Test Bank For Contemporary Practical/Vocational Nursing 9th Edition by Corinne Kurzen; Anna LaVon Barrett 9781975136215 Chapter 1-16 Complete Guide.

,TEST BANK FOR
5r 5r



Contemporary Practical/Vocational Nursing 9th Edition by Corinne Kurzen, Anna LaVon B
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


arrett
Chapter 1-165r




Chapter 1, Adjusting to Student Life
5r 5r 5r 5r 5r




1. The nursing student has found the first 2 weeks of the nursing program fascinating but ov
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


erwhelming. This student is anxious and unable to sleep. What action should the nursing st
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


udent take to address these feelings?
5r 5r 5r 5r 5r


A. Utilize the counseling services available at the college.
5r 5r 5r 5r 5r 5r 5r


B. Reduce the course load. 5r 5r 5r


C. Eliminate the family activities and recreational activities. 5r 5r 5r 5r 5r 5r


D. Create a study group with some classmates and divide the course work.
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r




ANS: A 5 r


Feedback: Counseling services to help students make adjustments and solve problems may be
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


available to students. If so, they are often very helpful. This is preferable to reducing the cou
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


rses the student is taking or eliminating family and recreational activities, which are benefici
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


al in stress management. Study groups can be helpful, but they are not intended to divide co
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


urse work. 5r




PTS: 1 5 r DIF: Moderate
REF: p. 5, Personal Adjustments OBJ: 1
5 r 5r 5r 5r 5r 5 r


NAT: Client Needs: Psychosocial Integrity
5 r 5r 5r 5r


TOP: Chapter 1 5 r 5r KEY: Integrated Process: Caring
5 r 5r 5r


BLM: Cognitive Level: Apply NOT: Multiple Choice
5r 5r 5r 5r 5 r 5r




2. A nursing student will soon begin a new course with a new instructor. When encountering a
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5


r new instructor for the first time, the student should:
5r 5r 5r 5r 5r 5r 5r 5r


A. compliment the instructor on his or her knowledge and skills. 5r 5r 5r 5r 5r 5r 5r 5r 5r


B. try to get to know the instructor as much as possible.
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


C. remain silent until the instructor reveals his or her expectations.
5r 5r 5r 5r 5r 5r 5r 5r 5r


D. ask as many questions as possible so that the instructor notices the student.
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r




ANS: B 5 r


Feedback: Every instructor is different, and it is beneficial to get to know each instructor‘s styl
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


e, personality, and expectations as much as possible. This does not involve offering personal
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


compliments to the instructor or asking questions for the purpose of becoming known. At the
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


same time, a student should not be completely silent at the start of a course.
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r




PTS: 1 5 r DIF: Moderate
REF: p. 6, Program Structure OBJ: 1
5 r 5r 5r 5r 5r 5 r


NAT: Client Needs: Psychosocial Integrity
5 r 5r 5r 5r


TOP: Chapter 1 5 r 5r


KEY: Integrated Process: Communication and Documentation 5r 5r 5r 5r 5r


5r BLM: Cognitive Level: Apply
5 r NOT: Multiple Choice 5r 5r 5 r 5r




3. A student has just begun a nursing program and is committed to success. When creating a
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5


r schedule for the school term, what should the student do?
5r 5r 5r 5r 5r 5r 5r 5r 5r

,A. Make sure that recreation is prioritized over school work.
5r 5r 5r 5r 5r 5r 5r 5r


B. Spread out school work evenly between all 7 days of the week.
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


C. Ensure a balance between school activities and personal life.
5r 5r 5r 5r 5r 5r 5r 5r

, D. Put off family activities until the midterm break.
5r 5r 5r 5r 5r 5r 5r




ANS: C 5 r



Feedback: A good schedule should be realistic and balanced. To get the most from the progr
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


am and still have time for a personal life, the student should make a schedule that fits the time
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5


available, not how much time the student wishes was available. This does not mean that sch
r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


ool work should suffer because of personal activities, however. It is often helpful to schedule
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


days off rather than studying every day of the week.
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r




PTS: 1 DIF: Easy
5 r


REF: p. 7, Scheduling Your Time OBJ: 1 5 r 5r 5r 5r 5r 5r 5 r


NAT: Client Needs: Safe and Effective Care Environment: Management of Care
5 r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


TOP: Chapter 1 5 r 5r


KEY: Integrated Process: Communication and Documentation 5r 5r 5r 5r 5r


BLM: Cognitive Level: Apply
5r 5 r NOT: Multiple Choice 5r 5r 5 r 5r




4. When learning how to assess clients‘ health, a student has found that the most beneficial lea
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


rning technique was watching an online video in which an experienced nurse demonstrated ho
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


w to conduct an assessment. Which is this student‘s most likely learning style?
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


A. Tactile
B. Visual
C. Auditory
D. Kinesthetic
ANS: B 5 r


Feedback: Visual learners learn best by watching things such as videos, movies, and demo
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


nstrations. Tactile and kinesthetic learners benefit from touch. Auditory learners prefer to he
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


ar information.
5r




PTS: 1 5 r DIF: Easy
REF: p. 9, Applying Your Learning Style OBJ: 3
5 r 5r 5r 5r 5r 5r 5r 5 r


NAT: Client Needs: Psychosocial Integrity
5 r 5r 5r 5r


TOP: Chapter 1 5 r 5r


KEY: Integrated Process: Teaching/Learning 5r 5r 5r


5r BLM: Cognitive Level: Analyze
5r 5r 5r


NOT: Multiple Choice 5 r 5r




5. A nursing student is aware of the importance of critical thinking, especially in clinical situ
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


ations. When applying the principles of critical thinking to a situation, the student should be
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


gin by asking:
5r 5r


A. ―What did I do the last time I encountered a similar situation?‖
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


B. ―Why do I need to act in this situation?‖ 5r 5r 5r 5r 5r 5r 5r 5r


C. ―What are the consequences of making the wrong decision in this situation?‖
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


D. ―What are the facts that I know about this situation?‖ 5r 5r 5r 5r 5r 5r 5r 5r 5r




ANS: D 5 r


Feedback: A useful starting point for the critical thinking process is to determine the facts ab
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


out the situation. This should come before a comparison with previous situations. It is likely n
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r


ot helpful to ask what could possibly go wrong.
5r 5r 5r 5r 5r 5r 5r 5r




PTS: 1 DIF: Difficult
5 r


REF: p. 17, Developing Critical Thinking Skills OBJ: 4 5 r 5r 5r 5r 5r 5r 5r 5 r


NAT: Client Needs: Safe and Effective Care Environment: Management of Care
5 r 5r 5r 5r 5r 5r 5r 5r 5r 5r


TOP: Chapter 1 KEY: Integrated Process: Clinical Problem-
5 r 5r 5 r 5r 5r 5r


solving Process (Nursing Process) BLM: Cognitive Level: Apply
5r NOT: Multiple Choice
5r 5r 5r 5 r 5r 5r 5 r 5r




6. The nursing student is working with a female client who had recent hip surgery. The client
5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r 5r