,TEST BANK FOR
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Contemporary Practical/Vocational Nursing 9th Edition by Corinne Kurzen, Anna LaVon Barr
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ett
Chapter 1-16 st
Chapter 1, Adjusting to Student Life
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1. The nursing student has found the first 2 weeks of the nursing program fascinating but overw
st st st st st st st st st st st st st st st
helming. This student is anxious and unable to sleep. What action should the nursing student ta
st st st st st st st st st st st st st st st
ke to address these feelings?
st st st st
A. Utilize the counseling services available at the college. st st st st st st st
B. Reduce the course load. st st st
C. Eliminate the family activities and recreational activities. st st st st st st
D. Create a study group with some classmates and divide the course work. st st st st st st st st st st st
ANS: A s t
Feedback: Counseling services to help students make adjustments and solve problems may be ava
st st st st st st st st st st st st st
ilable to students. If so, they are often very helpful. This is preferable to reducing the courses the
st st st st st st st st st st st st st st st st st st
student is taking or eliminating family and recreational activities, which are beneficial in stress
st st st st st st st st st st st st st st
management. Study groups can be helpful, but they are not intended to divide course work. st st st st st st st st st st st st st st
PTS: 1 s t DIF: Moderate
REF: p. 5, Personal Adjustments OBJ: 1 s t st st st st s t
NAT: Client Needs: Psychosocial Integrity s t st st st
TOP: Chapter 1 s t st KEY: Integrated Process: Caring s t st st
BLM: Cognitive Level: Apply NOT: Multiple Choice st st st st s t st
2. A nursing student will soon begin a new course with a new instructor. When encountering a new
st st st st st st st st st st st st st st st st
instructor for the first time, the student should:
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A. compliment the instructor on his or her knowledge and skills. st st st st st st st st st
B. try to get to know the instructor as much as possible.
st st st st st st st st st st
C. remain silent until the instructor reveals his or her expectations. st st st st st st st st st
D. ask as many questions as possible so that the instructor notices the student.
st st st st st st st st st st st st
ANS: B s t
Feedback: Every instructor is different, and it is beneficial to get to know each instructor‘s style, p
st st st st st st st st st st st st st st st st
ersonality, and expectations as much as possible. This does not involve offering personal compli
st st st st st st st st st st st st st
ments to the instructor or asking questions for the purpose of becoming known. At the same time,
st st st st st st st st st st st st st st st st
a student should not be completely silent at the start of a course.
st st st st st st st st st st st st st
PTS: 1 s t DIF: Moderate
REF: p. 6, Program Structure OBJ: 1 s t st st st st s t
NAT: Client Needs: Psychosocial Integrity s t st st st
TOP: Chapter 1 s t st
KEY: Integrated Process: Communication and Documentation s t st st st st st
BLM: Cognitive Level: Apply s tNOT: Multiple Choice st st s t st
3. A student has just begun a nursing program and is committed to success. When creating a sch
st st st st st st st st st st st st st st st st
edule for the school term, what should the student do?
st st st st st st st st st
A. Make sure that recreation is prioritized over school work. st st st st st st st st
B. Spread out school work evenly between all 7 days of the week. st st st st st st st st st st st
,C. Ensure a balance between school activities and personal life.
st st st st st st st st
, D. Put off family activities until the midterm break. st st st st st st st
ANS: C s t
Feedback: A good schedule should be realistic and balanced. To get the most from the program a
st st st st st st st st st st st st st st st st
nd still have time for a personal life, the student should make a schedule that fits the time available,
st st st st st st st st st st st st st st st st st st
not how much time the student wishes was available. This does not mean that school work shoul
st st st st st st st st st st st st st st st st st
d suffer because of personal activities, however. It is often helpful to schedule days off rather tha
st st st st st st st st st st st st st st st st
n studying every day of the week.
st st st st st st
PTS: 1 DIF: Easy s t
REF: p. 7, Scheduling Your Time OBJ: 1 s t st st st st st s t
NAT: Client Needs: Safe and Effective Care Environment: Management of Care TOP
s t st st st st st st st st st st
: Chapter 1
s t st
KEY: Integrated Process: Communication and Documentation s t st st st st st
BLM: Cognitive Level: Apply NOT: Multiple Choice
s t st st s t st
4. When learning how to assess clients‘ health, a student has found that the most beneficial learnin
st st st st st st st st st st st st st st st
g technique was watching an online video in which an experienced nurse demonstrated how to co
st st st st st st st st st st st st st st st
nduct an assessment. Which is this student‘s most likely learning style?
st st st st st st st st st st
A. Tactile
B. Visual
C. Auditory
D. Kinesthetic
ANS: B s t
Feedback: Visual learners learn best by watching things such as videos, movies, and demonstr
st st st st st st st st st st st st st
ations. Tactile and kinesthetic learners benefit from touch. Auditory learners prefer to hear infor
st st st st st st st st st st st st st
mation.
PTS: 1 s t DIF: Easy
REF: p. 9, Applying Your Learning Style OBJ: 3 s t st st st st st st s t
NAT: Client Needs: Psychosocial Integrity s t st st st
TOP: Chapter 1 s t st
KEY: Integrated Process: Teaching/Learning s t st st st
BLM: Cognitive Level: Analyze NOT: Multiple Choice
s t st st s t st
5. A nursing student is aware of the importance of critical thinking, especially in clinical situatio
st st st st st st st st st st st st st st
ns. When applying the principles of critical thinking to a situation, the student should begin by as
st st st st st st st st st st st st st st st st
king:
A. ―What did Ido the last time Iencountered a similar situation?‖ st st st st st st st st st st st
B. ―Why do I need to act in this situation?‖ st st st st st st st st
C. ―What are the consequences of making the wrong decision in this situation?‖ st st st st st st st st st st st
D. ―What are the facts that I know about this situation?‖ st st st st st st st st st
ANS: D s t
Feedback: A useful starting point for the critical thinking process is to determine the facts about t
st st st st st st st st st st st st st st st st
he situation. This should come before a comparison with previous situations. It is likely not helpfu
st st st st st st st st st st st st st st st
l to ask what could possibly go wrong.
st st st st st st st
PTS: 1 DIF: Difficults t
REF: p. 17, Developing Critical Thinking Skills OBJ: 4 s t st st st st st st s t
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
s t st st st st st st st st st
TOP: Chapter 1 KEY: Integrated Process: Clinical Problem-
s t st s t st st st
solving Process (Nursing Process) BLM: Cognitive Level: Apply
st NOT: Multiple Choice st st st s t st st s t st
6. The nursing student is working with a female client who had recent hip surgery. The client was
st st st st st st st st st st st st st st st st s
t drowsy. The nursing student used critical thinking to determine the action needed to prevent
st st st st st st st st st st st st st st
st st
Contemporary Practical/Vocational Nursing 9th Edition by Corinne Kurzen, Anna LaVon Barr
st st st st st st st st st st
ett
Chapter 1-16 st
Chapter 1, Adjusting to Student Life
st st st st st
1. The nursing student has found the first 2 weeks of the nursing program fascinating but overw
st st st st st st st st st st st st st st st
helming. This student is anxious and unable to sleep. What action should the nursing student ta
st st st st st st st st st st st st st st st
ke to address these feelings?
st st st st
A. Utilize the counseling services available at the college. st st st st st st st
B. Reduce the course load. st st st
C. Eliminate the family activities and recreational activities. st st st st st st
D. Create a study group with some classmates and divide the course work. st st st st st st st st st st st
ANS: A s t
Feedback: Counseling services to help students make adjustments and solve problems may be ava
st st st st st st st st st st st st st
ilable to students. If so, they are often very helpful. This is preferable to reducing the courses the
st st st st st st st st st st st st st st st st st st
student is taking or eliminating family and recreational activities, which are beneficial in stress
st st st st st st st st st st st st st st
management. Study groups can be helpful, but they are not intended to divide course work. st st st st st st st st st st st st st st
PTS: 1 s t DIF: Moderate
REF: p. 5, Personal Adjustments OBJ: 1 s t st st st st s t
NAT: Client Needs: Psychosocial Integrity s t st st st
TOP: Chapter 1 s t st KEY: Integrated Process: Caring s t st st
BLM: Cognitive Level: Apply NOT: Multiple Choice st st st st s t st
2. A nursing student will soon begin a new course with a new instructor. When encountering a new
st st st st st st st st st st st st st st st st
instructor for the first time, the student should:
st st st st st st st st
A. compliment the instructor on his or her knowledge and skills. st st st st st st st st st
B. try to get to know the instructor as much as possible.
st st st st st st st st st st
C. remain silent until the instructor reveals his or her expectations. st st st st st st st st st
D. ask as many questions as possible so that the instructor notices the student.
st st st st st st st st st st st st
ANS: B s t
Feedback: Every instructor is different, and it is beneficial to get to know each instructor‘s style, p
st st st st st st st st st st st st st st st st
ersonality, and expectations as much as possible. This does not involve offering personal compli
st st st st st st st st st st st st st
ments to the instructor or asking questions for the purpose of becoming known. At the same time,
st st st st st st st st st st st st st st st st
a student should not be completely silent at the start of a course.
st st st st st st st st st st st st st
PTS: 1 s t DIF: Moderate
REF: p. 6, Program Structure OBJ: 1 s t st st st st s t
NAT: Client Needs: Psychosocial Integrity s t st st st
TOP: Chapter 1 s t st
KEY: Integrated Process: Communication and Documentation s t st st st st st
BLM: Cognitive Level: Apply s tNOT: Multiple Choice st st s t st
3. A student has just begun a nursing program and is committed to success. When creating a sch
st st st st st st st st st st st st st st st st
edule for the school term, what should the student do?
st st st st st st st st st
A. Make sure that recreation is prioritized over school work. st st st st st st st st
B. Spread out school work evenly between all 7 days of the week. st st st st st st st st st st st
,C. Ensure a balance between school activities and personal life.
st st st st st st st st
, D. Put off family activities until the midterm break. st st st st st st st
ANS: C s t
Feedback: A good schedule should be realistic and balanced. To get the most from the program a
st st st st st st st st st st st st st st st st
nd still have time for a personal life, the student should make a schedule that fits the time available,
st st st st st st st st st st st st st st st st st st
not how much time the student wishes was available. This does not mean that school work shoul
st st st st st st st st st st st st st st st st st
d suffer because of personal activities, however. It is often helpful to schedule days off rather tha
st st st st st st st st st st st st st st st st
n studying every day of the week.
st st st st st st
PTS: 1 DIF: Easy s t
REF: p. 7, Scheduling Your Time OBJ: 1 s t st st st st st s t
NAT: Client Needs: Safe and Effective Care Environment: Management of Care TOP
s t st st st st st st st st st st
: Chapter 1
s t st
KEY: Integrated Process: Communication and Documentation s t st st st st st
BLM: Cognitive Level: Apply NOT: Multiple Choice
s t st st s t st
4. When learning how to assess clients‘ health, a student has found that the most beneficial learnin
st st st st st st st st st st st st st st st
g technique was watching an online video in which an experienced nurse demonstrated how to co
st st st st st st st st st st st st st st st
nduct an assessment. Which is this student‘s most likely learning style?
st st st st st st st st st st
A. Tactile
B. Visual
C. Auditory
D. Kinesthetic
ANS: B s t
Feedback: Visual learners learn best by watching things such as videos, movies, and demonstr
st st st st st st st st st st st st st
ations. Tactile and kinesthetic learners benefit from touch. Auditory learners prefer to hear infor
st st st st st st st st st st st st st
mation.
PTS: 1 s t DIF: Easy
REF: p. 9, Applying Your Learning Style OBJ: 3 s t st st st st st st s t
NAT: Client Needs: Psychosocial Integrity s t st st st
TOP: Chapter 1 s t st
KEY: Integrated Process: Teaching/Learning s t st st st
BLM: Cognitive Level: Analyze NOT: Multiple Choice
s t st st s t st
5. A nursing student is aware of the importance of critical thinking, especially in clinical situatio
st st st st st st st st st st st st st st
ns. When applying the principles of critical thinking to a situation, the student should begin by as
st st st st st st st st st st st st st st st st
king:
A. ―What did Ido the last time Iencountered a similar situation?‖ st st st st st st st st st st st
B. ―Why do I need to act in this situation?‖ st st st st st st st st
C. ―What are the consequences of making the wrong decision in this situation?‖ st st st st st st st st st st st
D. ―What are the facts that I know about this situation?‖ st st st st st st st st st
ANS: D s t
Feedback: A useful starting point for the critical thinking process is to determine the facts about t
st st st st st st st st st st st st st st st st
he situation. This should come before a comparison with previous situations. It is likely not helpfu
st st st st st st st st st st st st st st st
l to ask what could possibly go wrong.
st st st st st st st
PTS: 1 DIF: Difficults t
REF: p. 17, Developing Critical Thinking Skills OBJ: 4 s t st st st st st st s t
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
s t st st st st st st st st st
TOP: Chapter 1 KEY: Integrated Process: Clinical Problem-
s t st s t st st st
solving Process (Nursing Process) BLM: Cognitive Level: Apply
st NOT: Multiple Choice st st st s t st st s t st
6. The nursing student is working with a female client who had recent hip surgery. The client was
st st st st st st st st st st st st st st st st s
t drowsy. The nursing student used critical thinking to determine the action needed to prevent
st st st st st st st st st st st st st st
