TEST BANK - PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 8E (BY JARVIS)
Physical Examination and Health Assessment 8th Edition Chapter 1 - Evidence-Based
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[Show More] Assessment Chapter 2 - Cultural Assessment Chapter 3 - The Interview Chapter 4 - The Complete Health History Chapter 5 - Mental Status Assessment Chapter 6 - Substance Use Assessment Chapter 7 - Domestic and Family Violence Assessment Chapter 8 - Assessment Techniques and Safety in the Clinical Setting Chapter 9 - General Survey and Measurement Chapter 10 - Vital Signs Chapter 11 - Pain Assessment Chapter 12 - Nutrition Assessment Chapter 13 - Skin Hair and Nails Chapter 14 - Head Face Neck and Regional Lymphatics Chapter 15 - Eyes Chapter 16 - Ears Chapter 17 - Nose Mouth and Throat Chapter 18 - Breasts Axillae and Regional Lymphatics Chapter 19 - Thorax and Lungs Chapter 20 - Heart and Neck Vessels Chapter 21 - Peripheral Vascular System and Lymphatic System Chapter 22 - Abdomen Chapter 23 - Musculoskeletal System Chapter 24 - Neurologic System Chapter 25 - Male Genitourinary System Chapter 26 - Anus Rectum and Prostate Chapter 27 - Female Genitourinary System Chapter 28 - The Complete Health Assessment Adult Chapter 29 - The Complete Physical Assessment Infant Young Child and Adolescent Chapter 30 - Bedside Assessment and Electronic Documentation Chapter 31 - The Pregnant Woman Chapter 32 - Functional Assessment of the Older Adult Chapter 01: Evidence-Based Assessment Jarvis: Physical Examination and Health Assessment, 8th 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. What type of assessment data is this? a. Objective b. Reflective c. Subjective d. Introspective ANS: A Objective data is 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) MSC: Client Needs: Safe and Effective Care Environment: Management of Care 2. A patient tells the nurse that he is very nervous, nauseous, and “feels hot.” What type of assessment data is this? a. Objective b. Reflective c. Subjective d. Introspective ANS: C Subjective data is what the person says about him or herself during history taking. Objective data is 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) MSC: Client Needs: Safe and Effective Care Environment: Management of Care 3. What do the patient’s record, laboratory studies, objective data, and subjective data combine to form? a. Database 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 database. The other items are not part of the patient’s record, laboratory studies, or data. DIF: Cognitive Level: Remembering (Knowledge) MSC: Client Needs: Safe and Effective Care Environment: Management of Care 4. When listening to a patient’s breath sounds, the nurse is unsure of a sound that is heard. Which action should the nurse take next? a. Notify the patient’s physician. b. Document the sound exactly as it was heard. c. Validate the data by asking another nurse 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 valida the data to ensure accuracy by either repeating the assessment themselves or asking another nurse to assess the breath sounds. If the nurse has less experience analyzing breath sounds, then he or she should ask an expert to listen. When unsure of a sound heard while listening a patient’s breath sounds, the nurse should validate the data before documenting to ensure accuracy and before notifying the patient’s physician. To validate that data, the nurse either repeats the assessment himself or herself or asks another nurse to assess the breath sounds. 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. While teaching the class, what should the nurse keep in mind regarding what novice nurses, without a background of skills and experience from which to draw upon, are more likely to base their decisions on? 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 to make decisions. It takes tim perhaps a few years, in similar clinical situations to achieve competency and it is functionin at the level of an expert practitioner when intuition is included in making clinical decisions Intuition is included in decision making when functioning at the level of an expert practitioner. While information in journal articles and advice from supervisors may assist in making decisions, novice nurses do not typically base their decisions on them. It would also be important that if information from journal articles and advice from supervisors were use that they were evidence based. DIF: Cognitive Level: Understanding (Comprehension) MSC: Client Needs: General 6. 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. EBP does not consider the patient’s own preferences as important. ANS: C EBP is a systematic approach to practice that emphasizes the use of research evidence in combination with the clinician’s expertise and clinical knowledge (physical assessment), as well as patient values and preferences, 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. DIF: Cognitive Level: Applying (Application) MSC: Client Needs: Safe and Effective Care Environment: Management of Care 7. 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 b. Newly diagnosed patient with diabetes who needs diabetic teaching c. Individual with a small laceration on the sole of the foot d. 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). Postoperative pain, diabetic teaching for a patient newly diagnosed with diabetes, and a small laceration on sole of the foot are not considered first-level priority problems. DIF: Cognitive Level: Understanding (Comprehension) MSC: Client Needs: Safe and Effective Care Environment: Management of Care 8. When considering priority setting of problems, the nurse keeps in mind that second-level priority problems include which of these aspects? a. Low self-esteem b. Lack of knowledge c. Abnormal laboratory values d. Severely abnormal vital signs ANS: C Abnormal laboratory values are a second-level priority problem. ............................................. [Show Less]