(Test Bank) Success in Practical/Vocational Nursing

Knecht, 8

Nursing

Test Bank

8th Edition

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Test Bank for Success in Practical/Vocational Nursing, The downloadable file consists of 190 pages, and the total size of the file is 1.73 MB. Purchase now only for highly discounted price.

Author(s): Knecht

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Chapter 01: Personal Resources of an Adult Learner Knecht: Success in Practical/Vocational Nursing, 8th Edition 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 progra m 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 and the learner who has children and grandchildren would be identified as a returning adult le arner. 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. 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. What strategy can be used by a nursing student to effectively combat a fear of failure? a. Picture in your mind the rewards of succeeding b. Positive self-talk c. Create a mental script of positive thoughts d. All of the above ANS: D Picturing the rewards of succeeding, positive self-talk, and a mental script of positive thoughts all contribute a positive mental attitude and are all ways to combat the fear of failure. DIF: Cognitive Level: Comprehension REF: p. 4 OBJ: 2 TOP: Promoting success in the program of study KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 5. 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 examp les of negative thinking that create expectations for problems and failure. DIF: Cognitive Level: Analysis REF: p. 3 OBJ: 2 TOP: Hidden dangers KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 6. 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 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 succes s KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 7. 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 degr ee 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 8. 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. 6 OBJ: 6 TOP: Learner rights KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 9. 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 th e 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. 6 OBJ: 6 TOP: Learner rights KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 10. 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 him - or herself if charged with a violation of p rogram 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. 6 OBJ: 6 TOP: Learner rights KEY: Nursing Process Step: N/A MSC: NCLEX : N/A 11. 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 stude nt 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 oth er 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 relations hip 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. 6 OBJ: 6 TOP: Learner rights KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 12. Which remark by a student in a nursing program verbalizes a st rategy 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. 8 OBJ: 5 TOP: Active learning KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 13. 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. 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. I f 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. Instructor s 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. 11 OBJ: 5 TOP: Learner responsibilities KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 14. 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 counter productive behaviors. DIF: Cognitive Level: Application REF: p. 7 OBJ: 5 TOP: Learner responsibilities KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 15. When explaining the responsibility of the learner to a group of nursing students, a mentor should emph asize 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 onl y 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. 7 OBJ: 5 TOP: Active learning KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 16. 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 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 17. 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 evaluati on. 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. 8 OBJ: 7 TOP: Role of evaluation KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 18. Which learner is fulfilling an important student responsibility when receiving examin ation 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. 8 | p. 9 OBJ: 5 TOP: Tests as a learning opportunity KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 19. To explain clinical evaluation to a new student, what information would best describe where responsibility for the process of clin ical 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 th at 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 evaluatio n KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 20. 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 pur pose. 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 pe rformance is not a purpose of the clinical performance evaluation. DIF: Cognitive Level: Application REF: p. 9 OBJ: 7 TOP: Clinical evaluation KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 21. 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 componen t 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. 9 | p. 10 OBJ: 7 TOP: Self-evaluation KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 22. 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 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. 10 OBJ: 7 TOP: Faculty responsibility to students KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 23. 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 practi ce 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. 11 OBJ: 7 TOP: Standard for level of practice by students KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 24. A nursing student tells a peer, “I‟m having trouble understa nding 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 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 con tent. 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. 7 | p. 11 OBJ: 7 TOP: Student responsibility for seeking help KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 25. 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 This option suggests following the recognized channel of communication by seeking out the individual with whom the perceived problem lies —the instructor. “Jus t 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: p. 7 | p. 11 OBJ: 7 TOP: Addressing problems by going to the source KEY: Nursing Process Step: N/A MSC: NCLEX: N/A MULTIPLE RESPONSE 1. A student in t he 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 Time management skills and enthusiasm for the profession are both indicat ors for success in the nursing program. 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: 4 TOP: Factors influencing potential for success/fai lure KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 2. In response to a learner‟s questions, which of the following 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 discourages learning . 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: pp. 8-10 OBJ: 7 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 th at 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 quest ions not independently resolved. 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 nursi ng 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. 7 OBJ: 6 TOP: Faculty responsibility to students KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 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 focuse s 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: pp. 29-31 OBJ: 4 TOP: Making the most of one‟s time KEY: Nursing Process Step: N/A 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 t he assassinations of John and Robert Kennedy and Martin Luther King, Jr. DIF: Cognitive Level: Knowledge REF: p. 2; Box 1 -2 OBJ: 3 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 . ANS: self-evaluation Learners must work at developing the skill of viewing themselves and their actions objectively. DIF: Cognitive Level: Application REF: p. 9 OBJ: 7 TOP: Self-evaluation KEY: Nursing Process Step: N/A MSC: NCLEX: N/A Chapter 02: Academic Resources (Study Skills and Test Strategies) Knecht: Success in Prac tical/Vocational Nursing, 8th Edition MULTIPLE CHOICE 1. A nursing student was ill when the class toured the learning resource center (LRC). What independent action should the student take? a. Perceive it as a missed opportunity. b. Ask the librarian if a self-guided online tour is available. c. Ask to see another student‟s notes about the tour. d. Report his or her unawareness to the instructor of LRC features. ANS: B It is important that the student learn about features and services of the LRC. Asking the librarian for a self -guided online tour is a self -directed approach to gaining the needed information. If this is not available, it is likely that the librarian will offer an alternative. Perceiving being ill as a missed opportunity is una cceptable, as the student needs the information. Asking to see another‟s notes would be inadequate to understand the physical layout. Reporting unawareness of the LRC features to the instructor attempts to make the missed tour the instructor‟s problem rath er than the student‟s. DIF: Cognitive Level: Application REF: p. 31 | p. 32 OBJ: 3 TOP: LRC KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 2. A nursing student tells another student, “The instructor assigned both a textbook chapter and a journal article! It should be one or the other, not both!” The reply that shows the best understanding of the assignment is a. “The journal article may give us updated information on one aspect of the assignment.” b. “Sometimes textbooks have incorrect information, so it provide s checks and balances.” c. “Reading articles allows us to make sure the instructors provide current information in lecture.” d. “Copyright laws prevent the instructor from lecturing directly from that source, so we have to read.” ANS: A Periodical articles give up-to-date information to supplement textbook readings. The statements that “textbooks have incorrect information” and/or “reading articles allows instructors to provide information in lectures” do not provide the best understanding. Copyright laws do not prevent instructors from using material in lectures. DIF: Cognitive Level: Comprehension REF: p. 33 OBJ: 4 TOP: Periodical articles KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 3. A nursing student states, “When we have lecture -discussion sessions, I never know what‟s expected of me.” The best reply by a peer would be a. “I think it‟s our responsibility as students to avoid actively disagreeing with the instructor or other students.” b. “I think it‟s our responsibility as students to make a list of questions about material we don‟t understand.” c. “I think it‟s our responsibility as students to listen until we‟re called upon to answer questions.” d. “I think it‟s our responsibility as students to use review books to check the depth of the material we‟re learning.” ANS: B Making a list of questions about material that is not understood is an action that shows active student participation. Lecture -discussion sessions expect students to be self -directed in learning. Avoiding actively disagreeing with the instructor or other students and listening until called upon to answer questions are more passive than active behaviors. Using review books to check the depth of the material is beyond the scope of what‟s expected from a student and would not be productive. DIF: Cognitiv e Level: Application REF: p. 34 | p. 35; Box 2-9 OBJ: 1 TOP: Lecture -discussion sessions KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 4. A nursing student asks a peer, “Why do we need a course outline when we have a course syllabus?” The response that best explains the importance of course outlines is a. “They replace the teacher.” b. “They substitute for the textbook.” c. “They eliminate the need for class attendance.” d. “They indicate the level of understanding needed to pass the course.” ANS: D The course outline contains details, such as class objectives, whereas the syllabus provides only an overview. The other options are false statements. DIF: Cognitive Level: Analysis REF: p. 36 OBJ: 6 TOP: Course outlines KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 5. A nursing student has a course syllabus and a course outline. When anticipating what topics to study for an examination, it is best to refer to the a. course objectives. b. unit objectives. c. bibliography. d. course policies. ANS: B The unit objectives provide details regarding what information the instructor expects the student to know. Examination questions are often framed from these detailed unit objectives. The course objectives state the overall outcomes of the course and are not particularly useful as study aids. The bibliography simply lists the resources used by the instructor in course preparation. Course policies do not delineate topics for study. DIF: Cognitive Level: Application REF: p. 36 OBJ: 6 TOP: Unit objectives KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 6. When a nursing student goes to the nursing skills lab, the best utilization of that resource would be as a place to a. read the textbook. b. discuss personal problems with another student. c. practice a difficult dressing change procedure. d. take a coffee break. ANS: C The nursing skills lab supports learning/practicing the psychomotor skills of nursing, such as dressing changes. It would be difficult to practice these skills in other, nonclinical settings. The remaining options can be completed in other set tings that do not require the special equipment found in the nursing skills lab. DIF: Cognitive Level: Analysis REF: p. 37 OBJ: 7 TOP: Nursing skills lab KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 7. A nursing student is experiencing difficulty perfor ming calculations involving fractions and decimals. The most helpful resource would be the a. library. b. Internet. c. nursing skills lab. d. study skills lab. ANS: D The study skills lab has remedial materials, such as books that teach basic math concepts, and facult y who are prepared to provide guidance for learning such material. The library might have books at the appropriate level but would not provide individualized teaching. The Internet would be more likely to provide information about books available as resour ces rather than the actual remediation needed. The nursing skills lab is more oriented toward teaching the psychomotor skills of nursing, such as bed-making, asepsis, and other procedures. DIF: Cognitive Level: Analysis REF: p. 37 OBJ: 7 TOP: Study skills lab KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 8. A nursing student who wishes to check out a book listed in the course outline informs the librarian that the book is unavailable at the reserve desk. The librarian advises the student to look in the a. stacks. b. CD-ROM. c. vertical files. d. periodical section. ANS: A The stacks are where the majority of materials that can be checked out are located. It is necessary to know the call number found in the online catalog or card catalog to find the book. CD -ROMs, a s ource of textbook -like information, are rarely available for checkout. Vertical files hold pamphlets. The periodical section contains journals and magazines. DIF: Cognitive Level: Application REF: p. 33 OBJ: 3 TOP: Stacks KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 9. A nursing student has an assignment that requires looking up an article about nursing care following knee replacement surgery. The nursing student has only the title and the knowledge that the article was published within the past year. Wh ich resource would be most helpful in completing the assignment? a. Education Index b. Materia Medicus c. Reader’s Guide to Periodical Literature d. Cumulative Index to Nursing and Allied Health Literature ANS: D The Cumulative Index to Nursing and Allied Health Liter ature (CINAHL) is a periodical index containing current listings for nursing and allied health fields. It is produced in five bimonthly issues each year. The issues are later bound by year. The index in Education Index would not present technical data on n ursing topics. Materia Medicus is more pertinent to medicine. Reader’s Guide to Periodical Literature focuses on articles from nontechnical magazines and would not contain references to nursing journal articles. DIF: Cognitive Level: Analysis REF: p. 33 | p. 34 OBJ: 3 TOP: CINAHL as a resource KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 10. A nursing student tells a peer, “There‟s so much to remember that I‟m afraid I‟ll never pass the skill evaluation for changing a sterile dressing.” A helpful response by the peer would be based on the understanding that for most nursing students, psychomotor/clinical skills can best be learned by a. performing them. b. reading about them. c. watching a peer practice them. d. watching a filmstrip about them. ANS: A Psychomotor skil ls must be practiced if proficiency is to be gained. The remaining options may be helpful as first steps in developing the physical skill, but the learner must eventually practice performing the skill. DIF: Cognitive Level: Comprehension REF: p. 37 OBJ: 7 TOP: Learning psychomotor skills associated with nursing KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 11. Which statement is true about the usefulness of audiovisual materials and computer -assisted instruction in a nursing course? a. They can be omitted because they add little to student learning. b. It is unnecessary to take notes on their content. c. They provide multisensory channels for learning content. d. Their content cannot be used by instructors for examination questions. ANS: C These learning modalities st imulate both visual and auditory centers, making them useful for learners with a variety of learning style preferences. The modalities in the other options can be assigned to meet class and unit objectives and thus are considered integral parts of the curriculum. Therefore, learners can be tested on the content they provide. DIF: Cognitive Level: Knowledge REF: p. 37 | p. 38 OBJ: 7 TOP: AV and CAI advantage KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 12. A nursing student could best explain an Internet search engine to a peer by saying it is most like a. a book or periodical index. b. a clinical contact with a patient. c. a videotape. d. the vertical file. ANS: A Search engines periodically scan the Internet and index it. Search engines help find specific information , much as a book or periodical index can direct one‟s search. None of the other options provides an adequate comparison. DIF: Cognitive Level: Analysis REF: p. 38 OBJ: 7 TOP: Function of search engines KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 13. Whe n a nursing student needs a journal article from a periodical that is not available in the holdings of the learning resource center, the student should a. try to find a substitute article. b. request an interlibrary loan. c. go to the stacks and look again. d. check the vertical file. ANS: B If the learning resource center (LRC) does not subscribe to a particular journal, a student may obtain a copy of the article by requesting that the LRC obtain a copy of the article from a cooperating library that subscribes to the journal. A substitute article would not provide identical information. The remaining options would not be productive. DIF: Cognitive Level: Application REF: p. 33 OBJ: 3 | 4 TOP: Interlibrary loan KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 14. A nursin g student states, “My grades aren‟t what I‟d like. I don‟t know whether to use a study group or ask for tutoring.” Which statement is true for both study groups and tutoring? a. Leaders/tutors derive more benefit than other participants. b. They are most helpful to students with learning disabilities. c. They provide low benefits when compared with the amount of time spent. d. Active participation by the student is critical to success in raising grades. ANS: D Study groups and tutoring are most helpful to students whe n active listening is involved. Leaders/tutors deriving more benefit than other participants may or may not be a true statement. The remaining options are not supported by research data. DIF: Cognitive Level: Analysis REF: p. 36 | p. 37 OBJ: 7 TOP: Active listening KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 15. An LPN/LVN has enrolled in a program with minimal pediatric clinical experience. The student will not have an opportunity to administer medications to pediatric patients. To seek out a learning o pportunity that would closely resemble judgments made during clinical experience, the student should arrange to a. perform a 2-hour observation of a pediatric nurse assigned to administer medications. b. complete a computer simulation, “Morning Medications with the Pediatric Medication Nurse.” c. shadow a venipuncturist making rounds on the pediatric unit. d. attend an in-service program on the topic of avoiding pediatric medication administration errors. ANS: B A computer simulation would require the student to active ly use the nursing process to gather data, set priorities, plan, determine the best ways to implement, and evaluate care outcomes in carefully chosen representative clinical situations. Students are often more passive during observational experiences than while working through a computer simulation. Shadowing a venipuncturist, too, is a more passive situation for the learner and is limited to only one aspect of medication administration. Error avoidance is only one aspect of medication administration. DIF: Cognitive Level: Application REF: p. 37 OBJ: 7 TOP: Computer simulations KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 16. A nursing student who is receiving poor grades states, “I am experiencing difficulty due to lack of time to devote to school.” The additional factor that should be explored is lack of a. aptitude. b. interest. c. motivation. d. study skills. ANS: D Lack of understanding of how to study and how to use available time to study is generally a greater problem than actual lack of time. The other options are less relevant as causes of failure to learn and retain material. DIF: Cognitive Level: Application REF: p. 23 OBJ: 1 TOP: Lack of study skills KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 17. A nursing student is studying for an examination and beco mes distracted by things needing to be done. The best intervention would be to a. make a list of things that need to be done and return to studying. b. turn on the radio in an attempt to “drown out” the distraction. c. stop studying until there are fewer distractio ns with which to contend. d. do what has to be done immediately and then return to studying. ANS: A Concentration can be disrupted by internal distractions. In this case, taking a short break and making a list of the things to do so they are not forgotten cou ld be enough to allow the student to concentrate. Turning on the radio to “drown out” distraction would not be helpful. Stopping studying is not appropriate because there may never be fewer distractions. Doing what has to be done immediately and then retur ning to studying could take too much time away from studying. DIF: Cognitive Level: Analysis REF: p. 24 OBJ: 1 TOP: Concentration/Distractions KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 18. Which student would be classified as a passive listener? a. Stude nt A, who completes a grocery list during class b. Student B, who asks questions about class content c. Student C, who puts key concepts into words during note taking d. Student D, who contributes to classroom discussion of the topic ANS: A Student A demonstrates n o personal involvement in the class and thus is considered a passive participant. The students described in all of the other options demonstrate personal involvement and are considered active listeners and participants. DIF: Cognitive Level: Analysis REF: p. 24 OBJ: 1 TOP: Active vs. passive listening KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 19. Which technique is most helpful to a student who wishes to better organize the material presented during a lecture? a. Note making b. Shorthand c. Tape recording d. Passi ve listening ANS: A Note making and condensing material require active listening and promote organization of key ideas and concepts. Using shorthand requires transcription and does not necessarily result in organized notes. Tape recording simply gives a re play of the lecture; it does not organize the information. Passive listening does not contribute to organization. DIF: Cognitive Level: Comprehension REF: p. 25 OBJ: 1 TOP: Note making KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 20. A nursing student complains about difficulty remembering information read in the text. To resolve this problem effectively, the student should address the fact that the most common reason students cannot remember information is a. information overload. b. lack of understanding of the material. c. new knowledge interferes with recall of old knowledge. d. old knowledge interferes with recall of new material. ANS: B Reading with comprehension is required if one is to retain the information. Information overload is a fallacy. New and old knowledge interfering with recall is not the most common reason for not remembering. DIF: Cognitive Level: Application REF: p. 26 OBJ: 1 TOP: Relationship of reading comprehension and remembering KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 21. The rationa le for use of short, frequent study periods that focus on understanding the material is a. to memorize facts. b. to lay down a neural trace. c. to prevent old knowledge from interfering with recall of new knowledge. d. to motivate learning by developing a positive attitude toward the subject matter. ANS: B A neural trace is required to move information from temporary to permanent memory. Striving for understanding gives the 4 to 5 seconds necessary for the formation of the neural trace. The other options do not provide a valid rationale. DIF: Cognitive Level: Comprehension REF: p. 27 | p. 28 OBJ: 1 TOP: Permanent memory requires formation of a neural trace KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 22. A struggling nursing student studies several hours d aily while children watch television nearby. It is likely that this student needs to a. schedule another hour of nightly study. b. correct eyestrain by having his or her eyes tested. c. study where there are fewer external distractions. d. listen actively in class to reduce study hours. ANS: C When a student‟s study habits are not working, a change is necessary. It is likely that the student is distracted by the television and the children and is unable to fully concentrate. The quality of study may be more problematic than the quantity. The scenario does not suggest eyestrain. Active listening is important but may not be sufficient to reduce study hours. DIF: Cognitive Level: Application REF: p. 23 | p. 24 OBJ: 1 TOP: Distractions KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 23. At what level of information processing must LPN/LVNs function in order to pass the NCLEX -PN examination and meet employer expectations? a. Knowing and being able to repeat facts b. Understanding the meaning of material and being able to apply it in new situations c. Grasping information and being able to analyze advanced concepts d. Questioning the validity of all information and being able to synthesize material ANS: B The level of information processing necessary for licensure and meeting employer expe ctations is best described as understanding the meaning of material, storing it in long - term memory, and being able to apply it clinically. Knowing and being able to repeat facts is insufficient. Grasping information, being able to analyze advanced concep ts, questioning the validity of all information, and being able to synthesize material are beyond realistic expectations for practical/vocational nursing. DIF: Cognitive Level: Knowledge REF: p. 28 OBJ: 1 | 2 TOP: LPN/LVN level of understanding theory KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 24. A nursing student has difficulty concentrating while studying and is easily distracted by external activity. Daydreaming is triggered by relaxation and music. The best physical environment for studying would b e sitting a. on a bed with the feet up and the back against a pillow. b. in a reclining chair facing a television with the volume turned on low. c. at the kitchen table during meal preparation or “clean -up” time. d. at a desk in a quiet room. ANS: D The scenario descr ibes a student who is negatively affected by environmental distractions. Sitting at a desk in a quiet room is the best environment for one who is easily distracted by environmental events, because it limits environmental stimuli. Sitting on a bed with the feet up and the back against a pillow would promote relaxation (sleep) and daydreaming. Sitting in a reclining chair with the television on or at the kitchen table during meal preparation or clean -up places the student in the midst of considerable environm ental stimulation. DIF: Cognitive Level: Analysis REF: p. 23 | p. 24 OBJ: 1 TOP: External distractions KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 25. A struggling nursing student reports studying best in an environment with some background sound. The student should first consider a. studying with a peer group. b. re-evaluating the study environment. c. hiring a tutor. d. cramming for examinations. ANS: B When a learning style preference is not producing results, one should consider change. Thinking that one can stu dy in the presence of noise and other distractions is a common fallacy. The student should try studying in a quiet place. Joining a study group should not be the first consideration. Tutoring may not be necessary; it should not be the first consideration. Cramming is never advocated as a helpful method for improving grades. DIF: Cognitive Level: Analysis REF: p. 23 | p. 24 OBJ: 1 TOP: Study environment KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 26. A nursing student researched a topic for a class prese ntation online and explored several sites, using up most of the evening‟s study time. The next time there is an Internet assignment, a helpful strategy would be to a. set a kitchen timer for 30 minutes. b. do the assignment only after doing all other study tasks . c. “forget” to do the assignment. d. ask a friend to do the assignment. ANS: A Creating a situation in which the student is reminded of elapsed time should limit the time spent on the Internet yet permit the student to complete the assignment independently. DIF: Cognitive Level: Application REF: p. 24 OBJ: 1 TOP: External distractions KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 27. A nursing student states, “I have trouble writing what the instructor says in class.” The most helpful hint to give the student would be a. “Try to write the lecturer‟s statements word for word.” b. “Write the main ideas in condensed form.” c. “Take notes in shorthand and transcribe them.” d. “Underline in the textbook what the lecturer is saying.” ANS: B This technique is called note making . It is the most effective of the options listed relating to notes. DIF: Cognitive Level: Analysis REF: p. 25 OBJ: 1 TOP: Note making KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 28. A nursing student asks, “Are there any techniques to help me better und erstand difficult nursing concepts?” The best reply would be a. “Memorize as much as you possibly can.” b. “Begin by learning the definition of all terms.” c. “Repeat key ideas in your own terms.” d. “Cram for examinations.” ANS: C Repeating key ideas in one‟s own wor ds fosters understanding. Understanding is required for laying down neural traces and long -term memory storage. Memorizing is only marginally effective. Learning the definition of all terms may be an excessively large order. Cramming is never advisable. DIF: Cognitive Level: Analysis REF: p. 25 OBJ: 1 TOP: Understanding key concepts KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 29. In what significant way does the NCLEX -PN examination differ from a paper and pencil multiple choice examination given during the program of study? a. The NCLEX -PN questions are more difficult. b. The test taker cannot guess when taking the NCLEX -PN exam. c. The questions on the NCLEX -PN must be answered in sequence. d. Only program tests contain alternate format items, such as short answer questions. ANS: C The NCLEX -PN computer programming does not permit skipping a question and returning to it. DIF: Cognitive Level: Analysis REF: p. 29 | p. 30 OBJ: 2 TOP: NCLEX -PN KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 30. A nursing student is ask ed to identify distractions that limit the ability to concentrate. An example of an internal distraction is a. mental fatigue. b. background noise. c. the physical environment. d. other nursing students. ANS: A External distractions are those that come from outside oneself, whereas internal distractions are those that come from inside oneself. Mental fatigue is an example of an internal distraction. All the other options are examples of external distractions. DIF: Cognitive Level: Comprehension REF: p. 24 OBJ: 1 TOP : Distractions KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 31. A nursing student is asked to identify distractions that limit the ability to concentrate. An example of an external distraction is a. anxiety. b. daydreaming. c. mental fatigue. d. background noise. ANS: D External distractions are those that come from outside oneself, whereas internal distractions are those that come from inside oneself. Background noise is an example of an external distraction. All the other options are examples of internal distractions. DIF: Cognitive Level: Comprehension REF: p. 23 | p. 24 OBJ: 1 TOP: Distractions KEY: Nursing Process Step: N/A MSC: NCLEX: N/A MULTIPLE RESPONSE 1. Which nursing students are using the learning resource center appropriately? ( Select all that apply. ) a. Student A checks out a text for home use. b. Student B obtains an article on interlibrary loans. c. Student C makes a copy of a reference article. d. Student D finds it a quiet place to study. e. Student E seeks to purchase a book. f. Student F obtains a back issue of a nursing journal. g. Student G goes there to instant message. ANS: A, B, C, D, F The activities practiced by students A, B, C, D, and F describe appropriate uses of the learning resource center (LRC). LRCs are not for purchasing books. Bookstores sell books. Getting and sending instant messages does not describe a program -related task. DIF: Cognitive Level: Application REF: pp. 32-34 OBJ: 3 TOP: Learning resource centers KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 2. A student nurse is utilizing the technique of cooperative learning. Cooperative learning includes which of the following? ( Select all that apply. ) a. Working in small groups b. Active involvement in learning c. Development of critical thinking skills d. Assistance in learning the course content e. Discouragement of the development of teamwork f. An emphasis on individual accountability for learning ANS: A, B, C, D, F Cooperative learning is a technique that emphasizes individual accountability for learning a specific academic task while working in small groups. Coop erative learning encourages active involvement in learning, the development of critical thinking skills, and the development of positive relationships with peers. It also helps with learning the course content. DIF: Cognitive Level: Comprehension REF: p. 35 OBJ: 1 TOP: Cooperative learning KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 3. Which behaviors indicate that a nursing student is taking responsibility for learning during a lecture -discussion or a cooperative learning session? ( Select all that appl y.) a. Advance preparation b. Discussion participation c. Listening closely d. Heated argument ANS: A, B, C Learning via these modalities is facilitated when the learner is actively involved. Involvement is demonstrated by behaviors such as advance preparation, classr oom participation, and active listening. Heated arguments have no place in any learning setting, although respectful opinion -stating is permitted. DIF: Cognitive Level: Evaluation REF: p. 34 | p. 35 OBJ: 1 TOP: Behaviors associated with taking responsib ility for own learning KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 4. A nursing student uses the Internet to learn about the use of antidepressant medications. Select the domain names that would suggest that information on the site is credible. ( Select al l that apply. ) a. .com b. .gov c. .edu d. .net ANS: B, C Sites ending with .gov are U.S. federal government sites. Examples are sites sponsored by the Center for Communicable Diseases, National Institutes for Health, and Department of Defense. Government sites are ca refully monitored for accuracy. A .edu site is sponsored by an educational facility, such as a university. These sites are usually credible. A .com site may promote a product. For example, a drug company might promote information about one of its drugs. A domain name that ends in .net refers to infrastructure machines and organizations. For example, a provider of Internet service might be called Constellation.net. DIF: Cognitive Level: Analysis REF: p. 38 | p. 39; Box 2-12 OBJ: 7 TOP: Internet domain names KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 5. A nursing student tells a peer, “After working nights, I have a problem staying focused during the afternoon lectures. My mind wanders, and all of a sudden I realize that I‟m lost.” What helpful hints shou ld the peer offer? ( Select all that apply. ) a. If possible, sleep before coming to class. b. Complete readings after attending lecture. c. Write down key concepts and examples. d. Ask questions during and after class. e. Try to write everything the lecturer says. ANS: A, C, D Being rested can improve concentration. Completing readings before the lecture increases comprehension of the lecture material. Note making is more effective than note taking. Active involvement improves concentration. DIF: Cognitive Level: Analysis REF: p. 25; Box 2 -3 OBJ: 1 TOP: Active listening KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 6. A nursing student asks for suggestions for successful test preparation. Select the items that give the best advice. ( Select all that apply. ) a. “Go to a movie or watch television the night before the test.” b. “Reread pertinent chapters in the textbook.” c. “Plan to study from 8 PM until 2 AM the night before the test.” d. “Focus on note summaries, margin writings, and underlined text.” e. “Clarify the examination format with the instructor.” ANS: D, E Reviewing material identified as important is vital to success on the examination. Knowing the format for questions helps students focus on the types of answers they will need to formulate. Going to a movie or watching televis ion the night before the test may interfere with memory during the examination. Rereading pertinent chapters in the textbook is counterproductive, because key concepts have been identified in notes, margin notes, and underlined sections. Cramming is a poor strategy, whereas getting a good night‟s sleep is helpful. DIF: Cognitive Level: Analysis REF: p. 28 OBJ: 2 TOP: Preparation for the test KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 7. A nursing student has difficulty taking multiple choice tests. Th e test is graded according to the number of right answers. Select the strategies most likely to be helpful when taking this type of test. ( Select all that apply. ) a. Leave easy questions until last. b. Answer all questions. Guess if necessary. c. Leave answers unch anged after recording them. d. Save time; stop reading options when the answer is found. e. Read options and eliminate all wrong options. f. Eliminate options unrelated to the subject matter. ANS: B, E, F With the type of scoring described, guessing is not penalize d. Reading all options and eliminating obviously wrong distracters and those unrelated to the subject matter facilitate answering the question. Easy questions should be answered first. Answers may be changed if the learner is sure the revised answer is cor rect. All options should be read. First choice may seem correct, but sometimes a better option could be given later in the question. DIF: Cognitive Level: Analysis REF: p. 30; Box 2 -5 OBJ: 2 TOP: Multiple choice examinations KEY: Nursing Process Step: N/A MSC: NCLEX: N/A COMPLETION 1. The area in which library materials are checked out and returned is the . ANS: circulation desk The circulation desk is the area in which library materials are checked out and returned. DIF: Cognitive Level: Knowledge REF: p. 32 OBJ: 3 TOP: Circulation desk KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 2. A technique that emphasizes individual accountability for learning a specific academic task while working in small groups is known as . ANS: cooperative learning Cooperative learning is a technique that emphasizes individual accountability for learning a specific academic task while working in small groups. DIF: Cognitive Level: Knowledge REF: p. 35 OBJ: 1 TOP: Cooperative learning KEY: Nursing Process Step: N/A MSC: NCLEX: N/A