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HAP FINAL TEST
BANK QUESTIONS
TH
JARVIS 7 EDITION
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HAP FINAL TEST BANK QUESTIONS: Jarvis 7th Edition
Chapter 01: Evidence-Based Assessment
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:
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 saysabout him or herself during history taking. The terms reflective and introspective are not used to describe data.
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.
3. The patient’s 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 patient’s record and laboratory studies, the objective and subjective data form the data base. The other items are not part of the patient’s
record, laboratory studies, or data.
4. When listening to a patient’s breath sounds, the nurse is unsure of a sound that is heard. The nurse’s next action should be to:
a. Immediately notify the patient’s 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 patient’s 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.
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5. The pnurse pis pconducting pa pclass pfor pnew pgraduate pnurses. pDuring pthe pteaching psession, pthe pnurse pshould pkeep pin pmind
pthat pnovice pnurses, pwithout pa pbackground pof pskills pand pexperience pfrom pwhich pto pdraw, pare pmore plikely pto pmake ptheir
pdecisions pusing:
a. Intuition.
b. A pset pof prules.
c. Articles pin pjournals.
d. Advice pfrom psupervisors.
ANS: pB
Novice pnurses poperate pfrom pa pset pof pdefined, pstructured prules. pThe pexpert ppractitioner puses pintuitive plinks.
6. Expert pnurses plearn pto pattend pto pa ppattern pof passessment pdata pand pact pwithout pconsciously plabeling pit. pThese presponses pare preferred
pto pas:
a. Intuition.
b. The pnursing pprocess.
c. Clinical pknowledge.
d. Diagnostic preasoning.
ANS: pA
Intuition pis pcharacterized pby ppattern precognition—expert pnurses plearn pto pattend pto pa ppattern pof passessment pdata pand pact pwithout
pconsciously plabeling pit. pThe pother poptions pare pnot pcorrect.
7. The pnurse pis previewing pinformation pabout pevidence-based ppractice p(EBP). pWhich pstatement pbest preflects pEBP?
a. EBP prelies pon ptradition pfor psupport pof pbest ppractices.
b. EBP pis psimply pthe puse pof pbest ppractice ptechniques pfor pthe ptreatment pof ppatients.
c. EBP pemphasizes pthe puse pof pbest pevidence pwith pthe pclinician’s pexperience.
d. The ppatient’s pown ppreferences pare pnot pimportant
pwith pEBP. pANS: pC
EBP pis pa psystematic papproach pto ppractice pthat pemphasizes pthe puse pof pbest pevidence pin pcombination pwith pthe pclinician’s pexperience,
pas pwell pas ppatient ppreferences pand pvalues, pwhen pmaking pdecisions pabout pcare pand ptreatment. pEBP pis pmore pthan psimply pusing pthe
pbest ppractice ptechniques pto ptreat ppatients, pand pquestioning ptradition pis pimportant pwhen pno pcompelling pand psupportive presearch pevidence
pexists.
8. The pnurse pis pconducting pa pclass pon ppriority psetting pfor pa pgroup pof pnew pgraduate pnurses. pWhich pis pan pexample pof pa pfirst-level
ppriority pproblem?
a. Patient pwith ppostoperative ppain
b. Newly pdiagnosed ppatient pwith pdiabetes pwho pneeds pdiabetic pteaching
c. Individual pwith pa psmall placeration pon pthe psole pof pthe pfoot
d. Individual pwith pshortness pof pbreath pand prespiratory
pdistresspANS: pD
First-level ppriority pproblems pare pthose pthat pare pemergent, plife pthreatening, pand pimmediate p(e.g., pestablishing pan pairway, psupporting
pbreathing, pmaintaining pcirculation, pmonitoring pabnormal pvital psigns) p(see pTable p1-1).
9. When pconsidering ppriority psetting pof pproblems, pthe pnurse pkeeps pin pmind pthat psecond-level ppriority pproblems pinclude pwhich pof pthese
paspects?
a. Low pself-esteem
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b. Lack pof pknowledge
c. Abnormal plaboratory pvalues
d. Severely pabnormal pvital
psigns pANS: pC
Second-level ppriority pproblems pare pthose pthat prequire pprompt pintervention pto pforestall pfurther pdeterioration p(e.g., pmental pstatus pchange,
pacute ppain, pabnormal plaboratory pvalues, prisks pto psafety por psecurity) p(see pTable p1-1).
10. Which pcritical pthinking pskill phelps pthe pnurse psee prelationships pamong pthe pdata?
a. Validation
b. Clustering prelated pcues
c. Identifying pgaps pin pdata
d. Distinguishing prelevant pfrom
pirrelevantpANS: pB
Clustering prelated pcues phelps pthe pnurse psee prelationships pamong pthe pdata.
11. The pnurse pknows pthat pdeveloping pappropriate pnursing pinterventions pfor pa ppatient prelies pon pthe pappropriateness pof pthe diagnosis.
a. Nursing
b. Medical
c. Admission
d. Collaborative
pANS: pA
An paccurate pnursing pdiagnosis pprovides pthe pbasis pfor pthe pselection pof pnursing pinterventions pto pachieve poutcomes pfor pwhich pthe
pnurse pis paccountable. pThe pother pitems pdo pnot pcontribute pto pthe pdevelopment pof pappropriate pnursing pinterventions.
12. The pnursing pprocess pis pa psequential pmethod pof pproblem psolving pthat pnurses puse pand pincludes pwhich psteps?
a. Assessment, ptreatment, pplanning, pevaluation, pdischarge, pand pfollow-up
b. Admission, passessment, pdiagnosis, ptreatment, pand pdischarge pplanning
c. Admission, pdiagnosis, ptreatment, pevaluation, pand pdischarge pplanning
d. Assessment, pdiagnosis, poutcome pidentification, pplanning, pimplementation, pand
pevaluation pANS: pD
The pnursing pprocess pis pa pmethod pof pproblem psolving pthat pincludes passessment, pdiagnosis, poutcome pidentification, pplanning,
pimplementation, pand pevaluation.
13. A pnewly padmitted ppatient pis pin pacute ppain, phas pnot pbeen psleeping pwell plately, pand pis phaving pdifficulty pbreathing. pHow
pshould pthe pnurse pprioritize pthese pproblems?
a. Breathing, ppain, pand psleep
b. Breathing, psleep, pand ppain
c. Sleep, pbreathing, pand ppain
d. Sleep, ppain, pand pbreathing
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