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Test Bank for Physical Examination and Health Assessment 9th Edition by Carolyn Jarvis, Ann Eckhardt / All Chapters 1-32 / Full Complete$17.99
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Physical Examination and Health Assessment 9th Edition by Carolyn Jarvis, Ann Eckhardt Test Bank / All Chapters 1-32 / Full Complete Version 2023/2024
Test Bank for Physical Examination and Health Assessment 9th Edition by Carolyn Jarvis, Ann Eckhardt / All Chapters 1-32 / Full Complete
TEST BANK FOR PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 9TH EDITION BY CAROLYN JARVIS; ANN L. ECKHARDT | 9780323809849 | | CHAPTER 1-32 | ALL CHAPTERS WITH QUESTIONS WITH 100% CORRECT ANSWERS COMPLE...
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Test Bank Physical Examination and Health Assessment,
9th Edition by CarolynJarvis
,TABLE OF CONTENT
Chapter 1. Evidence-Based 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. Family Violence and Human Trafficking
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. Pregnancy
Chapter 32. Functional Assessment of the Older Adult
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 wouldbe:
a. Objective.
b. Reflective.
c. Subjective.
d. 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.
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. Objective.
b. Reflective.
c. Subjective.
d. 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.
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. Data base.
b. Admitting data.
c. Financial statement.
d. 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)
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 to 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 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. 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 intuitive links.
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. Intuition.
b. The nursing process.
c. Clinical knowledge.
d. 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.
7. 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 clinicians experience.
d. 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 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
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. 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).
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?
a. Low self-esteem
b. Lack of knowledge
,c. Abnormal laboratory values
d. 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).
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. Nursing
b. Medical
c. Admission
d. 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.
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. Assessment, treatment, planning, evaluation, discharge, and follow-up
,b. Admission, assessment, diagnosis, treatment, and discharge planning
c. Admission, diagnosis, treatment, evaluation, and discharge planning
d. 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.
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. Breathing, pain, and sleep
b. Breathing, sleep, and pain
c. Sleep, breathing, and pain
d. 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
14. Which of these would be formulated by a nurse using diagnostic reasoning?
a. Nursing diagnosis
b. Medical diagnosis
c. Diagnostic hypothesis
d. Diagnostic assessment
ANS: C
Diagnostic reasoning calls for the nurse to formulate a diagnostic hypothesis; the nursing process calls for a
nursing diagnosis.
a. Nurses lack of research skills in evaluating the quality of research studies.
b. Lack of significant research studies.
c. Insufficient clinical skills of nurses.
d. 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.
16. What step of the nursing process includes data collection by health history, physical examination, and
interview?
a. Planning
b. Diagnosis
c. Evaluation
d. Assessment
ANS: D
Data collection, including performing the health history, physical examination, and interview, is the assessmen
step of the nursing process.
DIF: Cognitive Level: Remembering (Knowledge)
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. Form a committee to conduct research studies.
b. Post published research studies on the units bulletin boards.
c. Encourage the nurses to visit the library to review studies.
d. Teach the nurses how to conduct electronic searches for research studies.
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