Test Bank - Contemporary Practical/Vocational Nursing, 9th Edition (Kurzen, 2021), Chapter 1-16 | All Chapters

,
, Stuvia.com ff- ffThe ffMarketplace ffto ffBuy ffand ffSell ffyour ffStudy
Material

Chapter 1, Adjusting to Student Life
ff ff ff ff ff




1. The nursing student has found the first 2 weeks of the nursing program fascinating but
ff ff ff ff ff ff ff ff ff ff ff ff ff ff


overwhelming. This student is anxious and unable to sleep. What action should the
ff ff ff ff ff ff ff ff ff ff ff ff ff


nursing student take to address these feelings?
ff ff ff ff ff ff ff


A. Utilize the counseling services available at the college.
ff ff ff ff ff ff ff


B. Reduce the course load. ff ff ff


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


D. Create a study group with some classmates and divide the course work.
ff ff ff ff ff ff ff ff ff ff ff




ANS: f f A
Feedback: Counseling services to help students make adjustments and solve problems may be
ff ff ff ff ff ff ff ff ff ff ff ff


available to students. If so, they are often very helpful. This is preferable to reducing the
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff


courses the student is taking or eliminating family and recreational activities, which are
ff ff ff ff ff ff ff ff ff ff ff ff ff


beneficial in stress management. Study groups can be helpful, but they are not intended to
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff


divide course work.
ff ff ff




PTS: 1 DIF: Moderate
f f REF: p. 5, Personal f f ff ff


Adjustments OBJ: 1
ff NAT: Client Needs: Psychosocial Integrity ff f f f f ff ff ff


TOP: Chapter 1 KEY: Integrated Process: Caring
f f BLM: Cognitive Level: ff f f ff ff ff ff


Apply NOT: Multiple Choice
ff ff f f ff




2. A nursing student will soon begin a new course with a new instructor. When encountering
ff ff ff ff ff ff ff ff ff ff ff ff ff ff


a new instructor for the first time, the student should:
ff ff ff ff ff ff ff ff ff ff


A. compliment the instructor on his or her knowledge and skills. ff ff ff ff ff ff ff ff ff


B. try to get to know the instructor as much as possible.
ff ff ff ff ff ff ff ff ff ff


C. remain silent until the instructor reveals his or her expectations.
ff ff ff ff ff ff ff ff ff


D. ask as many questions as possible so that the instructor notices the student.
ff ff ff ff ff ff ff ff ff ff ff ff




ANS: f f B
Feedback: Every instructor is different, and it is beneficial to get to know each instructor‘s
ff ff ff ff ff ff ff ff ff ff ff ff ff ff


style, personality, and expectations as much as possible. This does not involve offering
ff ff ff ff ff ff ff ff ff ff ff ff ff


personal compliments to the instructor or asking questions for the purpose of becoming
ff ff ff ff ff ff ff ff ff ff ff ff ff


known. At the same time, a student should not be completely silent at the start of a course.
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff




PTS: 1 DIF: Moderate
f f REF: p. 6, Program f f ff ff


Structure OBJ: 1 NAT: Client Needs: Psychosocial Integrity
ff ff f f f f ff ff ff


TOP: Chapter 1 KEY: Integrated Process: Communication and
f f ff f f ff ff ff


Documentation BLM: Cognitive Level: Apply
ff NOT: Multiple Choice ff f f ff ff f f ff




3. A student has just begun a nursing program and is committed to success. When creating
ff ff ff ff ff ff ff ff ff ff ff ff ff ff


a schedule for the school term, what should the student do?
ff ff ff ff ff ff ff ff ff ff ff


A. Make sure that recreation is prioritized over school work.
ff ff ff ff ff ff ff ff


B. Spread out school work evenly between all 7 days of the week.
ff ff ff ff ff ff ff ff ff ff ff


C. Ensure a balance between school activities and personal life.
ff ff ff ff ff ff ff ff


D. Put off family activities until the midterm break.
ff ff ff ff ff ff ff




ANS: f f C




Downloaded ffby ffmadiba ffSouth ffAfrica ffstuvia ff()

, 3 /1 26 , 5 :1 3 : 26
Stuvia.com ff-ffTheffMarke tp la c e to B u y a n d Sell ffyourffStudyffMaterial


Feedback: A good schedule should be realistic and balanced. To get the most from the
ff ff ff ff ff ff ff ff ff ff ff ff ff ff


program and still have time for a personal life, the student should make a schedule that fits
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff


the time available, not how much time the student wishes was available. This does not
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff


mean that school work should suffer because of personal activities, however. It is often
ff ff ff ff ff ff ff ff ff ff ff ff ff ff


helpful to schedule days off rather than studying every day of the week.
ff ff ff ff ff ff ff ff ff ff ff ff ff




PTS: 1 fDIF: Easyf REF: p. 7, Scheduling Your f f ff ff ff


Time OBJ: 1
ff ff f f


NAT: Client Needs: Safe and Effective Care Environment: Management of Care
f f ff ff ff ff ff ff ff ff ff


TOP: Chapter 1 KEY: Integrated Process: Communication and
ff f f ff f f ff ff ff


Documentation BLM: Cognitive Level: Apply
ff NOT: Multiple Choice ff f f ff ff f f ff




4. When learning how to assess clients‘ health, a student has found that the most beneficial
ff ff ff ff ff ff ff ff ff ff ff ff ff ff


learning technique was watching an online video in which an experienced nurse
ff ff ff ff ff ff ff ff ff ff ff ff


demonstrated how to conduct an assessment. Which is this student‘s most likely learning
ff ff ff ff ff ff ff ff ff ff ff ff ff


style?
ff


A. Tactile
B. Visual
C. Auditory
D. Kinesthetic

ANS: f f B
Feedback: Visual learners learn best by watching things such as videos, movies, and
ff ff ff ff ff ff ff ff ff ff ff ff


demonstrations. Tactile and kinesthetic learners benefit from touch. Auditory learners
ff ff ff ff ff ff ff ff ff ff


prefer to hear information.
ff ff ff ff




PTS: 1 f DIF: Easy
f REF: p. 9, Applying Your Learning f f ff ff ff ff


Style OBJ: 3
ff ffNAT: Client Needs: Psychosocial Integrity f f f f ff ff ff


TOP: Chapter 1 KEY: Integrated Process:
f f ff f f ff


Teaching/Learning BLM: Cognitive Level: Analyze NOT:
ff ff f f ff ff


Multiple Choice
f f ff




5. A nursing student is aware of the importance of critical thinking, especially in clinical
ff ff ff ff ff ff ff ff ff ff ff ff ff


situations. When applying the principles of critical thinking to a situation, the student
ff ff ff ff ff ff ff ff ff ff ff ff ff


should begin by asking:
ff ff ff ff


A. ―What did I do the last time I encountered a similar situation?‖
ff ff ff ff ff ff ff ff ff ff ff


B. ―Why do I need to act in this situation?‖ ff ff ff ff ff ff ff ff


C. ―What are the consequences of making the wrong decision in this situation?‖
ff ff ff ff ff ff ff ff ff ff ff


D. ―What are the facts that I know about this situation?‖
ff ff ff ff ff ff ff ff ff




ANS: f f D
Feedback: A useful starting point for the critical thinking process is to determine the facts
ff ff ff ff ff ff ff ff ff ff ff ff ff ff


about the situation. This should come before a comparison with previous situations. It is
ff ff ff ff ff ff ff ff ff ff ff ff ff ff


likely not helpful to ask what could possibly go wrong.
ff ff ff ff ff ff ff ff ff ff




PTS: 1 fDIF: Difficult
f REF: p. 17, Developing Critical Thinking f f ff ff ff ff


Skills OBJ: 4
ff ff f f


NAT: Client Needs: Safe and Effective Care Environment: Management of Care
f f ff ff ff ff ff ff ff ff ff


TOP: Chapter 1 KEY: Integrated Process: Clinical Problem-solving Process (Nursing
f f ff f f ff ff ff ff ff


Process) BLM: Cognitive Level: Apply NOT: Multiple Choice
ff ff f f ff ff f f ff




6. The nursing student is working with a female client who had recent hip surgery. The
ff ff ff ff ff ff ff ff ff ff ff ff ff ff


ff client was drowsy. The nursing student used critical thinking to determine the action
ff ff ff ff ff ff ff ff ff ff ff ff


ff needed to prevent the client from falling. The nursing student should:
ff ff ff ff ff ff ff ff ff ff




Downloaded ffby ffmadiba ffSouth ffAfrica ffstuvia ff()