Test Bank For Seidel's Guide to Physical Examination An Interprofessional Approach 10th Edition by Jane W. Ball, Joyce E. Dains Chapter 1-26 1

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Chapterg01:gThegHistorygandgInterviewinggProcess
Ball:gSeidel’sgGuidegtogPhysicalgExamination,g9thgEdition




MULTIPLEgCHOI
CE


1. Whichgquestiongwouldgbegconsideredgag“leadinggquestion?”
a. “Whatgdogyougthinkgisgcausinggyourgheadaches?”
b. “Yougdon’tggetgheadachesgoften,gdogyou?”
c. “Ongagscalegofg1gtog10,ghowgwouldgyougrategthegseveritygofgyourgheadaches?”
d. “Atgwhatgtimegofgthegdaygaregyourgheadachesgthegmostgsevere?”

ANS:g B
Statinggtogthegpatientgthatghegorgshegdoesgnotggetgheadachesgwouldglimitgtheginfor
mationgingthegpatient’sganswer.gAskinggthegpatientgwhatghegorgshegthinksgisgcausi
nggthegheadachesgisgangopen-
endedgquestion.gAskinggthegpatientghowghegorgshegwouldgrategthegseveritygofgthe
gheadachesgandgaskinggwhatgtimegofgthegdaygthegheadachesgaregthegmostgsevereg
aregdirectgquestions.


DIF: CognitivegLevel:gApplyingg(Application)
OBJ:ggg Nursinggprocess—assessment
MSC:gPhysiologicgIntegrity:gPhysiologicgAdap
tation



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2. Whengaregopen-endedgquestionsggenerallygmostguseful?
a. Duringgsensitivegareagpartgofgtheginterview
b. Aftergseveralgclosed-endedgquestionsghavegbeengasked
c. Whilegdesigninggtheggenogram

d. DuringgthegreviewgofgsystN
emsRg
g



ANS:g
A
Askinggopen-
endedgquestionsgduringgthegsensitivegpartgofgtheginterviewgallowsgyougtoggatherg
moreginformationgandgestablishesgyougasgangempathicglistener,gwhichgisgthegfirst
stepgofgeffectivegcommunication.gAskinggclosed-
g


endedgquestionsgmaygstiflegthegpatient’sgdesiregtogdiscussgtheghistorygofgthegillne
ss.gInterviewinggforgthegpurposegofgdesigninggaggenogramgorgconductinggagrevie
wgofgsystemsgrequiresgmoregfocusedgdatagthangcangbegmoregeasilyggatheredgwithg
directgquestioning.


DIF: CognitivegLevel:gUnderstandingg(Comprehension)
OBJ:ggg Nursinggprocess—assessment
MSC:gPhysiologicgIntegrity:gPhysiologicgAdap
tation


3. Periodsgofgsilencegduringgtheginterviewgcangservegimportantgpurposes,gsuchgas:
a. allowinggthegcliniciangtogcatchgupgongdocumentation.
b. promotinggcalm.
c. providinggtimegforgreflection.
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,NR 601 seidel's Guide to Physical Examination 9th Edition Ball T
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d. increasinggtheglengthgofgthegvisit.

ANS:g C
Silencegisgagusefulgtoolgduringginterviewsgforgthegpurposesgofgreflection,gsummo
ninggcourage,gandgdisplayinggcompassion.gThisgisgnotgagtimegtogdocumentgingtheg
chart,gbutgrathergtogfocusgongthegpatient.gPeriodsgofgsilencegmaygcauseganxietygrat
hergthangpromotegcalm.gTheglengthgofgthegvisitgisglessgimportantgthanggettinggcriti
calginformation.




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DIF: CognitivegLevel:gUnderstandingg(Comprehension)
OBJ:ggg Nursinggprocess—assessment
MSC:gPhysiologicgIntegrity:gPhysiologicgAdap
tation


4. Mr.gFranklingisgspeakinggwithgyou,gtheghealthcaregprovider,gaboutghisgrespiratory
problem.gMr.gFranklingsays,g“I’veghadgthisgcoughgforg3gdays,gandgit’sggettinggwor
g


se.”gYougreply,g“Tellgmegmoregaboutgyourgcough.”gMr.gFranklingstates,g“IgwishgIg
couldgtellgyougmore.gThat’sgwhygI’mghere.gYougtellgmegwhat’sgwrong!”gWhichgc
aregivergresponsegwouldgbegmostgappropriategforgenhancinggcommunication?
a. “Afterg3gdays,gyou’regtiredgofgcoughing.gHavegyoughadgagfever?”
b. “I’dglikegtogheargmoregaboutgyourgexperiences.gWheregweregyougborn?”
c. “Igdon’tgknowgwhat’sgwrong.gYougcouldghavegalmostganygdisease.”
d. “I’llgexaminegyougandgfiguregoutglatergwhatgthegproblemgis.”

ANS:g A
“Afterg3gdays,gyou’regtiredgofgcoughing.gHavegyoughadgagfever?”gisgthegonlygrespon
segaimedgatgfocusinggongthegchiefgcompliantgtoggathergmoregdatagandgdoesgnotgdigre
ssgfromgthegissue.


DIF: CognitivegLevel:gAnalyzingg(Analysis)
OBJ:ggg Nursinggprocess—assessment
MSC:gPhysiologicgIntegrity:gPhysiologicgAdap
tation


5. Aftergyougaskgagpatientgaboutghergfamilyghistory,gshegsays,g“Tellgmegaboutgyourg
familygnow.”gWhichgresponsegisggenerallygmostgappropriate?
a. Ignoregthegpatient’sgcommentgandgcontinuegwithgtheginterview.
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