Geschreven door studenten die geslaagd zijn Direct beschikbaar na je betaling Online lezen of als PDF Verkeerd document? Gratis ruilen 4,6 TrustPilot
logo-home
Tentamen (uitwerkingen)

NUR 210 Final Exam | Nursing Fundamentals, Health Assessment, Physical Examination, Vital Signs, Documentation | Questions and Answers with Verified Rationales | Get HighScore | Instant Download

Beoordeling
-
Verkocht
-
Pagina's
53
Cijfer
A+
Geüpload op
21-04-2026
Geschreven in
2025/2026

GET HIGHSCORE on the NUR 210 Final Exam with this comprehensive test bank covering Nursing Fundamentals, Health Assessment, Physical Examination, Vital Signs, and Documentation—featuring multiple-choice and select-all-that-apply (SATA) questions with verified answers and detailed rationales. Designed for nursing students in ADN, BSN, and pre-licensure programs, this resource consolidates the critical nursing fundamentals concepts required to ace the final examination. MASTER NURSING FUNDAMENTALS & THE NURSING PROCESS Nursing Process (ADPIE) : The five steps are Assessment (collecting subjective/objective data), Diagnosis (identifying nursing problems), Planning (developing goals and outcomes), Implementation (performing nursing interventions), and Evaluation (determining if goals were met). This is a cyclical, dynamic process used to guide nursing practice . Subjective vs Objective Data: Subjective data (symptoms) are what the patient tells you (e.g., "I feel nauseous"). Objective data (signs) are measurable/observable (e.g., blood pressure 140/90, wound appearance, patient crying). Both are essential components of comprehensive nursing assessment . Critical Thinking in Nursing: The ability to think systematically and logically to recognize problems, analyze data, identify solutions, and evaluate outcomes. Requires open-mindedness, continual inquiry, and evidence-based practice integration . SBAR Communication: Acronym for Situation, Background, Assessment, Recommendation—a standardized communication tool used during handoff reports to ensure clear, concise, and complete information transfer . Priority Setting Frameworks: Use Maslow's Hierarchy of Needs (physiologic needs first: airway, breathing, circulation, then safety, love/belonging, esteem, self-actualization) and ABCs (Airway, Breathing, Circulation) to determine the order of client assessment and intervention . Client-Centered Care: Holistic approach that respects patient preferences, needs, and values; ensures patient values guide all clinical decisions . Evidence-Based Practice (EBP) : Integration of best research evidence with clinical expertise and patient values to guide nursing care decisions . MASTER HEALTH ASSESSMENT & PHYSICAL EXAMINATION Inspection: The first and most frequently used assessment technique; involves visual examination of the body using sight, smell, and hearing. Requires good lighting and exposure . Palpation: Use of touch to assess texture, temperature, moisture, organ location, swelling, vibration, pulsation, rigidity, and tenderness. Dorsal surface of hand best for temperature; palmar surface for vibration; fingertips for fine discrimination . Percussion: Tapping body parts to produce sound waves; used to assess location, size, and density of underlying structures. Produces five tones: tympany (stomach), hyperresonance (lungs), resonance (normal lungs), dullness (liver), flatness (muscle/bone) . Auscultation: Listening to body sounds produced by heart, lungs, and abdominal organs using a stethoscope. Requires quiet environment and focused attention . Comprehensive vs Focused Assessment: Comprehensive assessment includes complete health history and full physical examination; focused assessment targets a specific problem or body system . Head-to-Toe Assessment Sequence: Systematic examination from head to extremities: mental status, head/neck, eyes, ears, nose, mouth/throat, thorax/lungs, heart/vascular, abdomen, musculoskeletal, neurological, skin, genitalia/rectum . General Survey: First component of physical examination; observes overall appearance, behavior, mobility, speech, nutritional status, and vital signs . Glasgow Coma Scale (GCS) : Neurological assessment tool scoring eye opening (4-1), verbal response (5-1), and motor response (6-1). Total score indicates level of consciousness: 15 fully alert, 8 or less comatose . MASTER VITAL SIGNS ASSESSMENT Normal Vital Sign Ranges: Temperature (oral) 96.4-99.5°F (35.8-37.5°C), Pulse (adult) 60-100 bpm, Respirations (adult) 12-20/min, Blood Pressure 120/80 mmHg, SpO2 ≥95% on room air . Factors Affecting Vital Signs: Age, exercise, stress, pain, medications, disease processes, environment, circadian rhythm, smoking, nutrition/hydration status . Pulse Assessment Sites: Radial (most common), apical (for infants, cardiac patients, irregular rhythms), brachial (blood pressure, infants), carotid (emergency, not both sides simultaneously), femoral, popliteal, posterior tibial, dorsalis pedis . Apical Pulse Auscultation: Located at 5th intercostal space, left midclavicular line (PMI point of maximal impulse). Listen for one full minute, noting rate, rhythm, and heart sounds S1 and S2 . Pulse Characteristics: Rate (bpm), rhythm (regular vs irregular), strength/amplitude (0 absent to 3+ bounding), elasticity (normal vs stiff/calcified artery) . Respiration Assessment: Observe rate, depth (shallow, normal, deep), rhythm (regular vs irregular), effort (unlabored vs labored with accessory muscle use, nasal flaring, retractions), and breath sounds . Blood Pressure Measurement: Use appropriately sized cuff (bladder width 40% arm circumference, length 80% arm circumference). Position patient with back supported, feet flat, legs uncrossed, arm at heart level. Palpate systolic first to avoid auscultatory gap. Korotkoff sounds: Phase I (first clear tapping) = systolic, Phase V (disappearance) = diastolic in adults . Hypertension Classification: Normal 120/80, Elevated 120-129/80, Stage 1 HTN 130-139/80-89, Stage 2 HTN ≥140/≥90, Hypertensive crisis ≥180/≥120 . Hypotension: Systolic BP 90 mmHg or 20-30 mmHg drop from baseline; causes include dehydration, blood loss, shock, medications, positioning changes . Orthostatic Hypotension: BP drop 20 mmHg systolic or 10 mmHg diastolic upon position change (lying to sitting to standing); associated with dizziness, lightheadedness, syncope risk . Temperature Routes: Oral (sublingual pocket, wait 15 min after hot/cold liquids/smoking), Rectal (most accurate, 0.7-1°F higher than oral), Axillary (least accurate, 0.7-1°F lower), Tympanic (infrared, pull ear up/back adult), Temporal artery (scan across forehead), Skin (forehead or axillary for continuous monitoring) . Fever Patterns: Intermittent (returns to normal at least once daily), Remittent (fluctuates but never normal), Constant (sustained fever, minimal fluctuation 2°F), Relapsing (fever episodes separated by days/weeks of normal temperature) . Pulse Oximetry (SpO2) : Measures oxygen saturation of hemoglobin; normal 95% on room air. Factors affecting accuracy: nail polish (remove or turn sideways), poor perfusion (warm extremity, use ear probe), movement, dark skin (still accurate but may overestimate severe hypoxia), CO poisoning (falsely elevated) . MASTER DOCUMENTATION & COMMUNICATION Purpose of Documentation: Provides legal record of care, ensures continuity of care, supports quality improvement, facilitates reimbursement, serves as research data . Documentation Principles: Be objective (use measurable, observable terms), accurate (factual, not interpretive), complete (all relevant information), timely (document immediately after care), concise (avoid unnecessary words), legible, and confidential . SOAP Notes: Subjective (patient-reported information), Objective (measurable data), Assessment (analysis and interpretation), Plan (interventions and follow-up) . PIE Documentation: Problem, Intervention, Evaluation—problem-focused documentation system . DARE Documentation: Data, Action, Response, Evaluation—similar to nursing process framework . Focus Charting: Uses data, action, response (DAR) format organized by patient problem or focus . Electronic Health Records (EHR) : Digital version of patient chart; improves accessibility, legibility, and data sharing; requires password protection and audit trails for security . Incident Reports: Used to document unexpected events (falls, medication errors, injuries). Never mention "incident report" in patient chart. Complete factually, objectively, and promptly . ISBARRQ Handoff Tool: Identify, Situation, Background, Assessment, Recommendation, Read back, Questions—standardized communication for patient transfers . Handoff Communication: Transfer of patient information between healthcare providers during shift changes, transfers, or discharges. Must be timely, accurate, and complete to prevent errors . MASTER ADDITIONAL HIGH-YIELD TOPICS HIPAA Privacy Rule: Protects patient health information (PHI); requires minimum necessary access; permits disclosures for treatment, payment, and operations (TPO) without authorization . Informed Consent: Patient's voluntary agreement to undergo procedure after receiving information about risks, benefits, alternatives, and consequences of refusal. Nurse's role: witness signature, verify understanding, notify provider of questions . DNR (Do Not Resuscitate) : Physician order indicating patient does not want CPR or advanced cardiac life support. Does NOT mean do not treat—continue all other appropriate care . Advance Directives: Legal documents including Living Will (end-of-life treatment wishes) and Durable Power of Attorney for Healthcare (appoints healthcare decision-maker). Patient Self-Determination Act requires facilities to inform patients of these rights . QSEN Competencies: Quality and Safety Education for Nurses—six core competencies: Patient-Centered Care, Teamwork/Collaboration, Evidence-Based Practice, Quality Improvement, Safety, Informatics . Delegation Principles: RN delegates tasks to LPN or UAP using five rights: Right Task (within delegatee scope), Right Circumstance (patient stable), Right Person (competent), Right Direction/Communication (clear instructions), Right Supervision/Evaluation (monitor performance) . Scope of Practice: Defined by Nurse Practice Act in each state; outlines legal boundaries of nursing practice for RNs, LPNs, and UAPs . Tort Law in Nursing: Civil wrongs including negligence (failure to act as reasonably prudent person) and malpractice (professional negligence with four elements: duty, breach, causation, damages). Intentional torts include assault, battery, false imprisonment, defamation . Maslow's Hierarchy of Needs in Nursing: Use to prioritize care: Level 1 (Physiologic: ABCs, nutrition, elimination, sleep), Level 2 (Safety: fall prevention, infection control), Level 3 (Love/Belonging: relationships, support systems), Level 4 (Esteem: respect, dignity), Level 5 (Self-Actualization: reaching full potential) . Therapeutic Communication Techniques: Active listening, restating, reflecting, clarifying, focusing, silence, summarizing, validation, offering self, giving information, presenting reality. Avoid nontherapeutic techniques: advising, belittling, challenging, defending, disapproving, judging, reassuring, stereotyping, probing, changing the subject . Each question includes detailed rationales explaining the "why" behind every correct answer, reinforcing clinical judgment for nursing fundamentals success and NCLEX readiness. DOCUMENT ACCESS: This resource is available as an instant digital download (PDF) immediately upon purchase. Fully text-searchable, printable, and accessible anytime through your user account. Trusted by thousands of nursing students for NUR 210 Final Exam success and nursing program advancement. 4. VERTICAL KEYWORDS / TAGS NUR 210 Final Exam Nursing Fundamentals Health Assessment Physical Examination Vital Signs Documentation Nursing Multiple Choice and Select-All-That-Apply Questions with Verified Rationales Nursing Process ADPIE Assessment Diagnosis Planning Implementation Evaluation Subjective Data vs Objective Data Nursing Critical Thinking in Nursing Practice SBAR Communication Situation Background Assessment Recommendation Maslow's Hierarchy of Needs Nursing ABCs Airway Breathing Circulation Client-Centered Care Evidence-Based Practice Nursing Inspection Palpation Percussion Auscultation Assessment Techniques Head-to-Toe Assessment Sequence Nursing Glasgow Coma Scale GCS Eye Opening Verbal Motor Scoring Normal Vital Signs Temperature Pulse Respiration Blood Pressure SpO2 Apical Pulse Auscultation PMI 5th Intercostal Space Midclavicular Line Blood Pressure Measurement Korotkoff Sounds Cuff Size Selection Hypertension Classification Hypotension Orthostatic Hypotension Fever Patterns Intermittent Remittent Constant Relapsing Pulse Oximetry SpO2 Factors Affecting Accuracy SOAP Notes Subjective Objective Assessment Plan PIE DARE Focus Charting Documentation Methods Electronic Health Records EHR Incident Reports ISBARRQ Handoff Communication HIPAA Privacy Rule Protected Health Information PHI Informed Consent Nurse Role Witness Signature Advance Directives Living Will Durable Power of Attorney Healthcare QSEN Competencies Patient-Centered Care Safety Informatics Delegation Five Rights RN LPN UAP Scope of Practice Nurse Practice Act State Regulation Negligence vs Malpractice Intentional Torts Nursing Therapeutic Communication Techniques Active Listening Restating Reflecting Nontherapeutic Communication Techniques Avoiding Judging Reassuring Get HighScore NUR 210 Final Exam Downloadable PDF Nursing Fundamentals Review

Meer zien Lees minder
Instelling
Vak

Voorbeeld van de inhoud

1|Page


NUR 210 Final Exam | Nursing Fundamentals,
Health Assessment, Physical Examination, Vital
Signs, Documentation | Multiple Choice &
Select-All-That-Apply Q&A with Rationales

Exam Structure:

Subject: Nursing Fundamentals / Health Assessment / Physical Examination

Source: NUR 210 – Final Exam – 2026

Format: Multiple-choice and select-all-that-apply questions with Correct Answers and

rationales




1. What is the normal response to the accommodation test?
A. Convergence of the axis of the eyes and constriction of the pupils
B. A direct light reflex and consensual light reflex
C. Conjugate movement of the eyes in all 6 cardinal positions of gaze
D. Symmetrical dilation of bilateral pupils
Correct Answer: A. Convergence of the axis of the eyes and constriction
of the pupils
Rationale:
1. The accommodation test assesses the eyes' ability to focus on a near object.
2. Normal response includes convergence (eyes moving inward) and pupillary
constriction.
3. The direct and consensual light reflexes test cranial nerve II and III
function, not accommodation.

2. How will the nurse assess the peripheral vision of an adult patient
who was admitted to the hospital with a possible stroke?
A. Perform the Snellen alphabet test
B. Perform the diagnostic positions test
C. Perform the corneal light reflex test
D. Perform the confrontation test

, 2|Page


Correct Answer: D. Perform the confrontation test
Rationale:
1. The confrontation test compares the patient's peripheral vision to the
examiner's.
2. It is a quick screening test for visual field deficits, which may occur with
stroke.
3. The Snellen test assesses visual acuity; the diagnostic positions test assesses
extraocular movements.

3. Which cranial nerves are being tested when the nurse has a patient
perform the diagnostic positions test?
A. Cranial nerves III, IV and VI
B. Cranial nerves II, III and IV
C. Cranial nerves IV, V and VI
D. Cranial nerves III, IV and V
Correct Answer: A. Cranial nerves III, IV and VI
Rationale:
1. Cranial nerve III (oculomotor) controls most extraocular movements and
pupil constriction.
2. Cranial nerve IV (trochlear) controls the superior oblique muscle
(downward and inward gaze).
3. Cranial nerve VI (abducens) controls lateral rectus muscle (abduction of
the eye).

4. What is the best nursing response when asymmetric corneal light
reflex is observed in a 3-year-old child?
A. Look for other signs of Bell's palsy
B. Refer the patient to the appropriate specialist due to strabismus
C. No action is needed, because this is a normal finding in children under
the age of 6
D. Notify the physician of cranial nerve II dysfunction
Correct Answer: B. Refer the patient to the appropriate specialist due
to strabismus
Rationale:
1. Asymmetric corneal light reflex indicates misalignment of the eyes
(strabismus).

, 3|Page


2. Early referral is important to prevent amblyopia (lazy eye).
3. This finding is not normal at age 3 and requires evaluation.

5. What is the nursing priority for an African-American patient with
small brown macules on the sclera?
A. Refer the patient to an ophthalmologist for further testing.
B. Notify the patient that he may have liver disease and should have it
checked.
C. Proceed with the examination as planned because this is a normal
finding.
D. Instruct the patient to wear sunglasses when outdoors to prevent further
macule formation.
Correct Answer: C. Proceed with the examination as planned because
this is a normal finding.
Rationale:
1. Small brown macules on the sclera (pigmentation) are a normal finding
in dark-skinned individuals.
2. They are not associated with liver disease or other pathology.
3. No further action is required.

6. How will the nurse document assessment of the eyes in an adult
patient that has drooping of the left eyelid with a smaller distance
between the upper and lower lids on the left?
A. Exophthalmos of the right eye
B. Ptosis of the left eyelid
C. Anisocoria of the left eyelid
D. Nystagmus of the left eye
Correct Answer: B. Ptosis of the left eyelid
Rationale:
1. Ptosis is drooping of the upper eyelid.
2. It may be caused by cranial nerve III palsy, Horner syndrome, or
myasthenia gravis.
3. Exophthalmos is protrusion of the eye; anisocoria is unequal pupils;
nystagmus is involuntary eye movement.

, 4|Page


7. What is the priority nursing intervention when the nurse observes
that an elderly patient cannot move the eyes past the midline to the
left when performing the diagnostic positions test?
A. Perform the Snellen eye test and pupillary light reflex to further test
cranial nerve II.
B. Document dysfunction of cranial nerves II and III and proceed with the
assessment.
C. Continue the assessment, because this is a normal finding in elderly
patients.
D. Refer patient for further testing due to possible dysfunction of
cranial nerves III, IV and VI.
Correct Answer: D. Refer patient for further testing due to possible
dysfunction of cranial nerves III, IV and VI.
Rationale:
1. Inability to move the eyes past the midline indicates dysfunction of
extraocular muscles or their innervation.
2. Cranial nerves III, IV, and VI control eye movements.
3. This finding is not normal in elderly patients and requires further
evaluation.

8. What type of vision loss does the nurse expect in a patient that has
experienced an infarct involving the left cerebral optic tract (left
hemispheric stroke)?
A. Visual field loss in the right temporal and left nasal fields
B. Visual field loss in the right nasal and left nasal fields
C. Visual field loss in the right temporal and left temporal fields
D. Visual field loss in right nasal and left temporal fields
Correct Answer: A. Visual field loss in the right temporal and left nasal
fields
Rationale:
1. The optic tract carries fibers from the ipsilateral temporal retina and
contralateral nasal retina.
2. A left optic tract lesion causes right homonymous hemianopia (loss of right
visual field in both eyes).
3. This corresponds to loss of the right temporal and left nasal fields.

Geschreven voor

Instelling
Vak

Documentinformatie

Geüpload op
21 april 2026
Aantal pagina's
53
Geschreven in
2025/2026
Type
Tentamen (uitwerkingen)
Bevat
Vragen en antwoorden

Onderwerpen

€11,03
Krijg toegang tot het volledige document:

Verkeerd document? Gratis ruilen Binnen 14 dagen na aankoop en voor het downloaden kun je een ander document kiezen. Je kunt het bedrag gewoon opnieuw besteden.
Geschreven door studenten die geslaagd zijn
Direct beschikbaar na je betaling
Online lezen of als PDF

Maak kennis met de verkoper

Seller avatar
De reputatie van een verkoper is gebaseerd op het aantal documenten dat iemand tegen betaling verkocht heeft en de beoordelingen die voor die items ontvangen zijn. Er zijn drie niveau’s te onderscheiden: brons, zilver en goud. Hoe beter de reputatie, hoe meer de kwaliteit van zijn of haar werk te vertrouwen is.
Honours Howard Community College
Volgen Je moet ingelogd zijn om studenten of vakken te kunnen volgen
Verkocht
18
Lid sinds
2 maanden
Aantal volgers
0
Documenten
380
Laatst verkocht
6 dagen geleden

5,0

11 beoordelingen

5
11
4
0
3
0
2
0
1
0

Recent door jou bekeken

Waarom studenten kiezen voor Stuvia

Gemaakt door medestudenten, geverifieerd door reviews

Kwaliteit die je kunt vertrouwen: geschreven door studenten die slaagden en beoordeeld door anderen die dit document gebruikten.

Niet tevreden? Kies een ander document

Geen zorgen! Je kunt voor hetzelfde geld direct een ander document kiezen dat beter past bij wat je zoekt.

Betaal zoals je wilt, start meteen met leren

Geen abonnement, geen verplichtingen. Betaal zoals je gewend bent via iDeal of creditcard en download je PDF-document meteen.

Student with book image

“Gekocht, gedownload en geslaagd. Zo makkelijk kan het dus zijn.”

Alisha Student

Bezig met je bronvermelding?

Maak nauwkeurige citaten in APA, MLA en Harvard met onze gratis bronnengenerator.

Bezig met je bronvermelding?

Veelgestelde vragen