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

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Chapter 01: The Adult Learner: Hints to
Succeed
Chapter 01: The Adult Learner: Hints to Succeed
Test Bank
MULTIPLE CHOICE
1. Which individual in a practical/vocational nursing class would be identified as a
traditional adult 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. The learner who has been out of school for many years would be
identified as a returning adult learner. The learner who has children and grandchildren
might be a returning adult learner or a recycled learner. The learner who knows the
routine of education does not provide sufficient information for classification.
DIF: Cognitive Level: Application REF: p. 2 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 having to learn 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 student.
c. a recycled adult learner.
d. someone in need of counseling.
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.
DIF: Cognitive Level: Analysis REF: p. 2 OBJ: 1
TOP: Adult Learner KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
3. A student enrolled in a practical/vocational nursing program informs the class that
he has a degree in accounting and has lost the position he held for 15 years. This
information identifies the student as a
a. discipline-change learner.
b. recycled adult learner
c. traditional learner.
d. reclaimed learner.
ANS: B
The recycled adult learner has been out of school for several years and returns as a
result of a life transition, such as loss of a job. This learner shares some of the
characteristics of both traditional and returning adult learners. However, this adult
learner might have technical school or college experience or an undergraduate or
graduate degree in a discipline other than nursing. Discipline-change learner is not a
recognized learner classification. The traditional adult learner comes to the nursing
program directly from high school or another program of study. The reclaimed learner
is not a recognized learner classification.
DIF: Cognitive Level: Application REF: p. 2 OBJ: 1
TOP: Adult Learner KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
4. 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.

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.
DIF: Cognitive Level: Comprehension REF: pp. 3-4 OBJ: 1
TOP: Informal educational experience KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
5. What strategy can be used by a nursing student to effectively combat a fear of
failure?
a. Experience a large number of positive events
b. Maintain good physical health
c. Have adequate money to provide for needs
d. Create a mental script of positive thoughts
ANS: D
Positive self-talk leads to the expectation that one can and will succeed. A positive
mental attitude can be learned by replacing negative thinking with positive thinking.
DIF: Cognitive Level: Comprehension REF: p. 4 OBJ: 3
TOP: Promoting success in the program of study KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
6. 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 a
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

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MSC: NCLEX: N/A
7. Select the factor common to ALL types of adult learners that predisposes them to
success in a nursing program.
a. They have few responsibilities at home.
b. They have the motivation to succeed.
c. They automatically qualify for financial aid.
d. They have few daily distractions.
ANS: B
The only statement applicable to all types of adult learners is that the majority are
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. 3 OBJ: 3
TOP: Factors predisposing to success KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
8. When a class of nursing students discusses their concerns about their program, the
concern shared by most learners is generally the fear of
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: 3
TOP: Hidden dangers KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
9. The First Amendment of the U.S. Constitution guarantees students the right to
a. graduate from a program.
b. fail an academic program.

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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. 6 OBJ: 4
TOP: Learner rights KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
10. Which amendment to the U.S. Constitution protects the learner from being asked
to leave an educational program without due process?
a. 11th
b. 12th
c. 13th
d. 14th
ANS: D
The Fourteenth Amendment guarantees due process. The learner has the right to
defend oneself if charged with a violation of policy or rules.
DIF: Cognitive Level: Knowledge REF: p. 6 OBJ: 4
TOP: Learner rights KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
11. 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
The Fourteenth Amendment guarantees due process to the student. The learner has the
right to defend oneself if charged with a violation of program policy or rules.
DIF: Cognitive Level: Application REF: p. 6 OBJ: 4
TOP: Learner rights KEY: Nursing Process Step: N/A

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MSC: NCLEX: N/A
12. A nursing student monopolizes class discussions. Which statement about the
situation is most accurate?
a. The student is violating the rights of others to participate in class.
b. The student is demonstrating interdependency with the instructor.
c. The student is demonstrating passive learning strategies.
d. The student is at risk for being penalized by the instructor.
ANS: A
The First Amendment provides the right to freedom of speech as long as what is said
does not disrupt the class or infringe on the rights of other students. In this case, the
student who monopolizes discussion is violating the right of free expression by others
in the class.
DIF: Cognitive Level: Analysis REF: p. 6 OBJ: 4
TOP: Learner rights KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
13. Which remark by a student in a nursing program verbalizes a strategy that
promotes success in the program?
a. “I set goals and work to achieve them.”
b. “I avoid interacting with instructors.”
c. “I spend 2 to 3 hours daily surfing the net.”
d. “I limit my partying to 3 to 4 nights a week.”
ANS: A
Setting 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 that
are not conducive to success.
DIF: Cognitive Level: Analysis REF: p. 7 OBJ: 5
TOP: Active learning KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
14. Which statement is true regarding the teaching-learning process in
practical/vocational nursing?
a. If the student fails, the instructor is ultimately at fault.
b. By asking questions, the student interferes with the instructor’s work.

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c. The student must adapt his or her personal learning style to the instructor’s methods.
d. The student is responsible for preparing for theory classes and clinical experience.
ANS: D
Advance preparation provides a basis for continued learning in the classroom. It
provides the learner the opportunity to ask relevant questions about theory.
Preparation prior to clinical experience safeguards patients’ safety.
DIF: Cognitive Level: Analysis REF: p. 9 OBJ: 5
TOP: Learner responsibilities KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
15. A student who wishes to utilize research findings regarding the best way for
students to learn will
a. stay up late each night and study.
b. actively participate in the learning process.
c. sit passively during each lecture session.
d. cram before each examination.
ANS: B
Studies have shown that people learn best when they are actively involved in their
own learning and have an interdependent relationship with the instructor. The
remaining options are counterproductive behaviors.
DIF: Cognitive Level: Application REF: p. 7 OBJ: 5
TOP: Learner responsibilities KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
16. When explaining the responsibility of the learner to a group of nursing students, a
mentor should emphasize that the learner’s first priority is to
a. absorb the knowledge taught by the instructor.
b. be self-directed and active in the process of learning.
c. study only what the instructor emphasizes in class.
d. focus on learning 65% of the information that is taught.
ANS: B
Studies have shown that people learn best when they are actively involved in their
own learning and have an interdependent relationship with the instructor. Absorbing
the 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 information
that is taught are approaches that severely limit learning.
DIF: Cognitive Level: Application REF: p. 7 OBJ: 5
TOP: Active learning KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
17. Which statement best describes an active learning situation?
a. The learner practices bed-making.
b. The learner watches a peer make a bed.
c. The learner watches the instructor make a bed.
d. The learner pays attention during lecture.
ANS: A
Active learning requires the learner to gain knowledge and skill by his or her own
efforts. A learner who participates takes an active role. The other options describe
passive learning situations.
DIF: Cognitive Level: Analysis REF: p. 7 OBJ: 5
TOP: Active learning KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
18. What understanding about the goal of evaluation would be most helpful to a
student in a nursing program?
a. Evaluation lowers learner self-esteem.
b. Evaluation ridicules student performance.
c. Evaluation identifies behaviors that stand in the way of meeting goals.
d. Evaluation informs the learner of things that annoy the instructor.
ANS: C
Progression toward goal attainment is identified by evaluation. During the process,
behaviors that stand in the way of goal attainment are identified, along with strengths
of performance. The other options are outcomes that are not goals of the evaluative
process.
DIF: Cognitive Level: Analysis REF: p. 7 OBJ: 6
TOP: Role of evaluation KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A

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19. Which learner is fulfilling an important student responsibility when receiving
examination results?
a. The student who looks at the test grade and hands the test and answer sheet back
b. The student who argues each wrong answer with the instructor
c. The student who tries to understand mistakes made on the test
d. The student who appears interested in the test results
ANS: C
Tests should be considered learning experiences. Learners should look at tests with
the goal of understanding why incorrect answers are wrong, as well as the rationale
for correct answers. Looking at the test grade and handing the test and answer sheet
back is not optimal learning behavior. Arguing each wrong answer with the instructor
does not promote the openness required for optimal learning. Appearing interested in
the test results does not promote learning.
DIF: Cognitive Level: Analysis REF: pp. 7-8 OBJ: 6
TOP: Tests as a learning opportunity KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
20. To explain clinical evaluation to a new student, what information would best
describe where responsibility for the process of clinical evaluation lies?
a. The instructor evaluates the student’s performance in the clinical area.
b. Peers evaluate change in clinical skills in each other in the clinical area.
c. The student continuously monitors his or her performance of selected clinical skills.
d. Clinical evaluation is a shared responsibility between instructor and student.
ANS: D
The instructor is responsible for evaluating student performance, and the learner is
responsible for becoming aware of clinical behaviors and modifying the behaviors
that hinder goal attainment.
DIF: Cognitive Level: Analysis REF: p. 8 OBJ: 6
TOP: Clinical evaluation KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
21. Learner A is concerned about the clinical evaluation component of the nursing
program. A peer could help alleviate anxiety by explaining that the purpose of clinical
evaluation is to

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a. assist the learner to identify strengths and areas needing improvement.
b. provide constructive criticism related to poor performance behaviors.
c. keep unsuitable persons from achieving licensure.
d. help learners develop the ability to listen to negative comments about performance.
ANS: A
Identifying positive behaviors allows them to be reinforced, and identifying areas
needing improvement fosters modification of the negative behaviors. Providing
constructive criticism related to poor performance behaviors refers to only half of the
purpose. Keeping unsuitable persons from achieving licensure is not the purpose,
because early identification and change in negative behaviors foster ultimate success
in the program. Helping learners develop the ability to listen to negative comments
about performance is not a purpose of the clinical performance evaluation.
DIF: Cognitive Level: Application REF: p. 8 OBJ: 6
TOP: Clinical evaluation KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
22. Which statement by a nursing student is an example of self-evaluation?
a. “The other student forgot to use a bath blanket.”
b. “I contaminated my glove on the edge of the bed.”
c. “The staff nurse was abrupt with the resident.”
d. “It was nice to be complimented by my instructor.”
ANS: B
Awareness of one’s actions is a component of self-evaluation. Noticing a breach of
sterile technique during performance of a clinical skill is an excellent example of self-
evaluation. “The other student forgot to use a bath blanket” describes evaluation of
one student by another. “The staff nurse was abrupt with the resident” describes
evaluation of a staff nurse by another person. “It was nice to be complimented by my
instructor” is a reflection of feelings associated with being complimented, not self-
evaluation.
DIF: Cognitive Level: Analysis REF: p. 8 OBJ: 6
TOP: Self-evaluation KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
23. Which student expectation of an instructor is reasonable?

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a. The instructor will help resolve the student’s personal problems.
b. The instructor will motivate the student to improve grades.
c. The instructor will seek out students to review examinations.
d. The instructor will provide academic counseling.
ANS: D
Providing academic counseling or making referrals for academic counseling is a
responsibility of faculty members. The other options are not reasonable expectations.
Only the individual with the problem can resolve it, albeit with assistance from
another. Motivation is an internal factor for the student. It is the learner’s
responsibility to seek out the instructor for examination review.
DIF: Cognitive Level: Analysis REF: pp. 6-7 OBJ: 7
TOP: Faculty responsibility to students KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
24. The practical/vocational nursing student asks an instructor, “How perfect do I have
to be to pass my clinical evaluation? Are any mistakes allowed?” The best response
by the instructor is, “The expected standard of performance in clinical lab is to
provide patient care
a. at the level of an LPN/LVN.”
b. with a minimum of two errors.”
c. at the same level as your classmates.”
d. with manual dexterity and confidence.”
ANS: A
Students are required to provide care at the same level of safe practice as the
LPN/LVN. A lesser standard is not acceptable. This makes the importance of skill
practice in the school’s practice laboratory understandable. Errors may affect patient
safety. Provision of patient care at the same level as classmates is true only if the level
of classmates is consistent with LPN/LVN safe practice. Provision of patient care with
manual dexterity and confidence does not provide for safe practice.
DIF: Cognitive Level: Application REF: p. 9 OBJ: 7
TOP: Standard for level of practice by students KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A

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25. A nursing student tells a peer, “I’m having trouble understanding the rationale for
not restraining confused patients.” The best advice for the peer to offer would be
a. “Ask the smartest student in the class.”
b. “Ask a patient for their view about it.”
c. “Ask the instructor to explain it again.”
d. “Do an Internet search.”
ANS: C
This response reflects the student’s responsibility for seeking faculty help when
having difficulty in class or clinicals. Asking the smartest student in class might not
be helpful if this student is also having difficulty understanding the content. Asking
the patient for his or her view would not provide balanced information. An Internet
search might not yield relevant information.
DIF: Cognitive Level: Application REF: p. 10 OBJ: 7
TOP: Student responsibility for seeking help KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
26. A nursing student tells a peer, “My instructor is on my case all the time. I’m
picked on more than any other student in the group. The more I’m criticized, the more
nervous I get. I don’t think I can do anything right. What do you think I should do?”
The best advice for the peer to give would be
a. “Just keep trying. Things are bound to get better.”
b. “Make an appointment to talk about this with the instructor.”
c. “Go see the program director and explain that you’re being harassed.”
d. “Ask another instructor for help with your skills so you’ll be better prepared.”
ANS: B
Making an appointment with the instructor follows the proper channel of
communication by seeking out the individual with whom the perceived problem lies.
“Just keep trying. Things are bound to get better” is encouraging but will not help
resolve the student’s concerns.” “Go see the program director and explain that you’re
being harassed” and “Ask another instructor for help with your skills so you’ll be
better prepared” do not follow the recognized channel of communication.
DIF: Cognitive Level: Application REF: pp. 9-10 OBJ: 7
TOP: Addressing problems by going to the source KEY: Nursing Process Step: N/A

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MSC: NCLEX: N/A
COMPLETION
1. The generation influenced by events such as the Vietnam War, the space race, and
the civil rights movement is called the ____________________.
ANS:
baby boomers
Depending on their birth year, baby boomers may have been shaped by the Watergate
scandal, the Vietnam War, the space race, the civil rights movement, women’s
liberation, and the assassinations of John and Robert Kennedy and Martin Luther
King.
DIF: Cognitive Level: Knowledge REF: p. 2, Box 1-2
OBJ: 1 TOP: Evaluation KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
2. A nursing student caring for a patient recognizes that he has contaminated his sterile
glove during a dressing change requiring surgical asepsis, so he puts on a new sterile
glove. The student’s action 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 actions
objectively.
DIF: Cognitive Level: Application REF: p. 8 OBJ: 6
TOP: Self-evaluation KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
MULTIPLE RESPONSE
1. A student in the nursing program has made various statements relating to his life
situation. Which statements indicate the potential for success? (Select all that apply.)
a. “I have to hold a full-time job while enrolled in the nursing program.”
b. “I’m an excellent manager of my time.”
c. “My spouse is away so much that I don’t have enough help with the children.”
d. “I’m really looking forward to working as a nurse. It has been my goal for years.”
ANS: B, D

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Time management skills and enthusiasm for the profession are both indicators for
success in the nursing program. Both having a full time job and a demanding spouse
can be deterrents to the successful completion of a nursing program.
DIF: Cognitive Level: Analysis REF: p. 4 OBJ: 3
TOP: Factors influencing potential for success/failure KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
2. In response to a learner’s questions, which options should be used to describe
desirable outcomes of clinical performance evaluations? (Select all that apply.)
a. Discover positive actions of students.
b. Make students aware of ineffective clinical behaviors.
c. Role-model how to conduct evaluations of others when in the LPN/LVN expanded role.
d. Give the student an opportunity to tell the instructor how the instructor’s attitude discourag
ANS: A, B, C
Discovering positive actions of students indicates that it is important to identify
positive actions and reinforce them via clinical performance. Making students aware
of ineffective clinical behaviors indicates that ineffective clinical behaviors stand in
the way of attaining the goal of providing safe, effective patient care. If this goal is not
met, the long-term goal of program completion is jeopardized. Role-modeling how to
conduct evaluations of others indicates that role-modeling is a desired outcome of
clinical performance evaluations. Providing students the opportunity to tell the
instructor how the instructor’s attitude discourages learning is not a desired outcome
of clinical performance evaluation.
DIF: Cognitive Level: Analysis REF: p. 8 OBJ: 6
TOP: Clinical performance evaluation KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
3. With regard to the teaching-learning process, what can the nursing student identify
as the instructor’s responsibility to the student? (Select all that apply.)
a. Solve each of the student’s learning problems.
b. Create an environment in which learning can occur.
c. Make learning simple and free from psychological pain.
d. Eliminate difficult concepts from lectures and laboratories.
e. Assist students to answer questions not independently resolved.

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ANS: B, E
Faculty are responsible for providing a curriculum, planning for its implementation,
and creating a safe learning environment. Part of creating an optimal learning
environment includes having approachable faculty who are available to help students
who encounter questions or problems the student cannot independently resolve using
available resources. Solving each of the student’s learning problems is unrealistic and
would rob the student of active participation. Making learning simple and free from
psychological pain is not realistic. Learning is rooted in the learner. The instructor
cannot guarantee student response. Eliminating difficult concepts from lectures and
laboratories is not realistic. Many important nursing concepts are complex and may
seem difficult. They cannot be eliminated from a curriculum if the learner’s education
is to meet standards.
DIF: Cognitive Level: Analysis REF: p. 6 OBJ: 5
TOP: Faculty responsibility to students KEY: Nursing Process Step: N/A
Chapter 02: Time Management: Making Time
Work for You
Chapter 02: Time Management: Making Time Work for You
Test Bank
MULTIPLE CHOICE
1. The best explanation for Nurse A’s organization and ability to complete tasks on
time and Nurse B’s disorganization and inability to complete tasks on time is
a. Nurse A uses time management effectively.
b. Nurse A is more intelligent.
c. Nurse B has more free time.
d. Nurse B has a greater sense of responsibility.
ANS: A
Organization/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: 1
TOP: Time management KEY: Nursing Process Step: N/A
MSC: NCLEX: Safe, Effective Care Environment

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2. A nurse develops work habits that will allow each nursing task to be done as
quickly as possible. The principle being used is
a. effectiveness.
b. efficiency.
c. procrastination.
d. scheduling.
ANS: B
Efficiency refers to getting things done as quickly as possible. Effectiveness involves
setting priorities among the tasks that need to be done and doing them the best way
possible. Scheduling refers to putting time aside to complete a task. Procrastination is
to delay working on or completing a task.
DIF: Cognitive Level: Comprehension REF: p. 13 OBJ: 1
TOP: Efficiency KEY: Nursing Process Step: Planning MSC: NCLEX: N/A
3. A strategy to promote achievement of long-term goals is
a. striving to complete the entire goal at one time.
b. eliminating any undesirable elements of the goal.
c. jumping right in at any point that is appealing.
d. creating a series of related short-term goals.
ANS: D
This strategy is called minitasking. It involves accomplishing the long-term goal one
step at a time. Striving to complete the entire goal at one time often leads to
procrastination because the task seems too large. Eliminating any undesirable
elements of the goal requires clarification of the goal and elimination of
unnecessary/undesirable elements during formulation. It is more effective to work
toward goal attainment in an orderly, sequential fashion than to jump in at any random
point.
DIF: Cognitive Level: Comprehension REF: p. 19 OBJ: 1
TOP: Long-term goal attainment KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
4. A nurse keeps a log of daily activities and the amount of time each takes. As an
activity related to time management, this would be classified as
a. planning.

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b. evaluation.
c. data collection.
d. implementation.
ANS: C
Data collection for time management purposes involves documenting daily activities.
It must precede planning, implementation, and evaluation.
DIF: Cognitive Level: Application REF: p. 14 OBJ: 2c
TOP: Time management
KEY: Nursing Process Step: Assessment (Data Collection) MSC: NCLEX: N/A
5. 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 the
unwilling spouse
a. does not love the student.
b. is jealous of the student.
c. has been raised with sex stereotyping.
d. thinks paying tuition is enough support.
ANS: C
A spouse who grew up in a household in which tasks were assigned by sex may be
reluctant to assume new tasks that jeopardize the familiar role. Challenge to one’s role
is more likely the explanation than lack of love, jealousy, or the belief that financial
support is all that’s expected.
DIF: Cognitive Level: Comprehension REF: p. 16 OBJ: 2a
TOP: Lack of spousal help KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
6. 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 a
large time loss by the end of a school week.
a. Breaks of more than 10 minutes of inactivity between classes
b. Looking up medical and nursing terms
c. Talking with relatives and children
d. Using break time to review for the next class
ANS: A

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Looking up terms, talking with family, and using break time to review are
constructive uses of time. Only taking breaks of more than 10 minutes between
classes would result in a large loss of time.
DIF: Cognitive Level: Analysis REF: p. 17 OBJ: 2g
TOP: Time management KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
7. A student generally postpones high-priority activities and does low-priority
activities instead. The most likely outcome of this behavior is that the student
a. will assume power over life.
b. brings anxiety under control.
c. derives a sense of true accomplishment.
d. feels increased tension and fear of failure.
ANS: D
Procrastinating high-priority activities leads to increased tension and concern over
possible failure. Assuming power over life, controlling anxiety, and deriving a sense
of true accomplishment are unlikely outcomes of this behavior.
DIF: Cognitive Level: Evaluation REF: p. 19 OBJ: 2b
TOP: Failure to follow daily plan KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
8. The outcome that is the best evidence that a nursing student’s time management
plan is working is that the student
a. reports feeling happy at home.
b. is popular with peers.
c. achieves passing grades on tests and evaluations.
d. demonstrates positive relationships with instructors.
ANS: C
Success in course and clinical work is an indicator that the student’s time management
is adequate. The other outcomes mentioned do not necessarily relate to time
management.
DIF: Cognitive Level: Evaluation REF: p. 13 OBJ: 2g
TOP: Time management KEY: Nursing Process Step: Evaluation
MSC: NCLEX: N/A

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9. Identify a reasonable long-term goal for a beginning nursing student.
a. “I will pass the Body Structure and Function course by the completion of the program.”
b. “I will qualify to take the NCLEX-PN by program completion.”
c. “I will score a B+ on the first unit test in nursing school.”
d. “I will perform at the satisfactory level on the first semester clinical evaluation.”
ANS: B
This goal statement is broader and more inclusive than the other statements and thus is
considered a long-term goal. The other statements are short-term goals.
DIF: Cognitive Level: Application REF: pp. 13-14 OBJ: 2
TOP: Goals KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
10. A nursing student has a conflict with taking a scheduled course in the nursing
program and picking up children from day care. Which adjustment is possible and
would result in the best resolution?
a. Request the nursing program offer the course at a different time.
b. Withdraw from the nursing program until the children are older.
c. Arrange to have a friend or relative pick up the children.
d. Remove the children from day care.
ANS: C
Arranging to have a friend or relative pick up the children allows the student to
remain in the course and the children to be picked up in a timely fashion, creating a
win-win situation. Requesting the nursing program offer the course at a different time
is unlikely to affect the problem. Withdrawing from the nursing program until the
children are older is unsatisfactory. Removing the children from day care creates
additional problems.
DIF: Cognitive Level: Analysis REF: pp. 15-16, Box 2-1
OBJ: 2 TOP: Delegation KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
11. The nurse who uses a step-by-step approach to planning and scheduling daily and
weekly tasks is using
a. right brain thinking.
b. left brain thinking.
c. midbrain thinking.

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d. creative thinking.
ANS: B
The left brain thinker uses linear, step-by-step thinking that complements traditional
time management strategies. Right brain thinkers are nonlinear and look at the picture
as a whole. The midbrain does not contribute to time management. Creative thinking
is less of a step-by-step approach and is often associated with the right brain.
DIF: Cognitive Level: Comprehension REF: p. 14 OBJ: 3
TOP: Time management strategies’ relationship to personal learning style
KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
12. Using a schedule allows a nursing student to
a. develop inflexibility.
b. increase anxiety related to deadlines.
c. allocate adequate study time.
d. find time to do everything.
ANS: C
The only reasonable outcome of using a schedule is to allocate study time. Schedules
do not promote the development of flexibility. Schedule use would likely decrease
anxiety related to deadlines. Schedule use would not guarantee that time would be
found to do everything.
DIF: Cognitive Level: Analysis REF: p. 17 OBJ: 2d
TOP: Schedules KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
13. A nursing student has used time management strategies for one semester. The goal
was to achieve a B average, but the actual grade was a C+. The student considers how
to modify use of time. This process is called
a. planning.
b. implementation.
c. evaluation.
d. delegation.
ANS: C
Evaluation involves determining how well the plan is working and determining what
modifications 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: 2g
TOP: Evaluation KEY: Nursing Process Step: Evaluation MSC: NCLEX: N/A
14. When a nurse evaluates the effectiveness of a time management plan, it is best to
ask
a. “Do I enjoy using this plan?”
b. “Am I meeting short-term goals?”
c. “Would my plan work for others?”
d. “Has my plan cured my procrastination?”
ANS: B
The purpose of the plan is to facilitate meeting short- and long-term goals. The other
options are not central to the purpose of the plan.
DIF: Cognitive Level: Analysis REF: p. 20 OBJ: 2g
TOP: Evaluation KEY: Nursing Process Step: Evaluation MSC: NCLEX: N/A
15. A nurse states, “I enjoy writing my ‘to do’ list daily.” From this statement one can
conclude that this strategy appeals to the student’s
a. creative mind.
b. ethical mind.
c. right cerebral hemisphere.
d. left cerebral hemisphere.
ANS: D
The left cerebral hemisphere thinks in a linear fashion and processes material in
sequence. The right cerebral hemisphere is more concerned with looking at the whole
rather than parts. A creative and/or ethical mind is not a determinant of the student’s
preference.
DIF: Cognitive Level: Comprehension REF: p. 14 OBJ: 3
TOP: Planning KEY: Nursing Process Step: N/A MSC: NCLEX: N/A
16. A nursing student states, “I can’t stand using an index card for each day’s
planning. I like a monthly calendar so I can see the big picture.” From this statement
one can conclude that the student’s time management strategies are most likely
influenced by

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a. a personal support system.
b. the right cerebral hemisphere.
c. corpus callosum crossover fibers.
d. the left cerebral hemisphere
ANS: B
The right cerebral hemisphere causes one to look at the larger picture rather than
sequential, linear aspects of a topic. The student’s need to see a month at a time
suggests right cerebral hemisphere dominance. The other options would have less
influence on the student’s preference.
DIF: Cognitive Level: Analysis REF: p. 14 OBJ: 3
TOP: Right brain dominance effect on time management strategies
KEY: Nursing Process Step: Evaluation MSC: NCLEX: N/A
17. A nursing instructor advises a student nurse to set a long-term goal. An example of
a long-term goal is
a. graduating from nursing school within 2 years.
b. writing a paper on the ramifications of childhood obesity.
c. giving two oral reports during clinical preconference and postconference.
d. earning a grade of C or better on each of the current semester exams.
ANS: A
To accomplish a long-term goal (such as graduating from nursing school within 2
years), the long-term goal should be broken down into smaller, more manageable
goals, known as short-term goals. The other options are examples of short-term goals.
DIF: Cognitive Level: Analysis REF: p. 14 OBJ: 2
TOP: Goals KEY: Nursing Process Step: Implementation
MSC: NCLEX: N/A
18. A nursing instructor advises a student nurse to complete time-consuming tasks
through minitasking. The rules for minitasking include the minitask
a. should be complex.
b. must be simple to perform.
c. should never be written.
d. should take at least 10 minutes.
ANS: B

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A minitask must be simple to perform and take no more than 5 minutes. For best
results, minitasks need to be written down and carried for quick reference.
DIF: Cognitive Level: Comprehension REF: pp. 17-19 OBJ: 2
TOP: Minitasking KEY: Nursing Process Step: Implementation
MSC: NCLEX: N/A
MULTIPLE RESPONSE
1. A nurse is presenting information on time management to the clinical team at a
nursing home. Select information to present that describes positive aspects of time
management. (Select all that apply.)
a. Time management helps one use time more efficiently.
b. Time management prevents one from doing what he or she wants to do.
c. Time management helps one use time more effectively.
d. Time management makes individuals slaves to their schedules.
e. Time management promotes smarter, not harder, work.
ANS: A, C, E
Time management promotes efficient, effective time usage, resulting in an individual
working smarter rather than harder. Time management does not prevent a person from
doing 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: 1
TOP: Time management KEY: Nursing Process Step: Implementation
MSC: NCLEX: Safe, Effective Care Environment
2. The nurse is engaged in establishing goals. Which statements would be classified as
long-term goals? (Select all that apply.)
a. Become proficient in medication administration.
b. Attain a grade of B in the Mathematics for Medication Administration examination.
c. Develop skill in efficient, effective collection of patient data.
d. Achieve successful initial completion of admission data collection forms.
ANS: A, C
Becoming proficient in medication administration and developing skill in efficient,
effective collection of patient data are examples of long-term goals. They are umbrella
goals 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 admission
forms are simpler in nature and have only one component.
DIF: Cognitive Level: Analysis REF: p. 14 OBJ: 1
TOP: Differentiating long-term from short-term goals
KEY: Nursing Process Step: Planning MSC: NCLEX: N/A
3. Which options are common outcomes of failure to plan adequately? (Select all that
apply.)
a. Working harder, not smarter
b. Overlooking priority items
c. Feeling guilt, frustration, and anxiety
d. Being a master of one’s time
ANS: A, B, C
Working harder, not smarter; overlooking priorities; and feeling guilt, frustration, and
anxiety are negative outcomes that can be changed with adequate planning. Having
mastery over one’s time is a result of planning adequately.
DIF: Cognitive Level: Analysis REF: p. 15 OBJ: 2g
TOP: Planning KEY: Nursing Process Step: Implementation
MSC: NCLEX: Safe, Effective Care Environment
4. A nursing student remarks that she would like to make better use of time during the
school day. Which behaviors can be identified as ones that would contribute to this
goal? (Select all that apply.)
a. Smoking during the time between classes
b. Practicing skills in the learning resource center during free time
c. Eating a candy bar for energy during the afternoon break
d. Using break time to review for the next class
e. Discussing class topics with a peer
ANS: B, D, E
Each of these behaviors focuses on something related to the program of study and thus
is 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 candy
bar 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 of one’s time KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
5. Identify the nursing students who use time management strategies advantageously.
(Select all that apply.)
a. Each morning, Student A determines which activities of the day take priority.
b. Student B sometimes asks family members to run errands or prepare meals.
c. Student C reviewed reasons for going to school with his spouse.
d. Student D reserves 3 hours daily for reading, organizing notes, and studying.
e. Student E substitutes recreational activity for study time on a regular basis.
f. Student F delays complex tasks until a large block of time is available.
ANS: A, B, C, D
Determining which activities take priority each morning operationalizes the principle
of planning. Asking family members to run errands or prepare meals makes use of
delegating. Reviewing reasons for going to school with a spouse helps gain support
from and collaboration with a significant other. Reserving 3 hours daily for reading,
organizing notes, and studying is an example of daily planning. Substituting
recreational activity for study time describes failure to implement daily and weekly
plans. Delaying complex tasks until a large block of time is available is an example of
procrastination. Minitasking would be a better solution.
DIF: Cognitive Level: Analysis REF: pp. 14-16 OBJ: 2
TOP: Time management KEY: Nursing Process Step: Implementation
MSC: NCLEX: N/A
6. Nursing student A is unfamiliar with writing a “to do” list. A nurse experienced in
time management would advise nursing student A to include which of the following
items? (Select all that apply.)
a. Successfully complete nursing program.
b. Read pages 307 to 342 in the nursing textbook.
c. Hand in a term paper.
d. Remind himself to drop off the dry cleaning.
e. Call to make a dentist appointment.
f. Pick up the clinical assignment for tomorrow.
ANS: B, C, D, E, F

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Items such as homework and tasks such as reminders and phone calls can be done
during the day at hand and should be put on the “to do” list. Completing the nursing
program is not something that can be accomplished in a day, so it does not belong on
a daily “to do” list.
DIF: Cognitive Level: Application REF: p. 18 OBJ: 2e
TOP: Daily planning KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
Chapter 03: Learning Methods and Skills: How
Do You Learn?
Chapter 03: Learning Methods and Skills: How Do You Learn?
Test Bank
MULTIPLE CHOICE
1. Which statement about learning style preference is true?
a. All students have the same learning style.
b. Most students are kinesthetic/tactual learners.
c. Auditory learning is the best method.
d. Various learning styles are equally good.
ANS: D
People 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 of
individuals in Western countries prefer the visual learning style. The next most natural
is the auditory style, and the smallest percentage learn through movement
(kinesthetic) and tactile (touch) styles.
DIF: Cognitive Level: Knowledge REF: p. 23 OBJ: 3
TOP: Learning preferences KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
2. A patient tells the nurse, “I always think of myself as having a well-developed right
brain.” Learning should be facilitated for this individual by utilizing
a. verbal input.
b. visual input.
c. positive emotional displays.

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d. small segments of information.
ANS: B
The right cerebral hemisphere “thinks” in images. Verbal input indicates that the left
hemisphere is more verbal in orientation. Use of positive emotional displays indicates
that the left cerebral hemisphere is more active during positive emotion. Utilizing
small segments of information indicates that the left brain breaks new information into
small segments for mastery. The right brain is concerned with the “big picture.”
DIF: Cognitive Level: Application REF: p. 23 OBJ: 1
TOP: Right and left hemispheres of the cerebrum
KEY: Nursing Process Step: Implementation MSC: NCLEX: N/A
3. A patient states, “My roommate accuses me of daydreaming when I study, but I’m
really imagining the things I’m trying to learn.” The nurse understands that this best
describes a way of learning common among individuals who are identified as
a. spatial learners.
b. linguistic learners.
c. logical/mathematical learners.
d. bodily/kinesthetic learners.
ANS: A
Spatial learners learn best by visualizing, imagining, and using other visual cues.
Linguistic learners learn best by hearing and saying words. Logical learners profit
from categorizing, classifying, and working with abstract patterns and concepts.
Bodily/kinesthetic learners learn best while moving, touching, and experiencing
sensations.
DIF: Cognitive Level: Application REF: p. 24 OBJ: 4
TOP: Learning preferences
KEY: Nursing Process Step: Assessment (Data Collection) MSC: NCLEX: N/A
4. Why is it desirable for the nursing student to engage in learning activities that use
both sides of the brain?
a. Atrophy of one side is avoided.
b. Paralysis of one side is avoided.
c. Less study time is needed if both sides are used.
d. The student’s full learning potential is increased.

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ANS: D
The two cerebral hemispheres are designed to work together, each having particular
functions that complement the functions of the opposite side. By using both
hemispheres maximally, learning potential is increased.
DIF: Cognitive Level: Comprehension REF: p. 23 OBJ: 6
TOP: Right and left hemispheres of the brain KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A
5. A nursing student who applies the concept that neural pathways become
increasingly efficient when a learning exercise is repeated will
a. study at the same time each day.
b. review notes several times.
c. use relaxation techniques to reduce anxiety.
d. engage in physical activity while studying.
ANS: B
The process of myelination of neurons accounts for neural pathways becoming more
efficient 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 directly
relate to the efficiency of neural pathways. Engaging in physical activity while
studying has more to do with avoiding the fight-or-flight response that interferes with
learning.
DIF: Cognitive Level: Application REF: p. 27 OBJ: 7
TOP: How we learn KEY: Nursing Process Step: Implementation
MSC: NCLEX: N/A
6. A patient who is learning diabetic self-care states, “I have to develop the ability to
see the ‘big picture’ instead of getting hung up with the little things in my care plan.”
The nurse who understands brain function would see this as related to
a. adult attention deficit disorder.
b. fight-or-flight reaction.
c. left brain dominance.
d. a larger than usual corpus callosum.
ANS: C

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The left brain processes sequentially rather than seeing the “big picture.” The patient’s
statement does not relate to adult attention deficit disorder. Fight-or-flight reactions
would produce symptoms of anxiety. The corpus callosum is not implicated in the
patient’s statement.
DIF: Cognitive Level: Comprehension REF: p. 23 OBJ: 1
TOP: Right and left cerebral hemisphere influences
KEY: Nursing Process Step: Assessment (Data Collection)
MSC: NCLEX: Physiological Integrity
7. Student A tells Student B, “You could get good grades if you’d study the way I do.
Write down everything that you hear in class and then recopy your notes and
underline the important points.” What is the likelihood that Student B will be
successful?
a. There is about a 33.3% chance the advice will result in success.
b. There is a 100% chance the advice will ensure success.
c. There is a 100% chance the advice will result in failure.
d. There is about a 50% chance the advice will result in success.
ANS: A
There are three major learning style preferences. There is a 33.3% chance that Student
B is a visual learner. There would be a 100% chance the advice would ensure success
only 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: 3
TOP: Major Learning style preferences KEY: Nursing Process Step: Evaluation
MSC: NCLEX: N/A
8. Which individual would be classified as a kinesthetic/tactual learner?
a. Patient A, who learns best by observing
b. Patient B, who learns best by listening
c. Patient C, who learns best by doing
d. Patient D, who learns equally well by observing and listening
ANS: C
Tactual learners think in terms of touch. They learn best by doing, experiencing, and
experimenting. 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 be
classified as an auditory learner/listener. The individual who learns equally well by
observing and listening has a blended learning style.
DIF: Cognitive Level: Application REF: p. 25 OBJ: 3
TOP: Major Learning style preferences
KEY: Nursing Process Step: Assessment (Data Collection) MSC: NCLEX: N/A
9. The nurse could maximize patient teaching for an individual with an identified
auditory learning style preference by
a. providing an audiotape of important information that the patient could replay.
b. allowing the patient to handle equipment before practicing a self-care technique.
c. playing a videotape to demonstrate a self-care technique to the patient.
d. drawing diagrams of important concepts the patient needs to learn.
ANS: A
Auditory learners learn best by hearing; therefore, a replayable audiotape would
maximize learning. Allowing the handling of equipment describes a technique useful
to a tactual learner. Playing a videotape describes a technique useful to a visual
learner. Drawing diagrams of important concepts describes a technique useful to a
visual learner.
DIF: Cognitive Level: Application REF: p. 25 OBJ: 3
TOP: Major Learning style preferences KEY: Nursing Process Step: Planning
MSC: NCLEX: Health Promotion and Maintenance
10. A student states, “I have identified my personal learning style preference as
visual.” From this statement, it can be understood that the identified style preference
a. is the only way the individual can learn.
b. represents the way the student learns best.
c. has been derived primarily from biologic attributes.
d. suggests the need to develop additional learning strategies.
ANS: B
A learning style preference reflects the sensory system used most comfortably by the
learner to receive information.
DIF: Cognitive Level: Comprehension REF: p. 23 OBJ: 5
TOP: Major Learning style preferences KEY: Nursing Process Step: N/A

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