Test Bank Evidence-Based Physical Examination Best Practices for Health & Well-Being Assessment 1st Edition Gawlik
Table of Contents Chapter 1. APPROACH
... [Show More] TO EVIDENCE-BASED ASSESSMENT OF HEALTH AND WELL- BEING ...... 2
Chapter 2. EVIDENCE-BASED HISTORY-TAKING APPROACH FOR WELLNESS EXAMS, EPISODIC VISITS, AND CHRONIC CARE MANAGEMENT ................................ ........... 17
Chapter 3. APPROACH TO IMPLEMENTING AND DOCUMENTING PATIENT- CENTERED, CULTURALLY SENSITIVE EVIDENCE-BASED ASSESSMENT ................................ 34 Chapter 4. EVIDENCE-BASED ASSESSMENT OF CHILDREN AND ADOLESCENTS .............. 51
Chapter 5. APPROACH TO THE PHYSICAL EXAMINATION: GENERAL SURVEY AND ASSESSMENT OF VITAL SIGNS ................................ ................................ ....... 65 Chapter 6. EVIDENCE-BASED ASSESSMENT OF THE HEART AND CIRCULATORY SYSTEM ...... 90 Chapter 7. EVIDENCE-BASED ASSESSMENT OF THE LUNGS AND RESPIRATORY SYSTEM ..... 111
Chapter 8. APPROACH TO EVIDENCE-BASED ASSESSMENT OF BODY HABITUS (HEIGHT, WEIGHT, BODY MASS INDEX, NUTRITION) ................................ .................... 131 Chapter 9. EVIDENCE-BASED ASSESSMENT OF SKIN, HAIR, AND NAILS .................... 147 Chapter 10. EVIDENCE-BASED ASSESSMENT OF THE LYMPHATIC SYSTEM ................. 170 Chapter 11. EVIDENCE-BASED ASSESSMENT OF THE HEAD AND NECK .................... 194 Chapter 12. EVIDENCE-BASED ASSESSMENT OF THE EYE ............................... 214 Chapter 13. EVIDENCE-BASED ASSESSMENT OF THE EARS, NOSE, AND THROAT ........... 233 Chapter 14. EVIDENCE-BASED ASSESSMENT OF THE NERVOUS SYSTEM .................. 253 Chapter 15. EVIDENCE-BASED ASSESSMENT OF THE MUSCULOSKELETAL SYSTEM ......... 279
Chapter 16. EVIDENCE-BASED ASSESSMENT OF THE ABDOMINAL, GASTROINTESTINAL, AND UROLOGICAL SYSTEMS ................................ ............................. 304 Chapter 17. EVIDENCE-BASED ASSESSMENT OF THE BREASTS AND AXILLAE .............. 322
Chapter 18. EVIDENCE-BASED ASSESSMENT OF SEXUAL ORIENTATION, GENDER IDENTITY, AND HEALTH ................................ ................................ ......... 345
Chapter 19. EVIDENCE-BASED ASSESSMENT OF MALE GENITALIA, PROSTATE, RECTUM, AND ANUS ................................ ................................ ............ 362 Chapter 20. EVIDENCE-BASED ASSESSMENT OF THE FEMALE GENITOURINARY SYSTEM ..... 382 Chapter 21. EVIDENCE-BASED OBSTETRIC ASSESSMENT ................................ 406 Chapter 22. EVIDENCE-BASED ASSESSMENT OF MENTAL HEALTH ....................... 421 Chapter 23. EVIDENCE-BASED ASSESSMENT OF SUBSTANCE USE DISORDER ............... 436
Chapter 24. EVIDENCE-BASED ASSESSMENT AND SCREENING FOR TRAUMATIC EXPERIENCES: ABUSE, NEGLECT, AND INTIMATE PARTNER VIOLENCE ................................ 442
Chapter 25. EVIDENCE-BASED THERAPEUTIC COMMUNICATION AND MOTIVATIONAL INTERVIEWING IN HEALTH ASSESSMENT ................................ ............ 449
Chapter 26. EVIDENCE-BASED HISTORY AND PHYSICAL EXAMINATIONS FOR SPORTS PARTICIPATION EVALUATION ................................ ...................... 474
1 | P a g eChapter 27. USING HEALTH TECHNOLOGY IN EVIDENCE-BASED ASSESSMENT ............. 494
Chapter 28. EVIDENCE-BASED ASSESSMENT OF PERSONAL HEALTH AND WELL- BEING FOR
CLINICIANS: KEY STRATEGIES TO ACHIEVE OPTIMAL WELLNESS ........................ 510
Chapter 29. EVIDENCE-BASED HEALTH AND WELL-BEING ASSESSMENT: PUTTING IT ALL
TOGETHER ................................ ................................ ....... 530
Chapter 1. APPROACH TO EVIDENCE-BASED ASSESSMENT OF HEALTH AND WELL-
BEING
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:
2 | P a g ea
.
b
.
c
.
d
.
Objective.
Reflective.
Subjective.
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.
DIF: Cognitive Level: Understanding (Comprehension) REF: z. 2
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
2. A patient tells the nurse that he is very nervous, is nauseated, and feels hot. These
types of data would be:
a
.
b
.
c
.
d
.
Objective.
Reflective.
Subjective.
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.
DIF: Cognitive Level: Understanding (Comprehension) REF: z. 2
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:
a
.
3 | P a g e
Data base.b
.
c
.
d
.
Admitting data.
Financial statement.
Discharge summary.
ANS: A
Together with the patients record and laboratory studies, the objective and subjective data
form the data base. The other items are not part of the patients record, laboratory studies, or
data.
DIF: Cognitive Level: Remembering (Knowledge) REF: z. 2
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
.
b
.
c
.
d
.
Immediately notify the patients physician.
Document the sound exactly as it was heard.
Validate the data by asking a coworker to listen to the breath sounds.
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 to listen.
DIF: Cognitive Level: Analyzing (Analysis) REF: z. 2
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 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
.
b
.
c
.
4 | P a g e
Intuition.
A set of rules.
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.
DIF: Cognitive Level: Understanding (Comprehension) REF: z. 3
MSC: Client Needs: General
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
.
b
.
c
.
d
.
Intuition.
The nursing process.
Clinical knowledge.
Diagnostic reasoning.
ANS: A
Intuition is characterized by pattern recognitionexpert nurses learn to attend to a pattern of
assessment data and act without consciously labeling it. The other options are not correct.
DIF: Cognitive Level: Understanding (Comprehension) REF: z. 4
MSC: Client Needs: General
7. The nurse is reviewing information about evidence-based practice (EBP). Which
statement best reflects EBP?
a
.
b
.
c
.
d
.
EBP relies on tradition for support of best practices.
EBP is simply the use of best practice techniques for the treatment of patients.
EBP emphasizes the use of best evidence with the clinicians experience.
The patients 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 clinicians experience, as well as patient preferences and values, when
making decisions about care and treatment. EBP is more than simply using the best practice
5 | P a g etechniques to treat patients, and questioning tradition is important when no compelling and
supportive research evidence exists.
DIF: Cognitive Level: Applying (Application) REF: z. 5
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
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
.
b
.
c
.
d
.
Patient with postoperative pain
Newly diagnosed patient with diabetes who needs diabetic teaching
Individual with a small laceration on the sole of the foot
Individual with shortness of breath and respiratory distress
ANS: D
First-level priority problems are those that are emergent, life threatening, and immediate (e.g.,
establishing an airway, supporting breathing, maintaining circulation, monitoring abnormal
vital signs) (see Table 1-1).
DIF: Cognitive Level: Understanding (Comprehension) REF: z. 4
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
9. When considering priority setting of problems, the nurse keeps in mind that second-
level priority problems include which of these aspects?
6 | P a g ea
.
b
.
c
.
d
.
Low self-esteem
Lack of knowledge
Abnormal laboratory values
Severely abnormal vital signs
ANS: C
Second-level priority problems are those that require prompt intervention to forestall
further deterioration (e.g., mental status change, acute pain, abnormal laboratory values,
risks to safety or security) (see Table 1-1).
DIF: Cognitive Level: Understanding (Comprehension) REF: z. 4
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
10. Which critical thinking skill helps the nurse see relationships among the data?
a
.
b
.
c
.
d
.
Validation
Clustering related cues
Identifying gaps in data
Distinguishing relevant from irrelevant
ANS: B
Clustering related cues helps the nurse see relationships among the data.
DIF: Cognitive Level: Understanding (Comprehension) REF: z. 2
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
11. The nurse knows that developing appropriate nursing interventions for a patient relies
on the appropriateness of the
diagnosis.
a
.
b
.
Nursing
Medical
7 | P a g ec
.
d
.
Admission
Collaborative
ANS: A
An accurate nursing diagnosis provides the basis for the selection of nursing interventions to
achieve outcomes for which the nurse is accountable. The other items do not contribute to the
development of appropriate nursing interventions.
DIF: Cognitive Level: Understanding (Comprehension) REF: z. 6
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
12. The nursing process is a sequential method of problem solving that nurses use and
includes which steps?
a
.
b
.
c
.
d
.
Assessment, treatment, planning, evaluation, discharge, and follow-up
Admission, assessment, diagnosis, treatment, and discharge planning
Admission, diagnosis, treatment, evaluation, and discharge planning
Assessment, diagnosis, outcome identification, planning, implementation, and
evaluation
ANS: D
The nursing process is a method of problem solving that includes assessment, diagnosis,
outcome identification, planning, implementation, and evaluation.
DIF: Cognitive Level: Understanding (Comprehension) REF: z. 3
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
13. A newly admitted patient is in acute pain, has not been sleeping well lately, and is
having difficulty breathing. How should the nurse prioritize these problems?
a
.
b
.
c
.
Breathing, pain, and sleep
Breathing, sleep, and pain
Sleep, breathing, and pain
8 | P a g ed
.
Sleep, pain, and breathing
ANS: A
First-level priority problems are immediate priorities, remembering the ABCs (airway,
breathing, and circulation), followed by second-level problems, and then third-level problems.
DIF: Cognitive Level: Analyzing (Analysis) REF: z. 4
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
14. Which of these would be formulated by a nurse using diagnostic reasoning?
a
.
b
.
c
.
d
.
Nursing diagnosis
Medical diagnosis
Diagnostic hypothesis
Diagnostic assessment
ANS: C
Diagnostic reasoning calls for the nurse to formulate a diagnostic hypothesis; the nursing
process calls for a nursing diagnosis.
DIF: Cognitive Level: Understanding (Comprehension) REF: z. 2
MSC: Client Needs: General
15. Barriers to incorporating EBP include:
a
.
b
.
c
.
d
.
Nurses lack of research skills in evaluating the quality of research studies.
Lack of significant research studies.
Insufficient clinical skills of nurses.
Inadequate physical assessment skills.
ANS: A
As individuals, nurses lack research skills in evaluating the quality of research studies,
are isolated from other colleagues who are knowledgeable in research, and often lack the
time to visit the library to read research. The other responses are not considered barriers.
9 | P a g eDIF: Cognitive Level: Understanding (Comprehension) REF: z. 6
MSC: Client Needs: General
16. What step of the nursing process includes data collection by health history,
physical examination, and interview?
a
.
b
.
c
.
d
.
Planning
Diagnosis
Evaluation
Assessment
ANS: D
Data collection, including performing the health history, physical examination, and interview,
is the assessment step of the nursing process (see Figure 1-2).
DIF: Cognitive Level: Remembering (Knowledge) REF: z. 2
MSC: Client Needs: General
17. During a staff meeting, nurses discuss the problems with accessing research studies to
incorporate evidence-based clinical decision making into their practice. Which suggestion by
the nurse manager would best help these problems?
a
.
b
.
c
.
d
.
Form a committee to conduct research studies.
Post published research studies on the units bulletin boards.
Encourage the nurses to visit the library to review studies.
Teach the nurses how to conduct electronic searches for research studies.
ANS: D
Facilitating support for EBP would include teaching the nurses how to conduct electronic
searches; time to visit the library may not be available for many nurses. Actually conducting
research studies may be helpful in the long-run but not an immediate solution to reviewing
existing research.
DIF: Cognitive Level: Applying (Application) REF: z. 6
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
18. When reviewing the concepts of health, the nurse recalls that the components of
10 | P a g eholistic health include which of these?
a
.
b
.
c
.
d
.
Disease originates from the external environment.
The individual human is a closed system.
Nurses are responsible for a patients health state.
Holistic health views the mind, body, and spirit as interdependent.
ANS: D
Consideration of the whole person is the essence of holistic health, which views the mind,
body, and spirit as interdependent. The basis of disease originates from both the external
environment and from within the person. Both the individual human and the external
environment are open systems, continually changing and adapting, and each person is
responsible for his or her own personal health state.
DIF: Cognitive Level: Understanding (Comprehension) REF: z. 7
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
19. The nurse recognizes that the concept of prevention in describing health is essential because:
a
.
b
.
c
.
d
.
Disease can be prevented by treating the external environment.
The majority of deaths among Americans under age 65 years are
not preventable.
Prevention places the emphasis on the link between health and
personal behavior.
The means to prevention is through treatment provided by primary health care
practitioners.
ANS: C
A natural progression to prevention rounds out the present concept of health. Guidelines to
prevention place the emphasis on the link between health and personal behavior.
DIF: Cognitive Level: Understanding (Comprehension) REF: z. 7
MSC: Client Needs: General
20. The nurse is performing a physical assessment on a newly admitted patient. An
example of objective information obtained during the physical assessment includes the:
a
.
11 | P a g e
Patients history of allergies.b
.
c
.
d
.
Patients use of medications at home.
Last menstrual period 1 month ago.
2 5 cm scar on the right lower forearm.
ANS: D
Objective data are the patients record, laboratory studies, and condition that the health
professional observes by inspecting, percussing, palpating, and auscultating during the
physical examination. The other responses reflect subjective data.
DIF: Cognitive Level: Applying (Application) REF: z. 2
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
21. A visiting nurse is making an initial home visit for a patient who has many chronic
medical problems. Which type of data base is most appropriate to collect in this setting?
a
.
b
.
c
.
d
.
A follow-up data base to evaluate changes at appropriate intervals
An episodic data base because of the continuing, complex medical problems
of this patient
A complete health data base because of the nurses primary responsibility for
monitoring the patients health
An emergency data base because of the need to collect information and
make accurate diagnoses rapidly
ANS: C
The complete data base is collected in a primary care setting, such as a pediatric or family
practice clinic, independent or group private practice, college health service, womens health
care agency, visiting nurse agency, or community health agency. In these settings, the nurse is
the first health professional to see the patient and has the primary responsibility for
monitoring the persons health care.
DIF: Cognitive Level: Applying (Application) REF: z. 6
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
22. Which situation is most appropriate during which the nurse performs a focused or
problem- centered history?
12 | P a g ea
.
b
.
c
.
d
.
Patient is admitted to a long-term care facility.
Patient has a sudden and severe shortness of breath.
Patient is admitted to the hospital for surgery the following day.
Patient in an outpatient clinic has cold and influenza-like symptoms.
ANS: D
In a focused or problem-centered data base, the nurse collects a mini data base, which is
smaller in scope than the completed data base. This mini data base primarily concerns one
problem, one cue complex, or one body system.
DIF: Cognitive Level: Applying (Application) REF: z. 7
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
23. A patient is at the clinic to have her blood pressure checked. She has been coming to
the clinic weekly since she changed medications 2 months ago. The nurse should:
a
.
b
.
c
.
d
.
Collect a follow-up data base and then check her blood pressure.
Ask her to read her health record and indicate any changes since her last visit.
Check only her blood pressure because her complete health history
was documented 2 months ago.
Obtain a complete health history before checking her blood pressure
because much of her history information may have changed.
ANS: A
A follow-up data base is used in all settings to follow up short-term or chronic health
problems. The other responses are not appropriate for the situation.
DIF: Cognitive Level: Applying (Application) REF: z. 7
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
24. A patient is brought by ambulance to the emergency department with multiple traumas
received in an automobile accident. He is alert and cooperative, but his injuries are quite
severe. How would the nurse proceed with data collection?
a
.
Collect history information first, then perform the physical examination and
institute life-saving measures.
13 | P a g eb
.
c
.
d
.
Simultaneously ask history questions while performing the examination and
initiating life-saving measures.
Collect all information on the history form, including social support patterns,
strengths, and coping patterns.
Perform life-saving measures and delay asking any history questions until
the patient is transferred to the intensive care unit.
ANS: B
The emergency data base calls for a rapid collection of the data base, often concurrently
compiled with life-saving measures. The other responses are not appropriate for the
situation.
DIF: Cognitive Level: Analyzing (Analysis) REF: z. 7
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
25. A 42-year-old patient of Asian descent is being seen at the clinic for an initial
examination. The nurse knows that including cultural information in his health assessment
is important to:
a
.
b
.
c
.
d
.
Identify the cause of his illness.
Make accurate disease diagnoses.
Provide cultural health rights for the individual.
Provide culturally sensitive and appropriate care.
ANS: D
The inclusion of cultural considerations in the health assessment is of paramount importance
to gathering data that are accurate and meaningful and to intervening with culturally
sensitive and appropriate care.
DIF: Cognitive Level: Understanding (Comprehension) REF: z. 8
MSC: Client Needs: Psychosocial Integrity
26. In the health promotion model, the focus of the health professional includes:
a
.
b
.
c
.
14 | P a g e
Changing the patients perceptions of disease.
Identifying biomedical model interventions.
Identifying negative health acts of the consumer.d
.
Helping the consumer choose a healthier lifestyle.
ANS: D
In the health promotion model, the focus of the health professional is on helping the
consumer choose a healthier lifestyle.
DIF: Cognitive Level: Remembering (Knowledge) REF: z. 8
MSC: Client Needs: Health Promotion and Maintenance
27. The nurse has implemented several planned interventions to address the nursing
diagnosis of acute pain. Which would be the next appropriate action?
a
.
b
.
c
.
d
.
Establish priorities.
Identify expected outcomes.
Evaluate the individuals condition, and compare actual outcomes with
expected outcomes.
Interpret data, and then identify clusters of cues and make inferences.
ANS: C
Evaluation is the next step after the implementation phase of the nursing process. During
this step, the nurse evaluates the individuals condition and compares the actual outcomes
with expected outcomes (See Figure 1-2).
DIF: Cognitive Level: Applying (Application) REF: z. 3
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
28. Which statement best describes a proficient nurse? A proficient nurse is one who:
a
.
b
.
c
.
d
.
Has little experience with a specified population and uses rules to
guide performance.
Has an intuitive grasp of a clinical situation and quickly identifies the accurate
solution.
Sees actions in the context of daily plans for patients.
Understands a patient situation as a whole rather than a list of tasks
and recognizes the long-term goals for the patient.
ANS: D
The proficient nurse, with more time and experience than the novice nurse, is able to understand
a patient situation as a whole rather than as a list of tasks. The proficient nurse is able to see
15 | P a g ehow todays nursing actions can apply to the point the nurse wants the patient to reach at a
future time.
DIF: Cognitive Level: Applying (Application) REF: z. 3
MSC: Client Needs: General
MULTIPLE RESPONSE
1. The nurse is reviewing data collected after an assessment. Of the data listed below, which
would be considered related cues that would be clustered together during data analysis?
Select all that apply.
a
.
b
.
c
.
d
.
e
.
f
.
Inspiratory wheezes noted in left lower lobes
Hypoactive bowel sounds
Nonproductive cough
Edema, +2, noted on left hand
Patient reports dyspnea upon exertion
Rate of respirations 16 breaths per minute
ANS: A, C, E, F
Clustering related cues help the nurse recognize relationships among the data. The cues
related to the patients respiratory status (e.g., wheezes, cough, report of dyspnea, respiration
rate and rhythm) are all related. Cues related to bowels and peripheral edema are not related
to the respiratory cues.
DIF: Cognitive Level: Analyzing (Analysis) REF: z. 4
MSC: Client Needs: Safe and Effective Care Environment: Management of Care MATCHING
Put the following patient situations in order according to the level of priority.
a
.
b
.
c
.
A patient newly diagnosed with type 2 diabetes mellitus does not know how to
check his own blood glucose levels with a glucometer.
A teenager who was stung by a bee during a soccer match is having trouble
breathing.
An older adult with a urinary tract infection is also showing signs of confusion
and agitation.
2. b = Second-level priority problem
3. c = Third-level priority problem
1. ANS: B DIF: Cognitive Level: Analyzing (Analysis)
16 | P a g eREF: z. 4 MSC: Client Needs: Safe and Effective Care Environment: Management of Care NOT: First-level priority problems are immediate priorities, such as trouble breathing (remember the airway, breathing, circulation priorities). Second-level priority problems are next in urgency, but not life-threatening. Third-level priorities (e.g., patient education) are important to a patients health but can be addressed after more urgent health problems are addressed (see Table 1-1). 2. ANS: C DIF: Cognitive Level: Analyzing (Analysis) REF: z. 4 MSC: Client Needs: Safe and Effective Care Environment: Management of Care NOT: First-level priority problems are immediate priorities, such as trouble breathing (remember the airway, breathing, circulation priorities). Second-level priority problems are next in urgency, but not life-threatening. Third-level priorities (e.g., patient education) are important to a patients health but can be addressed after more urgent health problems are addressed
Chapter 2. EVIDENCE-BASED HISTORY-TAKING APPROACH FOR WELLNESS EXAMS, EPISODIC VISITS, AND CHRONIC CARE MANAGEMENT MULTIPLE CHOICE 1. The nurse is preparing to conduct a health history. Which of these statements best describes the purpose of a health history?
a .
b .
c .
d .
To provide an opportunity for interaction between the patient and the nurse To provide a form for obtaining the patients biographic information To document the normal and abnormal findings of a physical assessment
To provide a database of subjective information about the patients past and current health
ANS: D The purpose of the health history is to collect subjective datawhat the person says about him or herself. The other options are not correct.
DIF: Cognitive Level: Understanding (Comprehension) REF: z. 49 MSC: Client Needs: Safe and Effective Care Environment: Management of Care 2. When the nurse is evaluating the reliability of a patients responses, which of these statements would be correct? The patient:
a .
Has a history of drug abuse and therefore is not reliable. 17 | P a g e [Show Less]