TEST BANK FOR PHYSICAL EXAMINATION AND HEALTH ASSESSMENT 8TH EDITION BY CAROLYN JARVIS CHAPTER 1-32 | BRAND NEW| LATEST UPDATE
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Test Bank For Physical Examination and Health Assessment 8th Edition
By Carolyn Jarvis Chapter 1-32 | Complete Newest Version
Chapter 01: Evidence-Based Assessment
Jarvis: Physical Examination & Health 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 says about him or herself during history taking. The terms reflective and
introspective are not used to describe data.
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 2
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 him or herself during history taking.
Objective data are what the health professional observes by inspecting, percussing,
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palpating, and auscultating during the physical examination. The terms reflective and
introspective are not used to describe data.
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 2
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) REF: p. 2
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) REF: p.
2 MSC: Client Needs: Safe and Effective Care Environment: Management of Care
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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
Novice nurses operate from a set of defined, structured rules. The expert practitioner
uses intuitive links.
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 3
MSC: Client Needs: General
6. Expert 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
Intuition is characterized by pattern recognition—expert nurses learn to attend to a
pattern of assessment data and act without consciously labeling it. The other options
are not correct.
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 4
MSC: Client Needs: General
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.
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c. EBP emphasizes the use of best evidence with the clinician‘s experience.
d. The patient‘s own preferences are not important with EBP.
ANS: C
EBP is a systematic approach to practice that emphasizes the use of best evidence in
combination with the clinician‘s experience, as well as patient preferences and values,
when making decisions about care and treatment. EBP is more than simply using the
best practice techniques to treat patients, and questioning tradition is important when no
compelling and supportive research evidence exists.
DIF: Cognitive Level: Applying (Application) REF: p. 5
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
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 postoperative 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
ANS: D
First-level priority problems are those that are emergent, life threatening, and immediate
(e.g., establishing an airway, supporting breathing, maintaining circulation, monitoring
abnormal vital signs) (see Table 1-1).
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 4
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
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
ANS: C
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