Bates’ Guide To Physical Examination and History Taking 13th
ff ff ff ff ff ff ff ff
Edition Bickley Test Bank (exam test with correct answers)
ff ff ff ff ff ff ff ff ff fff
ff
CHAPTER 1 Foundations for Clinical Proficiency ff ff ff ff
MULTIPLE CHOICE
ff ff
1. After completing an initial assessment of a patient, the nurse has charted that his
ff ff ff ff ff ff ff ff ff ff ff ff ff
respirations are eupneic and his pulse is 58 beats per minute. These types of data would be:
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
a Objective.
.
b Reflective.
.
c Subjective.
.
d Introspective.
.
ANS: A ff
Objective data are what the health professional observes by inspecting, percussing, palpating,
ff ff ff ff ff ff ff ff ff ff ff
and auscultating during the physical examination. Subjective data is what the person says
ff ff ff ff ff ff ff ff ff ff ff ff ff
about him or herself during history taking. The terms reflective and introspective are not used
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
to describe data.
ff ff ff
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 2
ff ff ff ff ff ff ff
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
ff ff ff ff ff ff ff ff ff ff
2. A patient tells the nurse that he is very nervous, is nauseated, and feels hot. These types
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
of data would be:
ff ff ff ff
a Objective.
.
b Reflective.
.
c Subjective.
.
d Introspective.
.
ANS: C ff
Subjective data are what the person says about him or herself during history taking. Objective
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
data are what the health professional observes by inspecting, percussing, palpating, and
ff ff ff ff ff ff ff ff ff ff ff ff
auscultating during the physical examination. The terms reflective and introspective are not
ff ff ff ff ff ff ff ff ff ff ff
used
ff
,to describe data.
ff ff
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 2
ff ff ff ff ff ff ff
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
ff ff ff ff ff ff ff ff ff ff
3. The patients record, laboratory studies, objective data, and subjective data combine to
ff ff ff ff ff ff ff ff ff ff ff
form the:
ff ff
a Data base. ff
.
b Admitting data. ff
.
c Financial statement. ff
.
d Discharge summary. ff
.
ANS: A ff
Together with the patients record and laboratory studies, the objective and subjective data
ff ff ff ff ff ff ff ff ff ff ff ff
form the data base. The other items are not part of the patients record, laboratory studies, or
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
data.
ff
DIF: Cognitive Level: Remembering (Knowledge) REF: p. 2
ff ff ff ff ff ff ff
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
ff ff ff ff ff ff ff ff ff ff
4. When listening to a patients breath sounds, the nurse is unsure of a sound that is heard.
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
The nurses next action should be to:
ff ff ff ff ff ff ff
a Immediately notify the patients physician. ff ff ff ff
.
b Document the sound exactly as it was heard. ff ff ff ff ff ff ff
.
c Validate the data by asking a coworker to listen to the breath sounds.
ff ff ff ff ff ff ff ff ff ff ff ff
.
d Assess again in 20 minutes to note whether the sound is still present.
ff ff ff ff ff ff ff ff ff ff ff ff
.
ANS: C ff
When unsure of a sound heard while listening to a patients breath sounds, the nurse validates
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
the data to ensure accuracy. If the nurse has less experience in an area, then he or she asks an
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
expert to listen.
ff f f ff
DIF: Cognitive Level: Analyzing (Analysis) REF: p. 2
ff ff ff ff ff ff ff
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
ff ff ff ff ff ff ff ff ff ff
,5. The nurse is conducting a class for new graduate nurses. During the teaching session,
ff ff ff ff ff ff ff ff ff ff ff ff ff
the nurse should keep in mind that novice nurses, without a background of skills and
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
experience from which to draw, are more likely to make their decisions using:
ff ff ff ff ff ff ff ff ff ff ff ff f f
a Intuition.
.
b A set of rules.
ff ff ff
.
c Articles in journals. ff ff
.
d Advice from supervisors. ff ff
.
ANS: B ff
Novice nurses operate from a set of defined, structured rules. The expert practitioner uses
ff ff ff ff ff ff ff ff ff ff ff ff ff
intuitive links.
ff ff
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 3
ff ff ff ff ff ff ff
MSC: Client Needs: General
ff ff ff ff
6. Expert nurses learn to attend to a pattern of assessment data and act without
ff ff ff ff ff ff ff ff ff ff ff ff ff
consciously labeling it. These responses are referred to as:
ff ff ff ff ff ff ff ff ff
a Intuition.
.
b The nursing process. ff ff
.
c Clinical knowledge. ff
.
d Diagnostic reasoning. ff
.
ANS: A ff
Intuition is characterized by pattern recognitionexpert nurses learn to attend to a pattern of
ff ff ff ff ff ff ff ff ff ff ff ff ff
assessment data and act without consciously labeling it. The other options are not correct.
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 4
ff ff ff ff ff ff ff
MSC: Client Needs: General
ff ff ff ff
7. The nurse is reviewing information about evidence-based practice (EBP). Which
ff ff ff ff ff ff ff ff ff
statement best reflects EBP?
ff ff ff ff
, a EBP relies on tradition for support of best practices.
ff ff ff ff ff ff ff ff
.
b EBP is simply the use of best practice techniques for the treatment of patients.
ff ff ff ff ff ff ff ff ff ff ff ff ff
.
c EBP emphasizes the use of best evidence with the clinicians experience.
ff ff ff ff ff ff ff ff ff f f
.
d The patients own preferences are not important with EBP.
ff ff ff ff ff ff ff ff
.
ANS: C ff
EBP is a systematic approach to practice that emphasizes the use of best evidence in
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
combination with the clinicians experience, as well as patient preferences and values, when
ff ff ff ff ff ff ff ff ff ff ff ff ff
making decisions about care and treatment. EBP is more than simply using the best practice
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
techniques to treat patients, and questioning tradition is important when no compelling and
ff ff ff ff ff ff ff ff ff ff ff ff ff
supportive research evidence exists.
ff ff ff ff
DIF: Cognitive Level: Applying (Application) REF: p. 5
ff ff ff ff ff ff ff
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
ff ff ff ff ff ff ff ff ff ff
8. The nurse is conducting a class on priority setting for a group of new graduate nurses.
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
Which is an example of a first-level priority problem?
ff ff ff ff ff ff ff ff ff
a Patient with postoperative pain ff ff ff
.
b Newly diagnosed patient with diabetes who needs diabetic teaching
ff ff ff ff ff ff ff ff
.
c Individual with a small laceration on the sole of the foot
ff ff ff ff ff ff ff ff ff ff
.
d Individual with shortness of breath and respiratory distress
ff ff ff ff ff ff ff
.
ANS: D ff
First-level priority problems are those that are emergent, life threatening, and immediate (e.g.,
ff ff ff ff ff ff ff ff ff ff ff ff
establishing an airway, supporting breathing, maintaining circulation, monitoring abnormal vital
ff ff ff ff ff ff ff ff ff ff
signs) (see Table 1-1).
ff ff ff ff
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 4
ff ff ff ff ff ff ff
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
ff ff ff ff ff ff ff ff ff ff
9. When considering priority setting of problems, the nurse keeps in mind that second-
ff ff ff ff ff ff ff ff ff ff ff ff
level priority problems include which of these aspects?
ff ff ff ff ff ff ff
ff ff ff ff ff ff ff ff
Edition Bickley Test Bank (exam test with correct answers)
ff ff ff ff ff ff ff ff ff fff
ff
CHAPTER 1 Foundations for Clinical Proficiency ff ff ff ff
MULTIPLE CHOICE
ff ff
1. After completing an initial assessment of a patient, the nurse has charted that his
ff ff ff ff ff ff ff ff ff ff ff ff ff
respirations are eupneic and his pulse is 58 beats per minute. These types of data would be:
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
a Objective.
.
b Reflective.
.
c Subjective.
.
d Introspective.
.
ANS: A ff
Objective data are what the health professional observes by inspecting, percussing, palpating,
ff ff ff ff ff ff ff ff ff ff ff
and auscultating during the physical examination. Subjective data is what the person says
ff ff ff ff ff ff ff ff ff ff ff ff ff
about him or herself during history taking. The terms reflective and introspective are not used
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
to describe data.
ff ff ff
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 2
ff ff ff ff ff ff ff
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
ff ff ff ff ff ff ff ff ff ff
2. A patient tells the nurse that he is very nervous, is nauseated, and feels hot. These types
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
of data would be:
ff ff ff ff
a Objective.
.
b Reflective.
.
c Subjective.
.
d Introspective.
.
ANS: C ff
Subjective data are what the person says about him or herself during history taking. Objective
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
data are what the health professional observes by inspecting, percussing, palpating, and
ff ff ff ff ff ff ff ff ff ff ff ff
auscultating during the physical examination. The terms reflective and introspective are not
ff ff ff ff ff ff ff ff ff ff ff
used
ff
,to describe data.
ff ff
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 2
ff ff ff ff ff ff ff
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
ff ff ff ff ff ff ff ff ff ff
3. The patients record, laboratory studies, objective data, and subjective data combine to
ff ff ff ff ff ff ff ff ff ff ff
form the:
ff ff
a Data base. ff
.
b Admitting data. ff
.
c Financial statement. ff
.
d Discharge summary. ff
.
ANS: A ff
Together with the patients record and laboratory studies, the objective and subjective data
ff ff ff ff ff ff ff ff ff ff ff ff
form the data base. The other items are not part of the patients record, laboratory studies, or
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
data.
ff
DIF: Cognitive Level: Remembering (Knowledge) REF: p. 2
ff ff ff ff ff ff ff
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
ff ff ff ff ff ff ff ff ff ff
4. When listening to a patients breath sounds, the nurse is unsure of a sound that is heard.
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
The nurses next action should be to:
ff ff ff ff ff ff ff
a Immediately notify the patients physician. ff ff ff ff
.
b Document the sound exactly as it was heard. ff ff ff ff ff ff ff
.
c Validate the data by asking a coworker to listen to the breath sounds.
ff ff ff ff ff ff ff ff ff ff ff ff
.
d Assess again in 20 minutes to note whether the sound is still present.
ff ff ff ff ff ff ff ff ff ff ff ff
.
ANS: C ff
When unsure of a sound heard while listening to a patients breath sounds, the nurse validates
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
the data to ensure accuracy. If the nurse has less experience in an area, then he or she asks an
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
expert to listen.
ff f f ff
DIF: Cognitive Level: Analyzing (Analysis) REF: p. 2
ff ff ff ff ff ff ff
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
ff ff ff ff ff ff ff ff ff ff
,5. The nurse is conducting a class for new graduate nurses. During the teaching session,
ff ff ff ff ff ff ff ff ff ff ff ff ff
the nurse should keep in mind that novice nurses, without a background of skills and
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
experience from which to draw, are more likely to make their decisions using:
ff ff ff ff ff ff ff ff ff ff ff ff f f
a Intuition.
.
b A set of rules.
ff ff ff
.
c Articles in journals. ff ff
.
d Advice from supervisors. ff ff
.
ANS: B ff
Novice nurses operate from a set of defined, structured rules. The expert practitioner uses
ff ff ff ff ff ff ff ff ff ff ff ff ff
intuitive links.
ff ff
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 3
ff ff ff ff ff ff ff
MSC: Client Needs: General
ff ff ff ff
6. Expert nurses learn to attend to a pattern of assessment data and act without
ff ff ff ff ff ff ff ff ff ff ff ff ff
consciously labeling it. These responses are referred to as:
ff ff ff ff ff ff ff ff ff
a Intuition.
.
b The nursing process. ff ff
.
c Clinical knowledge. ff
.
d Diagnostic reasoning. ff
.
ANS: A ff
Intuition is characterized by pattern recognitionexpert nurses learn to attend to a pattern of
ff ff ff ff ff ff ff ff ff ff ff ff ff
assessment data and act without consciously labeling it. The other options are not correct.
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 4
ff ff ff ff ff ff ff
MSC: Client Needs: General
ff ff ff ff
7. The nurse is reviewing information about evidence-based practice (EBP). Which
ff ff ff ff ff ff ff ff ff
statement best reflects EBP?
ff ff ff ff
, a EBP relies on tradition for support of best practices.
ff ff ff ff ff ff ff ff
.
b EBP is simply the use of best practice techniques for the treatment of patients.
ff ff ff ff ff ff ff ff ff ff ff ff ff
.
c EBP emphasizes the use of best evidence with the clinicians experience.
ff ff ff ff ff ff ff ff ff f f
.
d The patients own preferences are not important with EBP.
ff ff ff ff ff ff ff ff
.
ANS: C ff
EBP is a systematic approach to practice that emphasizes the use of best evidence in
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
combination with the clinicians experience, as well as patient preferences and values, when
ff ff ff ff ff ff ff ff ff ff ff ff ff
making decisions about care and treatment. EBP is more than simply using the best practice
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
techniques to treat patients, and questioning tradition is important when no compelling and
ff ff ff ff ff ff ff ff ff ff ff ff ff
supportive research evidence exists.
ff ff ff ff
DIF: Cognitive Level: Applying (Application) REF: p. 5
ff ff ff ff ff ff ff
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
ff ff ff ff ff ff ff ff ff ff
8. The nurse is conducting a class on priority setting for a group of new graduate nurses.
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
Which is an example of a first-level priority problem?
ff ff ff ff ff ff ff ff ff
a Patient with postoperative pain ff ff ff
.
b Newly diagnosed patient with diabetes who needs diabetic teaching
ff ff ff ff ff ff ff ff
.
c Individual with a small laceration on the sole of the foot
ff ff ff ff ff ff ff ff ff ff
.
d Individual with shortness of breath and respiratory distress
ff ff ff ff ff ff ff
.
ANS: D ff
First-level priority problems are those that are emergent, life threatening, and immediate (e.g.,
ff ff ff ff ff ff ff ff ff ff ff ff
establishing an airway, supporting breathing, maintaining circulation, monitoring abnormal vital
ff ff ff ff ff ff ff ff ff ff
signs) (see Table 1-1).
ff ff ff ff
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 4
ff ff ff ff ff ff ff
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
ff ff ff ff ff ff ff ff ff ff
9. When considering priority setting of problems, the nurse keeps in mind that second-
ff ff ff ff ff ff ff ff ff ff ff ff
level priority problems include which of these aspects?
ff ff ff ff ff ff ff
