Claywell LPN To RN Transitions 3rd Edition - Test Bank

Chapter 03: Classroom Study Habits That Work Test Bank MULTIPLE CHOICE 1. A first semester student is struggling in class and did not do well on her last exam. She has determined the problem to be her lack of skill in note-taking. What can the student do in order to take more effective notes during lecture? a. Focus on writing key words and phrases. b. Photocopy someone else’s notes. c. Write verbatim all that is said. d. Practice memorization in class instead of taking notes. ANS: A The student should focus on writing key words and phrases in order to be more effective at note-taking. Photocopying someone else’s notes, writing verbatim, and memorizing lecture will not help the student with effective note-taking. DIF: Cognitive Level: Application REF: Page 36 OBJ: Describe the components of effective listening. TOP: Note-Taking 2. A student nurse feels that his reading skills are not adequate. Which action would he take in order to have effective reading skills? a. Focus on improving reading speed. b. Read slowly and thoroughly. c. Ask his friends and family read to him. d. Passively engage in reading. ANS: A Evidence relates reading speed to comprehension; the faster you read, the more you understand what you are reading. DIF: Cognitive Level: Application REF: Pages 37-38 OBJ: Describe how to improve reading skills. TOP: Reading Skills 3. A struggling student admits that she is reading the same paragraph over and over when she tries to read the text. The instructor recognizes this as inhibitory to her comprehension of the material. Which suggestion could the instructor make to the student to help correct the situation? a. “Just keep trying. Maybe you need to read it over a few times to get it.” b. “Maybe you are waiting too late at night to study. Try studying earlier in the day.” c. “Try putting your finger under the words one at a time.” d. “If the words are a stumbling block, study them alone first, and then as you read, you will be less likely to stumble over them and regress.” ANS: D Regression, or rereading what was just read, may be caused by stumbling over unfamiliar terms that cause reading to slow and decrease. DIF: Cognitive Level: Application REF: Pages 37-38 OBJ: Describe how to improve reading skills. TOP: Reading Skills 4. The five-step method of thoroughly studying is composed of which steps in order? a. Scan, skim, survey, read, recite, review. b. Scan, skim, read, recite, review, reread. c. Survey, question, read, recite, review. d. Survey, question, read, review, reread. ANS: C SQRRR is a tried and true method: survey, question, read, recite, and review. DIF: Cognitive Level: Knowledge REF: Page 40 OBJ: Prepare to study effectively using the SQRRR method. TOP: Study Methods 5. A nursing student is preparing for her first day of lecture. She knows that in order to succeed, she should: a. skip the first day of class and read the material at home. b. sit in the front of the room, away from distractions. c. take notes from the book during lecture time. d. sit in the back of the class, next to her best friend. ANS: B Students should sit in the front of the classroom for optimal learning, away from distractions. DIF: Cognitive Level: Application REF: Pages 34-35 OBJ: Prepare for success in the classroom. TOP: Classroom Study Habits 6. A patient comes to the emergency department with complaints of crushing chest pain that radiates down his left arm. While reviewing his health history with the RN, the patient states that he has been getting over a cold. He also has seasonal allergies and is allergic to peanuts. The nurse interprets the major detail for the patient’s ER visit as the patient: a. has a peanut allergy. b. is experiencing crushing chest pain. c. is getting over a cold. d. has seasonal allergies. ANS: B The major detail in this scenario is the patient’s crushing chest pain, which brought him into the ER. All other are minor details. DIF: Cognitive Level: Analysis REF: Page 38 OBJ: Distinguish between major and minor details. TOP: Major/Minor Details 7. The RN is performing an assessment on a patient being admitted for back pain. The nurse interprets which of the patient’s statements as a minor detail? a. The patient has not been able to void in 12 hours. b. The patient ate 90% of his meal. c. The patient reports being unable to walk. d. The patient was involved in a car accident 2 days ago. ANS: B Minor details support the major details and peripherally support the main idea. In this scenario, the patient eating 90% of his meal is a minor detail. The other choices are major details. DIF: Cognitive Level: Analysis REF: Page 38 OBJ: Distinguish between major and minor details. TOP: Major/Minor Details 8. A student has been out of school for a number of years. She is concerned that she may not be able to study effectively. What action can the student take that will increase her ability to focus on her studies? a. Study for 1 hour a night. b. Study in a loud coffee shop. c. Stay up all night before tests to make sure she is proficient. d. Study with the TV off. ANS: D The student should learn ways to study effectively in order to succeed in school. Studying for only 1 hour per night, studying in a loud coffee shop, and staying up all night to study are not ways to study effectively. DIF: Cognitive Level: Application REF: Page 37 OBJ: Describe positive classroom study habits. TOP: Improving Study Habits 9. A student is reviewing new material for an upcoming test. She has decided to highlight so that she can come back later to easily review the material. How can she use highlighting to be successful? a. She should highlight the first time she reads the material. b. She should highlight no more than 20% of the material. c. She should use only one method of highlighting. d. She should highlight the entire chapter. ANS: B The student should read the material at least once before she begins highlighting. Highlighting during the first read through, using only one method of highlighting, and highlighting the entire chapter would not assist the student in being successful. DIF: Cognitive Level: Application REF: Page 38 OBJ: Describe how to improve reading skills. TOP: Highlighting 10. A student is trying to develop better study habits. She knows that for every hour of class, it is advised that she study for ______ hours. a. 3 to 4 b. 2 to 3 c. 4 to 5 d. 5 to 6 ANS: B For every hour of class the student should spend 2 to 3 hours studying in order to be successful. DIF: Cognitive Level: Knowledge REF: Page 41 OBJ: Prepare to study effectively using the SQRRR method. TOP: Study Habits 11. Multiple incorrect options on a test are known as: a. stems. b. structured responses. c. distractors. d. negative indicators. ANS: C Multiple incorrect options on a test are known as distractors. DIF: Cognitive Level: Knowledge REF: Page 43 OBJ: Incorporate strategies to improve test taking. TOP: Test-Taking Skills MULTIPLE RESPONSE 1. A nursing student knows that effective listening requires attention and preparation. What actions can she take to ensure that she is proficient? (Select all that apply.) a. Read over the assigned material before class begins. b. Read over the material as soon as class is over. c. No special attention or preparation is required. d. Read the material during class. e. Study independently during discussion time. ANS: A, B To listen effectively, prepare for what you will hear before class. In class maintain concentration and actively engage in the discussion, and then after class review notes and add clarifying comments. DIF: Cognitive Level: Application REF: Page 35 OBJ: Describe the components of effective listening. TOP: Listening 2. You are a first semester nursing student and have just received your first reading assignment for class tomorrow. You know that in order to succeed you will need to practice effective listening. Which actions would prepare you for class tomorrow? (Select all that apply.) a. Read over the assigned material tonight. b. Scan over the material before class, looking at the main points and subpoints. c. Read the text during class instead of listening to lecture. d. Review your notes immediately after class. e. Do not review anything before class. ANS: A, B, D In order to be prepared for class you should: Read over assigned material the night before; scan over the material before class, looking at both main points and subpoints; and review notes immediately after class. Practicing effective listening includes giving the instructor your undivided attention. Often instructors emphasize points that they do not want students to miss. These points often end up on exams. DIF: Cognitive Level: Application REF: Page 35 OBJ: Learn effective listening skills. TOP: Effective Listening 3. A student is studying for an upcoming test. She has read the assigned text once and is now ready to highlight. Which actions by the student indicate that she understands how to highlight? (Select all that apply.) a. Uses circles to highlight key words or phrases b. Draws an asterisk next to an important paragraph or sentence c. Underlines sentences of importance d. Draws squares around words for emphasis e. Marks a section with a star for future reference ANS: A, B, C, E Circles, asterisks, underlines, and stars are all acceptable ways of highlighting that would indicate differences in the material. DIF: Cognitive Level: Application REF: Page 38 OBJ: Identify ways of highlighting. TOP: Highlighting 4. A student has just listened to a lecture on better strategies for studying. Which of the student’s actions indicate understanding? (Select all that apply.) a. Wait until the evening to study. b. Begin with the most difficult subjects. c. Create a conducive study environment. d. Record the lectures and listen to them in your car. e. Begin to study the day before an exam. ANS: B, C, D Beginning study sessions with the most difficult subjects, creating a conducive study environment, and listening to lectures in your car are all ways to create better strategies for studying. DIF: Cognitive Level: Application REF: Page 41 OBJ: Incorporate strategies to improve test taking. TOP: Study StrategiesChapter 06: Distinguishing the RN Role from the LPN/LVN Role Test Bank MULTIPLE CHOICE 1. A nurse manager is discussing the RN’s scope of practice with a new hire. Which statement, made by the new hire, is not true of the RN’s scope of practice? a. “A nurse may be disciplined by the Board of Nursing for practicing beyond his or her scope of practice.” b. “Scope of practice is legally defined by the American Nurses Association.” c. “Scope of practice defines the responsibilities of nurses.” d. “Scope of practice can be found in state nurse practice acts.” ANS: B The RN’s scope of practice is legally defined by state nurse practice acts, not the ANA. A nurse may be disciplined by the Board of Nursing. The scope of practice defines the responsibilities of nurses and can be found in state nurse practice acts. DIF: Cognitive Level: Application REF: Page 94 OBJ: Compare and contrast the scope of practice for the LPN/LVN and the RN. TOP: Scope of Practice MSC: NCLEX: Safe, Effective Care Environment: Management of Care 2. The nursing student is reviewing the different organizations that provide services for nurses. She interprets the American Nurses Credentialing Center as: a. an association that provides accreditation for baccalaureate and higher degree nursing education programs. b. the unifying body for the state boards of nursing. c. an association that offers certification in many nursing specialties. d. an organization that offers the national licensure examination. ANS: C The American Nurses Credentialing Center offers certification in many nursing specialties. The Commission on Collegiate Nursing Education provides nursing school accreditation. The National Council of State Boards of Nursing is the unifying body for the state boards of nursing. NCLEX is the national licensure examination implemented by the National Council of State Boards of Nursing. DIF: Cognitive Level: Analysis REF: Page 93 OBJ: Recognize the differences in the educational preparation of the LPN/LVN and RN. TOP: Educational Preparation MSC: NCLEX: Safe, Effective Care Environment: Management of Care 3. The student is studying the history of nursing education. She is able to identify which nursing degree program as the first one in the United States for RNs? a. Associate’s degree b. Bachelor’s degree c. Diploma degree d. Master’s degree ANS: C The first nursing degree program in the United States was the diploma, which began in 1872. The associate’s, bachelor’s, and master’s nursing programs came later. DIF: Cognitive Level: Synthesis REF: Page 90 OBJ: Recognize the differences in the educational preparation of the LPN/LVN and RN. TOP: Educational Preparation MSC: NCLEX: Safe, Effective Care Environment: Management of Care 4. Which function falls within the LPN/LVN’s scope of practice? a. Formulating the plan of care b. Collecting data c. Selecting nursing diagnoses d. Setting goals, objectives, and outcomes ANS: B One of the many functions of the LPN/LVN is that of data collector. Formulating the plan of care; selecting nursing diagnoses; and setting goals, objectives, and outcomes are not in the scope of practice for the practical nurse and must be performed by an RN. DIF: Cognitive Level: Application REF: Page 94 OBJ: Compare and contrast the professional roles of the LPN/LVN and the RN. TOP: Professional Roles MSC: NCLEX: Safe, Effective Care Environment: Management of Care 5. Which of the following is an example of professional advocacy in nursing? a. Charting and writing up a medication error b. Writing up a nursing assistant for excessive absences c. Writing one’s senator concerning mandatory overtime d. Mentoring a new graduate RN who is new to the unit ANS: C Writing one’s senator concerning mandatory overtime is professional advocacy. Charting and writing up a medication error, writing up a nursing assistant, and mentoring a new graduate are expectations of the RN. DIF: Cognitive Level: Application REF: Pages 82-83 OBJ: Describe various role elements that are inherent in the scope of registered nursing practice. TOP: Role Elements MSC: NCLEX: Safe, Effective Care Environment: Management of Care 6. The RN is caring for the following patients. Which patient and task are most appropriate to assign to the LPN/LVN? a. A 34-year-old female patient who will need discharge teaching b. A 40-year-old postoperative male patient who needs a dressing change c. A 64-year-old female patient who needs a bed bath d. A 79-year-old patient whose plan of care needs to be updated ANS: B The LPN/LVN is skilled in dressing changes. The nursing assistant is skilled in giving a bed bath. Discharge teaching and updating the plan of care are tasks that must be performed by the RN. DIF: Cognitive Level: Application REF: Page 94 OBJ: Compare and contrast the scope of practice for the LPN/LVN and the RN. TOP: Professional Roles MSC: NCLEX: Safe, Effective Care Environment: Management of Care 7. The charge nurse is creating assignments for the oncoming shift. She notices that today staffing consists of three RNs and one LPN. Which assignment would be most appropriate for the LPN? a. Acute MI: needs preparation for the catheter lab b. Flu-like symptoms: needs reassessment of vital signs every hour c. Possible stroke: needs anticoagulation therapy d. Dehydration: needs IVF boluses and IV antiemetics ANS: B The most appropriate assignment for the LPN would be the patient with flu-like symptoms. The LPN can perform basic assessment and data collection and can meet the basic needs of the patient. The RNs should be assigned the patients with acute MI, possible stroke, and dehydration, all of whom require critical thinking and a higher level of care. DIF: Cognitive Level: Application REF: Page 94 OBJ: Compare and contrast the scope of practice for the LPN/LVN and the RN. TOP: Professional Roles 8. The RN understands that the National League for Nursing (NLN) delineates three professional roles of the associate degree nurse when she lists all of the following except: a. manager of care. b. team player. c. provider of care. d. member of profession. ANS: B The NLN delineates the following as professional roles of the associate degree nurse: manager of care, provider of care, and member of the profession. For all three of these roles, the nurse follows the nursing process. The NLN does not delineate being a team player as a professional role. DIF: Cognitive Level: Application REF: Page 91 OBJ: Compare and contrast the scope of practice for the LPN/LVN and the RN. TOP: Registered Nursing 9. An LPN/LVN in RN school is experiencing frustration because the expectations of her as a nurse at work are very different from her role as a student in nursing school, and fulfilling both is confusing at times. She has an appropriate understanding of her situation when she states that it is known as: a. role conflict. b. dissociative behavior. c. coping mechanism. d. license confusion. ANS: A Role conflict may occur when expectations or requirements of competing roles are incompatible. DIF: Cognitive Level: Application REF: Page 81 OBJ: Discuss the concept of role transition from practical nurse to registered nurse. TOP: Role Transition MSC: NCLEX: Psychosocial Integrity 10. A nurse manager is teaching a class about the different role elements of RNs. If she has an adequate understanding, she can state that a care provider is: a. “a nurse who medically manages patients.” b. “an RN who carries out interventions that assist patients to meet positive outcomes.” c. “a nurse who seeks out new endeavors.” d. “a nurse who seeks out positive changes in the best interest of his or her patients.” ANS: B Care provider is the role element of the RN when interventions are provided. DIF: Cognitive Level: Application REF: Page 82 OBJ: Describe various role elements that are inherent in the scope of registered nursing practice. TOP: Role Transition MSC: NCLEX: Caring 11. A student is preparing for an exam on the different role elements of an RN. She is prepared for the exam when she can state that all of the following are elements of the RN role except: a. collaborator. b. manager. c. counselor. d. therapist. ANS: D Although there are many therapists involved in the collaborative care of the patient, RNs are not therapists. Collaborator, manager, and counselor are identified elements of the RN role. DIF: Cognitive Level: Application REF: Pages 82-83 OBJ: Describe various role elements that are inherent in the scope of registered nursing practice. TOP: Role Transition MSC: NCLEX: Caring 12. An RN has called the physician to explain that the patient is having second thoughts about a procedure and would like to learn more about the alternatives before proceeding. In this instance the RN is enacting the element of the RN role known as: a. counselor. b. researcher. c. advocate. d. mentor. ANS: C The registered nurse’s role as advocate requires the nurse to be a protector willing to shield the client and family from harm. In assuming this duty, the nurse chooses to provide complete, honest information to those in his or her care and to speak up against any harmful or unnecessary forces that could impede progress toward a healthy state. A client advocate agrees to “take the side” of the health care recipient and “stand up for” the patient’s rights to autonomy and self-determination. DIF: Cognitive Level: Application REF: Page 83 OBJ: Describe various role elements that are inherent in the scope of registered nursing practice. TOP: Role Transition MSC: NCLEX: Safe, Effective Care Environment: Management of Care 13. An RN student is discussing formal role socialization with her nursing professor. The professor believes the RN student has a good understanding when she states that formal role socialization: a. “can occur in any informal setting.” b. “occurs during patient teaching.” c. “does not occur in the classroom setting.” d. “only occurs spontaneously.” ANS: B Formal professional role socialization is planned rather than happening spontaneously or vicariously. It involves planned educational experiences, such as performing physical assessment, developing nursing diagnoses for a patient’s care plan, or doing patient teaching. DIF: Cognitive Level: Application REF: Page 80 OBJ: Describe the process of professional socialization from practical nurse to that of registered nurse. TOP: Role Transition MSC: NCLEX: Psychosocial Integrity 14. The student understands that the LPN/LVN role differs from the RN role in many areas. She shows understanding when she can state that the LPN/LVN and RN are similar in which area? a. Educational preparation b. Thinking skills c. Assessment skills d. Basic psychomotor skills ANS: D LPN/LVNs and RNs have similar preparation in basic psychomotor skills such as wound care, urinary catheterization, patient hygiene, and so on. It is the critical thinking and assessment skills that go beyond the basic task that make a difference. DIF: Cognitive Level: Application REF: Pages 85-86 OBJ: Compare and contrast differences in role responsibilities of practical and registered nurses. TOP: RN to LPN/LVN Role Comparison MSC: NCLEX: Nursing Process 15. A student in an LPN to RN transition program is at the clinical site and monitoring the vital signs of a patient receiving blood. At 15 minutes into the infusion, the patient begins to complain of itching and shortness of breath. It is evident that the student nurse is developing critical thinking skills when she does which of the following? a. Stops the infusion, calls for the patient’s nurse, and reports a possible reaction to the blood. b. Calls for the patient’s nurse and asks whether she can slow the infusion down. c. Continues with routine monitoring and reports the patient’s condition as unremarkable. d. Calls for the patient’s nurse and asks whether she can speed up the infusion to deliver the blood faster. ANS: A The student nurse is developing critical thinking skills of an RN when she connects the idea that the shortness of breath and itching are linked to the infusion and quickly takes action to prevent further harm to the patient. DIF: Cognitive Level: Application REF: Page 86 OBJ: Discuss the concept of role transition from practical nurse to registered nurse. TOP: Role Transition 16. Which action defines the nurse as a care provider in an inpatient setting? a. Holding an information session on diabetes management and prevention b. Running a blood pressure screening in the lobby of the hospital c. Assisting new parents after the delivery of preterm twins d. Handing out pamphlets on how to lower cholesterol ANS: C The nurse who assists new parents after the delivery of preterm twins is an example of a care provider role within the inpatient setting. Outpatient care provider roles include promotion and restoration of health through the use of screenings and interventions. DIF: Cognitive Level: Application REF: Page 82 OBJ: Describe various role elements that are inherent in the scope of registered nursing practice. TOP: Care Provider Role 17. The nurse would assume the care provider role of educator during which action? a. Leading a hand washing initiative to reduce infection rates b. Answering a new mother’s questions about breastfeeding c. Working with colleagues to transfer a patient into a rehab center d. Requesting more pain medications for a patient who is recovering from a total hip replacement ANS: B The nurse assumes the care provider role of educator when she answers a new mother’s questions about breastfeeding. Leading a hand washing initiative refers to a change agent. Working with colleagues to transfer a patient refers to the collaborator role. The nurse functions as an advocate when he or she requests more medication for a patient recovering from surgery. DIF: Cognitive Level: Application REF: Page 83 OBJ: Describe various role elements that are inherent in the scope of registered nursing practice. TOP: Role Elements 18. A nurse on a postsurgical unit is alarmed by the number of postoperative infections that have been reported for her unit over the last year. The nurse acquires data from other hospitals and begins observing the health care team to determine the hand washing rates. This nurse is functioning in which care provider role? a. Manager b. Change agent c. Researcher d. Counselor ANS: C The nurse who researches the infection rate and begins data gathering by observing is functioning in the researcher role. Managers oversee change, change agents initiate change, and counselors assist patients and families with psychosocial needs. DIF: Cognitive Level: Application REF: Page 84 OBJ: Describe various role elements that are inherent in the scope of registered nursing practice. TOP: Role Elements 19. The RN utilizes problem-solving skills to do all of the following except: a. establish mutual goals with the patient and family. b. formulate a care plan. c. assist patients to achieve expected outcomes in the plan of care. d. oversee implementation and evaluation of the plan. ANS: C The LPN/LVN typically assists patients to achieve expected outcomes in the plan of care. The RN utilizes problem-solving skills to formulate a plan of care, establish mutual goals, and oversee the implementation and evaluation of the plan. DIF: Cognitive Level: Application REF: Page 88 OBJ: Compare and contrast the scope of practice for the LPN/LVN and the RN. TOP: Care Planning MULTIPLE RESPONSE 1. The registered nurse takes on different care provider roles in the health care setting. Which roles could the nurse assume when caring for a patient who has just been diagnosed with cancer? (Select all that apply.) a. Counselor b. Educator c. Advocate d. Collaborator e. Medical power of attorney ANS: A, B, C, D The nurse functions in the care provider roles of counselor, educator, advocate, and collaborator when caring for this patient. The nurse would not take on the role of medical power of attorney for the patient. DIF: Cognitive Level: Application REF: Pages 82-84 OBJ: Describe various role elements that are inherent in the scope of registered nursing practice. TOP: Role Elements