Physical Examination and Health Assessment 3rd Canadian Edition By JARVIS – Test Bank

Physical Examination and Health Assessment 3rd Canadian Edition By JARVIS – Test Bank

Chapter 01: Evidence-Based Asseviment

Jarvis: Physical Examination & Health Assessment, 3rd Canadian Edicion

JARVIS

PHYSICAL EXAMINATION & HEALTH ASSESSMENT

MULTIPLE CHOICE

1. After completing an initial assessment of a patient, the mone has chaned that his respirations are 18 breaths per minute and hispose is beats per minute. These types of data would be

TEST BANK

Objective

Reflective

c. Subjective

Introspective

ANS: A

Objective data are what the health professional observes by inspecting, percusing, palpating. and auscultating during the physical examination. Subjective data are what the person says about himself or herself during history talking. The terms reflective and antrospective are not used to describe data

DF Copsitive Level Understanding (Compression)

MSC: China Need SandectiveCore Event: Man of

2. A patient tells the nurse that he is very nervous, is nauseated, and “feels hot.” These types of

data would be

Objective

Reflective

c. Subjective Introspective

ANS: C

Subjective data are what the person says about himself or herself during history taking Objective data are what the health professional observes by inspecting, percussing, palpating, andusculating during the physical examination. The terms reflective and trospective not used to describe data

D Copsitive Level Understanding (Compression)

MSC: China Need Sand EffectiveCore Event: Man of

3. The patient’s record laboratory studies objective data and subjective data combine to form

the

Database

Admitting data

c. Financial statenest

Discharge summary

ANSA

Together with the patient’s record and laboratory studies, the objective and subjective data form the database. The other items or not part of the patient’s record, laboratory studies, or data

DOF: Cognitive Level: Remembering (Knowledge)

4. When listening to a patient’s breath sounds, the nurse is use of a sound that is beard. The nurse’s next action should be to

Immediately notify the patient’s physician

Document the sound exactly as it was heard

. Validate the data by asking a coworker to listen to the breath sounds c

Assess again in 20 minutes to note whether the sound is still present.

ANS: C

When unsure of a sound heard while listening to 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

DC: Cognitive Level: Analyzing (Analysis)

MSC: Chiest Needs: Sade and Effective Care Environment: Mavarenia ot Same

5. The nurse is conducting a class for new graduate nurses. During the teaching session, the nurse should keep in mind that novices, with less experience, are more likely to base their decision

Intuition

Clear-cut rules

c. Articles in joumah

Advice from supervisors

ANS: B

Novice surses operate from a set of defined, structured rules. Expert practitioners use critical thinking and their substantial background of experiences.

DO: Cognitive Leveling (Comprebenica)

6. Expert nurses assess and make decisions through the use of

Critical thinking

The nursing process

Diagnostic reasoning

ANS: A

Critical thinking is a multidimensional, dynamic, and interactive thinking process by which expert nurses assess and make decisions in the clinical area.

DO: Cognitive Level Comprebrnica)

MSC: Chet Ned

7. The nurse is reviewing information about evidence-informed practice (EIP) Which statement Best reflects EXP?

IP relies on tradition for support of best practices. EIP is simply the use of best practice techniques for the treatment of patients

c. EIP emphasizes the use of best and most appropriate evidence with clinician expertise and patient preference

The patient’s own preferences are not important in EP.

ANS: C

EIP is a problem-solving approach to decision making that emphasizes the use of best available evidence in combination with the clinician’s experience, patient preferences and values, and compertensive assessment to determine the best outcomes in care and treatment. EXP 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: Copsitive Level: Applying (Application)

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

8. The surse is conducting a class on priority setting for a group of new graduate surses. Which

is an example of a first level priority problem?

Patient with postoperative pain

Patient newly diagnosed with diabetes needing diabetic teaching

Individual with a small creation on the sole of the foot

4. Individual with shortness of breath and respiratory distress

ANS: D

First-level priority problems are those that are emergent, life-threatening, and immediate (eg. establishing an airway, supporting breathing, maintaining circulation, monitoring abnormal vital signs) (see Table 1-1)

DIF: Cognitive Level: Understanding (Comprehension)

MSC: Client Need Safe and Effective Care Manager of Cave

9. Which critical thinking skill helps the nurse see relationships among the data?

Validation

Clustering related cues

c. Identifying gaps in data

4. Distinguishing relevant data from imelevant data

ANS: B

Clustering related cues helps the nurse see relationships among the data

DIF: Cognitive Level: Understanding (Comprension)

3MSC: Client Needs Safe and Effective Care Eames Masage of Care

10. The nurse knows that developing appropriate ing interventions for a patient relies on the

appropriateness of the diagnous

Medical

4 Collaborative

ANS: A

An accurate nursing diagnosis provides the basis for the selection of nursing interventions to achieve outcomes for which there is accountable. The other items do not consueto the development of appropriate nursing interventions.

DID: Cognitive Level: Understanding (Compression)

SSC CiteSafe and Effective Care Earnest Mass of Cre