Test Bank - Physical Examination and Health Assessment 8ed

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Test Bank - Physical Examination and Health Assessment 8e (by Jarvis) 1
Table of Contents
Table of Contents 1
Chapter 01: Evidence-Based Assessment 2
Chapter 02: Cultural Assessment 15
Chapter 03: The Interview 31
Chapter 04: The Complete Health History 49
Chapter 05: Mental Status Assessment 64
Chapter 06: Substance Use Assessment 80
Chapter 07: Domestic and Family Violence Assessment 86
Chapter 08: Assessment Techniques and Safety in the Clinical Setting 92
Chapter 09: General Survey and Measurement 111
Chapter 10: Vital Signs 118
Chapter 11: Pain Assessment 133
Chapter 12: Nutrition Assessment 141
Chapter 13: Skin, Hair, and Nails 155
Chapter 14: Head, Face, Neck, and Regional Lymphatics 176
Chapter 15: Eyes 194
Chapter 16: Ears 211
Chapter 17: Nose, Mouth, and Throat 228
Chapter 18: Breasts, Axillae, and Regional Lymphatics 246
Chapter 19: Thorax and Lungs 266
Chapter 20: Heart and Neck Vessels 284
Chapter 21: Peripheral Vascular System and Lymphatic System 303
Chapter 22: Abdomen 320
Chapter 23: Musculoskeletal System 337
Chapter 24: Neurologic System 358
Chapter 25: Male Genitourinary System 382
Chapter 26: Anus, Rectum, and Prostate 400
Chapter 27: Female Genitourinary System 414
Chapter 28: The Complete Health Assessment: Adult 436
Chapter 29: The Complete Physical Assessment: Infant, Child, and Adolescent 449
Chapter 30: Bedside Assessment and Electronic Documentation 452
Chapter 31: The Pregnant Woman 458
Chapter 32: Functional Assessment of the Older Adult 471
Chapter 01: Evidence-Based Assessment

MULTIPLE CHOICE
1. After completing an initial assessment of a patient, the nurse has charted that his respirations are eupneic and
his pulse is 58 beats per minute. These types of data would be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: A
Objective data are what the health professional observes by inspecting, percussing, palpating, and auscultating
during the physical examination. Subjective data is what the person says about him or herself during history
taking. The terms reflective and introspective are not used to describe data.
DIF: Cognitive Level: Understanding (Comprehension)
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
2. A patient tells the nurse that he is very nervous, is nauseated, and feels hot. These types of data would be:
a. Objective.
b. Reflective.
c. Subjective.
d. Introspective.
ANS: C
Subjective data are what the person says about him or herself during history taking. Objective data are what the
health professional observes by inspecting, percussing, palpating, and auscultating during the physical
examination. The terms reflective and introspective are not used to describe data.
3. The patients record, laboratory studies, objective data, and subjective data combine to form the:
a. Data base.
b. Admitting data.
c. Financial statement.
d. Discharge summary.
ANS: A
Together with the patients record and laboratory studies, the objective and subjective data form the data base.
The other items are not part of the patients record, laboratory studies, or data.
DIF: Cognitive Level: Remembering (Knowledge)
4. When listening to a patients breath sounds, the nurse is unsure of a sound that is heard. The nurses next
action should be to:
a. Immediately notify the patients physician.
b. Document the sound exactly as it was heard.
c. Validate the data by asking a coworker to listen to the breath sounds.
d. Assess again in 20 minutes to note whether the sound is still present.
ANS: C
When unsure of a sound heard while listening to a patients breath sounds, the nurse validates the data to ensure
accuracy. If the nurse has less experience in an area, then he or she asks an expert to listen.
DIF: Cognitive Level: Analyzing (Analysis)
5. The nurse is conducting a class for new graduate nurses. During the teaching session, the nurse should keep
in mind that novice nurses, without a background of skills and experience from which to draw, are more likely
to make their decisions using:
a. Intuition.
b. A set of rules.
c. Articles in journals.
d. Advice from supervisors.
ANS: B
Novice nurses operate from a set of defined, structured rules. The expert practitioner uses intuitive links.

MSC: Client Needs: General
6. Expert nurses learn to attend to a pattern of assessment data and act without consciously labeling it. These
responses are referred to as:
a. Intuition.
b. The nursing process.
c. Clinical knowledge.
d. Diagnostic reasoning.
ANS: A
Intuition is characterized by pattern recognitionexpert nurses learn to attend to a pattern of assessment data and
act without consciously labeling it. The other options are not correct.
7. The nurse is reviewing information about evidence-based practice (EBP). Which statement best reflects
EBP?
a. EBP relies on tradition for support of best practices.
b. EBP is simply the use of best practice techniques for the treatment of patients.
c. EBP emphasizes the use of best evidence with the clinicians experience.
d. The patients own preferences are not important with EBP.
ANS: C
EBP is a systematic approach to practice that emphasizes the use of best evidence in combination with the
clinicians experience, as well as patient preferences and values, when making decisions about care and
treatment. EBP is more than simply using the best practice techniques to treat patients, and questioning
tradition is important when no compelling and supportive research evidence exists.
DIF: Cognitive Level: Applying (Application)
8. The nurse is conducting a class on priority setting for a group of new graduate nurses. Which is an example
of a first-level priority problem?
a. Patient with postoperative pain
b. Newly diagnosed patient with diabetes who needs diabetic teaching

c. Individual with a small laceration on the sole of the foot
d. Individual with shortness of breath and respiratory distress
ANS: D
First-level priority problems are those that are emergent, life threatening, and immediate (e.g., establishing an
airway, supporting breathing, maintaining circulation, monitoring abnormal vital signs).
9. When considering priority setting of problems, the nurse keeps in mind that second-level priority problems
include which of these aspects?
a. Low self-esteem
b. Lack of knowledge
c. Abnormal laboratory values
d. Severely abnormal vital signs
ANS: C
Second-level priority problems are those that require prompt intervention to forestall further deterioration (e.g.,
mental status change, acute pain, abnormal laboratory values, risks to safety or security).
10. Which critical thinking skill helps the nurse see relationships among the data?
a. Validation
b. Clustering related cues
c. Identifying gaps in data
d. Distinguishing relevant from irrelevant
ANS: B
Clustering related cues helps the nurse see relationships among the data.
11. The nurse knows that developing appropriate nursing interventions for a patient relies on the
appropriateness of the __________ diagnosis.
a. Nursing
b. Medical
c. Admission
d. Collaborative
ANS: A
An accurate nursing diagnosis provides the basis for the selection of nursing interventions to achieve outcomes
for which the nurse is accountable. The other items do not contribute to the development of appropriate nursing
interventions.
12. The nursing process is a sequential method of problem solving that nurses use and includes which steps?
a. Assessment, treatment, planning, evaluation, discharge, and follow-up
b. Admission, assessment, diagnosis, treatment, and discharge planning
c. Admission, diagnosis, treatment, evaluation, and discharge planning
d. Assessment, diagnosis, outcome identification, planning, implementation, and evaluation
ANS: D
The nursing process is a method of problem solving that includes assessment, diagnosis, outcome
identification, planning, implementation, and evaluation.
13. A newly admitted patient is in acute pain, has not been sleeping well lately, and is having difficulty
breathing. How should the nurse prioritize these problems?
a. Breathing, pain, and sleep
b. Breathing, sleep, and pain
c. Sleep, breathing, and pain

d. Sleep, pain, and breathing
ANS: A
First-level priority problems are immediate priorities, remembering the ABCs (airway, breathing, and
circulation), followed by second-level problems, and then third-level problems.
14. Which of these would be formulated by a nurse using diagnostic reasoning?
a. Nursing diagnosis
b. Medical diagnosis
c. Diagnostic hypothesis
d. Diagnostic assessment
ANS: C
Diagnostic reasoning calls for the nurse to formulate a diagnostic hypothesis; the nursing process calls for a
nursing diagnosis.
15. Barriers to incorporating EBP include:
a. Nurses lack of research skills in evaluating the quality of research studies.
b. Lack of significant research studies.
c. Insufficient clinical skills of nurses.
d. Inadequate physical assessment skills.
ANS: A
As individuals, nurses lack research skills in evaluating the quality of research studies, are isolated from other
colleagues who are knowledgeable in research, and often lack the time to visit the library to read research. The
other responses are not considered barriers.
16. What step of the nursing process includes data collection by health history, physical examination, and
interview?
a. Planning
b. Diagnosis
c. Evaluation
d. Assessment
ANS: D
Data collection, including performing the health history, physical examination, and interview, is the assessment
step of the nursing process.
17. During a staff meeting, nurses discuss the problems with accessing research studies to incorporate
evidence-based clinical decision making into their practice. Which suggestion by the nurse manager would
best help these problems?
a. Form a committee to conduct research studies.
b. Post published research studies on the units bulletin boards.
c. Encourage the nurses to visit the library to review studies.
d. Teach the nurses how to conduct electronic searches for research studies.
ANS: D
Facilitating support for EBP would include teaching the nurses how to conduct electronic searches; time to
visit the library may not be available for many nurses. Actually conducting research studies may be helpful in
the long-run but not an immediate solution to reviewing existing research.
18. When reviewing the concepts of health, the nurse recalls that the components of holistic health include
which of these?
a. Disease originates from the external environment.
b. The individual human is a closed system.
c. Nurses are responsible for a patients health state.

d. Holistic health views the mind, body, and spirit as interdependent.
ANS: D
Consideration of the whole person is the essence of holistic health, which views the mind, body, and spirit as
interdependent. The basis of disease originates from both the external environment and from within the person.
Both the individual human and the external environment are open systems, continually changing and adapting,
and each person is responsible for his or her own personal health state.
19. The nurse recognizes that the concept of prevention in describing health is essential because:
a. Disease can be prevented by treating the external environment.
b. The majority of deaths among Americans under age 65 years are not preventable.
c. Prevention places the emphasis on the link between health and personal behavior.
d. The means to prevention is through treatment provided by primary health care practitioners.
ANS: C
A natural progression to prevention rounds out the present concept of health. Guidelines to prevention place
the emphasis on the link between health and personal behavior.
20. The nurse is performing a physical assessment on a newly admitted patient. An example of objective
information obtained during the physical assessment includes the:
a. Patients history of allergies.
b. Patients use of medications at home.
c. Last menstrual period 1 month ago.
d. 2 5 cm scar on the right lower forearm.
ANS: D
Objective data are the patients record, laboratory studies, and condition that the health professional observes by
inspecting, percussing, palpating, and auscultating during the physical examination. The other responses reflect
subjective data.

21. A visiting nurse is making an initial home visit for a patient who has many chronic medical problems.
Which type of data base is most appropriate to collect in this setting?
a. A follow-up data base to evaluate changes at appropriate intervals
b. An episodic data base because of the continuing, complex medical problems of this patient
c. A complete health data base because of the nurses primary responsibility for monitoring the
patients health
d. An emergency data base because of the need to collect information and make accurate diagnoses
rapidly
ANS: C
The complete data base is collected in a primary care setting, such as a pediatric or family practice clinic,
independent or group private practice, college health service, womens health care agency, visiting nurse
agency, or community health agency. In these settings, the nurse is the first health professional to see the
patient and has the primary responsibility for monitoring the persons health care.
22. Which situation is most appropriate during which the nurse performs a focused or problem-centered
history?
a. Patient is admitted to a long-term care facility.
b. Patient has a sudden and severe shortness of breath.
c. Patient is admitted to the hospital for surgery the following day.
d. Patient in an outpatient clinic has cold and influenza-like symptoms.
ANS: D
In a focused or problem-centered data base, the nurse collects a mini data base, which is smaller in scope than
the completed data base. This mini data base primarily concerns one problem, one cue complex, or one body
system.
23. A patient is at the clinic to have her blood pressure checked. She has been coming to the clinic weekly
since she changed medications 2 months ago. The nurse should:
a. Collect a follow-up data base and then check her blood pressure.
b. Ask her to read her health record and indicate any changes since her last visit.
c. Check only her blood pressure because her complete health history was documented 2 months ago.
d. Obtain a complete health history before checking her blood pressure because much of her history
information may have changed.
ANS: A
A follow-up data base is used in all settings to follow up short-term or chronic health problems. The other
responses are not appropriate for the situation.
24. A patient is brought by ambulance to the emergency department with multiple traumas received in an
automobile accident. He is alert and cooperative, but his injuries are quite severe. How would the nurse
proceed with data collection?
a. Collect history information first, then perform the physical examination and institute life-saving
measures.
b. Simultaneously ask history questions while performing the examination and initiating life-saving
measures.
c. Collect all information on the history form, including social support patterns, strengths, and coping
patterns.
d. Perform life-saving measures and delay asking any history questions until the patient is transferred
to the intensive care unit.
ANS: B
The emergency data base calls for a rapid collection of the data base, often concurrently compiled with life-
saving measures. The other responses are not appropriate for the situation.
25. A 42-year-old patient of Asian descent is being seen at the clinic for an initial examination. The nurse
knows that including cultural information in his health assessment is important to:
a. Identify the cause of his illness.
b. Make accurate disease diagnoses.
c. Provide cultural health rights for the individual.

d. Provide culturally sensitive and appropriate care.
ANS: D
The inclusion of cultural considerations in the health assessment is of paramount importance to gathering data
that are accurate and meaningful and to intervening with culturally sensitive and appropriate care.
MSC: Client Needs: Psychosocial Integrity
26. In the health promotion model, the focus of the health professional includes:
a. Changing the patients perceptions of disease.
b. Identifying biomedical model interventions.
c. Identifying negative health acts of the consumer.
d. Helping the consumer choose a healthier lifestyle.
ANS: D
In the health promotion model, the focus of the health professional is on helping the consumer choose a
healthier lifestyle.
MSC: Client Needs: Health Promotion and Maintenance
27. The nurse has implemented several planned interventions to address the nursing diagnosis of acute pain.
Which would be the next appropriate action?
a. Establish priorities.
b. Identify expected outcomes.
c. Evaluate the individuals condition, and compare actual outcomes with expected outcomes.
d. Interpret data, and then identify clusters of cues and make inferences.
ANS: C
Evaluation is the next step after the implementation phase of the nursing process. During this step, the nurse
evaluates the individuals condition and compares the actual outcomes with expected outcomes.
28. Which statement best describes a proficient nurse? A proficient nurse is one who:
a. Has little experience with a specified population and uses rules to guide performance.
b. Has an intuitive grasp of a clinical situation and quickly identifies the accurate solution.
c. Sees actions in the context of daily plans for patients.
d. Understands a patient situation as a whole rather than a list of tasks and recognizes the long-term
goals for the patient.
ANS: D
The proficient nurse, with more time and experience than the novice nurse, is able to understand a patient
situation as a whole rather than as a list of tasks. The proficient nurse is able to see how todays nursing actions
can apply to the point the nurse wants the patient to reach at a future time.
MULTIPLE RESPONSE
1. The nurse is reviewing data collected after an assessment. Of the data listed below, which would be
considered related cues that would be clustered together during data analysis? Select all that apply.
a. Inspiratory wheezes noted in left lower lobes
b. Hypoactive bowel sounds
c. Nonproductive cough
d. Edema, +2, noted on left hand
e. Patient reports dyspnea upon exertion
f. Rate of respirations 16 breaths per minute
ANS: A, C, E, F
Clustering related cues help the nurse recognize relationships among the data. The cues related to the patients
respiratory status (e.g., wheezes, cough, report of dyspnea, respiration rate and rhythm) are all related. Cues
related to bowels and peripheral edema are not related to the respiratory cues.
MATCHING
Put the following patient situations in order according to the level of priority.
a. A patient newly diagnosed with type 2 diabetes mellitus does not know how to check his own
blood glucose levels with a glucometer.
b. A teenager who was stung by a bee during a soccer match is having trouble breathing.
c. An older adult with a urinary tract infection is also showing signs of confusion and agitation.
1. a = First-level priority problem
2. b = Second-level priority problem
3. c = Third-level priority problem
1. ANS: B DIF: Cognitive Level: Analyzing (Analysis)
NOT: First-level priority problems are immediate priorities, such as trouble breathing (remember the airway,
breathing, circulation priorities). Second-level priority problems are next in urgency, but not life-threatening.
Third-level priorities (e.g., patient education) are important to a patients health but can be addressed after more
urgent health problems are addressed.
2. ANS: C DIF: Cognitive Level: Analyzing (Analysis)
3. ANS: A DIF: Cognitive Level: Analyzing (Analysis)
Chapter 02: Cultural Assessment

MULTIPLE CHOICE
1. The nurse is reviewing the development of culture. Which statement is correct regarding the development of
ones culture? Culture is:
a. Genetically determined on the basis of racial background.
b. Learned through language acquisition and socialization.
c. A nonspecific phenomenon and is adaptive but unnecessary.
d. Biologically determined on the basis of physical characteristics.
ANS: B
Culture is learned from birth through language acquisition and socialization. It is not biologically or
genetically determined and is learned by the individual.
2. During a class on the aspects of culture, the nurse shares that culture has four basic characteristics. Which
statement correctly reflects one of these characteristics?
a. Cultures are static and unchanging, despite changes around them.
b. Cultures are never specific, which makes them hard to identify.
c. Culture is most clearly reflected in a persons language and behavior.
d. Culture adapts to specific environmental factors and available natural resources.
ANS: D
Culture has four basic characteristics. Culture adapts to specific conditions related to environmental and
technical factors and to the availability of natural resources, and it is dynamic and ever changing. Culture is
learned from birth through the process of language acquisition and socialization, but it is not most clearly
reflected in ones language and behavior.
3. During a seminar on cultural aspects of nursing, the nurse recognizes that the definition stating the specific
and distinct knowledge, beliefs, skills, and customs acquired by members of a society reflects which term?
a. Mores

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Chapter 01: Evidence-Based Assessment

DIF: Cognitive Level: Understanding (Comprehension)

DIF: Cognitive Level: Understanding (Comprehension)

DIF: Cognitive Level: Remembering (Knowledge)

a. Immediately notify the patients physician.

b. Document the sound exactly as it was heard.

c. Validate the data by asking a coworker to listen to the breath sounds.

d. Assess again in 20 minutes to note whether the sound is still present.

DIF: Cognitive Level: Analyzing (Analysis)

d. Advice from supervisors.

DIF: Cognitive Level: Understanding (Comprehension)

MSC: Client Needs: General

b. The nursing process.

DIF: Cognitive Level: Understanding (Comprehension)

MSC: Client Needs: General

a. EBP relies on tradition for support of best practices.

d. The patients own preferences are not important with EBP.

DIF: Cognitive Level: Applying (Application)

a. Patient with postoperative pain

b. Newly diagnosed patient with diabetes who needs diabetic teaching

c. Individual with a small laceration on the sole of the foot

d. Individual with shortness of breath and respiratory distress

DIF: Cognitive Level: Understanding (Comprehension)

c. Abnormal laboratory values

d. Severely abnormal vital signs

DIF: Cognitive Level: Understanding (Comprehension)

b. Clustering related cues

c. Identifying gaps in data

d. Distinguishing relevant from irrelevant

DIF: Cognitive Level: Understanding (Comprehension)

DIF: Cognitive Level: Understanding (Comprehension)

a. Assessment, treatment, planning, evaluation, discharge, and follow-up

b. Admission, assessment, diagnosis, treatment, and discharge planning

c. Admission, diagnosis, treatment, evaluation, and discharge planning

d. Assessment, diagnosis, outcome identification, planning, implementation, and evaluation

DIF: Cognitive Level: Understanding (Comprehension)

a. Breathing, pain, and sleep

b. Breathing, sleep, and pain

c. Sleep, breathing, and pain

d. Sleep, pain, and breathing

DIF: Cognitive Level: Analyzing (Analysis)

14. Which of these would be formulated by a nurse using diagnostic reasoning?

DIF: Cognitive Level: Understanding (Comprehension)

MSC: Client Needs: General

15. Barriers to incorporating EBP include:

a. Nurses lack of research skills in evaluating the quality of research studies.

b. Lack of significant research studies.

c. Insufficient clinical skills of nurses.

d. Inadequate physical assessment skills.

DIF: Cognitive Level: Understanding (Comprehension)

MSC: Client Needs: General

DIF: Cognitive Level: Remembering (Knowledge)

MSC: Client Needs: General

a. Form a committee to conduct research studies.

b. Post published research studies on the units bulletin boards.

c. Encourage the nurses to visit the library to review studies.