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SUCCESS IN PRACTICAL VOCATIONAL NURSING FROM
STUDENT TO LEADER 10TH EDITION
BY KNECHT|COMPLETE CHAPTERS1-19
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TABLE OF CONTENTS
CHAPTER 01: PERSONAL RESOURCES OF AN ADULT LEARNER ..................................................................... 3
CHAPTER 02: ACADEMIC RESOURCES (STUDY SKILLS AND TEST STRATEGIES)............................................ 17
CHAPTER 03: COMMUNITY RESOURCES ..................................................................................................... 36
CHAPTER 04: HOW PRACTICAL/VOCATIONAL NURSING EVOLVED: 1836 TO THE PRESENT ....................... 40
CHAPTER 05: CRITICAL THINKING: A LIFELONG JOURNEY ........................................................................... 48
CHAPTER 06: ETHICS APPLIED TO NURSING: PERSONAL VERSUS PROFESSIONAL ETHICS .......................... 61
CHAPTER 07: NURSING AND THE LAW: WHAT ARE THE RULES? ................................................................ 71
CHAPTER 08: EFFECTIVE COMMUNICATION: HEALTH CARE TEAM, CLIENTS, FACULTY AND PEERS........... 87
CHAPTER 09: ASSERTIVENESS: YOUR RESPONSIBILITY ................................................................................ 97
CHAPTER 10: CULTURAL UNIQUENESS, SENSITIVITY, AND COMPETENCE ................................................ 110
CHAPTER 11: SPIRITUAL NEEDS, SPIRITUAL CARING, AND RELIGIOUS DIFFERENCES ............................... 121
CHAPTER 12: THE NURSING PROCESS: YOUR ROLE................................................................................... 123
CHAPTER 13: NURSING THEORY, RESEARCH, AND EVIDENCE-BASED PRACTICE....................................... 141
CHAPTER 14: THE INTERDISCIPLINARY HEALTH CARE TEAM: THE ROLE OF THE PRACTICAL/VOCATIONAL NURSE
.................................................................................................................................................................. 149
CHAPTER 15: HEALTH CARE SETTINGS: CONTINUUM OF CARE ................................................................ 158
CHAPTER 16: THE HEALTH CARE SYSTEM: FINANCING, ISSUES, AND TRENDS .......................................... 166
CHAPTER 17: COLLABORATION: LEADING AND MANAGING..................................................................... 176
CHAPTER 18: WORKFORCE TRENDS: HOW TO FIND A FIRST JOB YOU WILL LOVE.................................... 197
CHAPTER 19: LICENSURE AND REGULATION: BECOMING LICENSED AND UNDERSTANDING YOUR STATE
NURSE PRACTICE ACT................................................................................................................................ 214
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CHAPTER 01: PERSONAL RESOURCES OF AN ADULT LEARNER
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
ANSWER: 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.
ANSWER: 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.
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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.
ANSWER: 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. 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.”
ANSWER: D
THE STATEMENT “I WORK WELL WITH MY HANDS” IS A POSITIVE THOUGHT. IT FOCUSES ON
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. 4
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OBJ: 2 TOP: HIDDEN DANGERS
KEY: NURSING PROCESS STEP: N/A
MSC: NCLEX: N/A
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5. WHICH FACTOR IS COMMON TO ALL TYPES OF ADULT LEARNERS THAT PREDISPOSES THEM TO
SUCCESS IN A NURSING PROGRAM?
A. FEW RESPONSIBILITIES AT HOME
B. MOTIVATION TO SUCCEED
C. AUTOMATIC QUALIFICATION FOR FINANCIAL AID
D. FEW DAILY DISTRACTIONS
ANSWER: B
THE ONLY STATEMENT APPLICABLE TO ALL TYPES OF ADULT LEARNERS IS THAT THE MAJORITY IS
MOTIVATED TO SUCCEED. THE OTHER FACTORS MAY BE APPLICABLE TO ONE OR TWO
CLASSIFICATIONS OF LEARNERS BUT NOT TO ALL THREE.
DIF: COGNITIVE LEVEL: COMPREHENSION
REF: P. 4
OBJ: 2
TOP: FACTORS PREDISPOSING TO SUCCESS
KEY: NURSING PROCESS STEP: N/A
MSC: NCLEX: N/A
6. WHICH FEAR IS COMMONLY SHARED BY NURSING STUDENTS?
A. SUCCEEDING
B. ECONOMIC PROBLEMS
C. FAILURE
D. RIDICULE
ANSWER: C
SOME DEGREE OF FEAR OF FAILURE IS NEARLY UNIVERSAL AND OFTEN RELATES TO EARLIER FAILURES
OR SETBACKS THE LEARNER HAS EXPERIENCED IN OTHER EDUCATIONAL SETTINGS. FEW INDIVIDUALS
ARE AFRAID OF SUCCEEDING.
UNCERTAINTY ABOUT ECONOMIC ISSUES IS COMMON AMONG STUDENTS BUT IS NOT AS UNIVERSAL AS
FEAR OF FAILURE. FEAR OF RIDICULE IS RARELY A CONCERN; IF PRESENT, IT IS USUALLY SUPERSEDED BY
FEAR OF FAILURE.
DIF: COGNITIVE LEVEL: ANALYSIS REF: P. 4 OBJ: 2 TOP: HIDDEN DANGERS KEY: NURSING
PROCESS STEP: N/A MSC: NCLEX: N/A
7. THE FIRST AMENDMENT OF THE U.S. CONSTITUTION GUARANTEES STUDENTS THE RIGHT TO
A. GRADUATE FROM A PROGRAM.
B. FAIL AN ACADEMIC PROGRAM.
C. EXPRESS ONESELF IN CLASS.
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D. HAVE UNLIMITED ABSENCES.
ANSWER: C
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THE FIRST AMENDMENT PROVIDES FOR FREEDOM OF EXPRESSION AS LONG AS WHAT IS EXPRESSED
DOES NOT DISRUPT CLASS OR INFRINGE ON THE RIGHTS OF PEERS. THE REMAINING OPTIONS ARE
TOPICS THAT ARE NOT ADDRESSED BY THIS AMENDMENT.
DIF: COGNITIVE LEVEL: KNOWLEDGE REF: P. 7 OBJ: 6 TOP: LEARNER RIGHTS KEY: NURSING
PROCESS STEP: N/A MSC: NCLEX: N/A
8. WHICH AMENDMENT TO THE U.S. CONSTITUTION PROTECTS THE LEARNER FROM BEING
ASKED TO LEAVE AN EDUCATIONAL PROGRAM WITHOUT DUE PROCESS?
A. ELEVENTH
B. TWELFTH
C. THIRTEENTH
D. FOURTEENTH
ANSWER: D
THE FOURTEENTH AMENDMENT GUARANTEES DUE PROCESS. THE LEARNER HAS THE RIGHT TO DEFEND
HIM- OR HERSELF IF CHARGED WITH A VIOLATION OF POLICY OR RULES. THE ELEVENTH, TWELFTH, AND
THIRTEENTH AMENDMENTS DO NOT ADDRESS DUE PROCESS.
DIF: COGNITIVE LEVEL: KNOWLEDGE REF: P. 7 OBJ: 6 TOP: LEARNER RIGHTS KEY: NURSING
PROCESS STEP: N/A MSC: NCLEX: N/A
9. WHEN A NURSING STUDENT EXPRESSES CONCERN ABOUT BEING DISMISSED UNFAIRLY
FROM THE PROGRAM, THE MOST EFFECTIVE PEER RESPONSE WOULD BE:
A. “BETTER GET OVER BEING SO NEGATIVE.”
B. “YOU HAVE RIGHTS UNDER THE FOURTEENTH AMENDMENT.”
C. “WATCH WHAT YOU SAY IN CLASS TO REDUCE THIS POSSIBILITY.”
D. “INSTRUCTORS REALLY DO HAVE CONTROL OVER WHAT HAPPENS.”
ANSWER: B
THE FOURTEENTH AMENDMENT GUARANTEES DUE PROCESS TO THE STUDENT. THE LEARNER HAS THE
RIGHT TO DEFEND HIM- OR HERSELF IF CHARGED WITH A VIOLATION OF PROGRAM POLICY OR RULES.
THE OTHER STATEMENTS ARE NOT THE MOST EFFECTIVE RESPONSES TO GIVE A STUDENT CONCERNED
WITH BEING UNFAIRLY DISMISSED.
DIF: COGNITIVE LEVEL: APPLICATIONREF: P. 7 OBJ: 6 TOP: LEARNER RIGHTS KEY: NURSING
PROCESS STEP: N/A MSC: NCLEX: N/A
10. A NURSING STUDENT MONOPOLIZES CLASS DISCUSSIONS. WHICH STATEMENT ABOUT THE
SITUATION IS MOST ACCURATE?
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A. THE STUDENT IS VIOLATING THE RIGHTS OF OTHERS TO PARTICIPATE IN CLASS.
B. THE STUDENT IS DEMONSTRATING INTERDEPENDENCY WITH THE INSTRUCTOR.
C. THE STUDENT IS DEMONSTRATING PASSIVE LEARNING STRATEGIES.
D. THE STUDENT IS AT RISK FOR BEING IMMEDIATELY TERMINATED.
ANSWER: A
THE FIRST AMENDMENT PROVIDES THE RIGHT TO FREEDOM OF SPEECH AS LONG AS WHAT IS SAID
DOES NOT DISRUPT THE CLASS OR INFRINGE ON THE RIGHTS OF OTHER STUDENTS. IN THIS CASE,
THE STUDENT WHO MONOPOLIZES DISCUSSION IS VIOLATING THE RIGHT OF FREE EXPRESSION BY
OTHERS IN THE CLASS.
INTERDEPENDENCY INVOLVES A STUDENT WHO IS ACTIVELY INVOLVED IN HIS OR HER OWN LEARNING
AND WHO HAS A COLLABORATIVE RELATIONSHIP WITH THE INSTRUCTOR. A PASSIVE LEARNER IS
SOMEONE WHO IS NOT ACTIVELY INVOLVED IN HIS OR HER OWN LEARNING. THE FOURTEENTH
AMENDMENT ASSURES THE STUDENT DUE PROCESS, MEANING THAT FIRST THE STUDENT MUST BE
CHARGED WITH A VIOLATION AND PRESENTED WITH EVIDENCE OF MISCONDUCT. THE STUDENT WILL
BE ENTITLED TO STATE HIS OR HER CASE.
DIF: COGNITIVE LEVEL: ANALYSIS REF: P. 7 OBJ: 6 TOP: LEARNER RIGHTS KEY: NURSING
PROCESS STEP: N/A MSC: NCLEX: N/A
11. WHICH REMARK BY A STUDENT IN A NURSING PROGRAM VERBALIZES A STRATEGY THAT
PROMOTES SUCCESS IN THE PROGRAM?
A. “I SET GOALS AND WORK TO ACHIEVE THEM.”
B. “I AVOID INTERACTING WITH INSTRUCTORS.”
C. “I SPEND 2 TO 3 HOURS DAILY SURFING THE NET.”
D. “I LIMIT MY PARTYING TO 3 TO 4 NIGHTS A WEEK.”
ANSWER: A
SETTING GOALS AND WORKING TO IMPLEMENT THEM IS A STRATEGY ASSOCIATED WITH ACTIVE, SELF-
DIRECTED LEARNING AND WILL PROMOTE SUCCESS. THE OTHER RESPONSES REFER TO BEHAVIORS THAT
ARE NOT CONDUCIVE TO SUCCESS, SUCH AS AVOIDING THE FACILITATORS OF YOUR LEARNING
(INSTRUCTORS) AND DEMONSTRATING POOR TIME MANAGEMENT SKILLS.
DIF: COGNITIVE LEVEL: ANALYSIS REF: P. 4 OBJ: 5 TOP: ACTIVE LEARNING KEY: NURSING
PROCESS STEP: N/A MSC: NCLEX: N/A
12. WHICH STATEMENT IS TRUE REGARDING THE TEACHING/LEARNING PROCESS IN
PRACTICAL/VOCATIONAL NURSING?
A. IF THE STUDENT FAILS, THE INSTRUCTOR IS ULTIMATELY AT FAULT.
B. BY ASKING QUESTIONS, THE STUDENT INTERFERES WITH THE INSTRUCTOR’S WORK.
SUCCESS IN PRACTICAL VOCATIONAL NURSING FROM
STUDENT TO LEADER 10TH EDITION
BY KNECHT|COMPLETE CHAPTERS1-19
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TABLE OF CONTENTS
CHAPTER 01: PERSONAL RESOURCES OF AN ADULT LEARNER ..................................................................... 3
CHAPTER 02: ACADEMIC RESOURCES (STUDY SKILLS AND TEST STRATEGIES)............................................ 17
CHAPTER 03: COMMUNITY RESOURCES ..................................................................................................... 36
CHAPTER 04: HOW PRACTICAL/VOCATIONAL NURSING EVOLVED: 1836 TO THE PRESENT ....................... 40
CHAPTER 05: CRITICAL THINKING: A LIFELONG JOURNEY ........................................................................... 48
CHAPTER 06: ETHICS APPLIED TO NURSING: PERSONAL VERSUS PROFESSIONAL ETHICS .......................... 61
CHAPTER 07: NURSING AND THE LAW: WHAT ARE THE RULES? ................................................................ 71
CHAPTER 08: EFFECTIVE COMMUNICATION: HEALTH CARE TEAM, CLIENTS, FACULTY AND PEERS........... 87
CHAPTER 09: ASSERTIVENESS: YOUR RESPONSIBILITY ................................................................................ 97
CHAPTER 10: CULTURAL UNIQUENESS, SENSITIVITY, AND COMPETENCE ................................................ 110
CHAPTER 11: SPIRITUAL NEEDS, SPIRITUAL CARING, AND RELIGIOUS DIFFERENCES ............................... 121
CHAPTER 12: THE NURSING PROCESS: YOUR ROLE................................................................................... 123
CHAPTER 13: NURSING THEORY, RESEARCH, AND EVIDENCE-BASED PRACTICE....................................... 141
CHAPTER 14: THE INTERDISCIPLINARY HEALTH CARE TEAM: THE ROLE OF THE PRACTICAL/VOCATIONAL NURSE
.................................................................................................................................................................. 149
CHAPTER 15: HEALTH CARE SETTINGS: CONTINUUM OF CARE ................................................................ 158
CHAPTER 16: THE HEALTH CARE SYSTEM: FINANCING, ISSUES, AND TRENDS .......................................... 166
CHAPTER 17: COLLABORATION: LEADING AND MANAGING..................................................................... 176
CHAPTER 18: WORKFORCE TRENDS: HOW TO FIND A FIRST JOB YOU WILL LOVE.................................... 197
CHAPTER 19: LICENSURE AND REGULATION: BECOMING LICENSED AND UNDERSTANDING YOUR STATE
NURSE PRACTICE ACT................................................................................................................................ 214
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CHAPTER 01: PERSONAL RESOURCES OF AN ADULT LEARNER
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
ANSWER: 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.
ANSWER: 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.
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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.
ANSWER: 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. 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.”
ANSWER: D
THE STATEMENT “I WORK WELL WITH MY HANDS” IS A POSITIVE THOUGHT. IT FOCUSES ON
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. 4
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OBJ: 2 TOP: HIDDEN DANGERS
KEY: NURSING PROCESS STEP: N/A
MSC: NCLEX: N/A
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5. WHICH FACTOR IS COMMON TO ALL TYPES OF ADULT LEARNERS THAT PREDISPOSES THEM TO
SUCCESS IN A NURSING PROGRAM?
A. FEW RESPONSIBILITIES AT HOME
B. MOTIVATION TO SUCCEED
C. AUTOMATIC QUALIFICATION FOR FINANCIAL AID
D. FEW DAILY DISTRACTIONS
ANSWER: B
THE ONLY STATEMENT APPLICABLE TO ALL TYPES OF ADULT LEARNERS IS THAT THE MAJORITY IS
MOTIVATED TO SUCCEED. THE OTHER FACTORS MAY BE APPLICABLE TO ONE OR TWO
CLASSIFICATIONS OF LEARNERS BUT NOT TO ALL THREE.
DIF: COGNITIVE LEVEL: COMPREHENSION
REF: P. 4
OBJ: 2
TOP: FACTORS PREDISPOSING TO SUCCESS
KEY: NURSING PROCESS STEP: N/A
MSC: NCLEX: N/A
6. WHICH FEAR IS COMMONLY SHARED BY NURSING STUDENTS?
A. SUCCEEDING
B. ECONOMIC PROBLEMS
C. FAILURE
D. RIDICULE
ANSWER: C
SOME DEGREE OF FEAR OF FAILURE IS NEARLY UNIVERSAL AND OFTEN RELATES TO EARLIER FAILURES
OR SETBACKS THE LEARNER HAS EXPERIENCED IN OTHER EDUCATIONAL SETTINGS. FEW INDIVIDUALS
ARE AFRAID OF SUCCEEDING.
UNCERTAINTY ABOUT ECONOMIC ISSUES IS COMMON AMONG STUDENTS BUT IS NOT AS UNIVERSAL AS
FEAR OF FAILURE. FEAR OF RIDICULE IS RARELY A CONCERN; IF PRESENT, IT IS USUALLY SUPERSEDED BY
FEAR OF FAILURE.
DIF: COGNITIVE LEVEL: ANALYSIS REF: P. 4 OBJ: 2 TOP: HIDDEN DANGERS KEY: NURSING
PROCESS STEP: N/A MSC: NCLEX: N/A
7. THE FIRST AMENDMENT OF THE U.S. CONSTITUTION GUARANTEES STUDENTS THE RIGHT TO
A. GRADUATE FROM A PROGRAM.
B. FAIL AN ACADEMIC PROGRAM.
C. EXPRESS ONESELF IN CLASS.
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D. HAVE UNLIMITED ABSENCES.
ANSWER: C
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THE FIRST AMENDMENT PROVIDES FOR FREEDOM OF EXPRESSION AS LONG AS WHAT IS EXPRESSED
DOES NOT DISRUPT CLASS OR INFRINGE ON THE RIGHTS OF PEERS. THE REMAINING OPTIONS ARE
TOPICS THAT ARE NOT ADDRESSED BY THIS AMENDMENT.
DIF: COGNITIVE LEVEL: KNOWLEDGE REF: P. 7 OBJ: 6 TOP: LEARNER RIGHTS KEY: NURSING
PROCESS STEP: N/A MSC: NCLEX: N/A
8. WHICH AMENDMENT TO THE U.S. CONSTITUTION PROTECTS THE LEARNER FROM BEING
ASKED TO LEAVE AN EDUCATIONAL PROGRAM WITHOUT DUE PROCESS?
A. ELEVENTH
B. TWELFTH
C. THIRTEENTH
D. FOURTEENTH
ANSWER: D
THE FOURTEENTH AMENDMENT GUARANTEES DUE PROCESS. THE LEARNER HAS THE RIGHT TO DEFEND
HIM- OR HERSELF IF CHARGED WITH A VIOLATION OF POLICY OR RULES. THE ELEVENTH, TWELFTH, AND
THIRTEENTH AMENDMENTS DO NOT ADDRESS DUE PROCESS.
DIF: COGNITIVE LEVEL: KNOWLEDGE REF: P. 7 OBJ: 6 TOP: LEARNER RIGHTS KEY: NURSING
PROCESS STEP: N/A MSC: NCLEX: N/A
9. WHEN A NURSING STUDENT EXPRESSES CONCERN ABOUT BEING DISMISSED UNFAIRLY
FROM THE PROGRAM, THE MOST EFFECTIVE PEER RESPONSE WOULD BE:
A. “BETTER GET OVER BEING SO NEGATIVE.”
B. “YOU HAVE RIGHTS UNDER THE FOURTEENTH AMENDMENT.”
C. “WATCH WHAT YOU SAY IN CLASS TO REDUCE THIS POSSIBILITY.”
D. “INSTRUCTORS REALLY DO HAVE CONTROL OVER WHAT HAPPENS.”
ANSWER: B
THE FOURTEENTH AMENDMENT GUARANTEES DUE PROCESS TO THE STUDENT. THE LEARNER HAS THE
RIGHT TO DEFEND HIM- OR HERSELF IF CHARGED WITH A VIOLATION OF PROGRAM POLICY OR RULES.
THE OTHER STATEMENTS ARE NOT THE MOST EFFECTIVE RESPONSES TO GIVE A STUDENT CONCERNED
WITH BEING UNFAIRLY DISMISSED.
DIF: COGNITIVE LEVEL: APPLICATIONREF: P. 7 OBJ: 6 TOP: LEARNER RIGHTS KEY: NURSING
PROCESS STEP: N/A MSC: NCLEX: N/A
10. A NURSING STUDENT MONOPOLIZES CLASS DISCUSSIONS. WHICH STATEMENT ABOUT THE
SITUATION IS MOST ACCURATE?
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A. THE STUDENT IS VIOLATING THE RIGHTS OF OTHERS TO PARTICIPATE IN CLASS.
B. THE STUDENT IS DEMONSTRATING INTERDEPENDENCY WITH THE INSTRUCTOR.
C. THE STUDENT IS DEMONSTRATING PASSIVE LEARNING STRATEGIES.
D. THE STUDENT IS AT RISK FOR BEING IMMEDIATELY TERMINATED.
ANSWER: A
THE FIRST AMENDMENT PROVIDES THE RIGHT TO FREEDOM OF SPEECH AS LONG AS WHAT IS SAID
DOES NOT DISRUPT THE CLASS OR INFRINGE ON THE RIGHTS OF OTHER STUDENTS. IN THIS CASE,
THE STUDENT WHO MONOPOLIZES DISCUSSION IS VIOLATING THE RIGHT OF FREE EXPRESSION BY
OTHERS IN THE CLASS.
INTERDEPENDENCY INVOLVES A STUDENT WHO IS ACTIVELY INVOLVED IN HIS OR HER OWN LEARNING
AND WHO HAS A COLLABORATIVE RELATIONSHIP WITH THE INSTRUCTOR. A PASSIVE LEARNER IS
SOMEONE WHO IS NOT ACTIVELY INVOLVED IN HIS OR HER OWN LEARNING. THE FOURTEENTH
AMENDMENT ASSURES THE STUDENT DUE PROCESS, MEANING THAT FIRST THE STUDENT MUST BE
CHARGED WITH A VIOLATION AND PRESENTED WITH EVIDENCE OF MISCONDUCT. THE STUDENT WILL
BE ENTITLED TO STATE HIS OR HER CASE.
DIF: COGNITIVE LEVEL: ANALYSIS REF: P. 7 OBJ: 6 TOP: LEARNER RIGHTS KEY: NURSING
PROCESS STEP: N/A MSC: NCLEX: N/A
11. WHICH REMARK BY A STUDENT IN A NURSING PROGRAM VERBALIZES A STRATEGY THAT
PROMOTES SUCCESS IN THE PROGRAM?
A. “I SET GOALS AND WORK TO ACHIEVE THEM.”
B. “I AVOID INTERACTING WITH INSTRUCTORS.”
C. “I SPEND 2 TO 3 HOURS DAILY SURFING THE NET.”
D. “I LIMIT MY PARTYING TO 3 TO 4 NIGHTS A WEEK.”
ANSWER: A
SETTING GOALS AND WORKING TO IMPLEMENT THEM IS A STRATEGY ASSOCIATED WITH ACTIVE, SELF-
DIRECTED LEARNING AND WILL PROMOTE SUCCESS. THE OTHER RESPONSES REFER TO BEHAVIORS THAT
ARE NOT CONDUCIVE TO SUCCESS, SUCH AS AVOIDING THE FACILITATORS OF YOUR LEARNING
(INSTRUCTORS) AND DEMONSTRATING POOR TIME MANAGEMENT SKILLS.
DIF: COGNITIVE LEVEL: ANALYSIS REF: P. 4 OBJ: 5 TOP: ACTIVE LEARNING KEY: NURSING
PROCESS STEP: N/A MSC: NCLEX: N/A
12. WHICH STATEMENT IS TRUE REGARDING THE TEACHING/LEARNING PROCESS IN
PRACTICAL/VOCATIONAL NURSING?
A. IF THE STUDENT FAILS, THE INSTRUCTOR IS ULTIMATELY AT FAULT.
B. BY ASKING QUESTIONS, THE STUDENT INTERFERES WITH THE INSTRUCTOR’S WORK.
