Test Bank For Contemporary Practical/ Vocational Nursing 9th Edition by Corinne Kurzen; Anna LaVon Barrett Chapter 1-16 Complete Guide.

TEST BANK FOR
Contemporary Practical/Vocational Nursing 9th Edition by Corinne Kurzen, Anna LaVon
Barrett
Chapter 1-16



Chapter 1, Adjusting to Student Life

1. The nursing student has found the first 2 weeks of the nursing program fascinating but
overwhelming. This student is anxious and unable to sleep. What action should the nursing
student take to address these feelings?
A. Utilize the counseling services available at the college.
B. Reduce the course load.
C. Eliminate the family activities and recreational activities.
D. Create a study group with some classmates and divide the course work.
ANS: A
Feedback: Counseling services to help students make adjustments and solve problems may be
available to students. If so, they are often very helpful. This is preferable to reducing the
courses the student is taking or eliminating family and recreational activities, which are
beneficial in stress management. Study groups can be helpful, but they are not intended to
divide course work.

PTS: 1 DIF: Moderate REF: p. 5, Personal Adjustments
OBJ: 1 NAT: Client Needs: Psychosocial Integrity
TOP: Chapter 1 KEY: Integrated Process: Caring BLM: Cognitive Level: Apply
NOT: Multiple Choice

2. A nursing student will soon begin a new course with a new instructor. When encountering a
new instructor for the first time, the student should:
A. compliment the instructor on his or her knowledge and skills.
B. try to get to know the instructor as much as possible.
C. remain silent until the instructor reveals his or her expectations.
D. ask as many questions as possible so that the instructor notices the student.
ANS: B
Feedback: Every instructor is different, and it is beneficial to get to know each instructor‘s
style, personality, and expectations as much as possible. This does not involve offering
personal compliments to the instructor or asking questions for the purpose of becoming
known. At the same time, a student should not be completely silent at the start of a course.

PTS: 1 DIF: Moderate REF: p. 6, Program Structure
OBJ: 1 NAT: Client Needs: Psychosocial Integrity
TOP: Chapter 1 KEY: Integrated Process: Communication and Documentation
BLM: Cognitive Level: Apply NOT: Multiple Choice

3. A student has just begun a nursing program and is committed to success. When creating a
schedule for the school term, what should the student do?
A. Make sure that recreation is prioritized over school work.
B. Spread out school work evenly between all 7 days of the week.
C. Ensure a balance between school activities and personal life.

, D. Put off family activities until the midterm break.
ANS: C
Feedback: A good schedule should be realistic and balanced. To get the most from the
program and still have time for a personal life, the student should make a schedule that fits the
time available, not how much time the student wishes was available. This does not mean that
school work should suffer because of personal activities, however. It is often helpful to
schedule days off rather than studying every day of the week.

PTS: 1 DIF: Easy REF: p. 7, Scheduling Your Time
OBJ: 1
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
TOP: Chapter 1 KEY: Integrated Process: Communication and Documentation
BLM: Cognitive Level: Apply NOT: Multiple Choice

4. When learning how to assess clients‘ health, a student has found that the most beneficial
learning technique was watching an online video in which an experienced nurse demonstrated
how to conduct an assessment. Which is this student‘s most likely learning style?
A. Tactile
B. Visual
C. Auditory
D. Kinesthetic
ANS: B
Feedback: Visual learners learn best by watching things such as videos, movies, and
demonstrations. Tactile and kinesthetic learners benefit from touch. Auditory learners prefer
to hear information.

PTS: 1 DIF: Easy REF: p. 9, Applying Your Learning Style
OBJ: 3 NAT: Client Needs: Psychosocial Integrity
TOP: Chapter 1 KEY: Integrated Process: Teaching/Learning
BLM: Cognitive Level: Analyze NOT: Multiple Choice

5. A nursing student is aware of the importance of critical thinking, especially in clinical
situations. When applying the principles of critical thinking to a situation, the student should
begin by asking:
A. ―What did I do the last time I encountered a similar situation?‖
B. ―Why do I need to act in this situation?‖
C. ―What are the consequences of making the wrong decision in this situation?‖
D. ―What are the facts that I know about this situation?‖
ANS: D
Feedback: A useful starting point for the critical thinking process is to determine the facts
about the situation. This should come before a comparison with previous situations. It is likely
not helpful to ask what could possibly go wrong.

PTS: 1 DIF: Difficult REF: p. 17, Developing Critical Thinking Skills
OBJ: 4
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
TOP: Chapter 1 KEY: Integrated Process: Clinical Problem-solving Process (Nursing Process)
BLM: Cognitive Level: Apply NOT: Multiple Choice

6. The nursing student is working with a female client who had recent hip surgery. The client
was drowsy. The nursing student used critical thinking to determine the action needed to
prevent the client from falling. The nursing student should:

, A. walk the client to the bathroom using a walker.
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B. transfer the client to a bedside commode. jk jk jk jk jk jk



C. provide a fracture bedpan. jk jk jk



D. use a gait belt and walk the client to the bathroom.
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ANS: C j k



Feedback: The student‘s synthesis of the facts of a situation and the translation of these facts int
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o action demonstrate effective critical thinking. The client has recently had hip surgery and is dro
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wsy and will be unsteady on her feet, so trying to get her up by transfer to a bedside commode o
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r using a walker or a gait belt will not provide the safest choices for helping the client to be toilet
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ed. The fracture bedpan is the safest choice to prevent a fall in the drowsy postoperative client r
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ecovering from recent hip surgery. jk jk jk jk




PTS: 1 DIF: Moderatej k



REF: p. 19, Applying Critical Thinking Skills OBJ: 4 j k jk jk jk jk jk jk j k



NAT: Client Needs: Safe and Effective Care Environment: Safety and Infection Control
j k jk jk jk jk jk jk jk jk jk jk



TOP: Chapter 1 KEY: Integrated Process: Clinical Problem-
j k jk j k jk jk jk



solving Process (Nursing Process) BLM: Cognitive Level: Apply
jk NOT: Multiple Choice jk jk jk j k jk jk j k jk




7. A nursing student has been informed that much of the content of the nursing program will be pre
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sented in the form of lectures. This means that the student should:
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A. make sure to do the assigned readings prior to each class. jk jk jk jk jk jk jk jk jk jk



B. determine whether the lecture will be beneficial before deciding to attend. jk jk jk jk jk jk jk jk jk jk



C. record each lecture electronically so that it can be referred to later. jk jk jk jk jk jk jk jk jk jk jk



D. schedule a one-on-one discussion with the instructor after each class. jk jk jk jk jk jk jk jk jk




ANS: A j k



Feedback: It is important to prepare for lectures by completing reading assignments in advance.
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A student should attend every class. It is not normally necessary to record every lecture or to mee
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t with the instructor after each class.
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PTS: 1 DIF: Easy j k



REF: p. 19, Lectures OBJ: 5 j k jk jk jk j k



NAT: Client Needs: Safe and Effective Care Environment: Management of Care TO
j k jk jk jk jk jk jk jk jk jk jk



P: Chapter 1 j k jk



KEY: Integrated Process: Communication and Documentation j k jk jk jk jk jk



BLM: Cognitive Level: Apply NOT: Multiple Choice
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8. The student has recently begun the nursing program and is committed to getting the highest gra
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des possible. One of the student‘s strategies for meeting this goal is learning how to take effecti
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ve notes. What should the student do to make sure the notes are effective? Select all that apply.
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A. Aim to write down everything that the instructors say in class.
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B. Take special note of information that the instructors say is most important.
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C. Read the notes as soon as possible after class. jk jk jk jk jk jk jk jk



D. Review the notes regularly. jk jk jk



E. Get notes from a classmate to compare with the student‘s notes.
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ANS: B, C, D j k jk jk



Feedback: Strategies for taking effective notes include highlighting main points, reading notes af
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ter class, and reviewing them regularly. Unless the student has been absent, it is not
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normally necessary to obtain a classmate‘s notes. It is unrealistic and unnecessary to write down
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everything an instructor says. jk jk jk

, PTS: 1 DIF: Difficult
j k



REF: p. 19, Taking Notes OBJ: 6 j k jk jk jk jk j k



NAT: Client Needs: Safe and Effective Care Environment: Management of Care TO
j k jk jk jk jk jk jk jk jk jk jk



P: Chapter 1
j k jk



KEY: Integrated Process: Communication and Documentation j k jk jk jk jk jk



BLM: Cognitive Level: Apply j k NOT: Multiple Selection jk jk j k jk




9. A nursing student who has recently begun a nursing program is discussing study habits with his
jk jk jk jk jk jk jk jk jk jk jk jk jk jk jk



or her classmates. Which statement by the student‘s classmates suggests effective study habi
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ts?
A. ―I find it‘s best to study the easy subjects first and then the hard subjects.‖
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B. ―In order to be efficient, I always try to do my studying as fast as I can.‖
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C. ―I don‘t take a break until I‘ve finished everything that I have to study.‖
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D. ―I try to schedule my studying ahead of time so that I get everything done.‖
jk jk jk jk jk jk jk jk jk jk jk jk jk jk




ANS: D j k



Feedback: Creating a schedule for studying is conducive to effective time management and s
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uccess. It is best to study hard subjects before easy subjects. Regular breaks are important, an
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d effectiveness, not speed, is the goal of studying.
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PTS: 1 DIF: Moderate
j k



REF: p. 22, Studying OBJ: 1 j k jk jk jk j k



NAT: Client Needs: Safe and Effective Care Environment: Management of Care
j k jk jk jk jk jk jk jk jk jk jk



TOP: Chapter 1 KEY: Integrated Process: Teaching/Learning
j k jk j k jk jk



BLM: Cognitive Level: Apply j k NOT: Multiple Choice jk jk j k jk




10. A nursing student has learned that the nursing program will require frequent, lengthy readings. In
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response, the student has resolved to apply the SQ3R method. This means that the student will b
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egin each reading session by:
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A. writing down questions about the subject matter of an assigned reading. jk jk jk jk jk jk jk jk jk jk



B. looking over the reading for main headings, figures, titles, and objectives. jk jk jk jk jk jk jk jk jk jk



C. slowly and conscientiously reading the material. jk jk jk jk jk



D. reading the material aloud. jk jk jk




ANS: B j k



Feedback: The SQ3R method begins by surveying the chapter or unit by reading the title, object
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ives, key words, chapter heads, introduction, italicized passages, graphs, illustrations, photos, an
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d end-of-
jk



chapter questions before you begin normal reading. Writing down questions follows this, as do
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es a more detailed reading. Reading aloud is useful to some students, but this is not normally th
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e first step in the process.
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PTS: 1 DIF: Difficult
j k



REF: p. 25, Reading Assignments OBJ: 5 j k jk jk jk jk j k



NAT: Client Needs: Safe and Effective Care Environment: Management of Care
j k jk jk jk jk jk jk jk jk jk jk



TOP: Chapter 1 KEY: Integrated Process: Teaching/Learning
j k jk j k jk jk



BLM: Cognitive Level: Apply j k NOT: Multiple Choice jk jk j k jk




11. The client wants to know the latest research about diabetes to guide care. Which resource w
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ould be best for the nurse to use to provide the requested information?
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A. Textbook published this year jk jk jk



B. Peer-reviewed evidence-based journal jk jk



C. Brochure from an organization supplying diabetes supplies jk jk jk jk jk jk