Test Bank For
Contemporary Practical/Vocational Nursing 9th Edition by Corinne Kurzen, Anna LaVon
Barrett
Chapter 1-16
Chapter 1, Adjusting to Student Life
1. The nursing student has found the first 2 weeks of the nursing program fascinating but
overwhelming. This student is anxious and unable to sleep. What action should the nursing
student take to address these feelings?
A. Utilize the counseling services available at the college.
B. Reduce the course load.
C. Eliminate the family activities and recreational activities.
D. Create a study group with some classmates and divide the course work.
ANS: A
Feedback: Counseling services to help students make adjustments and solve problems may be
available to students. If so, they are often very helpful. This is preferable to reducing the
courses the student is taking or eliminating family and recreational activities, which are
beneficial in stress management. Study groups can be helpful, but they are not intended to
divide course work.
PTS: 1 DIF: Moderate REF: p. 5, Personal Adjustments
OBJ: 1 NAT: Client Needs: Psychosocial Integrity
TOP: Chapter 1 KEY: Integrated Process: Caring BLM: Cognitive Level: Apply
NOT: Multiple Choice
2. A nursing student will soon begin a new course with a new instructor. When encountering a
new instructor for the first time, the student should:
A. compliment the instructor on his or her knowledge and skills.
B. try to get to know the instructor as much as possible.
C. remain silent until the instructor reveals his or her expectations.
D. ask as many questions as possible so that the instructor notices the student.
ANS: B
Feedback: Every instructor is different, and it is beneficial to get to know each instructor‘s
style, personality, and expectations as much as possible. This does not involve offering
personal compliments to the instructor or asking questions for the purpose of becoming
known. At the same time, a student should not be completely silent at the start of a course.
PTS: 1 DIF: Moderate REF: p. 6, Program Structure
OBJ: 1 NAT: Client Needs: Psychosocial Integrity
TOP: Chapter 1 KEY: Integrated Process: Communication and Documentation
BLM: Cognitive Level: Apply NOT: Multiple Choice
3. A student has just begun a nursing program and is committed to success. When creating a
schedule for the school term, what should the student do?
A. Make sure that recreation is prioritized over school work.
B. Spread out school work evenly between all 7 days of the week.
C. Ensure a balance between school activities and personal life.
, D. Put off family activities until the midterm break.
ANS: C
Feedback: A good schedule should be realistic and balanced. To get the most from the
program and still have time for a personal life, the student should make a schedule that fits the
time available, not how much time the student wishes was available. This does not mean that
school work should suffer because of personal activities, however. It is often helpful to
schedule days off rather than studying every day of the week.
PTS: 1 DIF: Easy REF: p. 7, Scheduling Your Time
OBJ: 1
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
TOP: Chapter 1 KEY: Integrated Process: Communication and Documentation
BLM: Cognitive Level: Apply NOT: Multiple Choice
4. When learning how to assess clients‘ health, a student has found that the most beneficial
learning technique was watching an online video in which an experienced nurse demonstrated
how to conduct an assessment. Which is this student‘s most likely learning style?
A. Tactile
B. Visual
C. Auditory
D. Kinesthetic
ANS: B
Feedback: Visual learners learn best by watching things such as videos, movies, and
demonstrations. Tactile and kinesthetic learners benefit from touch. Auditory learners prefer
to hear information.
PTS: 1 DIF: Easy REF: p. 9, Applying Your Learning Style
OBJ: 3 NAT: Client Needs: Psychosocial Integrity
TOP: Chapter 1 KEY: Integrated Process: Teaching/Learning
BLM: Cognitive Level: Analyze NOT: Multiple Choice
5. A nursing student is aware of the importance of critical thinking, especially in clinical
situations. When applying the principles of critical thinking to a situation, the student should
begin by asking:
A. ―What did I do the last time I encountered a similar situation?‖
B. ―Why do I need to act in this situation?‖
C. ―What are the consequences of making the wrong decision in this situation?‖
D. ―What are the facts that I know about this situation?‖
ANS: D
Feedback: A useful starting point for the critical thinking process is to determine the facts
about the situation. This should come before a comparison with previous situations. It is likely
not helpful to ask what could possibly go wrong.
PTS: 1 DIF: Difficult REF: p. 17, Developing Critical Thinking Skills
OBJ: 4
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
TOP: Chapter 1 KEY: Integrated Process: Clinical Problem-solving Process (Nursing Process)
BLM: Cognitive Level: Apply NOT: Multiple Choice
6. The nursing student is working with a female client who had recent hip surgery. The client
was drowsy. The nursing student used critical thinking to determine the action needed to
prevent the client from falling. The nursing student should:
, A. walk the client to the bathroom using a walker.
B. transfer the client to a bedside commode.
C. provide a fracture bedpan.
D. use a gait belt and walk the client to the bathroom.
ANS: C
Feedback: The student‘s synthesis of the facts of a situation and the translation of these facts
into action demonstrate effective critical thinking. The client has recently had hip surgery and
is drowsy and will be unsteady on her feet, so trying to get her up by transfer to a bedside
commode or using a walker or a gait belt will not provide the safest choices for helping the
client to be toileted. The fracture bedpan is the safest choice to prevent a fall in the drowsy
postoperative client recovering from recent hip surgery.
PTS: 1 DIF: Moderate REF: p. 19, Applying Critical Thinking Skills
OBJ: 4
NAT: Client Needs: Safe and Effective Care Environment: Safety and Infection Control
TOP: Chapter 1 KEY: Integrated Process: Clinical Problem-solving Process (Nursing Process)
BLM: Cognitive Level: Apply NOT: Multiple Choice
7. A nursing student has been informed that much of the content of the nursing program will be
presented in the form of lectures. This means that the student should:
A. make sure to do the assigned readings prior to each class.
B. determine whether the lecture will be beneficial before deciding to attend.
C. record each lecture electronically so that it can be referred to later.
D. schedule a one-on-one discussion with the instructor after each class.
ANS: A
Feedback: It is important to prepare for lectures by completing reading assignments in
advance. A student should attend every class. It is not normally necessary to record every
lecture or to meet with the instructor after each class.
PTS: 1 DIF: Easy REF: p. 19, Lectures
OBJ: 5
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
TOP: Chapter 1 KEY: Integrated Process: Communication and Documentation
BLM: Cognitive Level: Apply NOT: Multiple Choice
8. The student has recently begun the nursing program and is committed to getting the highest
grades possible. One of the student‘s strategies for meeting this goal is learning how to take
effective notes. What should the student do to make sure the notes are effective? Select all that
apply.
A. Aim to write down everything that the instructors say in class.
B. Take special note of information that the instructors say is most important.
C. Read the notes as soon as possible after class.
D. Review the notes regularly.
E. Get notes from a classmate to compare with the student‘s notes.
ANS: B, C, D
Feedback: Strategies for taking effective notes include highlighting main points, reading notes
after class, and reviewing them regularly. Unless the student has been absent, it is not
normally necessary to obtain a classmate‘s notes. It is unrealistic and unnecessary to write
down everything an instructor says.
, PTS: 1 DIF: Difficult REF: p. 19, Taking Notes
OBJ: 6
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
TOP: Chapter 1 KEY: Integrated Process: Communication and Documentation
BLM: Cognitive Level: Apply NOT: Multiple Selection
9. A nursing student who has recently begun a nursing program is discussing study habits with
his or her classmates. Which statement by the student‘s classmates suggests effective study
habits?
A. ―I find it‘s best to study the easy subjects first and then the hard subjects.‖
B. ―In order to be efficient, I always try to do my studying as fast as I can.‖
C. ―I don‘t take a break until I‘ve finished everything that I have to study.‖
D. ―I try to schedule my studying ahead of time so that I get everything done.‖
ANS: D
Feedback: Creating a schedule for studying is conducive to effective time management and
success. It is best to study hard subjects before easy subjects. Regular breaks are important,
and effectiveness, not speed, is the goal of studying.
PTS: 1 DIF: Moderate REF: p. 22, Studying
OBJ: 1
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
TOP: Chapter 1 KEY: Integrated Process: Teaching/Learning
BLM: Cognitive Level: Apply NOT: Multiple Choice
10. A nursing student has learned that the nursing program will require frequent, lengthy readings.
In response, the student has resolved to apply the SQ3R method. This means that the student
will begin each reading session by:
A. writing down questions about the subject matter of an assigned reading.
B. looking over the reading for main headings, figures, titles, and objectives.
C. slowly and conscientiously reading the material.
D. reading the material aloud.
ANS: B
Feedback: The SQ3R method begins by surveying the chapter or unit by reading the title,
objectives, key words, chapter heads, introduction, italicized passages, graphs, illustrations,
photos, and end-of-chapter questions before you begin normal reading. Writing down
questions follows this, as does a more detailed reading. Reading aloud is useful to some
students, but this is not normally the first step in the process.
PTS: 1 DIF: Difficult REF: p. 25, Reading Assignments
OBJ: 5
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
TOP: Chapter 1 KEY: Integrated Process: Teaching/Learning
BLM: Cognitive Level: Apply NOT: Multiple Choice
11. The client wants to know the latest research about diabetes to guide care. Which resource
would be best for the nurse to use to provide the requested information?
A. Textbook published this year
B. Peer-reviewed evidence-based journal
C. Brochure from an organization supplying diabetes supplies
, D. http://www.pence.edu/diabetesresearch
ANS: B
Feedback: Peer-reviewed (expert peers review manuscripts prior to publication for their
appropriateness) and evidence-based journals contain the most recent research and
applications based upon research. The textbook may have been published this year but will
contain older information than the journal. The brochure will advertise supplies for purchase
but will not offer information about the latest research. The example website may or may not
be reliable and valid, and there is no guarantee that it is kept up-to-date with the latest research
related to diabetes.
PTS: 1 DIF: Moderate REF: p. 27, Other Materials
OBJ: 7
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
TOP: Chapter 1 KEY: Integrated Process: Teaching/Learning
BLM: Cognitive Level: Apply NOT: Multiple Choice
12. A nursing student has announced to a classmate, ―Textbooks are so twentieth century. I do all
my research on the Internet.‖ How should the classmate best respond to this statement?
A. ―In the long run, you‘ll save money by investing in a few well-recognized
textbooks.‖
B. ―I agree, but I find that the pictures, graphs, and figures in a textbook can be useful
supplements.‖
C. ―If you do this, make sure that you personally know the person who produced the
information.‖
D. ―Remember that anyone can post information online, so the information isn‘t
guaranteed to be accurate.‖
ANS: D
Feedback: Anyone can put information on a website, so information may or may not be
accurate. It is necessary to critically appraise online information, but this does not mean that
the student must personally know the individual who posts the information. Textbooks should
not be seen solely as a supplement or adjunct to online information.
PTS: 1 DIF: Moderate REF: p. 28, The Internet
OBJ: 7
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
TOP: Chapter 1 KEY: Integrated Process: Teaching/Learning
BLM: Cognitive Level: Apply NOT: Multiple Choice
13. A nursing student is scheduled to take the first written exam in the nursing program and is
experiencing test anxiety. What strategy should the nursing student implement to maximize
the chances of being successful in this exam?
A. Take the written exam as quickly as possible in order to avoid ―second guessing.‖
B. Focus on the most difficult questions before answering the easier questions.
C. Scan the entire exam to make some estimates about the time that each section will
require.
D. Focus on guessing instinctively rather than focusing on the specifics of a question.
ANS: C
, Feedback: When taking a written exam, the student should begin by scanning the exam. It is
advisable to do easy questions first to build confidence. The student should not aim for speed
when writing an exam, and guessing is only an option when the student is unsure of the
correct answer.
PTS: 1 DIF: Moderate REF: p. 31, Strategies for Taking Tests
OBJ: 8 NAT: Client Needs: Psychosocial Integrity
TOP: Chapter 1 KEY: Integrated Process: Teaching/Learning
BLM: Cognitive Level: Apply NOT: Multiple Choice
14. The nursing student received several lectures on caring for a client requiring bed rest. The
nursing student practiced essential skills related to caring for a client on bed rest. The nursing
student has the first clinical experience. Which example supports the primary purpose of
clinical instruction?
A. The nursing instructor demonstrates how to log roll the client and allows the
nursing students to practice this for the first time since the students never learned
this skill before.
B. The nursing student found that he or she could not insert the urinary catheter as
easily as he or she had practiced it in the laboratory, and the clinical instructor
stated that the client may have an obstruction in the urethra making it difficult to
insert the catheter as taught.
C. The nursing student wrote in his or her clinical journal that he or she used what he
or she learned in class and in the lab while caring for the client he or she was
assigned.
D. The nursing student wrote in his or her clinical journal that he or she found that the
skills he or she learned in the lab were able to be used in the clinical area.
ANS: C
Feedback: Clinical instruction is arranged by the faculty to give the student practical
experience in the care of people in various health care settings as demonstrated by the
example of writing in the clinical journal about using class instruction in the lab. The primary
purpose is not simply to supplement learning as seen in the example of the instructor
demonstrating a log roll or study skills as noted in the example of writing one‘s findings in a
clinical journal, and it is not intended to show a disconnect between theory and practice as
noted by the example difficulty inserting a urinary catheter.
PTS: 1 DIF: Moderate REF: p. 33, Clinical Instruction
OBJ: 9
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
TOP: Chapter 1 KEY: Integrated Process: Teaching/Learning
BLM: Cognitive Level: Apply NOT: Multiple Choice
15. During his or her first clinical placement, a nursing student will soon begin providing basic
care in a long-term care facility. How should the student best prepare for this experience?
A. Ask the residents of the facility what care they would like to receive.
B. Teach the residents about the material that the student has learned.
C. Thoroughly research the health conditions of the residents in the facility.
D. Tell the residents that they will not receive the same quality of care as provided by
the nurses at the facility.
ANS: C
Contemporary Practical/Vocational Nursing 9th Edition by Corinne Kurzen, Anna LaVon
Barrett
Chapter 1-16
Chapter 1, Adjusting to Student Life
1. The nursing student has found the first 2 weeks of the nursing program fascinating but
overwhelming. This student is anxious and unable to sleep. What action should the nursing
student take to address these feelings?
A. Utilize the counseling services available at the college.
B. Reduce the course load.
C. Eliminate the family activities and recreational activities.
D. Create a study group with some classmates and divide the course work.
ANS: A
Feedback: Counseling services to help students make adjustments and solve problems may be
available to students. If so, they are often very helpful. This is preferable to reducing the
courses the student is taking or eliminating family and recreational activities, which are
beneficial in stress management. Study groups can be helpful, but they are not intended to
divide course work.
PTS: 1 DIF: Moderate REF: p. 5, Personal Adjustments
OBJ: 1 NAT: Client Needs: Psychosocial Integrity
TOP: Chapter 1 KEY: Integrated Process: Caring BLM: Cognitive Level: Apply
NOT: Multiple Choice
2. A nursing student will soon begin a new course with a new instructor. When encountering a
new instructor for the first time, the student should:
A. compliment the instructor on his or her knowledge and skills.
B. try to get to know the instructor as much as possible.
C. remain silent until the instructor reveals his or her expectations.
D. ask as many questions as possible so that the instructor notices the student.
ANS: B
Feedback: Every instructor is different, and it is beneficial to get to know each instructor‘s
style, personality, and expectations as much as possible. This does not involve offering
personal compliments to the instructor or asking questions for the purpose of becoming
known. At the same time, a student should not be completely silent at the start of a course.
PTS: 1 DIF: Moderate REF: p. 6, Program Structure
OBJ: 1 NAT: Client Needs: Psychosocial Integrity
TOP: Chapter 1 KEY: Integrated Process: Communication and Documentation
BLM: Cognitive Level: Apply NOT: Multiple Choice
3. A student has just begun a nursing program and is committed to success. When creating a
schedule for the school term, what should the student do?
A. Make sure that recreation is prioritized over school work.
B. Spread out school work evenly between all 7 days of the week.
C. Ensure a balance between school activities and personal life.
, D. Put off family activities until the midterm break.
ANS: C
Feedback: A good schedule should be realistic and balanced. To get the most from the
program and still have time for a personal life, the student should make a schedule that fits the
time available, not how much time the student wishes was available. This does not mean that
school work should suffer because of personal activities, however. It is often helpful to
schedule days off rather than studying every day of the week.
PTS: 1 DIF: Easy REF: p. 7, Scheduling Your Time
OBJ: 1
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
TOP: Chapter 1 KEY: Integrated Process: Communication and Documentation
BLM: Cognitive Level: Apply NOT: Multiple Choice
4. When learning how to assess clients‘ health, a student has found that the most beneficial
learning technique was watching an online video in which an experienced nurse demonstrated
how to conduct an assessment. Which is this student‘s most likely learning style?
A. Tactile
B. Visual
C. Auditory
D. Kinesthetic
ANS: B
Feedback: Visual learners learn best by watching things such as videos, movies, and
demonstrations. Tactile and kinesthetic learners benefit from touch. Auditory learners prefer
to hear information.
PTS: 1 DIF: Easy REF: p. 9, Applying Your Learning Style
OBJ: 3 NAT: Client Needs: Psychosocial Integrity
TOP: Chapter 1 KEY: Integrated Process: Teaching/Learning
BLM: Cognitive Level: Analyze NOT: Multiple Choice
5. A nursing student is aware of the importance of critical thinking, especially in clinical
situations. When applying the principles of critical thinking to a situation, the student should
begin by asking:
A. ―What did I do the last time I encountered a similar situation?‖
B. ―Why do I need to act in this situation?‖
C. ―What are the consequences of making the wrong decision in this situation?‖
D. ―What are the facts that I know about this situation?‖
ANS: D
Feedback: A useful starting point for the critical thinking process is to determine the facts
about the situation. This should come before a comparison with previous situations. It is likely
not helpful to ask what could possibly go wrong.
PTS: 1 DIF: Difficult REF: p. 17, Developing Critical Thinking Skills
OBJ: 4
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
TOP: Chapter 1 KEY: Integrated Process: Clinical Problem-solving Process (Nursing Process)
BLM: Cognitive Level: Apply NOT: Multiple Choice
6. The nursing student is working with a female client who had recent hip surgery. The client
was drowsy. The nursing student used critical thinking to determine the action needed to
prevent the client from falling. The nursing student should:
, A. walk the client to the bathroom using a walker.
B. transfer the client to a bedside commode.
C. provide a fracture bedpan.
D. use a gait belt and walk the client to the bathroom.
ANS: C
Feedback: The student‘s synthesis of the facts of a situation and the translation of these facts
into action demonstrate effective critical thinking. The client has recently had hip surgery and
is drowsy and will be unsteady on her feet, so trying to get her up by transfer to a bedside
commode or using a walker or a gait belt will not provide the safest choices for helping the
client to be toileted. The fracture bedpan is the safest choice to prevent a fall in the drowsy
postoperative client recovering from recent hip surgery.
PTS: 1 DIF: Moderate REF: p. 19, Applying Critical Thinking Skills
OBJ: 4
NAT: Client Needs: Safe and Effective Care Environment: Safety and Infection Control
TOP: Chapter 1 KEY: Integrated Process: Clinical Problem-solving Process (Nursing Process)
BLM: Cognitive Level: Apply NOT: Multiple Choice
7. A nursing student has been informed that much of the content of the nursing program will be
presented in the form of lectures. This means that the student should:
A. make sure to do the assigned readings prior to each class.
B. determine whether the lecture will be beneficial before deciding to attend.
C. record each lecture electronically so that it can be referred to later.
D. schedule a one-on-one discussion with the instructor after each class.
ANS: A
Feedback: It is important to prepare for lectures by completing reading assignments in
advance. A student should attend every class. It is not normally necessary to record every
lecture or to meet with the instructor after each class.
PTS: 1 DIF: Easy REF: p. 19, Lectures
OBJ: 5
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
TOP: Chapter 1 KEY: Integrated Process: Communication and Documentation
BLM: Cognitive Level: Apply NOT: Multiple Choice
8. The student has recently begun the nursing program and is committed to getting the highest
grades possible. One of the student‘s strategies for meeting this goal is learning how to take
effective notes. What should the student do to make sure the notes are effective? Select all that
apply.
A. Aim to write down everything that the instructors say in class.
B. Take special note of information that the instructors say is most important.
C. Read the notes as soon as possible after class.
D. Review the notes regularly.
E. Get notes from a classmate to compare with the student‘s notes.
ANS: B, C, D
Feedback: Strategies for taking effective notes include highlighting main points, reading notes
after class, and reviewing them regularly. Unless the student has been absent, it is not
normally necessary to obtain a classmate‘s notes. It is unrealistic and unnecessary to write
down everything an instructor says.
, PTS: 1 DIF: Difficult REF: p. 19, Taking Notes
OBJ: 6
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
TOP: Chapter 1 KEY: Integrated Process: Communication and Documentation
BLM: Cognitive Level: Apply NOT: Multiple Selection
9. A nursing student who has recently begun a nursing program is discussing study habits with
his or her classmates. Which statement by the student‘s classmates suggests effective study
habits?
A. ―I find it‘s best to study the easy subjects first and then the hard subjects.‖
B. ―In order to be efficient, I always try to do my studying as fast as I can.‖
C. ―I don‘t take a break until I‘ve finished everything that I have to study.‖
D. ―I try to schedule my studying ahead of time so that I get everything done.‖
ANS: D
Feedback: Creating a schedule for studying is conducive to effective time management and
success. It is best to study hard subjects before easy subjects. Regular breaks are important,
and effectiveness, not speed, is the goal of studying.
PTS: 1 DIF: Moderate REF: p. 22, Studying
OBJ: 1
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
TOP: Chapter 1 KEY: Integrated Process: Teaching/Learning
BLM: Cognitive Level: Apply NOT: Multiple Choice
10. A nursing student has learned that the nursing program will require frequent, lengthy readings.
In response, the student has resolved to apply the SQ3R method. This means that the student
will begin each reading session by:
A. writing down questions about the subject matter of an assigned reading.
B. looking over the reading for main headings, figures, titles, and objectives.
C. slowly and conscientiously reading the material.
D. reading the material aloud.
ANS: B
Feedback: The SQ3R method begins by surveying the chapter or unit by reading the title,
objectives, key words, chapter heads, introduction, italicized passages, graphs, illustrations,
photos, and end-of-chapter questions before you begin normal reading. Writing down
questions follows this, as does a more detailed reading. Reading aloud is useful to some
students, but this is not normally the first step in the process.
PTS: 1 DIF: Difficult REF: p. 25, Reading Assignments
OBJ: 5
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
TOP: Chapter 1 KEY: Integrated Process: Teaching/Learning
BLM: Cognitive Level: Apply NOT: Multiple Choice
11. The client wants to know the latest research about diabetes to guide care. Which resource
would be best for the nurse to use to provide the requested information?
A. Textbook published this year
B. Peer-reviewed evidence-based journal
C. Brochure from an organization supplying diabetes supplies
, D. http://www.pence.edu/diabetesresearch
ANS: B
Feedback: Peer-reviewed (expert peers review manuscripts prior to publication for their
appropriateness) and evidence-based journals contain the most recent research and
applications based upon research. The textbook may have been published this year but will
contain older information than the journal. The brochure will advertise supplies for purchase
but will not offer information about the latest research. The example website may or may not
be reliable and valid, and there is no guarantee that it is kept up-to-date with the latest research
related to diabetes.
PTS: 1 DIF: Moderate REF: p. 27, Other Materials
OBJ: 7
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
TOP: Chapter 1 KEY: Integrated Process: Teaching/Learning
BLM: Cognitive Level: Apply NOT: Multiple Choice
12. A nursing student has announced to a classmate, ―Textbooks are so twentieth century. I do all
my research on the Internet.‖ How should the classmate best respond to this statement?
A. ―In the long run, you‘ll save money by investing in a few well-recognized
textbooks.‖
B. ―I agree, but I find that the pictures, graphs, and figures in a textbook can be useful
supplements.‖
C. ―If you do this, make sure that you personally know the person who produced the
information.‖
D. ―Remember that anyone can post information online, so the information isn‘t
guaranteed to be accurate.‖
ANS: D
Feedback: Anyone can put information on a website, so information may or may not be
accurate. It is necessary to critically appraise online information, but this does not mean that
the student must personally know the individual who posts the information. Textbooks should
not be seen solely as a supplement or adjunct to online information.
PTS: 1 DIF: Moderate REF: p. 28, The Internet
OBJ: 7
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
TOP: Chapter 1 KEY: Integrated Process: Teaching/Learning
BLM: Cognitive Level: Apply NOT: Multiple Choice
13. A nursing student is scheduled to take the first written exam in the nursing program and is
experiencing test anxiety. What strategy should the nursing student implement to maximize
the chances of being successful in this exam?
A. Take the written exam as quickly as possible in order to avoid ―second guessing.‖
B. Focus on the most difficult questions before answering the easier questions.
C. Scan the entire exam to make some estimates about the time that each section will
require.
D. Focus on guessing instinctively rather than focusing on the specifics of a question.
ANS: C
, Feedback: When taking a written exam, the student should begin by scanning the exam. It is
advisable to do easy questions first to build confidence. The student should not aim for speed
when writing an exam, and guessing is only an option when the student is unsure of the
correct answer.
PTS: 1 DIF: Moderate REF: p. 31, Strategies for Taking Tests
OBJ: 8 NAT: Client Needs: Psychosocial Integrity
TOP: Chapter 1 KEY: Integrated Process: Teaching/Learning
BLM: Cognitive Level: Apply NOT: Multiple Choice
14. The nursing student received several lectures on caring for a client requiring bed rest. The
nursing student practiced essential skills related to caring for a client on bed rest. The nursing
student has the first clinical experience. Which example supports the primary purpose of
clinical instruction?
A. The nursing instructor demonstrates how to log roll the client and allows the
nursing students to practice this for the first time since the students never learned
this skill before.
B. The nursing student found that he or she could not insert the urinary catheter as
easily as he or she had practiced it in the laboratory, and the clinical instructor
stated that the client may have an obstruction in the urethra making it difficult to
insert the catheter as taught.
C. The nursing student wrote in his or her clinical journal that he or she used what he
or she learned in class and in the lab while caring for the client he or she was
assigned.
D. The nursing student wrote in his or her clinical journal that he or she found that the
skills he or she learned in the lab were able to be used in the clinical area.
ANS: C
Feedback: Clinical instruction is arranged by the faculty to give the student practical
experience in the care of people in various health care settings as demonstrated by the
example of writing in the clinical journal about using class instruction in the lab. The primary
purpose is not simply to supplement learning as seen in the example of the instructor
demonstrating a log roll or study skills as noted in the example of writing one‘s findings in a
clinical journal, and it is not intended to show a disconnect between theory and practice as
noted by the example difficulty inserting a urinary catheter.
PTS: 1 DIF: Moderate REF: p. 33, Clinical Instruction
OBJ: 9
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
TOP: Chapter 1 KEY: Integrated Process: Teaching/Learning
BLM: Cognitive Level: Apply NOT: Multiple Choice
15. During his or her first clinical placement, a nursing student will soon begin providing basic
care in a long-term care facility. How should the student best prepare for this experience?
A. Ask the residents of the facility what care they would like to receive.
B. Teach the residents about the material that the student has learned.
C. Thoroughly research the health conditions of the residents in the facility.
D. Tell the residents that they will not receive the same quality of care as provided by
the nurses at the facility.
ANS: C
