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Test Bank Health Promotion and Disease Prevention (MODULE 2) Exam (Mobility Exams) A+ Graded 100% Verified Latest Update 2025.

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Test Bank Health Promotion and Disease Prevention (MODULE 2) Exam (Mobility Exams) A+ Graded 100% Verified Latest Update 2025.

Institution
Health Promotion And Disease Prevention
Course
Health Promotion and Disease Prevention

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Test Bank Health Promotion and Disease Prevention
(MODULE 2) Exam (Mobility Exams) A+ Graded
100% Verified Latest Update 2025.

Terms in this set (100) VERIFIED ANSWERS

1. A nurse is preparing to auscultate a  The peripheral lung fields

client's breath sounds. To assess

vesicular breath sounds, the nurse places Rationale: Vesicular breath sounds are

the stethoscope over: heard over the peripheral lung fields,

where air flows through the smaller

bronchioles and alveoli.

Bronchovesicular breath sounds are

heard over the major bronchi.

Bronchial (tracheal) breath sounds are

heard over the trachea and larynx.

Breath sounds are not heard over the

xiphoid process.

2. A nurse palpates a client's radial pulse,  2+

noting the rate, rhythm, and force, and

concludes that the client's pulse is Rationale: When assessing a pulse,

, normal. Which of the following notations the nurse should note the rhythm,

would the nurse make in the client's amplitude, and symmetry of pulses

record to document the force of the and should compare peripheral pulses

client's pulse? on the two sides for rate, rhythm, and

quality. A 4-point scale may be used

to assess the force (amplitude) of the

pulse: 4+, bounding pulse; 3+,

increased pulse; 2+, normal pulse; 1+,

weak pulse. In this case the nurse

would grade the client's pulse as 2+.

3. Performing an abdominal assessment, a  Palpation and percussion can increase

nurse auscultates before palpating and peristalsis

percussing the abdomen. The nurse

performs the assessment in this manner Rationale: When performing an

because: abdominal assessment, the nurse

auscultates the abdomen after

inspection. Auscultation is done

before palpation and percussion

because these assessment techniques

can increase peristalsis, which would

yield a false interpretation of bowel

sounds. The other options identify

incorrect reasons for auscultating the

, abdomen before palpating and

percussing it.

4. A nurse is preparing to check the breath  Rationale: Bronchial (tracheal) breath

sounds of a client. Over which anatomic sounds are located over the trachea

area does the nurse place the stethoscope and larynx. Bronchovesicular breath

when auscultating for bronchial breath sounds are located over major

sounds? bronchi. Vesicular breath sounds are

located over the peripheral lung fields.

The upper sternal area is where main

bronchi are located. Breath sounds are

normally not heard over the cricoid

cartilage.

5. A client who was given a diagnosis of  Follow-up

hypertension 3 months ago is at the

clinic for a checkup. Which type of Rationale: A follow-up database is

database does the nurse use in compiled to evaluate the status of an

performing an assessment? identified problem at regular and

appropriate intervals. An emergency

database calls for rapid collection of

the data, often at the same time

lifesaving measures are being

performed. A complete database

includes a complete health history and

, a full physical examination. It

describes the client's current and past

state of health and forms a baseline

against which all future changes can

be measured. An episodic database

(problem-centered) is compiled for a

limited or short-term problem. It is

focused mainly on one problem or

body system.

6. A nurse preparing to examine a client's  Peripheral vision

eyes plans to perform a confrontation

test. The nurse tells the client that this Rationale: The confrontation test is a

test measures: gross measure of peripheral vision. It

compares the client's peripheral vision

with the nurse's, assuming that the

nurse's vision is normal. The nurse

positions himself or herself at eye

level with the client, about 2 feet

away, then directs the client to cover

one eye with an opaque card and look

straight at the nurse with the other

eye. The nurse covers the eye opposite

the client's covered one. The nurse

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Institution
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Course
Health Promotion and Disease Prevention

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