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seidels_guide_to_physical_examination_10th_edition_ball_test_bank_, Exams of Nursing

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Test Bank for Seidels Guide to Physical Examination 10th
Edition complete guide graded A+ latest update 2025.2026
Chapter 01: Cultural Competency
MULTIPLE CHOICE
1. Which statement is true regarding the relationship of physical characteristics and culture?
a. Physical characteristics should be used to identify members of cultural groups.
b. There is a difference between distinguishing cultural characteristics and
distinguishing physical characteristics.
c. To be a member of a specific culture, an individual must have certain identifiable
physical characteristics.
d. Gender and race are the two essential physical characteristics used to identify
cultural groups.
ANS: B
Physical characteristics are not used to identify cultural groups; there is a difference between
the two, and they are considered separately. Physical characteristics should not be used to
identify members of cultural groups. To be a member of a specific culture, an individual does
not need to have certain identifiable physical characteristics. You should not confuse physical
characteristics with cultural characteristics. Gender and race are physical characteristics, not
cultural characteristics, and are not used to identify cultural groups.
DIF:Cognitive Level: Understanding (Comprehension)
OBJ:Nursing processassessment MSC: Physiologic Integrity: Physiologic Adaptation
2. An image of any group that rejects its potential for originality or individuality is known as
a(n)
a. acculturation.
b. norm.
c. stereotype.
d. ethnos.
ANS: C
A fixed image of any group that rejects its potential for originality or individuality is the
definition of stereotype. Acculturation is the process of adopting another culture’s behaviors.
A norm is a standard of allowable behavior within a group. Ethnos implies the same race or
nationality.
DIF:Cognitive Level: Remembering (Knowledge)
OBJ:Nursing processassessment MSC: Physiologic Integrity: Physiologic Adaptation
3. Mr. L presents to the clinic with severe groin pain and a history of kidney stones. Mr. L’s son
tells you that for religious reasons, his father wishes to keep any stone that is passed into the
urine filter that he has been using. What is your most appropriate response?
a. ―With your father’s permission, we will examine the stone and request that it be
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Test Bank for Seidels Guide to Physical Examination 10th

Edition complete guide graded A+ latest update 2025.

Chapter 01: Cultural Competency

MULTIPLE CHOICE

  1. Which statement is true regarding the relationship of physical characteristics and culture? a. (^) Physical characteristics should be used to identify members of cultural groups. b. (^) There is a difference between distinguishing cultural characteristics and distinguishing physical characteristics. c. (^) To be a member of a specific culture, an individual must have certain identifiable physical characteristics. d. (^) Gender and race are the two essential physical characteristics used to identify cultural groups. ANS: B Physical characteristics are not used to identify cultural groups; there is a difference between the two, and they are considered separately. Physical characteristics should not be used to identify members of cultural groups. To be a member of a specific culture, an individual does not need to have certain identifiable physical characteristics. You should not confuse physical characteristics with cultural characteristics. Gender and race are physical characteristics, not cultural characteristics, and are not used to identify cultural groups. DIF:Cognitive Level: Understanding (Comprehension) OBJ:Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
  2. An image of any group that rejects its potential for originality or individuality is known as a(n) a. (^) acculturation. b. norm. c. (^) stereotype. d. (^) ethnos. ANS: C A fixed image of any group that rejects its potential for originality or individuality is the definition of stereotype. Acculturation is the process of adopting another culture’s behaviors. A norm is a standard of allowable behavior within a group. Ethnos implies the same race or nationality. DIF:Cognitive Level: Remembering (Knowledge) OBJ:Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
  3. Mr. L presents to the clinic with severe groin pain and a history of kidney stones. Mr. L’s son tells you that for religious reasons, his father wishes to keep any stone that is passed into the urine filter that he has been using. What is your most appropriate response? a. (^) ―With your father’s permission, we will examine the stone and request that it be

returned to him.‖ b. (^) ―The stone must be sent to the lab for examination and therefore cannot be kept.‖ c. (^) ―We cannot let him keep his stone because it violates our infection control policy.‖ d. (^) ―We don’t know yet if your father has another kidney stone, so we must analyze this one.‖

DIF:Cognitive Level: Analyzing (Analysis) OBJ:Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation

  1. The definition of ill or sick is based on a a. (^) stereotype. b. (^) cultural behavior. c. (^) belief system. d. (^) cultural attitude. ANS: C The definition of ill or sick is based on the individual’s belief system and is determined in large part by his or her enculturation. DIF:Cognitive Level: Understanding (Comprehension) OBJ:Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
  2. A 22-year-old female nurse is interviewing an 86-year-old male patient. The patient avoids eye contact and answers questions only by saying, ―Yeah,‖ ―No,‖ or ―I guess so.‖ Which of the following is appropriate for the interviewer to say or ask? a. (^) ―We will be able to communicate better if you look at me.‖ b. (^) ―It’s hard for me to gather useful information because your answers are so short.‖ c. (^) ―Are you uncomfortable talking with me?‖ d. (^) ―Does your religion make it hard for you to answer my questions?‖ ANS: C It is all right to ask if the patient is uncomfortable with any aspect of your person and to talk about it; the other choices are less respectful. DIF:Cognitive Level: Applying (Application) OBJ:Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
  3. As you explain your patient’s condition to her husband, you notice that he is leaning toward you and pointedly blinking his eyes. Knowing that he is from England, your most appropriate response to this behavior is to a. (^) tell him that you understand his need to be alone. b. (^) ask whether he has any questions. c. (^) ask whether he would prefer to speak to the clinician. d. (^) tell him that it is all right to be angry. ANS: B The English worry about being overheard and tend to speak in modulated voices so, when they lean in toward you, they are probably poised to ask a question. DIF:Cognitive Level: Analyzing (Analysis) OBJ:Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
  4. An aspect of traditional Western medicine that may be troublesome to many Hispanics, Native Americans, Asians, and Middle Eastern groups is Western medicine’s attempts to a. (^) use a holistic approach that views a particular medical problem as part of a bigger picture. b. (^) determine a specific cause for every problem in a precise way. c. (^) establish harmony between a person and the entire cosmos.

d. (^) restore balance in an individual’s life. ANS: B A more scientific approach to healthcare problem solving, in which a cause can be determined for every problem in a precise way, is a Western approach. Hispanics, Native Americans, Asians, and Arabs embrace a more holistic approach. Using a holistic approach, establishing harmony between a person and the entire cosmos, and restoring balance in an individual’s life would not be troublesome to many Hispanics, Native Americans, Asians, and Arabs. DIF:Cognitive Level: Understanding (Comprehension) OBJ:Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation

  1. The attitudes of the healthcare professional a. (^) are largely irrelevant to the success of relationships with the patient. b. (^) do not influence patient behavior. c. (^) are difficult for the patient to sense. d. (^) are culturally derived. ANS: D The attitudes of the healthcare provider are foundationally derived from his or her own culture; understanding this is relevant to the success of patient relationships. Attitudes of the healthcare professional are easily detected by others, and they influence patient behavior; they are not irrelevant to the success of relationships with the patient; they do influence patient behavior; and they are not difficult for the patient to sense. DIF:Cognitive Level: Understanding (Comprehension) OBJ:Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
  2. Mr. Sanchez is a 45-year-old gentleman who has presented to the office for a physical examination to establish a new primary care healthcare provider. Which of the following describes a physical, not a cultural, differentiator? a. (^) Race b. (^) Rite c. (^) Ritual d. (^) Norm ANS: A Race is a physical, not a cultural, differentiator. Rite is a prescribed, formal, customary observance. Ritual is a stereotypic behavior regulating religious, social, and professional behaviors. A norm is a prescribed standard of allowable behavior within a group. DIF:Cognitive Level: Remembering (Knowledge) OBJ:Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
  3. Mr. Abdul is a 40 - year-old Middle Eastern man who presents to the office for a first visit with the complaint of new abdominal pain. You are concerned about violating a cultural prohibition when you prepare to do his rectal examination. The best tactic would be to a. (^) forego the examination for fear of violating cultural norms. b. (^) ask a colleague from the same geographic area if this examination is acceptable. c. (^) inform the patient of the reason for the examination and ask if it is acceptable to him. d. (^) refer the patient to a provider more knowledgeable about cultural differences.

a. (^) a fever. b. (^) a rash. c. (^) tuberculosis. d. (^) an ulcer. ANS: C A cold condition in cultures with a holistic approach is tuberculosis. DIF:Cognitive Level: Remembering (Knowledge) OBJ:Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation MULTIPLE RESPONSE

  1. Which variables can intrude on successful communication? ( Select all that apply. ) a. (^) Social class b. (^) Gender c. (^) Stereotype d. (^) Phenotype e. (^) Age ANS: A, B, E Social class, age, and gender are variables that characterize everyone; they can intrude on successful communication if there is no effort for mutual knowledge and understanding. DIF:Cognitive Level: Understanding (Comprehension) OBJ:Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
  2. Campinha-Bacote’s Process of Cultural Competence Model includes which cultural constructs? ( Select all that apply. ) a. (^) Desire b. (^) Awareness c. (^) Thought processes d. (^) Skill e. (^) Language ANS: A, B, D Campinha-Bacote’s Process of Cultural Competence Model includes the cultural constructs encounters, desires, awareness, knowledge, and skill. DIF:Cognitive Level: Understanding (Comprehension) OBJ:Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation

Chapter 02: The History and Interviewing Process

Ball: Seidel’s Guide to Physical Examination, 10th Edition

MULTIPLE CHOICE

  1. 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 the patient’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

  1. 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 systems 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 gathered with direct questioning. DIF:Cognitive Level: Understanding (Comprehension) OBJ:Nursing process—assessment MSC: Physiologic Integrity: Physiologic Adaptation
  2. 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
  3. 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?‖

ANS: l l B Specific llbut llopen-ended llquestions llare llbest llused llwhen llthe llpatient llhas llfeelings llof llloss llof self-worth lland lldepression. ll―Tryllto llthink llabout llthe llgood llthings llin lllife,‖ ll―You llcan’t llmean llwhat llyou’re llsaying,‖ lland ll―If llyou llthink llabout llit, llnothing llis llworth llgetting llthis llupset llabout‖ llare llstatements llthat llwill llhurry llthe llpatient lland lloffer llonly llsuperficial llassurance. DIF:Cognitive llLevel: llAnalyzing ll(Analysis) OBJ:Nursing llprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation

  1. You llare llcollecting lla llhistory llfrom lla ll 16 - year-old llgirl. llHer llmother llis llsitting llnext llto llher llin llthe llexamination llroom. llWhen llcollecting llhistory llfrom llolder llchildren llor lladolescents, llthey llshould llbe a. (^) given llthe llopportunity llto llbe llinterviewed llwithout llthe llparent llat llsome llpoint llduring llthe llinterview. b. (^) mailed lla llquestionnaire llin lladvance llto llavoid llthe llneed llfor llthem llto lltalk. c. (^) ignored llwhile llyou lladdress llall llquestions llto llthe llparent. d. (^) allowed llto lldirect llthe llflow llof llthe llinterview. ANS: l l A The lladolescent llshould llbe llgiven llthe llopportunity llto llgive llinformation lldirectly. llThis llenhances llthe llprobability llthat llthe lladolescent llwill llfollow llyour lladvice. llMailing lla llquestionnaire llin lladvance llto llavoid llthe llneed llfor llher llto lltalk lldoes llnot llassist llthe lladolescent llin lllearning llto llrespond llto llanswers llregarding llher llhealth. llThe llparent llcan llhelp llfill llin llgaps llat llthe llend. llIf llshe llis llignored llwhile llyou lladdress llall llquestions llto llthe llparent, llthe llpatient llwill llfeel llas llthough llshe llis lljust llbeing lldiscussed lland llis llnot llpart llof llthe llprocess llfor llthe llhealth llcare. llThe llhealthcare llprovider llshould always lldirect llthe llflow llof llthe llinterview llaccording llto llthe llpatient’s llresponses. DIF:Cognitive llLevel: llApplying ll(Application) OBJ:Nursing llprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation
  2. Information llthat llis llneeded llduring llthe llinitial llinterview llof lla llpregnant llwoman llincludes llall llthe llfollowing ll except a. (^) the llgender llthat llthe llwoman llhopes llthe llbaby llwill llbe. b. (^) past llmedical llhistory. c. (^) healthcare llpractices. d. (^) the llwoman’s llremembering ll(knowledge) llabout llpregnancy. ANS: l l A The llinitial llinterview llfor llthe llpregnant llwoman llshould llinclude llinformation llabout llher llpast llmedical llhistory, llassessment llof llhealth llpractices, llidentification llof llpotential llrisk llfactors, lland llassessment llof llremembering ll(knowledge) llas llit llaffects llthe llpregnancy. llThe llgender llof llthe llfetus llis llnot llas llimportant llas llthe llinformation llabout llher llpast llmedical llhistory, llhealthcare llpractices, lland the llwoman’s llremembering ll(knowledge) llabout llher llpregnancy. DIF:Cognitive llLevel: llUnderstanding ll(Comprehension) OBJ:Nursing llprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation
  3. When llinterviewing llolder lladults, llthe llexaminer llshould a. (^) speak llextremely llloudly, llbecause llmost llolder lladults llhave llsignificant llhearing llimpairment. b. (^) provide lla llwritten llquestionnaire llin llplace llof llan llinterview. c. (^) position llhimself llor llherself llfacing llthe llpatient.

d. (^) dim llthe lllights llto lldecrease llanxiety. ANS: l l C The llhealthcare llprovider llshould llposition llhimself llor llherself llso llthat llthe llolder llpatient llcan llsee llhis llor llher llface. llShouting lldistorts llspeech, lldimming llthe lllights llimpairs llvision, lland lla llwritten llinterview llmay llbe llnecessary llif llall llelse llfails. DIF:Cognitive llLevel: llUnderstanding ll(Comprehension) OBJ:Nursing llprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation

  1. To llwhat llextent llshould llthe llpatient llwith lla llphysical lldisabilityllor llemotional lldisorder llbe llinvolved llin llproviding llhealth llhistory llinformation llto llthe llhealth llprofessional? a. (^) The llpatient llshould llbe llpresent llduring llinformation llcollection llbut llshould llnot llbe lladdressed lldirectly. b. (^) All llinformation llshould llbe llcollected llfrom llpast llrecords lland llfamily llmembers llwhile llthe llpatient llis llin llanother llroom. c. (^) The llpatient llshould llbe llinvolved llonly llwhen llyou llsense llthat llhe llor llshe llmay llfeel llignored. d. (^) The llpatient llshould llbe llfully llinvolved llto llthe lllimit llof llhis llor llher llability. ANS: l l D Patients llwho llare lldisabled llmay llnot llgive llan lleffective llhistory, llbut llthey llmust llbe llrespected, lland llthe llhistory llmust llbe llobtained llfrom llthem llto llthe llgreatest llextent llpossible. llPatients llshould llbe lladdressed lldirectly lland llparticipate llin llthe llinterview llto llthe llextent llof lltheir llability. DIF:Cognitive llLevel: llUnderstanding ll(Comprehension) OBJ:Nursingllprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation
  2. When lltaking lla llhistory, llthe llnurse llshould a. (^) ask llthe llpatient llto llgive llyou llany llinformation llhe llor llshe llcan llrecall llabout llhis llor llher llhealth. b. (^) start llthe llinterview llwith llthe llpatient’s llfamily llhistory. c. (^) use lla llchronologic lland llsequential llframework. d. (^) use lla llholistic lland lleclectic llstructure. ANS: l l C To llgive llstructure llto llthe llpresent llproblem llor llchief llcomplaint, llthe llprovider llshould llproceed llin lla llchronologic lland llsequential llframework. llAsking llpatients llto llgive llany llinformation llthey llcan llrecall llabout lltheir llhealth lland llusing lla llholistic lland llelectric llstructure lldo llnot llprovide llstructure llto llthe llhistory. llGathering llthe llpatient’s llfamily llhistory llis llonly llthe llfirst llstep. DIF:Cognitive llLevel: llUnderstanding ll(Comprehension) OBJ:Nursing llprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation
  3. When llquestioning llthe llpatient llregarding llhis llor llher llsexual llhistory, llwhich llquestion llshould llbe llasked ll initially? a. (^) ―Do llyou llhave llanyllparticular llsexual lllikes llor lldislikes?‖ b. (^) ―Dollyoullhavellanyllworriesllorllconcernsllregardingllyourllsexuallllife?‖ c. (^) ―How lloften lldo llyou llhave llintercourse lland llwith llwhom?‖ d. (^) ―Do llyou llhave llanyllreason lltollthink llyou llmayllhavellbeen llexposedlltolla llsexually lltransmitted llinfection?‖

ANS: l l A The llpresence llof lldomestic llviolence llshould llbe llroutinely llqueried, lland llthe llquestioning llshould llbe lldirect llfor llall llpatients. llDirect llquestioning llabout lldomestic llviolence llin llthe llhome llshould llnot llbe llavoided llfor llfear llof lloffending llthe llpatient’s llpartner, llshould llbe llpart llof lla llroutine llexamination, lland llshould llnot llbe llused llonly llwhen llthe llpatient llis llobviously llbeing llvictimized. DIF:Cognitive llLevel: llRemembering ll(Knowledge) OBJ:Nursing llprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation

  1. A lltool llused llto llscreen lladolescents llfor llalcoholism llis llthe a. (^) CAGE. b. (^) CRAFFT. c. (^) PACES. d. (^) HITS. ANS: l l B The llCRAFFT lltool llis llused llto llscreen llfor llalcoholism llin lladolescents. llThe llCAGE lltest llis llused llto llscreen llfor llalcoholism llin lladults. llPACES llis llused llto llscreen lladolescents llfor llimportant llissues llin lltheir lllife. llHITS llis llthe llscreen llfor lldomestic llviolence. DIF:Cognitive llLevel: llRemembering ll(Knowledge) OBJ:Nursing llprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation
  2. Tom llis lla ll 16 - year-old lldiabetic llwho lldoes llnot llfollow llhis lldiet. llHe llenjoys llhis lldirt llbike lland llseems llunconcerned llabout llany llconsequences llof llhis llactivities. llWhich llfactor llis lltypical llof lladolescence lland llpertinent llto llTom’s llhealth? a. (^) Attachment llto llparents b. (^) High llself-esteem c. (^) Low llpeer llsupport llneeds d. Propensity llfor llrisk lltaking ANS: l l D Adolescents lltend llto llexperiment llwith llrisky llbehaviors llthat llcan lllead llto lla llhigh llincidence llof llmorbidity lland llmortality. DIF:Cognitive llLevel: llUnderstanding ll(Comprehension) OBJ:Nursing llprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation
  3. Mr. llMills llis lla ll 55 - year-old llpatient llwho llpresents llto llthe lloffice llfor llan llinitial llvisit llfor llhealth llpromotion. llA llsurvey llof llmobility lland llactivities llof lldaily llliving ll(ADL) llis llpart llof lla(n) a. (^) ethnic llassessment. b. functional llassessment. c. (^) genetic llexamination. d. (^) social llhistory. ANS: l l B A llfunctional llassessment llis llan llassessment llof lla llpatient’s llmobility, llupper llextremity llmovement, llhousehold llmanagement, llADL, lland llinstrumental llactivities llof lldaily llliving ll(IADL). DIF:Cognitive llLevel: llRemembering ll(Knowledge) OBJ:Nursing llprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation
  1. Constitutional llsymptoms llin llthe llROS llrefer llto a. (^) height, llweight, lland llbody llmass llindex. b. (^) fever, llchills, llfatigue, lland llmalaise. c. (^) hearing llloss, lltinnitus, lland lldiplopia. d. (^) rashes, llskin llturgor, lland lltemperature. ANS: l l B General llconstitutional llsymptoms llrefer llto llpain, llfever, llchills, llmalaise, llfatigue, llnight llsweats, llsleep llpatterns, lland llweight ll(average, llpreferred, llpresent, llchange). DIF:Cognitive llLevel: llUnderstanding ll(Comprehension) OBJ:Nursing llprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation
  2. JM llhas llbeen llseen llin llyour llclinic llfor ll 5 llyears. llShe llpresents lltoday llwith llsigns lland llsymptoms llof llacute llsinusitis. llThe lltype llof llhistory llthat llis llwarranted llis lla(n) ll history. a. (^) complete b. (^) inventory c. (^) problem llor llfocused d. (^) interim ANS: l l C If llthe llpatient llis llwell llknown, llor llif llyou llhave llbeen llseeing llthe llpatient llfor llthe llsame llproblem llover lltime, lla llfocused llhistory llis llappropriate. llA llcomplete llhistory llis llonly llobtained llduring llinitial llvisits llor llduring lla llcomplete llhistory lland llphysical llexamination ll(H&P). llAn llinventory llis llrelated llto llbut lldoes llnot llreplace llthe llcomplete llhistory. llIt lltouches llon llthe llmajor llpoints llwithout llgoing llinto lldetail. llThis llis lluseful llwhen llthe llentire llhistory lltaking llwill llbe llcompleted llin llmore llthan llone llsession. llAn llinterim llhistory llis llonly llobtained llduring lla llreturn llof llthe llpatient llafter llseveral llmonths llof llabsence. DIF:Cognitive llLevel: llApplying ll(Application) OBJ:Nursing llprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation MULTIPLE llRESPONSE
  3. Which llare llappropriate llfor llthe llinterview llsetting llwith lla llpatient? ll( Select llall llthat llapply. ) a. (^) Playing llmusic llin llthe llbackground b. (^) Ensuring llcomfort llfor llall llinvolved c. (^) Maintaining lleye llcontact d. (^) Using lla llconversational lltone e. (^) Keeping llthe lldoor llopen f. (^) Removing llphysical llbarriers ANS: l l B, llC, llD, llF The llinterview llsetting llrequires llcomfort llfor llall llinvolved, llremoval llof llphysical llbarriers, llunobtrusive llaccess llto lla llclock, llmaintaining lleye llcontact, lland llusing lla llconversational lltone. llPlaying llmusic llin llthe llbackground llmay llbe lldistracting lland llkeeping llthe lldoor llopen lldoes llnot llprovide llfor llprivacy. DIF:Cognitive llLevel: llUnderstanding ll(Comprehension) OBJ:Nursing llprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation

Chapter ll03: llExamination llTechniques lland llEquipment

  1. The lluse llof llsecondary, lltangential lllighting llis llmost llhelpful llin llthe lldetection llof a. (^) variations llin llskin llcolor. b. (^) enlarged lltonsils. c. (^) foreign llobjects llin llthe llnose llor llear. d. (^) variations llin llcontour llof llthe llbody llsurface. ANS: l l D Tangential lllighting llis llused llto llcast llshadows llto llobserve llcontours lland llvariations llin llbody llsurfaces llbest. DIF:Cognitive llLevel: llUnderstanding ll(Comprehension) OBJ:Nursing llprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation
  2. You llare llcaring llfor lla llnonambulatory ll 80 - year-old llmale llpatient lland llhe lltells llyou, lla llfemale llnurse, llthat llhe llfeels lllike llhe llis llhaving lldrainage llfrom llhis llrectum. llWhich llinitial llnursing llaction llis llappropriate? a. (^) Drape llthe llpatient lland llobserve llthe llrectal llarea. b. (^) Tell llthe llpatient llthat llhis lldoctor llwill llbe llnotified llof llhis llproblem. c. (^) Tell llthe llpatient llthat llyou llwill llask llthe llmale llnurse llon llthe llnext llshift llto llcheck llon llthe llproblem. d. (^) Give llthe llpatient llan llice llpack llto llapply llto llthe llarea. ANS: l l A Necessary llexposure llfor lldirect llobservation, llwhile lladjusting llfor llmodesty, llis llwarranted. llThe llcomplaint llwarrants llvalidation llbefore llreferral llor lldelegation. llBefore llyou llcall llthe llclinician, llyou llneed llto llassess llthe llpatient. llThe llassessment llshould llnot llwait llfor llanother llshift. llBefore lltreatment, llit llis llimportant llto llassess llthe llcomplaint. DIF:Cognitive llLevel: llApplying ll(Application) OBJ:Nursingllprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation
  3. You llare llplanning llto llpalpate llthe llabdomen llof llyour llpatient. llWhich llpart llof llthe llexaminer’s llhand llis llbest llfor llpalpating llvibration? a. (^) Dorsal llsurface b. (^) Finger llpads c. (^) Fingertips d. (^) Ulnar llsurface ANS: l l D The llulnar llsurface llof llthe llhand lland llbases llof llthe llfingers llcan llbest llfeel llvibratory llsensations llsuch llas llthrills lland llfremitus. llThe lldorsal llsurface llof llthe llhand llis llbest llfor llassessing lltemperature. llThe llfinger llpads lland llfingertips llare llbest llfor llpalpating llpulses. DIF:Cognitive llLevel: llUnderstanding ll(Comprehension) OBJ:Nursing llprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation
  4. The lldorsal llsurface llof llthe llhand llis llmost lloften llused llfor llthe llassessment llof a. (^) crepitus. b. (^) temperature. c. (^) texture. d. (^) vibration.

ANS: l l B The lldorsal llsurface, llor llback llof llthe llhand, llis llbest llfor llassessing llwarmth, llor lltemperature. llThe llpalmar llsurface, llrather llthan llthe lldorsal llsurface, llis llbest llfor llassessing llcrepitus. llThe llpalmar llsurface, llrather llthan llthe lldorsal llsurface, llis llbest llfor llassessing lltexture. llThe llulnar llsurfaces llof llthe llhand lland llfingers, llrather llthan llthe lldorsal llsurface, llare llbest llfor llassessing llvibration. DIF:Cognitive llLevel: llUnderstanding ll(Comprehension) OBJ:Nursing llprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation

  1. Mrs. llBerger llis lla ll 39 - year-old llwoman llwho llpresents llwith lla llcomplaint llof llepigastric llabdominal llpain. llYou llhave llcompleted llthe llinspection llof llthe llabdomen. llWhat llis llyour llnext llstep llin llthe llassessment llprocess? a. (^) Light llpalpation b. (^) Deep llpalpation c. (^) Percussion d. (^) Auscultation ANS: l l D Auscultation llprecedes llpalpation llor llpercussion llof llthe llabdomen llbecause llthese lltechniques llcan llstimulate llperistalsis, llwhich llmay llalter llcorrect llassessment llof llthe llabdominal llsounds. llLight llpalpation, lldeep llpalpation, lland llpercussion llshould llnot llbe llcompleted lluntil llauscultation llis llcompleted. DIF:Cognitive llLevel: llUnderstanding ll(Comprehension) OBJ:Nursing llprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation
  2. The lldegree llof llpercussion lltone llis lldetermined llby llthe lldensity llof llthe llmedium llthrough llwhich llthe llsound llwaves lltravel. llWhich llstatement llis ll true ll regarding llthe llrelationship llbetween lldensity llof llthe llmedium lland llpercussion lltone? a. (^) The llmore lldense llthe llmedium, llthe lllouder llthe llpercussion lltone. b. (^) The llless lldense llthe llmedium, llthe lllouder llthe llpercussion lltone. c. (^) The llmore llhollow llthe llarea llpercussed, llthe llquieter llthe llpercussion lltone. d. (^) Percussion llover llmuscle llareas llproduces llthe llloudest llpercussion lltones. ANS: l l B Percussion llsounds llvary llaccording llto llthe lltissue llbeing llpercussed. llLess lldense lltissue ll(such llas llthat llover llnormal lllungs) llproduces lla llloud lltone, llwhereas llmore lldense lltissue ll(such llas lla llmuscle) llproduces lla llsofter lltone. llThe llmore lldense llthe llmedium, llthe llsofter llis llthe llpercussion lltone. llThe llmore llhollow llthe llarea, llthe lllouder llis llthe llpercussion lltone. llPercussion lltones llover llmuscle llare llsoft lland llflat. DIF:Cognitive llLevel: llUnderstanding ll(Comprehension) OBJ:Nursing llprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation
  3. Expected llnormal llpercussion lltones llinclude a. (^) dullness llover llthe lllungs. b. (^) hyperresonance llover llthe lllungs. c. (^) tympany llover llan llempty llstomach. d. (^) flatness llover llan llempty llstomach. ANS: l l C
  1. Which lltechnique llis llcommonly llused llto llelicit lltenderness llarising llfrom llthe llliver, llgallbladder, llor llkidneys? a. (^) Finger llpercussion b. (^) Palmar llpercussion c. (^) Fist llpercussion d. (^) Forearm llpercussion ANS: l l C Fist llpercussion llis lla lldirect llpercussion lltechnique llused llto llelicit lltenderness llover llorgans llsuch llas llthe llliver, llgallbladder, llor llkidneys. DIF:Cognitive llLevel: llRemembering ll(Knowledge) OBJ:Nursing llprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation
  2. During llauscultation, llyou llcan lllimit llyour llperceptual llfield llbest llby a. (^) asking llpatients llto lldescribe lltheir llsymptoms. b. (^) closing llyour lleyes. c. (^) performing llauscultation llbefore llpercussion. d. (^) using llan llaneroid llmanometer. ANS: l l B By llclosing llyour lleyes, llyour llsense llof llhearing llbecomes llmore llacute, lland llit llincreases llyour llability llto llisolate llsounds. llAsking llpatients llto lldescribe lltheir llsymptoms lldoes llnot llassist llin llthe lltechnique llof llauscultation. llThe llonly lltime llthat llauscultation lloccurs llbefore llpercussion llis llin llexamination llof llthe llabdomen. llUsing llan llaneroid llmanometer lldoes llnot llassist llin llthe lltechnique llof llauscultation. During llauscultation, llthe llonly llequipment llneeded llis llthe llstethoscope. DIF:Cognitive llLevel: llApplying ll(Application) OBJ:Nursing llprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation
  3. You llare llauscultating lla llpatient’s llchest. llThe llsounds llare llnot llclear, lland llyou llare llhaving lldifficulty lldistinguishing llbetween llrespirations lland llheartbeats. llWhich lltechnique llcan llyou lluse llto llfacilitate llyour llassessment? a. (^) Anticipate llthe llnext llsounds. b. (^) Isolate lleach llcycle llsegment. c. (^) Listen llto llall llsounds lltogether. d. (^) Move llthe llstethoscope llclockwise. ANS: l l B If llyou llare llhearing lleverything llat llonce, llit llis llmore lldifficult llto lldistinguish lldifferent llsounds. llTry llisolating lleach llsegment lland lllisten llto llthat llsegment llintently; llthen llmove llon llto llanother llsegment. llFor llexample, lllisten llonly llto llbreath llsounds, llthen llonly llto llinspiratory llbreath llsounds, lland llthen llonly llto llexpiratory llbreath llsounds. llAnticipating llthe llnext llsounds llwill llnot llfacilitate llthe llassessment. llListening llto llall llsounds lltogether llwill llnot llfacilitate llthe llassessment. llOne llof llthe llmost lldifficult llachievements llin llauscultation llis lllearning llto llisolate llsounds. llMoving llthe llstethoscope llclockwise llwill llnot llfacilitate llthe llassessment. DIF:Cognitive llLevel: llApplying ll(Application) OBJ:Nursing llprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation
  4. Auscultation llshould llbe llcarried llout lllast, llexcept llwhen llexamining llthe a. (^) neck llarea.

b. (^) heart. c. (^) lungs. d. (^) abdomen. ANS: l l D Auscultation llis llthe lllast llexamination lltechnique llused llfor llall llareas llexcept llthe llabdomen. llIn llthis llcase, llit llis llperformed llafter llinspection. DIF:Cognitive llLevel: llUnderstanding ll(Comprehension) OBJ:Nursing llprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation

  1. Tympanic llthermometers llmeasure llbody lltemperature llwhen lla llprobe llis llplaced a. (^) anterior llto llthe llear. b. (^) posterior llto llthe llear. c. (^) under llthe llear. d. (^) in llthe llauditory llcanal. ANS: l l D Tympanic llthermometer llprobes llare llplaced llat llthe llexternal llopening llof llthe llauditory llcanal. DIF:Cognitive llLevel: llUnderstanding ll(Comprehension) OBJ:Nursing llprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation
  2. A llscale llused llto llassess llpatients’ llweight llshould llbe llcalibrated a. (^) only llby llthe llmanufacturer. b. (^) by lla llqualified lltechnician llat llregularly llscheduled llintervals. c. (^) each lltime llit llis llused. d. (^) when llnecessary, llwith llthe llpatient llstanding llon llthe llscale. ANS: l l C Obtaining llweight llbegins llwith lla llmanual llcalibration llof llthe llscale llbefore llthe llpatient llstands llon llthe llscale. llElectronic llscales llare llautomatically llcalibrated llbefore lleach llreading. llThe llmanufacturer lldoes llnot llcalibrate llthe llscale llafter llit llis llsold. llA llqualified lltechnician lldoes llnot llcalibrate llthe llscale llat llregularly llscheduled llintervals. llScales llcannot llbe llcalibrated llwith llthe llpatient llstanding llon llthe llscale. DIF:Cognitive llLevel: llUnderstanding ll(Comprehension) OBJ:Nursing llprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation
  3. The llheight-measuring llattachment llof llthe llstanding llplatform llscale llshould llbe llpulled llup a. (^) before llthe llpatient llsteps llon llthe llscale. b. (^) before llthe llscale llis llbalanced. c. (^) after llthe llpatient llsteps llon llthe llscale. d. (^) only llafter llweight llhas llbeen llassessed. ANS: l l A To llensure llpatient llsafety, llthe llarm llof llthe llheight-measuring llattachment llshould llbe llpulled llup llbefore llthe llpatient llsteps llon llthe llscale, llafter llthe llscale llis llbalanced, lland llbefore llweight llis llassessed. DIF:Cognitive llLevel: llApplying ll(Application) OBJ:Nursing llprocess—assessment MSC: l l Physiologic llIntegrity: llPhysiologic llAdaptation