Test Bank Physical Examination and Health Assessment, 8th Edition by Carolyn Jarvis
Jarvis Physical Examination And Health Assessment 8th Edition Test
... [Show More] Bank Test Bank Physical Examination and Health Assessment, 8th Edition by Carolyn Jarvis Test Bank Physical Examination and Health Assessment, 8th Edition by Carolyn Jarvis Test Bank Physical Examination and Health Assessment, 8th Edition by Carolyn Jarvis Test Bank Physical Examination and Health Assessment, 8th Edition by Carolyn Jarvis Chapter 01: Evidence-Based Assessment Jarvis: Physical Examination and Health Assessment, 8th Edition MULTIPLE CHOICE 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? Objective Reflective Subjective 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 A patient tells the nurse that he is very nervous, nauseous, and “feels hot.” What type of assessment data is this? Objective Reflective Subjective 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 What do the patient’s record, laboratory studies, objective data, and subjective data combine to form? Database Admitting data Financial statement 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 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? Notify the patient’s physician. Document the sound exactly as it was heard. Validate the data by asking another nurse 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 patient’s breath sounds, the nurse validates 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 to 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 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? Intuition A set of rules Articles in journals Advice from supervisors ANS: B Novice nurses operate from a set of defined, structured rules to make decisions. It takes time, perhaps a few years, in similar clinical situations to achieve competency and it is functioning 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 used, that they were evidence based. DIF: Cognitive Level: Understanding (Comprehension) MSC: Client Needs: General Copyright © 2020, Elsevier Inc. All Rights Reserved. 1 The nurse is reviewing information about evidence-based practice (EBP). Which statement best reflects EBP? 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 clinician’s experience. 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 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? 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). 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 When considering priority setting of problems, the nurse keeps in mind that second-level priority problems include which of these aspects? Low self-esteem Lack of knowledge Abnormal laboratory values Severely abnormal vital signs ANS: C Abnormal laboratory values are a second-level priority problem. 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). Low self-esteem and lack of knowledge are considered third-level priority as although they are important to a patient’s health, they can be addressed after more urgent health problems are addressed. Severely abnormal vital signs would be considered a first-level priority problem. DIF: Cognitive Level: Understanding (Comprehension) MSC: Client Needs: Safe and Effective Care Environment: Management of Care Which critical-thinking skill helps the nurse see relationships among the data? Validation Clustering related cues Identifying gaps in data Distinguishing relevant from irrelevant ANS: B Clustering related cues involves clustering, or grouping together, assessment data that appear to be associated, or related, and helps the nurse see relationships among the data. Identifying gaps is looking for missing information and validation involves ensuring accuracy, and distinguishing relevant and irrelevant data involves identifying data the fit, or support the problem, but none of those help the nurse to see relationships. DIF: Cognitive Level: Understanding (Comprehension) MSC: Client Needs: Safe and Effective Care Environment: Management of Care The nursing process is a sequential method of problem solving that nurses use and includes which steps? 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) MSC: Client Needs: Safe and Effective Care Environment: Management of Care Copyright © 2020, Elsevier Inc. All Rights Reserved. 2 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? Breathing, pain, and sleep Breathing, sleep, and pain Sleep, breathing, and pain 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) MSC: Client Needs: Safe and Effective Care Environment: Management of Care Which is a barrier to incorporating EBP? 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. Lack of significant research studies, insufficient clinical skills of nurses, and inadequate physical assessment skills are not barriers to incorporating EBP. Instead, 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 which are barriers to incorporating EBP. DIF: Cognitive Level: Understanding (Comprehension) MSC: Client Needs: General 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? Form a committee to conduct research studies. Post published research studies on the unit’s 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 includes teaching the nurses how to conduct electronic searches and time to go to the library. However, the best method to help that staff incorporate evidence-based clinical decision making into their practice would be to teach them how to conduct electronic literature searches for pertinent studies 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. Although allowing time for nurses to visit the library may help to support evidence-based questions, time to do so may not be available for many nurses. A better method to facilitate support for EBP would be teaching the nurses how to conduct electronic searches. Just posting published research studies on the unit’s bulletin board does not facilitate EBP, as not all published research is valid or pertinent to the nurses’ practice. [Show Less]