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Contemporary Practical/Vocational Nursing 9th Edition by Corinne Kurzen, Anna LaVon Ba
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rrett
Chapter 1-16f6




Chapter 1, Adjusting to Student Life
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1. The nursing student has found the first 2 weeks of the nursing program fascinating but ov
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erwhelming. This student is anxious and unable to sleep. What action should the nursing st
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udent take to address these feelings?
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A. Utilize the counseling services available at the college.
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B. Reduce the course load. f6 f6 f6


C. Eliminate the family activities and recreational activities. f6 f6 f6 f6 f6 f6


D. Create a study group with some classmates and divide the course work.
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ANS: A f 6


Feedback: Counseling services to help students make adjustments and solve problems may be
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available to students. If so, they are often very helpful. This is preferable to reducing the cou
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rses the student is taking or eliminating family and recreational activities, which are benefici
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al in stress management. Study groups can be helpful, but they are not intended to divide co
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urse work. f6




PTS: 1 f 6 DIF: Moderate
REF: p. 5, Personal Adjustments OBJ: 1
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NAT: Client Needs: Psychosocial Integrity
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TOP: Chapter 1 f 6 f6 KEY: Integrated Process: Caring f 6 f6 f6


BLM: Cognitive Level: Apply NOT: Multiple Choice
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2. A nursing student will soon begin a new course with a new instructor. When encountering a
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6 new instructor for the first time, the student should:
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A. compliment the instructor on his or her knowledge and skills. f6 f6 f6 f6 f6 f6 f6 f6 f6


B. try to get to know the instructor as much as possible.
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C. remain silent until the instructor reveals his or her expectations.
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D. ask as many questions as possible so that the instructor notices the student.
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ANS: B f 6


Feedback: Every instructor is different, and it is beneficial to get to know each instructor‘s styl
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e, personality, and expectations as much as possible. This does not involve offering personal
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compliments to the instructor or asking questions for the purpose of becoming known. At the
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same time, a student should not be completely silent at the start of a course.
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PTS: 1 f 6 DIF: Moderate
REF: p. 6, Program Structure OBJ: 1
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NAT: Client Needs: Psychosocial Integrity
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TOP: Chapter 1 f 6 f6


KEY: Integrated Process: Communication and Documentation f6 f6 f6 f6 f6


f6 BLM: Cognitive Level: Applyf 6 NOT: Multiple Choice f6 f6 f 6 f6




3. A student has just begun a nursing program and is committed to success. When creating a
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6 schedule for the school term, what should the student do?
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,A. Make sure that recreation is prioritized over school work.
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B. Spread out school work evenly between all 7 days of the week.
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C. Ensure a balance between school activities and personal life.
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, D. Put off family activities until the midterm break.
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ANS: C f 6



Feedback: A good schedule should be realistic and balanced. To get the most from the progr
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am and still have time for a personal life, the student should make a schedule that fits the time
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available, not how much time the student wishes was available. This does not mean that sch
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ool work should suffer because of personal activities, however. It is often helpful to schedule
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days off rather than studying every day of the week.
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PTS: 1 DIF: Easy
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REF: p. 7, Scheduling Your Time OBJ: 1 f 6 f6 f6 f6 f6 f6 f 6


NAT: Client Needs: Safe and Effective Care Environment: Management of Care
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TOP: Chapter 1 f 6 f6


KEY: Integrated Process: Communication and Documentation f6 f6 f6 f6 f6


BLM: Cognitive Level: Apply
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4. When learning how to assess clients‘ health, a student has found that the most beneficial lea
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rning technique was watching an online video in which an experienced nurse demonstrated ho
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w to conduct an assessment. Which is this student‘s most likely learning style?
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A. Tactile
B. Visual
C. Auditory
D. Kinesthetic
ANS: B f 6


Feedback: Visual learners learn best by watching things such as videos, movies, and demo
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nstrations. Tactile and kinesthetic learners benefit from touch. Auditory learners prefer to he
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ar information.
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PTS: 1 f 6 DIF: Easy
REF: p. 9, Applying Your Learning Style OBJ: 3
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NAT: Client Needs: Psychosocial Integrity
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TOP: Chapter 1 f 6 f6


KEY: Integrated Process: Teaching/Learning f6 f6 f6


f6 BLM: Cognitive Level: Analyze
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NOT: Multiple Choice f 6 f6




5. A nursing student is aware of the importance of critical thinking, especially in clinical situ
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ations. When applying the principles of critical thinking to a situation, the student should be
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gin by asking:
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A. ―What did I do the last time I encountered a similar situation?‖
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B. ―Why do I need to act in this situation?‖ f6 f6 f6 f6 f6 f6 f6 f6


C. ―What are the consequences of making the wrong decision in this situation?‖
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D. ―What are the facts that I know about this situation?‖ f6 f6 f6 f6 f6 f6 f6 f6 f6




ANS: D f 6


Feedback: A useful starting point for the critical thinking process is to determine the facts ab
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out the situation. This should come before a comparison with previous situations. It is likely n
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ot helpful to ask what could possibly go wrong.
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PTS: 1 DIF: Difficult
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REF: p. 17, Developing Critical Thinking Skills OBJ: 4 f 6 f6 f6 f6 f6 f6 f6 f 6


NAT: Client Needs: Safe and Effective Care Environment: Management of Care
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TOP: Chapter 1 KEY: Integrated Process: Clinical Problem-
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solving Process (Nursing Process) BLM: Cognitive Level: Apply
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6. The nursing student is working with a female client who had recent hip surgery. The client
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