Test Bank for Clinical Manifestations and Assessment of Respiratory
Disease 8th Edition Jardins
Des “Jardins: “Clinical “Manifestations “and “Assessment “of “Respiratory “Disease, “8th
“Edition
Chapter “01: “The “Patient “Interview
MULTIPLE “CHOICE
1. The ―respiratory ―care ―practitioner ―is ―conducting ―a ―patient ―interview. ―The ―main ―purpose ―of
―this ―interview ―is ―to:
a. review ―data ―with ―the ―patient.
b. gather ―subjective ―data ―from ―the ―patient.
c. gather ―objective ―data ―from ―the ―patient.
d. fill ―out ―the ―history ―form ―or ―checklist.
ANS: ― B
The ―interview ―is ―a ―meeting ―between ―the ―respiratory ―care ―practitioner ―and ―the ―patient. ―It ―allows ―the
―collection ―of ―subjective ―data ―about ―the ―patient’s ―feelings ―regarding ―his/her
condition. ―The ―history ―should ―be ―done ―before ―the ―interview. ―Although ―data ―can ―be ―reviewed,that
―is ―not ―the ―primary ―purpose ―of ―the ―interview.
2. For ―there ―to ―be ―a ―successful ―interview, ―the ―respiratory ―therapist ―must:
a. provide ―leading ―questions ―to ―guide ―the ―patient.
b. reassure ―the ―patient.
c. be ―an ―active ―listener.
d. use ―medical ―terminology ―to ―show ―knowledge ―of ―the ―subject ―matter.
ANS: ― C
N ―R ―I ―G ―B.C ―M
U ――therapist
The ―personal ―qualities ―that ―a ―respiratory S ―N ―T―must ―haveO ―to ―conduct ―a ―successful ―interview ―include
being ―an ―active ―listener, ―having ―a ―genuine ―concern ―for ―the ―patient, ―and ―having ―empathy. ―Leading
―questions ―must ―be ―avoided. ―Reassurance ―may ―provide ―a ―false ―sense ―of ―comfort ―to ―the ―patient.
―Medicaljargon ―can ―sound ―exclusionary ―and ―paternalistic ―to ―a ―patient.
3. Which ―of ―the ―following ―would ―be ―found ―on ―a ―history ―form?
1. Age
2. Chief ―complaint
3. Present ―health
4. Family ―history
5. Health ―insurance ―providera. ―1,
4
b. 2, ―3
c. 3, ―4, ―5
d. 1, ―2, ―3, ―4
ANS: ― D
Age, ―chief ―complaint, ―present ―health, ―and ―family ―history ―are ―typically ―found ―on ―a ―health ―history
―form ―because ―each ―can ―impact ―the ―patient’s ―health. ―Health ―insurance ―provider ―information,
―whileneeded ―for ―billing ―purposes, ―would ―not ―be ―found ―on ―the ―history ―form.
, 4. External ―factors ―the ―respiratory ―care ―practitioner ―should ―make ―efforts ―to ―provide
―during ―an ―interview ―include ―which ―of ―the ―following?
1. Minimize ―or ―prevent ―interruptions.
2. Ensure ―privacy ―during ―discussions.
3. Interviewer ―is ―the ―same ―sex ―as ―the ―patient ―to ―prevent ―bias.
4. Be ―comfortable ―for ―the ―patient ―and ―interviewer.
a. 1, ― 4
b. 2, ―3
c. 1, ―2, ― 4
d. 2, ―3, ―4
ANS: ― ― C
External ―factors, ―such ―as ―a ―good ―physical ―setting, ―enhance ―the ―interviewing ―process. ―Regardless
―of ―the ―interview ―setting ―(the ―patient’s ―bedside, ―a ―crowded ―emergency ―room, ―an ―office ―in ―the
―hospital ―or ―clinic, ―or ―the ―patient’s ―home), ―efforts ―should ―be ―made ―to ―(1) ―ensure ―privacy, ―(2)
―prevent ―interruptions, ―and ―(3) ―secure ―a ―comfortable ―physical ―environment ―(e.g., ―comfortable
―room ―temperature, ―sufficient ―lighting, ―absence ―of ―noise). ―An ―interviewer ―of ―either ―gender, ―who
―acts ―professionally, ―should ―be ―able ―to ―interview ―a ―patient ―of ―either ―gender.
5. The ―respiratory ―therapist ―is ―conducting ―a ―patient ―interview. ―The ―therapist ―chooses ―to
―use ―open-ended ―questions. ―Open-ended ―questions ―allow ―the ―therapist ―to ―do ―which
―of ―the ―following?
1. Gather ―information ―when ―a ―patient ―introduces ―a ―new ―topic.
2. Introduce ―a ―new ―subject ―area.
3. Begin ―the ―interview ―process.
4. Gather ―specific ―information.
a. 4 NURSINGTB.COM
b. 1, ―3
c. 1, ―2,
―3
d. 2, ―3,
―4
ANS: ― ― C
An ―open-ended ―question ―should ―be ―used ―to ―start ―the ―interview, ―introduce ―a ―new ―section ―of
―questions, ―and ―gather ―more ―information ―from ―a ―patient’s ―topic. ―Closed ―or ―direct ―questions ―are
―used ―to ―gather ―specific ―information.
6. The ―direct ―question ―interview ―format ―is ―used ―to:
1. speed ―up ―the ―interview.
2. let ―the ―patient ―fully ―explain ―his/her ―situation.
3. help ―the ―respiratory ―therapist ―show ―empathy.
4. gather ―specific ―information.
a. 1, ― 4
b. 2, ―3
c. 3, ― 4
d. 1, ―2, ―3
ANS: ― ― A
Direct ―or ―closed ―questions ―are ―best ―to ―gather ―specific ―information ―and ―speed ―up ―the ―interview.
―Open- ―ended ―questions ―are ―best ―suited ―to ―let ―the ―patient ―fully ―explain ―his/her ―situation ―and
―possibly ―help ―the ―respiratory ―therapist ―show ―empathy.
, 7. During ―the ―interview ―the ―patient ―states, ――Every ―time ―I ―climb ―the ―stairs ―I ―have ―to ―stop ―to
―catch ―my ―breath.‖ ―Hearing ―this, ―the ―respiratory ―therapist ―replies, ――So, ―it ―sounds ―like
― you ―get ―short ―of ―breath ―climbing ―stairs.‖ ―This ―interviewing ―technique ―is ―called:
a. clarification.
b. modeling.
c. empathy.
d. reflection.
ANS: ― D
With ―reflection, ―part ―of ―the ―patient’s ―statement ―is ―repeated. ―This ―lets ―the ―patient ―know ―that
―what ―he/she ―said ―was ―heard. ― It ―also ―encourages ―the ―patient ―to ―elaborate ―on ―the ―topic.
Clarification, ―modeling, ―and ―empathy ―are ―other ―communication ―techniques.
8. The ―respiratory ―therapist ―may ―choose ―to ―use ―the ―patient ―interview ―technique ―of
―silence ―in ―which ―of ―the ―following ―situations?
a. To ―prompt ―the ―patient ―to ―ask ―a ―question
b. After ―a ―direct ―question
c. After ―an ―open-ended ―question
d. To ―allow ―the ―patient ―to ―review ―his/her ―history
ANS: ― C
After ―a ―patient ―has ―answered ―an ―open-ended ―question, ―the ―respiratory ―therapist ―should ―pause ―(use
―silence) ―before ―asking ―the ―next ―question. ―This ―pause ―allows ―the ―patient ―to ―add ―something ―else
―before ―moving ―on. ―The ―patient ―may ―also ―choose ―to ―ask ―a ―question.
9. To ―have ―the ―most ―productive ―interviewing ―session, ―which ―of ―the ―following ―types ―of
N ―R ―I ―G ―B.
―responses ―to ―assist ―in ―the ―interview ―shouUld ―tShe ―rNespTiratory ―tOherapist ―avoid?
a. Confrontation
b. Reflection
c. Facilitation
d. Distancing
ANS: ― D
With ―confrontation, ―the ―respiratory ―therapist ―focuses ―the ―patient’s ―attention ―on ―an ―action, ―feeling,
―or ―statement ―made ―by ―the ―patient. ―This ―may ―prompt ―a ―further ―discussion. ―Reflection ―helps ―the
―patient ―focus ―on ―specific ―areas ―and ―continues ―in ―his/her ―own ―way. ―Facilitation ―encourages
―patients ―to ―say ―more, ―to ―continue ―with ―the ―story. ―The ―respiratory ―therapist ―should ―avoid ―giving
―advice, ―using ―avoidance ―language, ―and ―using ―distancing ―language.
10. When ―closing ―the ―interview, ―the ―respiratory ―therapist ―should ―do ―which ―of ―the ―following?
1. Recheck ―the ―patient’s ―vital ―signs.
2. Thank ―the ―patient.
3. Ask ―if ―the ―patient ―has ―any ―questions.
4. Close ―the ―door ―behind ―himself/herself ―for ―patient ―privacy.
a. 2
b. 2, ―3
c. 1, ―3, ―4
d. 1, ―2, ―4 ―ANS: ― B
, To ―end ―the ―interview ―on ―a ―positive ―note, ―the ―respiratory ―therapist ―should ―thank ―the ―patient ―and
―ask ―if ―the ―patient ―has ―any ―questions. ―If ―there ―is ―no ―need ―for ―the ―vital ―signs ―to ―be ―checked, ―they
―should ―not ―be. ―The ―door ―may ―be ―left ―open ―or ―closed, ―depending ―on ―the ―situation.
11. The ―respiratory ―therapist ―should ―be ―aware ―of ―a ―patient’s ―culture ―and ―religious ―beliefs
―for ―which ―of ―the ―following ―reasons?
a. To ―be ―able ―to ―engage ―in ―a ―meaningful ―conversation
b. To ―change ―any ―misguided ―notions ―the ―patient ―has ―that ―may ―impact ―his/her ―health
c. To ―explain ―to ―the ―patient ―how ―these ―beliefs ―will ―lead ―to ―discrimination
―and ―stereotyping
d. To ―better ―understand ―how ―the ―patient’s ―beliefs ―may ―impact ―how ―the ―patient
―thinks ―and ―behaves
ANS: ― D
Culture ―and ―religious ―beliefs ―may ―have ―a ―profound ―effect ―on ―how ―patients ―think ―and ―behave,
―and ―this ―may ―impact ―their ―health ―or ―health ―care ―decisions. ―The ―role ―of ―the ―respiratory
therapist ―is ―not ―to ―change ―the ―patient’s ―beliefs, ―engage ―in ―sensitive ―conversations, ―or ―discuss
―discrimination. ―Rather, ―the ―respiratory ―therapist ―needs ―to ―understand ―how ―these ―beliefs ―may
―impact ―the ―patient’s ―health ―care ―decisions.
12. Which ―of ―the ―following ―are ―the ―most ―important ―components ―of ―a ―successful ―interview?
a. Communication ―and ―understanding
b. Authority ―and ―the ―use ―of ―medical ―terminology
c. Providing ―assurance ―and ―giving ―advice
d. Asking ―leading ―questions ―and ―anticipating ―patient ―responses ―to ―questions
ANS: ― A
NU―R S ―I ―
G ―B.C ―M
Communication ―and ―understanding ―are t h e bas iNs ―f o T
r ―a ―goodOpatient ―interview. ―Authority, ―the ―use ―of
medical ―jargon, ―providing ―assurance, ―giving ―advice, ―asking ―leading ―questions, ―and ―anticipating
―are ―all ―types ―of ―nonproductive ―communication ―forms ―and ―create ―barriers ―to ―patient
―communication.
13. The ―respiratory ―therapist ―is ―conducting ―a ―patient ―interview ―and ―recording ―responses ―in
―the ―patient’s ―electronic ―health ―record. ―The ―respiratory ―therapist ―should ―take ―which
―of ―the ―following ―into ―account ―regarding ―the ―use ―of ―the ―computer ―to ―record
―responses?
a. The ―therapist’s ―attention ―may ―be ―shifted ―from ―the ―patient ―to ―the ―computer.
b. The ―patient ―will ―feel ―more ―important ―than ―if ―the ―information ―is ―recorded ―on ―paper.
c. The ―therapist ―will ―be ―less ―likely ―to ―make ―spelling ―errors ―if ―using ―a ―spell-
check ―program.
d. The ―environment ―will ―be ―more ―professional ―and ―the ―patient ―will ―be ―more
―likely ―to ―open ―up ―if ―the ―interview ―is ―conducted ―with ―paper.
ANS: ― A
The ―therapist’s ―use ―of ―the ―computer ―can ―be ―threatening ―and ―may, ―in ―some ―cases, ―be ―a ―potential
―hazard ―to ―good ―patient ―communication. ―The ―patient ―can ―be ―intimidated ―to ―the ―point ―of
――shutting ―down.‖ ―In ―addition, ―the ―therapist ―who ―has ―to ―shift ―focus ―from ―the ―patient ―to ―the
―computer ―can ―miss ―important ―verbal ―and ―nonverbal ―messages.
