Bates’ Guide To Physical Examination and History Taking
e e e e e e e
13th Edition Bickley Test Bank latestupdated e e e e e e
Bates’ Guide To Physical Examination and History Taking
e e e e e e e
13th Edition Bickley Test Bank e e e e
CHAPTER 1 Foundations for Clinical Proficiency e e e e
MULTIPLE CHOICE
e e
1. After completing an initial assessment of a patient, the nurse has charted that his
e e e e e e e e e e e e e
respirations are eupneic and his pulse is 58 beats per minute. These types of data would be:
e e e e e e e e e e e e e e e e e
a Objective.
.
b Reflective.
.
c Subjective.
.
d Introspective.
.
ANS: A e
Objective data are what the health professional observes by inspecting, percussing, palpating,
e e e e e e e e e e e
and auscultating during the physical examination. Subjective data is what the person says about
e e e e e e e e e e e e e e
him or herself during history taking. The terms reflective and introspective are not used to
e e e e e e e e e e e e e e e
describe data.
e e
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 2
e e e e e e e
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
e e e e e e e e e e
2. A patient tells the nurse that he is very nervous, is nauseated, and feels hot. These types
e e e e e e e e e e e e e e e e
of data would be:
e e e e
a Objective.
.
b Reflective.
.
c Subjective.
.
d Introspective.
.
ANS: C e
Subjective data are what the person says about him or herself during history taking. Objective
e e e e e e e e e e e e e e
data are what the health professional observes by inspecting, percussing, palpating, and
e e e e e e e e e e e e
auscultating during the physical examination. The terms reflective and introspective are not
e e e e e e e e e e e e
used
e
WWW.THENURSINGMASTERY.C
, Bates’ Guide To Physical Examination and History Taking 13th
Edition Bickley Test Bank latest updated
to describe data.
e e
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 2
e e e e e e e
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
e e e e e e e e e e
3. The patients record, laboratory studies, objective data, and subjective data combine to
e e e e e e e e e e e
form the:
e e
a Data base. e
.
b Admitting data. e
.
c Financial statement. e
.
d Discharge summary. e
.
ANS: A e
Together with the patients record and laboratory studies, the objective and subjective data form
e e e e e e e e e e e e e
the data base. The other items are not part of the patients record, laboratory studies, or data.
e e e e e e e e e e e e e e e e e
DIF: Cognitive Level: Remembering (Knowledge) REF: p. 2
e e e e e e e
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
e e e e e e e e e e
4. When listening to a patients breath sounds, the nurse is unsure of a sound that is heard.
e e e e e e e e e e e e e e e e
The nurses next action should be to:
e e e e e e e
a Immediately notify the patients physician. e e e e
.
b Document the sound exactly as it was heard. e e e e e e e
.
c Validate the data by asking a coworker to listen to the breath sounds.
e e e e e e e e e e e e
.
d Assess again in 20 minutes to note whether the sound is still present.
e e e e e e e e e e e e
.
ANS: C e
When unsure of a sound heard while listening to a patients breath sounds, the nurse validates the
e e e e e e e e e e e e e e e e
data to ensure accuracy. If the nurse has less experience in an area, then he or she asks an
e e e e e e e e e e e e e e e e e e e
expertto listen.
e e e
DIF: Cognitive Level: Analyzing (Analysis) REF: p. 2
e e e e e e e
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
e e e e e e e e e e
WWW.THENURSINGMASTERY.C
, Bates’ Guide To Physical Examination and History Taking 13th
Edition Bickley Test Bank latest updated
5. The nurse is conducting a class for new graduate nurses. During the teaching session, the
e e e e e e e e e e e e e e
nurse should keep in mind that novice nurses, without a background of skills and
e e e e e e e e e e e e e e
experience from which to draw, are more likely to make their decisions using:
e e e e e e e e e e e e e
a Intuition.
.
b A set of rules.
e e e
.
c Articles in journals. e e
.
d Advice from supervisors. e e
.
ANS: B e
Novice nurses operate from a set of defined, structured rules. The expert practitioner uses
e e e e e e e e e e e e e
intuitive links.
e e
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 3
e e e e e e e
MSC: Client Needs: General
e e e e
6. Expert nurses learn to attend to a pattern of assessment data and act without
e e e e e e e e e e e e e
consciously labeling it. These responses are referred to as:
e e e e e e e e e
a Intuition.
.
b The nursing process.e e
.
c Clinical knowledge. e
.
d Diagnostic reasoning. e
.
ANS: A e
Intuition is characterized by pattern recognitionexpert nurses learn to attend to a pattern of
e e e e e e e e e e e e e
assessment data and act without consciously labeling it. The other options are not correct.
e e e e e e e e e e e e e e
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 4
e e e e e e e
MSC: Client Needs: General
e e e e
7. The nurse is reviewing information about evidence-based practice (EBP). Which statement
e e e e e e e e e e
best reflects EBP?
e e e
WWW.THENURSINGMASTERY.C
, Bates’ Guide To Physical Examination and History Taking 13th
Edition Bickley Test Bank latest updated
a EBP relies on tradition for support of best practices.
e e e e e e e e
.
b EBP is simply the use of best practice techniques for the treatment of patients.
e e e e e e e e e e e e e
.
c EBP emphasizes the use of best evidence with the clinicians experience.
e e e e e e e e e e
.
d The patients own preferences are not important with EBP.
e e e e e e e e
.
ANS: C e
EBP is a systematic approach to practice that emphasizes the use of best evidence in
e e e e e e e e e e e e e e
ecombination with the clinicians experience, as well as patient preferences and values, when
e e e e e e e e e e e e
making decisions about care and treatment. EBP is more than simply using the best practice
e e e e e e e e e e e e e e e
techniques to treat patients, and questioning tradition is important when no compelling and
e e e e e e e e e e e e e
esupportive research evidence exists.
e e e
DIF: Cognitive Level: Applying (Application) REF: p. 5
e e e e e e e
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
e e e e e e e e e e
8. The nurse is conducting a class on priority setting for a group of new graduate nurses.
e e e e e e e e e e e e e e e
Which is an example of a first-level priority problem?
e e e e e e e e e
a Patient with postoperative pain e e e
.
b Newly diagnosed patient with diabetes who needs diabetic teaching
e e e e e e e e
.
c Individual with a small laceration on the sole of the foot
e e e e e e e e e e
.
d Individual with shortness of breath and respiratory distress
e e e e e e e
.
ANS: D e
First-level priority problems are those that are emergent, life threatening, and immediate (e.g.,
e e e e e e e e e e e e
establishing an airway, supporting breathing, maintaining circulation, monitoring abnormal vital
e e e e e e e e e e
signs) (see Table 1-1).
e e e e
DIF: Cognitive Level: Understanding (Comprehension) REF: p. 4
e e e e e e e
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
e e e e e e e e e e
9. When considering priority setting of problems, the nurse keeps in mind that second-level
e e e e e e e e e e e e
priority problems include which of these aspects?
e e e e e e e
WWW.THENURSINGMASTERY.C