,TEST BANK FOR
nw nw
Contemporary Practical/Vocational Nursing 9th Edition by Corinne Kurzen, Anna LaVon
nw nw nw nw nw nw nw nw nw n
Barrett
w
Chapter 1-16 nw
Chapter 1, Adjusting to Student Life
nw nw nw nw nw
1. The nursing student has found the first 2 weeks of the nursing program fascinating b
nw nw nw nw nw nw nw nw nw nw nw nw nw nw
ut overwhelming. This student is anxious and unable to sleep. What action should the
nw nw nw nw nw nw nw nw nw nw nw nw nw nw
nursing student take to address these feelings?
nw nw nw nw nw nw
A. Utilize the counseling services available at the college.
nw nw nw nw nw nw nw
B. Reduce the course load. nw nw nw
C. Eliminate the family activities and recreational activities.
nw nw nw nw nw nw
D. Create a study group with some classmates and divide the course work.
nw nw nw nw nw nw nw nw nw nw nw
ANS: n w A
Feedback: Counseling services to help students make adjustments and solve problems may
nw nw nw nw nw nw nw nw nw nw nw n
be available to students. If so, they are often very helpful. This is preferable to reducing
w nw nw nw nw nw nw nw nw nw nw nw nw nw nw nw
the courses the student is taking or eliminating family and recreational activities, which
nw nw nw nw nw nw nw nw nw nw nw nw nw n
are beneficial in stress management. Study groups can be helpful, but they are not inten
w nw nw nw nw nw nw nw nw nw nw nw nw nw nw
ded to divide course work.
nw nw nw nw
PTS: 1 n w DIF: Moderate
REF: n w p. 5, Personal Adjustments OBJ: 1
nw nw nw nw n w
NAT: Client Needs: Psychosocial Integrity
n w nw nw nw
TOP: Chapter 1 n w nw KEY: Integrated Process: Caring
n w nw nw
BLM: nwCognitive Level: Apply NOT: Multiple Choice
nw nw nw n w nw
2. A nursing student will soon begin a new course with a new instructor. When encounteri
nw nw nw nw nw nw nw nw nw nw nw nw nw nw
ng a new instructor for the first time, the student should:
nw nw nw nw nw nw nw nw nw nw
A. compliment the instructor on his or her knowledge and skills.
nw nw nw nw nw nw nw nw nw
B. try to get to know the instructor as much as possible.
nw nw nw nw nw nw nw nw nw nw
C. remain silent until the instructor reveals his or her expectations.
nw nw nw nw nw nw nw nw nw
D. ask as many questions as possible so that the instructor notices the student.
nw nw nw nw nw nw nw nw nw nw nw nw
ANS: n w B
Feedback: Every instructor is different, and it is beneficial to get to know each instructor‘s
nw nw nw nw nw nw nw nw nw nw nw nw nw nw
style, personality, and expectations as much as possible. This does not involve offering
nw nw nw nw nw nw nw nw nw nw nw nw nw nw
personal compliments to the instructor or asking questions for the purpose of becoming
nw nw nw nw nw nw nw nw nw nw nw nw nw
known. At the same time, a student should not be completely silent at the start of a cours
nw nw nw nw nw nw nw nw nw nw nw nw nw nw nw nw nw
e.
PTS: 1 n w DIF: Moderate
REF: p. 6, Program Structure OBJ: 1
n w nw nw nw nw n w
NAT: Client Needs: Psychosocial Integrity
n w nw nw nw
TOP: Chapter 1 n w nw
KEY: Integrated Process: Communication and Documentati nw nw nw nw nw
on BLM: Cognitive Level: Apply
nw n w NOT: Multiple Choice nw nw n w nw
3. A student has just begun a nursing program and is committed to success. When creati
nw nw nw nw nw nw nw nw nw nw nw nw nw nw
ng a schedule for the school term, what should the student do?
nw nw nw nw nw nw nw nw nw nw nw
,A. Make sure that recreation is prioritized over school work.
nw nw nw nw nw nw nw nw
B. Spread out school work evenly between all 7 days of the week.
nw nw nw nw nw nw nw nw nw nw nw
C. Ensure a balance between school activities and personal life.
nw nw nw nw nw nw nw nw
, D. Put off family activities until the midterm break.
nw nw nw nw nw nw nw
ANS: n w C
Feedback: A good schedule should be realistic and balanced. To get the most from the p
nw nw nw nw nw nw nw nw nw nw nw nw nw nw nw
rogram and still have time for a personal life, the student should make a schedule that fits
nw nw nw nw nw nw nw nw nw nw nw nw nw nw nw nw
the time available, not how much time the student wishes was available. This does not
nw nw nw nw nw nw nw nw nw nw nw nw nw nw nw nw
mean that school work should suffer because of personal activities, however. It is often
nw nw nw nw nw nw nw nw nw nw nw nw nw nw
helpful to schedule days off rather than studying every day of the week.
nw nw nw nw nw nw nw nw nw nw nw nw
PTS: 1 DIF: Easy
n w
REF: p. 7, Scheduling Your Time OBJ: 1 n w nw nw nw nw nw n w
NAT: Client Needs: Safe and Effective Care Environment: Management of Ca
n w nw nw nw nw nw nw nw nw nw
re TOP: Chapter 1
nw n w nw
KEY: Integrated Process: Communication and Documentati nw nw nw nw nw
on BLM: Cognitive Level: Apply
nw n wNOT: Multiple Choice nw nw n w nw
4. When learning how to assess clients‘ health, a student has found that the most beneficia
nw nw nw nw nw nw nw nw nw nw nw nw nw nw
l learning technique was watching an online video in which an experienced nurse demons
nw nw nw nw nw nw nw nw nw nw nw nw nw
trated how to conduct an assessment. Which is this student‘s most likely learning style?
nw nw nw nw nw nw nw nw nw nw nw nw nw
A. Tactile
B. Visual
C. Auditory
D. Kinesthetic
ANS: n w B
Feedback: Visual learners learn best by watching things such as videos, movies, and d
nw nw nw nw nw nw nw nw nw nw nw nw nw
emonstrations. Tactile and kinesthetic learners benefit from touch. Auditory learners pref
nw nw nw nw nw nw nw nw nw nw
er to hear information.
nw nw nw
PTS: 1 n w DIF: Easy
REF: p. 9, Applying Your Learning Style OBJ: 3
n w nw nw nw nw nw nw n w
NAT: Client Needs: Psychosocial Integrity
n w nw nw nw
TOP: Chapter 1 n w nw
KEY: Integrated Process: Teaching/Learnin nw nw nw
g BLM: Cognitive Level: Analyze
nw nw nw nw
NOT: Multiple Choice n w nw
5. A nursing student is aware of the importance of critical thinking, especially in clinical
nw nw nw nw nw nw nw nw nw nw nw nw nw nw
situations. When applying the principles of critical thinking to a situation, the student sh
nw nw nw nw nw nw nw nw nw nw nw nw nw
ould begin by asking:
nw nw nw
A. ―What did I do the last time I encountered a similar situation?‖
nw nw nw nw nw nw nw nw nw nw nw
B. ―Why do I need to act in this situation?‖ nw nw nw nw nw nw nw nw
C. ―What are the consequences of making the wrong decision in this situation?‖
nw nw nw nw nw nw nw nw nw nw nw
D. ―What are the facts that I know about this situation?‖
nw nw nw nw nw nw nw nw nw
ANS: n w D
Feedback: A useful starting point for the critical thinking process is to determine the fac
nw nw nw nw nw nw nw nw nw nw nw nw nw nw
ts about the situation. This should come before a comparison with previous situations. It i
nw nw nw nw nw nw nw nw nw nw nw nw nw nw
s likely not helpful to ask what could possibly go wrong.
nw nw nw nw nw nw nw nw nw nw
PTS: 1 n w DIF: Difficult
REF: p. 17, Developing Critical Thinking Skills OBJ: 4 n w nw nw nw nw nw nw n w
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
n w nw nw nw nw nw nw nw nw nw
TOP: Chapter 1 KEY: Integrated Process: Clinical Problem-
n w nw nw nw nw nw
solving Process (Nursing Process) BLM: Cognitive Level: Apply NOT: Multiple Choice
nw nw nw nw n w nw nw n w nw
6. The nursing student is working with a female client who had recent hip surgery. The
nw nw nw nw nw nw nw nw nw nw nw nw nw nw nw
nw nw
Contemporary Practical/Vocational Nursing 9th Edition by Corinne Kurzen, Anna LaVon
nw nw nw nw nw nw nw nw nw n
Barrett
w
Chapter 1-16 nw
Chapter 1, Adjusting to Student Life
nw nw nw nw nw
1. The nursing student has found the first 2 weeks of the nursing program fascinating b
nw nw nw nw nw nw nw nw nw nw nw nw nw nw
ut overwhelming. This student is anxious and unable to sleep. What action should the
nw nw nw nw nw nw nw nw nw nw nw nw nw nw
nursing student take to address these feelings?
nw nw nw nw nw nw
A. Utilize the counseling services available at the college.
nw nw nw nw nw nw nw
B. Reduce the course load. nw nw nw
C. Eliminate the family activities and recreational activities.
nw nw nw nw nw nw
D. Create a study group with some classmates and divide the course work.
nw nw nw nw nw nw nw nw nw nw nw
ANS: n w A
Feedback: Counseling services to help students make adjustments and solve problems may
nw nw nw nw nw nw nw nw nw nw nw n
be available to students. If so, they are often very helpful. This is preferable to reducing
w nw nw nw nw nw nw nw nw nw nw nw nw nw nw nw
the courses the student is taking or eliminating family and recreational activities, which
nw nw nw nw nw nw nw nw nw nw nw nw nw n
are beneficial in stress management. Study groups can be helpful, but they are not inten
w nw nw nw nw nw nw nw nw nw nw nw nw nw nw
ded to divide course work.
nw nw nw nw
PTS: 1 n w DIF: Moderate
REF: n w p. 5, Personal Adjustments OBJ: 1
nw nw nw nw n w
NAT: Client Needs: Psychosocial Integrity
n w nw nw nw
TOP: Chapter 1 n w nw KEY: Integrated Process: Caring
n w nw nw
BLM: nwCognitive Level: Apply NOT: Multiple Choice
nw nw nw n w nw
2. A nursing student will soon begin a new course with a new instructor. When encounteri
nw nw nw nw nw nw nw nw nw nw nw nw nw nw
ng a new instructor for the first time, the student should:
nw nw nw nw nw nw nw nw nw nw
A. compliment the instructor on his or her knowledge and skills.
nw nw nw nw nw nw nw nw nw
B. try to get to know the instructor as much as possible.
nw nw nw nw nw nw nw nw nw nw
C. remain silent until the instructor reveals his or her expectations.
nw nw nw nw nw nw nw nw nw
D. ask as many questions as possible so that the instructor notices the student.
nw nw nw nw nw nw nw nw nw nw nw nw
ANS: n w B
Feedback: Every instructor is different, and it is beneficial to get to know each instructor‘s
nw nw nw nw nw nw nw nw nw nw nw nw nw nw
style, personality, and expectations as much as possible. This does not involve offering
nw nw nw nw nw nw nw nw nw nw nw nw nw nw
personal compliments to the instructor or asking questions for the purpose of becoming
nw nw nw nw nw nw nw nw nw nw nw nw nw
known. At the same time, a student should not be completely silent at the start of a cours
nw nw nw nw nw nw nw nw nw nw nw nw nw nw nw nw nw
e.
PTS: 1 n w DIF: Moderate
REF: p. 6, Program Structure OBJ: 1
n w nw nw nw nw n w
NAT: Client Needs: Psychosocial Integrity
n w nw nw nw
TOP: Chapter 1 n w nw
KEY: Integrated Process: Communication and Documentati nw nw nw nw nw
on BLM: Cognitive Level: Apply
nw n w NOT: Multiple Choice nw nw n w nw
3. A student has just begun a nursing program and is committed to success. When creati
nw nw nw nw nw nw nw nw nw nw nw nw nw nw
ng a schedule for the school term, what should the student do?
nw nw nw nw nw nw nw nw nw nw nw
,A. Make sure that recreation is prioritized over school work.
nw nw nw nw nw nw nw nw
B. Spread out school work evenly between all 7 days of the week.
nw nw nw nw nw nw nw nw nw nw nw
C. Ensure a balance between school activities and personal life.
nw nw nw nw nw nw nw nw
, D. Put off family activities until the midterm break.
nw nw nw nw nw nw nw
ANS: n w C
Feedback: A good schedule should be realistic and balanced. To get the most from the p
nw nw nw nw nw nw nw nw nw nw nw nw nw nw nw
rogram and still have time for a personal life, the student should make a schedule that fits
nw nw nw nw nw nw nw nw nw nw nw nw nw nw nw nw
the time available, not how much time the student wishes was available. This does not
nw nw nw nw nw nw nw nw nw nw nw nw nw nw nw nw
mean that school work should suffer because of personal activities, however. It is often
nw nw nw nw nw nw nw nw nw nw nw nw nw nw
helpful to schedule days off rather than studying every day of the week.
nw nw nw nw nw nw nw nw nw nw nw nw
PTS: 1 DIF: Easy
n w
REF: p. 7, Scheduling Your Time OBJ: 1 n w nw nw nw nw nw n w
NAT: Client Needs: Safe and Effective Care Environment: Management of Ca
n w nw nw nw nw nw nw nw nw nw
re TOP: Chapter 1
nw n w nw
KEY: Integrated Process: Communication and Documentati nw nw nw nw nw
on BLM: Cognitive Level: Apply
nw n wNOT: Multiple Choice nw nw n w nw
4. When learning how to assess clients‘ health, a student has found that the most beneficia
nw nw nw nw nw nw nw nw nw nw nw nw nw nw
l learning technique was watching an online video in which an experienced nurse demons
nw nw nw nw nw nw nw nw nw nw nw nw nw
trated how to conduct an assessment. Which is this student‘s most likely learning style?
nw nw nw nw nw nw nw nw nw nw nw nw nw
A. Tactile
B. Visual
C. Auditory
D. Kinesthetic
ANS: n w B
Feedback: Visual learners learn best by watching things such as videos, movies, and d
nw nw nw nw nw nw nw nw nw nw nw nw nw
emonstrations. Tactile and kinesthetic learners benefit from touch. Auditory learners pref
nw nw nw nw nw nw nw nw nw nw
er to hear information.
nw nw nw
PTS: 1 n w DIF: Easy
REF: p. 9, Applying Your Learning Style OBJ: 3
n w nw nw nw nw nw nw n w
NAT: Client Needs: Psychosocial Integrity
n w nw nw nw
TOP: Chapter 1 n w nw
KEY: Integrated Process: Teaching/Learnin nw nw nw
g BLM: Cognitive Level: Analyze
nw nw nw nw
NOT: Multiple Choice n w nw
5. A nursing student is aware of the importance of critical thinking, especially in clinical
nw nw nw nw nw nw nw nw nw nw nw nw nw nw
situations. When applying the principles of critical thinking to a situation, the student sh
nw nw nw nw nw nw nw nw nw nw nw nw nw
ould begin by asking:
nw nw nw
A. ―What did I do the last time I encountered a similar situation?‖
nw nw nw nw nw nw nw nw nw nw nw
B. ―Why do I need to act in this situation?‖ nw nw nw nw nw nw nw nw
C. ―What are the consequences of making the wrong decision in this situation?‖
nw nw nw nw nw nw nw nw nw nw nw
D. ―What are the facts that I know about this situation?‖
nw nw nw nw nw nw nw nw nw
ANS: n w D
Feedback: A useful starting point for the critical thinking process is to determine the fac
nw nw nw nw nw nw nw nw nw nw nw nw nw nw
ts about the situation. This should come before a comparison with previous situations. It i
nw nw nw nw nw nw nw nw nw nw nw nw nw nw
s likely not helpful to ask what could possibly go wrong.
nw nw nw nw nw nw nw nw nw nw
PTS: 1 n w DIF: Difficult
REF: p. 17, Developing Critical Thinking Skills OBJ: 4 n w nw nw nw nw nw nw n w
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
n w nw nw nw nw nw nw nw nw nw
TOP: Chapter 1 KEY: Integrated Process: Clinical Problem-
n w nw nw nw nw nw
solving Process (Nursing Process) BLM: Cognitive Level: Apply NOT: Multiple Choice
nw nw nw nw n w nw nw n w nw
6. The nursing student is working with a female client who had recent hip surgery. The
nw nw nw nw nw nw nw nw nw nw nw nw nw nw nw
