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Test Bank for Physical Examination and Health Assessment 9th Edition by Carolyn Jarvis, Ann Eckhardt / All Chapters 1-32 / Full Complete€15,64
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Jarvis, Physical Exmination & Health Assessment 9e
Jarvis, Physical Exmination & Health Assessment 9e
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Test Bank for Physical Examination and Health Assessment 9th Edition by Carolyn Jarvis, Ann Eckhardt / All Chapters 1-32 / Full Complete
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Physical Examination and Health Assessment
Test Bank for Physical Examination and Health Assessment 9th Edition by Carolyn Jarvis, Ann Eckhardt / All Chapters 1-32 / Full CompleteTest Bank for Physical Examination and Health Assessment 9th Edition by Carolyn Jarvis, Ann Eckhardt / All Chapters 1-32 / Full CompleteTest Bank for Physical Exam...
Chapter i 01: i Evidence-Based i Assessment
MULTIPLE iCHOICE
1. After icompleting i an i initial i assessment i of ia i patient, i the i nurse i has icharted i that ihis i respirations i are
i eupneic i andihis i pulse i is i 58 i beats i per i minute. i These i types i of i data i would i be:
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 i terms i reflective i and i introspective i are i not i used i to i describe i data.
DIF: i Cognitive i Level: i Understanding i (Comprehension)
MSC: i Client iNeeds: iSafe i and i Effective iCare i Environment: i Management i of iCare
Subjective i data i are i what ithe i person i says i about ihim i or i herself i during i history i taking. i Objective i data i are
iwhat i theihealth iprofessional iobserves iby iinspecting, ipercussing, ipalpating, iand iauscultating iduring ithe
iphysical iexamination. iThe i terms i reflective i and i introspective i are i not i used ito i describe i data.
DIF: i Cognitive i Level: i Understanding i (Comprehension)
MSC: i Client iNeeds: iSafe i and i Effective iCare i Environment: i Management i of iCare
3. The ipatients i record, ilaboratory i studies, iobjective i data, i and i subjective i data i combine i to i form ithe:
Together iwith i the ipatients i record iand ilaboratory i studies, i the iobjective i and i subjective i data i form i the idata
i base.iThe iother i items i are i not i part i of i the i patients i record, i laboratory i studies, i or i data.
DIF: i Cognitive i Level: i Remembering i (Knowledge)
MSC: i Client iNeeds: iSafe i and i Effective iCare i Environment: i Management i of iCare
4. When i listening i to ia i patients i breath i sounds, i the i nurse i is iunsure i of ia i sound ithat i is i heard. iThe
i nurses i nextiaction i should i be i to:
a. Immediately i notify i the ipatients i physician.
b. Document ithe i sound i exactly i as iit iwas i heard.
c. Validate ithe i data i by iasking i a i coworker i to ilisten i to ithe i breath i sounds.
d. Assess i again i in i 20 i minutes i to i note i whether i the i sound iis i still i present.
ANS: iC
When i unsure i of i a i sound i heard iwhile i listening i to ia i patients i breath i sounds, i the inurse i validates ithe i data ito
i ensureiaccuracy. iIf ithe i nurse i has i less i experience i in i an i area, i then i he ior i she i asks i an i expert i to i listen.
DIF: i Cognitive i Level: iAnalyzing i (Analysis)
MSC: i Client iNeeds: iSafe i and i Effective iCare i Environment: i Management i of iCare
5. The inurse iis iconducting ia iclass ifor inew igraduate i nurses. iDuring i the iteaching isession, ithe inurse ishould
i keep iin i mind i that i novice i nurses, i without i a i background i of i skills i and i experience i from i which i to i draw,
i are i more i likelyito i make i their i decisions i using:
a. Intuition.
b. A iset iof irules.
c. Articles iin ijournals.
d. Advice i from i supervisors.
ANS: iB
Novice inurses ioperate i from i a i set i of i defined, i structured i rules. iThe i expert i practitioner i uses i intuitive
i links.iDIF: i Cognitive i Level: i Understanding i (Comprehension)
6. The i nurse i is i reviewing i information i about i evidence-based ipractice i (EBP). i Which i statement i best
i reflectsiEBP?
a. EBP irelies ion itradition ifor isupportNoUf iRbeSsI N
t ipGrT
acBt.iC
ceOsM
.
b. EBP i is i simply i the iuse i of ibest i practice itechniques i for i the i treatment iof i patients.
c. EBP iemphasizes i the iuse iof i best i evidence iwith i the i clinicians i experience.
d. The ipatients i own i preferences iare i not i important i with
i EBP.iANS: i C
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 i is iimportant i when i no i compelling i and i supportive i research i evidence
i exists.
DIF: i Cognitive i Level: i Applying i (Application)
MSC: i Client i Needs: i Safe i and i Effective i Care i Environment: i Management i of i Care
7. Expert i nurses ilearn i to i attend i to ia ipattern i of iassessment i data i and iact iwithout i consciously i labeling
i it. i Theseiresponses i are i referred i to i as:
a. Intuition.
b. The i nursing i process.
c. Clinical i knowledge.
d. Diagnostic i reasoning.
ANS: iA
Intuition iis i characterized i by i pattern i recognitionexpert i nurses ilearn i to iattend i to i a i pattern i of iassessment
i data i andiact iwithout i consciously i labeling i it. iThe i other i options i are i not i correct.
DIF: i Cognitive i Level: i Understanding
i (Comprehension)iMSC: iClient iNeeds: iGeneral
8. The inurse i is iconducting i a iclass ion i priority i setting i for ia i group i of i new i graduate i nurses. i Which i is ian
i exampleiof ia i first-level i priority i problem?
a. Patient iwith i postoperative i pain
b. Newly idiagnosed i patient i with i diabetes iwho ineeds i diabetic i teaching
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