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Test Bank For Success in Practical Vocational Nursing From Student to Leader 10th Edition By Knecht Patricia | 9780323810173 | | Chapter 1-19 | All Chapters with Answers and Rationals

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Elevate your practical vocational nursing journey with the Test Bank for Success in Practical Vocational Nursing: From Student to Leader, 10th Edition by Patricia Knecht. Access instant, printable PDFs with authentic content directly from the publisher. Covering all 19 chapters, this resource provi...

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  • November 5, 2023
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  • Test Bank for Success in Practical Vocational Nursing From Student to Leader, 10th Edition by Lisa Carroll Covering Chapters 1 to 19
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FULL TEST BANK
Success in Practical Vocational
Nursing From Student to Leader 10th
Edition By Knecht Patricia
PRINTED PDF | ORIGINAL DIRECTLY FROM THE PUBLISHER | 100%
VERIFIED ANSWERS | DOWNLOAD IMMEDIATELY AFTER THE ORDER




Complete Test bank, All Chapters are included.
For more Test banks, ATI, HESI exams, and more contact us.

, Table of content
Chapter 1. Personal Resources of an Adult Learner
Chapter 2. Academic Resources (Study Skills and Test Strategies)
Chapter 3. Community Resources
Chapter 4. How Practical/Vocational Nursing Evolved: 1836 to the Present
Chapter 5. Critical Thinking: A Lifelong Journey
Chapter 6. Ethics Applied to Nursing: Personal Versus Professional Ethics
Chapter 7. Nursing and the Law: What Are the Rules?
Chapter 8. Effective Communication: Health Care Team, Clients, Faculty, and Peers
Chapter 9. Assertiveness: Your Responsibility
Chapter 10. Cultural Uniqueness, Sensitivity, and Competence
Chapter 11. Spiritual Needs, Spiritual Caring, and Religious Differences
Chapter 12. The Nursing Process: Your Role
Chapter 13. Nursing Theory, Research, and Evidence-Based Practice
Chapter 14. The Interdisciplinary Health Care Team: The Role of the Practical/Vocational
Nurse
Chapter 15. Health Care Settings: Continuum of Care
Chapter 16. The Health Care System: Financing, Issues, and Trends
Chapter 17. Collaboration: Leading and Managing
Chapter 18. Workforce Trends: How to Find a First Job You Will Love
Chapter 19. Licensure and Regulation: Becoming Licensed and Understanding Y

,Chapter 01: Personal Resources of an Adult Learner
Carroll: Success in Practical/Vocational Nursing, 10th Edition


MULTIPLE CHOICE

1. Which individual in a practical/vocational nursing class would
be identified as a traditionaladult learner?
a. One who has been out of school for many years
b. One who has children and grandchildren
c. One who knows the routine of education
d. One who is in his or her early 20s
ANS: D
Traditional adult learners are individuals who come to the
educational program directly from high school or another
program of study. They are usually in their late teens or early
20s. Thelearner who has been out of school for many years and
the learner who has children and grandchildren would be
identified as a returning adult learner. The learner who knows the routine of education does
not provide sufficient information for classification.

DIF: Cognitive Level: Application REF: p. 3 OBJ: 1
TOP: Adult learner KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A

2. A student enrolled in an LPN/LVN program states, “I’m fresh out of high school and living
alone for the first time in my life. I’m learning how to take care of myself as well as learning
to care for my patients.” This statement identifies the student as
a. a traditional adult learner.
b. a returning adult learner.
c. someone in need of counseling.
d. someone who is not accustomed to formal education.
ANS: A
Traditional adult learners are individuals who are in their late teens or early 20s who have
come to the practical/vocational program directly from high school or another program of
study. A returning adult learner is someone who has been out of school for several years. A
person in needed of counseling is commonly a student who has been evaluated by the
instructor as having areas that need improvement. This student is a traditional adult learner,
and traditional adult learners are accustomed to formal education.

DIF: Cognitive Level: Analysis REF: p. 3 OBJ: 1
TOP: Adult learner KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A

3. A nursing student states, “I have taken advantage of informal learning experiences.” Another
student asks, “Could you give me an example?” The best example of an informal learning
experience is
a. caring for a disabled family member.
b. taking a continuing education course.
c. enrolling in an academic program.
d. attending credit classes at the mall.




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ANS: A
Informal learning experiences are those that take place outside a formal educational setting. A
person who cares for a disabled family member would gain knowledge and skill in providing
personal care. An education course, academic program, and credited classes all take place in a
formal educational setting.

DIF: Cognitive Level: Comprehension REF: p. 3 OBJ: 2
TOP: Informal educational experience KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A

4. An example of a self-talk “script” that promotes success in a practical/vocational nursing
program is:
a. “I get sick from smelling bad odors.”
b. “What if I’m ‘all thumbs’ in practice lab?”
c. “I don’t think the instructor likes me.”
d. “I work well with my hands.”
ANS: D
The statement “I work well with my hands” is a positive thought. It focuses on strength and
promotes the expectation that the individual will succeed. All other options are examples of
negative thinking that create expectations for problems and failure.

DIF: Cognitive Level: Analysis REF: p. 4 OBJ: 2
TOP: Hidden dangers KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A

5. Which factor is common to all types of adult learners that predisposes them to success in a
nursing program?
a. Few responsibilities at home
b. Motivation to succeed
c. Automatic qualification for financial aid
d. Few daily distractions
ANS: B
The only statement applicable to all types of adult learners is that the majority is motivated to
succeed. The other factors may be applicable to one or two classifications of learners but not
to all three.

DIF: Cognitive Level: Comprehension REF: p. 4 OBJ: 2
TOP: Factors predisposing to success KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A

6. Which fear is commonly shared by nursing students?
a. Succeeding
b. Economic problems
c. Failure
d. Ridicule

ANS: C




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Some degree of fear of failure is nearly universal and often relates to earlier failures or
setbacks the learner has experienced in other educational settings. Few individuals are afraid
of succeeding. Uncertainty about economic issues is common among students but is not as
universal as fear of failure. Fear of ridicule is rarely a concern; if present, it is usually
superseded by fear of failure.

DIF: Cognitive Level: Analysis REF: p. 4 OBJ: 2
TOP: Hidden dangers KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A

7. The First Amendment of the U.S. Constitution guarantees students the right to
a. graduate from a program.
b. fail an academic program.
c. express oneself in class.
d. have unlimited absences.

ANS: C
The First Amendment provides for freedom of expression as long as what is expressed does
not disrupt class or infringe on the rights of peers. The remaining options are topics that are
not addressed by this amendment.

DIF: Cognitive Level: Knowledge REF: p. 7 OBJ: 6
TOP: Learner rights KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A

8. Which amendment to the U.S. Constitution protects the learner from being asked to leave an
educational program without due process?
a. Eleventh
b. Twelfth
c. Thirteenth
d. Fourteenth
ANS: D
The Fourteenth Amendment guarantees due process. The learner has the right to defend him-
or herself if charged with a violation of policy or rules. The Eleventh, Twelfth, and Thirteenth
amendments do not address due process.

DIF: Cognitive Level: Knowledge REF: p. 7 OBJ: 6
TOP: Learner rights KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A

9. When a nursing student expresses concern about being dismissed unfairly from the program,
the most effective peer response would be:
a. “Better get over being so negative.”
b. “You have rights under the Fourteenth Amendment.”
c. “Watch what you say in class to reduce this possibility.”
d. “Instructors really do have control over what happens.”
ANS: B




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The Fourteenth Amendment guarantees due process to the student. The learner has the right to
defend him- or herself if charged with a violation of program policy or rules. The other
statements are not the most effective responses to give a student concerned with being
unfairly dismissed.

DIF: Cognitive Level: Application REF: p. 7 OBJ: 6
TOP: Learner rights KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A

10. 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 immediately terminated.
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.
Interdependency involves a student who is actively involved in his or her own learning and
who has a collaborative relationship with the instructor. A passive learner is someone who is
not actively involved in his or her own learning. The Fourteenth Amendment assures the
student due process, meaning that first the student must be charged with a violation and
presented with evidence of misconduct. The student will be entitled to state his or her case.

DIF: Cognitive Level: Analysis REF: p. 7 OBJ: 6
TOP: Learner rights KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A

11. 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, such as avoiding the facilitators of your learning (instructors) and
demonstrating poor time management skills.

DIF: Cognitive Level: Analysis REF: p. 4 OBJ: 5
TOP: Active learning KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A

12. 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 has little responsibility when it comes to evaluation.
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. If students fail, it is their own fault; students have
responsibility for their own learning. A key responsibility of learners is to receive and
participate in evaluation; it plays an important role in their education and throughout their
career. Instructors are responsible for creating an environment in which learning can take
place, and a critical part of this is being available to assist with questions and problems that
students cannot solve.

DIF: Cognitive Level: Analysis REF: p. 8 | p. 11 OBJ: 5
TOP: Learner responsibilities KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A

13. A student who wishes to use 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. 8 OBJ: 5
TOP: Learner responsibilities KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A

14. 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 the
instructor emphasizes in class and focusing on learning 65% of the information that is taught
are approaches that severely limit learning; students must be self-directed and curious in their
learning.

DIF: Cognitive Level: Application REF: p. 8 OBJ: 5
TOP: Active learning KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A




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15. Which statement about a learner’s actions best describes an active learning situation?
a. Practices bed-making
b. Watches a peer make a bed
c. Watches the instructor make a bed
d. 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 all describe passive learning
situations.

DIF: Cognitive Level: Analysis REF: p. 8 OBJ: 5
TOP: Active learning KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A

16. Which understanding about the goal of evaluation would be most helpful to a student in a
nursing program?
a. Lowers learner self-esteem
b. Ridicules student performance
c. Identifies behaviors that stand in the way of meeting goals
d. 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.
Evaluations should not lower self-esteem, ridicule the student, or point out behaviors the
instructor finds annoying as these will not help the student attain his or her goal.

DIF: Cognitive Level: Analysis REF: p. 9 OBJ: 7
TOP: Role of evaluation KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A

17. 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 are not optimal learning
behaviors. 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: p. 9 OBJ: 5
TOP: Tests as a learning opportunity KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A




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18. 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. The other options do not address responsibility; they are ways an instructor or
student can identify strong behaviors and behaviors that need improvement.

DIF: Cognitive Level: Analysis REF: p. 9 OBJ: 7
TOP: Clinical evaluation KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A

19. 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
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. 9 | p. 10 OBJ: 7
TOP: Clinical evaluation KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A

20. 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.




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DIF: Cognitive Level: Analysis REF: p. 9 | p. 10 OBJ: 7
TOP: Self-evaluation KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A

21. Which student expectation of an instructor is reasonable?
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 a referral for 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: p. 11 OBJ: 7
TOP: Faculty responsibility to students KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A

22. 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 | p. 10 OBJ: 7
TOP: Standard for level of practice by students KEY: Nursing Process Step: N/A
MSC: NCLEX: N/A

23. 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 his or her view about it.”
c. “Ask the instructor to explain it again.”
d. “Do an Internet search.”
ANS: C




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