Test Bank for Physical Examination and Health Assessment 9th Edition by
Carolyn Jarvis, Ann Eckhardt / All Chapters 1-32 / Full Complete
, PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 9TH EDITION JARVIS TEST
BANK
2
Chapter 01: Evidence-Based Assessment
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 au
scultating during the physical examination. Subjective data is what the person says about him or h
erself during history taking. The terms reflective and introspective are not used to describe
data.
DIF: Cognitive Level: Understanding (Comprehension)
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
2. A patient tells the nurse that he is very nervous, is n au se a. Ct eOd M
, wsand feels hot. These types of data wo
uld 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 dat
a are what the health professional observes by inspecting, percussing, palpating, and auscult
ating during the physical examination. The terms reflective and introspective are not used
to describe data.
DIF: Cognitive Level: Understanding (Comprehension)
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
3. The patients record, laboratory studies, objective data, and subjective data combine to form the:
b. Admitting data
, PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 9TH EDITION JARVIS TEST
BANK
3
a. Data base.
b. Admitting data
, PHYSICAL’ EXAMINATION’ AND’ HEALTH’ ASSESSMENT’ 9TH’ EDITION’ JARVIS’ TEST‘
BANK
4
c. Financial’ statement.
d. Discharge’ summary.
ANS:’ A
Together’ with’ the’ patients’ record’ and’ laboratory’ studies,’ the’ objective’ and’ subjective’ data’ form’ th
’e’ data’ base.’ The’ ’ other’ ’ items’ ’ are’ ’ not’ ’ part’ ’ of’ ’ the’ ’ patients’ ’ record,’ ’ laboratory’ ’ studies,’ ’ or’ ’ d’
ata.
DIF:’ Cognitive’ Level:’ Remembering’ (Knowledge)
MSC:’ Client’ Needs:’ Safe’ and’ Effective’ Care’ Environment:’ Management’ of’ Care
4. When’ listening’ to’ a’ patients’ breath’ sounds,’ the’ nurse’ is’ unsure’ of’ a’ sound’ that’ is’ heard.
’The’ nurses’ next’ action’ should’ be’ to:
a. Immediately’ notify’ the’ patients’ 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’ patients’ 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’ ’ t
’o’ listen.
DIF:’ Cognitive’ Level:’ Analyzing’ (Analysis)
MSC:’ Client’ Needs:’ Safe’ and’ Effective’ Care’ Environment:’ Management’ of’ Care
5. The’ nurse’ is’ conducting’ a’ class’ for’ new’ graduate’ nurses.’ During’ the’ teaching’ session,’ the’ nu’
rse’ 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’ intuit
’ive’ links.’ DIF:’ Cognitive’ Level:’ Understanding (Comprehension)
Carolyn Jarvis, Ann Eckhardt / All Chapters 1-32 / Full Complete
, PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 9TH EDITION JARVIS TEST
BANK
2
Chapter 01: Evidence-Based Assessment
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 au
scultating during the physical examination. Subjective data is what the person says about him or h
erself during history taking. The terms reflective and introspective are not used to describe
data.
DIF: Cognitive Level: Understanding (Comprehension)
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
2. A patient tells the nurse that he is very nervous, is n au se a. Ct eOd M
, wsand feels hot. These types of data wo
uld 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 dat
a are what the health professional observes by inspecting, percussing, palpating, and auscult
ating during the physical examination. The terms reflective and introspective are not used
to describe data.
DIF: Cognitive Level: Understanding (Comprehension)
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
3. The patients record, laboratory studies, objective data, and subjective data combine to form the:
b. Admitting data
, PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 9TH EDITION JARVIS TEST
BANK
3
a. Data base.
b. Admitting data
, PHYSICAL’ EXAMINATION’ AND’ HEALTH’ ASSESSMENT’ 9TH’ EDITION’ JARVIS’ TEST‘
BANK
4
c. Financial’ statement.
d. Discharge’ summary.
ANS:’ A
Together’ with’ the’ patients’ record’ and’ laboratory’ studies,’ the’ objective’ and’ subjective’ data’ form’ th
’e’ data’ base.’ The’ ’ other’ ’ items’ ’ are’ ’ not’ ’ part’ ’ of’ ’ the’ ’ patients’ ’ record,’ ’ laboratory’ ’ studies,’ ’ or’ ’ d’
ata.
DIF:’ Cognitive’ Level:’ Remembering’ (Knowledge)
MSC:’ Client’ Needs:’ Safe’ and’ Effective’ Care’ Environment:’ Management’ of’ Care
4. When’ listening’ to’ a’ patients’ breath’ sounds,’ the’ nurse’ is’ unsure’ of’ a’ sound’ that’ is’ heard.
’The’ nurses’ next’ action’ should’ be’ to:
a. Immediately’ notify’ the’ patients’ 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’ patients’ 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’ ’ t
’o’ listen.
DIF:’ Cognitive’ Level:’ Analyzing’ (Analysis)
MSC:’ Client’ Needs:’ Safe’ and’ Effective’ Care’ Environment:’ Management’ of’ Care
5. The’ nurse’ is’ conducting’ a’ class’ for’ new’ graduate’ nurses.’ During’ the’ teaching’ session,’ the’ nu’
rse’ 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’ intuit
’ive’ links.’ DIF:’ Cognitive’ Level:’ Understanding (Comprehension)
