Bates’ Guide To Physical Examination and History Taking 13th
i i i i i i i i
Edition Bickley Test Bank
i i i i
CHAPTER 1 iFoundations ifor iClinical iProficiency
iMULTIPLE iCHOICE
1. After icompleting ian iinitial iassessment iof ia ipatient, ithe inurse ihas icharted ithat ihis irespirations
iare ieupneic iand ihis ipulse iis i58 ibeats iper iminute. iThese itypes iof idata iwould ibe:
a Objective.
.
b Reflective.
.
c Subjective.
.
d Introspective.
.
ANS: iA
Objective idata iare iwhat ithe ihealth iprofessional iobserves iby iinspecting, ipercussing, ipalpating,
iand iauscultating iduring ithe iphysical iexamination. iSubjective idata iis iwhat ithe iperson isays iabout
ihim ior iherself iduring ihistory itaking. iThe iterms ireflective iand iintrospective iare inot iused ito
idescribe idata.
DIF: iCognitive iLevel: iUnderstanding i(Comprehension) iREF: ip. i2
MSC: iClient iNeeds: iSafe iand iEffective iCare iEnvironment: iManagement iof iCare
2. A ipatient itells ithe inurse ithat ihe iis ivery inervous, iis inauseated, iand ifeels ihot. iThese itypes iof
idata iwould ibe:
a Objective.
.
b Reflective.
.
c Subjective.
.
d Introspective.
.
ANS: iC
Subjective idata iare iwhat ithe iperson isays iabout ihim ior iherself iduring ihistory itaking. iObjective
idata iare iwhat ithe ihealth iprofessional iobserves iby iinspecting, ipercussing, ipalpating, iand
auscultating i during i the i physical i examination. i The i terms i reflective i and i introspective i are i not i used
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,to idescribe idata.
DIF: iCognitive iLevel: iUnderstanding i(Comprehension) iREF: ip. i2
MSC: iClient iNeeds: iSafe iand iEffective iCare iEnvironment: iManagement iof iCare
3. The ipatients irecord, ilaboratory istudies, iobjective idata, iand isubjective idata icombine ito iform
ithe:
a Data ibase.
.
b Admitting idata.
.
c Financial istatement.
.
d Discharge isummary.
.
ANS: iA
Together iwith ithe ipatients irecord iand ilaboratory istudies, ithe iobjective iand isubjective idata iform
ithe idata ibase. iThe iother iitems iare inot ipart iof ithe ipatients irecord, ilaboratory istudies, ior idata.
DIF: iCognitive iLevel: iRemembering i(Knowledge) iREF: ip. i2
MSC: iClient iNeeds: iSafe iand iEffective iCare iEnvironment: iManagement iof iCare
4. When ilistening ito ia ipatients ibreath isounds, ithe inurse iis iunsure iof ia isound ithat iis iheard. iThe
inurses inext iaction ishould ibe ito:
a Immediately inotify ithe ipatients iphysician.
.
b Document ithe isound iexactly ias iit iwas iheard.
.
c Validate ithe idata iby iasking ia icoworker ito ilisten ito ithe ibreath isounds.
.
d Assess iagain iin i20 iminutes ito inote iwhether ithe isound iis istill ipresent.
.
ANS: iC
When iunsure iof ia isound iheard iwhile ilistening ito ia ipatients ibreath isounds, ithe inurse ivalidates ithe
idata i to i ensure i accuracy. i If i the i nurse i has i less i experience i in i an i area, i then i he i or i she i asks i an
i expertito ilisten.
DIF: iCognitive iLevel: iAnalyzing i(Analysis) iREF: ip. i2
MSC: iClient iNeeds: iSafe iand iEffective iCare iEnvironment: iManagement iof iCare
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,5. The inurse iis iconducting ia iclass ifor inew igraduate inurses. iDuring ithe iteaching isession, ithe
inurse ishould ikeep iin imind ithat inovice inurses, iwithout ia ibackground iof iskills iand iexperience
ifrom iwhich ito idraw, iare imore ilikely ito imake itheir idecisions i using:
a Intuition.
.
b A iset iof irules.
.
c Articles iin ijournals.
.
d Advice ifrom isupervisors.
.
ANS: iB
Novice inurses ioperate ifrom ia iset iof idefined, istructured irules. iThe iexpert ipractitioner iuses
iintuitive ilinks.
DIF: iCognitive iLevel: iUnderstanding i(Comprehension) iREF: ip. i3
iMSC: iClient iNeeds: iGeneral
6. Expert inurses ilearn ito iattend ito ia ipattern iof iassessment idata iand iact iwithout iconsciously
ilabeling iit. iThese iresponses iare ireferred ito i as:
a Intuition.
.
b The inursing iprocess.
.
c Clinical iknowledge.
.
d Diagnostic ireasoning.
.
ANS: iA
Intuition iis icharacterized iby ipattern irecognitionexpert inurses ilearn ito iattend ito ia ipattern iof
ia ssessment idata iand iact iwithout iconsciously ilabeling iit. iThe iother ioptions iare inot icorrect.
DIF: iCognitive iLevel: iUnderstanding i(Comprehension) iREF: ip. i4
iMSC: iClient iNeeds: iGeneral
7. The inurse iis ireviewing iinformation iabout ievidence-based ipractice i(EBP). iWhich istatement
ibest ireflects iEBP?
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, a EBP irelies ion itradition ifor isupport iof ibest ipractices.
.
b EBP iis isimply ithe iuse iof ibest ipractice itechniques ifor ithe itreatment iof ipatients.
.
c EBP iemphasizes ithe iuse iof ibest ievidence iwith ithe iclinicians i experience.
.
d The ipatients iown ipreferences iare inot iimportant iwith iEBP.
.
ANS: iC
EBP iis ia isystematic iapproach ito ipractice ithat iemphasizes ithe iuse iof ibest ievidence iin icombination
iwith ithe iclinicians iexperience, ias iwell ias ipatient ipreferences iand ivalues, iwhen imaking idecisions
iabout icare iand itreatment. iEBP iis imore ithan isimply iusing ithe ibest ipractice itechniques ito itreat
ipatients, iand iquestioning itradition iis iimportant iwhen ino icompelling iand isupportive iresearch
ievidence iexists.
DIF: iCognitive iLevel: iApplying i(Application) iREF: ip. i5
MSC: iClient iNeeds: iSafe iand iEffective iCare iEnvironment: iManagement iof iCare
8. The inurse iis iconducting ia iclass ion ipriority isetting ifor ia igroup iof inew igraduate inurses. iWhich
iis ian iexample iof ia ifirst-level ipriority i problem?
a Patient iwith ipostoperative ipain
.
b Newly idiagnosed ipatient iwith idiabetes iwho ineeds idiabetic iteaching
.
c Individual iwith ia ismall ilaceration ion ithe isole iof ithe ifoot
.
d Individual iwith ishortness iof ibreath iand irespiratory idistress
.
ANS: iD
First-level ipriority iproblems iare ithose ithat iare iemergent, ilife ithreatening, iand iimmediate i(e.g.,
iestablishing ian iairway, isupporting ibreathing, imaintaining icirculation, imonitoring iabnormal ivital
isigns) i(see iTable i1-1).
DIF: iCognitive iLevel: iUnderstanding i(Comprehension) iREF: ip. i4
MSC: iClient iNeeds: iSafe iand iEffective iCare iEnvironment: iManagement iof iCare
9. When iconsidering ipriority isetting iof iproblems, ithe inurse ikeeps iin imind ithat isecond-level
ipriority iproblems iinclude iwhich iof ithese i aspects?
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