{"id":128111,"date":"2023-11-28T09:38:56","date_gmt":"2023-11-28T09:38:56","guid":{"rendered":"https:\/\/learnexams.com\/blog\/?p=128111"},"modified":"2023-11-28T09:38:58","modified_gmt":"2023-11-28T09:38:58","slug":"physical-examination-and-health-assessment-9th-edition-by-carolyn-jarvis-ann-eckhardt-test-bank","status":"publish","type":"post","link":"https:\/\/www.learnexams.com\/blog\/2023\/11\/28\/physical-examination-and-health-assessment-9th-edition-by-carolyn-jarvis-ann-eckhardt-test-bank\/","title":{"rendered":"Physical Examination and Health Assessment 9th Edition by Carolyn Jarvis, Ann Eckhardt Test Bank"},"content":{"rendered":"\n

Physical Examination and Health Assessment 9th Edition by Carolyn Jarvis, Ann Eckhardt Test Bank<\/p>\n\n\n\n

Physical Examination and Health Assessment 9th Edition by Carolyn Jarvis,
Ann Eckhardt Full Test Bank
Chapter 01: Evidence-Based Assessment
Jarvis: Physical Examination and Health Assessment, 9th Edition
MULTIPLE CHOICE<\/p>\n\n\n\n

    \n
  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. What
    type of assessment data is this?
    a. Objective
    b. Reflective
    c. Subjective
    d. Introspective
    ANS: A
    Objective data is 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<\/li>\n\n\n\n
  2. A patient tells the nurse that he is very nervous, nauseous, and \u201cfeels hot.\u201d What type of assessment
    data is this?
    a. Objective
    b. Reflective
    c. Subjective
    d. Introspective
    ANS: C
    Subjective data is what the person says about him or herself during history taking. Objective data is
    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<\/li>\n\n\n\n
  3. What do the patient\u2019s record, laboratory studies, objective data, and subjective data combine to form?
    a. Database
    b. Admitting data
    c. Financial statement
    d. Discharge summary
    ANS: A<\/li>\n<\/ol>\n\n\n\n

    The objective and subjective data together with the patient\u2019s record and laboratory studies, form the
    database. The other items are not part of the patient\u2019s record, laboratory studies, or data.
    DIF: Cognitive Level: Remembering (Knowledge)
    MSC: Client Needs: Safe and Effective Care Environment: Management of Care<\/p>\n\n\n\n

      \n
    1. When listening to a patient\u2019s breath sounds, the nurse is unsure of a sound that is heard. Which action
      would the nurse take next?
      a. Notify the patient\u2019s physician.
      b. Document the sound exactly as it was heard.
      c. Validate the data by asking another nurse 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\u2019s breath sounds, the nurse validates the data
      to ensure accuracy by either repeating the assessment themselves or asking another nurse to assess the
      breath sounds. If the nurse has less experience analyzing breath sounds, then he or she should ask an
      expert to listen. When unsure of a sound heard while listening to a patient\u2019s breath sounds, the nurse
      should validate the data before documenting to ensure accuracy and before notifying the patient\u2019s
      physician. To validate that data, the nurse either repeats the assessment himself or herself or asks
      another nurse to assess the breath sounds.
      DIF: Cognitive Level: Applying (Application)
      MSC: Client Needs: Safe and Effective Care Environment: Management of Care<\/li>\n\n\n\n
    2. The nurse is conducting a class for new graduate nurses. While teaching the class, what would the
      nurse keep in mind regarding what novice nurses, without a background of skills and experience from
      which to draw upon, are more likely to base their decisions on?
      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 to make decisions. It takes time, perhaps a
      few years, in similar clinical situations to achieve competency and it is functioning at the level of an
      expert practitioner when intuition is included in making clinical decisions. While information in
      journal articles and advice from supervisors may assist in making decisions, novice nurses do not
      typically base their decisions on them. It would also be important that if information from journal
      articles and advice from supervisors were used, that they were evidence based.
      DIF: Cognitive Level: Understanding (Comprehension) MSC: Client Needs: General<\/li>\n\n\n\n
    3. 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 clinician\u2019s experience.
      d. EBP does not consider the patient\u2019s own preferences as important.<\/li>\n<\/ol>\n\n\n\n

      ANS: C
      EBP is a systematic approach to practice that emphasizes the use of research evidence in combination
      with the clinician\u2019s expertise and clinical knowledge (physical assessment), as well as patient values
      and preferences, 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: Understanding (Comprehension)
      MSC: Client Needs: Safe and Effective Care Environment: Management of Care<\/p>\n\n\n\n

        \n
      1. 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). Postoperative pain, diabetic teaching for a patient newly diagnosed with diabetes, and a small
        laceration on sole of the foot are not considered first-level priority problems.
        DIF: Cognitive Level: Understanding (Comprehension)
        MSC: Client Needs: Safe and Effective Care Environment: Management of Care<\/li>\n\n\n\n
      2. 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
        Abnormal laboratory values are a second-level priority problem. Second-level priority problems are
        those that require prompt intervention to forestall further deterioration (e.g., mental status change,
        acute pain, abnormal laboratory values, risks to safety or security). Low self-esteem and lack of
        knowledge are considered third-level priority as although they are important to a patient\u2019s health, they
        can be addressed after more urgent health problems are addressed. Severely abnormal vital signs
        would be considered a first-level priority problem.
        DIF: Cognitive Level: Understanding (Comprehension)
        MSC: Client Needs: Safe and Effective Care Environment: Management of Care<\/li>\n\n\n\n
      3. 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<\/li>\n<\/ol>\n\n\n\n

        ANS: B
        Clustering related cues involves clustering, or grouping together, assessment data that appear to be
        associated, or related, and helps the nurse see relationships among the data. Identifying gaps is looking
        for missing information and validation involves ensuring accuracy, and distinguishing relevant and
        irrelevant data involves identifying data the fit, or support the problem, but none of those help the
        nurse to see relationships.
        DIF: Cognitive Level: Understanding (Comprehension)
        MSC: Client Needs: Safe and Effective Care Environment: Management of Care<\/p>\n\n\n\n

          \n
        1. The nursing process is a sequential method of problem solving that nurses use and includes which
          steps?
          a. Assessment, treatment, planning, evaluation, discharge, and follow-up
          b. Admission, assessment, diagnosis, treatment, and discharge planning
          c. Admission, diagnosis, treatment, evaluation, and discharge planning
          d. Assessment, diagnosis, outcome planning, implementation, and evaluation
          ANS: D
          The nursing process is a method of problem solving that includes assessment, diagnosis, planning,
          implementation, and evaluation.
          DIF: Cognitive Level: Understanding (Comprehension)
          MSC: Client Needs: Safe and Effective Care Environment: Management of Care<\/li>\n\n\n\n
        2. A newly admitted patient is in acute pain, has not been sleeping well lately, and is having difficulty
          breathing. How should the nurse prioritize these problems?
          a. Breathing, pain, and sleep
          b. Breathing, sleep, and pain
          c. Sleep, breathing, and pain
          d. Sleep, pain, and breathing
          ANS: A
          First-level priority problems are immediate priorities, remembering the ABCs (airway, breathing, and
          circulation), followed by second-level problems (e.g., mental status change, acute pain, acute urinary
          elimination problems, untreated medical problems, abnormal laboratory values, risks of infection, or
          risk to safety or security), and then third-level problems (those that are important to the patient\u2019s health
          but can be attended to after more urgent health problems are addressed).
          DIF: Cognitive Level: Analyzing (Analysis)
          MSC: Client Needs: Safe and Effective Care Environment: Management of Care<\/li>\n\n\n\n
        3. Which is a barrier to incorporating EBP?
          a. Nurses\u2019 lack of research skills in evaluating the quality of research studies
          b. Lack of significant research studies
          c. Insufficient clinical skills of nurses
          d. Inadequate physical assessment skills
          ANS: A
          Powered by https:\/\/learnexams.com\/search\/study?query=<\/a><\/li>\n<\/ol>\n\n\n\n