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Chapter 3 Study Habits and Test-Taking Skills
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Chapter 3 Study Habits and Test-Taking Skills
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Chapter 03: Study Habits and Test-Taking SkillsClaywell: LPN to RN Transitions
MULTIPLE CHOICE
1. A first semester student is struggling in class and did not do well on her last exam. She has
determined the problem to be her lack of skill in note taking. What can the student do in order
to take more effective notes during lecture?
a. Focus on writing key words and phrases.
b. Photocopy someone else’s notes.
c. Write verbatim all that is said.
d. Practice memorization in class instead of taking notes.
ANS: A
The student should focus on writing key words and phrases in order to be more effective at
note taking. Photocopying someone else’s notes, writing verbatim, and memorizing lecture
will not help the student with effective note taking.
DIF: Cognitive Level: Application OBJ: Describe the components of effective listening.
TOP: Note-Taking
2. A student nurse feels that his reading skills are not adequate. Which action would he take in
order to have effective reading skills?
a. Focus on improving reading speed.
b. Read slowly and thoroughly.
c. Ask his friends and family read to him.
d. Passively engage in reading.N
ANS: A
Evidence relates reading speed to comprehension; the faster you read, the more you
understand what you are reading.
DIF: Cognitive Level: Application OBJ: Describe how to improve reading skills.
TOP: Effective Reading
3. A struggling student admits that she is reading the same paragraph over and over when she
tries to read the text. The instructor recognizes this as inhibitory to her comprehension of the
material. Which suggestion could the instructor make to the student to help correct the
situation?
a. “Just keep trying. Maybe you need to read it over a few times to get it.”
b. “Maybe you are waiting too late at night to study. Try studying earlier in the day.”
c. “Try putting your finger under the words one at a time.”
d. “If the words are a stumbling block, study them alone first, and then as you read,
you will be less likely to stumble over them and regress.”
ANS: D
Regression, or rereading what was just read, may be caused by stumbling over unfamiliar
terms that cause reading to slow and decrease.
DIF: Cognitive Level: Application OBJ: Describe how to improve reading skills.
TOP: Effective Reading
, 4. The student is listening to a lecture on the SQRRR method. Which statement indicates that
teaching has been effective?
a. “The appropriate way to use the method is to scan, skim, survey, read, recite,
review”.
b. “The appropriate way to use the method is to scan, skim, read, recite, review,
reread”.
c. “The appropriate way to use the method is to survey, question, read, recite,
review”.
d. “The appropriate way to use the method is to survey, question, read, review,
reread”.
ANS: C
SQRRR is a tried and true method: survey, question, read, recite, and review.
DIF: Cognitive Level: Evaluation
OBJ: Prepare to study effectively using the SQRRR method. TOP: Improving Your Study Skills
5. A nursing student is preparing for her first day of lecture. She knows that in order to succeed,
she should
a. skip the first day of class and read the material at home.
b. sit in the front of the room, away from distractions.
c. take notes from the book during lecture time.
d. sit in the back of the class, next to her best friend.
ANS: B
Students should sit in the front of the classroom for optimal learning, away from distractions.
N
DIF: Cognitive Level: Application
OBJ: Describe positive face-to-face and online class strategies.
TOP: General Face-to-Face Classroom Behaviors
6. A patient comes to the emergency department with complaints of crushing chest pain that
radiates down his left arm. While reviewing his health history with the RN, the patient states
that he has been getting over a cold. He also has seasonal allergies and is allergic to peanuts.
The nurse interprets the major detail for the patient’s ER visit as the patient
a. has a peanut allergy.
b. is experiencing crushing chest pain.
c. is getting over a cold.
d. has seasonal allergies.
ANS: B
The major detail in this scenario is the patient’s crushing chest pain, which brought him into
the ER. All other are minor details.
DIF: Cognitive Level: Analysis OBJ: Distinguish between major and minor details.
TOP: Major/Minor Details
7. The RN is performing an assessment on a patient being admitted for back pain. The nurse
interprets which of the patient’s statements as a minor detail?
a. The patient has not been able to void in 12 hours.
b. The patient ate 90% of his meal.
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