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SEIDEL'S GUIDE TO PHYSICAL EXAMINATION 9TH EDITION BALL TEST BANK UPDATED :COMPLETE SOLUTION
SEIDEL'S GUIDE TO PHYSICAL EXAMINATION 9TH EDITION BALL TEST BANK UPDATED :COMPLETE SOLUTION
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,Chapter 01: The History and Interviewing ProcessK,Y K,Y K,Y K,Y K,Y K,Y
Ball: Seidel’s Guide to Physical Examination, 10th Edition
K,Y K,Y K,Y K,Y K,Y K,Y K,Y
MULTIPLE K CHOICE ,Y
1. Which K question K would K be K considered K a K “leading K question?”
,Y ,Y ,Y ,Y ,Y ,Y ,Y
a. “Please K describe K any K associated K symptoms K with K your K headaches?”
,Y ,Y ,Y ,Y ,Y ,Y ,Y
b. “You K don't K get K headaches K often, K do K you?”
,Y ,Y ,Y ,Y ,Y ,Y
c. “What K activities K affect K the K severity K of K your K headaches?”
,Y ,Y ,Y ,Y ,Y ,Y ,Y
d. “What K times K of K the K day K are K your K headaches K the K most K severe?”
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
e. “What K worries K you K most K about K your K headache?”
,Y ,Y ,Y ,Y ,Y ,Y
ANS: K B ,Y
This K question K would K limit K the K information K in K the K patient's K answer. K The K other
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
K choices K allow K the K patient K more K discretion K about K the K extent K of K an K answer.
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
TOP: K , Y Discipline: K Behavioral K Science MSC: ,Y ,Y K , Y Organ K System: K General ,Y ,Y
2. Which K action K would K best K promote K accurate K translations K as K well K as
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
confidentiality K when K the K caregiver K does K not K speak K the K patient's K language?
K,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
a. Ask K a K person K unfamiliar K with K the K patient K to K translate.
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
b. Have K a K friend K of K the K patient K translate.
,Y ,Y ,Y ,Y ,Y ,Y
c. Ask K simple K leading K questions K that K the K patient K may K understand.
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
d. Use K a K neighbor K as K translator.
,Y ,Y ,Y ,Y
e. Involve K the K family K with K the K translation.
,Y ,Y ,Y ,Y ,Y
ANS: K , Y A
When K you K do K not K speak K the K patient's K language, K family K members K or K friends K may
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
K pose K a K communication K barrier K and K may K have K issues K of K confidentiality; K a K stranger
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
K as K an K interpreter K is K less K biased.
,Y ,Y ,Y ,Y ,Y ,Y
TOP: K , Y Discipline: K Behavioral K Science MSC: ,Y ,Y K , Y Organ K System: K General ,Y ,Y
3. Periods K of K silence K during K the K interview K can K serve K important K purposes, K such K as:
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
a. allowing K the K clinician K to K catch K up K on K documentation.
,Y ,Y ,Y ,Y ,Y ,Y ,Y
b. giving K you K a K clue K that K you K should K speed K up K the K interview.
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
c. providing K time K for K reflection. ,Y ,Y ,Y
d. increasing K the K length K of K the K visit. ,Y ,Y ,Y ,Y ,Y
e. promoting K a K calm K environment. ,Y ,Y ,Y
ANS: K C ,Y
Silence K is K a K useful K tool K during K interviews K for K the K purposes K of K reflection,
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
K summoning K of K courage, K and K displaying K compassion. K It K is K usually K a K clue K for
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
K you K to K go K slower K and K not K to K push K too K hard.
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
TOP: K , Y Discipline: K Behavioral K Science MSC: ,Y ,Y K , Y Organ K System: K General ,Y ,Y
4. Which K technique K is K most K likely K to K result K in K the K patient's K understanding K of
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
questions?
K,Y
a. Use K phrases K that K are K commonly K used K by K other K patients K in K the K area.
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
b. Use K the K patient's K own K terms K if K possible.
,Y ,Y ,Y ,Y ,Y ,Y
, c. Use K language K that K keeps K the K patient K from K being K expansive K in K his K or K her
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
K,Y answer.
d. Use K proper K medical K and K technical K terminology.
,Y ,Y ,Y ,Y ,Y
e. Use K the K simplest K language K possible.
,Y ,Y ,Y ,Y
ANS: K B ,Y
To K ensure K that K your K questions K have K been K correctly K understood, K be K clear, K and
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
K explicit K while K using K the K patient's K idiom K and K level K of K understanding.
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
TOP: K , Y Discipline: K Behavioral K Science MSC: ,Y ,Y K , Y Organ K System: K General ,Y ,Y
5. A K patient K becomes K restless K during K the K history K and K says, K “I K don't K have K time
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
for K all K of K this K conversation. K I've K got K to K get K back K to K work.” K Your K most
K,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
appropriate K response K would K be K to:
K,Y ,Y ,Y ,Y ,Y
a. stop K using K open-ended K questions K and K become K more K direct.
,Y ,Y ,Y ,Y ,Y ,Y ,Y
b. ask K another K open-ended K question K and K insist K on K an K answer.
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
c. ask K questions K about K his K anger K and K move K closer K to K him.
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
d. acknowledge K his K anger K and K proceed K with K the K history K and K examination.
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
e. ignore K his K displeasure K and K become K more K assertive K about K getting K answers.
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
ANS: K D ,Y
This K is K the K only K answer K that K resists K the K tendency K for K patient K manipulation, K pursues
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
K the K information, K and K confronts K the K patient's K anger.
,Y ,Y ,Y ,Y ,Y ,Y ,Y
TOP: K , Y Discipline: K Behavioral K Science MSC: ,Y ,Y K , Y Organ K System: K General ,Y ,Y
6. When K questioning K a K patient K regarding K alcohol K intake, K she K tells K you K that K she K is
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
“only K a K social K drinker.” K Which K initial K response K is K appropriate?
K,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
a. “I'm K glad K that K you K are K a K responsible K drinker.”
,Y ,Y ,Y ,Y ,Y ,Y ,Y
b. “Many K people K who K are K reN allyRalcI ohoGlic K sBay.tCheyMare K social K drinkers.”
c. “What K amount K and K whatUK KkindS K NK KofTK alcohol
,Y ,Y ,Y ,Y ,Y ,Y ,Y
K do K you K drink K in K a K week?”
,Y ,Y ,Y
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
d. “If K you K only K drink K socially, K you K won't K need K to K worry K about
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
K always K having K a K designated K driver.”
,Y ,Y ,Y ,Y ,Y
e. “Do K the K other K people K in K your K household K consume K alcohol?”
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
ANS: K C ,Y
This K answer K clarifies K the K patient's K own K term K without K asking K a K leading K question K or
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
K being K judgmental.
,Y ,Y
TOP: K , Y Discipline: K Behavioral K Science MSC: ,Y ,Y K , Y Organ K System: K General ,Y ,Y
7. A K 50-year-old K man K comes K to K the K primary K care K clinic. K He K tells K you K he K is K worried
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
because K he K has K had K severe K chest K pains K for K the K past K 2 K weeks. K Which K initial
K,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
K history K interview K question K is K most K appropriate?
,Y ,Y ,Y ,Y ,Y ,Y
a. “Can K you K describe K the K pain?” ,Y ,Y ,Y ,Y
b. “The K pain K doesn't K radiate K to K your K arm, K does K it?”
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
c. “Have K you K been K treated K for K anxiety K before?”
,Y ,Y ,Y ,Y ,Y ,Y
d. “Does K your K father K have K heart K disease?”
,Y ,Y ,Y ,Y ,Y
e. “Are K the K pains K worse K after K you K eat?”
,Y ,Y ,Y ,Y ,Y ,Y
ANS: K A ,Y
Initially, K an K open-ended K question K is K a K more K appropriate K response. K “Can K you
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
K describe K the K pain?” K is K an K open-ended K question K that K offers K clues K to K the K chief
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
K concern.
,Y
, TOP: K , Y Discipline: K Behavioral K Science MSC: ,Y ,Y K , Y Organ K System: K General ,Y ,Y
8. Ms. K A. K states, K “My K life K is K just K too K painful. K It K isn't K worth K it.” K She K appears
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
depressed. K Which K one K of K the K following K statements K is K the K most K appropriate
K,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
caregiver K response?
K,Y ,Y
a. “Try K to K think K about K the K good K things K in K life.”
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
b. “You K shouldn't K feel K that K way; K look K at K all K the K good K things K in K your K life.”
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
c. “You K can't K mean K what K you're K saying.”
,Y ,Y ,Y ,Y ,Y
d. “If K you K think K about K it, K nothing K is K worth K getting K this K upset K about.”
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
e. “What K in K life K is K causing K you K such K pain?”
,Y ,Y ,Y ,Y ,Y ,Y ,Y
ANS: K E ,Y
Specific K yet K open-ended K questions K are K best K used K when K the K patient K has
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
K feelings K of K loss K of K self-worth K and K depression. K The K other K responses K hurry
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
K the K patient K and K offer K superficial K assurance.
,Y ,Y ,Y ,Y ,Y ,Y
TOP: K , Y Discipline: K Behavioral K Science MSC: ,Y ,Y K , Y Organ K System: K General ,Y ,Y
9. During K an K interview, K you K have K the K impression K that K a K patient K may K be
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
considering K suicide. K Which K action K is K essential?
K,Y ,Y ,Y ,Y ,Y ,Y
a. Immediately K begin K proceedings K for K an K involuntary K commitment. ,Y ,Y ,Y ,Y ,Y ,Y
b. Ask K whether K the K patient K has K considered K self-harm.
,Y ,Y ,Y ,Y ,Y ,Y
c. Ask K whether K the K patient K would K like K to K visit K a K psychiatrist.
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
d. Record K the K impression K in K the K patient's K chart K and K refer K the
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
K patient K for K hospitalization.
,Y ,Y ,Y
e. Avoid K directly K confronting K the K patient K regarding K your K impression.
,Y ,Y ,Y ,Y ,Y ,Y ,Y
ANS: K B ,Y
If K you K think K the K patient K may K bNe K c R
,Y ,Y
U KS K NoKTn s iId e r iG
On g K B
,Y
K Mentioning K it K gives K permission K to K talk K about K it.
,Y ,Y
su.
icC
ide,Mhe K or K she K probably K is.
,Y
,Y
,Y
,Y ,Y
,Y
,Y
,Y
,Y ,Y
,Y ,Y ,Y
,Y ,Y ,Y ,Y ,Y
TOP: K , Y Discipline: K Behavioral K Science MSC: ,Y ,Y K , Y Organ K System: K General ,Y ,Y
10. You K are K collecting K a K history K from K an K 11-year-old K girl. K Her K mother K is K sitting
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
next K to K her K in K the K examination K room. K When K collecting K history K from K older
K,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
children K or K adolescents, K they K should:
K,Y ,Y ,Y ,Y ,Y
a. never K be K interviewed K alone K because K this K may K alienate K the K parent.
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
b. be K mailed K a K questionnaire K in K advance K to K avoid K the K need K for K her K to K talk.
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
c. be K given K the K opportunity K to K be K interviewed K without K the K parent K at K some K point.
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
d. be K allowed K to K direct K the K flow K of K the K interview.
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
e. be K ignored K while K you K address K all K questions K to K the K parent.
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
ANS: K C ,Y
An K older K child K should K be K given K the K opportunity K to K give K information K directly. K This
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
K enhances K the K probability K that K the K child K will K follow K your K advice.
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
TOP: K , Y Discipline: K Behavioral K Science MSC: ,Y ,Y K , Y Organ K System: K General ,Y ,Y
11. When K communicating K with K older K children K and K teenagers, K you K should K be K sensitive K to
,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y ,Y
K,Y their:
a. parent's K needs. ,Y
b. natural K urge K to K communicate. ,Y ,Y ,Y
c. need K for K verbal K instructions.
,Y ,Y ,Y
d. typical K reluctance K to K talk. ,Y ,Y ,Y
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