Stuvia.com - The Marketplace to Buy and Sell your Study
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Material
, Stuvia.com - The Marketplace to Buy and Sell your Study ss ss ss ss ss ss ss ss ss
Material
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 nursing
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student take to address these feelings?
ss ss ss ss ss ss
A. Utilize the counseling services available at the college. ss ss ss ss ss ss ss
B. Reduce the course load. ss ss ss
C. Eliminate the family activities and recreational activities. ss ss ss ss ss ss
D. Create a study group with some classmates and divide the course work.
ss ss ss ss ss ss ss ss ss ss ss
ANS: s s A
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
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courses the student is taking or eliminating family and recreational activities, which are
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beneficial in stress management. Study groups can be helpful, but they are not intended to
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
divide course work.
ss ss ss
PTS: 1 DIF: Moderate
s s REF: p. 5, Personal s s ss ss
Adjustments OBJ: 1
ss NAT: Client Needs: Psychosocial Integrity ss s s s s ss ss ss
TOP: Chapter 1 KEY: Integrated Process: Caring
s s BLM: Cognitive Level: ss s s ss ss s s ss
Apply NOT: Multiple Choice
ss ss s s ss
2. A nursing student will soon begin a new course with a new instructor. When encountering a
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new instructor for the first time, the student should:
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A. compliment the instructor on his or her knowledge and skills. ss ss ss ss ss ss ss ss ss
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.
ss ss ss ss ss ss ss ss ss
D. ask as many questions as possible so that the instructor notices the student.
ss ss ss ss ss ss ss ss ss ss ss ss
ANS: s s B
Feedback: Every instructor is different, and it is beneficial to get to know each instructor‘s
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
style, personality, and expectations as much as possible. This does not involve offering
ss ss ss ss ss ss ss ss ss ss ss ss ss
personal compliments to the instructor or asking questions for the purpose of becoming
ss ss ss ss ss ss ss ss ss ss ss ss ss
known. At the same time, a student should not be completely silent at the start of a course.
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
PTS: 1 DIF: Moderate
s s REF: p. 6, Program s s ss ss
Structure OBJ: 1 NAT: Client Needs: Psychosocial Integrity
ss ss s s s s ss ss ss
TOP: Chapter 1 KEY: Integrated Process: Communication and
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Documentation BLM: Cognitive Level: Apply
ss NOT: Multiple Choice ss s s ss ss s s ss
3. A student has just begun a nursing program and is committed to success. When creating a
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
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.
ss ss ss ss ss ss ss ss
D. Put off family activities until the midterm break.
ss ss ss ss ss ss ss
ANS: s s C
Downloaded by madiba South Africa stuvia ss ss ss ss ss
()
, 3 /1 26 , 5 :1 3 : 26
Stuvia.com - The Marke tp la c e to B u y a n d Sell your Study
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Material
Feedback: A good schedule should be realistic and balanced. To get the most from the
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
program and still have time for a personal life, the student should make a schedule that fits the
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
time available, not how much time the student wishes was available. This does not mean that
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
school work should suffer because of personal activities, however. It is often helpful to
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
schedule days off rather than studying every day of the week.
ss ss ss ss ss ss ss ss ss ss ss
PTS: 1 DIF: Easy
s s REF: p. 7, Scheduling Your s s ss ss ss
Time OBJ: 1
ss ss s s
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
s s ss ss ss ss ss ss ss ss ss
TOP: Chapter 1 KEY: Integrated Process: Communication and
ss s s ss s s ss ss ss
Documentation BLM: Cognitive Level: Apply
ss NOT: Multiple Choice ss s s ss ss s s ss
4. When learning how to assess clients‘ health, a student has found that the most beneficial
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
learning technique was watching an online video in which an experienced nurse demonstrated
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how to conduct an assessment. Which is this student‘s most likely learning style?
ss ss ss ss ss ss ss ss ss ss ss ss ss
A. Tactile
B. Visual
C. Auditory
D. Kinesthetic
ANS: s s B
Feedback: Visual learners learn best by watching things such as videos, movies, and
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demonstrations. Tactile and kinesthetic learners benefit from touch. Auditory learners prefer
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to hear information.
ss ss ss
PTS: 1 DIF: Easy
s sREF: p. 9, Applying Your Learning s s ss ss ss ss
Style OBJ: 3
ss NAT: Client Needs: Psychosocial Integrity
ss s s s s ss ss ss
TOP: Chapter 1 KEY: Integrated Process:
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Teaching/Learning BLM: Cognitive Level: Analyze NOT:
ss ss s s ss ss
Multiple Choice
s s ss
5. A nursing student is aware of the importance of critical thinking, especially in clinical
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situations. When applying the principles of critical thinking to a situation, the student should
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
begin by asking:
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A. ―What did I do the last time I encountered a similar situation?‖ ss ss ss ss ss ss ss ss ss ss ss
B. ―Why do I need to act in this situation?‖ ss ss ss ss ss ss ss ss
C. ―What are the consequences of making the wrong decision in this situation?‖
ss ss ss ss ss ss ss ss ss ss ss
D. ―What are the facts that I know about this situation?‖ ss ss ss ss ss ss ss ss ss
ANS: s s D
Feedback: A useful starting point for the critical thinking process is to determine the facts
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
about the situation. This should come before a comparison with previous situations. It is likely
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
not helpful to ask what could possibly go wrong.
ss ss ss ss ss ss ss ss ss
PTS: 1 DIF: Difficult
s s REF: p. 17, Developing Critical Thinking s s ss ss ss ss
Skills OBJ: 4
ss ss s s
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
s s ss ss ss ss ss ss ss ss ss
TOP: Chapter 1 KEY: Integrated Process: Clinical Problem-solving Process (Nursing
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Process) BLM: Cognitive Level: Apply NOT: Multiple Choice
ss ss s s ss ss s s ss
6. The nursing student is working with a female client who had recent hip surgery. The client
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
ss was drowsy. The nursing student used critical thinking to determine the action needed to
ss ss ss ss ss ss ss ss ss ss ss ss ss
ss prevent the client from falling. The nursing student should:
ss ss ss ss ss ss ss ss
Downloaded by madiba South Africa stuvia ss ss ss ss ss
()
, 3 /1 26 , 5 :1 3 : 26
Stuvia.com - The Marke tp la c e to B u y a n d Sell your Study
ss ss ss ss ss
Material
A. walk the client to the bathroom using a walker.
ss ss ss ss ss ss ss ss
B. transfer the client to a bedside commode. ss ss ss ss ss ss
C. provide a fracture bedpan. ss ss ss
D. use a gait belt and walk the client to the bathroom.
ss ss ss ss ss ss ss ss ss ss
ANS: s s C
Feedback: The student‘s synthesis of the facts of a situation and the translation of these facts
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
into action demonstrate effective critical thinking. The client has recently had hip surgery and
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
is drowsy and will be unsteady on her feet, so trying to get her up by transfer to a bedside
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
commode or using a walker or a gait belt will not provide the safest choices for helping the
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
client to be toileted. The fracture bedpan is the safest choice to prevent a fall in the drowsy
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
postoperative client recovering from recent hip surgery.
ss ss ss ss ss ss ss
PTS: 1 DIF: Moderate
s s REF: p. 19, Applying Critical Thinking s s ss ss ss ss
Skills OBJ: 4
ss ss s s
NAT: Client Needs: Safe and Effective Care Environment: Safety and Infection Control
s s ss ss ss ss ss ss ss ss ss ss
TOP: Chapter 1 KEY: Integrated Process: Clinical Problem-solving Process (Nursing
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Process) BLM: Cognitive Level: Apply NOT: Multiple Choice
ss ss s s ss ss s s ss
7. A nursing student has been informed that much of the content of the nursing program will be
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presented in the form of lectures. This means that the student should:
ss ss ss ss ss ss ss ss ss ss ss ss
A. make sure to do the assigned readings prior to each class.
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B. determine whether the lecture will be beneficial before deciding to attend. ss ss ss ss ss ss ss ss ss ss
C. record each lecture electronically so that it can be referred to later.
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D. schedule a one-on-one discussion with the instructor after each class. ss ss ss ss ss ss ss ss ss
ANS: s s A
Feedback: It is important to prepare for lectures by completing reading assignments in
ss ss ss ss ss ss ss ss ss ss ss ss
advance. A student should attend every class. It is not normally necessary to record every
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
lecture or to meet with the instructor after each class.
ss ss ss ss ss ss ss ss ss ss
PTS: 1 DIF: Easy
s s REF: p. 19, s s ss
Lectures OBJ: 5
ss ss s s
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
s s ss ss ss ss ss ss ss ss ss
TOP: Chapter 1 KEY: Integrated Process: Communication and
ss s s ss s s ss ss ss
Documentation BLM: Cognitive Level: Apply
ss NOT: Multiple Choice ss s s ss ss s s ss
8. The student has recently begun the nursing program and is committed to getting the highest
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
grades possible. One of the student‘s strategies for meeting this goal is learning how to take
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
effective notes. What should the student do to make sure the notes are effective? Select all that
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
apply.
ss
A. Aim to write down everything that the instructors say in class.
ss ss ss ss ss ss ss ss ss ss
B. Take special note of information that the instructors say is most important.
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C. Read the notes as soon as possible after class.
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D. Review the notes regularly. ss ss ss
E. Get notes from a classmate to compare with the student‘s notes.
ss ss ss ss ss ss ss ss ss ss
ANS: s s B, C, D ss ss
Feedback: Strategies for taking effective notes include highlighting main points, reading notes
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after class, and reviewing them regularly. Unless the student has been absent, it is not
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
normally necessary to obtain a classmate‘s notes. It is unrealistic and unnecessary to write
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
down everything an instructor says.
ss ss ss ss ss
Downloaded by madiba South Africa stuvia ss ss ss ss ss
()
ss ss ss ss ss ss ss ss ss
Material
, Stuvia.com - The Marketplace to Buy and Sell your Study ss ss ss ss ss ss ss ss ss
Material
Chapter 1, Adjusting to Student Life
ss ss ss ss ss
1. The nursing student has found the first 2 weeks of the nursing program fascinating but
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
overwhelming. This student is anxious and unable to sleep. What action should the nursing
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
student take to address these feelings?
ss ss ss ss ss ss
A. Utilize the counseling services available at the college. ss ss ss ss ss ss ss
B. Reduce the course load. ss ss ss
C. Eliminate the family activities and recreational activities. ss ss ss ss ss ss
D. Create a study group with some classmates and divide the course work.
ss ss ss ss ss ss ss ss ss ss ss
ANS: s s A
Feedback: Counseling services to help students make adjustments and solve problems may be
ss ss ss ss ss ss ss ss ss ss ss ss
available to students. If so, they are often very helpful. This is preferable to reducing the
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
courses the student is taking or eliminating family and recreational activities, which are
ss ss ss ss ss ss ss ss ss ss ss ss ss
beneficial in stress management. Study groups can be helpful, but they are not intended to
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
divide course work.
ss ss ss
PTS: 1 DIF: Moderate
s s REF: p. 5, Personal s s ss ss
Adjustments OBJ: 1
ss NAT: Client Needs: Psychosocial Integrity ss s s s s ss ss ss
TOP: Chapter 1 KEY: Integrated Process: Caring
s s BLM: Cognitive Level: ss s s ss ss s s ss
Apply NOT: Multiple Choice
ss ss s s ss
2. A nursing student will soon begin a new course with a new instructor. When encountering a
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
new instructor for the first time, the student should:
ss ss ss ss ss ss ss ss ss
A. compliment the instructor on his or her knowledge and skills. ss ss ss ss ss ss ss ss ss
B. try to get to know the instructor as much as possible.
ss ss ss ss ss ss ss ss ss ss
C. remain silent until the instructor reveals his or her expectations.
ss ss ss ss ss ss ss ss ss
D. ask as many questions as possible so that the instructor notices the student.
ss ss ss ss ss ss ss ss ss ss ss ss
ANS: s s B
Feedback: Every instructor is different, and it is beneficial to get to know each instructor‘s
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
style, personality, and expectations as much as possible. This does not involve offering
ss ss ss ss ss ss ss ss ss ss ss ss ss
personal compliments to the instructor or asking questions for the purpose of becoming
ss ss ss ss ss ss ss ss ss ss ss ss ss
known. At the same time, a student should not be completely silent at the start of a course.
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
PTS: 1 DIF: Moderate
s s REF: p. 6, Program s s ss ss
Structure OBJ: 1 NAT: Client Needs: Psychosocial Integrity
ss ss s s s s ss ss ss
TOP: Chapter 1 KEY: Integrated Process: Communication and
s s ss s s ss ss ss
Documentation BLM: Cognitive Level: Apply
ss NOT: Multiple Choice ss s s ss ss s s ss
3. A student has just begun a nursing program and is committed to success. When creating a
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
schedule for the school term, what should the student do?
ss ss ss ss ss ss ss ss ss ss
A. Make sure that recreation is prioritized over school work.
ss ss ss ss ss ss ss ss
B. Spread out school work evenly between all 7 days of the week.
ss ss ss ss ss ss ss ss ss ss ss
C. Ensure a balance between school activities and personal life.
ss ss ss ss ss ss ss ss
D. Put off family activities until the midterm break.
ss ss ss ss ss ss ss
ANS: s s C
Downloaded by madiba South Africa stuvia ss ss ss ss ss
()
, 3 /1 26 , 5 :1 3 : 26
Stuvia.com - The Marke tp la c e to B u y a n d Sell your Study
ss ss ss ss ss
Material
Feedback: A good schedule should be realistic and balanced. To get the most from the
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
program and still have time for a personal life, the student should make a schedule that fits the
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
time available, not how much time the student wishes was available. This does not mean that
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
school work should suffer because of personal activities, however. It is often helpful to
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
schedule days off rather than studying every day of the week.
ss ss ss ss ss ss ss ss ss ss ss
PTS: 1 DIF: Easy
s s REF: p. 7, Scheduling Your s s ss ss ss
Time OBJ: 1
ss ss s s
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
s s ss ss ss ss ss ss ss ss ss
TOP: Chapter 1 KEY: Integrated Process: Communication and
ss s s ss s s ss ss ss
Documentation BLM: Cognitive Level: Apply
ss NOT: Multiple Choice ss s s ss ss s s ss
4. When learning how to assess clients‘ health, a student has found that the most beneficial
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
learning technique was watching an online video in which an experienced nurse demonstrated
ss ss ss ss ss ss ss ss ss ss ss ss ss
how to conduct an assessment. Which is this student‘s most likely learning style?
ss ss ss ss ss ss ss ss ss ss ss ss ss
A. Tactile
B. Visual
C. Auditory
D. Kinesthetic
ANS: s s B
Feedback: Visual learners learn best by watching things such as videos, movies, and
ss ss ss ss ss ss ss ss ss ss ss ss
demonstrations. Tactile and kinesthetic learners benefit from touch. Auditory learners prefer
ss ss ss ss ss ss ss ss ss ss ss
to hear information.
ss ss ss
PTS: 1 DIF: Easy
s sREF: p. 9, Applying Your Learning s s ss ss ss ss
Style OBJ: 3
ss NAT: Client Needs: Psychosocial Integrity
ss s s s s ss ss ss
TOP: Chapter 1 KEY: Integrated Process:
s s ss s s ss
Teaching/Learning BLM: Cognitive Level: Analyze NOT:
ss ss s s ss ss
Multiple Choice
s s ss
5. A nursing student is aware of the importance of critical thinking, especially in clinical
ss ss ss ss ss ss ss ss ss ss ss ss ss
situations. When applying the principles of critical thinking to a situation, the student should
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
begin by asking:
ss ss ss
A. ―What did I do the last time I encountered a similar situation?‖ ss ss ss ss ss ss ss ss ss ss ss
B. ―Why do I need to act in this situation?‖ ss ss ss ss ss ss ss ss
C. ―What are the consequences of making the wrong decision in this situation?‖
ss ss ss ss ss ss ss ss ss ss ss
D. ―What are the facts that I know about this situation?‖ ss ss ss ss ss ss ss ss ss
ANS: s s D
Feedback: A useful starting point for the critical thinking process is to determine the facts
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
about the situation. This should come before a comparison with previous situations. It is likely
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
not helpful to ask what could possibly go wrong.
ss ss ss ss ss ss ss ss ss
PTS: 1 DIF: Difficult
s s REF: p. 17, Developing Critical Thinking s s ss ss ss ss
Skills OBJ: 4
ss ss s s
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
s s ss ss ss ss ss ss ss ss ss
TOP: Chapter 1 KEY: Integrated Process: Clinical Problem-solving Process (Nursing
s s ss s s ss ss ss ss ss
Process) BLM: Cognitive Level: Apply NOT: Multiple Choice
ss ss s s ss ss s s ss
6. The nursing student is working with a female client who had recent hip surgery. The client
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
ss was drowsy. The nursing student used critical thinking to determine the action needed to
ss ss ss ss ss ss ss ss ss ss ss ss ss
ss prevent the client from falling. The nursing student should:
ss ss ss ss ss ss ss ss
Downloaded by madiba South Africa stuvia ss ss ss ss ss
()
, 3 /1 26 , 5 :1 3 : 26
Stuvia.com - The Marke tp la c e to B u y a n d Sell your Study
ss ss ss ss ss
Material
A. walk the client to the bathroom using a walker.
ss ss ss ss ss ss ss ss
B. transfer the client to a bedside commode. ss ss ss ss ss ss
C. provide a fracture bedpan. ss ss ss
D. use a gait belt and walk the client to the bathroom.
ss ss ss ss ss ss ss ss ss ss
ANS: s s C
Feedback: The student‘s synthesis of the facts of a situation and the translation of these facts
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
into action demonstrate effective critical thinking. The client has recently had hip surgery and
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
is drowsy and will be unsteady on her feet, so trying to get her up by transfer to a bedside
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
commode or using a walker or a gait belt will not provide the safest choices for helping the
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
client to be toileted. The fracture bedpan is the safest choice to prevent a fall in the drowsy
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
postoperative client recovering from recent hip surgery.
ss ss ss ss ss ss ss
PTS: 1 DIF: Moderate
s s REF: p. 19, Applying Critical Thinking s s ss ss ss ss
Skills OBJ: 4
ss ss s s
NAT: Client Needs: Safe and Effective Care Environment: Safety and Infection Control
s s ss ss ss ss ss ss ss ss ss ss
TOP: Chapter 1 KEY: Integrated Process: Clinical Problem-solving Process (Nursing
s s ss s s ss ss ss ss ss
Process) BLM: Cognitive Level: Apply NOT: Multiple Choice
ss ss s s ss ss s s ss
7. A nursing student has been informed that much of the content of the nursing program will be
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
presented in the form of lectures. This means that the student should:
ss ss ss ss ss ss ss ss ss ss ss ss
A. make sure to do the assigned readings prior to each class.
ss ss ss ss ss ss ss ss ss ss
B. determine whether the lecture will be beneficial before deciding to attend. ss ss ss ss ss ss ss ss ss ss
C. record each lecture electronically so that it can be referred to later.
ss ss ss ss ss ss ss ss ss ss ss
D. schedule a one-on-one discussion with the instructor after each class. ss ss ss ss ss ss ss ss ss
ANS: s s A
Feedback: It is important to prepare for lectures by completing reading assignments in
ss ss ss ss ss ss ss ss ss ss ss ss
advance. A student should attend every class. It is not normally necessary to record every
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
lecture or to meet with the instructor after each class.
ss ss ss ss ss ss ss ss ss ss
PTS: 1 DIF: Easy
s s REF: p. 19, s s ss
Lectures OBJ: 5
ss ss s s
NAT: Client Needs: Safe and Effective Care Environment: Management of Care
s s ss ss ss ss ss ss ss ss ss
TOP: Chapter 1 KEY: Integrated Process: Communication and
ss s s ss s s ss ss ss
Documentation BLM: Cognitive Level: Apply
ss NOT: Multiple Choice ss s s ss ss s s ss
8. The student has recently begun the nursing program and is committed to getting the highest
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
grades possible. One of the student‘s strategies for meeting this goal is learning how to take
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
effective notes. What should the student do to make sure the notes are effective? Select all that
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
apply.
ss
A. Aim to write down everything that the instructors say in class.
ss ss ss ss ss ss ss ss ss ss
B. Take special note of information that the instructors say is most important.
ss ss ss ss ss ss ss ss ss ss ss
C. Read the notes as soon as possible after class.
ss ss ss ss ss ss ss ss
D. Review the notes regularly. ss ss ss
E. Get notes from a classmate to compare with the student‘s notes.
ss ss ss ss ss ss ss ss ss ss
ANS: s s B, C, D ss ss
Feedback: Strategies for taking effective notes include highlighting main points, reading notes
ss ss ss ss ss ss ss ss ss ss ss
after class, and reviewing them regularly. Unless the student has been absent, it is not
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
normally necessary to obtain a classmate‘s notes. It is unrealistic and unnecessary to write
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
down everything an instructor says.
ss ss ss ss ss
Downloaded by madiba South Africa stuvia ss ss ss ss ss
()
