1

2

15

31

49

64

81

87

93

112

134

142

156

177

195

212

229

247

267

285

304

321

338

359

384

402

416

438

451

454

460

473

Table of Contents

Table of Contents

Chapter 01: Evidence-Based Assessment

Chapter 02: Cultural Competence

Chapter 03: The Interview

Chapter 04: The Complete Health History

Chapter 05: Mental Status Assessment

Chapter 06: Substance Use Assessment

Chapter 07: Domestic and Family Violence Assessments

Chapter 08: Assessment Techniques and Safety in the Clinical Setting

Chapter 09: General Survey, Measurement, Vital Signs

Chapter 10: Pain Assessment: The Fifth Vital Sign

Chapter 11: Nutritional Assessment

Chapter 12: Skin, Hair, and Nails

Chapter 13: Head, Face, and Neck, Including Regional Lymphatics

Chapter 14: Eyes

Chapter 15: Ears

Chapter 16: Nose, Mouth, and Throat

Chapter 17: Breasts and Regional Lymphatics

Chapter 18: Thorax and Lungs

Chapter 19: Heart and Neck Vessels

Chapter 20: Peripheral Vascular System and Lymphatic System

Chapter 21: Abdomen

Chapter 22: Musculoskeletal System

Chapter 23: Neurologic System

Chapter 24: Male Genitourinary System

Chapter 25: Anus, Rectum, and Prostate

Chapter 26: Female Genitourinary System

Chapter 27: The Complete Health Assessment: Adult

Chapter 28: The Complete Physical Assessment: Infant, Child, and Adolescent

Chapter 29: Bedside Assessment of the Hospitalized Patient

Chapter 30: The Pregnant Woman

Chapter 31: Functional Assessment of the Older Adult

Test Bank: Physical Examination & Health Assessment 7e (Jarvis 2015) 1

 1 / 4

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) REF: p. 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. 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. DIF: Cognitive Level: Understanding (Comprehension) REF: p. 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.

Test Bank: Physical Examination & Health Assessment 7e (Jarvis 2015) 2

 2 / 4

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: p. 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: p. 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: p. 3

Test Bank: Physical Examination & Health Assessment 7e (Jarvis 2015) 3

 3 / 4

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: p. 4

MSC: Client Needs: General

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) REF: p. 5

MSC: Client Needs: Safe and Effective Care Environment: Management of Care

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

Test Bank: Physical Examination & Health Assessment 7e (Jarvis 2015) 4

Powered by qwivy(www.qwivy.org)

 4 / 4