TEST BANK FOR Success in Practical Vocational Nursing
. . . . . . .
10th Edition Carrol Collier
. . . .
,Chapter .01: .Personal .Resources .of .an .Adult .Learner
Carroll: .Success .in .Practical/Vocational .Nursing, .10th .Edition
MULTIPLE .CHOICE
1. Which .individual .in .a .practical/vocational .nursing .class
.would .be .identified .as .a .traditionaladult .learner?
a. One .who .has .been .out .of .school .for .many .years
b. One .who .has .children .and .grandchildren
c. One .who .knows .the .routine .of .education
d. One .who .is .in .his .or .her .early .20s
ANS: . D
Traditional .adult .learners .are .individuals .who .come .to .the
.educational .program .directly .from .high .school .or .another
.program .of .study. .They .are .usually .in .their .late .teens .or
.early .20s. .Thelearner .who .has .been .out .of .school .for .many
.years .and .the .learner .who .has .children .and .grandchildren
.would .be
identified .as .a .returning .adult .learner. .The .learner .who .knows .the .routine .of .education .does
.not .provide .sufficient .information .for .classification.
DIF: Cognitive .Level: .Application REF: . p. .3 OBJ: .1
.TOP: . Adult .learner KEY: .Nursing .Process .Step:
.N/A .MSC: .NCLEX: .N/A
2. A .student .enrolled .in .an .LPN/LVN .program .states, .―I‘m .fresh .out .of .high .school .and
.living .alone .for .the .first .time .in .my .life. .I‘m .learning .how .to .take .care .of .myself .as .well
.as .learning .to .care .for .my .patients.‖ .This .statement .identifies .the .student .as
a. a .traditional .adult .learner.
b. a .returning .adult .learner.
c. someone .in .need .of .counseling.
d. someone .who .is .not .accustomed .to .formal .education.
ANS: .A
Traditional .adult .learners .are .individuals .who .are .in .their .late .teens .or .early .20s .who .have
.come .to .the .practical/vocational .program .directly .from .high .school .or .another .program .of
.study. .A .returning .adult .learner .is .someone .who .has .been .out .of .school .for .several .years.
.A .person .in .needed .of .counseling .is .commonly .a .student .who .has .been .evaluated .by .the
.instructor .as .having .areas .that .need .improvement. .This .student .is .a .traditional .adult .learner,
.and .traditional .adult .learners .are .accustomed .to .formal .education.
DIF: Cognitive .Level: .Analysis REF: . p. .3 OBJ: .1
.TOP: . Adult .learner KEY: .Nursing .Process .Step:
.N/A .MSC: .NCLEX: .N/A
3. A .nursing .student .states, .―I .have .taken .advantage .of .informal .learning .experiences.‖
.Another .student .asks, .―Could .you .give .me .an .example?‖ .The .best .example .of .an
.informal .learning .experience .is
a. caring .for .a .disabled .family .member.
b. taking .a .continuing .education .course.
c. enrolling .in .an .academic .program.
d. attending .credit .classes .at .the .mall.
1
, ANS: .A
Informal .learning .experiences .are .those .that .take .place .outside .a .formal .educational .setting. .A
.person .who .cares .for .a .disabled .family .member .would .gain .knowledge .and .skill .in .providing
.personal .care. .An .education .course, .academic .program, .and .credited .classes .all .take .place .in .a
.formal .educational .setting.
DIF: Cognitive .Level: .Comprehension REF: . p. .3 OBJ: .2
.TOP: . Informal .educational .experience KEY: .Nursing .Process .Step:
.N/A .MSC: .NCLEX: .N/A
4. An .example .of .a .self-talk .―script‖ .that .promotes .success .in .a .practical/vocational
.nursing .program .is:
a. ―I .get .sick .from .smelling .bad .odors.‖
b. ―What .if .I‘m .‗all .thumbs‘ .in .practice .lab?‖
c. ―I .don‘t .think .the .instructor .likes .me.‖
d. ―I .work .well .with .my .hands.‖
ANS: .D
The .statement .―I .work .well .with .my .hands‖ .is .a .positive .thought. .It .focuses .on .strength
.and .promotes .the .expectation .that .the .individual .will .succeed. .All .other .options .are
.examples .of .negative .thinking .that .create .expectations .for .problems .and .failure.
DIF: Cognitive .Level: .Analysis REF: . p. .4 OBJ: .2
.TOP: . Hidden .dangers KEY: .Nursing .Process .Step:
.N/A .MSC: .NCLEX: .N/A
5. Which .factor .is .common .to .all .types .of .adult .learners .that .predisposes .them .to .success
.in .a .nursing .program?
a. Few .responsibilities .at .home
b. Motivation .to .succeed
c. Automatic .qualification .for .financial .aid
d. Few .daily .distractions
ANS: .B
The .only .statement .applicable .to .all .types .of .adult .learners .is .that .the .majority .is .motivated
.to .succeed. .The .other .factors .may .be .applicable .to .one .or .two .classifications .of .learners
.but .not .to .all .three.
DIF: Cognitive .Level: .Comprehension REF: . p. .4 OBJ: .2
.TOP: . Factors .predisposing .to .success KEY: .Nursing .Process .Step:
.N/A .MSC: .NCLEX: .N/A
6. Which .fear .is .commonly .shared .by .nursing .students?
a. Succeeding
b. Economic .problems
c. Failure
d. Ridicule
ANS: .C
, Some .degree .of .fear .of .failure .is .nearly .universal .and .often .relates .to .earlier .failures .or
.setbacks .the .learner .has .experienced .in .other .educational .settings. .Few .individuals .are
.afraid .of .succeeding. .Uncertainty .about .economic .issues .is .common .among .students .but .is
.not .as .universal .as .fear .of .failure. .Fear .of .ridicule .is .rarely .a .concern; .if .present, .it .is
.usually .superseded .by .fear .of .failure.
DIF: Cognitive .Level: .Analysis REF: . p. .4 OBJ: .2
.TOP: . Hidden .dangers KEY: .Nursing .Process .Step:
.N/A .MSC: .NCLEX: .N/A
7. The .First .Amendment .of .the .U.S. .Constitution .guarantees .students .the .right .to
a. graduate .from .a .program.
b. fail .an .academic .program.
c. express .oneself .in .class.
d. have .unlimited .absences.
ANS: .C
The .First .Amendment .provides .for .freedom .of .expression .as .long .as .what .is .expressed
.does .not .disrupt .class .or .infringe .on .the .rights .of .peers. .The .remaining .options .are .topics
.that .are .not .addressed .by .this .amendment.
DIF: Cognitive .Level: .Knowledge REF: . p. .7 OBJ: .6
.TOP: . Learner .rights KEY: .Nursing .Process .Step:
.N/A .MSC: .NCLEX: .N/A
8. Which .amendment .to .the .U.S. .Constitution .protects .the .learner .from .being .asked .to .leave
.an .educational .program .without .due .process?
a. Eleventh
b. Twelfth
c. Thirteenth
d. Fourteenth
ANS: .D
The .Fourteenth .Amendment .guarantees .due .process. .The .learner .has .the .right .to .defend
.him- .or .herself .if .charged .with .a .violation .of .policy .or .rules. .The .Eleventh, .Twelfth, .and
.Thirteenth .amendments .do .not .address .due .process.
DIF: Cognitive .Level: .Knowledge REF: . p. .7 OBJ: .6
.TOP: . Learner .rights KEY: .Nursing .Process .Step:
.N/A .MSC: .NCLEX: .N/A
9. When .a .nursing .student .expresses .concern .about .being .dismissed .unfairly .from .the
.program, .the .most .effective .peer .response .would .be:
a. ―Better .get .over .being .so .negative.‖
b. ―You .have .rights .under .the .Fourteenth .Amendment.‖
c. ―Watch .what . you .say .in .class .to .reduce .this .possibility.‖
d. ―Instructors .really .do .have .control .over .what .happens.‖
ANS: .B
. . . . . . .
10th Edition Carrol Collier
. . . .
,Chapter .01: .Personal .Resources .of .an .Adult .Learner
Carroll: .Success .in .Practical/Vocational .Nursing, .10th .Edition
MULTIPLE .CHOICE
1. Which .individual .in .a .practical/vocational .nursing .class
.would .be .identified .as .a .traditionaladult .learner?
a. One .who .has .been .out .of .school .for .many .years
b. One .who .has .children .and .grandchildren
c. One .who .knows .the .routine .of .education
d. One .who .is .in .his .or .her .early .20s
ANS: . D
Traditional .adult .learners .are .individuals .who .come .to .the
.educational .program .directly .from .high .school .or .another
.program .of .study. .They .are .usually .in .their .late .teens .or
.early .20s. .Thelearner .who .has .been .out .of .school .for .many
.years .and .the .learner .who .has .children .and .grandchildren
.would .be
identified .as .a .returning .adult .learner. .The .learner .who .knows .the .routine .of .education .does
.not .provide .sufficient .information .for .classification.
DIF: Cognitive .Level: .Application REF: . p. .3 OBJ: .1
.TOP: . Adult .learner KEY: .Nursing .Process .Step:
.N/A .MSC: .NCLEX: .N/A
2. A .student .enrolled .in .an .LPN/LVN .program .states, .―I‘m .fresh .out .of .high .school .and
.living .alone .for .the .first .time .in .my .life. .I‘m .learning .how .to .take .care .of .myself .as .well
.as .learning .to .care .for .my .patients.‖ .This .statement .identifies .the .student .as
a. a .traditional .adult .learner.
b. a .returning .adult .learner.
c. someone .in .need .of .counseling.
d. someone .who .is .not .accustomed .to .formal .education.
ANS: .A
Traditional .adult .learners .are .individuals .who .are .in .their .late .teens .or .early .20s .who .have
.come .to .the .practical/vocational .program .directly .from .high .school .or .another .program .of
.study. .A .returning .adult .learner .is .someone .who .has .been .out .of .school .for .several .years.
.A .person .in .needed .of .counseling .is .commonly .a .student .who .has .been .evaluated .by .the
.instructor .as .having .areas .that .need .improvement. .This .student .is .a .traditional .adult .learner,
.and .traditional .adult .learners .are .accustomed .to .formal .education.
DIF: Cognitive .Level: .Analysis REF: . p. .3 OBJ: .1
.TOP: . Adult .learner KEY: .Nursing .Process .Step:
.N/A .MSC: .NCLEX: .N/A
3. A .nursing .student .states, .―I .have .taken .advantage .of .informal .learning .experiences.‖
.Another .student .asks, .―Could .you .give .me .an .example?‖ .The .best .example .of .an
.informal .learning .experience .is
a. caring .for .a .disabled .family .member.
b. taking .a .continuing .education .course.
c. enrolling .in .an .academic .program.
d. attending .credit .classes .at .the .mall.
1
, ANS: .A
Informal .learning .experiences .are .those .that .take .place .outside .a .formal .educational .setting. .A
.person .who .cares .for .a .disabled .family .member .would .gain .knowledge .and .skill .in .providing
.personal .care. .An .education .course, .academic .program, .and .credited .classes .all .take .place .in .a
.formal .educational .setting.
DIF: Cognitive .Level: .Comprehension REF: . p. .3 OBJ: .2
.TOP: . Informal .educational .experience KEY: .Nursing .Process .Step:
.N/A .MSC: .NCLEX: .N/A
4. An .example .of .a .self-talk .―script‖ .that .promotes .success .in .a .practical/vocational
.nursing .program .is:
a. ―I .get .sick .from .smelling .bad .odors.‖
b. ―What .if .I‘m .‗all .thumbs‘ .in .practice .lab?‖
c. ―I .don‘t .think .the .instructor .likes .me.‖
d. ―I .work .well .with .my .hands.‖
ANS: .D
The .statement .―I .work .well .with .my .hands‖ .is .a .positive .thought. .It .focuses .on .strength
.and .promotes .the .expectation .that .the .individual .will .succeed. .All .other .options .are
.examples .of .negative .thinking .that .create .expectations .for .problems .and .failure.
DIF: Cognitive .Level: .Analysis REF: . p. .4 OBJ: .2
.TOP: . Hidden .dangers KEY: .Nursing .Process .Step:
.N/A .MSC: .NCLEX: .N/A
5. Which .factor .is .common .to .all .types .of .adult .learners .that .predisposes .them .to .success
.in .a .nursing .program?
a. Few .responsibilities .at .home
b. Motivation .to .succeed
c. Automatic .qualification .for .financial .aid
d. Few .daily .distractions
ANS: .B
The .only .statement .applicable .to .all .types .of .adult .learners .is .that .the .majority .is .motivated
.to .succeed. .The .other .factors .may .be .applicable .to .one .or .two .classifications .of .learners
.but .not .to .all .three.
DIF: Cognitive .Level: .Comprehension REF: . p. .4 OBJ: .2
.TOP: . Factors .predisposing .to .success KEY: .Nursing .Process .Step:
.N/A .MSC: .NCLEX: .N/A
6. Which .fear .is .commonly .shared .by .nursing .students?
a. Succeeding
b. Economic .problems
c. Failure
d. Ridicule
ANS: .C
, Some .degree .of .fear .of .failure .is .nearly .universal .and .often .relates .to .earlier .failures .or
.setbacks .the .learner .has .experienced .in .other .educational .settings. .Few .individuals .are
.afraid .of .succeeding. .Uncertainty .about .economic .issues .is .common .among .students .but .is
.not .as .universal .as .fear .of .failure. .Fear .of .ridicule .is .rarely .a .concern; .if .present, .it .is
.usually .superseded .by .fear .of .failure.
DIF: Cognitive .Level: .Analysis REF: . p. .4 OBJ: .2
.TOP: . Hidden .dangers KEY: .Nursing .Process .Step:
.N/A .MSC: .NCLEX: .N/A
7. The .First .Amendment .of .the .U.S. .Constitution .guarantees .students .the .right .to
a. graduate .from .a .program.
b. fail .an .academic .program.
c. express .oneself .in .class.
d. have .unlimited .absences.
ANS: .C
The .First .Amendment .provides .for .freedom .of .expression .as .long .as .what .is .expressed
.does .not .disrupt .class .or .infringe .on .the .rights .of .peers. .The .remaining .options .are .topics
.that .are .not .addressed .by .this .amendment.
DIF: Cognitive .Level: .Knowledge REF: . p. .7 OBJ: .6
.TOP: . Learner .rights KEY: .Nursing .Process .Step:
.N/A .MSC: .NCLEX: .N/A
8. Which .amendment .to .the .U.S. .Constitution .protects .the .learner .from .being .asked .to .leave
.an .educational .program .without .due .process?
a. Eleventh
b. Twelfth
c. Thirteenth
d. Fourteenth
ANS: .D
The .Fourteenth .Amendment .guarantees .due .process. .The .learner .has .the .right .to .defend
.him- .or .herself .if .charged .with .a .violation .of .policy .or .rules. .The .Eleventh, .Twelfth, .and
.Thirteenth .amendments .do .not .address .due .process.
DIF: Cognitive .Level: .Knowledge REF: . p. .7 OBJ: .6
.TOP: . Learner .rights KEY: .Nursing .Process .Step:
.N/A .MSC: .NCLEX: .N/A
9. When .a .nursing .student .expresses .concern .about .being .dismissed .unfairly .from .the
.program, .the .most .effective .peer .response .would .be:
a. ―Better .get .over .being .so .negative.‖
b. ―You .have .rights .under .the .Fourteenth .Amendment.‖
c. ―Watch .what . you .say .in .class .to .reduce .this .possibility.‖
d. ―Instructors .really .do .have .control .over .what .happens.‖
ANS: .B
