PRACTICAL/VOCATIONAL NURSING TEST BANK ALL CHAPTERS COVERED GRADED A+

,PRACTICAL/VOCATIONAL NURSING TEST BANK ALL CHAPTERS COVERED
GRADED A+

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
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overwhelming. This student is anxious and unable to sleep. What action should the nursi
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ng student 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. wl wl wl


C. Eliminate the family activities and recreational activities.
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D. Create a study group with some classmates and divide the course work.
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ANS: A wl


Feedback: Counseling services to help students make adjustments and solve problems may
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be available to students. If so, they are often very helpful. This is preferable to reducing the
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courses the student is taking or eliminating family and recreational activities, which are b
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eneficial in stress management. Study groups can be helpful, but they are not intended to d
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ivide course work. wl wl




PTS: wlwlw l 1 DIF: Moderate
REF: p. 5, Personal Adjustments OBJ: 1
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NAT: Client Needs: Psychosocial Integrity
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TOP: w l Chapter 1 wl KEY: Integrated Process: Caring
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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 encounterin
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g a new instructor for the first time, the student should:
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A. compliment the instructor on his or her knowledge and skills. B.
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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 wl


Feedback: Every instructor is different, and it is beneficial to get to know each instructo
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r’s style, personality, and expectations as much as possible. This does not involve offeri
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ng personal compliments to the instructor or asking questions for the purpose of becom
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ing known. At the same time, a student should not be completely silent at the start of a
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course.
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PTS: wlwlw l 1 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 w l wl


KEY: Integrated Process: Communication and Documentatio
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Cognitive Level: Apply NOT: Multiple Choice
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,3. A student has just begun a nursing program and is committed to success. When creatin
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g a 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 wl


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


NAT: Client Needs: Safe and Effective Care Environment: Management of Care
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TOP: Chapter 1 w l wl


KEY: Integrated Process: Communication and Documentatio
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Cognitive Level: Apply NOT: Multiple Choice
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4. When learning how to assess clients’ health, a student has found that the most beneficial le
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arning technique was watching an online video in which an experienced nurse demonstrate
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d how to conduct an assessment. Which is this student’s most likely learning style?
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Tactile
B. Visual
C. Auditory
D. Kinesthetic
ANS: B wl


Feedback: Visual learners learn best by watching things such as videos, movies, and dem
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onstrations. Tactile and kinesthetic learners benefit from touch. Auditory learners prefer to
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hear information.
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PTS: wlwlw l 1 DIF: Easy
REF: p. 9, Applying Your Learning Style OBJ:
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NAT: Client Needs: Psychosocial Integrity
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TOP: w l Chapter 1 wl


KEY: Integrated Process: Teaching/Learnin wl wl wl


g BLM: Cognitive Level: Analyze
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5. A nursing student is aware of the importance of critical thinking, especially in clinical sit
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uations. When applying the principles of critical thinking to a situation, the student shoul
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d begin 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?”wl wl wl wl wl wl wl wl


C. “What are the consequences of making the wrong decision in this situation?” D.
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“What are the facts that I know about this situation?”
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ANS: D wl

, Feedback: A useful starting point for the critical thinking process is to determine the facts
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about the situation. This should come before a comparison with previous situations. It is lik
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ely not helpful to ask what could possibly go wrong.
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PTS: wlwlw l 1
DIF: Difficult
REF: p. 17, Developing Critical Thinking Skills OBJ: 4 wl wl wl wl wl wl wl wl


NAT: Client Needs: Safe and Effective Care Environment: Management of Care TOP:
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Chapter 1 l 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 cl
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ient was drowsy. The nursing student used critical thinking to determine the action need
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ed to prevent the client from falling. The nursing student should:
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