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Test Bank For Physical Examination and Health Assessment CANADIAN 3rd Edition Jarvis / Chapters 1-31/ Pages 387 with complete solution
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Test Bank For Physical Examination and Health Assessment CANADIAN 3rd Edition Jarvis / Chapters 1-31/ Pages 387 with complete solutionTest Bank For Physical Examination and Health Assessment CANADIAN 3rd Edition Jarvis / Chapters 1-31/ Pages 387 with complete solutionTest Bank For Physical Examinat...

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  • August 26, 2024
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Test Bank For
Physical Examination
and Health
Assessment
CANADIAN 3rd Edition
Jarvis / Chapters 1-31/
Pages 387

,Physical //Examination //and //Health //Assessment //CANADIAN //3rd
//Edition/Jarvis //Test //Bank



Chapter //01: //Evidence-Based //Assessment
Jarvis: //Physical //Examination //& //Health //Assessment, //3rd //Canadian //edition


MULTIPLE //CHOICE

1. After //completing //an //initial //assessment //of //a //patient, //the //nurse //has //charted //that //his
//respirations/are //18 //breaths //per //minute //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 //are //what
//the //person //says //about //himself //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, //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 //himself //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.


DIF: Cognitive //Level: //Understanding //(Comprehension)
MSC: / / Client //Needs: //Safe //and //Effective //Care //Environment: //Management //of //Care

3. The //patient‘s //record, //laboratory //studies, //objective //data, //and //subjective //data //combine
//to //form/the:
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. //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.


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, //with //less //experience,
//are //more //likely //to //base/their //decisions //on:
a. Intuition
b. Clear-cut //rules
c. Articles //in //journals
d. Advice //from //supervisors
ANS: / / B
Novice //nurses //operate //from //a //set //of //defined, //structured //rules. //Expert //practitioners
//use //critical/thinking //and //their //substantial //background //of //experiences.
N //R //I //G //B.C //M
U //S ////(Comprehension)
N //T O
DIF: Cognitive //Level: //Understanding MSC: / / Client //Needs: //General


6. Expert //nurses //assess //and //make //decisions //through //the //use //of:
a. Critical //thinking
b. The //nursing //process
c. Clinical //knowledge
d. Diagnostic //reasoning
ANS: / / A
Critical //thinking //is //a //multidimensional, //dynamic, //and //interactive //thinking //process //by
//which/expert //nurses //assess //and //make //decisions //in //the //clinical //area.


DIF: // // Cognitive //Level: //Understanding //(Comprehension) MSC: / / Client //Needs: //General


7. The //nurse //is //reviewing //information //about //evidence-informed //practice //(EIP). //Which
//statement
best //reflects //EIP?
a. EIP //relies //on //tradition //for //support //of //best //practices.
b. EIP //is //simply //the //use //of //best //practice //techniques //for //the //treatment //of //patients.
c. EIP //emphasizes //the //use //of //best //and //most //appropriate //evidence //with
//clinician/expertise //and //patient //preference.
d. The //patient‘s //own //preferences //are //not //important //in //EIP.
ANS: / / C

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