Test Bank For Success In Practical/Vocational Nursing: From Student To Leader, 7th Edition

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Chapter 01: The Adult Learner: Hints toSucceedChapter 01: The Adult Learner: Hints to SucceedTest BankMULTIPLE CHOICE1.Which individual in a practical/vocational nursing class would be identified as atraditional adult learner?a.Onewhohasbeenoutofschoolformanyyearsb.Onewhohaschildrenandgrandchildrenc.Onewhoknowstheroutineofeducationd.Onewhoisinhisorherearly20sANS: DTraditional adult learners are individuals who come to the educational programdirectly from high school or another program of study. They are usually in their lateteens or early 20s. The learner who has been out of school for many years would beidentified as a returning adult learner. The learner who has children and grandchildrenmight be a returning adult learner or a recycled learner. The learner who knows theroutine of education does not provide sufficient information for classification.DIF: Cognitive Level: Application REF: p. 2 OBJ: 1TOP: Adult Learner KEY: Nursing Process Step: N/AMSC: NCLEX: N/A2.A student enrolled in an LPN/LVN program states,“I’mfresh out of high schooland living alone for the first time in my life.I’mhaving to learn how to take care ofmyself as well as learning to care for mypatients.”This statement identifies thestudent asa.atraditionaladultlearner.b.areturningstudent.c.arecycledadultlearner.d.someoneinneedofcounseling.ANS: A

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Traditional adult learners are individuals who are in their late teens or early 20s whohave come to the practical/vocational program directly from high school or anotherprogram of study.DIF: Cognitive Level: Analysis REF: p. 2 OBJ: 1TOP: Adult Learner KEY: Nursing Process Step: N/AMSC: NCLEX: N/A3.A student enrolled in a practical/vocational nursing program informs the class thathe has a degree in accounting and has lost the position he held for 15 years. Thisinformation identifies the student as aa.discipline-changelearner.b.recycledadultlearnerc.traditionallearner.d.reclaimedlearner.ANS: BThe recycled adult learner has been out of school for several years and returns as aresult of a life transition, such as loss of a job. This learner shares some of thecharacteristics of both traditional and returning adult learners. However, this adultlearner might have technical school or college experience or an undergraduate orgraduate degree in a discipline other than nursing. Discipline-change learner is not arecognized learner classification. The traditional adult learner comes to the nursingprogram directly from high school or another program of study. The reclaimed learneris not a recognized learner classification.DIF: Cognitive Level: Application REF: p. 2 OBJ: 1TOP: Adult Learner KEY: Nursing Process Step: N/AMSC: NCLEX: N/A4.A nursing student states,“Ihave taken advantage of informal learningexperiences.”Another student asks,“Couldyou give me anexample?”The best example of aninformal learning experience isa.caringforadisabledfamilymember.b.takingacontinuingeducationcourse.c.enrollinginanacademicprogram.d.attendingcreditclassesatthemall.

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ANS: AInformal learning experiences are those that take place outside a formal educationalsetting. A person who cares for a disabled family member would gain knowledge andskill in providing personal care.DIF: Cognitive Level: Comprehension REF: pp. 3-4 OBJ: 1TOP: Informal educational experience KEY: Nursing Process Step: N/AMSC: NCLEX: N/A5.What strategy can be used by a nursing student to effectively combat a fear offailure?a.Experiencealargenumberofpositiveeventsb.Maintaingoodphysicalhealthc.Haveadequatemoneytoprovideforneedsd.CreateamentalscriptofpositivethoughtsANS: DPositive self-talk leads to the expectation that one can and will succeed. A positivemental attitude can be learned by replacing negative thinking with positive thinking.DIF: Cognitive Level: Comprehension REF: p. 4 OBJ: 3TOP: Promoting success in the program of study KEY: Nursing Process Step: N/AMSC: NCLEX: N/A6.An example of a self-talk“script”that promotes success in a practical/vocationalnursing program isa.“Igetsickfromsmellingbadodors.”b.“WhatifI’m‘allthumbs’inpracticelab?”c.“Idon’tthinktheinstructorlikesme.”d.“Iworkwellwithmyhands.”ANS: DThe statement“Iwork well with myhands”is a positive thought. It focuses on astrength and promotes the expectation that the individual will succeed. All otheroptions are examples of negative thinking that create expectations for problems andfailure.DIF: Cognitive Level: Analysis REF: p. 4 OBJ: 2TOP: Hidden dangers KEY: Nursing Process Step: N/A

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MSC: NCLEX: N/A7.Select the factor common to ALL types of adult learners that predisposes them tosuccess in a nursing program.a.Theyhavefewresponsibilitiesathome.b.Theyhavethemotivationtosucceed.c.Theyautomaticallyqualifyforfinancialaid.d.Theyhavefewdailydistractions.ANS: BThe only statement applicable to all types of adult learners is that the majority aremotivated to succeed. The other factors may be applicable to one or twoclassifications of learners, but not to all three.DIF: Cognitive Level: Comprehension REF: p. 3 OBJ: 3TOP: Factors predisposing to success KEY: Nursing Process Step: N/AMSC: NCLEX: N/A8.When a class of nursing students discusses their concerns about their program, theconcern shared by most learners is generally the fear ofa.succeeding.b.economicproblems.c.failure.d.ridicule.ANS: CSome degree of fear of failure is nearly universal and often relates to earlier failures orsetbacks the learner has experienced in other educational settings. Few individuals areafraid of succeeding. Uncertainty about economic issues is common among studentsbut 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: 3TOP: Hidden dangers KEY: Nursing Process Step: N/AMSC: NCLEX: N/A9.The First Amendment of the U.S. Constitution guarantees students the right toa.graduatefromaprogram.b.failanacademicprogram.

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c.expressoneselfinclass.d.haveunlimitedabsences.ANS: CThe First Amendment provides for freedom of expression as long as what is expresseddoes not disrupt class or infringe on the rights of peers. The remaining options aretopics that are not addressed by this amendment.DIF: Cognitive Level: Knowledge REF: p. 6 OBJ: 4TOP: Learner rights KEY: Nursing Process Step: N/AMSC: NCLEX: N/A10.Which amendment to the U.S. Constitution protects the learner from being askedto leave an educational program without due process?a.11thb.12thc.13thd.14thANS: DThe Fourteenth Amendment guarantees due process. The learner has the right todefend oneself if charged with a violation of policy or rules.DIF: Cognitive Level: Knowledge REF: p. 6 OBJ: 4TOP: Learner rights KEY: Nursing Process Step: N/AMSC: NCLEX: N/A11.When a nursing student expresses concern about being dismissed unfairly from theprogram, the most effective peer response would bea.“Bettergetoverbeingsonegative.”b.“YouhaverightsundertheFourteenthAmendment.”c.“Watchwhatyousayinclasstoreducethispossibility.”d.“Instructorsreallydohavecontroloverwhathappens.”ANS: BThe Fourteenth Amendment guarantees due process to the student. The learner has theright to defend oneself if charged with a violation of program policy or rules.DIF: Cognitive Level: Application REF: p. 6 OBJ: 4TOP: Learner rights KEY: Nursing Process Step: N/A

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MSC: NCLEX: N/A12.A nursing student monopolizes class discussions. Which statement about thesituation is most accurate?a.Thestudentisviolatingtherightsofotherstoparticipateinclass.b.Thestudentisdemonstratinginterdependencywiththeinstructor.c.Thestudentisdemonstratingpassivelearningstrategies.d.Thestudentisatriskforbeingpenalizedbytheinstructor.ANS: AThe First Amendment provides the right to freedom of speech as long as what is saiddoes not disrupt the class or infringe on the rights of other students. In this case, thestudent who monopolizes discussion is violating the right of free expression by othersin the class.DIF: Cognitive Level: Analysis REF: p. 6 OBJ: 4TOP: Learner rights KEY: Nursing Process Step: N/AMSC: NCLEX: N/A13.Which remark by a student in a nursing program verbalizes a strategy thatpromotes success in the program?a.“Isetgoalsandworktoachievethem.”b.“Iavoidinteractingwithinstructors.”c.“Ispend2to3hoursdailysurfingthenet.”d.“Ilimitmypartyingto3to4nightsaweek.”ANS: ASetting goals and working to implement them is a strategy associated with active, self-directed learning and will promote success. The other responses refer to behaviors thatare not conducive to success.DIF: Cognitive Level: Analysis REF: p. 7 OBJ: 5TOP: Active learning KEY: Nursing Process Step: N/AMSC: NCLEX: N/A14.Which statement is true regarding the teaching-learning process inpractical/vocational nursing?a.Ifthestudentfails,theinstructorisultimatelyatfault.b.Byaskingquestions,thestudentinterfereswiththeinstructor’swork.

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c.Thestudentmustadapthisorherpersonallearningstyletotheinstructor’smethods.d.Thestudentisresponsibleforpreparingfortheoryclassesandclinicalexperience.ANS: DAdvance preparation provides a basis for continued learning in the classroom. Itprovides the learner the opportunity to ask relevant questions about theory.Preparation prior to clinical experience safeguardspatients’safety.DIF: Cognitive Level: Analysis REF: p. 9 OBJ: 5TOP: Learner responsibilities KEY: Nursing Process Step: N/AMSC: NCLEX: N/A15.A student who wishes to utilize research findings regarding the best way forstudents to learn willa.stayuplateeachnightandstudy.b.activelyparticipateinthelearningprocess.c.sitpassivelyduringeachlecturesession.d.crambeforeeachexamination.ANS: BStudies have shown that people learn best when they are actively involved in theirown learning and have an interdependent relationship with the instructor. Theremaining options are counterproductive behaviors.DIF: Cognitive Level: Application REF: p. 7 OBJ: 5TOP: Learner responsibilities KEY: Nursing Process Step: N/AMSC: NCLEX: N/A16.When explaining the responsibility of the learner to a group of nursing students, amentor should emphasize that thelearner’sfirst priority is toa.absorbtheknowledgetaughtbytheinstructor.b.beself-directedandactiveintheprocessoflearning.c.studyonlywhattheinstructoremphasizesinclass.d.focusonlearning65%oftheinformationthatistaught.ANS: BStudies have shown that people learn best when they are actively involved in theirown learning and have an interdependent relationship with the instructor. Absorbingthe knowledge taught by the instructor describes passive learning. Studying only what

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the instructor emphasizes in class and focusing on learning 65% of the informationthat is taught are approaches that severely limit learning.DIF: Cognitive Level: Application REF: p. 7 OBJ: 5TOP: Active learning KEY: Nursing Process Step: N/AMSC: NCLEX: N/A17.Which statement best describes an active learning situation?a.Thelearnerpracticesbed-making.b.Thelearnerwatchesapeermakeabed.c.Thelearnerwatchestheinstructormakeabed.d.Thelearnerpaysattentionduringlecture.ANS: AActive learning requires the learner to gain knowledge and skill by his or her ownefforts. A learner who participates takes an active role. The other options describepassive learning situations.DIF: Cognitive Level: Analysis REF: p. 7 OBJ: 5TOP: Active learning KEY: Nursing Process Step: N/AMSC: NCLEX: N/A18.What understanding about the goal of evaluation would be most helpful to astudent in a nursing program?a.Evaluationlowerslearnerself-esteem.b.Evaluationridiculesstudentperformance.c.Evaluationidentifiesbehaviorsthatstandinthewayofmeetinggoals.d.Evaluationinformsthelearnerofthingsthatannoytheinstructor.ANS: CProgression toward goal attainment is identified by evaluation. During the process,behaviors that stand in the way of goal attainment are identified, along with strengthsof performance. The other options are outcomes that are not goals of the evaluativeprocess.DIF: Cognitive Level: Analysis REF: p. 7 OBJ: 6TOP: Role of evaluation KEY: Nursing Process Step: N/AMSC: NCLEX: N/A

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19.Which learner is fulfilling an important student responsibility when receivingexamination results?a.Thestudentwholooksatthetestgradeandhandsthetestandanswersheetbackb.Thestudentwhoargueseachwronganswerwiththeinstructorc.Thestudentwhotriestounderstandmistakesmadeonthetestd.ThestudentwhoappearsinterestedinthetestresultsANS: CTests should be considered learning experiences. Learners should look at tests withthe goal of understanding why incorrect answers are wrong, as well as the rationalefor correct answers. Looking at the test grade and handing the test and answer sheetback is not optimal learning behavior. Arguing each wrong answer with the instructordoes not promote the openness required for optimal learning. Appearing interested inthe test results does not promote learning.DIF: Cognitive Level: Analysis REF: pp. 7-8 OBJ: 6TOP: Tests as a learning opportunity KEY: Nursing Process Step: N/AMSC: NCLEX: N/A20.To explain clinical evaluation to a new student, what information would bestdescribe where responsibility for the process of clinical evaluation lies?a.Theinstructorevaluatesthestudent’sperformanceintheclinicalarea.b.Peersevaluatechangeinclinicalskillsineachotherintheclinicalarea.c.Thestudentcontinuouslymonitorshisorherperformanceofselectedclinicalskills.d.Clinicalevaluationisasharedresponsibilitybetweeninstructorandstudent.ANS: DThe instructor is responsible for evaluating student performance, and the learner isresponsible for becoming aware of clinical behaviors and modifying the behaviorsthat hinder goal attainment.DIF: Cognitive Level: Analysis REF: p. 8 OBJ: 6TOP: Clinical evaluation KEY: Nursing Process Step: N/AMSC: NCLEX: N/A21.Learner A is concerned about the clinical evaluation component of the nursingprogram. A peer could help alleviate anxiety by explaining that the purpose of clinicalevaluation is to

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a.assistthelearnertoidentifystrengthsandareasneedingimprovement.b.provideconstructivecriticismrelatedtopoorperformancebehaviors.c.keepunsuitablepersonsfromachievinglicensure.d.helplearnersdeveloptheabilitytolistentonegativecommentsaboutperformance.ANS: AIdentifying positive behaviors allows them to be reinforced, and identifying areasneeding improvement fosters modification of the negative behaviors. Providingconstructive criticism related to poor performance behaviors refers to only half of thepurpose. Keeping unsuitable persons from achieving licensure is not the purpose,because early identification and change in negative behaviors foster ultimate successin the program. Helping learners develop the ability to listen to negative commentsabout performance is not a purpose of the clinical performance evaluation.DIF: Cognitive Level: Application REF: p. 8 OBJ: 6TOP: Clinical evaluation KEY: Nursing Process Step: N/AMSC: NCLEX: N/A22.Which statement by a nursing student is an example of self-evaluation?a.“Theotherstudentforgottouseabathblanket.”b.“Icontaminatedmygloveontheedgeofthebed.”c.“Thestaffnursewasabruptwiththeresident.”d.“Itwasnicetobecomplimentedbymyinstructor.”ANS: BAwareness ofone’sactions is a component of self-evaluation. Noticing a breach ofsterile technique during performance of a clinical skill is an excellent example of self-evaluation.“Theother student forgot to use a bathblanket”describes evaluation ofone student by another.“Thestaff nurse was abrupt with theresident”describesevaluation of a staff nurse by another person.“Itwas nice to be complimented by myinstructor”is a reflection of feelings associated with being complimented, not self-evaluation.DIF: Cognitive Level: Analysis REF: p. 8 OBJ: 6TOP: Self-evaluation KEY: Nursing Process Step: N/AMSC: NCLEX: N/A23.Which student expectation of an instructor is reasonable?

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a.Theinstructorwillhelpresolvethestudent’spersonalproblems.b.Theinstructorwillmotivatethestudenttoimprovegrades.c.Theinstructorwillseekoutstudentstoreviewexaminations.d.Theinstructorwillprovideacademiccounseling.ANS: DProviding academic counseling or making referrals for academic counseling is aresponsibility of faculty members. The other options are not reasonable expectations.Only the individual with the problem can resolve it, albeit with assistance fromanother. Motivation is an internal factor for the student. It is thelearner’sresponsibility to seek out the instructor for examination review.DIF: Cognitive Level: Analysis REF: pp. 6-7 OBJ: 7TOP: Faculty responsibility to students KEY: Nursing Process Step: N/AMSC: NCLEX: N/A24.The practical/vocational nursing student asks an instructor,“Howperfect do I haveto be to pass my clinical evaluation? Are any mistakesallowed?”The best responseby the instructor is,“Theexpected standard of performance in clinical lab is toprovide patient carea.atthelevelofanLPN/LVN.”b.withaminimumoftwoerrors.”c.atthesamelevelasyourclassmates.”d.withmanualdexterityandconfidence.”ANS: AStudents are required to provide care at the same level of safe practice as theLPN/LVN. A lesser standard is not acceptable. This makes the importance of skillpractice in theschool’spractice laboratory understandable. Errors may affect patientsafety. Provision of patient care at the same level as classmates is true only if the levelof classmates is consistent with LPN/LVN safe practice. Provision of patient care withmanual dexterity and confidence does not provide for safe practice.DIF: Cognitive Level: Application REF: p. 9 OBJ: 7TOP: Standard for level of practice by students KEY: Nursing Process Step: N/AMSC: NCLEX: N/A

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25.A nursing student tells a peer,“I’mhaving trouble understanding the rationale fornot restraining confusedpatients.”The best advice for the peer to offer would bea.“Askthesmarteststudentintheclass.”b.“Askapatientfortheirviewaboutit.”c.“Asktheinstructortoexplainitagain.”d.“DoanInternetsearch.”ANS: CThis response reflects thestudent’sresponsibility for seeking faculty help whenhaving difficulty in class or clinicals. Asking the smartest student in class might notbe helpful if this student is also having difficulty understanding the content. Askingthe patient for his or her view would not provide balanced information. An Internetsearch might not yield relevant information.DIF: Cognitive Level: Application REF: p. 10 OBJ: 7TOP: Student responsibility for seeking help KEY: Nursing Process Step: N/AMSC: NCLEX: N/A26.A nursing student tells a peer,“Myinstructor is on my case all the time.I’mpicked on more than any other student in the group. The moreI’mcriticized, the morenervous I get. Idon’tthink I can do anything right. What do you think I shoulddo?”The best advice for the peer to give would bea.“Justkeeptrying.Thingsareboundtogetbetter.”b.“Makeanappointmenttotalkaboutthiswiththeinstructor.”c.“Goseetheprogramdirectorandexplainthatyou’rebeingharassed.”d.“Askanotherinstructorforhelpwithyourskillssoyou’llbebetterprepared.”ANS: BMaking an appointment with the instructor follows the proper channel ofcommunication by seeking out the individual with whom the perceived problem lies.“Justkeep trying. Things are bound to getbetter”is encouraging but will not helpresolve thestudent’sconcerns.”“Gosee the program director and explain thatyou’rebeingharassed”and“Askanother instructor for help with your skills soyou’llbebetterprepared”do not follow the recognized channel of communication.DIF: Cognitive Level: Application REF: pp. 9-10 OBJ: 7TOP: Addressing problems by going to the source KEY: Nursing Process Step: N/A

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MSC: NCLEX: N/ACOMPLETION1.The generation influenced by events such as the Vietnam War, the space race, andthe civil rights movement is called the ____________________.ANS:baby boomersDepending on their birth year, baby boomers may have been shaped by the Watergatescandal, the Vietnam War, the space race, the civil rights movement,women’sliberation, and the assassinations of John and Robert Kennedy and Martin LutherKing.DIF: Cognitive Level: Knowledge REF: p. 2, Box 1-2OBJ: 1 TOP: Evaluation KEY: Nursing Process Step: N/AMSC: NCLEX: N/A2.A nursing student caring for a patient recognizes that he has contaminated his sterileglove during a dressing change requiring surgical asepsis, so he puts on a new sterileglove. Thestudent’saction demonstrates that he has learned to____________________.ANS:evaluate his own behavior (or wording indicating this same idea)Learners must work at developing the skill of viewing themselves and their actionsobjectively.DIF: Cognitive Level: Application REF: p. 8 OBJ: 6TOP: Self-evaluation KEY: Nursing Process Step: N/AMSC: NCLEX: N/AMULTIPLE RESPONSE1.A student in the nursing program has made various statements relating to his lifesituation. Which statements indicate the potential for success? (Select all that apply.)a.“Ihavetoholdafull-timejobwhileenrolledinthenursingprogram.”b.“I’manexcellentmanagerofmytime.”c.“MyspouseisawaysomuchthatIdon’thaveenoughhelpwiththechildren.”d.“I’mreallylookingforwardtoworkingasanurse.Ithasbeenmygoalforyears.”ANS: B, D

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Time management skills and enthusiasm for the profession are both indicators forsuccess in the nursing program. Both having a full time job and a demanding spousecan be deterrents to the successful completion of a nursing program.DIF: Cognitive Level: Analysis REF: p. 4 OBJ: 3TOP: Factors influencing potential for success/failure KEY: Nursing Process Step: N/AMSC: NCLEX: N/A2.In response to alearner’squestions, which options should be used to describedesirable outcomes of clinical performance evaluations? (Select all that apply.)a.Discoverpositiveactionsofstudents.b.Makestudentsawareofineffectiveclinicalbehaviors.c.Role-modelhowtoconductevaluationsofotherswhenintheLPN/LVNexpandedrole.d.Givethestudentanopportunitytotelltheinstructorhowtheinstructor’sattitudediscouragANS: A, B, CDiscovering positive actions of students indicates that it is important to identifypositive actions and reinforce them via clinical performance. Making students awareof ineffective clinical behaviors indicates that ineffective clinical behaviors stand inthe way of attaining the goal of providing safe, effective patient care. If this goal is notmet, the long-term goal of program completion is jeopardized. Role-modeling how toconduct evaluations of others indicates that role-modeling is a desired outcome ofclinical performance evaluations. Providing students the opportunity to tell theinstructor how theinstructor’sattitude discourages learning is not a desired outcomeof clinical performance evaluation.DIF: Cognitive Level: Analysis REF: p. 8 OBJ: 6TOP: Clinical performance evaluation KEY: Nursing Process Step: N/AMSC: NCLEX: N/A3.With regard to the teaching-learning process, what can the nursing student identifyas theinstructor’sresponsibility to the student? (Select all that apply.)a.Solveeachofthestudent’slearningproblems.b.Createanenvironmentinwhichlearningcanoccur.c.Makelearningsimpleandfreefrompsychologicalpain.d.Eliminatedifficultconceptsfromlecturesandlaboratories.e.Assiststudentstoanswerquestionsnotindependentlyresolved.

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ANS: B, EFaculty are responsible for providing a curriculum, planning for its implementation,and creating a safe learning environment. Part of creating an optimal learningenvironment includes having approachable faculty who are available to help studentswho encounter questions or problems the student cannot independently resolve usingavailable resources. Solving each of thestudent’slearning problems is unrealistic andwould rob the student of active participation. Making learning simple and free frompsychological pain is not realistic. Learning is rooted in the learner. The instructorcannot guarantee student response. Eliminating difficult concepts from lectures andlaboratories is not realistic. Many important nursing concepts are complex and mayseem difficult. They cannot be eliminated from a curriculum if thelearner’seducationis to meet standards.DIF: Cognitive Level: Analysis REF: p. 6 OBJ: 5TOP: Faculty responsibility to students KEY: Nursing Process Step: N/AChapter 02: Time Management: Making TimeWork for YouChapter 02: Time Management: Making Time Work for YouTest BankMULTIPLE CHOICE1.The best explanation for NurseA’sorganization and ability to complete tasks ontime and NurseB’sdisorganization and inability to complete tasks on time isa.NurseAusestimemanagementeffectively.b.NurseAismoreintelligent.c.NurseBhasmorefreetime.d.NurseBhasagreatersenseofresponsibility.ANS: AOrganization/disorganization relates more to time management—the efficient,effective use of time—than to intelligence, free time, or sense of responsibility.DIF: Cognitive Level: Analysis REF: p. 13 OBJ: 1TOP: Time management KEY: Nursing Process Step: N/AMSC: NCLEX: Safe, Effective Care Environment

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2.A nurse develops work habits that will allow each nursing task to be done asquickly as possible. The principle being used isa.effectiveness.b.efficiency.c.procrastination.d.scheduling.ANS: BEfficiency refers to getting things done as quickly as possible. Effectiveness involvessetting priorities among the tasks that need to be done and doing them the best waypossible. Scheduling refers to putting time aside to complete a task. Procrastination isto delay working on or completing a task.DIF: Cognitive Level: Comprehension REF: p. 13 OBJ: 1TOP: Efficiency KEY: Nursing Process Step: Planning MSC: NCLEX: N/A3.A strategy to promote achievement of long-term goals isa.strivingtocompletetheentiregoalatonetime.b.eliminatinganyundesirableelementsofthegoal.c.jumpingrightinatanypointthatisappealing.d.creatingaseriesofrelatedshort-termgoals.ANS: DThis strategy is calledminitasking. It involves accomplishing the long-term goal onestep at a time. Striving to complete the entire goal at one time often leads toprocrastination because the task seems too large. Eliminating any undesirableelements of the goal requires clarification of the goal and elimination ofunnecessary/undesirable elements during formulation. It is more effective to worktoward goal attainment in an orderly, sequential fashion than to jump in at any randompoint.DIF: Cognitive Level: Comprehension REF: p. 19 OBJ: 1TOP: Long-term goal attainment KEY: Nursing Process Step: N/AMSC: NCLEX: N/A4.A nurse keeps a log of daily activities and the amount of time each takes. As anactivity related to time management, this would be classified asa.planning.

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b.evaluation.c.datacollection.d.implementation.ANS: CData collection for time management purposes involves documenting daily activities.It must precede planning, implementation, and evaluation.DIF: Cognitive Level: Application REF: p. 14 OBJ: 2cTOP: Time managementKEY: Nursing Process Step: Assessment (Data Collection) MSC: NCLEX: N/A5.The retired spouse of a busy female nursing student will not share household duties.An explanation that should be considered to better understand this situation is that theunwilling spousea.doesnotlovethestudent.b.isjealousofthestudent.c.hasbeenraisedwithsexstereotyping.d.thinkspayingtuitionisenoughsupport.ANS: CA spouse who grew up in a household in which tasks were assigned by sex may bereluctant to assume new tasks that jeopardize the familiar role. Challenge toone’sroleis more likely the explanation than lack of love, jealousy, or the belief that financialsupport is allthat’sexpected.DIF: Cognitive Level: Comprehension REF: p. 16 OBJ: 2aTOP: Lack of spousal help KEY: Nursing Process Step: N/AMSC: NCLEX: N/A6.A nursing student complains about not having enough time to get everything done.Identify the small daily block of time documented by the student that can add up to alarge time loss by the end of a school week.a.Breaksofmorethan10minutesofinactivitybetweenclassesb.Lookingupmedicalandnursingtermsc.Talkingwithrelativesandchildrend.UsingbreaktimetoreviewforthenextclassANS: A

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Looking up terms, talking with family, and using break time to review areconstructive uses of time. Only taking breaks of more than 10 minutes betweenclasses would result in a large loss of time.DIF: Cognitive Level: Analysis REF: p. 17 OBJ: 2gTOP: Time management KEY: Nursing Process Step: N/AMSC: NCLEX: N/A7.A student generally postpones high-priority activities and does low-priorityactivities instead. The most likely outcome of this behavior is that the studenta.willassumepoweroverlife.b.bringsanxietyundercontrol.c.derivesasenseoftrueaccomplishment.d.feelsincreasedtensionandfearoffailure.ANS: DProcrastinating high-priority activities leads to increased tension and concern overpossible failure. Assuming power over life, controlling anxiety, and deriving a senseof true accomplishment are unlikely outcomes of this behavior.DIF: Cognitive Level: Evaluation REF: p. 19 OBJ: 2bTOP: Failure to follow daily plan KEY: Nursing Process Step: N/AMSC: NCLEX: N/A8.The outcome that is the best evidence that a nursingstudent’stime managementplan is working is that the studenta.reportsfeelinghappyathome.b.ispopularwithpeers.c.achievespassinggradesontestsandevaluations.d.demonstratespositiverelationshipswithinstructors.ANS: CSuccess in course and clinical work is an indicator that thestudent’stime managementis adequate. The other outcomes mentioned do not necessarily relate to timemanagement.DIF: Cognitive Level: Evaluation REF: p. 13 OBJ: 2gTOP: Time management KEY: Nursing Process Step: EvaluationMSC: NCLEX: N/A

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9.Identify a reasonable long-term goal for a beginning nursing student.a.“IwillpasstheBodyStructureandFunctioncoursebythecompletionoftheprogram.”b.“IwillqualifytotaketheNCLEX-PNbyprogramcompletion.”c.“IwillscoreaB+onthefirstunittestinnursingschool.”d.“Iwillperformatthesatisfactorylevelonthefirstsemesterclinicalevaluation.”ANS: BThis goal statement is broader and more inclusive than the other statements and thus isconsidered a long-term goal. The other statements are short-term goals.DIF: Cognitive Level: Application REF: pp. 13-14 OBJ: 2TOP: Goals KEY: Nursing Process Step: N/A MSC: NCLEX: N/A10.A nursing student has a conflict with taking a scheduled course in the nursingprogram and picking up children from day care. Which adjustment is possible andwould result in the best resolution?a.Requestthenursingprogramofferthecourseatadifferenttime.b.Withdrawfromthenursingprogramuntilthechildrenareolder.c.Arrangetohaveafriendorrelativepickupthechildren.d.Removethechildrenfromdaycare.ANS: CArranging to have a friend or relative pick up the children allows the student toremain in the course and the children to be picked up in a timely fashion, creating awin-win situation. Requesting the nursing program offer the course at a different timeis unlikely to affect the problem. Withdrawing from the nursing program until thechildren are older is unsatisfactory. Removing the children from day care createsadditional problems.DIF: Cognitive Level: Analysis REF: pp. 15-16, Box 2-1OBJ: 2 TOP: Delegation KEY: Nursing Process Step: N/AMSC: NCLEX: N/A11.The nurse who uses a step-by-step approach to planning and scheduling daily andweekly tasks is usinga.rightbrainthinking.b.leftbrainthinking.c.midbrainthinking.

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d.creativethinking.ANS: BThe left brain thinker uses linear, step-by-step thinking that complements traditionaltime management strategies. Right brain thinkers are nonlinear and look at the pictureas a whole. The midbrain does not contribute to time management. Creative thinkingis less of a step-by-step approach and is often associated with the right brain.DIF: Cognitive Level: Comprehension REF: p. 14 OBJ: 3TOP: Time managementstrategies’relationship to personal learning styleKEY: Nursing Process Step: N/A MSC: NCLEX: N/A12.Using a schedule allows a nursing student toa.developinflexibility.b.increaseanxietyrelatedtodeadlines.c.allocateadequatestudytime.d.findtimetodoeverything.ANS: CThe only reasonable outcome of using a schedule is to allocate study time. Schedulesdo not promote the development of flexibility. Schedule use would likely decreaseanxiety related to deadlines. Schedule use would not guarantee that time would befound to do everything.DIF: Cognitive Level: Analysis REF: p. 17 OBJ: 2dTOP: Schedules KEY: Nursing Process Step: N/A MSC: NCLEX: N/A13.A nursing student has used time management strategies for one semester. The goalwas to achieve a B average, but the actual grade was a C+. The student considers howto modify use of time. This process is calleda.planning.b.implementation.c.evaluation.d.delegation.ANS: CEvaluation involves determining how well the plan is working and determining whatmodifications are needed. Planning involves finding the time to complete work.

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Implementation is the part of time management in which plans become actions.Delegation involves assigning activities to others.DIF: Cognitive Level: Comprehension REF: p. 20 OBJ: 2gTOP: Evaluation KEY: Nursing Process Step: Evaluation MSC: NCLEX: N/A14.When a nurse evaluates the effectiveness of a time management plan, it is best toaska.“DoIenjoyusingthisplan?”b.“AmImeetingshort-termgoals?”c.“Wouldmyplanworkforothers?”d.“Hasmyplancuredmyprocrastination?”ANS: BThe purpose of the plan is to facilitate meeting short- and long-term goals. The otheroptions are not central to the purpose of the plan.DIF: Cognitive Level: Analysis REF: p. 20 OBJ: 2gTOP: Evaluation KEY: Nursing Process Step: Evaluation MSC: NCLEX: N/A15.A nurse states,“Ienjoy writing my‘todo’listdaily.”From this statement one canconclude that this strategy appeals to thestudent’sa.creativemind.b.ethicalmind.c.rightcerebralhemisphere.d.leftcerebralhemisphere.ANS: DThe left cerebral hemisphere thinks in a linear fashion and processes material insequence. The right cerebral hemisphere is more concerned with looking at the wholerather than parts. A creative and/or ethical mind is not a determinant of thestudent’spreference.DIF: Cognitive Level: Comprehension REF: p. 14 OBJ: 3TOP: Planning KEY: Nursing Process Step: N/A MSC: NCLEX: N/A16.A nursing student states,“Ican’tstand using an index card for eachday’splanning. I like a monthly calendar so I can see the bigpicture.”From this statementone can conclude that thestudent’stime management strategies are most likelyinfluenced by

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a.apersonalsupportsystem.b.therightcerebralhemisphere.c.corpuscallosumcrossoverfibers.d.theleftcerebralhemisphereANS: BThe right cerebral hemisphere causes one to look at the larger picture rather thansequential, linear aspects of a topic. Thestudent’sneed to see a month at a timesuggests right cerebral hemisphere dominance. The other options would have lessinfluence on thestudent’spreference.DIF: Cognitive Level: Analysis REF: p. 14 OBJ: 3TOP: Right brain dominance effect on time management strategiesKEY: Nursing Process Step: Evaluation MSC: NCLEX: N/A17.A nursing instructor advises a student nurse to set a long-term goal. An example ofa long-term goal isa.graduatingfromnursingschoolwithin2years.b.writingapaperontheramificationsofchildhoodobesity.c.givingtwooralreportsduringclinicalpreconferenceandpostconference.d.earningagradeofCorbetteroneachofthecurrentsemesterexams.ANS: ATo accomplish a long-term goal (such as graduating from nursing school within 2years), the long-term goal should be broken down into smaller, more manageablegoals, known asshort-term goals.The other options are examples of short-term goals.DIF: Cognitive Level: Analysis REF: p. 14 OBJ: 2TOP: Goals KEY: Nursing Process Step: ImplementationMSC: NCLEX: N/A18.A nursing instructor advises a student nurse to complete time-consuming tasksthrough minitasking. The rules for minitasking include the minitaska.shouldbecomplex.b.mustbesimpletoperform.c.shouldneverbewritten.d.shouldtakeatleast10minutes.ANS: B

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A minitask must be simple to perform and take no more than 5 minutes. For bestresults, minitasks need to be written down and carried for quick reference.DIF: Cognitive Level: Comprehension REF: pp. 17-19 OBJ: 2TOP: Minitasking KEY: Nursing Process Step: ImplementationMSC: NCLEX: N/AMULTIPLE RESPONSE1.A nurse is presenting information on time management to the clinical team at anursing home. Select information to present that describes positive aspects of timemanagement. (Select all that apply.)a.Timemanagementhelpsoneusetimemoreefficiently.b.Timemanagementpreventsonefromdoingwhatheorshewantstodo.c.Timemanagementhelpsoneusetimemoreeffectively.d.Timemanagementmakesindividualsslavestotheirschedules.e.Timemanagementpromotessmarter,notharder,work.ANS: A, C, ETime management promotes efficient, effective time usage, resulting in an individualworking smarter rather than harder. Time management does not prevent a person fromdoing what he or she wants to do, nor does it make individuals slaves to schedules.Good time management usually increases personal free time.DIF: Cognitive Level: Application REF: p. 13 OBJ: 1TOP: Time management KEY: Nursing Process Step: ImplementationMSC: NCLEX: Safe, Effective Care Environment2.The nurse is engaged in establishing goals. Which statements would be classified aslong-term goals? (Select all that apply.)a.Becomeproficientinmedicationadministration.b.AttainagradeofBintheMathematicsforMedicationAdministrationexamination.c.Developskillinefficient,effectivecollectionofpatientdata.d.Achievesuccessfulinitialcompletionofadmissiondatacollectionforms.ANS: A, CBecoming proficient in medication administration and developing skill in efficient,effective collection of patient data are examples of long-term goals. They are umbrellagoals that have several component parts that must be accomplished to fulfill the

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overall goal. Attaining a grade of B and successful initial completion of admissionforms are simpler in nature and have only one component.DIF: Cognitive Level: Analysis REF: p. 14 OBJ: 1TOP: Differentiating long-term from short-term goalsKEY: Nursing Process Step: Planning MSC: NCLEX: N/A3.Which options are common outcomes of failure to plan adequately? (Select all thatapply.)a.Workingharder,notsmarterb.Overlookingpriorityitemsc.Feelingguilt,frustration,andanxietyd.Beingamasterofone’stimeANS: A, B, CWorking harder, not smarter; overlooking priorities; and feeling guilt, frustration, andanxiety are negative outcomes that can be changed with adequate planning. Havingmastery overone’stime is a result of planning adequately.DIF: Cognitive Level: Analysis REF: p. 15 OBJ: 2gTOP: Planning KEY: Nursing Process Step: ImplementationMSC: NCLEX: Safe, Effective Care Environment4.A nursing student remarks that she would like to make better use of time during theschool day. Which behaviors can be identified as ones that would contribute to thisgoal? (Select all that apply.)a.Smokingduringthetimebetweenclassesb.Practicingskillsinthelearningresourcecenterduringfreetimec.Eatingacandybarforenergyduringtheafternoonbreakd.Usingbreaktimetoreviewforthenextclasse.DiscussingclasstopicswithapeerANS: B, D, EEach of these behaviors focuses on something related to the program of study and thusis a constructive use of learner time. Smoking reduces the flow of oxygen to the brain.Eating a candy bar results in rebound hypoglycemia. Both smoking and eating a candybar reduce the efficiency of learning and thus are poor uses of time.DIF: Cognitive Level: Analysis REF: p. 17 OBJ: 2g

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TOP: Making the most ofone’stime KEY: Nursing Process Step: N/AMSC: NCLEX: N/A5.Identify the nursing students who use time management strategies advantageously.(Select all that apply.)a.Eachmorning,StudentAdetermineswhichactivitiesofthedaytakepriority.b.StudentBsometimesasksfamilymemberstorunerrandsorpreparemeals.c.StudentCreviewedreasonsforgoingtoschoolwithhisspouse.d.StudentDreserves3hoursdailyforreading,organizingnotes,andstudying.e.StudentEsubstitutesrecreationalactivityforstudytimeonaregularbasis.f.StudentFdelayscomplextasksuntilalargeblockoftimeisavailable.ANS: A, B, C, DDetermining which activities take priority each morning operationalizes the principleof planning. Asking family members to run errands or prepare meals makes use ofdelegating. Reviewing reasons for going to school with a spouse helps gain supportfrom and collaboration with a significant other. Reserving 3 hours daily for reading,organizing notes, and studying is an example of daily planning. Substitutingrecreational activity for study time describes failure to implement daily and weeklyplans. Delaying complex tasks until a large block of time is available is an example ofprocrastination. Minitasking would be a better solution.DIF: Cognitive Level: Analysis REF: pp. 14-16 OBJ: 2TOP: Time management KEY: Nursing Process Step: ImplementationMSC: NCLEX: N/A6.Nursing student A is unfamiliar with writing a“todo”list. A nurse experienced intime management would advise nursing student A to include which of the followingitems? (Select all that apply.)a.Successfullycompletenursingprogram.b.Readpages307to342inthenursingtextbook.c.Handinatermpaper.d.Remindhimselftodropoffthedrycleaning.e.Calltomakeadentistappointment.f.Pickuptheclinicalassignmentfortomorrow.ANS: B, C, D, E, F

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Items such as homework and tasks such as reminders and phone calls can be doneduring the day at hand and should be put on the“todo”list. Completing the nursingprogram is not something that can be accomplished in a day, so it does not belong ona daily“todo”list.DIF: Cognitive Level: Application REF: p. 18 OBJ: 2eTOP: Daily planning KEY: Nursing Process Step: N/AMSC: NCLEX: N/AChapter 03: Learning Methods and Skills: HowDo You Learn?Chapter 03: Learning Methods and Skills: How Do You Learn?Test BankMULTIPLE CHOICE1.Which statement about learning style preference is true?a.Allstudentshavethesamelearningstyle.b.Moststudentsarekinesthetic/tactuallearners.c.Auditorylearningisthebestmethod.d.Variouslearningstylesareequallygood.ANS: DPeople learn primarily in three different ways: through vision, hearing, or touch.Everyone learns differently. One learning style preference is not better than another.Research does not support that one learning style is superior. The majority ofindividuals in Western countries prefer the visual learning style. The next most naturalis the auditory style, and the smallest percentage learn through movement(kinesthetic) and tactile (touch) styles.DIF: Cognitive Level: Knowledge REF: p. 23 OBJ: 3TOP: Learning preferences KEY: Nursing Process Step: N/AMSC: NCLEX: N/A2.A patient tells the nurse,“Ialways think of myself as having a well-developed rightbrain.”Learning should be facilitated for this individual by utilizinga.verbalinput.b.visualinput.c.positiveemotionaldisplays.

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d.smallsegmentsofinformation.ANS: BThe right cerebral hemisphere“thinks”in images. Verbal input indicates that the lefthemisphere is more verbal in orientation. Use of positive emotional displays indicatesthat the left cerebral hemisphere is more active during positive emotion. Utilizingsmall segments of information indicates that the left brain breaks new information intosmall segments for mastery. The right brain is concerned with the“bigpicture.”DIF: Cognitive Level: Application REF: p. 23 OBJ: 1TOP: Right and left hemispheres of the cerebrumKEY: Nursing Process Step: Implementation MSC: NCLEX: N/A3.A patient states,“Myroommate accuses me of daydreaming when I study, butI’mreally imagining the thingsI’mtrying tolearn.”The nurse understands that this bestdescribes a way of learning common among individuals who are identified asa.spatiallearners.b.linguisticlearners.c.logical/mathematicallearners.d.bodily/kinestheticlearners.ANS: ASpatial learners learn best by visualizing, imagining, and using other visual cues.Linguistic learners learn best by hearing and saying words. Logical learners profitfrom categorizing, classifying, and working with abstract patterns and concepts.Bodily/kinesthetic learners learn best while moving, touching, and experiencingsensations.DIF: Cognitive Level: Application REF: p. 24 OBJ: 4TOP: Learning preferencesKEY: Nursing Process Step: Assessment (Data Collection) MSC: NCLEX: N/A4.Why is it desirable for the nursing student to engage in learning activities that useboth sides of the brain?a.Atrophyofonesideisavoided.b.Paralysisofonesideisavoided.c.Lessstudytimeisneededifbothsidesareused.d.Thestudent’sfulllearningpotentialisincreased.

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ANS: DThe two cerebral hemispheres are designed to work together, each having particularfunctions that complement the functions of the opposite side. By using bothhemispheres maximally, learning potential is increased.DIF: Cognitive Level: Comprehension REF: p. 23 OBJ: 6TOP: Right and left hemispheres of the brain KEY: Nursing Process Step: N/AMSC: NCLEX: N/A5.A nursing student who applies the concept that neural pathways becomeincreasingly efficient when a learning exercise is repeated willa.studyatthesametimeeachday.b.reviewnotesseveraltimes.c.userelaxationtechniquestoreduceanxiety.d.engageinphysicalactivitywhilestudying.ANS: BThe process of myelination of neurons accounts for neural pathways becoming moreefficient when a learning exercise, such as reviewing notes, is repeated several times.Studying at the same time each day and reviewing notes several times do not directlyrelate to the efficiency of neural pathways. Engaging in physical activity whilestudying has more to do with avoiding the fight-or-flight response that interferes withlearning.DIF: Cognitive Level: Application REF: p. 27 OBJ: 7TOP: How we learn KEY: Nursing Process Step: ImplementationMSC: NCLEX: N/A6.A patient who is learning diabetic self-care states,“Ihave to develop the ability tosee the‘bigpicture’instead of getting hung up with the little things in my careplan.”The nurse who understands brain function would see this as related toa.adultattentiondeficitdisorder.b.fight-or-flightreaction.c.leftbraindominance.d.alargerthanusualcorpuscallosum.ANS: C

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The left brain processes sequentially rather than seeing the“bigpicture.”Thepatient’sstatement does not relate to adult attention deficit disorder. Fight-or-flight reactionswould produce symptoms of anxiety. The corpus callosum is not implicated in thepatient’sstatement.DIF: Cognitive Level: Comprehension REF: p. 23 OBJ: 1TOP: Right and left cerebral hemisphere influencesKEY: Nursing Process Step: Assessment (Data Collection)MSC: NCLEX: Physiological Integrity7.Student A tells Student B,“Youcould get good grades ifyou’dstudy the way I do.Write down everything that you hear in class and then recopy your notes andunderline the importantpoints.”What is the likelihood that Student B will besuccessful?a.Thereisabouta33.3%chancetheadvicewillresultinsuccess.b.Thereisa100%chancetheadvicewillensuresuccess.c.Thereisa100%chancetheadvicewillresultinfailure.d.Thereisabouta50%chancetheadvicewillresultinsuccess.ANS: AThere are three major learning style preferences. There is a 33.3% chance that StudentB is a visual learner. There would be a 100% chance the advice would ensure successonly if Student B has a preference for visual learning. The odds for failure are 66.6%.The odds that there is a 50% chance the advice will result in success are less than 2:1.DIF: Cognitive Level: Analysis REF: p. 23 OBJ: 3TOP: Major Learning style preferences KEY: Nursing Process Step: EvaluationMSC: NCLEX: N/A8.Which individual would be classified as a kinesthetic/tactual learner?a.PatientA,wholearnsbestbyobservingb.PatientB,wholearnsbestbylisteningc.PatientC,wholearnsbestbydoingd.PatientD,wholearnsequallywellbyobservingandlisteningANS: CTactual learners think in terms of touch. They learn best by doing, experiencing, andexperimenting. The individual who learns best by observing would be classified as a

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visual learner/observer. The individual who learns best by listening would beclassified as an auditory learner/listener. The individual who learns equally well byobserving and listening has a blended learning style.DIF: Cognitive Level: Application REF: p. 25 OBJ: 3TOP: Major Learning style preferencesKEY: Nursing Process Step: Assessment (Data Collection) MSC: NCLEX: N/A9.The nurse could maximize patient teaching for an individual with an identifiedauditory learning style preference bya.providinganaudiotapeofimportantinformationthatthepatientcouldreplay.b.allowingthepatienttohandleequipmentbeforepracticingaself-caretechnique.c.playingavideotapetodemonstrateaself-caretechniquetothepatient.d.drawingdiagramsofimportantconceptsthepatientneedstolearn.ANS: AAuditory learners learn best by hearing; therefore, a replayable audiotape wouldmaximize learning. Allowing the handling of equipment describes a technique usefulto a tactual learner. Playing a videotape describes a technique useful to a visuallearner. Drawing diagrams of important concepts describes a technique useful to avisual learner.DIF: Cognitive Level: Application REF: p. 25 OBJ: 3TOP: Major Learning style preferences KEY: Nursing Process Step: PlanningMSC: NCLEX: Health Promotion and Maintenance10.A student states,“Ihave identified my personal learning style preference asvisual.”From this statement, it can be understood that the identified style preferencea.istheonlywaytheindividualcanlearn.b.representsthewaythestudentlearnsbest.c.hasbeenderivedprimarilyfrombiologicattributes.d.suggeststheneedtodevelopadditionallearningstrategies.ANS: BA learning style preference reflects the sensory system used most comfortably by thelearner to receive information.DIF: Cognitive Level: Comprehension REF: p. 23 OBJ: 5TOP: Major Learning style preferences KEY: Nursing Process Step: N/A

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