Test Bank for Health and Physical Assessment In Nursing 4th Edition Fenske....pdf
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Health & Physical Assessment in Nursing [With Access Code]
EST BANK FOR HEALTH AND PHYSICAL ASSESSMENT IN NURSING 4TH EDITION BY FENSKE
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TEST BANK FOR HEALTH AND PHYSICAL ASSESSMENT IN NURSING, 4TH EDITION, CYNTHIA FENSKE, KATHERINE DOLAN WATKINS, TINA SAUNDERS, DONITA D’AMICO, COLLEEN BARBARITO, ISBN-10: X, ISBN-13: 9780134868172
Health & Physical Assessment in Nursing, Canadian Edition Donita T D 'Amico Test Bank #9780132720724
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SOLUTION MANUAL FOR
TEST BANK FOR HEALTH AND PHYSICAL
ASSESSMENT IN NURSING, 4TH EDITION,
CYNTHIA FENSKE , KATHERINE DOLAN
WATKINS, TINA SAUNDERS, DONITA D’
AMICO, COLLEEN BARBARITO, ISBN-10:
013486817X, ISBN-13:
9780134868172
ALL QUESTIONS AND ANSWERS
SUCCESS A+
,Health & Physical Assessment in Nursing, 4e
(Fenske/Watkins/Saunders/D'Amico/Barbarito)
Chapter 1 Health Assessment
Table of Contents
UNIT I: FOUNDATIONS OF HEALTH ASSESSMENT
1. Health Assessment
2. Health and Wellness
3. Cultural and Spiritual Considerations
4. Health Disparities
UNIT II: TECHNIQUES FOR HEALTH ASSESSMENT
5. Interviewing and Health History: Subjective Data
6. Documentation
7. Physical Assessment Techniques and Equipment
8. General Survey and Physical Exam: Objective Data
9. Pain Assessment
10. Nutritional Assessment
11. Psychosocial Health, Substance Use, and Violence Assessment
UNIT III: PHYSICAL ASSESSMENT
12. Skin, Hair, and Nails
13. Head, Neck, and Related Lymphatics
14. Eyes
15. Ears, Nose, Mouth, and Throat
16. Lungs and Thorax
17. Breasts and Axillae
18. Cardiovascular System
19. Peripheral Vascular System
20. Abdomen
21. Male Genitourinary System
22. Female Genitourinary System
23. Musculoskeletal System
24. Neurologic System
UNIT IV: SPECIALIZED ASSESSMENT
25. Pregnant Woman
26. Infants, Children, and Adolescents
27. Older Adult
28. Complete Health Assessment
,Health & Physical Assessment in Nursing, 4e (Fenske/Watkins/Saunders/D'Amico/Barbarito)
Chapter 1 Health Assessment
1) A client with a self-reported history of type 2 diabetes mellitus and an ulcer wound on the
left foot states to the nurse, "I am healthy, I don't know why I have to be here to get a
check-up." Which statement by the nurse is the most appropriate?
1. "I feel that you are in denial about your health status."
2. "Tell me about your definition of being healthy."
3. "Do you understand what diabetes is?"
4. "Is there anything else you are not telling me?"
Answer: 2
Explanation: 1. More information would be needed before the nurse could attribute the
client's viewpoint as denial or lack of knowledge.
2. During the process of gathering the subjective data from the client, the nurse must be
attuned to what the patient says, along with the signs, symptoms, behaviors, and cues offered
by the patient. This situational awareness and focused data collection will enable the nurse to
create a comprehensive database about the patient.
3. The client's history of type 2 diabetes requires further investigation but the nurse must first
ascertain the client's definition of what healthy means.
4. There is not enough information to determine the client's withholding of information to the
nurse.
Page Ref: 4
Cognitive Level: Analyzing
Client Need & Sub: Physiological Adaptation; Illness Management
Standards: QSEN Competencies: I.B.1. Elicit patient values, preferences, and expressed needs
as part of clinical interview, implementation of care plan, and evaluation of care. | AACN
Essentials Competencies: IX.1. Conduct comprehensive and focused physical, behavioral,
psychological, spiritual, socioeconomic, and environmental assessments of health and illness
parameters in patients, using developmentally and culturally appropriate approaches. | NLN
Competencies: Context and Environment: Environmental health; health promotion/disease
prevention (e.g., transmission of disease, disease patterns, epidemiological principles); chronic
disease management; healthcare systems; transcultural approaches to health; and family
dynamics. | Nursing/Integrated Concepts: Nursing Process: Assessment
Learning Outcome: 1.5: Apply the critical thinking process to health assessment in nursing.
MNL Learning Outcome: 1.2: Recognize the significance of evidence-based practice and its use
in nursing.
, 2) The nurse is preparing to provide teaching to a client at risk for diabetes. During which time
should the nurse recognize is the most effective moment for teaching?
1. During health promotion.
2. When the client is ready to learn.
3. During the discussion of disease prevention.
4. When a knowledge deficit has been identified.
Answer: 2
Explanation: 1. Health promotion is important; however, if the client is not ready to learn new
information, the teaching may be ineffective.
2. A client must be ready to learn new information or the teaching may be ineffective.
3. Disease prevention is important; however, if the client is not ready to learn new information,
the teaching may be ineffective.
4. Once the knowledge deficit is identified, it is important that client is ready to learn or the
teaching may be ineffective.
Page Ref: 2
Cognitive Level: Applying
Client Need & Sub: Health Promotion and Maintenance; Health Promotion/Disease Prevention
Standards: QSEN Competencies: III.B.3. Base individualized care plan on patient values, clinical
expertise, and evidence. | AACN Essentials Competencies: IX.7. Provide appropriate patient
teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and
health literacy considerations to foster patient engagement in their care. | NLN Competencies:
Relationship Centered Care: Factors that contribute to or threaten health; communicate
information effectively; and listen openly and cooperatively. | Nursing/Integrated Concepts:
Nursing Process: Planning
Learning Outcome: 1.3: Explain the steps of the nursing process.
MNL Learning Outcome: 1.1: Distinguish between the various roles of the professional nurse in
healthcare.
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