TEST BANK FOR Physical Examination and Health Assessment: Canadian Edition 3rd Edition by Carolyn Jarvis ISBN: 978-1771721547 COMPLETE GUIDE ALL CHAPTERS 1 -31 100 % VERIFIED A+ GRADE ASSURED!!! LATEST UPDATE !!! GUARANTEED SUCCESS!!!!

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Chapter 01: Evidence-Based Assessment
n n n



MULTIPLEnCHOICE

1. Afterncompletingnanninitialnassessmentnofnanpatient,nthennursenhasnchartednthatnhisnrespirationsnareneupneicnandn
hisn pulsen isn 58n beatsn pern minute.n Thesentypesnofn datan wouldn be:


a. Objective.


b. Reflective.


c. Subjective.


d. Introspective.


ANS:nA

Objectivendatanarenwhatnthenhealthnprofessionalnobservesnbyninspecting,npercussing,npalpating,nandnauscultatingndu
ringnthenphysicalnexamination.nSubjectivendatanisnwhatnthenpersonnsaysnaboutnhimnornherselfnduringnhistoryntaking.
n Then termsn reflectiven andn introspectiven aren notn usedn ton describen data.



DIF:nCognitiven Level:nUnderstandingn (Comprehension)

MSC:nClientnNeeds:nSafenandn Effectiven CarenEnvironment:n Managementn ofnCare

2. AnpatientntellsnthennursenthatnhenisnverynnnernvNonuUsR,n SisIN
naGuTsB
ea.CteOdM
,n andnfeelsnhot.nThesentypesnofndatanwouldnbe:

a. Objective.


b. Reflective.


c. Subjective.


d. Introspective.


ANS:nC

Subjectivendatanarenwhatnthenpersonnsaysnaboutnhimnornherselfnduringnhistoryntaking.nObjectivendatanarenwhatnthenhealt
hn professionaln observesn byn inspecting,n percussing,n palpating,n andn auscultatingn duringn then physicalnexamination.
n Then termsn reflectiven andn introspectiven aren notn usedn ton describen data.



DIF:nCognitiven Level:nUnderstandingn (Comprehension)

MSC:nClientnNeeds:nSafenandn Effectiven CarenEnvironment:n Managementn ofnCare

3. Thenpatientsnrecord,nlaboratorynstudies,nobjectivendata,nandnsubjectivendatancombinentonformnthe:


a. Datanbase.


b. Admittingn data.




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c. Financialnstatement.


d. Dischargensummary.


ANS:nA

Togethernwithnthenpatientsnrecordnandnlaboratorynstudies,nthenobjectivenandnsubjectivendatanformnthendatanbase.nTh
en othern itemsn aren notn partn ofn then patientsn record,n laboratoryn studies,n orn data.

DIF:nCognitiven Level:nRememberingn (Knowledge)

MSC:nClientnNeeds:nSafenandn Effectiven CarenEnvironment:n Managementn ofnCare

4. Whennlisteningntonanpatientsnbreathnsounds,nthennursenisnunsurenofnansoundnthatnisnheard.nThennursesnnextn
actionnshouldnbento:


a. Immediatelynnotifynthenpatientsnphysician.


b. Documentnthensoundnexactlynasnitnwasnheard.


c. Validatenthendatan bynaskingn ancoworkerntonlistenntonthen breathn sounds.


d. Assessnagainninn20nminutesntonnotenwhethern thensoundnisnstillnpresent.

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ANS:nC

Whennunsurenofnansoundnheardnwhilenlisteningntonanpatientsnbreathnsounds,nthennursenvalidatesnthendatantonensurenaccu
racy.n Ifn then nursen hasn lessnexperiencen inn ann area,n thenn hen orn shen asksn ann expertn ton listen.

DIF:nCognitiven Level:nAnalyzingn (Analysis)

MSC:nClientnNeeds:nSafenandn EffectivenCarenEnvironment:n Managementn ofnCare

5. Then nursenisn conductingn an classn forn newn graduaten nurses.n Duringnthen teachingn session,nthen nursen shouldn keepni
nn mindn thatnnovicen nurses,n withoutnan backgroundn ofnskillsn andn experiencen fromnwhichn tondraw,n aren moren likelynt
onmakentheirndecisionsnusing:


a. Intuition.


b. Ansetnofnrules.


c. Articlesninnjournals.


d. Advicenfromnsupervisors.


ANS:nB

Novicennursesnoperatenfromnansetnofndefined,nstructurednrules.nThenexpertnpractitionernusesnintuitivenlinks.nDIF

:nCognitiven Level:nUnderstandingn (Comprehension)




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MSC:n Clientn Needs:n General

6. Expertnnursesnlearnntonattendntonanpatternnofnassessmentndatanandnactnwithoutnconsciouslynlabelingnit.nThesen
responsesnarenreferredntonas:


a. Intuition.


b. Thennursingn process.


c. Clinicalnknowledge.


d. Diagnosticnreasoning.


ANS:nA

Intuitionnisncharacterizednbynpatternnrecognitionexpertnnursesnlearnntonattendntonanpatternnofnassessmentndatanandn
actn withoutn consciouslyn labelingn it.n Then othern optionsn aren notn correct.

DIF:nCognitivenLevel:nUnderstandingn(Comprehension)n

MSC:nClientnNeeds:nGeneral

7. Thennursenisnreviewingninformationnaboutnevidence-
basednpracticen(EBP).nWhichnstatementnbestnreflectsnEBP?

a. EBPnreliesnonntraditionnfornsupportNoUfnR
beSsItNpGrT
acBt.iC
ceOsM
.


b. EBPnisnsimplyn thenusenofnbestnpracticentechniquesnfornthentreatmentnofn patients.


c. EBPnemphasizesnthenusenofnbestnevidencenwithnthencliniciansnexperience.


d. ThenpatientsnownnpreferencesnarennotnimportantnwithnEBP.


ANS:nC

EBPnisnansystematicnapproachntonpracticenthatnemphasizesnthenusenofnbestnevidenceninncombinationnwithnthencl
iniciansnexperience,nasnwellnasnpatientnpreferencesnandnvalues,nwhennmakingndecisionsnaboutncarenandntreatm
ent.nEBPnisnmorenthannsimplynusingnthenbestnpracticentechniquesntontreatnpatients,nandnquestioningntraditionn is
n importantn whenn non compellingn andn supportiven researchn evidencen exists.



DIF:nCognitiven Level:nApplyingn(Application)

MSC:nClientnNeeds:nSafenandn Effectiven CarenEnvironment:n Managementn ofnCare

8. Thennursenisnconductingnanclassnonnprioritynsettingnfornangroupnofnnewngraduatennurses.nWhichnisnannexamplen
ofnanfirst-levelnprioritynproblem?


a. Patientnwithnpostoperativenpain


b. Newlyndiagnosednpatientnwithndiabetesnwhonneedsndiabeticnteaching





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