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Test Bank For Seidel’s Guide To Physical Examination 9th Edition/Exam Practice Guide 2024/
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Seidel's Guide to Physical Examination: An Interprofessional Approach 10th Edition Test Bank by Jane W. Ball, Joyce E. Dains, John A. Flynn, Barry S. Solomon, Rosalyn W. Stewart
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Test Bank For Seidel's Guide to Physical Examination An Interprofessional Approach 10th Edition by Jane W. Ball, Joyce E. Dains / All Chapter (1 - 26) A+
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Seidel's Guide toPhysical Examination 9thEdition Ball TestBank.
Chapter 01: The History and Interviewing Process
Ball: Seidel’s Guide to Physical Examination, 9th Edition
MULTIPLE
CHOICE
• Which question would be considered a “leading question?”
A. “What do you think is causing your headaches?”
B. “You don’t get headaches often, do you?”
C. “On a scale of 1 to 10, how would you rate the severity of your headaches?”
D. “At what time of the day are your headaches the most severe?”
ANS: B
Stating to the patient that he or she does not get headaches would limit the
information in thepatient’s answer. Asking the patient what he or she thinks is
causing the headaches is an open-ended question. Asking the patient how he or she
would rate the severity of the headaches and asking what time of the day the
headaches are the most severe are direct questions.
DIF: Cognitive Level: Applying (Application)
OBJ: Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
• When are open-ended questions generally most useful?
A. During sensitive area part of the interview
B. After several closed-ended questions have been asked
C. While designing the genogram
D. During the review of system
ANS: A
Asking open-ended questions during the sensitive part of the interview allows you to
gather more information and establishes you as an empathic listener, which is the first
step of effective communication. Asking closed-ended questions may stifle the
patient’s desire to discuss the history of the illness. Interviewing for the purpose of
designing a genogram or conducting a review of systems requires more focused data
than can be more easily gatheredwith direct questioning.
, DIF: Cognitive Level: Understanding (Comprehension)
OBJ: Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
• Periods of silence during the interview can serve important purposes, such as:
A. allowing the clinician to catch up on documentation.
B. promoting calm.
C. providing time for reflection.
D. increasing the length of the visit.
ANS: C
Silence is a useful tool during interviews for the purposes of reflection, summoning
courage, and displaying compassion. This is not a time to document in the chart, but
rather to focus on the patient. Periods of silence may cause anxiety rather than
promote calm. The length of the visit is less important than getting critical
information.
DIF: Cognitive Level: Understanding (Comprehension)
OBJ: Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
• Mr. Franklin is speaking with you, the healthcare provider, about his respiratory
problem. Mr. Franklin says, “I’ve had this cough for 3 days, and it’s getting worse.”
You reply, “Tell me more about your cough.” Mr. Franklin states, “I wish I could tell
you more. That’s why I’m here. You tell me what’s wrong!” Which caregiver response
would be most appropriate for enhancing communication?
A. “After 3 days, you’re tired of coughing. Have you had a fever?”
B. “I’d like to hear more about your experiences. Where were you born?”
C. “I don’t know what’s wrong. You could have almost any disease.”
D. “I’ll examine you and figure out later what the problem is.”
ANS: A
“After 3 days, you’re tired of coughing. Have you had a fever?” is the only response
aimed at focusing on the chief compliant to gather more data and does not digress from
the issue.
DIF: Cognitive Level: Analyzing (Analysis)
OBJ: Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
• After you ask a patient about her family history, she says, “Tell me about your family
now.”Which response is generally most appropriate?
A. Ignore the patient’s comment and continue with the interview.
B. Give a brief, undetailed answer.
C. Ask the patient why she needs to know.
D. Tell the patient that you do not discuss your family with patients.
, ANS: B
Giving a brief, undetailed answer will satisfy the patient’s curiosity about yourself
without invading your private life. Ignoring the patient’s comment, continuing with the
interview, andtelling the patient that you do not discuss your family with patients will
potentially anger or frustrate her and keep her from sharing openly. Asking the patient
why she needs to know willdistract from the real reason she is seeking care and instead
move the interview conversation away from the topics that should be discussed.
DIF: Cognitive Level: Applying (Application)
OBJ: Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
• A 36-year-old woman complains that she has had crushing chest pain for the past 2
days. Sheseems nervous as she speaks to you. An appropriate response is to:
A. continue to collect information regarding the chief complaint in an
unhurried manner.
B. finish the interview as rapidly as possible.
C. ask the patient to take a deep breath and calm down.
D. ask the patient if she wants to wait until another day to talk to you.
ANS: A
With an anxious, vulnerable patient, it is best to not hurry; a calm demeanor will
communicatecaring to the patient. If you as a healthcare provider are hurried, the
patient will be more anxious. The best way to assist an anxious patient is to not hurry
and remain calm, because this will communicate caring to the patient. Asking the
patient if she wants to wait until another day to talk to you delays the needed health
care.
DIF: Cognitive Level: Applying (Application)
OBJ: Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
• Ms. A states, “My life is just too painful. It isn’t worth it.” She appears depressed.
Which oneof the following statements is the most appropriate caregiver response?
A. “Try to think about the good things in life.”
B. “What in life is causing you such pain?”
C. “You can’t mean what you’re saying.”
D. “If you think about it, nothing is worth getting this upset about.”
ANS: B
Specific but open-ended questions are best used when the patient has feelings of loss of
self-worth and depression. “Try to think about the good things in life,” “You can’t mean
what you’re saying,” and “If you think about it, nothing is worth getting this upset about”
are statements that will hurry the patient and offer only superficial assurance.
, DIF: Cognitive Level: Analyzing (Analysis)
OBJ: Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
• You are collecting a history from a 16-year-old girl. Her mother is sitting next to
her in theexamination room. When collecting history from older children or
adolescents, they should be
A. given the opportunity to be interviewed without the parent at some point during the
interview.
B. mailed a questionnaire in advance to avoid the need for them to talk.
C. ignored while you address all questions to the parent.
D. allowed to direct the flow of the interview.
ANS: A
The adolescent should be given the opportunity to give information directly. This
enhances the probability that the adolescent will follow your advice. Mailing a
questionnaire in advanceto avoid the need for her to talk does not assist the adolescent
in learning to respond to answers regarding her health. The parent can help fill in gaps
at the end. If she is ignored while you address all questions to the parent, the patient
will feel as though she is just being discussed and is not part of the process for the
health care. The healthcare provider should always direct the flow of the interview
according to the patient’s responses.
DIF: Cognitive Level: Applying (Application)
OBJ: Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
• Information that is needed during the initial interview of a pregnant woman includes
all the following except:
A. the gender that the woman hopes the baby will be.
B. past medical history.
C. healthcare practices.
D. the woman’s remembering (knowledge) about pregnancy.
ANS: A
The initial interview for the pregnant woman should include information about her past
medical history, assessment of health practices, identification of potential risk factors,
and assessment of remembering (knowledge) as it affects the pregnancy. The gender of
the fetus is not as important as the information about her past medical history,
healthcare practices, and the woman’s remembering (knowledge) about her pregnancy.
DIF: Cognitive Level: Understanding (Comprehension)
OBJ: Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
• When interviewing older adults, the examiner should:
A. speak extremely loudly, because most older adults have significant
hearing impairment.
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