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Test Bank For Physical Examination and Health Assessment 9th Edition by Carolyn Jarvis Complete Guide
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Test Bank For Physical Examination and Health Assessment 9th Edition by Carolyn Jarvis Complete Guide

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  • December 15, 2024
  • 547
  • 2024/2025
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Test Bank For Physical Examination and
\ \ \ \ \




HealthAssessment 9th Edition by Carolyn Jarvis
\ \ \ \ \ \ \




Complete Guide.
\ \

, PHYSICAL \EXAMINATION \AND \HEALTH \ASSESSMENT \9TH \EDITION \JARVIS \TEST \BANK
Test \Bank \- \Physical \Examination \and \Health \Assessment \9e \(by \Jarvis) 2



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 \says \about \him \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 \nervN
ouUsR, \SisINnaGuTsB
ea.CteOdM
, \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.



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

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

3. The \patients \record, \laboratory \studies, \objective \data, \and \subjective \data \combine \to \form \the:


a. Data \base.


b. Admitting \data.

, PHYSICAL \EXAMINATION \AND \HEALTH \ASSESSMENT \9TH \EDITION \JARVIS \TEST \BANK
Test \Bank \- \Physical \Examination \and \Health \Assessment \9e \(by \Jarvis) 3




c. Financial \statement.


d. Discharge \summary.


ANS: \A

Together \with \the \patients \record \and \laboratory \studies, \the \objective \and \subjective \data \form \the \data \base.
\The \other \items \are \not \part \of \the \patients \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 \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.


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.

NURSINGTB.COM
ANS: \C

When \unsure \of \a \sound \heard \while \listening \to \a \patients \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, \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)
\

, PHYSICAL \EXAMINATION \AND \HEALTH \ASSESSMENT \9TH \EDITION \JARVIS \TEST \BANK
Test \Bank \- \Physical \Examination \and \Health \Assessment \9e \(by \Jarvis) 4



MSC: \Client \Needs: \General

6. The \nurse \is \reviewing \information \about \evidence-based \practice \(EBP). \Which \statement \best
\reflects\EBP?




a. EBP \relies \on \tradition \for \supportNoUf\RbSesIN
t \pGrTacBt.iC
ceOsM
.


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: \C
\



EBP \is \a \systematic \approach \to \practice \that \emphasizes \the \use \of \best \evidence \in \combination \with \the
\clinicians \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)

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

7. 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 \recognitionexpert \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)\MSC: \Client \Needs: \General
\




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

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