LPN to RN Transitions 3rd Edition by Lora Claywell – Test Bank
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Sample
Test
Chapter 03: Classroom Study Habits That Work
Test Bank
MULTIPLE CHOICE
1. A
first semester student is struggling in class and did not do well on her last
exam. She has determined the problem to be her lack of skill in note-taking.
What can the student do in order to take more effective notes during lecture?
|
a. |
Focus on writing key words
and phrases. |
|
b. |
Photocopy someone else’s
notes. |
|
c. |
Write verbatim all that is said. |
|
d. |
Practice memorization in
class instead of taking notes. |
ANS: A
The student should focus on writing key words and phrases in
order to be more effective at note-taking. Photocopying someone else’s notes,
writing verbatim, and memorizing lecture will not help the student with
effective note-taking.
DIF: Cognitive Level:
Application
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 to help correct the situation?
|
a. |
“Just keep trying. Maybe
you need to read it over a few times to get it.” |
|
b. |
“Maybe you are waiting too
late at night to study. Try studying earlier in the day.” |
|
c. |
“Try putting your finger under
the words one at a time.” |
|
d. |
“If the words are a
stumbling block, study them alone first, and then as you read, you will be
less likely to stumble over them and regress.” |
ANS: D
Regression, or rereading what was just read, may be caused by
stumbling over unfamiliar terms that cause reading to slow and decrease.
DIF: Cognitive Level:
Application
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. While reviewing his health history with
the RN, the patient states that he has been getting over a cold. He also has
seasonal allergies and is allergic to peanuts. The nurse interprets the major
detail for the patient’s ER visit as the patient:
|
a. |
has a peanut allergy. |
|
b. |
is experiencing crushing
chest pain. |
|
c. |
is getting over a cold. |
|
d. |
has seasonal allergies. |
ANS: B
The major detail in this scenario is the patient’s crushing
chest pain, which brought him into the ER. All other are minor details.
DIF: Cognitive Level:
Analysis
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 to 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 no
more than 20% of the material. |
|
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 over 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 instructors 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 175 mg IV q6h
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 problem.
9. 1 L D5W to
infuse in 8 hours
ANS:
10. 500
mL D5LR 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:
13. 250
mL D10W 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 D5W 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 D5½NS 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 D5W
over 30 minutes
ANS:
28. Zantac
50 mg in ½ NS 50 mL over 15 minutes
ANS:
29. Staphcillin
1 g in 100 mL D5W 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 D5W 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:
33. Tagamet
200 mg in D5W 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
ANS:
36. Aminophylline
250 mg in 500 mL. Infuse at 30 mg/hr.
ANS:
37. Pronestyl
4 g in 1000 mL D5W. 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 D5W
ANS:
40. Ordered:
Infuse nitroprusside 100 mg in 500 mL D5W 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 D5W 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?
4. If
answer is yes, how much medication will be given for the ordered dose?
5. 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 dose: 40 mg. This dose is higher than the pediatric 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 q6-8h: max daily dose of 40 mg/kg/day
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.
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