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Contemporary Practical/Vocational Nursing 9th Edition by Corinne Kurzen, Anna LaVon Ba
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rrett
Chapter 1-16 +i




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 ov
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erwhelming. This student is anxious and unable to sleep. What action should the nursing st
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udent take to address these feelings?
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A. Utilize the counseling services available at the college.
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B. Reduce the course load. +i +i +i


C. Eliminate the family activities and recreational activities. +i +i +i +i +i +i


D. Create a study group with some classmates and divide the course work.
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ANS: A + i


Feedback: Counseling services to help students make adjustments and solve problems may be
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available to students. If so, they are often very helpful. This is preferable to reducing the cou
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rses the student is taking or eliminating family and recreational activities, which are benefici
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al in stress management. Study groups can be helpful, but they are not intended to divide co
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urse work. +i




PTS: 1 + i DIF: Moderate
REF: p. 5, Personal Adjustments OBJ: 1
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NAT: Client Needs: Psychosocial Integrity
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TOP: Chapter 1 + i +i KEY: Integrated Process: Caring
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BLM: Cognitive Level: Apply NOT: Multiple Choice
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2. A nursing student will soon begin a new course with a new instructor. When encountering a
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+i new instructor for the first time, the student should:
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A. compliment the instructor on his or her knowledge and skills. +i +i +i +i +i +i +i +i +i


B. try to get to know the instructor as much as possible.
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C. remain silent until the instructor reveals his or her expectations.
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D. ask as many questions as possible so that the instructor notices the student.
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ANS: B + i


Feedback: Every instructor is different, and it is beneficial to get to know each instructor‘s styl
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e, personality, and expectations as much as possible. This does not involve offering personal
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compliments to the instructor or asking questions for the purpose of becoming known. At th
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e same time, a student should not be completely silent at the start of a course.
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PTS: 1 + i DIF: Moderate
REF: p. 6, Program Structure OBJ: 1
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NAT: Client Needs: Psychosocial Integrity
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TOP: Chapter 1 + i +i


KEY: Integrated Process: Communication and Documentation +i +i +i +i +i


+i BLM: Cognitive Level: Apply + i NOT: Multiple Choice +i +i + i +i




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



Feedback: A good schedule should be realistic and balanced. To get the most from the progr
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am and still have time for a personal life, the student should make a schedule that fits the time
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available, not how much time the student wishes was available. This does not mean that sch
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ool work should suffer because of personal activities, however. It is often helpful to schedul
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e days off rather than studying every day of the week.
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PTS: 1 DIF: Easy
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REF: p. 7, Scheduling Your Time OBJ: 1 + i +i +i +i +i +i + i


NAT: Client Needs: Safe and Effective Care Environment: Management of Care
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TOP: Chapter 1 + i +i


KEY: Integrated Process: Communication and Documentation +i +i +i +i +i


BLM: Cognitive Level: Apply
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4. When learning how to assess clients‘ health, a student has found that the most beneficial lea
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rning technique was watching an online video in which an experienced nurse demonstrated ho
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w to conduct an assessment. Which is this student‘s most likely learning style?
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A. Tactile
B. Visual
C. Auditory
D. Kinesthetic
ANS: B + i


Feedback: Visual learners learn best by watching things such as videos, movies, and demo
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nstrations. Tactile and kinesthetic learners benefit from touch. Auditory learners prefer to he
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ar information.
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PTS: 1 + i DIF: Easy
REF: p. 9, Applying Your Learning Style OBJ: 3
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NAT: Client Needs: Psychosocial Integrity
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TOP: Chapter 1 + i +i


KEY: Integrated Process: Teaching/Learning +i +i +i


+i BLM: Cognitive Level: Analyze +i +i +i


NOT: Multiple Choice + i +i




5. A nursing student is aware of the importance of critical thinking, especially in clinical situ
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ations. When applying the principles of critical thinking to a situation, the student should be
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gin by asking: +i +i


A. ―What did I do the last time I encountered a similar situation?‖
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B. ―Why do I need to act in this situation?‖ +i +i +i +i +i +i +i +i


C. ―What are the consequences of making the wrong decision in this situation?‖
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D. ―What are the facts that I know about this situation?‖ +i +i +i +i +i +i +i +i +i




ANS: D + i


Feedback: A useful starting point for the critical thinking process is to determine the facts ab
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out the situation. This should come before a comparison with previous situations. It is likely n
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ot helpful to ask what could possibly go wrong.
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PTS: 1 DIF: Difficult
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REF: p. 17, Developing Critical Thinking Skills OBJ: 4 + i +i +i +i +i +i +i + i


NAT: Client Needs: Safe and Effective Care Environment: Management of Care
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TOP: Chapter 1 KEY: Integrated Process: Clinical Problem-
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solving Process (Nursing Process) BLM: Cognitive Level: Apply
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6. The nursing student is working with a female client who had recent hip surgery. The client
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