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Test Bank For Canadian Physical Examination and Health Assessment, 4th Edition, by Jarvis, All Chapters 1-31 ||Complete A+ Guide CA$26.64
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Test Bank For Canadian Physical Examination and Health Assessment, 4th Edition, by Jarvis, All Chapters 1-31 ||Complete A+ Guide
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Test Bank For Canadian Physical Examination and Health Assessment, 4th Edition, by Jarvis, All Chapters 1-31 ||Complete A+ Guide

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  • October 27, 2024
  • 389
  • 2024/2025
  • Exam (elaborations)
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  • 9780323875097
  • 4th edition by jarvis
  • test bank for canadian physical examination
  • physical examination and health assessment
  • canadian physical examination and health assessme

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,Physical Examination and Health Assessment CANADIAN 4th Edition
f f f f f f f



Jarvis Test Bank f f f




Chapter 01: Evidence-Based Assessment
f f f


Jarvis: Physical Examination & Health Assessment, 3rd Canadian edition
f f f f f f f f




MULTIPLE CHOICE f




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


f are 18 breaths per minute and his pulse is 58 beats per minute. These types of data would be:
f f f f f f f f f f f f f f f f f f


a. Objective
b. Reflective
c. Subjective
d. Introspective
ANS: A f


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


and auscultating during the physical examination. Subjective data are what the person says
f f f f f f f f f f f f f


about himself or herself during history taking. The terms reflective and introspective are not
f f f f f f f f f f f f f f


used to describe data.
f f f f




DIF: Cognitive Level: Understanding (Comprehension) f f f


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




2. A patient tells the nurse that he is very nervous, is nauseated, and “feels hot.” These types of
f f f f f f f f f f f f f f f f f


data would be:
f f f


a. Objective
b. Reflective
c. Subjective
d. Introspective
ANS: C f


Subjective data are what the person says about himself or herself during history taking.
f f f f f f f f f f f f f


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


and auscultating during the physical examination. The terms reflective and introspective are
f f f f f f f f f f f f


not used to describe data.
f f f f f




DIF: Cognitive Level: Understanding (Comprehension) f f f


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




3. The patient’s record, laboratory studies, objective data, and subjective data combine to form
f f f f f f f f f f f f


f the:
a. Database
b. Admitting data f


c. Financial statement f


d. Discharge summary f




ANS: A f


Together with the patient’s record and laboratory studies, the objective and subjective data
f f f f f f f f f f f f


form the database. The other items are not part of the patient’s record, laboratory studies, or
f f f f f f f f f f f f f f f f


data.
f

,DIF: Cognitive Level: Remembering (Knowledge)
f f f


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

, 4. When listening to a patient’s breath sounds, the nurse is unsure of a sound that is heard. The
f f f f f f f f f f f f f f f f f


nurse’s next action should be to:
f f f f f f


a. Immediately notify the patient’s physician. f f f f


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


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


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




ANS: C f


When unsure of a sound heard while listening to a patient’s breath sounds, the nurse validates
f f f f f f f f f f f f f f f


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


expert to listen.
f f f




DIF: Cognitive Level: Analyzing (Analysis) f f f


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




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


nurse should keep in mind that novice nurses, with less experience, are more likely to base
f f f f f f f f f f f f f f f f


their decisions on:
f f f


a. Intuition
b. Clear-cut rules f


c. Articles in journals f f


d. Advice from supervisors f f




ANS: B f


Novice nurses operate from a set of defined, structured rules. Expert practitioners use critical
f f f f f f f f f f f f f


thinking and their substantial background of experiences.
f f f f f f f

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




6. Expert nurses assess and make decisions through the use of:
f f f f f f f f f


a. Critical thinking f


b. The nursing process f f


c. Clinical knowledge f


d. Diagnostic reasoning f




ANS: A f


Critical thinking is a multidimensional, dynamic, and interactive thinking process by which expert
f f f f f f f f f f f f


nurses assess and make decisions in the clinical area.
f f f f f f f f f




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




7. The nurse is reviewing information about evidence-informed practice (EIP). Which statement
f f f f f f f f f f


best reflects EIP?
f f


a. EIP relies on tradition for support of best practices.
f f f f f f f f


b. EIP is simply the use of best practice techniques for the treatment of patients.
f f f f f f f f f f f f f


c. EIP emphasizes the use of best and most appropriate evidence with clinician
f f f f f f f f f f f


expertise and patient preference.
f f f f


d. The patient’s own preferences are not important in EIP.
f f f f f f f f




ANS: C f

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