TEST BANK FOR SUCCESS IN PRACTICAL VOCATIONAL NU
RSING 8TH EDITION BY KNECHT
Chapter 01: Personal Resources of an Adult Learner Knecht:
| | | | | | | |
Success in Practical/Vocational Nursing, 8th Edition
| | | | | |
MULTIPLE |CHOICE
1. Which |individual |in |a |practical/vocational |nursing |class |would |be |identified |as |a |traditional
adult |learner?
|
a. One |who |has |been |out |of |school |for |many |years
b. One |who |has |children |and |grandchildren
c. One |who |knows |the |routine |of |education
d. One |who |is |in |his |or |her |early |20s
ANS: | D
Traditional |adult |learners |are |individuals |who |come |to |the |educational |program |directly |from
|high |school |or |another |program |of |study. |They |are |usually |in |their |late |teens |or |early |20s. |The
|learner |who |has |been |out |of |school |for |many | years |and |the |learner |who |has |children |and
|grandchildren |would |be |identified |as |a |returning |adult |learner. |The |learner |who |knows |the
|routine |of |education |does |not |provide |sufficient |information |for |classification.
DIF: Cognitive |Level: |Application REF: | p. |3 OBJ: | 1
|TOP: | Adult |Learner KEY: | Nursing |Process |Step: |N/A
|MSC: | NCLEX: |N/A
2. A |student |enrolled |in |an |LPN/LVN |program |states, |“I’m |fresh |out |of |high |school |and |living
alone |for |the |first |time |in |my |life. |I’m |learning |how |to |take |care |of |myself |as |well |as |learning |to
|
care |for |my |patients.” |This |statement |identifies |the |student |as
|
a. a |traditional |adult |learner.
b. a |returning |adult |learner.
c. someone |in |need |of |counseling.
d. someone |who |is |not |accustomed |to |formal |education.
ANS: | A
Traditional |adult |learners |are |individuals |who |are |in |their |late |teens |or |early |20s |who |have
|come |to |the |practical/vocational |program |directly |from |high |school |or |another |program |of
|study. |A |returning |adult |learner |is |someone |who |has |been |out |of |school |for |several |years. |A
|person |in |needed |of |counseling |is |commonly |a |student |who |has |been |evaluated |by |the
|instructor |as |having |areas |that |need |improvement. |This |student |is |a |traditional |adult |learner, |and
|traditional |adult |learners |are |accustomed |to |formal |education.
DIF: Cognitive |Level: |Analysis REF: | p. |3 OBJ: | 1
|TOP: | Adult |Learner KEY: | Nursing |Process |Step: |N/A
|MSC: | NCLEX: |N/A
3. A |nursing |student |states, |“I |have |taken |advantage |of |informal |learning |experiences.” |Another
student |asks, |“Could |you |give |me |an |example?” |The |best |example |of |an |informal |learning
|
,experience |is
|
a. caring |for |a |disabled |family |member.
b. taking |a |continuing |education |course.
c. enrolling |in |an |academic |program.
d. attending |credit |classes |at |the |mall.
, ANS: | A
Informal |learning |experiences |are |those |that |take |place |outside |a |formal |educational |setting. |A
|person |who |cares |for |a |disabled |family |member |would |gain |knowledge |and |skill |in |providing
|personal |care. |An |education |course, |academic |program, |and |credited |classes |all |take |place |in |a
|formal |educational |setting.
DIF: Cognitive |Level: |Comprehension REF: | p. |3 OBJ: | 2
|TOP: | Informal |educational |experience KEY: | Nursing |Process |Step: |N/A
|MSC: | NCLEX: |N/A
4. What |strategy |can |be |used |by |a |nursing |student |to |effectively |combat |a |fear |of |failure?
a. Picture |in |your |mind |the |rewards |of |succeeding
b. Positive |self-talk
c. Create |a |mental |script |of |positive |thoughts
d. All |of |the |above
ANS: | D
Picturing |the |rewards |of |succeeding, |positive |self-talk, |and |a |mental |script |of |positive |thoughts |all
|contribute |a |positive |mental |attitude |and |are |all |ways |to |combat |the |fear |of |failure.
DIF: Cognitive |Level: |Comprehension REF: | | p. |4 OBJ: | | 2
TOP: | Promoting |success |in |the |program |of |study KEY: | Nursing |Process |Step: |N/A
|MSC: | NCLEX: |N/A
5. An |example |of |a |self-talk |“script” |that |promotes |success |in |a |practical/vocational |nursing
program |is
|
a. “I |get |sick |from |smelling |bad |odors.”
b. “What |if |I’m |‘all |thumbs’ |in |practice |lab?”
c. “I |don’t |think |the |instructor |likes |me.”
d. “I |work |well |with |my |hands.”
ANS: | D
The |statement |“I |work |well |with |my |hands” |is |a |positive |thought. |It |focuses |on |a |strength |and
|promotes |the |expectation |that |the |individual |will |succeed. |All |other |options |are |examples |of
|negative |thinking |that |create |expectations |for |problems |and |failure.
DIF: Cognitive |Level: |Analysis REF: | p. |3 OBJ: | 2
|TOP: | Hidden |dangers KEY: | Nursing |Process |Step: |N/A
|MSC: | NCLEX: |N/A
6. Select |the |factor |common |to |ALL |types |of |adult |learners |that |predisposes |them |to |success |in |a
nursing |program.
|
a. They |have |few |responsibilities |at |home.
b. They |have |the |motivation |to |succeed.
c. They |automatically |qualify |for |financial |aid.
d. They |have |few |daily |distractions.
ANS: | B
The |only |statement |applicable |to |all |types |of |adult |learners |is |that |the |majority |is |motivated |to
|succeed. |The |other |factors |may |be |applicable |to |one |or |two |classifications |of |learners |but |not |to
|all |three.
, DIF: Cognitive |Level: |Comprehension REF: | p. |4 OBJ: | 2
|TOP: | Factors |predisposing |to |success KEY: | Nursing |Process |Step: |N/A
|MSC: | NCLEX: |N/A
7. When |a |class |of |nursing |students |discusses |their |concerns |about |their |program, |the |concern
shared |by |most |learners |is |generally |the |fear |of
|
a. succeeding.
b. economic |problems.
c. failure.
d. ridicule.
ANS: | C
Some |degree |of |fear |of |failure |is |nearly |universal |and |often |relates |to |earlier |failures |or
|setbacks |the |learner |has |experienced |in |other |educational |settings. |Few |individuals |are |afraid |of
|succeeding. |Uncertainty |about |economic |issues |is |common |among |students |but |is |not |as
|universal |as |fear |of |failure. |Fear |of |ridicule |is |rarely |a |concern; |if |present, |it |is |usually
|superseded |by |fear |of |failure.
DIF: Cognitive |Level: |Analysis REF: | p. |4 OBJ: | 2
|TOP: | Hidden |dangers KEY: | Nursing |Process |Step: |N/A
|MSC: | NCLEX: |N/A
8. The |First |Amendment |of |the |U.S. |Constitution |guarantees |students |the |right |to
a. graduate |from |a |program.
b. fail |an |academic |program.
c. express |oneself |in |class.
d. have |unlimited |absences.
ANS: | C
The |First |Amendment |provides |for |freedom |of |expression |as |long |as |what |is |expressed |does
|not |disrupt |class |or |infringe |on |the |rights |of |peers. |The |remaining |options |are |topics |that |are
|not |addressed |by |this |amendment.
DIF: Cognitive |Level: |Knowledge REF: | p. |6 OBJ: | 6
|TOP: | Learner |rights KEY: | Nursing |Process |Step: |N/A
|MSC: | NCLEX: |N/A
9. Which |amendment |to |the |U.S. |Constitution |protects |the |learner |from |being |asked |to |leave |an
educational |program |without |due |process?
|
a. Eleventh
b. Twelfth
c. Thirteenth
d. Fourteenth
ANS: | D
The |Fourteenth |Amendment |guarantees |due |process. |The |learner |has |the |right |to |defend |him- |or
|herself |if |charged |with |a |violation |of |policy |or |rules. |The |Eleventh, |Twelfth, |and |Thirteenth
|amendments |do |not |address |due |process.
DIF: Cognitive |Level: |Knowledge REF: | p. |6 OBJ: | 6
|TOP: | Learner |rights KEY: | Nursing |Process |Step: |N/A
RSING 8TH EDITION BY KNECHT
Chapter 01: Personal Resources of an Adult Learner Knecht:
| | | | | | | |
Success in Practical/Vocational Nursing, 8th Edition
| | | | | |
MULTIPLE |CHOICE
1. Which |individual |in |a |practical/vocational |nursing |class |would |be |identified |as |a |traditional
adult |learner?
|
a. One |who |has |been |out |of |school |for |many |years
b. One |who |has |children |and |grandchildren
c. One |who |knows |the |routine |of |education
d. One |who |is |in |his |or |her |early |20s
ANS: | D
Traditional |adult |learners |are |individuals |who |come |to |the |educational |program |directly |from
|high |school |or |another |program |of |study. |They |are |usually |in |their |late |teens |or |early |20s. |The
|learner |who |has |been |out |of |school |for |many | years |and |the |learner |who |has |children |and
|grandchildren |would |be |identified |as |a |returning |adult |learner. |The |learner |who |knows |the
|routine |of |education |does |not |provide |sufficient |information |for |classification.
DIF: Cognitive |Level: |Application REF: | p. |3 OBJ: | 1
|TOP: | Adult |Learner KEY: | Nursing |Process |Step: |N/A
|MSC: | NCLEX: |N/A
2. A |student |enrolled |in |an |LPN/LVN |program |states, |“I’m |fresh |out |of |high |school |and |living
alone |for |the |first |time |in |my |life. |I’m |learning |how |to |take |care |of |myself |as |well |as |learning |to
|
care |for |my |patients.” |This |statement |identifies |the |student |as
|
a. a |traditional |adult |learner.
b. a |returning |adult |learner.
c. someone |in |need |of |counseling.
d. someone |who |is |not |accustomed |to |formal |education.
ANS: | A
Traditional |adult |learners |are |individuals |who |are |in |their |late |teens |or |early |20s |who |have
|come |to |the |practical/vocational |program |directly |from |high |school |or |another |program |of
|study. |A |returning |adult |learner |is |someone |who |has |been |out |of |school |for |several |years. |A
|person |in |needed |of |counseling |is |commonly |a |student |who |has |been |evaluated |by |the
|instructor |as |having |areas |that |need |improvement. |This |student |is |a |traditional |adult |learner, |and
|traditional |adult |learners |are |accustomed |to |formal |education.
DIF: Cognitive |Level: |Analysis REF: | p. |3 OBJ: | 1
|TOP: | Adult |Learner KEY: | Nursing |Process |Step: |N/A
|MSC: | NCLEX: |N/A
3. A |nursing |student |states, |“I |have |taken |advantage |of |informal |learning |experiences.” |Another
student |asks, |“Could |you |give |me |an |example?” |The |best |example |of |an |informal |learning
|
,experience |is
|
a. caring |for |a |disabled |family |member.
b. taking |a |continuing |education |course.
c. enrolling |in |an |academic |program.
d. attending |credit |classes |at |the |mall.
, ANS: | A
Informal |learning |experiences |are |those |that |take |place |outside |a |formal |educational |setting. |A
|person |who |cares |for |a |disabled |family |member |would |gain |knowledge |and |skill |in |providing
|personal |care. |An |education |course, |academic |program, |and |credited |classes |all |take |place |in |a
|formal |educational |setting.
DIF: Cognitive |Level: |Comprehension REF: | p. |3 OBJ: | 2
|TOP: | Informal |educational |experience KEY: | Nursing |Process |Step: |N/A
|MSC: | NCLEX: |N/A
4. What |strategy |can |be |used |by |a |nursing |student |to |effectively |combat |a |fear |of |failure?
a. Picture |in |your |mind |the |rewards |of |succeeding
b. Positive |self-talk
c. Create |a |mental |script |of |positive |thoughts
d. All |of |the |above
ANS: | D
Picturing |the |rewards |of |succeeding, |positive |self-talk, |and |a |mental |script |of |positive |thoughts |all
|contribute |a |positive |mental |attitude |and |are |all |ways |to |combat |the |fear |of |failure.
DIF: Cognitive |Level: |Comprehension REF: | | p. |4 OBJ: | | 2
TOP: | Promoting |success |in |the |program |of |study KEY: | Nursing |Process |Step: |N/A
|MSC: | NCLEX: |N/A
5. An |example |of |a |self-talk |“script” |that |promotes |success |in |a |practical/vocational |nursing
program |is
|
a. “I |get |sick |from |smelling |bad |odors.”
b. “What |if |I’m |‘all |thumbs’ |in |practice |lab?”
c. “I |don’t |think |the |instructor |likes |me.”
d. “I |work |well |with |my |hands.”
ANS: | D
The |statement |“I |work |well |with |my |hands” |is |a |positive |thought. |It |focuses |on |a |strength |and
|promotes |the |expectation |that |the |individual |will |succeed. |All |other |options |are |examples |of
|negative |thinking |that |create |expectations |for |problems |and |failure.
DIF: Cognitive |Level: |Analysis REF: | p. |3 OBJ: | 2
|TOP: | Hidden |dangers KEY: | Nursing |Process |Step: |N/A
|MSC: | NCLEX: |N/A
6. Select |the |factor |common |to |ALL |types |of |adult |learners |that |predisposes |them |to |success |in |a
nursing |program.
|
a. They |have |few |responsibilities |at |home.
b. They |have |the |motivation |to |succeed.
c. They |automatically |qualify |for |financial |aid.
d. They |have |few |daily |distractions.
ANS: | B
The |only |statement |applicable |to |all |types |of |adult |learners |is |that |the |majority |is |motivated |to
|succeed. |The |other |factors |may |be |applicable |to |one |or |two |classifications |of |learners |but |not |to
|all |three.
, DIF: Cognitive |Level: |Comprehension REF: | p. |4 OBJ: | 2
|TOP: | Factors |predisposing |to |success KEY: | Nursing |Process |Step: |N/A
|MSC: | NCLEX: |N/A
7. When |a |class |of |nursing |students |discusses |their |concerns |about |their |program, |the |concern
shared |by |most |learners |is |generally |the |fear |of
|
a. succeeding.
b. economic |problems.
c. failure.
d. ridicule.
ANS: | C
Some |degree |of |fear |of |failure |is |nearly |universal |and |often |relates |to |earlier |failures |or
|setbacks |the |learner |has |experienced |in |other |educational |settings. |Few |individuals |are |afraid |of
|succeeding. |Uncertainty |about |economic |issues |is |common |among |students |but |is |not |as
|universal |as |fear |of |failure. |Fear |of |ridicule |is |rarely |a |concern; |if |present, |it |is |usually
|superseded |by |fear |of |failure.
DIF: Cognitive |Level: |Analysis REF: | p. |4 OBJ: | 2
|TOP: | Hidden |dangers KEY: | Nursing |Process |Step: |N/A
|MSC: | NCLEX: |N/A
8. The |First |Amendment |of |the |U.S. |Constitution |guarantees |students |the |right |to
a. graduate |from |a |program.
b. fail |an |academic |program.
c. express |oneself |in |class.
d. have |unlimited |absences.
ANS: | C
The |First |Amendment |provides |for |freedom |of |expression |as |long |as |what |is |expressed |does
|not |disrupt |class |or |infringe |on |the |rights |of |peers. |The |remaining |options |are |topics |that |are
|not |addressed |by |this |amendment.
DIF: Cognitive |Level: |Knowledge REF: | p. |6 OBJ: | 6
|TOP: | Learner |rights KEY: | Nursing |Process |Step: |N/A
|MSC: | NCLEX: |N/A
9. Which |amendment |to |the |U.S. |Constitution |protects |the |learner |from |being |asked |to |leave |an
educational |program |without |due |process?
|
a. Eleventh
b. Twelfth
c. Thirteenth
d. Fourteenth
ANS: | D
The |Fourteenth |Amendment |guarantees |due |process. |The |learner |has |the |right |to |defend |him- |or
|herself |if |charged |with |a |violation |of |policy |or |rules. |The |Eleventh, |Twelfth, |and |Thirteenth
|amendments |do |not |address |due |process.
DIF: Cognitive |Level: |Knowledge REF: | p. |6 OBJ: | 6
|TOP: | Learner |rights KEY: | Nursing |Process |Step: |N/A
