(Test Bank) LPN to RN Transitions

Claywell, 3

Nursing

Test Bank

3rd Edition

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Test Bank for LPN to RN Transitions, The downloadable file consists of 153 pages, and the total size of the file is 1.39 MB. Purchase now only for highly discounted price.

Author(s): Claywell

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priority? LPN to RN Transitions 3rd Edition Claywell Test Bank Chapter 01: Honoring Your Past, Planning Your Future Test Bank MULTIPLE CHOICE 1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She knows that LPN/LVNs who enter nursing school to become RNs come into the learning environment with prior knowl edge and understanding. Which statement by the nursing advisor best describes her understanding of the effect experience may have on learning? a. “Experience may be a source of insight or a barrier.” b. “Experience is usually a stumbling block for LPN/LVNs.” c. “Experience never makes learning more difficult.” d. “Once something is learned, it can never be truly modified.” ANS: A Experience accentuates differences among learners and serves as a source of insight and motivation, but it can also be a barrie r. Experience can serve as a foundation for defining the self. DIF: Cognitive Level: Application REF: Page 3 OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning 2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday night. The student has already taken a vacation day from work Thursday night so that she can stay home and study. She is considering skipping her exercise class on Thursday morning to go to the library to p repareTfEorSthTeBtAesNt.KWShEicLhLrEesRpo.nCseObMest identifies the student’ s outcome a. Exercise class b. Going to the library c. Avoiding work by taking a vacation d. Doing well on the test on Friday ANS: D The outcome priority is the most important goal, and other tasks are prioritized in order based on their importance toward meeting the identified goal. DIF: Cognitive Level: Application REF: Page 2 OBJ: Identify motivations and personal outcome priorities for returning to school. TOP: Motivation to Learn 3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the possibility of taking classes to become an RN. The advisor interprets which statement by the nurse as the driving force for returning to school? a. “I’ll need to schedule time to attend classes.” b. “I’ll have to budget for paying tuition.” c. “I’ll have to rearranging my schedule.” d. “There is a possibility of advancement into administration.” ANS: D Driving forces are those that tend to lead toward making the change, as opposed to restraining forces, which are those that usually present a challenge that needs to be overcome for the change to take place or present a negative effect the change may initiate. DIF: Cognitive Level: Application REF: Page 8 OBJ: Identify motivations and personal outcome priorities for returning to school. TOP: Motivations for Change 4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyle and has been asking questions about eating better. T he nurse can interpret this behavior as which stage of Lewin’s Change Theory? a. Moving b. Unfreezing c. Action d. Refreezing ANS: B The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This phase involves determining that a change needs to occur and deciding to take action. Moving is the second phase and involves actively planning changes and taking action on them. Refreezing is the last stage, and it occurs when the change has become a part of the person’s life. DIF: Cognitive Level: Analysis REF: Page 8 OBJ: Understand Change Theory and how it applies to becoming an RN. TOP: Change Theory 5. An LPN is talking with her clinical instructor about her decision to return to school to become an RN. The clinical instrucTtoErSinTteBrpArNetKs SthEe LLLPNEsRo.uCtcOomMe priority based on whi ch statement? a. “My family wanted me to go back to school.” b. “I want to better my financial situation.” c. “I really enjoy school.” d. “I would like to advance to a teaching role someday.” ANS: B The outcome priority is the essential need that must be addressed, determined by internal and external factors, such as needing to better a financial situation. The other statements indicate reasons for returning to school, but they are not essential needs or issues to be addressed. DIF: Cognitive Level: Analysis REF: Page 2 OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning 6. A nurse notices a posting for a management position for which she is qualified. If the nurse is in the moving phase of Lewin’s Change Theory, which statement reflects the action she is most likely to take? a. Does nothing to ob tain the position b. Applies for the position c. Identifies that change is needed d. Settles into the routine of her job ANS: B Unfreezing begins when reasons for change are identified. The moving phase involves active planning and action. Refreezing occurs after the change has become routine. DIF: Cognitive Level: Application REF: Page 8 OBJ: Understand Change Theory and how it applies to becoming an RN. TOP: Change Theory 7. An Orthopedic Nurse is contemplating changes in her professional life and identifying goals. Which action should the nurse take if she is interested in pursuing a long-term goal? a. Studies for a telemetry exam scheduled for next week b. Enrolls in a Nurse Practitioner program c. Attends a seminar to become a charge nurse d. Continues to work on the orthopedic floor full-time ANS: B A short -term goal is one that can be attained in a period of 6 months or less. Short -term goals include becoming a charge nurse and passing the telemetry exam. A lo ng-term goal is attained in greater than 6 months and includes studying to become a Nurse Practitioner. Continuing to work on the orthopedic floor does not represent either a short -term or a long-term goal. DIF: Cognitive Level: Application REF: Page 7 OBJ: Identify both short - and long-term personal and professional goals. TOP: Setting Goals 8. A group of cardiac nurses with common experiences meet monthly for a staff meeting to discuss ways to improve patient care. This group is known as a: a. scheme. b. cohort. c. team. d. unit. ANS: B A cohort is a group of people who share common experiences with each other. A scheme is a web of connections, a team is a group linked together for common purposes, and a unit consists of groups or individuals that make up a whole. DIF: Cognitive Level: Knowledge REF: Page 3 OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning 9. Although experience may be a source of motivation for the adult learner, it may also serve as a(n) to new learning. a. stepping stone b. barrier c. avenue d. detour ANS: B Experience accentuates differences among learners, serves as a source of insight and motivation, can be a barrier to new learning, and serves as a foundation for defining the self. DIF: Cognitive Level: Knowledge REF: Page 4 OBJ: Identify motivations and personal outcome priorities for returning to school. TOP: Adult Learning MULTIPLE RESPONSE 1. A student nurse and the staff RN are discussing recent changes on the nursing unit. Which of the following are examples of change processes? (Select all that apply.) a. Coercive b. Collaborative c. Technocratic d. Planned e. Organized ANS: A, C, D Coercive is a type of change that is forced or pushed on another. A decision for change made by the most knowledgeable person is known as technocratic. Planned change involves careful thought and decision making. Collaborative and organized are not conside red to be types of change. DIF: Cognitive Level: Application REF: Page 9 OBJ: Understand Change Theory and how it applies to becoming an RN. TOP: Change Theory COMPLETION 1. A(n) effect experience is one in which movement of the learner toward the desired outcome was constructive. ANS: positive Experiences may be either positive or negative in effect based on the influence on the ultimate outcome. DIF: Cognitive Level: Knowledge REF: Page 4 OBJ: Delineate both positive and negative effect experiences. TOP: Adult Learning Chapter 02: Managing Time and Designing Success Test Bank MULTIPLE CHOICE 1. After a particularly challenging examination, a student is overheard in the hallway exclaiming, “That instructor just grades too hard! She only gave me a B on the test!” This student is exhibiting traits of a(n): a. external locus of control. b. internal locus of control. c. perfectionist. d. realist. ANS: A Persons with an external locus of control often do not take responsibility for what happens to them. Persons with an internal locus of control take responsibility for what happens to them. A perfectionist strives for perfection in all that he or she does, which is a self -defeating behavior. A realist accepts the world as it is and handles it accordi ngly. DIF: Cognitive Level: Application REF: Page 19 OBJ: Interpret the role of locus of control on personal empowerment. TOP: Locus of Control 2. A student must come back to the learning laboratory to repeat the skills check for insertion of a nasogastric tube. The instructor overhears the student saying, “I know I can do this, I know I can do this!” The instructor interprets this behavior as: a. a self-defeating behavior. b. positive self-talk. c. perfectionism. d. blaming. ANS: B The student is expressing positive self -talk by telling herself “I know I can do this.” Stating “I can’t do this” is an example of a self-defeating behavior. A student expecting to perform tasks perfectly is striving for perfectionism. Blaming is not occurring here because the student is taking responsibility for her own actions. DIF: Cognitive Level: Analysis REF: Page 20 OBJ: Explain the effect of positive self-talk. TOP: Self-Talk 3. A clinica l instructor notices that one of her students worries a lot, expects negative outcomes for most situations, strives for perfection, and seems to look for the tiniest faults in her work. The clinical instructor interprets these behaviors as: a. commitment to learning. b. assuming an external locus of control. c. self-directedness. d. self-defeating behaviors. ANS: D The student may be committed to learning, but she is showing signs of self -defeating behaviors. Self -defeating behaviors include pessimism, nit -picking, worrying, perfectionism, and blaming. Assuming an external locus of control means believing that action or inaction lies outside of oneself. Assuming ownership of learning defines self-directedness. DIF: Cognitive Level: Analysis REF: Pages 21-22 OBJ: Describe how self -defeating behavior negatively affects personal empowerment. TOP: Self-Defeating Behaviors and Empowerment 4. A nursing professor is grading an assignment on self-defeating behavior. The professor can expect to find which statement written by the student who has a good understanding of perfectionism? a. Perfection is impossible to attain, a nd therefore constantly falling short of perfection leads to negative feelings and beliefs about oneself. b. Perfection is the ultimate goal, and it is not a self -defeating behavior to demand it of oneself. c. Perfectionism is the only means by which we can truly improve. d. Perfectionism is a character flaw and cannot be addressed. ANS: A Perfection is impossible to obtain. Students who strive for perfection set themselves up for negative feelings and beliefs about themselves. DIF: Cognitive Level: Analysis REF: Page 22 OBJ: Describe self-defeating behaviors. TOP: Self-Defeating Behaviors 5. The nurse understands that there are four key habits for managing the work of success. Which action by the nu rse demonTstrEaSteTs BheAr NunKdSerEsLtaLndEinRg.?COM a. Participating in a yoga class b. Analyzing case studies on her day off c. Taking time at the beginning of the work shift to make a plan for her day d. Setting short - and long-term goals ANS: C The nurse understands that there are four key habits of success when she makes a plan for her day. Joining a yoga class, analyzing case studies, and setting short - and long -term goals are not defined as one of the four key habits. DIF: Cognitive Level: Application REF: Page 22 OBJ: Explain four key work habits that contribute to success. TOP: Managing the Work of Success 6. A student has a large reading assignment that must be completed in order to be prepared for the next class. Which action by the student would be ineffective in the planning process? a. Put off the assignment until later so more content is remembered. b. Examine your schedule to determine time frames for study sessions. c. Determine a study environment fitting your learning style. d. Divide the assignment into manageable chunks, and take notes as you read. ANS: A The time to begin to plan how to accomplish an assignment is the moment one is made aware of the assignment. DIF: Cognitive Level: Application REF: Page 22 OBJ: Explain four key work habits that contribute to success. TOP: Managing the Work of Success 7. The roommate of a nursing student buys tickets to the student’s favorite play. The student realizes that the play is the night before her final exam. When the student turns down the tickets, the roommate interprets the student’s dedication to school as: a. dedication to the plan until other mounting responsibilities interfere. b. total dedication, even in the face of other attractive opportunities. c. total dedication until resolve begins to wane. d. discipline to change the plan as needed. ANS: B Commitment requires discipline to maintain resolve even when other responsibilities or attractive opportunities begin to mount. DIF: Cognitive Level: Analysis REF: Page 23 OBJ: Explain four key work habits that contribute to success. TOP: Managing the Work of Success 8. A nursing student is learning about effective time management in her first semester of nursing school. Which action by the student indicates that she understands the first critical step? a. Setting goals based on the desired outcome b. Prioritizing goals in order of simple to complex c. Prioritizing tasks in chronological order d. Assessing the reality of the complete situation ANS: B Assessing the complete situation is the first step in time management. One must be clear about the reality of the current set of tasks and schedule in order to begin to manage the time associated with the tasks. DIF: Cognitive Level: Application REF: Page 24 OBJ: Explain four key work habits that contribute to success. TOP: Managing the Work of Success 9. Stress reduction while in nursing school is an important part of maintaining one’s health. Holistic cognitive theory for stress reduction has four steps. The student shows that he or she understands the first step to achieving awareness by doing which of the following? a. Becomes aware of the early physical signs of stress b. Concentrates on placing himself or herself as the center of everything c. Mentally filters perceptions d. Disqualifies the positive in the experience ANS: A The awareness step is a time of understanding how the student feels under stress, coming to know the symptoms, and taking steps to neutralize the symptoms. DIF: Cognitive Level: Application REF: Page 29 OBJ: Identify steps that aid in stress reduction. TOP: Stress Reduction 10. A student exclaims, “I have to make a 100% on this test because anything less is just like failing in my book. I either know it or I don’t and if I don’t know it now, I never wi ll.” This student is obviously stressed, and the statements represent: a. awareness reduction. b. cognitive distortions. c. positive coping mechanisms. d. acceptance of reality. ANS: B Cognitive distortions are illogical, irrational thoughts; those in this question are “all-or-nothing thinking” and “emotional reasoning.” DIF: Cognitive Level: Application REF: Page 29 OBJ: Identify steps that aid in stress reduction. TOP: Stress Reduction 11. A lab instructor is observing placement of a Foley catheter by a senior nursing student. If the student is in the active conceptualization phase of Kolb’s Theory of Experiential Learning, what action can the lab instructor expect from the student? a. The student will need to observe placement before proceeding. b. The student assists the instructor in placing the catheter. c. The student places the Foley catheter without assistance. d. The student verbalizes beginning to understand catheter placement. ANS: C According to Kolb’s Theory of Experiential Learning, the student is in the active conceptualization phase. When the student nurse places the Foley catheter, he or she is actively involved in the experience. Concrete experience occurs when the student is actively involv ed in a n ew experienTcEe.SRTefBleAcNtivKeSoEbLseLrvEaRtio.nCbOegMins when the stud ent observes the experience. Abstract conceptualization occurs when the student begins to understand the process of placing the Foley catheter. DIF: Cognitive Level: Analysis REF: Page 15 OBJ: Describe how learning style affects the learning process. TOP: Learning Style 12. A lab instructor is preparing to teach a group of students. After reading questionnaires filled out by the students in her group, she notes that the students would best learn by reflective observation. What activity should the instructor plan so that the s tudents have the best chance of success? a. Set up stations so that the students can try to “figure it out for themselves.” b. Allow the students to observe a presentation. c. Present the information in a lecture while students take notes. d. Present information and allow the students to be directly involved in a hands -on setting. ANS: B Learning by observing is what Kolb terms reflective observation. Concrete experience involves hands -on learning. In active experimentation, students learn by trying to figure it out for themselves. Abstract conceptualization is the process of learning through data collection, such as lecture. DIF: Cognitive Level: Application REF: Page 15 OBJ: Describe how learning style affects the learning process. TOP: Learning Style 13. A nurse is trying to manage success in the workplace. Which action demonstrates that she understands key habits that must be developed and maintained? a. Carefully list and organize the day’s tasks. b. Complete a task over again because it wasn’t done perfectly the first time. c. Avoid difficult tasks because they won’t be done correctly. d. Blame others for lack of organization. ANS: A Carefully listing and organizing the day’s tasks demonstrates that the nurse understands k ey habits needed for success, such as time management. Completing tasks over again, avoiding tasks, and blaming others are all self-defeating behaviors that do not help manage success. DIF: Cognitive Level: Application REF: Page 22 OBJ: Explain four key work habits that contribute to success. TOP: Habits for Success 14. A nurse is working with a depressed youth on a psychiatric unit. She knows that her greatest strength is listening. The nurse’s knowledge of herself describes: a. self-confidence. b. competence. c. understanding. d. self-awareness. ANS: D Self-awareness involves under standing and being conscious of oneself. This involves being aware of one’s strengths and weaknesses. Self-confidence, competence, and understanding do not encompass this. DIF: Cognitive Level: Comp rehension REF: Page 12 OBJ: Identify personal gifts and barriers. TOP: Self-Awareness MULTIPLE RESPONSE 1. Which actions or statements can the nurse take to eliminate self -defeating behaviors? (Select all that apply.) a. Say, “I know that I can do this.” b. Accept responsibility for his or her actions. c. Worry about things that are out of his or her control. d. Strive for perfection. e. Believe that his or her actions are out of his or her control. ANS: A, B Stating “I know I can do this” and accepting responsibility for his or her actions are actions and statements that the nurse can take to eliminate self -defeating behavior s. Worrying, striving for perfection, and believing that his or her actions are out of his or her control are examples of self -defeating behaviors. DIF: Cognitive Level: Application REF: Page 21 OBJ: Describe self-defeating behaviors. TOP: Self-Defeating Behaviors 2. A group of nursing students is discussing how their lives have changed since beginning nursing school. The student who understands the second step of holistic cognitive theory for stress reduction recognizes which comme nts as descriptive of automatic thoughts? (Select all that apply.) a. “My lab instructor doesn’t like me. I had to repeat my cardiac assessment when no one else did.” b. “After studying for hours, I finally remembered all the steps to insert a Foley catheter. I will use this method again.” c. “My child is having behavioral issues in preschool. I know it is because I am in school right now.” d. “Right after I turned in my test I knew there were at least two answers that I should have changed. I know I failed the test.” e. “Everything is falling apart in my life. I never should have come to school.” ANS: A, C, D, E Automatic thoughts are immediate; without reflection; usually negative, with words such as should and never; and irrational and not based in reality. The correct options reflect automatic thoughts because they include the words “should” and “never.” Studying for hours would not be considered an automatic thought. DIF: Cognitive Level: Application REF: Page 29 OBJ: Identify steps that aid in stress reduction. TOP: Stress Reduction 3. A pati ent is learning to improve her personal empowerment skills after going through a tough divorce. Which actions can she take to accomplish this? (Select all that apply.) a. Practice positive self-talk. b. Manage the work of suTccEeSssT. BANKSELLER.COM c. Develop an external locus of control. d. Eliminate self-defeating behaviors. e. Manage good health. ANS: A, B, D, E Practicing positive self -talk, managing the work of success, eliminating self -defeating behaviors, and managing good health are all ways that the patient can improve her personal empowerment skills. A person with an external locus of control believes that responsibility for actions lies outside of himself or herself. DIF: Cognitive Level: Application REF: Page 20 OBJ: Explain the impact of positive self-talk. TOP: Personal Empowerment Skills 4. A student has just completed an especially stressful week of work, class, and clinical. She decides that to help reduce stress, a treat of a really funny movie is in order. What kind of coping mechanism has this student chosen? (Select all that apply.) a. Relaxation b. Catharsis c. Reframing d. Distraction e. Adrenaline rush ANS: A, B, D The relaxation and catharsis generated by laughter are positive coping mechanisms. Distraction takes the student’s mind off the stress for a while, so that she can be recharged and handle it positively at another time. Reframing means looking at the situation from a different perspective. An adrenaline rush is considered a time waster, not a stress reduction technique. DIF: Cognitive Level: Comprehension REF: Page 30 OBJ: Identify steps that aid in stress reduction. TOP: Stress Reduction MATCHING Match each term with the correct definition. a. Pessimism b. Nit-picking c. Worrying d. Perfectionism e. Blaming 1. Viewing situations from a negative aspect 2. Rejecting responsibility for our actions or inactions 3. Looking for all imperfections 4. Continuously striving to be perfect or do things perfectly 5. Being concerned over issues that may or may not be in your control 1. ANS: A DIF: Cognitive Level: Knowledge REF: Page 21 OBJ: Describe self-defeating behaviors. TOP: Self-Defeating Behaviors 2. ANS: E DIF: Cognitive Level: Knowledge REF: Page 21 OBJ: Describe self-defeatinTgEbeShTavBioArsN. KSTEOLP:LESeRlf.-DCeOfeMating Behaviors 3. ANS: B DIF: Cognitive Level: Knowledge REF: Page 21 OBJ: Describe self-defeating behaviors. TOP: Self-Defeating Behaviors 4. ANS: D DIF: Cognitive Level: Knowledge REF: Page 21 OBJ: Describe self-defeating behaviors. TOP: Self-Defeating Behaviors 5. ANS: C DIF: Cognitive Level: Knowledge REF: Page 21 OBJ: Describe self-defeating behaviors. TOP: Self-Defeating Behaviors Chapter 03: Classroom Study Habits That Work Test Bank MULTIPLE CHOICE 1. A first semester student is stru ggling 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 REF: Page 36 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. ANS: A Evidence relates reading speed to comprehension; the faster you read, the more you understand what you are reading. DIF: Cognitive Level: Application REF: Pages 37 -38 OBJ: Describe how to improve reading skills. TOP: Reading Skills 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 t o 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 REF: Pages 37 -38 OBJ: Describe how to improve reading skills. TOP: Reading Skills 4. The five-step method of thoroughly studying is composed of which steps in order? a. Scan, skim, survey, read, recite, review. b. Scan, skim, read, recite, review, reread. c. Survey, question, read, recite, review. d. Survey, question, read, review, reread. ANS: C SQRRR is a tried and true method: survey, question, read, recite, and review. DIF: Cognitive Level: Knowledge REF: Page 40 OBJ: Prepare to study effectively using the SQRRR method. TOP: Study Methods 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. DIF: Cognitive Level: Application REF: Pages 34 -35 OBJ: Prepare for success in the classroom. TOP: Classroom Study Habits 6. A patient comes to the emergency department with complaints of crushing chest pain that radiates down his left arm.TWEhSilTeBreAvNieKwSinEgLhLisEhRea.ltChOhMistory 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 REF: Page 38 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. c. The patient reports being unable to walk. d. The patient was involved in a car accident 2 days ago. ANS: B Minor details support the major details and peripherally support the main idea. In this scenario, the patient eating 90% of his meal is a minor detail. The other choices are major details. DIF: Cognitive Level: Analysis REF: Page 38 OBJ: Distinguish between major and minor details. TOP: Major/Minor Details 8. A student has been out of school for a number of years. She is concerned that she may not be able to study effectively. What action can the student take that will increase her ability t o focus on her studies? a. Study for 1 hour a night. b. Study in a loud coffee shop. c. Stay up all night before tests to make sure she is proficient. d. Study with the TV off. ANS: D The student should learn ways to study effectively in order to succeed in school. Studying for only 1 hour per night, studying in a loud coffee shop, and staying up all night to study are not ways to study effectively. DIF: Cognitive Level: Application REF: Page 37 OBJ: Describe positive classroom study habits. TOP: Improving Study Habits 9. A student is reviewing new material for an upcoming test. She has decided to highlight so that she can come back later to easily review the material. How can she use highlighting to be successful? a. She should highlight the first time she reads the material. b. She should highlight nTo EmSorTeBthAaNn K20S%ELofLtEheRm.aCteOrMial. c. She should use only one method of highlighting. d. She should highlight the entire chapter. ANS: B The student should read the material at least once before she begins highlighting. Highlighting during the first read through, using only one method of highlighting, and highlighting the entire chapter would not assist the student in being successful. DIF: Cognitive Level: Application REF: Page 38 OBJ: Describe how to improve reading skills. TOP: Highlighting 10. A student is trying to develop better study habits. She knows that for every hour of class, it is advised that she study for hours. a. 3 to 4 b. 2 to 3 c. 4 to 5 d. 5 to 6 ANS: B For every hour of class the student should spend 2 to 3 hours studying in order to be successful. DIF: Cognitive Level: Knowledge REF: Page 41 OBJ: Prepare to study effectively using the SQRRR method. TOP: Study Habits 11. Multiple incorrect options on a test are known as: a. stems. b. structured responses. c. distractors. d. negative indicators. ANS: C Multiple incorrect options on a test are known as distractors. DIF: Cognitive Level: Knowledge REF: Page 43 OBJ: Incorporate strategies to improve test taking. TOP: Test-Taking Skills MULTIPLE RESPONSE 1. A nursing student knows that effective listening requires attention and preparation. What actions can she take to ensure that she is proficient? (Select all that apply.) a. Read over the assigned material before class begins. b. Read over the material as soon as class is over. c. No special attention or preparation is required. d. Read the material during class. e. Study independently during discussion time. ANS: A, B To listen effectively, prepare for what you will hear before class. In class maintain concentration and actively engage in the discussion, and then after class review notes and add clarifying comments. DIF: Cognitive Level: Application REF: Page 35 OBJ: Describe the components of effective listening. TOP: Listening 2. You are a first semester nursing student and have just received your first reading assignment for class tomorrow. You know that in order to succeed you will need to practice effective listening. Which actions would prepare you for class tomorrow? (Select all that apply.) a. Read over the assigned material tonight. b. Scan over the material before class, looking at the main points and subpoints. c. Read the text during class instead of listening to lecture. d. Review your notes immediately after class. e. Do not review anything before class. ANS: A, B, D In order to be prepared for class you should: Read ove r assigned material the night before; scan over the material before class, looking at both main points and subpoints; and review notes immediately after class. Practicing effective listening includes giving the instructor your undivided attention. Often in structors emphasize points that they do not want students to miss. These points often end up on exams. DIF: Cognitive Level: Application REF: Page 35 OBJ: Learn effective listening skills. TOP: Effective Listening 3. A student is studying for an upcoming test. She has read the assigned text once and is now ready to highlight. Which actions by the student indicate that she understands how to highlight? (Select all that apply.) a. Uses circles to highlight key words or phrases b. Draws an asterisk next to an important paragraph or sentence c. Underlines sentences of importance d. Draws squares around words for emphasis e. Marks a section with a star for future reference ANS: A, B, C, E Circles, asterisks, underlines, and stars are all acceptable ways of highlighting that would indicate differences in the material. DIF: Cognitive Level: Application REF: Page 38 OBJ: Identify ways of highlighting. TOP: Highlighting 4. A student has just listened to a lecture on better strategies for studying. Which of the student’s actions indicate understanding? (Select all that apply.) a. Wait until the evening to study. b. Begin with the most difficult subjects. c. Create a conducive study environment. d. Record the lectures and listen to them in your car. e. Begin to study the day before an exam. ANS: B, C, D Beginning study sessions with the most difficult subjects, creating a conducive study environment, and listening to lectures in your car are all ways to create better strategies for studying. DIF: Cognitive Level: Application REF: Page 41 OBJ: Incorporate strategies to improve test taking. TOP: Study Strategies Chapter 04: Basic Math Review: Preparing for Medication Calculations Test Bank SHORT ANSWER Dosage Calculations Calculate the following dosages. 1. What volume of Heparin is one dose? Ordered: Heparin 12,000 units SC q12h Available: Heparin 20,000 units/mL ANS: 2. How many milliliters of KCl will you give? Ordered: KCl 15 mEq PO BID Available: 20% KCl labeled 40 mEq/15 mL ANS: 3. What volume of aminophylline is one dose? Ordered: aminophylline 17T5EmSgTIBVAqN6hKSELLER.COM Available: aminophylline ampule labeled 500 mg/20 mL ANS: 4. What volume of PCN G constitutes one dose? Ordered: PCN G 750,000 units IV q6h Available: PCN G vial labeled 200,000 units/mL after reconstitution ANS: 5. How many tablets of Synthroid will you give for one dose? Ordered: Synthroid 0.1 mg PO every morning Available: 50 mcg Synthroid tablets ANS: 6. What volume of PCN G is in one dose? Ordered: PCN G 1.25 mil units Available: Multidose vial labeled 500,000 units/mL after reconstitution ANS: 7. How many tablets of Zaroxolyn are in one dose? Ordered: Zaroxolyn 0.005 gm PO q AM Available: 2.5-mg tablets ANS: 8. How much is one dose of Lanoxin? Ordered: Lanoxin 375 mcg IV in the morning Available: Lanoxin ampule labeled 0.5 mg/2 mL ANS: IV Rate Practice Problems Calculations with conversion factors required. Round answers to the nearest tenth. Calculate IV rate in mL/hr for each probl em. 9. 1 L D 5W to infuse in 8 hours ANS: 10. 500 mL D 5LR to infuse in 4 hours ANS: 11. 100 mL Protonix to infuse over 2 hours ANS: 12. 0.45% NaCl 1000 mL over 6 hours ANS: ANS: 13. 250 mL D 10W over 10 hours ANS: 14. KCl 20 mEq in 150 mL D5W to infuse over 2 hours ANS: 15. Magnesium sulfate 5 gm in 100 mL D 5W to infuse over 3 hours ANS: 16. 500 mL 0.9 normal saline to infuse over 2 hours ANS: 17. 1000 mL 0.45 NS to infuse over 8 hours ANS: 18. 250 mL vancomycin to infuse over 2 hours ANS: Calculate IV rates in gtt/min. 19. Give 1000 mL D 5½NS q6h. Drop factor is 15 gtt/mL. ANS: 20. Give 1 unit PRBC over 2 hours. Blood bag states approximate volume is 250 mL. Drop factor is 10 gtt/mL. ANS: 21. Give D10W 250 mL over 8 hours. Microdrip set delivers 60 gtt/mL. ANS: 22. Infuse D5W 1 L q12h. Drop factor is 20 gtt/mL. ANS: 23. Administer 500 mL 0.45 NS over 4 hours. Drop factor is 10 gtt/min. ANS: 24. Give 1500 mL 0.9 NS with 20 mEq K+ over 12 hours. Drop factor is 15 gtt/min. ANS: 25. Infuse 1 L lactated Ringers over 10 hours. Drop factor is 25 gtt/ min. ANS: Calculate small volumes to be infused in less than 1 hour in mL/hr. 26. Kefzol 500 mg in NS 75 mL over 30 minutes ANS: 27. Calcium gluconate 10% 16 mEq in 100 mL D 5W over 30 minutes ANS: 28. Zantac 50 mg in ½ NS 50 mL over 15 minutes ANS: TE 29. Staphcillin 1 g in 100 mL D 5W over 45 minutes ANS: Calculate small volumes to be infused in less than 1 hour in gtt/min. 30. Ticar 500 mg IV q6h. Dilute in 75 mL D 5W and give over 45 minutes via Buretrol set with a drop factor of 60 gtt/mL. ANS: 31. Piperacillin 2.5 gm IV q6h. Dilute in 100 mL D5W and infuse over 30 minutes. Secondary set delivers 20 gtt/mL. ANS: 32. Oxacillin 400 mg in 100 mL D5W over 40 minutes. Secondary set delivers 15 gtt/mL. ANS: STBANKSELLER.COM 33. Tagamet 200 mg in D 5W 100 mL over 20 minutes. Drop factor is 15 gtt/mL. ANS: 34. Ancef 250 mg IV piggyback diluted in 100 mL NS over 30 minutes. Drop factor is 10 gtt/min. ANS: Calculate IV rates for medications administered over time. Set the rate in mL/hr. Round answers to the nearest tenth. 35. Ordered: Morphine sulfate 10 mg/hr continuous IV Available: MS 50 mg in 100 mL NS 36. Aminophylline 250 mg in 500 mL. Infuse at 30 mg/hr. ANS: 37. Pronestyl 4 g in 1000 mL D 5W. Infuse at 2½ mg/min. ANS: 38. Heparin 22,000 units in 500 mL NS at 800 units/hr. ANS: Calculate IV rates for medications administered over time, based on body weight. Round answers to the nearest tenth. Set the rate in mL/hr. 39. Ordered: Dobutrex 5 mcg/kg/min IV. Client weighs 145 lb. Available: Dobutrex 250 mg in 250 mL D 5W ANS: 40. Ordered: Infuse nitroprusside 100 mg in 500 mL D 5W at 3 mcg/kg/min. Patient weighs 55 kg. ANS: 41. Ordered: Infuse amrinone 250 mg in 250 mL NS at 5 mcg/kg/min. Patient weighs 165 lb. ANS: 42. Ordered: Dobutrex 6 mcg/kg/min. Bag is labeled D 5W 250 mL with 500 mg Dobutrex added. Patient weighs 198 lb. ANS: Pediatric Practice Problems To determine whether dosages are appropriate, answer the following questions for each problem: 1. What is the appropriate low (therapeutic) to high (safe) range, in milligrams, for each dose of medication for this child? 2. What is the safe maximum dose for this child? 3. Is the prescribed dose therapeutic and/or safe? a. If answer is yes, how much medication will be given for the ordered dose? b. If answer is no, what will you do? Round answers to the nearest tenth. 43. Ordered: Dilantin 40 mg PO BID Pediatric dose range: 5 to 7 mg/kg/day Child’s weight: 6.7 kg Available: Dilantin 30 mg/5 mL susp ANS: Low/Therapeutic Dose High/Safe Dose Dose range: 16.8 to 23.5 mg per dose Ordered dos e: 40 mg. T hisTdEoSseTisBhAigNhKeSr tEhaLnLtEheRp.eCdiOatMric dose range and is unsafe for this child. Action: Call prescriber. 44. Ordered: Gantrisin 1.5 g PO QID Pediatric dose range: 150 to 200 mg/kg/day Child’s weight: 30.4 kg Available: Gantrisin 500-mg tablets ANS: Low/Therapeutic Dose High/Safe Dose Dose range: 1140 to 1520 mg Ordered dose: 1.5 g = 1500 mg is within this range. Calculate dose: Action: Administer dose. 45. Ordered: Vistaril 10 mg IM q4-6h PRN nausea Pediatric dose range: 0.5 to 1 mg/kg/dose Child’s weight: 44 lb Available: Vistaril 25 mg/mL ANS: Low/Therapeutic Dose High/Safe Dose Dose range: 10 to 20 mg per dose Ordered dose: 10 mg is within this range. Calculate dose: Action: Administer dose. 46. Ordered: Ibuprofen 40 mg PO q6h PRN temp higher than 101.8º F Pediatric dose range: Child 6 mo to 12 yr, antipyretic: for temp lower than 102.5º F, 5 mg/kg/dose; for temp higher than 102.5º F, 10 mg/kg/dose May be given q 6-8h: m ax TdaEilSyTdoBsAe NofK4S0EmLgL/kEgR/d.ayCOM Child’s weight: 7-month -old weighs 18.5 lb; temp is 102.4º F. Available: Ibuprofen susp. 80 mg/5 mL ANS: Only safe, maximum dose needs to be identified. Ordered dose of 40 mg is safe. The dose does not exceed maximum dosage. Calculate dose: Action: Administer dose. 47. Ordered: Nebcin 10 mg IM q8h Pediatric dose: 2.5 mg/kg/dose Neonate’s weight: 4000 g Available: Nebcin 40 mg/mL ANS: Ordered dose is safe. Calculate dose: Action: Administer dose.