This document provides a test bank of multiple choice questions for Chapter 1 of the textbook "Wilkins Clinical Assessment in Respiratory Care" 8th Edition. The questions cover topics related to preparing for patient encounters, including proper techniques for interacting with patients, establishing rapport, ensuring privacy and confidentiality, and understanding cultural factors and personal space boundaries. The correct answers are provided along with the chapter and page references supporting each response.
Slideshow is from the University of Michigan Medical School's M1 Cardiovascular / Respiratory sequence
View additional course materials on Open.Michigan:
openmi.ch/med-M1Cardio
Slideshow is from the University of Michigan Medical School's M1 Cardiovascular / Respiratory sequence
View additional course materials on Open.Michigan:
openmi.ch/med-M1Cardio
The musculoskeletal system Anatomy and physiologykajal chandel
The musculoskeletal system is made up of bones, cartilage, ligaments, tendons and muscles, which form a framework for the body. Tendons, ligaments and fibrous tissue bind the structures together to create stability, with ligaments connecting bone to bone, and tendons connecting muscle to bone.
The lungs are a pair of spongy, air-filled organs located on either side of the chest (thorax). The trachea (windpipe) conducts inhaled air into the lungs through its tubular branches, called bronchi. The bronchi then divide into smaller and smaller branches (bronchioles), finally becoming microscopic.
The bronchioles eventually end in clusters of microscopic air sacs called alveoli. In the alveoli, oxygen from the air is absorbed into the blood. Carbon dioxide, a waste product of metabolism, travels from the blood to the alveoli, where it can be exhaled. Between the alveoli is a thin layer of cells called the interstitium, which contains blood vessels and cells that help support the alveoli.
TEST BANK for Wilkins’ Clinical Assessment in Respiratory Care, 9th Edition b...kevinkariuki227
TEST BANK for Wilkins’ Clinical Assessment in Respiratory Care, 9th Edition by Albert J. Heuer, Verified Chapters 1 - 21, Complete Newest Version.pdf
TEST BANK for Wilkins’ Clinical Assessment in Respiratory Care, 9th Edition by Albert J. Heuer, Verified Chapters 1 - 21, Complete Newest Version.pdf
The musculoskeletal system Anatomy and physiologykajal chandel
The musculoskeletal system is made up of bones, cartilage, ligaments, tendons and muscles, which form a framework for the body. Tendons, ligaments and fibrous tissue bind the structures together to create stability, with ligaments connecting bone to bone, and tendons connecting muscle to bone.
The lungs are a pair of spongy, air-filled organs located on either side of the chest (thorax). The trachea (windpipe) conducts inhaled air into the lungs through its tubular branches, called bronchi. The bronchi then divide into smaller and smaller branches (bronchioles), finally becoming microscopic.
The bronchioles eventually end in clusters of microscopic air sacs called alveoli. In the alveoli, oxygen from the air is absorbed into the blood. Carbon dioxide, a waste product of metabolism, travels from the blood to the alveoli, where it can be exhaled. Between the alveoli is a thin layer of cells called the interstitium, which contains blood vessels and cells that help support the alveoli.
TEST BANK for Wilkins’ Clinical Assessment in Respiratory Care, 9th Edition b...kevinkariuki227
TEST BANK for Wilkins’ Clinical Assessment in Respiratory Care, 9th Edition by Albert J. Heuer, Verified Chapters 1 - 21, Complete Newest Version.pdf
TEST BANK for Wilkins’ Clinical Assessment in Respiratory Care, 9th Edition by Albert J. Heuer, Verified Chapters 1 - 21, Complete Newest Version.pdf
TEST BANK for Wilkins’ Clinical Assessment in Respiratory Care, 9th Edition b...Donc Test
TEST BANK for Wilkins’ Clinical Assessment in Respiratory Care, 9th Edition by Albert.pdf
TEST BANK for Wilkins’ Clinical Assessment in Respiratory Care, 9th Edition by Albert.pdf
TEST BANK for Wilkins’ Clinical Assessment in Respiratory Care, 9th Edition by Albert.pdf
Running head LEGAL ASPECTS 1Legal aspects Malodree Jo.docxcowinhelen
Running head: LEGAL ASPECTS 1
Legal aspects
Malodree Johnson
MHA 622 Health Care Ethics & Law
Robert Smiles
- 1 -
[no notes on this page]
Running head: LEGAL ASPECTS 2
Legal aspects
Introduction
The citizens of United States of America seek medical care when they are under detriment to
their health. The healthcare centers that are visited to seek medical treatment are the medical
facilities like the hospitals. This is the places where the meet professionals who tend to take care
of them so as they can gain their health back by passing through step by step appropriate
measures to ensure you are cured. In an advent of a malicious cause of death into the patient life
like that of Mr. Ard, and inquisition is necessary so as to avoid the same mistake when dealing
with another patient in the future. As discussed below is a legal aspect of the death of Mr. Ard
which was reported and filed in the court for the damages which were cost by the hospital in
offering the medical service.
What happened?
On May 20th, Mr. Ard who was seeking medical assistance from East Jefferson General Hospital
where he was experiencing pain and shortness of breath. In an attempt to help in terms of
medication, he was administered a nausea medication by the nurse because he was too nauseated
but the medication did not help nausea that the as the situation worsened with time. After some
time, Mr. Ard could not breathe irking Mrs. Ard to press severally the call button for
approximately 1.25 hours before a nurse really picked up the call. Unfortunately, it was too late
- 2 -
1
1. The citizens of United
States of
Malodree, be sure to indent
the first sentence of each
paragraph per/APA
formatting. [Robert Smiles]
Running head: LEGAL ASPECTS 3
as the patient was already in distress making the nurse to declare a distress code however the
patient did not survive (Pozgar & Santucci, 2016).
Why did things go wrong?
In dealing with the condition of Mr. Ard, things went wrong when the nurse and the doctor had a
patient experiencing an aspiration problem but did not take measures which are appropriate in an
event of respiration distress. In accordance to an expert in general nursing, it states that the nurse
was aware of the condition of the patient since the doctors’ progress note showed that Mr. arb
was a high-risk patient because of his aspiration.
What were the relevant legal issues?
The medical facility caused a number of legal infractions causing the death of the patient. The
relevant legal issues that were available include the no nurse or doctor came to see the patient for
almost 1.25hours during the ringing of the phone contributing to his death. Mr. Ard life would
have been saved if the nurse would have taken appropriate assessment this results on the side of
the nurse malpractice. Additionally, the nurse failed to conduct a swallow assessment of the
patient at any time the patient puked. The ...
Approach to internship (mbbs in bangladesh perspective)Pritom Das
Some slides are taken from different textbooks of medicine like Davidson, Kumar and Clark and Oxford, and some from other presentations made by respected tutors. These resources are free for use, and I do not claim any copyright. Hoping knowledge remains free for all, forever.
Test bank advanced health assessment and differential diagnosis essentials fo...robinsonayot
Test bank advanced health assessment and differential diagnosis essentials for clinical practice 1st edition myrick.pdf
Test bank advanced health assessment and differential diagnosis essentials for clinical practice 1st edition myrick.pdf
This is an open book” test with regard to CPT and ICD-10 coding booblossomblackbourne
This is an “open book” test with regard to CPT and ICD-10 coding books.
Question number 1-
Please identify the words in the following statement that match at least 4 of the HPI (history of present illness)
elements identified below:
Patient was admitted yesterday with severe asthma exacerbation. She had been trying to
maintain with her inhaler but continued to worsen over the last 24 hours before admit. She
has had 5 breathing treatments and been on 4Lpm O2 for the last 12 hours and now has a
stable 90% sats. ORA she decreases to 78-70%. She has been around her boyfriend’s cat a
lot lately and feels this may have triggered this attack.
Quality ____________________ Modifying Factors ___________________
Context ___________________ Timing ___________________
Duration __________________ Severity __________________________
Question number 2-
Please identify the Level of Medical Decision Making (MDM) in the following statement:
1. Chest pain- new since last visit
2. DOE (dyspnea on exertion) - worsening
I have discussed this with him, and we will screen for ischemia with stress myocardial
perfusion imaging. If Abnl test, then this may represent a high probability for CAD and angio
should be considered. If test is low risk, then may follow syndrome clinically, and seek other
causes of chest pain. The patient was instructed to avoid strenuous physical activity until
complete stress test results are known.
F/U OV the week after these studies to consolidate eval and recommend further investigations
as indicated.
Low __________ Moderate _________ High___________
2 | Page
Question number 3-
Please select the level of History (HX) documented in the following statement:
Patient comes in today complaining of 4 days history of cough and congestion. No Fever,
Chest pain or dyspnea. Cough is mildly productive. He has been using Sudafed and Nyquil
with some relief.
Past Medical History-Seasonal allergies
Past Surgical History-tonsillectomy
Past Family History- Asthma---Father and Brother
Smoking status: Smokeless tobacco: Alcohol Use:2 drink(s) per week
Allergies-Cephalexin/Penicillin’s- Rash
Review of systems: Positive for malaise/fatigue. Positive for cough and sputum production
(scant, clear). Negative for shortness of breath and wheezing. All remaining 10 point ROS and
are negative.
HPI- # of Elements__________ PFSH- # reviewed_______ ROS- # of systems ________
History Level __________________
Question number 4-
Please select the level of Exam Both 95 and 97 guidelines documented in the following statement:
Constitutional: He is oriented to person, place, and time. He appears well-developed and
well- nourished.
Head: Normocephalic and atraumatic. Right Ear: Tympanic membrane normal. Left Ear:
Tympanic membrane normal. Nose: No mucosal edema or rhinorrhea.
Mouth/Throat: Oropharynx is clear and moist and mucous membranes are normal. Eyes:
EOM are normal. Pupils are equal, round, and reactive to light.
Neck: ...
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Test bank for wilkins clinical assessment in respiratory care 8th edition by heuer
1. Test Bank for Wilkins Clinical Assessment in
Respiratory Care 8th Edition by Heuer
Chapter 01: Preparing for the Patient Encounter
https://www.efilespro.com/test-bank-for-wilkins-clinical-assessment-
in-respiratory-care-8th-edition-by-heuer/
Heuer: Wilkins’ Clinical Assessment in Respiratory Care, 8th Edition
MULTIPLE CHOICE
1. Which of the following activities are parts of the role of respiratory therapists (RTs) in
patient assessment?
1. Assist the physician with diagnostic reasoning skills.
1. Help the physician select appropriate pulmonary function tests.
1. Interpret arterial blood gas values and suggest mechanical ventilation changes.
1. Document the patient diagnosis in the patient’s chart.
1. 1 and 4
1. 1, 3, and 4
2. 1. 2 and 3
1. 1, 2, and 3
ANS: D
RTs are not qualified to make an official diagnosis. This is the role of the attending
physician.
REF: Table 1.1 | p. 4 OBJ: 9
1. In which of the following stages of patient–clinician interaction is the review of physician
orders carried out?
1. Treatment stage
1. Introductory stage
1. Preinteraction stage
1. Initial assessment stage
ANS: C
Physician orders should be reviewed in the patient’s chart before the physician sees the
patient.
3. REF: Table 1.1 | p. 4 OBJ: 9
1. In which stage of patient–clinician interaction is the patient identification bracelet
checked?
1. Introductory stage
1. Preinteraction stage
1. Initial assessment stage
1. Treatment stage
ANS: A
The patient ID bracelet must be checked before moving forward with assessment and
treatment.
REF: Table 1.1 | p. 4 OBJ: 9
1. What should be done just before the patient’s ID bracelet is checked?
1. Check the patient’s SpO2.
1. Ask the patient for permission.
4. 1. Check the chart for vital signs.
1. Listen to breath sounds.
ANS: B
It is considered polite to ask the patient for permission before touching and reading his
or her ID bracelet.
REF: p. 3 OBJ: 3 | 5
1. What is the goal of the introductory phase?
1. Assess the patient’s apparent age.
1. Identify the patient’s family history.
1. Determine the patient’s diagnosis.
1. Establish a rapport with the patient.
ANS: D
The introductory phase is all about getting to know the patient and establishing a
rapport with him or her.
5. REF: Table 1.1 | p. 4 OBJ: 3
1. Which of the following behaviors are consistent with resistive behavior of a patient?
1. Crossed arms
1. Minimal eye contact
1. Brief answers to questions
1. Asking the purpose of the treatment
1. 1 and 4
1. 1, 3, and 4
1. 2 and 3
1. 1, 2, and 3
ANS: D
If a patient asks about the purpose of the treatment you are about to give, this generally
indicates that he or she is not upset.
7. ANS: D
When you first see the patient, you are encouraged to perform a brief assessment to
make sure the treatment order by the physician is still appropriate. The patient’s status
may have changed abruptly recently.
REF: Table 1.1 | p. 4 OBJ: 3
1. What is the appropriate distance for the social space from the patient?
1. 3 to 5 feet
1. 4 to 12 feet
1. 6 to 18 feet
1. 8 to 20 feet
ANS: B
The social space is 4 to 12 feet.
REF: p. 5 OBJ: 5
1. What is the appropriate distance for the personal space?
8. 1. 0 to 18 inches
1. 18 inches to 4 feet
1. 4 to 12 feet
1. 6 to 15 feet
ANS: B
The personal space is about 2 to 4 feet from the patient.
REF: p. 5 OBJ: 5
1. Which of the following activities is best performed in the personal space?
1. The interview
1. The introduction
1. The physical examination
1. Listening for breath sounds
9. ANS: A
The interview is best performed with you sitting about 2 to 4 feet from the patient. If you
sit farther away, the patient will have to answer your questions in a louder voice, and
because some of the information may be private, this would diminish communication.
REF: Table 1.1 | p. 4 OBJ: 5
1. What type of behavior is least appropriate in the patient’s intimate space?
1. Eye contact
1. Pulse check
1. Auscultation
1. Simple commands
ANS: A
Eye contact is inappropriate in the intimate space and will make the patient very
uncomfortable.
REF: p. 3 OBJ: 5
1. You are riding in an elevator at the hospital where you are employed as an RT. The
elevator is full, but standing next to you is Joe, the RT who is scheduled to relieve you.
He turns to you and asks, “How is Mr. Copper doing?” Earlier in the day, Mr. Copper had
10. a cardiac arrest, and he is now being mechanically ventilated. How should you respond
to Joe?
1. “He took a turn for the worse.”
1. “He is fine.”
1. “Let’s talk later in the report room.”
1. “He is on a ventilator and will keep you very busy.”
ANS: C
The patient’s right to privacy prevents care providers from discussing a patient’s clinical
status in public places. All answers other than “c” are unethical; giving such answers
could cause an RT to be in legal trouble and get fired.
REF: Table 1.2 | pp. 4-5 OBJ: 6
1. In 1996, Congress passed the HIPAA. What does the letter “P” stand for?
1. Patient
1. Payment
12. Touch is most difficult to use properly because gender and cultural differences often
become an issue.
REF: Table 1.1 | pp. 3-4 OBJ: 5 | 7
1. Which of the following techniques are associated with the demonstration of active
listening?
1. Good eye contact
1. Taking notes while a patient is talking
1. Asking for clarification
1. Use of touch
1. 1 and 4
1. 1, 3, and 4
1. 2 and 3
1. 1, 2, and 3
ANS: D
13. Use of touch helps with demonstrating empathy but has little to do with active listening.
REF: p. 2 OBJ: 2
1. Two respiratory care students are taking their lunch break and want to compare notes
about patients they have seen during the morning. Which of the following locations
would be considered a violation of HIPAA standards?
1. The unit nursing station in front of the unit clerk’s desk
1. A table in the cafeteria with no one within hearing distance
1. The respiratory department report room
1. The intensive care unit (ICU) staff break room
ANS: A
Protected Health Information (PHI) should be discussed only in nonpublic areas of the
hospital. The space in front of the unit clerk’s desk is likely to be occupied with members
of the public asking for information.
REF: Table 1.2 | pp. 4-5 OBJ: 6
1. A 20-year-old respiratory care student enters the room of a 65-year-old female patient,
saying, “Hi, Linda! I am Joe from Respiratory Care.” He immediately approaches her,
looks her in the eye, and places his stethoscope on her chest.
1. Joe’s approach to this patient is appropriate.
14. 1. Joe has inappropriately entered the patient’s social space.
1. Joe has inappropriately entered the patient’s personal space.
1. Joe has inappropriately entered the patient’s intimate space.
ANS: D
Joe has established no rapport with this patient, has touched her without asking
permission, and looks her in the eye while examining her.
REF: p. 4 OBJ: 7
1. A respiratory care student returns from a clinical experience, excited that she has had
the opportunity to perform cardiopulmonary resuscitation (CPR) for the first time. She
immediately goes to her Facebook page and describes her day. Which of the following
entries would be a violation of HIPAA standards?
1. “At clinical today got to do CPR on a patient on the 6th floor of Mercy Hospital. Patient
survived! What a rush!!”
2. “Got to do CPR for the first time today. Patient survived!! What a rush!”
1. “Got to do CPR for the first time in clinical today! What a rush!!”
1. All of the above
ANS: D
15. Protected Health Information (PHI) must not be shared in a public location. Facebook is
considered a public forum. Although the student did not give specific identifiers in
answers a, b, or c, there was enough information that someone familiar with either the
patient or the student could possibly have deduced the identity of the patient.
REF: Table 1.2 | pp. 4-5 OBJ: 6
17. The initial contact with a patient should be from the patient’s social space (4 to 12 feet).
Patients should be addressed by their last name. When first speaking to a patient, the
therapist should make direct eye contact, but he or she should not use direct eye
contact when in the patient’s intimate space.
REF: Table 1.1 | pp. 3-4 OBJ: 2 | 7
1. The umbrella term patient-centered care includes which of the following elements?
1. Individualized care
1. Assistance with financial and insurance issues
1. Patient involvement
1. Provider collaboration
1. 1 and 4
1. 1, 3, and 4
1. 2 and 3
1. 1, 2, and 3
18. ANS: B
Patient-centered care involves individualized care, patient involvement, and provider
collaboration.
REF: p. 2 OBJ: 1
1. The golden rule of bedside care can be summarized as:
1. Patients should be cared for primarily at the bedside.
1. All patient services should be delivered to the patient at the bedside whenever possible.
2. As a caregiver, at all times treat a patient as you would hope to be treated if you were
the patient.
1. Make sure that all safety equipment is in place at the bedside for maximum patient
protection from hazards such as falls.
ANS: C
The golden rule is that as a caregiver, you treat patients the way you wish to be treated.
REF: p. 2 OBJ: 1
1. In interacting with patients, behaviors such as body movements, touch and eye
movements, and facial expressions would be examples of:
1. nonverbal communication.
19. 1. expressions of caregiver interest in patient welfare.
1. mechanisms to put patients at ease.
1. none of the above.
ANS: A
These are mechanisms of nonverbal communication that help to put patients at ease
and can be used to communicate caregiver concern to patients.
REF: p. 2 OBJ: 2
1. In determining the course of treatment for a 20-year-old patient hospitalized for
exacerbation of cystic fibrosis, the most effective course of action would be:
1. formulating a treatment plan based on the therapist’s knowledge of the disease and
its treatment and then presenting it to the patient.
1. formulating a treatment plan with the physician and nurse and then presenting it to the
patient.
1. interviewing the patient and strictly following the patient’s preferences with regard to
treatment.
2. interviewing the patient to determine his or her preferences for treatment, formulating a
treatment plan in collaboration with the nurse and physician based on both patient
preferences and the team’s knowledge of the disease and its treatment, and presenting
it to the patient.
ANS: D
21. 1. A male therapist is discussing a treatment plan with a female patient who is sitting up in
bed, dressed in a hospital gown, and wearing a full head covering with only her face
showing. Her husband is in the room, and from previous encounters it is clear that she
defers to him. The most effective way to present this treatment plan would be for the
therapist to:
1. present the patient with a written summary of the plan and ask her to look it over.
1. ask the woman’s husband to step out of the room while the plan is being discussed with
the patient.
2. explain the plan to the patient, maintaining eye contact with her at all times and
encouraging her to ask any questions she might have.
1. explain the plan to the patient and her husband, and encourage both to ask any
questions they might have.
ANS: D
From the woman’s dress and previous behavior, it is likely that she is Muslim, with
traditional values and customs. Therefore, both she and her husband will find it
inappropriate, if not offensive, that he not be included in discussions of treatment.
Cultural values must be taken into account if truly effective patient treatment is to occur.
REF: p. 5 OBJ: 4 | 7
1. The therapist enters the room of a 6-year-old victim of an automobile accident who is
unconscious and receiving ventilation therapy. The therapist assesses the patient, gives
a treatment, and suctions the patient. The patient’s mother then asks in a worried voice,
“Is he going to be all right?” The appropriate response for the therapist would be:
1. “I just looked at the CT scan of his brain, and I believe the swelling is going down. He
should recover within the next couple of weeks.”
22. 1. “I’m unable to give you any information about your child’s condition.”
1. “I am just the respiratory therapist, and I really do not know anything.”
1. “I’m sorry, but our policy is that only the doctor can give you information about your
child’s prognosis. Let me step out and find out when the doctor will be back in the unit.”
ANS: D
Response “a” is inappropriate because it is not within the scope of practice of an RT to
render medical opinions about a patient’s condition to the family. Answer “b,” while
correct, is unnecessarily abrupt. Answer “c” is both abrupt and is probably not true.
Answer “d” meets HIPAA and hospital policy requirements while also providing good
patient care and customer service.
REF: pp. 4-5 OBJ: 6
1. In order to deliver effective patient education for use of a particular treatment, the first
step should be to:
1. describe to the patient the equipment that will be used for the treatments.
1. describe to the patient the medications that will be used for the treatments.
1. assess the patient’s learning needs by identifying learning barriers, determining the way
the patient best learns, and evaluating the patient’s readiness to learn.
2. describe to the patient the schedule for the treatments to be given.
23. ANS: C
Although the patient will eventually have to learn about equipment, medications, and
schedules, this learning will not occur effectively until the patient’s learning needs are
determined.
REF: pp. 6-7 OBJ: 9
25. REF: p. 7 OBJ: 9
1. Prior to discharge, patients should receive a written action plan that establishes
treatment goals and self-care activities. The acronym SMART is helpful in establishing
the action plan. The “M” in SMART stands for:
1. meaningful (the goal pertains to the action plan).
1. mastering (the goal).
1. modular (the goal is divided into sections).
1. measurable (the outcome should be measurable).
ANS: D
In order for a treatment to be effective, its outcome must be measurable.
REF: p. 7 OBJ: 10
1. Failure of care providers to collaborate with one another potentially results in:
1. Patient safety placed at risk.
26. 1. Duplication of effort by different caregivers.
1. Delivery of less-than-optimum care.
1. Patient being discharged too soon.
1. 1 and 4
1. 1, 3, and 4
1. 2 and 3
1. 1, 2, and 3
ANS: D
In addition to “a,” “b,” and “c,” lack of collaboration also may result in an increased
length of stay and wasted healthcare resources.
REF: pp. 9-11 OBJ: 13 | 14 | 15
1. An RT enters a room for a patient’s second treatment of the day and notes that the
patient is dyspneic and tachycardic, and has rales that can be heard throughout all lung
fields but are especially prominent in the bases. A treatment is given with little positive
change. The therapist should:
1. note the treatment and its results in the patient chart.
27. 1. note the treatment and its results in the patient chart and tell the unit clerk to have the
nurse see the patient soon.
2. find the patient’s nurse and together determine what is needed for the patient. Once the
patient’s condition has been adequately addressed, the therapist’s actions should be
documented in the chart.
1. tell the patient you will check back with him in an hour to see how he is doing.
ANS: C
It is critical that results of an assessment and treatment be communicated to other
members of the health team, either in the chart or verbally if the situation demands
immediate action. Chart documentation should include findings of the assessment,
results of any treatments delivered, and actions taken to resolve the situation.
REF: p. 10 OBJ: 15
1. Good communication is especially critical when “handing off” a patient to another
caregiver at the end of the shift. To ensure that adequate information is transmitted, the
SBAR format is useful. This acronym stands for situation, background, assessment, and
____________.
1. recommendation.
1. results.
28. 1. references.
1. repeat information
ANS: A
The fourth letter in SBAR stands for recommendation.
REF: p. 10 OBJ: 14
30. 1. Gloves should be worn when touching a patient only when a caregiver is likely to come
into contact with secretions or infectious materials.
1. Hands should be washed when first encountering a patient, after leaving a patient, and
before and after any sterile or clean procedure is performed on a patient.
1. All infectious waste should be disposed of in proper waste containers.
1. Place all needles and blades in “sharps” containers when you are finished with them.
1. 1 and 4
1. 2, 3, and 4
1. 2 and 3
1. 1, 2, and 3
ANS: B
Gloves should be worn whenever a patient is touched.
REF: p. 9 | Box 1.4 OBJ: 12
1. The main objective of the I Speak Up initiative from the National Institute of Health (NIH)
is:
1. be sure that all billing for patient medical expenses occurs correctly.
31. 1. let caregivers know that the family wants to be informed at all times.
1. let the hospital know when ancillary services such as food quality and parking are
inadequate.
1. help ensure that a patient’s care is as safe and effective as possible.
ANS: D
The I Speak Up initiative is a comprehensive program focused on making sure that
patient care is as safe and effective as possible. It especially emphasizes the
importance of active patient and family involvement in all aspects of patient care,
including enhanced patient safety and reduction in medical errors.
REF: p. 8 | Box 1.3 OBJ: 11