Test Bank for Success \ \ \
in Practical \ \ \
Vocational Nursing
\ \
9th Edition by \ \ \ \
KnechtAll \ \
Chapters(307 \
PAGES) 1- 42 WITH
\ \ \ \
CORRECT \
QUESTIONSAND
\ \
ANSWERS 2023-
\ \
2024 100% \ \
GRADED A++ \ \
,Test Bank for Success in Practical
\ \ \ \ \
Vocational Nursing 9th Edition by
\ \ \ \ \
Knecht | Complete Chapters 1-42
\ \ \ \ \
, Test Bank for Success in Practical
\ \ \ \ \
\ Vocational Nursing 9th Edition by Knecht
\ \ \ \ \
Chapter \1: \ Personal \ Resources \of \ an \Adult \ Learner \Knecht:
Success \in \Practical/Vocational \Nursing
MULTIPLE \CHOICE
1. Which \individual \in \a \practical/vocational \nursing \class \would \be \identified \as \a \traditional
adult \learner?
\
a. One \who \has \been \out \of \school \for \many \years
b. One \who \has \children \and \grandchildren
c. One \who \knows \the \routine \of \education
d. One \who \is \in \his \or \her \early \20s
ANS: \D
Traditional \adult \learners \are \individuals \who \come \to \the \educational \program \directly \from
\high \school \or \another \program \of \study. \They \are \usually \in \their \late \teens \or \early \20s. \The
\learner \who \has \been \out \of \school \for \many \years \and \the \learner \who \has \children \and
\grandchildren \would \be \identified \as \a \returning \adult \learner. \The \learner \who \knows \the
\routine \of \education \does \not \provide \sufficient \information \for \classification.
DIF: \ Cognitive \Level: \Application REF: \ p. \3 OBJ: \1
\TOP: \ Adult \Learner KEY: \Nursing \Process \Step:
\N/A \MSC: \ NCLEX: \N/A
2. A \student \enrolled \in \an \LPN/LVN \program \states, \“I’m \fresh \out \of \high \school \and \living
alone \for \the \first \time \in \my \life. \I’m \learning \how \to \take \care \of \myself \as \well \as \learning \to
\
care \for \my \patients.” \This \statement \identifies \the \student \as
\
a. a \traditional \adult \learner.
b. a \returning \adult \learner.
c. someone \in \need \of \counseling.
d. someone \who \is \not \accustomed \to \formal \education.
ANS: \A
Traditional \adult \learners \are \individuals \who \are \in \their \late \teens \or \early \20s \who \have
\come \to \the \practical/vocational \program \directly \from \high \school \or \another \program \of
\study. \A \returning \adult \learner \is \someone \who \has \been \out \of \school \for \several \years. \A
\person \in \needed \of \counseling \is \commonly \a \student \who \has \been \evaluated \by \the
\instructor \as \having \areas \that \need \improvement. \This \student \is \a \traditional \adult \learner, \and
\traditional \adult \learners \are \accustomed \to \formal \education.
DIF: \ Cognitive \Level: \Analysis REF: \ p. \3 OBJ: \1
\TOP: \ Adult \Learner KEY: \Nursing \Process \Step:
\N/A \MSC: \ NCLEX: \N/A
3. A \nursing \student \states, \“I \have \taken \advantage \of \informal \learning \experiences.” \Another
\student \asks, \“Could \you \give \me \an \example?” \The \best \example \of \an \informal \learning
\experience \is
a. caring \for \a \disabled \family \member.
, b. taking \a \continuing \education \course.
c. enrolling \in \an \academic \program.
d. attending \credit \classes \at \the \mall.
ANS: \A
Informal \learning \experiences \are \those \that \take \place \outside \a \formal \educational \setting. \A
\person \who \cares \for \a \disabled \family \member \would \gain \knowledge \and \skill \in \providing
\personal \care. \An \education \course, \academic \program, \and \credited \classes \all \take \place \in \a
\formal \educational \setting.
DIF: \ Cognitive \Level: \Comprehension \REF: \ p. \3 OBJ: \2
\TOP: \Informal \educational \experience \ KEY: \Nursing \Process \Step:
\N/A \MSC: \ NCLEX: \N/A
4. What \strategy \can \be \used \by \a \nursing \student \to \effectively \combat \a \fear \of \failure?
a. Picture \in \your \mind \the \rewards \of \succeeding
b. Positive \self-talk
c. Create \a \mental \script \of \positive \thoughts
d. All \of \the \above
ANS: \D
Picturing \the \rewards \of \succeeding, \positive \self-talk, \and \a \mental \script \of \positive \thoughts
\all \contribute \a \positive \mental \attitude \and \are \all \ways \to \combat \the \fear \of \failure.
DIF: \ \ Cognitive \Level: \Comprehension \REF: \ \ p. \4 OBJ: \ 2
TOP: \ Promoting \success \in \the \program \of \study KEY: \Nursing \Process \Step:
\N/A \MSC: \ NCLEX: \N/A
5. An \example \of \a \self-talk \“script” \that \promotes \success \in \a \practical/vocational \nursing
program \is
\
a. “I \get \sick \from \smelling \bad \odors.”
b. “What \if \I’m \‘all \thumbs’ \in \practice \lab?”
c. “I \don’t \think \the \instructor \likes \me.”
d. “I \work \well \with \my \hands.”
ANS: \D
The \statement \“I \work \well \with \my \hands” \is \a \positive \thought. \It \focuses \on \a \strength \and
\promotes \the \expectation \that \the \individual \will \succeed. \All \other \options \are \examples \of
\negative \thinking \that \create \expectations \for \problems \and \failure.
DIF: \ Cognitive \Level: \Analysis REF: \ p. \3 OBJ: \2
\TOP: \ Hidden \dangers KEY: \Nursing \Process \Step:
\N/A \MSC: \ NCLEX: \N/A
6. Select \the \factor \common \to \ALL \types \of \adult \learners \that \predisposes \them \to \success \in \a
nursing \program.
\
a. They \have \few \responsibilities \at \home.
b. They \have \the \motivation \to \succeed.
c. They \automatically \qualify \for \financial \aid.
d. They \have \few \daily \distractions.
in Practical \ \ \
Vocational Nursing
\ \
9th Edition by \ \ \ \
KnechtAll \ \
Chapters(307 \
PAGES) 1- 42 WITH
\ \ \ \
CORRECT \
QUESTIONSAND
\ \
ANSWERS 2023-
\ \
2024 100% \ \
GRADED A++ \ \
,Test Bank for Success in Practical
\ \ \ \ \
Vocational Nursing 9th Edition by
\ \ \ \ \
Knecht | Complete Chapters 1-42
\ \ \ \ \
, Test Bank for Success in Practical
\ \ \ \ \
\ Vocational Nursing 9th Edition by Knecht
\ \ \ \ \
Chapter \1: \ Personal \ Resources \of \ an \Adult \ Learner \Knecht:
Success \in \Practical/Vocational \Nursing
MULTIPLE \CHOICE
1. Which \individual \in \a \practical/vocational \nursing \class \would \be \identified \as \a \traditional
adult \learner?
\
a. One \who \has \been \out \of \school \for \many \years
b. One \who \has \children \and \grandchildren
c. One \who \knows \the \routine \of \education
d. One \who \is \in \his \or \her \early \20s
ANS: \D
Traditional \adult \learners \are \individuals \who \come \to \the \educational \program \directly \from
\high \school \or \another \program \of \study. \They \are \usually \in \their \late \teens \or \early \20s. \The
\learner \who \has \been \out \of \school \for \many \years \and \the \learner \who \has \children \and
\grandchildren \would \be \identified \as \a \returning \adult \learner. \The \learner \who \knows \the
\routine \of \education \does \not \provide \sufficient \information \for \classification.
DIF: \ Cognitive \Level: \Application REF: \ p. \3 OBJ: \1
\TOP: \ Adult \Learner KEY: \Nursing \Process \Step:
\N/A \MSC: \ NCLEX: \N/A
2. A \student \enrolled \in \an \LPN/LVN \program \states, \“I’m \fresh \out \of \high \school \and \living
alone \for \the \first \time \in \my \life. \I’m \learning \how \to \take \care \of \myself \as \well \as \learning \to
\
care \for \my \patients.” \This \statement \identifies \the \student \as
\
a. a \traditional \adult \learner.
b. a \returning \adult \learner.
c. someone \in \need \of \counseling.
d. someone \who \is \not \accustomed \to \formal \education.
ANS: \A
Traditional \adult \learners \are \individuals \who \are \in \their \late \teens \or \early \20s \who \have
\come \to \the \practical/vocational \program \directly \from \high \school \or \another \program \of
\study. \A \returning \adult \learner \is \someone \who \has \been \out \of \school \for \several \years. \A
\person \in \needed \of \counseling \is \commonly \a \student \who \has \been \evaluated \by \the
\instructor \as \having \areas \that \need \improvement. \This \student \is \a \traditional \adult \learner, \and
\traditional \adult \learners \are \accustomed \to \formal \education.
DIF: \ Cognitive \Level: \Analysis REF: \ p. \3 OBJ: \1
\TOP: \ Adult \Learner KEY: \Nursing \Process \Step:
\N/A \MSC: \ NCLEX: \N/A
3. A \nursing \student \states, \“I \have \taken \advantage \of \informal \learning \experiences.” \Another
\student \asks, \“Could \you \give \me \an \example?” \The \best \example \of \an \informal \learning
\experience \is
a. caring \for \a \disabled \family \member.
, b. taking \a \continuing \education \course.
c. enrolling \in \an \academic \program.
d. attending \credit \classes \at \the \mall.
ANS: \A
Informal \learning \experiences \are \those \that \take \place \outside \a \formal \educational \setting. \A
\person \who \cares \for \a \disabled \family \member \would \gain \knowledge \and \skill \in \providing
\personal \care. \An \education \course, \academic \program, \and \credited \classes \all \take \place \in \a
\formal \educational \setting.
DIF: \ Cognitive \Level: \Comprehension \REF: \ p. \3 OBJ: \2
\TOP: \Informal \educational \experience \ KEY: \Nursing \Process \Step:
\N/A \MSC: \ NCLEX: \N/A
4. What \strategy \can \be \used \by \a \nursing \student \to \effectively \combat \a \fear \of \failure?
a. Picture \in \your \mind \the \rewards \of \succeeding
b. Positive \self-talk
c. Create \a \mental \script \of \positive \thoughts
d. All \of \the \above
ANS: \D
Picturing \the \rewards \of \succeeding, \positive \self-talk, \and \a \mental \script \of \positive \thoughts
\all \contribute \a \positive \mental \attitude \and \are \all \ways \to \combat \the \fear \of \failure.
DIF: \ \ Cognitive \Level: \Comprehension \REF: \ \ p. \4 OBJ: \ 2
TOP: \ Promoting \success \in \the \program \of \study KEY: \Nursing \Process \Step:
\N/A \MSC: \ NCLEX: \N/A
5. An \example \of \a \self-talk \“script” \that \promotes \success \in \a \practical/vocational \nursing
program \is
\
a. “I \get \sick \from \smelling \bad \odors.”
b. “What \if \I’m \‘all \thumbs’ \in \practice \lab?”
c. “I \don’t \think \the \instructor \likes \me.”
d. “I \work \well \with \my \hands.”
ANS: \D
The \statement \“I \work \well \with \my \hands” \is \a \positive \thought. \It \focuses \on \a \strength \and
\promotes \the \expectation \that \the \individual \will \succeed. \All \other \options \are \examples \of
\negative \thinking \that \create \expectations \for \problems \and \failure.
DIF: \ Cognitive \Level: \Analysis REF: \ p. \3 OBJ: \2
\TOP: \ Hidden \dangers KEY: \Nursing \Process \Step:
\N/A \MSC: \ NCLEX: \N/A
6. Select \the \factor \common \to \ALL \types \of \adult \learners \that \predisposes \them \to \success \in \a
nursing \program.
\
a. They \have \few \responsibilities \at \home.
b. They \have \the \motivation \to \succeed.
c. They \automatically \qualify \for \financial \aid.
d. They \have \few \daily \distractions.
