Evidence-Based Physical Examination Best Practices for Health & Well-Being Assessment 1st Edition Test Bank

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Chapters: 29
Format: PDF
ISBN-13: 978-0826164537
ISBN-10: 0826164536
Publisher: Springer Publishing Company
Authors: Kate Gawlik, Bernadette Melnyk, Alice Teall

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Evidence-Based Physical Examination Best Practices for Health & Well-Being Assessment 1st Edition Test Bank

Table of Contents

PART I: FOUNDATIONS OF CLINICAL PRACTICE
Chapter 1. APPROACH TO EVIDENCE-BASED ASSESSMENT OF HEALTH AND WELL-BEING
Chapter 2. EVIDENCE-BASED HISTORY-TAKING APPROACH FOR WELLNESS EXAMS, EPISODIC VISITS, AND CHRONIC CARE MANAGEMENT
Chapter 3. APPROACH TO IMPLEMENTING AND DOCUMENTING PATIENT-CENTERED, CULTURALLY SENSITIVE EVIDENCE-BASED ASSESSMENT
Chapter 4. EVIDENCE-BASED ASSESSMENT OF CHILDREN AND ADOLESCENTS
Chapter 5. APPROACH TO THE PHYSICAL EXAMINATION: GENERAL SURVEY AND ASSESSMENT OF VITAL SIGNS
PART II: EVIDENCE-BASED PHYSICAL EXAMINATION AND ASSESSMENT OF BODY SYSTEMS
Chapter 6. EVIDENCE-BASED ASSESSMENT OF THE HEART AND CIRCULATORY SYSTEM
Chapter 7. EVIDENCE-BASED ASSESSMENT OF THE LUNGS AND RESPIRATORY SYSTEM
Chapter 8. APPROACH TO EVIDENCE-BASED ASSESSMENT OF BODY HABITUS (HEIGHT, WEIGHT, BODY MASS INDEX, NUTRITION)
Chapter 9. EVIDENCE-BASED ASSESSMENT OF SKIN, HAIR, AND NAILS
Chapter 10. EVIDENCE-BASED ASSESSMENT OF THE LYMPHATIC SYSTEM
Chapter 11. EVIDENCE-BASED ASSESSMENT OF THE HEAD AND NECK
Chapter 12. EVIDENCE-BASED ASSESSMENT OF THE EYE
Chapter 13. EVIDENCE-BASED ASSESSMENT OF THE EARS, NOSE, AND THROAT
Chapter 14. EVIDENCE-BASED ASSESSMENT OF THE NERVOUS SYSTEM
Chapter 15. EVIDENCE-BASED ASSESSMENT OF THE MUSCULOSKELETAL SYSTEM
Chapter 16. EVIDENCE-BASED ASSESSMENT OF THE ABDOMINAL, GASTROINTESTINAL, AND UROLOGICAL SYSTEMS

 

PART III: EVIDENCE-BASED PHYSICAL EXAMINATION AND ASSESSMENT OF SEXUAL AND REPRODUCTIVE HEALTH
Chapter 17. EVIDENCE-BASED ASSESSMENT OF THE BREASTS AND AXILLAE
Chapter 18. EVIDENCE-BASED ASSESSMENT OF SEXUAL ORIENTATION, GENDER IDENTITY, AND HEALTH
Chapter 19. EVIDENCE-BASED ASSESSMENT OF MALE GENITALIA, PROSTATE, RECTUM, AND ANUS
Chapter 20. EVIDENCE-BASED ASSESSMENT OF THE FEMALE GENITOURINARY SYSTEM
Chapter 21. EVIDENCE-BASED OBSTETRIC ASSESSMENT
PART IV: EVIDENCE-BASED PHYSICAL EXAMINATION AND ASSESSMENT OF MENTAL HEALTH
Chapter 22. EVIDENCE-BASED ASSESSMENT OF MENTAL HEALTH
Chapter 23. EVIDENCE-BASED ASSESSMENT OF SUBSTANCE USE DISORDER
Chapter 24. EVIDENCE-BASED ASSESSMENT AND SCREENING FOR TRAUMATIC EXPERIENCES: ABUSE, NEGLECT, AND INTIMATE PARTNER VIOLENCE
Chapter 25. EVIDENCE-BASED THERAPEUTIC COMMUNICATION AND MOTIVATIONAL INTERVIEWING IN HEALTH ASSESSMENT
PART V: SPECIAL TOPICS IN EVIDENCE-BASED ASSESSMENT
Chapter 26. EVIDENCE-BASED HISTORY AND PHYSICAL EXAMINATIONS FOR SPORTS PARTICIPATION EVALUATION
Chapter 27. USING HEALTH TECHNOLOGY IN EVIDENCE-BASED ASSESSMENT
Chapter 28. EVIDENCE-BASED ASSESSMENT OF PERSONAL HEALTH AND WELL-BEING FOR CLINICIANS: KEY STRATEGIES TO ACHIEVE OPTIMAL WELLNESS
Chapter 29. EVIDENCE-BASED HEALTH AND WELL-BEING ASSESSMENT: PUTTING IT ALL TOGETHER

Evidence-Based Physical Examination Best Practices for Health & Well-Being Assessment 1st Edition Test Bank

Chapter 1. APPROACH TO EVIDENCE-BASED ASSESSMENT OF HEALTH AND WELLBEING
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) REF: z. 2
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. Objectivedata 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.
DIF: Cognitive Level: Understanding (Comprehension) REF: z. 2
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
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) REF: z. 2
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
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) REF: z. 2
MSC: Client Needs: Safe and Effective Care Environment: Management of Care
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.
DIF: Cognitive Level: Understanding (Comprehension) REF: z. 3
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.
DIF: Cognitive Level: Understanding (Comprehension) REF: z. 4
MSC: Client Needs: General
7. The nurse is reviewing information about evidence-based practice (EBP). Which statement
best reflects EBP?

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