LPN
LPN TO RN
TRANSITIONS 4TH
EDITION TEST
BANK Questions
and Answers Latest
Edition 2025 TOP
RATED A+
,LPN
Chapter 01: Study Habits and Test-Taking SKILLSCLAYWELL: LPN TO RN TRANSITIONS, 4TH
EDITION
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 orderto 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 atnote taking.
Photocopying someone else’s notes, writing verbatim, and memorizing lecturewill not help the student
with effective note taking.
DIF: Cognitive Level: Application 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 inorder
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 youunderstand what you
are reading.
DIF: Cognitive Level: Application OBJ: Describe how to improve reading skills.TOP: Effective
Reading
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 thematerial. 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 unfamiliarterms that cause
reading to slow and decrease.
DIF: Cognitive Level: Application OBJ: Describe how to improve reading skills.TOP: Effective
Reading
4. The student is listening to a lecture on the SQRRR method. Which statement indicates
thatteaching has been effective?
a. “The appropriate way to use the method is to scan, skim, survey, read,
,LPN
recite,review”.
b. “The appropriate way to use the method is to scan, skim, read, recite,
review,reread”.
c. “The appropriate way to use the method is to survey, question, read, recite,review”.
d. “The appropriate way to use the method is to survey, question, read, review,reread”.
ANS: C
SQRRR is a tried and true method: survey, question, read, recite, and review.
DIF: Cognitive Level: Evaluation
OBJ: Prepare to study effectively using the SQRRR method.TOP: Improving Your Study Skills
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.
N
DIF: Cognitive Level: Application
OBJ: Describe positive face-to-face and online class strategies.TOP: General Face-to-Face Classroom
Behaviors
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 statesthat 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 intothe ER. All
other are minor details.
DIF: Cognitive Level: Analysis 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
nurseinterprets 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 majordetails.
DIF: Cognitive Level: Analysis OBJ: Describe how to improve reading skills.TOP: Relating Details to a
Main Idea
8. A student has been out of school for a number of years. She is concerned that she may not beable
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.
, LPN
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 foronly 1 hour
per night, studying in a loud coffee shop, and staying up all night to study are notways to study effectively.
DIF: Cognitive Level: Application
OBJ: Prepare to study effectively using the SQRRR method.TOP: More Study Strategies
9. A student is reviewing new maNterial 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. Highlightingduring 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 OBJ: Describe how to improve reading skills.TOP: Highlighting
Appropriately
10. The student is listening to a lecture on better study habits. Which statement indicates thatteaching
has been effective?
a. “I should study for 3 to 4”.
b. “I should study for 2 to 3”.
c. “I should study for 4 to 5”.
d. “I should study for 5 to 6”.
ANS: B
For every hour of class the student should spend 2 to 3 hours studying in order to besuccessful.
DIF: Cognitive Level: Evaluation
OBJ: Prepare to study effectively using the SQRRR method.TOP: Improving Your Study Skills
11. The student is attending a lecture on improving test taking. Which statement indicates that
theteaching has been effective?
a. “Multiple incorrect options on a test are stems”.
b. “Multiple incorrect options on a test are structured responses”.
c. “Multiple incorrect options on a test are distracters”.
d. “Multiple incorrect options on a test are negative indicators”.
ANS: C
Multiple incorrect options on a test are known as distracters.
DIF: Cognitive Level: Evaluation 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. Whatactions
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.
LPN TO RN
TRANSITIONS 4TH
EDITION TEST
BANK Questions
and Answers Latest
Edition 2025 TOP
RATED A+
,LPN
Chapter 01: Study Habits and Test-Taking SKILLSCLAYWELL: LPN TO RN TRANSITIONS, 4TH
EDITION
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 orderto 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 atnote taking.
Photocopying someone else’s notes, writing verbatim, and memorizing lecturewill not help the student
with effective note taking.
DIF: Cognitive Level: Application 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 inorder
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 youunderstand what you
are reading.
DIF: Cognitive Level: Application OBJ: Describe how to improve reading skills.TOP: Effective
Reading
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 thematerial. 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 unfamiliarterms that cause
reading to slow and decrease.
DIF: Cognitive Level: Application OBJ: Describe how to improve reading skills.TOP: Effective
Reading
4. The student is listening to a lecture on the SQRRR method. Which statement indicates
thatteaching has been effective?
a. “The appropriate way to use the method is to scan, skim, survey, read,
,LPN
recite,review”.
b. “The appropriate way to use the method is to scan, skim, read, recite,
review,reread”.
c. “The appropriate way to use the method is to survey, question, read, recite,review”.
d. “The appropriate way to use the method is to survey, question, read, review,reread”.
ANS: C
SQRRR is a tried and true method: survey, question, read, recite, and review.
DIF: Cognitive Level: Evaluation
OBJ: Prepare to study effectively using the SQRRR method.TOP: Improving Your Study Skills
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.
N
DIF: Cognitive Level: Application
OBJ: Describe positive face-to-face and online class strategies.TOP: General Face-to-Face Classroom
Behaviors
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 statesthat 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 intothe ER. All
other are minor details.
DIF: Cognitive Level: Analysis 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
nurseinterprets 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 majordetails.
DIF: Cognitive Level: Analysis OBJ: Describe how to improve reading skills.TOP: Relating Details to a
Main Idea
8. A student has been out of school for a number of years. She is concerned that she may not beable
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.
, LPN
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 foronly 1 hour
per night, studying in a loud coffee shop, and staying up all night to study are notways to study effectively.
DIF: Cognitive Level: Application
OBJ: Prepare to study effectively using the SQRRR method.TOP: More Study Strategies
9. A student is reviewing new maNterial 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. Highlightingduring 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 OBJ: Describe how to improve reading skills.TOP: Highlighting
Appropriately
10. The student is listening to a lecture on better study habits. Which statement indicates thatteaching
has been effective?
a. “I should study for 3 to 4”.
b. “I should study for 2 to 3”.
c. “I should study for 4 to 5”.
d. “I should study for 5 to 6”.
ANS: B
For every hour of class the student should spend 2 to 3 hours studying in order to besuccessful.
DIF: Cognitive Level: Evaluation
OBJ: Prepare to study effectively using the SQRRR method.TOP: Improving Your Study Skills
11. The student is attending a lecture on improving test taking. Which statement indicates that
theteaching has been effective?
a. “Multiple incorrect options on a test are stems”.
b. “Multiple incorrect options on a test are structured responses”.
c. “Multiple incorrect options on a test are distracters”.
d. “Multiple incorrect options on a test are negative indicators”.
ANS: C
Multiple incorrect options on a test are known as distracters.
DIF: Cognitive Level: Evaluation 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. Whatactions
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.
