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Bates’ Guide To Physical Examination and History Taking 14th Edition Bickley Test Bank (exam test with correct answers) $13.49   Add to cart
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Bates’ Guide To Physical Examination and History Taking 14th Edition Bickley Test Bank (exam test with correct answers)

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Bates’ Guide To Physical Examination and History Taking 14th Edition Bickley Test Bank (exam test with correct answers)

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  • September 13, 2024
  • 230
  • 2024/2025
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  • bates guide to physical examination and history t

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Bates’ Guide To Physical Examination and History
Taking 14th Edition Bickley Test Bank (exam test with
correct answers)


CHAPTER 1 Foundations for Clinical ll ll ll



ProficiencyMULTIPLE CHOICE
ll l ll



1. After completing an initial assessment of a patient, the nurse has charted that his
ll ll ll ll ll ll ll ll ll ll ll ll ll



respirationsare eupneic and his pulse is 58 beats per minute. These types of data would be:
ll l ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll




a Objective.
.
b Reflective.
.
c Subjective.
.
d Introspective.
.

ANS: A ll



Objective data are what the health professional observes by inspecting, percussing, palpating,
ll ll ll ll ll ll ll ll ll ll ll



and auscultating during the physical examination. Subjective data is what the person says
ll ll ll ll ll ll ll ll ll ll ll ll ll



abouthim or herself during history taking. The terms reflective and introspective are not used to
ll l ll ll ll ll ll ll ll ll ll ll ll ll ll ll



describe data.
ll ll




DIF: Cognitive Level: Understanding (Comprehension) REF: p. 2
ll ll ll ll ll ll ll



MSC: Client Needs: Safe and Effective Care Environment: Management of Care
ll ll ll ll ll ll ll ll ll ll



2. A patient tells the nurse that he is very nervous, is nauseated, and feels hot. These types
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll



ofdata would be:
ll l ll ll




a Objective.
.
b Reflective.
.
c Subjective.
.
d Introspective.
.

ANS: C ll



Subjective data are what the person says about him or herself during history taking. Objectivedata
ll ll ll ll ll ll ll ll ll ll ll ll ll ll l



are what the health professional observes by inspecting, percussing, palpating, and
ll ll ll ll ll ll ll ll ll ll ll



auscultating during the physical examination. The terms reflective and introspective are not used
ll ll ll ll ll ll ll ll ll ll ll ll

,to describe data.
ll ll




DIF: Cognitive Level: Understanding (Comprehension) REF: p. 2
ll ll ll ll ll ll ll



MSC: Client Needs: Safe and Effective Care Environment: Management of Care
ll ll ll ll ll ll ll ll ll ll



3. The patients record, laboratory studies, objective data, and subjective data combine to
ll ll ll ll ll ll ll ll ll ll ll



formthe:
ll l




a Data base. ll



.
b Admitting data. ll



.
c Financial statement. ll



.
d Discharge summary. ll



.

ANS: A ll



Together with the patients record and laboratory studies, the objective and subjective data
ll ll ll ll ll ll ll ll ll ll ll ll



formthe data base. The other items are not part of the patients record, laboratory studies, or data.
ll l ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll




DIF: Cognitive Level: Remembering (Knowledge) REF: p. 2
ll ll ll ll ll ll ll



MSC: Client Needs: Safe and Effective Care Environment: Management of Care
ll ll ll ll ll ll ll ll ll ll



4. When listening to a patients breath sounds, the nurse is unsure of a sound that is heard.
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll



Thenurses next action should be to:
ll l ll ll ll ll ll




a Immediately notify the patients physician. ll ll ll ll



.
b Document the sound exactly as it was heard. ll ll ll ll ll ll ll



.
c Validate the data by asking a coworker to listen to the breath sounds.
ll ll ll ll ll ll ll ll ll ll ll ll



.
d Assess again in 20 minutes to note whether the sound is still present.
ll ll ll ll ll ll ll ll ll ll ll ll



.

ANS: C ll



When unsure of a sound heard while listening to a patients breath sounds, the nurse validates the
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll



data to ensure accuracy. If the nurse has less experience in an area, then he or she asks an
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll



expertto listen.
ll l ll




DIF: Cognitive Level: Analyzing (Analysis) REF: p. 2
ll ll ll ll ll ll ll



MSC: Client Needs: Safe and Effective Care Environment: Management of Care
ll ll ll ll ll ll ll ll ll ll

,5. The nurse is conducting a class for new graduate nurses. During the teaching session, the
ll ll ll ll ll ll ll ll ll ll ll ll ll ll



nurse should keep in mind that novice nurses, without a background of skills and
ll ll ll ll ll ll ll ll ll ll ll ll ll ll



experiencefrom which to draw, are more likely to make their decisions using:
ll l ll ll ll ll ll ll ll ll ll ll l l




a Intuition.
.
b A set of rules.
ll ll ll



.
c Articles in journals. ll ll



.
d Advice from supervisors. ll ll



.

ANS: B ll



Novice nurses operate from a set of defined, structured rules. The expert practitioner usesintuitive
ll ll ll ll ll ll ll ll ll ll ll ll ll l



links.
ll




DIF: Cognitive Level: Understanding (Comprehension) REF: p.
ll ll ll ll ll ll



3MSC: Client Needs: General
ll l ll ll ll



6. Expert nurses learn to attend to a pattern of assessment data and act without
ll ll ll ll ll ll ll ll ll ll ll ll ll



consciouslylabeling it. These responses are referred to as:
ll l ll ll ll ll ll ll ll




a Intuition.
.
b The nursing process. ll ll



.
c Clinical knowledge. ll



.
d Diagnostic reasoning. ll



.

ANS: A ll



Intuition is characterized by pattern recognitionexpert nurses learn to attend to a pattern
ll ll ll ll ll ll ll ll ll ll ll ll



ofassessment data and act without consciously labeling it. The other options are not correct.
ll l ll ll ll ll ll ll ll ll ll ll ll ll ll




DIF: Cognitive Level: Understanding (Comprehension) REF: p.
ll ll ll ll ll ll



4MSC: Client Needs: General
ll l ll ll ll



7. The nurse is reviewing information about evidence-based practice (EBP). Which
ll ll ll ll ll ll ll ll ll



statementbest reflects EBP?
ll l ll ll

, a EBP relies on tradition for support of best practices.
ll ll ll ll ll ll ll ll



.
b EBP is simply the use of best practice techniques for the treatment of patients.
ll ll ll ll ll ll ll ll ll ll ll ll ll



.
c EBP emphasizes the use of best evidence with the clinicians experience.
ll ll ll ll ll ll ll ll ll l l



.
d The patients own preferences are not important with EBP.
ll ll ll ll ll ll ll ll



.

ANS: C ll



EBP is a systematic approach to practice that emphasizes the use of best evidence in
ll ll ll ll ll ll ll ll ll ll ll ll ll ll



combinationwith the clinicians experience, as well as patient preferences and values, when
ll l ll ll ll ll ll ll ll ll ll ll ll



making decisions about care and treatment. EBP is more than simply using the best practice
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll



techniques to treat patients, and questioning tradition is important when no compelling and
ll ll ll ll ll ll ll ll ll ll ll ll ll



supportive research evidence exists.
ll ll ll ll




DIF: Cognitive Level: Applying (Application) REF: p. 5
ll ll ll ll ll ll ll



MSC: Client Needs: Safe and Effective Care Environment: Management of Care
ll ll ll ll ll ll ll ll ll ll



8. The nurse is conducting a class on priority setting for a group of new graduate nurses. Whichis
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll l



an example of a first-level priority problem?
ll ll ll ll ll ll ll




a Patient with postoperative pain ll ll ll



.
b Newly diagnosed patient with diabetes who needs diabetic teaching
ll ll ll ll ll ll ll ll



.
c Individual with a small laceration on the sole of the foot ll ll ll ll ll ll ll ll ll ll



.
d Individual with shortness of breath and respiratory distress ll ll ll ll ll ll ll



.

ANS: D ll



First-level priority problems are those that are emergent, life threatening, and immediate (e.g.,
ll ll ll ll ll ll ll ll ll ll ll ll



establishing an airway, supporting breathing, maintaining circulation, monitoring abnormal
ll ll ll ll ll ll ll ll ll



vitalsigns) (see Table 1-1).
ll l ll ll ll




DIF: Cognitive Level: Understanding (Comprehension) REF: p. 4
ll ll ll ll ll ll ll



MSC: Client Needs: Safe and Effective Care Environment: Management of Care
ll ll ll ll ll ll ll ll ll ll



9. When considering priority setting of problems, the nurse keeps in mind that second-
ll ll ll ll ll ll ll ll ll ll ll ll



levelpriority problems include which of these aspects?
l ll ll ll ll ll ll

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