Health & Physical Assessment in Nursing, Canadian Edition by Donita D’Amico Test Bank

Health & Physical Assessment in Nursing, Canadian Edition by Donita D’Amico Test Bank

Chapter 1

MULTIPLE CHOICE.  Choose the one alternative that best completes the statement or answers the question. 

1) A nurse is obtaining a health history from a client who reports that he is healthy and has no health concerns. As part of the health history, the nurse documents that the client reported that he has high blood pressure and suffers from a leg ulcer that remains unhealed after 6 months. What is the most appropriate response by the nurse at this point in the interview?

1)“I feel that you may be in denial about your health status.”  

2)“Tell me about your definition of being healthy.”  

3)“Do you understand what hypertension is?”  

4)“Is there anything else you are not telling me?”  

1) 2 

Explanation: 

More information is needed before the nurse could describe the client’s viewpoint as denial.

A client will have his or her own definition of health, illness, and wellness that is influenced by many factors including age, gender, race, family, culture, religion, socioeconomic conditions, environment, previous experiences, and self-expectations. It is important for the nurse to understand the client’s perspective on health.

More information is needed before the nurse can determine that the client has a lack of knowledge.

There is not enough information to determine that the client is withholding information from the nurse. Also this statement could come across as the nurse accusing the client.

Assessment

Analysis

Objective 1

Page 4

Difficulty – 1

2) What is the best description of the assessment component of SOAP charting? 

1)Objective data obtained from the physical assessment  

2)The client’s chief complaint  

3)Subjective statements the client makes regarding feelings  

4)Conclusions drawn from the data obtained 

2) 4 

Explanation: 

Objective data obtained from the physical assessment is an example of the “O” component of SOAP charting

The client’s chief complaint is an example of subjective data, the “S” component of SOAP charting.

This is another example of subjective data, the “S” component of SOAP charting, because it is information reported by the client.

The “A” component of SOAP charting refers to conclusions drawn from the subjective and objective data obtained. 

Assessment

Knowledge

Objective 7

Page 7

Difficulty -1

A nurse is reviewing a client’s medical record. Which is an example of a constant piece of data?

The client has B negative blood type.

The blood pressure at 0900 was 110/74 mmHg.

The sodium level is 145 mmol/L.

The client is 64 years of age.

3)1

Explanation:

Constant data are things that do not typically change over time such as race, gender, or blood type.

Variable data may change within minutes, hours, or days and includes things like blood pressure, pulse rate, blood counts, and age.

Variable data may change within minutes, hours, or days and includes things like blood pressure, pulse rate, blood counts, and age.

Variable data may change within minutes, hours, or days and includes things like blood pressure, pulse rate, blood counts, and age.

Assessment

Application

Objective 4

Page – 5

Difficulty – 2

4) A nurse is developing a handout for clients in a physician’s office.  What content areas would be included in this handout to emphasize current changes in the healthcare delivery system? 

1)Symptom management, environmental control  

2)Management of outbreaks of disease, eradicating the use of toxins    

3)Illness care, pain management, prevention of complications  

4)Wellness, health maintenance, health promotion, prevention of disease  

4) 4 

Explanation: 

Historically the Canadian healthcare system focused on illness and symptom control but this has changed to include a broader focus with an emphasis on wellness, prevention of disease, health maintenance, and health promotion.

Management of outbreaks of disease is a function of governmental organizations and health care providers in the community, but is not a focus of individual care.

Illness care, pain management, and prevention of complications are addressed by the health care delivery system, but are no longer the primary focus of client care. There is now an emphasis on wellness, health maintenance, and health promotion. 

The focus of healthcare in the Canada is now on wellness, prevention of disease, health promotion and health maintenance. 

Assessment

Health Promotion and Management

Knowledge

Objective 1

Page 3

Difficulty -1

5)   What is the best method for the nurse to obtain subjective data during a health assessment?

Interviewing a primary source

Reviewing an indirect source like health records

Completing a physical assessment

Obtaining information from a family member

5)1

Explanation:

During a health assessment interview, subjective data is best gathered directly from the client, the primary source.

Although subjective data can be obtained through secondary or indirect sources such as the family, caregivers, other members of the health care team, or medical records, it is best to obtain such information directly from the client. If secondary sources are used, the nurse must validate subjective data from other sources to ensure the accuracy of the information.

Objective data is obtained during the physical assessment.

A family member can report subjective data based on perceptions the client has shared with them but it is always best to obtain the subjective data directly from the client when possible.

Health

Knowledge

Objective 4

Page 5

Difficulty – 2

6) A nurse is reviewing a client’s medical records and notes various forms of information. What piece of information is an example of subjective data? 

1)Symptoms described by the client   

2)Physical examination results  

3)Results of radiographic studies  

4)Laboratory analysis reports  

6) 1 

Explanation: 

Clients can describe feelings or symptoms that cannot be observed by others. This is an example of subjective data.

Physical examination results are an example of objective data.

Results of radiographic studies are an example of objective data.

Laboratory analysis reports are an example of objective data.

Assessment

Knowledge

Objective 4

Page 5

Difficulty-1

7)  A nurse is reviewing a client’s medical records. What is an example of objective data?  

      1)   “I hurt my head.”  

2)“I am six-years-old and I’m here because I fell.”  

3)Six-year-old Hispanic female sitting on examination table holding a towel to her forehead.

4)Client states that she fell at the playground.

7) 3 

Explanation: 

“I hurt my head” is a statement made by the client and is an example of subjective data.  Subjective data are things the client experiences and communicates to the nurse. 

The nurse did not observe the child’s fall, therefore this information was communicated by the client to the nurse which is an example of subjective data.

Objective data is data that can be observed or measured by the nurse. The nurse can see the child holding the towel to her head and can use her birth date to determine her age. 

Statements the client makes are subjective data.

Assessment

Knowledge 

Objective 4

Page 5

Difficulty – 3

8) A nurse is evaluating the plan of care and notes that none of the goals have been met for the client. What should the nurse do next in this situation?  

1)Report the lack of achievement of the goals to the physician  

2)Review the data and modify the plan   

3)Re-formulate the nursing diagnosis to a more realistic one  

4)Nothing as long as the client is stable  

8) 2 

Explanation: 

Reporting the lack of achievement of the goals to the physician is not appropriate, though, reporting undesirable client physiologic responses may be. 

The plan of care should be evaluated periodically, at the established time frames, to determine achievement of the goals. If goals are not achieved, then the data need to be further assessed and the plan modified. 

Re-formulating the nursing diagnosis to a more realistic one is not the best course of action as the diagnosis established came from subjective and objective data specific to that diagnosis. 

Client achievement of goals is needed regardless of status.

Evaluation

Application

Objective 5

Page 14

Difficulty – 2

9)  A nurse is obtaining a health history from the client. What phase of the nursing process is the nurse using?

      1)   Planning  

2)Assessment   

3)Diagnosis  

4)Interviewing  

 9) 2 

Explanation: 

Planning is the third phase of the nursing process and can only occur after the completion of the assessment and diagnosis. Obtaining a health history is a component of the assessment phase of the nursing process.  

Obtaining the health history is a component of the assessment phase of the nursing process. The nurse cannot determine an accurate nursing diagnosis or plan of care without assessment data.

Formulating a diagnosis is the second phase of the nursing process and occurs after the completion of the assessment phase. Obtaining the health history is a component of the assessment phase of the nursing process.

Interviewing is the technique used by the nurse to obtain a health history from the client. Interviewing is not one of the four phases of the nursing process.

Assessment

Knowledge

Objective 5

Page 11, 12

Difficulty – 2

10) A nurse is developing a plan of care for a client.  What types of data must the nurses consider when developing nursing diagnoses?

1)Assessment, planning, and evaluation  

2)Subjective and objective  

3)Family history, laboratory results 

4)Standard and normative  

10) 2 

Explanation: 

Assessment involves the collection of subjective and objective data in order to plan and provide care for the client. Planning is the process that occurs after the assessment data has been collected and interpreted. Evaluation is the process of examining the goal to see achievement.  

The nurse must consider all subjective and objective data collected. The nurse will make a judgment after analysis and synthesis of the collected data.

Family history and laboratory data are components of assessment data but the nurse must consider all the objective and subjective data collected not just these two elements of data.

Standard and normative data are found on charts (for example, growth charts) or in results of studies to achieve the goal of establishing norms for groups of people. Data collected during the assessment are compared to normative values and standards but the nurse must consider a broader range of data in the process of formulating a nursing diagnosis.

Assessment 

Knowledge

Objective 5

Page 12

Difficulty – 2

A nurse is interpreting the findings from a health assessment she completed on a college student with influenza. The student was sent home because the student dormitory was closed due to an influenza outbreak. What determinant of health is present in this situation?

Ethnocultural 

Family

Environmental

Psychological

Test Bank for Health & Physical Assessment in Nursing, Canadian Edition by Donita D’Amico

The “Test Bank for Health & Physical Assessment in Nursing, Canadian Edition” by Donita D’Amico is an essential educational resource designed to support both educators and students in mastering the principles and applications of health and physical assessment in nursing. This comprehensive test bank complements the textbook by providing a variety of questions that assess and reinforce understanding of key concepts and practical skills in nursing assessment, making it an invaluable tool for both teaching and learning. Below is a detailed overview of the components and benefits of this test bank:

Overview of Test Bank Content

1. Chapter-by-Chapter Organization
   • The test bank is meticulously organized to align with each chapter of the textbook. This ensures comprehensive coverage of all critical topics and provides a structured approach to assessment, facilitating easy integration into the curriculum and enabling targeted learning.
2. Types of Questions
   • Multiple-Choice Questions (MCQs): These questions cover a broad spectrum of knowledge, from basic recall to complex application and critical thinking. Each question includes well-crafted distractors to challenge students’ understanding.
   • True/False Questions: These questions assess students’ ability to distinguish between correct and incorrect statements, reinforcing factual knowledge and addressing common misconceptions.
   • Fill-in-the-Blank Questions: These questions focus on recalling specific details such as key terms, processes, and important concepts, testing students’ memory and understanding.
   • Short Answer Questions: These questions require detailed yet concise responses, evaluating students’ ability to explain nursing assessment concepts clearly and accurately.
   • Essay Questions: These questions assess students’ ability to synthesize and articulate complex ideas, demonstrating a deep understanding of nursing assessment principles and their applications.
   • Case Studies and Scenarios: Real-world scenarios and case studies help students apply theoretical knowledge to practical situations, enhancing their critical thinking and problem-solving skills.
   • Diagram-Based Questions: These questions involve interpreting, analyzing, or creating diagrams related to health and physical assessment, reinforcing visual and analytical skills.
3. Difficulty Levels
   • Questions are categorized by difficulty to provide a range of challenges and assess students’ proficiency at different levels, including:
     • Basic: Testing foundational knowledge and comprehension.
     • Intermediate: Requiring application of knowledge to practical nursing scenarios.
     • Advanced: Involving critical thinking, analysis, and synthesis of complex nursing information.
4. Core Focus Areas
   • Introduction to Health Assessment: Questions covering the basic principles and scope of health assessment, including the nurse’s role in health assessment and the nursing process.
   • Interviewing and Communication: Detailed coverage of effective communication techniques, the health history interview, and the importance of cultural competence in nursing assessment.
   • Physical Examination Techniques: Assessing knowledge of inspection, palpation, percussion, and auscultation techniques for conducting a comprehensive physical examination.
   • General Survey and Vital Signs: Focus on conducting a general survey, measuring and interpreting vital signs, and recognizing deviations from normal findings.
   • Assessment of Body Systems: Comprehensive questions on the assessment of various body systems, including:
     • Integumentary System: Skin, hair, and nails assessment.
     • Head, Neck, and Lymphatics: Including cranial nerve assessment.
     • Eyes and Ears: Visual and auditory assessment techniques.
     • Respiratory System: Lung and thoracic assessment.
     • Cardiovascular System: Heart and vascular system assessment.
     • Abdomen and Gastrointestinal System: Abdominal examination techniques.
     • Musculoskeletal System: Assessment of joints, muscles, and bones.
     • Neurological System: Neurological assessment and mental status examination.
     • Genitourinary System: Assessment of urinary and reproductive systems.
   • Assessment of Special Populations: Questions on assessing specific populations, including pediatric, geriatric, and pregnant patients.
   • Documentation and Reporting: Focus on accurate documentation of assessment findings and effective communication of these findings to the healthcare team.
5. Alignment with Learning Objectives
   • Each question in the test bank is aligned with the learning objectives outlined in the textbook, ensuring that assessments are relevant and targeted toward achieving the intended educational outcomes. This alignment helps in accurately measuring students’ progress and comprehension.
6. Educational Support and Utility
   • For Educators: The test bank provides a comprehensive resource for creating quizzes, exams, and other assessments. It simplifies the process of test creation and ensures consistency and alignment with the curriculum.
   • For Students: The test bank serves as a valuable tool for self-assessment and study. It helps students verify their answers, understand their mistakes, and learn the correct approach to solving nursing assessment problems.

Benefits of Using the Test Bank

1. Enhanced Learning and Retention
   • The diverse range of question types and difficulty levels helps reinforce learning through varied and repeated exposure to key concepts, enhancing retention and understanding.
2. Preparation for Real-World Applications
   • By focusing on real-world scenarios and practical applications, the test bank prepares students for the practical aspects of nursing assessment, ensuring they are ready to apply their knowledge in professional settings.
3. Comprehensive Assessment
   • The test bank allows for thorough and multi-faceted evaluation of students’ knowledge and skills, from basic understanding to advanced application, ensuring a well-rounded educational experience.
4. Efficient Teaching Resource
   • For educators, the test bank simplifies the process of creating assessments, providing a consistent and reliable tool for evaluating students’ progress and readiness for advanced studies in nursing assessment.

Conclusion

The “Test Bank for Health & Physical Assessment in Nursing, Canadian Edition” by Donita D’Amico is an essential resource for nursing education. It provides structured, comprehensive, and versatile tools for assessing and enhancing students’ knowledge and skills in health and physical assessment. By aligning closely with the textbook and emphasizing real-world application, the test bank supports the development of competent, confident nursing professionals ready to excel in their understanding and application of nursing assessment principles in various healthcare settings.