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Anatomy and Physiology > M1_HA > Flashcards

M1_HA Flashcards

1
Q

According to _____, Date? , a nurse’s scope of practice puts emphasis on diagnosis and treatment of human responses based on ______________________

A

ANA, 2010, ACCURATE CLIENT ASSESSMENTS

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2
Q

Role in health assessment: the standards

A

STANDARD 1: COLLECTS COMPREHENSIVE DATA PERTINENT TO THE PATIENT’S HEALTH OR SITUATION

STANDARD 2: Analyzes the assessment data to determine diagnoses or issues:

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3
Q

T or F

The most marketable nurses will continue to
be those with STRONG ASSESSMENT and
CLIENT TEACHING ABILITIES as well as those
who are TECHNOLOGICALLY SAVVY.

A

T

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4
Q

What trends should be keep in mind?

A
  1. Increased focus on primary care
  2. Increasing complexity of acute care
  3. Growing aging population
  4. Intensifying mental health issues
  5. Expanding service networks
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5
Q

The purpose of _______________ differs greatly from that of a medical or other type of health care assessment.

A

nursing assessment

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6
Q

PURPOSE: collect HOLISTIC. Subjective and
objective data to determine OVERALL LEVEL
OF FUNCTIONING in order to make a
PROFESSIONAL CLINICAL JUDGMENT

A

nursing assessment

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7
Q

In nursing assessment, the nurse collects these types of data about the clients

A

physiologic, psychological, sociocultural, developmental and spiritual

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8
Q

used to organize
information and promote the
collection of holistic data

A

Nursing Framework

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9
Q

Generic and basic Sections include in nursing framework for HA are:

A

š History of Present Health Concern
š Personal Health History
š Family History
š Lifestyle and Health Practices
š PHYSICAL ASSESSMENT

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10
Q

Types of Health Assessment

A
  1. INITIAL COMPREHENSIVE ASSESSMENT
  2. ONGOING/ PARTIAL ASSESSMENT
  3. FOCUSED/ PROBLEM-ORIENTED ASSESSMENT
  4. EMERGENCY ASSESSMENT
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11
Q

A type of HA INCLUDES:
Subjective data about client’s perception of health

A

Initial Comprehensive Assessment

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12
Q

A type of HA INCLUDES:
Past health history

A

Initial Comprehensive Assessment

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13
Q

A type of HA INCLUDES:
Objective data gathered from Physical Examination

A

Initial Comprehensive Assessment

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14
Q

A type of HA INCLUDES:
Family history, lifestyle and health practices

A

Initial Comprehensive Assessment

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15
Q

A TOTAL health assessment is needed when the
client FIRST enters a health care system and
periodically thereafter

A

Initial Comprehensive Assessment

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16
Q

Depends on age, risk factors, health status , health
promotion and lifestyle

A

Initial Comprehensive Assessment

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17
Q

Consists of data collection that occurs after
the comprehensive database is established

A

ONGOING / PARTIAL ASSESSMENT

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18
Q

Mini-overview of the client’s body systems and
holistic patterns as a follow-up on health status

A

ONGOING / PARTIAL ASSESSMENT

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19
Q

Reassessment of health problems detected to
determine changes and detect any new
problems

A

ONGOING / PARTIAL ASSESSMENT

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20
Q

Performed whenever the nurse encounters a
client

A

ONGOING / PARTIAL ASSESSMENT

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21
Q

Determined by acuity of the client

A

ONGOING / PARTIAL ASSESSMENT

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22
Q

Performed when a comprehensive
database exists for a client who
comes to a healthcare facility with a
specific health concern

A

FOCUSED / PROBLEM-ORIENTED ASSESSMENT

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23
Q

Consists of thorough assessment of a
particular client problem and does not
address areas not related to the
problem

A

FOCUSED / PROBLEM-ORIENTED ASSESSMENT

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24
Q

Very rapid assessment performed
in life-threatening situations to
provide prompt treatment

A

EMERGENCY ASSESSMENT

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25
Q

Used to determine the status of
the client’s life-sustaining physical
functions

A

EMERGENCY ASSESSMENT

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26
Q

WHAT ASSESSMENT SHOULD BE DONE AT THIS TIME?

Patient was admitted to the medical surgical ward for the first time in preparation for an abdominal surgery

A

Initial Comprehensive Assessment

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27
Q

WHAT ASSESSMENT SHOULD BE DONE AT THIS TIME?

Patient was admitted due to gunshot wound and bleeding
profusely

A

EMERGENCY ASSESSMENT

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28
Q

WHAT ASSESSMENT SHOULD BE DONE AT THIS TIME?

Patient was admitted 3 days ago for evaluation of anti-cancer medication side effects

A

ONGOING / PARTIAL ASSESSMENT

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29
Q

WHAT ASSESSMENT SHOULD BE DONE AT THIS TIME?

Patient was admitted to the medical surgical ward for monitoring of respiratory status

A

FOCUSED / PROBLEM-ORIENTED ASSESSMENT

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30
Q

the first and most critical phase of
the nursing process.

A

Assessment

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31
Q

If _________________ is inadequate
or inaccurate, incorrect nursing judgments may be
made that adversely affect the remaining phases of
the process

A

data collection

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32
Q

Nursing Process

A

Assessment
Diagnosis
Planning
Implementation
Evaluation

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33
Q

The steps of a nursing process are interrelated, forming a continuous circle of thought and action that is both dynamic and cyclic, according to?

A

Doenges and Moorhouse, 2008

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34
Q

In the nursing process, it’s the information collection or gathering data

A

assessment

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35
Q

In the nursing process, it’s the information interpretation or stating problems or strengths

A

diagnosis

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36
Q

In the nursing process, it’s settling nursing goals, desired outcomes and planning interventions

A

planning

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37
Q

In the nursing process, it’s the patient’s status and effectiveness of nursing interventions

A

evaluation

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38
Q

In the nursing process, it’s performing nursing interventions

A

Implementation

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39
Q

THE NURSE’S ROLE IN ASSESSMENT: Based on the __________, the nurse ___________________?

A

Nursing Scope of Practice, “collects comprehensive data
pertinent to the patient’s health or situation”

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40
Q

T or F

The nurse focuses on how the client’s health status
affects activities of daily living and how clients interact
within their family and community

A

T

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41
Q

proponents of HEALTH BELIEF MODEL

A

Becker & Rosenstock, 1987

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42
Q

Based on 3 concepts which is existence
of sufficient motivation, belief that one is
susceptible/ vulnerable to a serious
problem and the belief to change
following a health recommendation

A

HEALTH BELIEF MODEL

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43
Q

in HEALTH BELIEF MODEL these are the gender, class, age, etc.

A

demographic variables

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44
Q

in HEALTH BELIEF MODEL these are the personality, peer group pressure, etc.

A

Psychological characteristics

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45
Q

the 5 variables in HEALTH BELIEF MODEL

A

perceived susceptibility
perceived severity
health motivation
perceived benefits
perceived barriers

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46
Q

proponents of HEALTH PROMOTION MODEL

A

Pender, 1996

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47
Q

in HEALTH PROMOTION MODEL these are the individual characteristics and experiences

A
  1. prior related behavior
  2. personal factors: biological, psychological, sociocultural
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48
Q

in HEALTH PROMOTION MODEL these are the behavior-specific cognitions and affect

A
  1. perceived benefits of action
  2. perceived barriers to action
  3. perceived self-efficacy
  4. activity-related affect
    interpersonal influences (family, peers, providers), norms, supports, models
  5. situational influences: options, demand characteristics, aesthetics
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49
Q

STEPS OF HEALTH ASSESSMENT

A
  1. COLLECTION OF SUBJECTIVE DATA
    2.COLLECTION OF OBJECTIVE DATA
    3.VALIDATION OF DATA
    4.DOCUMENTATION OF DATA
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50
Q

provides basic biographical data, chronic illness and clues on how present illness affects patient’s ADL.

A

medical record and other members of the health team

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51
Q

sensations/ symptoms, perceptions, desires, preferences, beliefs, ideas, values and personal information that can be elicited and verified only by the client

A

SUBJECTIVE DATA

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52
Q

considered a primary source and all others are secondary sources

A

Patient

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53
Q

provides a focus for the physical exam and identify potential
nursing diagnoses

A

Health History

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54
Q

It should begin with an explanation to
the client of why the information is
being requested

A

COMPLETE HEALTH HISTORY

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55
Q

When students are collecting information and sharing in a form of academic discussion, ___________ must be deleted, and ______ are used to protect the client’s privacy

A

identifiable information, initials

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56
Q

REASONS FOR SEEKING HEALTH CARE May be termed as this during initial physician interview

A

chief complaint

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57
Q

Question that Assists the client in focusing on the most significant health concern

A

WHAT IS YOUR MAJOR HEALTH PROBLEM OR CONCERNS AT THIS TIME?

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58
Q

question that Encourages the client to discuss fears or other feelings about having to see a health care
provider

A

HOW DO YOU FEEL ABOUT HAVING TO SEEK HEALTH CARE?

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59
Q

Encourage the client to explain the health problem or symptom in as much
detail as possible and what the client perceives as causing the problem

A

HISTORY OF PRESENT HEALTH
CONCERN

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60
Q

he information gathered here will help the nurse evaluate the client’s insight
into the problem and the client’s plans for managing it

A

HISTORY OF PRESENT HEALTH
CONCERN

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61
Q

In HISTORY OF PRESENT HEALTH CONCERN Ask the client to?

A
  1. Evaluate what makes the problem worse
  2. what makes it better
  3. previous management/treatment done
  4. what effect the problem has had with daily life and ability to provide self-care
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62
Q

MNEMONICS FOR SYMPTOM ANALYSIS

A

C - character
O - onset
L - location
D - duration
S - severity
P - pattern
A - associated factors / how it affects the client

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63
Q

In symptom analysis, it gives the time or it questions when did it begin?

A

onset

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64
Q

In symptom analysis, it describes the sign or symptom

A

character

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65
Q

In symptom analysis, it questions, where is it? Does it radiate? Does it occur anywhere else?

A

location with radiation

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66
Q

In symptom analysis, it questions, how long does it last? Does it recur?

A

duration

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67
Q

In symptom analysis, it questions, how bad is it? How much does it bother you?

A

severity

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68
Q

In symptom analysis, it questions, what makes it better or worse?

A

pattern

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69
Q

In symptom analysis, it questions, what other symptoms occur with it? How does it affect you?

A

associated factor / how it affects the client

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70
Q

example of characteristics in symptom analysis

A

feeling
appearance
sound
smell
taste

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71
Q

Other MNEMONICS FOR SYMPTOM ANALYSIS

A

L - location
O - onset
C - character
S - severity
T - timing
A - associated symptoms
A - aggravating / alleviating factors
M - meaning

&

P - provoking / relieving
Q - quality
R - region and radiation
S - severity
T - time

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72
Q

on the PQRST, it questions,
1. what brings the pain on?
2. what makes it better?
3. what makes it worse?
4. what medications are you using at the moment?
5. how often are you taking them?
6. do they help?
7. do they cause any side effects?
8. have you taken anything else in the past for this pain?
9. what was the effect of that?

A

provoking / relieving

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73
Q

on the PQRST, it questions,
1. Describe the pain.
2. what does it feel like (stabbing, burning, sharp, aching)?

A

quality

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74
Q

on the PQRST, it questions,
1. where is the pain?
2. does it spread anywhere else?

A

region and radiation

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75
Q

on the PQRST, it questions,
1. how severe is the pain? Now? at its worst? at its least? most of the time?
2. how does the pain affects your daily activities?

A

severity

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76
Q

on the PQRST, it questions,
1. when did the pain start?
2. is it constant or intermittent?
3. how often does it occur?
4. how long does it last?

A

time

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77
Q

This portion focuses on questions related to:
* Childhood illnesses and immunizations
* Adult co-morbidities
* Past surgeries/ accidents
* Prolonged episodes of pain, allergies and prescription medications

A

PERSONAL HEALTH HISTORY

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78
Q

T or F

in PERSONAL HEALTH HISTORY, you should Note client’s perception about themselves during discussion.

A

T

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79
Q

T or F

in PERSONAL HEALTH HISTORY, you should Use open-ended questions as much as possible.

A

T

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80
Q

what basic or general section of NURSING FRAMEWORK FOR HEALTH ASSESSMENT include maternal and paternal grandparents, aunts and uncles, parents, siblings and children?

A

FAMILY HISTORY

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81
Q

what basic or general section of NURSING FRAMEWORK FOR HEALTH ASSESSMENT you Should include many genetic relatives as the client can recall?

A

FAMILY HISTORY

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82
Q

Organize FAMILY HISTORY using a ________?

A

genogram

83
Q

in genogram, Females are indicated by a ______ while males are a _______.

A

circle, square

84
Q

in genogram, If the relatives has no problems, write ____________, if deceased, they are
noted by an _____.

A

“A/W” (alive and well), X

85
Q

in genogram, _________ show genetic relationships otherwise _______ for spouse or adopted
member

A

Straight lines, dotted lines

86
Q

T or F

in REVIEW OF SYSTEMS, Care must be taken to include only the client’s subjective information and not the nurse’s observations.

A

T

87
Q

T or F

in REVIEW OF SYSTEMS, Document the client’s descriptions of her health status and note denial of signs, symptoms, diseases or problems.

A

T

88
Q

T or F

in REVIEW OF SYSTEMS, Phrase questions in such a way that elicits answers and provoke verbalization of the client.

A

T

89
Q

what basic or general section of NURSING FRAMEWORK FOR HEALTH ASSESSMENT Deals with human responses, which includes nutritional habits, activity and exercise patterns, sleep and rest patterns, self-concept and self-care activities, social and community activities, relationships, values and
beliefs system, education and work, stress level and coping style and environment?

A

LIFESTYLE AND HEALTH
PRACTICES PROFILE

90
Q

T or F

in LIFESTYLE AND HEALTH PRACTICES PROFILE, Use open-ended questions to promote a dialogue with the client.
Follow up on specific questions to guide discussion and clarify data as necessary.

A

T

91
Q

Enumerate the LIFESTYLE AND HEALTH PRACTICES PROFILE

A
  1. Description of typical day
  2. Nutrition and Weight Management
  3. Activity Level and Exercise
  4. Sleep and Rest
  5. Self-Concept and Self-Care Responsibilities
  6. Social Activities
  7. Relationships
  8. Values and Belief System
  9. Education and Work
  10. Stress Levels and Coping Styles
  11. Environment
92
Q

under LIFESTYLE AND HEALTH PRACTICES PROFILE, it’s the overview of the client’s usual daily activity.

A

Description of typical day

93
Q

under LIFESTYLE AND HEALTH PRACTICES PROFILE, it recalls 24-hour intake with emphasis of what foods are eaten and in what amounts. This also considers how much fluid intake is consumed (caffeinated/ uncaffeinated).

A

Nutrition and Weight Management

94
Q

under LIFESTYLE AND HEALTH PRACTICES PROFILE, it assess how active the client is during an average week.

A

Activity Level and Exercise

95
Q

under LIFESTYLE AND HEALTH PRACTICES PROFILE, it’s Compare with recommended 5-8 hours a night for adults but may vary depending on need and it Focus on specific sleep patterns (hours of sleep, interruptions, whether the
client feels rested, problems, rituals and concerns. whether the client is getting enough quality of these.

A

Sleep and Rest

96
Q

under LIFESTYLE AND HEALTH PRACTICES PROFILE, an assessment of how the
client view herself including sexual responsibility, basic hygiene practices,
regularity of health care checkups, breast/testicular self-exam, and
accident and hazard protection

A

Self-Concept and Self-Care Responsibilities

97
Q

under LIFESTYLE AND HEALTH PRACTICES PROFILE, it helps the nurse discover outlets the client has for
support and relaxation and if the client in involved in the community
beyond the family and work

A

Social Activities

98
Q

under LIFESTYLE AND HEALTH PRACTICES PROFILE, the client describes the composition of the family into
which they were born and about past and current relationships with
these family members

A

Relationships

99
Q

under LIFESTYLE AND HEALTH PRACTICES PROFILE, it assesses the client’s values, philosophical,
religious and spiritual belief

A

Values and Belief System

100
Q

under LIFESTYLE AND HEALTH PRACTICES PROFILE, it identify areas of stress and satisfaction in the
client’s life, should bring about kind and amount of education the client
has, did the client enjoyed school or what he/she perceives his/her
education

A

Education and work

101
Q

under LIFESTYLE AND HEALTH PRACTICES PROFILE, it investigate amount of stress the
clients perceive they are under and how they cope, how they address
events and how they usually respond

A

Stress levels and coping styles

102
Q

under LIFESTYLE AND HEALTH PRACTICES PROFILE, it assess health hazards unique to the
client’s living situation and lifestyle.

A

Environment

103
Q

T or F

In Activity Level and Exercise, it’s Recommended to exercise regimen of aerobic exercise for 20-30mins
3x/week

A

T

104
Q

T or F

Distinguish heavy physical work which is stressful and fatiguing and exercise which is designed to reduce stress and strengthen individual.

A

T

105
Q

Quick way to assess how alert you are feeling.

A

Stanford sleepiness scale

106
Q

State the degree of sleepiness according to stanford sleepiness scale.

Feeling active, vital, alert, or wide awake.

A

1

107
Q

State the degree of sleepiness according to stanford sleepiness scale.

Functioning at high levels, but not at peak; able to concentrate.

A

2

108
Q

State the degree of sleepiness according to stanford sleepiness scale.

Awake, but relaxed; responsive but not fully alert.

A

3

109
Q

State the degree of sleepiness according to stanford sleepiness scale.

Somewhat foggy, let down.

A

4

110
Q

State the degree of sleepiness according to stanford sleepiness scale.

Foggy; Losing interest in remaining awake; slowed down.

A

5

111
Q

State the degree of sleepiness according to stanford sleepiness scale.

Sleepy, woozy, fighting sleep; prefer to lie down.

A

6

112
Q

State the degree of sleepiness according to stanford sleepiness scale.

No longer fighting sleep, sleep onset soon; having dream like thoughts.

A

7

113
Q

State the degree of sleepiness according to stanford sleepiness scale.

Asleep.

A

X

114
Q

SLEEP AND REST SCREENING TOOLS

A
  1. The Sleep Disorders Screening Survey (Division of Sleep Medicine, Harvard
    Medical School, 2007).
  2. Sleep Disorder Screening Tests (Getbettersleep.com, 2009)
  3. The Insomnia Screening Questionnaire (Clinical Practice Guideline, 2007)
115
Q

A SLEEP AND REST SCREENING TOOL, that has Ten True/False questions

A

The Sleep Disorders Screening Survey (Division of Sleep Medicine, Harvard
Medical School, 2007).

116
Q

A SLEEP AND REST SCREENING TOOL that has A several-page list
of symptoms partitioned to address the following sleep disorders: insomnia;
exces- sive daytime sleepiness; depression; hypothyroidism; obstructive sleep
apnea; heartburn or reflux disease (GERD); nocturnal myoclonus (limb and leg
symptoms); nasal or sinus issues, allergies, asthma, or lung disease; circadian
rhythm disorder; hypersomnia; narcolepsy; and parasomnias.
* The Insomnia Screening Questionnaire (Clinical Practice Guideline, 2007). A

A

Sleep Disorder Screening Tests (Getbettersleep.com, 2009)

117
Q

A SLEEP AND REST SCREENING TOOL that has
17- item Likert-like scale with interpretation of results.

A

The Insomnia Screening Questionnaire (Clinical Practice Guideline, 2007)

118
Q

T or F

On the LIFESTYLE AND HEALTH PRACTICES PROFILE (values and belief system), all clients are comfortable
discussing their feelings and should be respected

A

T

119
Q

~ The physical examination

A

Collecting Objective data

120
Q

information about the client
that the nurse directly
observes during interaction
and elicited through physical
examination techniques

A

Objective data

121
Q

To become proficient with physical assessment, the
nurse should know 3 things:

A
  1. Types and operation of equipment needed for the particular
    examination
  2. Preparation of the setting, oneself and the client for the
    physical assessment
  3. Performance of the four assessment techniques: Inspection, Palpation, Percussion and Auscultation
122
Q

assessment techniques:

A

I - inspection
P - palpation
P - percussion
A - auscultation

123
Q

Equipment for PE: these must be used for all examinations to protect examiner in any part in any part of the examination when the examiner may have contact w/ blood, body fluid, secretion, excretion, and contaminated items or when disease causing agengs cauld be transmitted to or from the client.

A

Gloves and gowns

124
Q

use to measure diastolic systolic blood pressure.

A

sphygmomanometer

125
Q

use to auscultate blood sounds when measuring blood pressure.

A

stethoscope

126
Q

use to measure body temperature

A

thermometer (oral, rectal, tympanic)

127
Q

Pain rating scale that is good to use for children

A

wong-baker faces

128
Q

enumerate wong-baker faces Pain rating scale

A

0 - no hurt
2 - hurts little bit
4 - hurts little more
6 - hurts even more
8 - hurts whole lot
10 - hurts worst

129
Q

use to rate pain behavior

A

behavioral pain scale (BPS)

130
Q

used to measure height and weight also for nutritional status examination

A

platform scale w/ height attachment

131
Q

use to measure skinfold thickness of subcutaneous tissue

A

skinfold calipers

132
Q

use to measure mid-arm circumference

A

flexible tape measure

133
Q

use to mark measurements

A

skin marking pen

134
Q

Tools for nutritional status examination

A
  1. platform scale w/ height attachment
  2. skinfold calipers
  3. flexible tape measure
  4. skin marking pen
135
Q

tools for skin, hair and nail examination

A
  1. examination light
  2. penlight
  3. wood’s light
  4. metric ruler
  5. magnifying glass
  6. mirror
136
Q

use to measure size of sin lesions

A

metric ruler

137
Q

use for clients’ self-examination of skin

A

mirror

137
Q

use to enlarge visibility of lesion

A

magnifying glass

138
Q

use to test for fungus

A

wood’s light

139
Q

tools for eye examination

A
  1. penlight
  2. snellen E chart
  3. newspaper
  4. opaque card
  5. ophthalmoscope
140
Q

use to test pupillary constriction

A

penlight

141
Q

use to test distant vision

A

snellen E chart

142
Q

use to test near vision

A

newspaper

143
Q

use to test for strabismus

A

opaque card

144
Q

use to view the red reflex and to examine the retsina of the eye

A

ophthalmoscope

145
Q

tools for ear examination

A
  1. tuning fork
  2. otoscope
146
Q

use to test for bone and air conduction of sound

A

tuning fork

147
Q

use to view the ear canal and tympanic membrane

A

otoscope

148
Q

tools for mouth, throat, nose and sinus examination

A
  1. penlight
  2. 4x4 inch small gauze pad
  3. tongue depressor
  4. otoscope
149
Q

use to provide light to view the moth and throat and to transilluminate the sinuses

A

penlight

150
Q

use to grasp tongue to examine mouth

A

4x4 inch small gauze pad

151
Q

use to depress tongue to view throat, check looseness of teeth, view cheeks, and check strength of tongue

A

tongue depressor

152
Q

use to measure diaphragmatic excursion

A

metric ruler and skin marking pen

153
Q

tools for thoracic and lung examination

A
  1. steth
  2. metric ruler
  3. skin marking pen
153
Q

use in diaphragm to auscultate breath sounds

A

steth

154
Q

tools for heart and neck vessel examination

A
  1. steth
  2. 2 metric rulers
155
Q

use in bell and diaphragm to auscultate breath sounds

A

steth

156
Q

use to measure jugular venous pressure

A

metric ruler

157
Q

use to measure blood pressure and auscultate vascular sounds

A

sphygmo and steth

157
Q

tools for peripheral vascular examination

A
  1. sphygmo
  2. flexible metric measuring tape
  3. tuning fork
  4. doppler ultrasound device and conductivity gel
  5. steth
158
Q

use to measure size of extremities for edema

A

flexible metric measuring tape

159
Q

use to detect vibratory sensation

A

tuning fork

160
Q

use to detect pressure and weak pulses not easily heard with a steth

A

doppler ultrasound device and conductivity gel

161
Q

tools for abdominal examination

A
  1. steth
  2. flexible metric measuring tape
  3. skin marking pen
  4. two small pillows
162
Q

use to place under knees and head to promote relaxation of abdomen

A

small pillows

163
Q

use to measure size and mark the area of percussion of organs

A

flexible metric measuring tape and skin marking pen

164
Q

use to detect bowel sounds

A

steth

165
Q

use to measure size of extremities

A

flexible metric measuring tape

165
Q

tools for muscoskeletal examination

A
  1. flexible metric measuring tape
  2. goniometer
166
Q

use to test for stereognosis (ability to recognize objects by touch)

A

objects to feel

166
Q

use to measure degree of flexion and extension of joints

A

goniometer

167
Q

tools for neurologic examination

A
  1. cotton-tipped applicators
  2. newspaper
  3. ophthalmoscope
  4. flexible metric measuring tape
  5. objects to feel (coin, key, etc.)
  6. reflex (percussion) hammer
  7. cotton ball
  8. paper clip
  9. substances to smell and taste
  10. snellen E chart
  11. penlight
  12. tongue depressor
  13. tuning fork
167
Q

use to put salt or sugar on tongue to test taste

A

cotton-tipped applicators

168
Q

use to test deep tendon reflexes

A

reflex (percussion) hammer

169
Q

use to test for light, sharp, and dull touch and 2 point discrimination

A

cotton ball and paper clip

170
Q

use to test for smell and taste perception

A

substances to smell and taste

171
Q

use to test for rise of uvula and gag reflex

A

tongue depressor

172
Q

use to test for vibratory sensation

A

tuning fork

173
Q

tools for male genitalia and rectum examination

A
  1. gloves
  2. water-soluble lubricant
  3. penlight
  4. specimen card
174
Q

use to promote comfort for client

A

gloves and water-soluble lubricant

174
Q

use for scrotal illumination

A

penlight

175
Q

use for occult blood

A

specimen card

176
Q

tools for female genitalia and rectum examination

A
  1. vaginal speculum
  2. water-soluble lubricant
  3. bifid spatula
  4. endocervical broom
  5. large swabs
  6. Liquid pap medium
  7. Ph paper
  8. Feminine napkin
177
Q

Use to obtain endocervical swab and cervical scrape and vaginal pool sample

A

bifid spatula and endocervical broom

178
Q

use to inspect cervix through dilation of the vignal

A

Vaginal speculum and water-soluble lubricant

179
Q

For vaginal examination

A

Large swabs

180
Q

Preparing for the examination

A
  1. Preparing the physical setting
  2. Preparing oneself
  3. Approaching and preparing the client
181
Q
A
182
Q
A
183
Q
A
184
Q
A
185
Q
A
186
Q
A
187
Q
A
188
Q
A
189
Q
A
190
Q
A
191
Q
A
192
Q
A
193
Q
A
194
Q
A
194
Q
A
195
Q
A

Anatomy and Physiology (4 decks)

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