,DOWNLOAD THE Test Bank for Contemporary Practical Vocational Nursing
f f f f f f f f
9th Edition Kurzenf f f
Chapter 1, Adjusting to Student Life
f f f f f
1. The fnursing fstudent fhas ffound fthe ffirst f2 fweeks fof fthe fnursing fprogram ffascinating fbut
overwhelming. fThis fstudent fis fanxious fand funable fto fsleep. fWhat faction fshould fthe fnursing
f
student ftake fto faddress fthese ffeelings?
f
A. Utilize fthe fcounseling fservices favailable fat fthe fcollege.
B. Reduce fthe fcourse fload.
C. Eliminate fthe ffamily factivities fand frecreational factivities.
D. Create fa fstudy fgroup fwith fsome fclassmates fand fdivide fthe fcourse fwork.
ANS: f A
Feedback: fCounseling fservices fto fhelp fstudents fmake fadjustments fand fsolve fproblems fmay fbe
favailable fto fstudents. fIf fso, fthey fare foften fvery fhelpful. fThis fis fpreferable fto freducing fthe
fcourses fthe fstudent fis ftaking for feliminating ffamily fand frecreational factivities, fwhich fare
fbeneficial fin fstress fmanagement. fStudy fgroups fcan fbe fhelpful, fbut fthey fare fnot fintended fto
fdivide fcourse fwork.
PTS: f 1 DIF: Moderate REF: f p. f5, fPersonal
fAdjustments fOBJ: f 1 NAT: f Client fNeeds: fPsychosocial fIntegrity
TOP: f Chapter f1 KEY: f Integrated fProcess: fCaring BLM: f Cognitive fLevel: fApply
fNOT: f Multiple fChoice
2. A fnursing fstudent fwill fsoon fbegin fa fnew fcourse fwith fa fnew finstructor. fWhen fencountering fa
new finstructor ffor fthe ffirst ftime, fthe fstudent fshould:
f
A. compliment fthe finstructor fon fhis for fher fknowledge fand fskills.
B. try fto fget fto fknow fthe finstructor fas fmuch fas fpossible.
C. remain fsilent funtil fthe finstructor freveals fhis for fher fexpectations.
D. ask fas fmany fquestions fas fpossible fso fthat fthe finstructor fnotices fthe fstudent.
ANS: f B
Feedback: fEvery finstructor fis fdifferent, fand fit fis fbeneficial fto fget fto fknow feach finstructor’s
fstyle, fpersonality, fand fexpectations fas fmuch fas fpossible. fThis fdoes fnot finvolve foffering
fpersonal fcompliments fto fthe finstructor for fasking fquestions ffor fthe fpurpose fof fbecoming
fknown. fAt fthe fsame ftime, fa fstudent fshould fnot fbe fcompletely fsilent fat fthe fstart fof fa fcourse.
PTS: f 1 DIF: Moderate REF: f p. f6, fProgram
fStructure fOBJ: f 1 NAT: f Client fNeeds: fPsychosocial fIntegrity
TOP: f Chapter f1 KEY: f Integrated fProcess: fCommunication fand fDocumentation
fBLM: f Cognitive fLevel: fApply NOT: f Multiple fChoice
3. A fstudent fhas fjust fbegun fa fnursing fprogram fand fis fcommitted fto fsuccess. fWhen fcreating fa
schedule ffor fthe fschool fterm, fwhat fshould fthe fstudent fdo?
f
A. Make fsure fthat frecreation fis fprioritized fover fschool fwork.
B. Spread fout fschool fwork fevenly fbetween fall f7 fdays fof fthe fweek.
C. Ensure fa fbalance fbetween fschool factivities fand fpersonal flife.
D. Put foff ffamily factivities funtil fthe fmidterm fbreak.
ANS: f C
mynursytest.store
,DOWNLOAD THE Test Bank for Contemporary Practical Vocational Nursing
f f f f f f f f
9th Edition Kurzen
f f f
Feedback: fA fgood fschedule fshould fbe frealistic fand fbalanced. fTo fget fthe fmost ffrom fthe
fprogram fand fstill fhave ftime ffor fa fpersonal flife, fthe fstudent fshould fmake fa fschedule fthat ffits fthe
ftime favailable, fnot fhow fmuch ftime fthe fstudent fwishes fwas favailable. fThis fdoes fnot fmean fthat
fschool fwork fshould fsuffer fbecause fof fpersonal factivities, fhowever. fIt fis foften fhelpful fto
fschedule fdays foff frather fthan fstudying fevery fday fof fthe fweek.
PTS: f 1 DIF: Easy REF: f p. f7, fScheduling fYour
fTime fOBJ: f 1
NAT: f Client fNeeds: fSafe fand fEffective fCare fEnvironment: fManagement fof fCare
fTOP: f Chapter f1 KEY: f Integrated fProcess: fCommunication fand fDocumentation
fBLM: f Cognitive fLevel: fApply NOT: f Multiple fChoice
4. When flearning fhow fto fassess fclients’ fhealth, fa fstudent fhas ffound fthat fthe fmost fbeneficial
learning ftechnique fwas fwatching fan fonline fvideo fin fwhich fan fexperienced fnurse fdemonstrated
f
how fto fconduct fan fassessment. fWhich fis fthis fstudent’s fmost flikely flearning fstyle?
f
A. Tactile
B. Visual
C. Auditory
D. Kinesthetic
ANS: f B
Feedback: fVisual flearners flearn fbest fby fwatching fthings fsuch fas fvideos, fmovies, fand
fdemonstrations. fTactile fand fkinesthetic flearners fbenefit ffrom ftouch. fAuditory flearners fprefer
fto fhear finformation.
PTS: f 1 DIF: Easy REF: f p. f9, fApplying fYour fLearning
fStyle fOBJ: f 3 NAT: f Client fNeeds: fPsychosocial fIntegrity
TOP: f Chapter f1 KEY: f Integrated fProcess: fTeaching/Learning
fBLM: f Cognitive fLevel: fAnalyze NOT: f Multiple
fChoice
5. A fnursing fstudent fis faware fof fthe fimportance fof fcritical fthinking, fespecially fin fclinical
situations. fWhen fapplying fthe fprinciples fof fcritical fthinking fto fa fsituation, fthe fstudent fshould
f
begin fby fasking:
f
A. “What fdid fI fdo fthe flast ftime fI fencountered fa fsimilar fsituation?”
B. “Why fdo fI fneed fto fact fin fthis fsituation?”
C. “What fare fthe fconsequences fof fmaking fthe fwrong fdecision fin fthis fsituation?”
D. “What fare fthe ffacts fthat fI fknow fabout fthis fsituation?”
ANS: f D
Feedback: fA fuseful fstarting fpoint ffor fthe fcritical fthinking fprocess fis fto fdetermine fthe ffacts
fabout fthe fsituation. fThis fshould fcome fbefore fa fcomparison fwith fprevious fsituations. fIt fis flikely
fnot fhelpful fto fask fwhat fcould fpossibly fgo fwrong.
PTS: f 1 DIF: Difficult REF: f p. f17, fDeveloping fCritical fThinking
fSkills fOBJ: f 4
NAT: f Client fNeeds: fSafe fand fEffective fCare fEnvironment: fManagement fof fCare
TOP: f Chapter f1 KEY: f Integrated fProcess: fClinical fProblem-solving fProcess f(Nursing fProcess)
fBLM: f Cognitive fLevel: fApply NOT: f Multiple fChoice
6. The fnursing fstudent fis fworking fwith fa ffemale fclient fwho fhad frecent fhip fsurgery. fThe fclient
was fdrowsy. fThe fnursing fstudent fused fcritical fthinking fto fdetermine fthe faction fneeded fto
f
prevent fthe fclient ffrom ffalling. fThe fnursing fstudent fshould:
f
mynursytest.store
, DOWNLOAD THE Test Bank for Contemporary Practical Vocational Nursing
f f f f f f f f
9th Edition Kurzenf f f
A. walk fthe fclient fto fthe fbathroom fusing fa fwalker.
B. transfer fthe fclient fto fa fbedside fcommode.
C. provide fa ffracture fbedpan.
D. use fa fgait fbelt fand fwalk fthe fclient fto fthe fbathroom.
ANS: f C
Feedback: fThe fstudent’s fsynthesis fof fthe ffacts fof fa fsituation fand fthe ftranslation fof fthese ffacts
finto faction fdemonstrate feffective fcritical fthinking. fThe fclient fhas frecently fhad fhip fsurgery fand
fis fdrowsy fand fwill fbe funsteady fon fher ffeet, fso ftrying fto fget fher fup fby ftransfer fto fa fbedside
fcommode for fusing fa fwalker for fa fgait fbelt fwill fnot fprovide fthe fsafest fchoices ffor fhelping fthe
fclient fto fbe ftoileted. fThe ffracture fbedpan fis fthe fsafest fchoice fto fprevent fa ffall fin fthe fdrowsy
fpostoperative fclient frecovering ffrom frecent fhip fsurgery.
PTS: f 1 DIF: Moderate REF: f p. f19, fApplying fCritical fThinking
fSkills fOBJ: f 4
NAT: f Client fNeeds: fSafe fand fEffective fCare fEnvironment: fSafety fand fInfection fControl
TOP: f Chapter f1 KEY: f Integrated fProcess: fClinical fProblem-solving fProcess f(Nursing fProcess)
fBLM: f Cognitive fLevel: fApply NOT: f Multiple fChoice
7. A fnursing fstudent fhas fbeen finformed fthat fmuch fof fthe fcontent fof fthe fnursing fprogram fwill fbe
presented fin fthe fform fof flectures. fThis fmeans fthat fthe fstudent fshould:
f
A. make fsure fto fdo fthe fassigned freadings fprior fto feach fclass.
B. determine fwhether fthe flecture fwill fbe fbeneficial fbefore fdeciding fto fattend.
C. record feach flecture felectronically fso fthat fit fcan fbe freferred fto flater.
D. schedule fa fone-on-one fdiscussion fwith fthe finstructor fafter feach fclass.
ANS: f A
Feedback: fIt fis fimportant fto fprepare ffor flectures fby fcompleting freading fassignments fin
fadvance. fA fstudent fshould fattend fevery fclass. fIt fis fnot fnormally fnecessary fto frecord fevery
flecture for fto fmeet fwith fthe finstructor fafter feach fclass.
PTS: f 1 DIF: Easy REF: f p. f19,
fLectures fOBJ: f 5
NAT: f Client fNeeds: fSafe fand fEffective fCare fEnvironment: fManagement fof fCare
fTOP: f Chapter f1 KEY: f Integrated fProcess: fCommunication fand fDocumentation
fBLM: f Cognitive fLevel: fApply NOT: f Multiple fChoice
8. The fstudent fhas frecently fbegun fthe fnursing fprogram fand fis fcommitted fto fgetting fthe fhighest
fgrades fpossible. fOne fof fthe fstudent’s fstrategies ffor fmeeting fthis fgoal fis flearning fhow fto ftake
effective fnotes. fWhat fshould fthe fstudent fdo fto fmake fsure fthe fnotes fare feffective? fSelect fall fthat
fapply.
A. Aim fto fwrite fdown feverything fthat fthe finstructors fsay fin fclass.
B. Take fspecial fnote fof finformation fthat fthe finstructors fsay fis fmost fimportant.
C. Read fthe fnotes fas fsoon fas fpossible fafter fclass.
D. Review fthe fnotes fregularly.
E. Get fnotes ffrom fa fclassmate fto fcompare fwith fthe fstudent’s fnotes.
ANS: f B, fC, fD
Feedback: fStrategies ffor ftaking feffective fnotes finclude fhighlighting fmain fpoints, freading fnotes
fafter fclass, fand freviewing fthem fregularly. fUnless fthe fstudent fhas fbeen fabsent, fit fis fnot
normally fnecessary fto fobtain fa fclassmate’s fnotes. fIt fis funrealistic fand funnecessary fto fwrite
fdown feverything fan finstructor fsays.
mynursytest.store
f f f f f f f f
9th Edition Kurzenf f f
Chapter 1, Adjusting to Student Life
f f f f f
1. The fnursing fstudent fhas ffound fthe ffirst f2 fweeks fof fthe fnursing fprogram ffascinating fbut
overwhelming. fThis fstudent fis fanxious fand funable fto fsleep. fWhat faction fshould fthe fnursing
f
student ftake fto faddress fthese ffeelings?
f
A. Utilize fthe fcounseling fservices favailable fat fthe fcollege.
B. Reduce fthe fcourse fload.
C. Eliminate fthe ffamily factivities fand frecreational factivities.
D. Create fa fstudy fgroup fwith fsome fclassmates fand fdivide fthe fcourse fwork.
ANS: f A
Feedback: fCounseling fservices fto fhelp fstudents fmake fadjustments fand fsolve fproblems fmay fbe
favailable fto fstudents. fIf fso, fthey fare foften fvery fhelpful. fThis fis fpreferable fto freducing fthe
fcourses fthe fstudent fis ftaking for feliminating ffamily fand frecreational factivities, fwhich fare
fbeneficial fin fstress fmanagement. fStudy fgroups fcan fbe fhelpful, fbut fthey fare fnot fintended fto
fdivide fcourse fwork.
PTS: f 1 DIF: Moderate REF: f p. f5, fPersonal
fAdjustments fOBJ: f 1 NAT: f Client fNeeds: fPsychosocial fIntegrity
TOP: f Chapter f1 KEY: f Integrated fProcess: fCaring BLM: f Cognitive fLevel: fApply
fNOT: f Multiple fChoice
2. A fnursing fstudent fwill fsoon fbegin fa fnew fcourse fwith fa fnew finstructor. fWhen fencountering fa
new finstructor ffor fthe ffirst ftime, fthe fstudent fshould:
f
A. compliment fthe finstructor fon fhis for fher fknowledge fand fskills.
B. try fto fget fto fknow fthe finstructor fas fmuch fas fpossible.
C. remain fsilent funtil fthe finstructor freveals fhis for fher fexpectations.
D. ask fas fmany fquestions fas fpossible fso fthat fthe finstructor fnotices fthe fstudent.
ANS: f B
Feedback: fEvery finstructor fis fdifferent, fand fit fis fbeneficial fto fget fto fknow feach finstructor’s
fstyle, fpersonality, fand fexpectations fas fmuch fas fpossible. fThis fdoes fnot finvolve foffering
fpersonal fcompliments fto fthe finstructor for fasking fquestions ffor fthe fpurpose fof fbecoming
fknown. fAt fthe fsame ftime, fa fstudent fshould fnot fbe fcompletely fsilent fat fthe fstart fof fa fcourse.
PTS: f 1 DIF: Moderate REF: f p. f6, fProgram
fStructure fOBJ: f 1 NAT: f Client fNeeds: fPsychosocial fIntegrity
TOP: f Chapter f1 KEY: f Integrated fProcess: fCommunication fand fDocumentation
fBLM: f Cognitive fLevel: fApply NOT: f Multiple fChoice
3. A fstudent fhas fjust fbegun fa fnursing fprogram fand fis fcommitted fto fsuccess. fWhen fcreating fa
schedule ffor fthe fschool fterm, fwhat fshould fthe fstudent fdo?
f
A. Make fsure fthat frecreation fis fprioritized fover fschool fwork.
B. Spread fout fschool fwork fevenly fbetween fall f7 fdays fof fthe fweek.
C. Ensure fa fbalance fbetween fschool factivities fand fpersonal flife.
D. Put foff ffamily factivities funtil fthe fmidterm fbreak.
ANS: f C
mynursytest.store
,DOWNLOAD THE Test Bank for Contemporary Practical Vocational Nursing
f f f f f f f f
9th Edition Kurzen
f f f
Feedback: fA fgood fschedule fshould fbe frealistic fand fbalanced. fTo fget fthe fmost ffrom fthe
fprogram fand fstill fhave ftime ffor fa fpersonal flife, fthe fstudent fshould fmake fa fschedule fthat ffits fthe
ftime favailable, fnot fhow fmuch ftime fthe fstudent fwishes fwas favailable. fThis fdoes fnot fmean fthat
fschool fwork fshould fsuffer fbecause fof fpersonal factivities, fhowever. fIt fis foften fhelpful fto
fschedule fdays foff frather fthan fstudying fevery fday fof fthe fweek.
PTS: f 1 DIF: Easy REF: f p. f7, fScheduling fYour
fTime fOBJ: f 1
NAT: f Client fNeeds: fSafe fand fEffective fCare fEnvironment: fManagement fof fCare
fTOP: f Chapter f1 KEY: f Integrated fProcess: fCommunication fand fDocumentation
fBLM: f Cognitive fLevel: fApply NOT: f Multiple fChoice
4. When flearning fhow fto fassess fclients’ fhealth, fa fstudent fhas ffound fthat fthe fmost fbeneficial
learning ftechnique fwas fwatching fan fonline fvideo fin fwhich fan fexperienced fnurse fdemonstrated
f
how fto fconduct fan fassessment. fWhich fis fthis fstudent’s fmost flikely flearning fstyle?
f
A. Tactile
B. Visual
C. Auditory
D. Kinesthetic
ANS: f B
Feedback: fVisual flearners flearn fbest fby fwatching fthings fsuch fas fvideos, fmovies, fand
fdemonstrations. fTactile fand fkinesthetic flearners fbenefit ffrom ftouch. fAuditory flearners fprefer
fto fhear finformation.
PTS: f 1 DIF: Easy REF: f p. f9, fApplying fYour fLearning
fStyle fOBJ: f 3 NAT: f Client fNeeds: fPsychosocial fIntegrity
TOP: f Chapter f1 KEY: f Integrated fProcess: fTeaching/Learning
fBLM: f Cognitive fLevel: fAnalyze NOT: f Multiple
fChoice
5. A fnursing fstudent fis faware fof fthe fimportance fof fcritical fthinking, fespecially fin fclinical
situations. fWhen fapplying fthe fprinciples fof fcritical fthinking fto fa fsituation, fthe fstudent fshould
f
begin fby fasking:
f
A. “What fdid fI fdo fthe flast ftime fI fencountered fa fsimilar fsituation?”
B. “Why fdo fI fneed fto fact fin fthis fsituation?”
C. “What fare fthe fconsequences fof fmaking fthe fwrong fdecision fin fthis fsituation?”
D. “What fare fthe ffacts fthat fI fknow fabout fthis fsituation?”
ANS: f D
Feedback: fA fuseful fstarting fpoint ffor fthe fcritical fthinking fprocess fis fto fdetermine fthe ffacts
fabout fthe fsituation. fThis fshould fcome fbefore fa fcomparison fwith fprevious fsituations. fIt fis flikely
fnot fhelpful fto fask fwhat fcould fpossibly fgo fwrong.
PTS: f 1 DIF: Difficult REF: f p. f17, fDeveloping fCritical fThinking
fSkills fOBJ: f 4
NAT: f Client fNeeds: fSafe fand fEffective fCare fEnvironment: fManagement fof fCare
TOP: f Chapter f1 KEY: f Integrated fProcess: fClinical fProblem-solving fProcess f(Nursing fProcess)
fBLM: f Cognitive fLevel: fApply NOT: f Multiple fChoice
6. The fnursing fstudent fis fworking fwith fa ffemale fclient fwho fhad frecent fhip fsurgery. fThe fclient
was fdrowsy. fThe fnursing fstudent fused fcritical fthinking fto fdetermine fthe faction fneeded fto
f
prevent fthe fclient ffrom ffalling. fThe fnursing fstudent fshould:
f
mynursytest.store
, DOWNLOAD THE Test Bank for Contemporary Practical Vocational Nursing
f f f f f f f f
9th Edition Kurzenf f f
A. walk fthe fclient fto fthe fbathroom fusing fa fwalker.
B. transfer fthe fclient fto fa fbedside fcommode.
C. provide fa ffracture fbedpan.
D. use fa fgait fbelt fand fwalk fthe fclient fto fthe fbathroom.
ANS: f C
Feedback: fThe fstudent’s fsynthesis fof fthe ffacts fof fa fsituation fand fthe ftranslation fof fthese ffacts
finto faction fdemonstrate feffective fcritical fthinking. fThe fclient fhas frecently fhad fhip fsurgery fand
fis fdrowsy fand fwill fbe funsteady fon fher ffeet, fso ftrying fto fget fher fup fby ftransfer fto fa fbedside
fcommode for fusing fa fwalker for fa fgait fbelt fwill fnot fprovide fthe fsafest fchoices ffor fhelping fthe
fclient fto fbe ftoileted. fThe ffracture fbedpan fis fthe fsafest fchoice fto fprevent fa ffall fin fthe fdrowsy
fpostoperative fclient frecovering ffrom frecent fhip fsurgery.
PTS: f 1 DIF: Moderate REF: f p. f19, fApplying fCritical fThinking
fSkills fOBJ: f 4
NAT: f Client fNeeds: fSafe fand fEffective fCare fEnvironment: fSafety fand fInfection fControl
TOP: f Chapter f1 KEY: f Integrated fProcess: fClinical fProblem-solving fProcess f(Nursing fProcess)
fBLM: f Cognitive fLevel: fApply NOT: f Multiple fChoice
7. A fnursing fstudent fhas fbeen finformed fthat fmuch fof fthe fcontent fof fthe fnursing fprogram fwill fbe
presented fin fthe fform fof flectures. fThis fmeans fthat fthe fstudent fshould:
f
A. make fsure fto fdo fthe fassigned freadings fprior fto feach fclass.
B. determine fwhether fthe flecture fwill fbe fbeneficial fbefore fdeciding fto fattend.
C. record feach flecture felectronically fso fthat fit fcan fbe freferred fto flater.
D. schedule fa fone-on-one fdiscussion fwith fthe finstructor fafter feach fclass.
ANS: f A
Feedback: fIt fis fimportant fto fprepare ffor flectures fby fcompleting freading fassignments fin
fadvance. fA fstudent fshould fattend fevery fclass. fIt fis fnot fnormally fnecessary fto frecord fevery
flecture for fto fmeet fwith fthe finstructor fafter feach fclass.
PTS: f 1 DIF: Easy REF: f p. f19,
fLectures fOBJ: f 5
NAT: f Client fNeeds: fSafe fand fEffective fCare fEnvironment: fManagement fof fCare
fTOP: f Chapter f1 KEY: f Integrated fProcess: fCommunication fand fDocumentation
fBLM: f Cognitive fLevel: fApply NOT: f Multiple fChoice
8. The fstudent fhas frecently fbegun fthe fnursing fprogram fand fis fcommitted fto fgetting fthe fhighest
fgrades fpossible. fOne fof fthe fstudent’s fstrategies ffor fmeeting fthis fgoal fis flearning fhow fto ftake
effective fnotes. fWhat fshould fthe fstudent fdo fto fmake fsure fthe fnotes fare feffective? fSelect fall fthat
fapply.
A. Aim fto fwrite fdown feverything fthat fthe finstructors fsay fin fclass.
B. Take fspecial fnote fof finformation fthat fthe finstructors fsay fis fmost fimportant.
C. Read fthe fnotes fas fsoon fas fpossible fafter fclass.
D. Review fthe fnotes fregularly.
E. Get fnotes ffrom fa fclassmate fto fcompare fwith fthe fstudent’s fnotes.
ANS: f B, fC, fD
Feedback: fStrategies ffor ftaking feffective fnotes finclude fhighlighting fmain fpoints, freading fnotes
fafter fclass, fand freviewing fthem fregularly. fUnless fthe fstudent fhas fbeen fabsent, fit fis fnot
normally fnecessary fto fobtain fa fclassmate’s fnotes. fIt fis funrealistic fand funnecessary fto fwrite
fdown feverything fan finstructor fsays.
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