,TEST BANK FOR n 9 n 9
Contemporary Practical/Vocational Nursing 9th Edition by Corinne Kurzen, Anna LaVonn9 n9 n9 n9 n9 n9 n9 n9 n9
Barrett
n9
Chapter 1-16 n9
Chapter 1, Adjusting to Student Life
n9 n9 n9 n9 n9
1. The nursing student has found the first 2 weeks of the nursing program fascinating but
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
overwhelming. This student is anxious and unable to sleep. What action should the nursing
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
student take to address these feelings?
n9 n9 n9 n9 n9 n9
A. Utilize the counseling services available at the college. n9 n9 n9 n9 n9 n9 n9
B. Reduce the course load. n9 n9 n9
C. Eliminate the family activities and recreational activities. n9 n9 n9 n9 n9 n9
D. Create a study group with some classmates and divide the course work. n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
ANS: n 9 A
Feedback: Counseling services to help students make adjustments and solve problems may be
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
available to students. If so, they are often very helpful. This is preferable to reducing the
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
courses the student is taking or eliminating family and recreational activities, which are
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
beneficial in stress management. Study groups can be helpful, but they are not intended to
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
divide course work.
n9 n9 n9
PTS: 1 DIF: Moderate n REF: p.5, Personal Adjustments
9 n 9 n9 n9 n9
OBJ: 1
n9 NAT: Client Needs: Psychosocial Integrity
n 9 n 9 n9 n9 n9
TOP: Chapter 1 KEY: Integrated Process: Caring
n 9 BLM: Cognitive Level: Apply n9 n 9 n9 n9 n9 n9 n9
NOT: Multiple Choice
n9 n 9 n9
2. A nursing student will soon begin a new course with a new instructor. When encountering a
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
n9 new instructor for the first time, the student should:
n9 n9 n9 n9 n9 n9 n9 n9
A. compliment the instructor on his or her knowledge and skills. n9 n9 n9 n9 n9 n9 n9 n9 n9
B. try to get to know the instructor as much as possible.
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
C. remain silent until the instructor reveals his or her expectations. n9 n9 n9 n9 n9 n9 n9 n9 n9
D. ask as many questions as possible so that the instructor notices the student.
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
ANS: n 9 B
Feedback: Every instructor is different, and it is beneficial to get to know each instructor‘s style,
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
personality, and expectations as much as possible. This does not involve offering personal
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
compliments to the instructor or asking questions for the purpose of becoming known. At the
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
same time, a student should not be completely silent at the start of a course.
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
PTS: 1 DIF: Moderate n REF: p. 6, ProgramStructure
9 n 9 n9 n9 n9
OBJ: 1
n9 NAT: Client Needs: Psychosocial Integrity
n 9 n 9 n9 n9 n9
TOP: Chapter 1 KEY: Integrated Process: Communication and Documentation
n 9 n9 n 9 n9 n9 n9 n9
BLM: Cognitive Level: Apply
n9 NOT: Multiple Choice
n 9 n9 n9 n 9 n9
3. A student has just begun a nursing program and is committed to success. When creating a
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
schedule for the school term, what should the student do?
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
A. Make sure that recreation is prioritized over school work. n9 n9 n9 n9 n9 n9 n9 n9
B. Spread out school work evenly between all 7 days of the week. n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
C. Ensure a balance between school activities and personal life. n9 n9 n9 n9 n9 n9 n9 n9
, D. Put off family activities until the midterm break.
n9 n9 n9 n9 n9 n9 n9
ANS: n 9 C
Feedback: A good schedule should be realistic and balanced. To get the most from the program
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
and still have time for a personal life, the student should make a schedule that fits the time
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
available, not how much time the student wishes was available. This does not mean that school
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
work should suffer because of personal activities, however. It is often helpful to schedule days
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
off rather than studying every day of the week.
n9 n9 n9 n9 n9 n9 n9 n9 n9
PTS: 1 DIF: Easy
n 9 REF: p. 7, Scheduling Your Time n 9 n9 n9 n9 n9
OBJ: 1
n9 n 9
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
n 9 n9 n9 n9 n9 n9 n9 n9 n9 n9
TOP: Chapter 1
n9 KEY: Integrated Process: Communication and Documentation
n 9 n9 n 9 n9 n9 n9 n9
BLM: Cognitive Level: Apply
n9 NOT: Multiple Choice
n 9 n9 n9 n 9 n9
4. When learning how to assess clients‘ health, a student has found that the most beneficial
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
learning technique was watching an online video in which an experienced nurse demonstrated
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
how to conduct an assessment. Which is this student‘s most likely learning style?
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
A. Tactile
B. Visual
C. Auditory
D. Kinesthetic
ANS: n 9 B
Feedback: Visual learners learn best by watching things such as videos, movies, and
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
demonstrations. Tactile and kinesthetic learners benefit from touch. Auditory learners prefer to
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
hear information.
n9 n9
PTS: 1 DIF: Easy
n 9 REF: p. 9, Applying Your Learning Style n 9 n9 n9 n9 n9 n9
OBJ: 3
n9 NAT: Client Needs: Psychosocial Integrity
n 9 n 9 n9 n9 n9
TOP: Chapter 1 KEY: Integrated Process: Teaching/Learning
n 9 n9 n 9 n9 n9
BLM: Cognitive Level: Analyze
n9 NOT: Multiple
n 9 n9 n9 n 9
Choice
n9
5. A nursing student is aware of the importance of critical thinking, especially in clinical
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
situations. When applying the principles of critical thinking to a situation, the student should
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
begin by asking:
n9 n9 n9
A. ―Whatdid I do the last time I encountered asimilarsituation?‖ n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
B. ―Why do I need to act in this situation?‖ n9 n9 n9 n9 n9 n9 n9 n9
C. ―Whatare theconsequences of making the wrong decision in this situation?‖ n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
D. ―What are the facts that I know about this situation?‖ n9 n9 n9 n9 n9 n9 n9 n9 n9
ANS: n 9 D
Feedback: A useful starting point for the critical thinking process is to determine the facts
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
about the situation. This should come before a comparison with previous situations. It is likely
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
not helpful to ask what could possibly go wrong.
n9 n9 n9 n9 n9 n9 n9 n9 n9
PTS: 1 DIF: Difficult
n 9 REF: p. 17, Developing Critical Thinking Skills n 9 n9 n9 n9 n9 n9
OBJ: 4
n9 n 9
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
n 9 n9 n9 n9 n9 n9 n9 n9 n9 n9
TOP: Chapter 1 KEY: Integrated Process: Clinical Problem-solving Process (Nursing Process)
n 9 n9 n 9 n9 n9 n9 n9 n9 n9
BLM: Cognitive Level: Apply
n9 nNOT: Multiple Choice
9 n9 n9 n 9 n9
6. The nursing student is working with a female client who had recent hip surgery. The client
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
n9 was drowsy. The nursing student used critical thinking to determine the action needed to
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
n9 prevent the client from falling. The nursing student should:
n9 n9 n9 n9 n9 n9 n9 n9
, A. walk the client to the bathroom using a walker.
n9 n9 n9 n9 n9 n9 n9 n9
B. transfer the client to a bedside commode. n9 n9 n9 n9 n9 n9
C. provide a fracture bedpan. n9 n9 n9
D. use a gait belt and walk the client to the bathroom.
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
ANS: n 9 C
Feedback: The student‘s synthesis of the facts of a situation and the translation of these facts
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
into action demonstrate effective critical thinking. The client has recently had hip surgery and is
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
drowsy and will be unsteady on her feet, so trying to get her up by transfer to a bedside
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
commode or using a walker or a gait belt will not provide the safest choices for helping the
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
client to be toileted. The fracture bedpan is the safest choice to prevent a fall in the drowsy
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
postoperative client recovering from recent hip surgery.
n9 n9 n9 n9 n9 n9 n9
PTS: 1 DIF: Moderate
n 9 REF: p. 19, Applying Critical Thinking Skills n 9 n9 n9 n9 n9 n9
OBJ: 4
n9 n 9
NAT: Client Needs: Safe and Effective Care Environment: Safety and Infection Control
n 9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
TOP: Chapter 1 KEY: Integrated Process: Clinical Problem-solving Process (Nursing Process)
n 9 n9 n 9 n9 n9 n9 n9 n9 n9
BLM: Cognitive Level: Apply
n9 n NOT: Multiple Choice
9 n9 n9 n 9 n9
7. A nursing student has been informed that much of the content of the nursing program will be
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
n9 presented in the form of lectures. This means that the student should:
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
A. make sure to do the assigned readings prior to each class.
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
B. determine whether the lecture will be beneficial before deciding to attend. n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
C. record each lecture electronically so that it can be referred to later.
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
D. schedule a one-on-one discussion with the instructor after each class. n9 n9 n9 n9 n9 n9 n9 n9 n9
ANS: n 9 A
Feedback: It is important to prepare for lectures by completing reading assignments in
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
advance. A student should attend every class. It is not normally necessary to record every lecture
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
or to meet with the instructor after each class.
n9 n9 n9 n9 n9 n9 n9 n9 n9
PTS: 1 DIF: Easy
n 9 REF: p.19, n 9 n9
Lectures OBJ: 5
n9 n9 n 9
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
n 9 n9 n9 n9 n9 n9 n9 n9 n9 n9
TOP: Chapter 1
n9 KEY: Integrated Process: Communication and Documentation
n 9 n9 n 9 n9 n9 n9 n9
BLM: Cognitive Level: Apply
n9 n NOT: Multiple Choice
9 n9 n9 n 9 n9
8. The student has recently begun the nursing program and is committed to getting the highest
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
grades possible. One of the student‘s strategies for meeting this goal is learning how to take
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
effective notes. What should the student do to make sure the notes are effective? Select all that
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
apply.
n9
A. Aim to write down everything that the instructors say in class.
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
B. Take special note of information that the instructors say is most important.
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
C. Read the notes as soon as possible after class. n9 n9 n9 n9 n9 n9 n9 n9
D. Review the notes regularly. n9 n9 n9
E. Get notes from a classmate to compare with the student‘s notes.
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
ANS: n 9 B, C, D n9 n9
Feedback: Strategies for taking effective notes include highlighting main points, reading notes
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
after class, and reviewing them regularly. Unless the student has been absent, it is not
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
normally necessary to obtain a classmate‘s notes. It is unrealistic and unnecessary to write down
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
everything an instructor says.
n9 n9 n9 n9
Contemporary Practical/Vocational Nursing 9th Edition by Corinne Kurzen, Anna LaVonn9 n9 n9 n9 n9 n9 n9 n9 n9
Barrett
n9
Chapter 1-16 n9
Chapter 1, Adjusting to Student Life
n9 n9 n9 n9 n9
1. The nursing student has found the first 2 weeks of the nursing program fascinating but
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
overwhelming. This student is anxious and unable to sleep. What action should the nursing
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
student take to address these feelings?
n9 n9 n9 n9 n9 n9
A. Utilize the counseling services available at the college. n9 n9 n9 n9 n9 n9 n9
B. Reduce the course load. n9 n9 n9
C. Eliminate the family activities and recreational activities. n9 n9 n9 n9 n9 n9
D. Create a study group with some classmates and divide the course work. n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
ANS: n 9 A
Feedback: Counseling services to help students make adjustments and solve problems may be
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
available to students. If so, they are often very helpful. This is preferable to reducing the
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
courses the student is taking or eliminating family and recreational activities, which are
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
beneficial in stress management. Study groups can be helpful, but they are not intended to
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
divide course work.
n9 n9 n9
PTS: 1 DIF: Moderate n REF: p.5, Personal Adjustments
9 n 9 n9 n9 n9
OBJ: 1
n9 NAT: Client Needs: Psychosocial Integrity
n 9 n 9 n9 n9 n9
TOP: Chapter 1 KEY: Integrated Process: Caring
n 9 BLM: Cognitive Level: Apply n9 n 9 n9 n9 n9 n9 n9
NOT: Multiple Choice
n9 n 9 n9
2. A nursing student will soon begin a new course with a new instructor. When encountering a
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
n9 new instructor for the first time, the student should:
n9 n9 n9 n9 n9 n9 n9 n9
A. compliment the instructor on his or her knowledge and skills. n9 n9 n9 n9 n9 n9 n9 n9 n9
B. try to get to know the instructor as much as possible.
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
C. remain silent until the instructor reveals his or her expectations. n9 n9 n9 n9 n9 n9 n9 n9 n9
D. ask as many questions as possible so that the instructor notices the student.
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
ANS: n 9 B
Feedback: Every instructor is different, and it is beneficial to get to know each instructor‘s style,
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
personality, and expectations as much as possible. This does not involve offering personal
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
compliments to the instructor or asking questions for the purpose of becoming known. At the
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
same time, a student should not be completely silent at the start of a course.
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
PTS: 1 DIF: Moderate n REF: p. 6, ProgramStructure
9 n 9 n9 n9 n9
OBJ: 1
n9 NAT: Client Needs: Psychosocial Integrity
n 9 n 9 n9 n9 n9
TOP: Chapter 1 KEY: Integrated Process: Communication and Documentation
n 9 n9 n 9 n9 n9 n9 n9
BLM: Cognitive Level: Apply
n9 NOT: Multiple Choice
n 9 n9 n9 n 9 n9
3. A student has just begun a nursing program and is committed to success. When creating a
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
schedule for the school term, what should the student do?
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
A. Make sure that recreation is prioritized over school work. n9 n9 n9 n9 n9 n9 n9 n9
B. Spread out school work evenly between all 7 days of the week. n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
C. Ensure a balance between school activities and personal life. n9 n9 n9 n9 n9 n9 n9 n9
, D. Put off family activities until the midterm break.
n9 n9 n9 n9 n9 n9 n9
ANS: n 9 C
Feedback: A good schedule should be realistic and balanced. To get the most from the program
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
and still have time for a personal life, the student should make a schedule that fits the time
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
available, not how much time the student wishes was available. This does not mean that school
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
work should suffer because of personal activities, however. It is often helpful to schedule days
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
off rather than studying every day of the week.
n9 n9 n9 n9 n9 n9 n9 n9 n9
PTS: 1 DIF: Easy
n 9 REF: p. 7, Scheduling Your Time n 9 n9 n9 n9 n9
OBJ: 1
n9 n 9
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
n 9 n9 n9 n9 n9 n9 n9 n9 n9 n9
TOP: Chapter 1
n9 KEY: Integrated Process: Communication and Documentation
n 9 n9 n 9 n9 n9 n9 n9
BLM: Cognitive Level: Apply
n9 NOT: Multiple Choice
n 9 n9 n9 n 9 n9
4. When learning how to assess clients‘ health, a student has found that the most beneficial
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
learning technique was watching an online video in which an experienced nurse demonstrated
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
how to conduct an assessment. Which is this student‘s most likely learning style?
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
A. Tactile
B. Visual
C. Auditory
D. Kinesthetic
ANS: n 9 B
Feedback: Visual learners learn best by watching things such as videos, movies, and
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
demonstrations. Tactile and kinesthetic learners benefit from touch. Auditory learners prefer to
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
hear information.
n9 n9
PTS: 1 DIF: Easy
n 9 REF: p. 9, Applying Your Learning Style n 9 n9 n9 n9 n9 n9
OBJ: 3
n9 NAT: Client Needs: Psychosocial Integrity
n 9 n 9 n9 n9 n9
TOP: Chapter 1 KEY: Integrated Process: Teaching/Learning
n 9 n9 n 9 n9 n9
BLM: Cognitive Level: Analyze
n9 NOT: Multiple
n 9 n9 n9 n 9
Choice
n9
5. A nursing student is aware of the importance of critical thinking, especially in clinical
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
situations. When applying the principles of critical thinking to a situation, the student should
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
begin by asking:
n9 n9 n9
A. ―Whatdid I do the last time I encountered asimilarsituation?‖ n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
B. ―Why do I need to act in this situation?‖ n9 n9 n9 n9 n9 n9 n9 n9
C. ―Whatare theconsequences of making the wrong decision in this situation?‖ n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
D. ―What are the facts that I know about this situation?‖ n9 n9 n9 n9 n9 n9 n9 n9 n9
ANS: n 9 D
Feedback: A useful starting point for the critical thinking process is to determine the facts
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
about the situation. This should come before a comparison with previous situations. It is likely
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
not helpful to ask what could possibly go wrong.
n9 n9 n9 n9 n9 n9 n9 n9 n9
PTS: 1 DIF: Difficult
n 9 REF: p. 17, Developing Critical Thinking Skills n 9 n9 n9 n9 n9 n9
OBJ: 4
n9 n 9
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
n 9 n9 n9 n9 n9 n9 n9 n9 n9 n9
TOP: Chapter 1 KEY: Integrated Process: Clinical Problem-solving Process (Nursing Process)
n 9 n9 n 9 n9 n9 n9 n9 n9 n9
BLM: Cognitive Level: Apply
n9 nNOT: Multiple Choice
9 n9 n9 n 9 n9
6. The nursing student is working with a female client who had recent hip surgery. The client
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
n9 was drowsy. The nursing student used critical thinking to determine the action needed to
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
n9 prevent the client from falling. The nursing student should:
n9 n9 n9 n9 n9 n9 n9 n9
, A. walk the client to the bathroom using a walker.
n9 n9 n9 n9 n9 n9 n9 n9
B. transfer the client to a bedside commode. n9 n9 n9 n9 n9 n9
C. provide a fracture bedpan. n9 n9 n9
D. use a gait belt and walk the client to the bathroom.
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
ANS: n 9 C
Feedback: The student‘s synthesis of the facts of a situation and the translation of these facts
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
into action demonstrate effective critical thinking. The client has recently had hip surgery and is
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
drowsy and will be unsteady on her feet, so trying to get her up by transfer to a bedside
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
commode or using a walker or a gait belt will not provide the safest choices for helping the
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
client to be toileted. The fracture bedpan is the safest choice to prevent a fall in the drowsy
n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
postoperative client recovering from recent hip surgery.
n9 n9 n9 n9 n9 n9 n9
PTS: 1 DIF: Moderate
n 9 REF: p. 19, Applying Critical Thinking Skills n 9 n9 n9 n9 n9 n9
OBJ: 4
n9 n 9
NAT: Client Needs: Safe and Effective Care Environment: Safety and Infection Control
n 9 n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
TOP: Chapter 1 KEY: Integrated Process: Clinical Problem-solving Process (Nursing Process)
n 9 n9 n 9 n9 n9 n9 n9 n9 n9
BLM: Cognitive Level: Apply
n9 n NOT: Multiple Choice
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7. A nursing student has been informed that much of the content of the nursing program will be
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n9 presented 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.
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B. determine whether the lecture will be beneficial before deciding to attend. n9 n9 n9 n9 n9 n9 n9 n9 n9 n9
C. record each lecture electronically so that it can be referred to later.
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D. schedule a one-on-one discussion with the instructor after each class. n9 n9 n9 n9 n9 n9 n9 n9 n9
ANS: n 9 A
Feedback: It is important to prepare for lectures by completing reading assignments in
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advance. A student should attend every class. It is not normally necessary to record every lecture
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or to meet with the instructor after each class.
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PTS: 1 DIF: Easy
n 9 REF: p.19, n 9 n9
Lectures OBJ: 5
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NAT: Client Needs: Safe and Effective Care Environment: Management of Care
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TOP: Chapter 1
n9 KEY: Integrated Process: Communication and Documentation
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BLM: Cognitive Level: Apply
n9 n NOT: Multiple Choice
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8. The student has recently begun the nursing program and is committed to getting the highest
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grades possible. One of the student‘s strategies for meeting this goal is learning how to take
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effective notes. What should the student do to make sure the notes are effective? Select all that
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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. n9 n9 n9 n9 n9 n9 n9 n9
D. Review the notes regularly. n9 n9 n9
E. Get notes from a classmate to compare with the student‘s notes.
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ANS: n 9 B, C, D n9 n9
Feedback: Strategies for taking effective notes include highlighting main points, reading notes
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after 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.
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