,Physical Examination and Health Assessment 9th Edition Jarvis
1. Evidence-Based Assessment
2. Cultural Assessment
3. The Interview
4. The Complete Health History
5. Mental Status Assessment
6. Substance Use Assessment
7. Family Violence and Human Trafficking
8. Assessment Techniques and Safety in the Clinical Setting
9. General Survey and Measurement
10. Vital Signs
11. Pain Assessment
12. Nutrition Assessment
13. Skin, Hair, and Nails
14. Head, Face, Neck, and Regional Lymphatics
15. Eyes
16. Ears
17. Nose, Mouth, and Throat
18. Breasts, Axillae, and Regional Lymphatics
19. Thorax and Lungs
20. Heart and Neck Vessels
21. Peripheral Vascular System and Lymphatic System
22. Abdomen
23. Musculoskeletal System
24. Neurologic System
25. Male Genitourinary System
26. Anus, Rectum, and Prostate
27. Female Genitourinary System
28. The Complete Health Assessment: Adult
29. The Complete Physical Assessment: Infant, Young Child, and Adolescent
30. Bedside Assessment and Electronic Documentation
31. Pregnancy
32. Functional Assessment of the Older Adult
,Chapter 01: Evidence-Based Assessment
Jarvis: Physical Examination & Health Assessment, 9th Edition
MULTIPLE CHOICE
1. After completing an initial assessment of a patient, the nurse has charted that his respirations
are eupneic and his pulse is 58 beats per minute. These types of data would be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: A
Objective data are what the health professional observes by inspecting, percussing, palpating,
and auscultating during the physical examination. Subjective data is what the person says
about him or herself during history taking. The terms reflective and introspective are not used
to describe data.
2. A patient tells the nurse that he is very nervous, is nauseated, and “feels hot.” These types of
data would be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: C
Subjective data are what the person says about him or herself during history taking. Objective
data are what the health professional observes by inspecting, percussing, palpating, and
auscultating during the physical examination. The terms reflective and introspective are not
used to describe data.
3. The patient’s record, laboratory studies, objective data, and subjective data combine to form
the:
a. Data base.
b. Admitting data.
c. Financial statement.
d. Discharge summary.
ANS: A
Together with the patient’s record and laboratory studies, the objective and subjective data
form the data base. The other items are not part of the patient’s record, laboratory studies, or
data.
4. When listening to a patient’s breath sounds, the nurse is unsure of a sound that is heard. The
nurse’s next action should be to:
a. Immediately notify the patient’s physician.
b. Document the sound exactly as it was heard.
, c. Validate the data by asking a coworker to listen to the breath sounds.
d. Assess again in 20 minutes to note whether the sound is still present.
ANS: C
When unsure of a sound heard while listening to a patient’s breath sounds, the nurse validates
the data to ensure accuracy. If the nurse has less experience in an area, then he or she asks an
expert to listen.
5. The nurse is conducting a class for new graduate nurses. During the teaching session, the
nurse should keep in mind that novice nurses, without a background of skills and experience
from which to draw, are more likely to make their decisions using:
a. Intuition.
b. A set of rules.
c. Articles in journals.
d. Advice from supervisors.
ANS: B
Novice nurses operate from a set of defined, structured rules. The expert practitioner uses
intuitive links.
6. Expert nurses learn to attend to a pattern of assessment data and act without consciously
labeling it. These responses are referred to as:
a. Intuition.
b... The nursing process.
c. Clinical knowledge.
d. Diagnostic reasoning.
ANS: A
Intuition is characterized by pattern recognition—expert nurses learn to attend to a pattern of
assessment data and act without consciously labeling it. The other options are not correct.
7. The nurse is reviewing information about evidence-based practice (EBP). Which statement
best reflects EBP?
a. EBP relies on tradition for support of best practices.
b. EBP is simply the use of best practice techniques for the treatment of patients.
c. EBP emphasizes the use of best evidence with the clinician’s experience.
d... The patient’s own preferences are not important with EBP.
ANS: C
EBP is a systematic approach to practice that emphasizes the use of best evidence in
combination with the clinician’s experience, as well as patient preferences and values, when
making decisions about care and treatment. EBP is more than simply using the best practice
techniques to treat patients, and questioning tradition is important when no compelling and
supportive research evidence exists.
8. The nurse is conducting a class on priority setting for a group of new graduate nurses. Which
is an example of a first-level priority problem?
a. Patient with postoperative pain
1. Evidence-Based Assessment
2. Cultural Assessment
3. The Interview
4. The Complete Health History
5. Mental Status Assessment
6. Substance Use Assessment
7. Family Violence and Human Trafficking
8. Assessment Techniques and Safety in the Clinical Setting
9. General Survey and Measurement
10. Vital Signs
11. Pain Assessment
12. Nutrition Assessment
13. Skin, Hair, and Nails
14. Head, Face, Neck, and Regional Lymphatics
15. Eyes
16. Ears
17. Nose, Mouth, and Throat
18. Breasts, Axillae, and Regional Lymphatics
19. Thorax and Lungs
20. Heart and Neck Vessels
21. Peripheral Vascular System and Lymphatic System
22. Abdomen
23. Musculoskeletal System
24. Neurologic System
25. Male Genitourinary System
26. Anus, Rectum, and Prostate
27. Female Genitourinary System
28. The Complete Health Assessment: Adult
29. The Complete Physical Assessment: Infant, Young Child, and Adolescent
30. Bedside Assessment and Electronic Documentation
31. Pregnancy
32. Functional Assessment of the Older Adult
,Chapter 01: Evidence-Based Assessment
Jarvis: Physical Examination & Health Assessment, 9th Edition
MULTIPLE CHOICE
1. After completing an initial assessment of a patient, the nurse has charted that his respirations
are eupneic and his pulse is 58 beats per minute. These types of data would be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: A
Objective data are what the health professional observes by inspecting, percussing, palpating,
and auscultating during the physical examination. Subjective data is what the person says
about him or herself during history taking. The terms reflective and introspective are not used
to describe data.
2. A patient tells the nurse that he is very nervous, is nauseated, and “feels hot.” These types of
data would be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: C
Subjective data are what the person says about him or herself during history taking. Objective
data are what the health professional observes by inspecting, percussing, palpating, and
auscultating during the physical examination. The terms reflective and introspective are not
used to describe data.
3. The patient’s record, laboratory studies, objective data, and subjective data combine to form
the:
a. Data base.
b. Admitting data.
c. Financial statement.
d. Discharge summary.
ANS: A
Together with the patient’s record and laboratory studies, the objective and subjective data
form the data base. The other items are not part of the patient’s record, laboratory studies, or
data.
4. When listening to a patient’s breath sounds, the nurse is unsure of a sound that is heard. The
nurse’s next action should be to:
a. Immediately notify the patient’s physician.
b. Document the sound exactly as it was heard.
, c. Validate the data by asking a coworker to listen to the breath sounds.
d. Assess again in 20 minutes to note whether the sound is still present.
ANS: C
When unsure of a sound heard while listening to a patient’s breath sounds, the nurse validates
the data to ensure accuracy. If the nurse has less experience in an area, then he or she asks an
expert to listen.
5. The nurse is conducting a class for new graduate nurses. During the teaching session, the
nurse should keep in mind that novice nurses, without a background of skills and experience
from which to draw, are more likely to make their decisions using:
a. Intuition.
b. A set of rules.
c. Articles in journals.
d. Advice from supervisors.
ANS: B
Novice nurses operate from a set of defined, structured rules. The expert practitioner uses
intuitive links.
6. Expert nurses learn to attend to a pattern of assessment data and act without consciously
labeling it. These responses are referred to as:
a. Intuition.
b... The nursing process.
c. Clinical knowledge.
d. Diagnostic reasoning.
ANS: A
Intuition is characterized by pattern recognition—expert nurses learn to attend to a pattern of
assessment data and act without consciously labeling it. The other options are not correct.
7. The nurse is reviewing information about evidence-based practice (EBP). Which statement
best reflects EBP?
a. EBP relies on tradition for support of best practices.
b. EBP is simply the use of best practice techniques for the treatment of patients.
c. EBP emphasizes the use of best evidence with the clinician’s experience.
d... The patient’s own preferences are not important with EBP.
ANS: C
EBP is a systematic approach to practice that emphasizes the use of best evidence in
combination with the clinician’s experience, as well as patient preferences and values, when
making decisions about care and treatment. EBP is more than simply using the best practice
techniques to treat patients, and questioning tradition is important when no compelling and
supportive research evidence exists.
8. The nurse is conducting a class on priority setting for a group of new graduate nurses. Which
is an example of a first-level priority problem?
a. Patient with postoperative pain
