Test bank for Physical Examination and Health Assessment 8th Edition by Jarvis
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Course
Jarvis
Institution
Jarvis
Table of Contents
Chapter 01: Evidence-Based Assessment Chapter 02: Cultural Assessment
Chapter 03: The Interview
Chapter 04: The Complete Health History Chapter 05: Mental Status Assessment Chapter 06: Substance Use Assessment
Chapter 07: Domestic and Family Violence Assessment
Chapter 08: As...
Table of Contents Chapter 01: Evidence -Based Assessment Chapter 02: Cultural Assessment Chapter 03: The Interview Chapter 04: The Complete Health History Chapter 05: Mental Status Assessment Chapter 06: Substance Use Assessment Chapter 07: Domestic and Family Violence Assessment Chapter 08: Assessment Techniques and Safety in the Clinical Setting Chapter 09: 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, Child, and Adolescent Chapter 30: Bedside Assessment and Electronic Documentation Chapter 31: The Pregnant Woman Chapter 32: Functional Assessment of the Older Adult 1 2 15 31 49 64 80 86 92 111 118 133 141 155 176 194 211 228 246 266 284 303 320 337 358 382 400 414 436 449 452 458 471 Physical Examination and Health Assessment 8th Edition by Jarvis Table of Contents 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 wouldbe: a. Objective. b. Reflective. c. Subjective. d. Introspective. ANS: A 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 3. The patients record, laboratory studies, objective data, and subjective data combine to form the: a. Data base. b. Admitti ng data. c. Financial statement. d. Discharge summary. ANS: A 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. ANS: C b. Document the sound exact ly 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 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 6. Exper t 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 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: D ANS: C ANS: B 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 postoperativ e 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 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 10. Which critical thinking skill helps the nurse see relationships among the data? a. Validation b. Clustering related cues c. Identifying gaps in data d. Distinguishing relevant from irrelevant 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
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