# y# y # y# y# y# y# y # y # of Care
y#
3. The patients record, laboratory studies, objective data, and subjective data combine to form the:
y# y# y# y# y# y# y# y# y# y# y# y# y#
a. Data base. y#
b. Admitting data. y #
, c. Financial statement. y#
d. Discharge summary. y #
ANS: A y#
Together with the patients record and laboratory studies, the objective and subjective data form the data ba
y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y#
se. The other items are not part of the patients record, laboratory studies, or data.
y# y# y# y# y# y# y# y# y# y# y# y# y# y#
DIF: Cognitive Level: Remembering (Knowledge)
y# y# y# y #
MSC: Client Needs: Safe and Effective Care Environment: Management
y# y# y # y# y# y# y# y # y # of Care
y#
4. When listening to a patients breath sounds, the nurse is unsure of a sound that is heard. The nurses
y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y
next action should be to:
# y# y# y# y#
a. Immediately notify the patients physician. y # y# y# y#
b. Document the sound exactly as it was heard.y# y# y# y# y# y# y#
c. Validate the data by asking a coworker to listen to the breath sounds.
y# y# y# y# y# y# y# y# y# y# y# y#
d. Assess again in 20 minutes to note whether the sound is still present.
y# y# y# y# y# y# y# y# y# y# y# y#
ANS: C y#
When unsure of a sound heard while listening to a patients breath sounds, the nurse validates the data to ensure a
y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y#
ccuracy. If the nurse has less experience in an area, then he or she asks an expert to listen.
y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y#
DIF: Cognitive Level: Analyzing (Analysis)
y# y# y # y #
MSC: Client Needs: Safe and Effective Care Environment: Management
y# y# y # y# y# y# y# y # y # of Care
y#
5. The nurse is conducting a class for new graduate nurses. During the teaching session, the nurse shoul
y# y# y# y # y# y# y# y # y# y # y# y# y# y# y# y#
d keep in mind that novice nurses, without a background of skills and experience from which to draw,
y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y# y#
are more likely to make their decisions using:
y# y# y# y# y# y# y#
a. Intuition.
b. A set of rules.
y# y# y#
c. Articles in journals. y# y#
d. Advice from supervisors. y # y#
ANS: B y#
Novice nurses operate from a set of defined, structured rules. The expert practitioner uses intuitive links
y# y# y# y# y# y# y# y# y# y# y# y# y# y# y#
. DIF: Cognitive Level: Understanding (Comprehension)
y# y# y# y # y#
