Chapter 1
P&V Section 1
Rita Carey MSN, RN11Transition to the Student Nurse
RoleResponsibilities of LearnersFirst responsibility of learners is
to learn Instructors are not responsible for successful
learningInstructors are not responsible for failure to
learnInstructors help students learn how to learn
Elsevier items and derived items 2009, 2005 by Saunders, an
imprint of Elsevier, Inc. All Rights Reserved.33Emphasis has
changed from teaching to learning. This puts the responsibility of
learning on students rather than the teachers.
Teaching vs. LearningPassive LearnersView the teacher as someone
who possesses knowledge and somehow is going to pass it on
InstructorsFacilitators of LearningInstructors are facilitators
because they are responsible for creating a learning environment in
which learning can take place Active LearnersMust be personally
involved in your learning Need to become self-directed and curious
in your learning Elsevier items and derived items 2009, 2005 by
Saunders, an imprint of Elsevier, Inc. All Rights
Reserved.44Learners need to be aware of the exciting world of
learning and the roles of teaching and learning in that process.
Passive learning is characterized by dependence and passivity. For
example, the teacher failed the student, instead of the student
failed.Active learning involves being self-directed in the learning
process.What are some examples of self-directed behavior in
learning?Instructors have the responsibility to evaluate learning
and to be available for questions.Role of EvaluationSecond
responsibility of learners is to receive and participate in
evaluationTheory testsTake time to look at your tests with the goal
of understanding why the correct answers are correct and why the
wrong answers you gave are wrong Clinical performance
evaluationsGive you an opportunity for career and personal growth
The comments you receive are directed toward your behavior and not
you as a personElsevier items and derived items 2009, 2005 by
Saunders, an imprint of Elsevier, Inc. All Rights
Reserved.55Evaluation plays an important role in your education in
the practical/vocational nursing program and throughout your
career. As part of their job, instructors have the responsibility
of evaluating your performance. As a learner, you have the
responsibility of being aware of your clinical behaviors.In theory
tests, learners focus on the number of items they got right or
wrong and instructors focus on the specific items that the learner
got wrong.Self-evaluations are an important component of clinical
performance evaluations. What is constructive evaluation?
Responsibilities of LearnersBe aware of the rules and policies
of your school and the practical/vocational nursing programWhen
problems do develop, follow the recognized channels of
communication both at school and in the clinical area Be prepared
in advance for classes and clinical experiences Prepare your own
assignments Seek out learning experiences at school and in the
clinical area Seek out resources beyond the required readings
Elsevier items and derived items 2009, 2005 by Saunders, an imprint
of Elsevier, Inc. All Rights Reserved.66Be prepared for both
classes and clinical experiences in order to maximize learning.
Other Responsibilities of Learners Assume responsibility for
your own thoughts, communication, and behavior Be present and on
time for classes and clinical experiences Enter into discussion
when asked to do so in class Treat those with whom you come into
daily contact with respect Seek out your instructor when you are
having difficulties in class or the clinical area Keep a record of
your grades as a course proceeds Elsevier items and derived items
2009, 2005 by Saunders, an imprint of Elsevier, Inc. All Rights
Reserved.77These are important responsibilities, because patients
will be depending on you to know the material.Nurses never stop
learning. Just because you are finished with classes doesnt mean
you are done learning. Nurses constantly have to learn new
medications, treatments, techniques, etc.
Learning StylesPersonality Patterns Affect
LearningExtrovertsFind energy in people and thingsPrefer action
with others and are described as on-the-fly thinkersTalk more than
listen and learn by teaching othersOften begin spontaneously
teaching others and realize they do not really understand the
topicElsevier items and derived items 2009, 2005 by Saunders, an
imprint of Elsevier, Inc. All Rights Reserved.99Suggestions for
learning include:Group work in class (collaborative
projects)Out-of-class group projectsExplaining information to other
people helps to identify what is not clear.Extroverts may be seen
as, Ready, fire, aim.Personality Patterns Affect
LearningIntrovertsFind energy in the inner world of ideas,
concepts, and abstractionsListen more than talkCan be sociable, but
need quiet to recharge their batteriesConcentrators and reflective
thinkers who want to understand the worldDisconnected chunks of
information are not considered knowledge
Elsevier items and derived items 2009, 2005 by Saunders, an
imprint of Elsevier, Inc. All Rights Reserved.1010The following are
suggestions for learning:Lecture-type classes work well.Learn how
to develop a framework to integrate and connect information, i.e.,
see the whole picture.Use explaining as a way to interconnect
information.Introverts may be seen as Ready, aim, aim.Learning
PreferencesEveryone learns differentlyPeople think
differentlyObserversListenersDoersElsevier items and derived items
2009, 2005 by Saunders, an imprint of Elsevier, Inc. All Rights
Reserved.1111How do observers typically learn?How do listeners
typically learn?How do doers typically learn?Could a person have
more than one style of learning?
Learning StylesPerceptual Learning StylesVision Learn primarily
with their eyesAuditory Learn primarily by listeningKinesthetic
Learn primarily by hands-on tasks Elsevier items and derived items
2009, 2005 by Saunders, an imprint of Elsevier, Inc. All Rights
Reserved.1212Perceptual learning style refers to our three main
sensory receivers and is one way to determine preference in
learning style. What preferences work for the:visual
learner?auditory learner?tactual learner?Is it important to know
what type of learner you are? Why?
Visual LearnersSit in front of the classStay focused on the
teachers facial expression and body languageMake notes in class and
highlight, color code, and use mind maps to process and learn
contentRewrite notes in your own words as a form of studying Use
index cards for review or memorizationReview films or videosLook
for reference books that contain pictures, graphs, or charts, or
draw your ownRequest demonstrations and observational experiences
before practicing a new skillPicture a procedure rather than
memorizing stepsElsevier items and derived items 2009, 2005 by
Saunders, an imprint of Elsevier, Inc. All Rights Reserved.1313If
you are a visual learner, you learn best by watching a
demonstration first.
Auditory LearnersListen carefully if the instructor summarizes
what you will be learningRead aloud or mouth the wordsRead
important information into a tape recorder, and then play it backDo
well with traditional lecture or any lengthy presentation; listen
to the words instead of taking notes during class; tape the
presentation Find a study buddy or group with whom to discuss class
contentRequest permission to make audiotapes or oral reports Make
up silly rhymes or songs to remember key pointsRequest verbal
explanations of illustrations, graphs, and diagrams
Elsevier items and derived items 2009, 2005 by Saunders, an
imprint of Elsevier, Inc. All Rights Reserved.1414If you are an
auditory learner, you learn best by hearing.
Kinesthetic LearnersHandle the equipment before you practice a
nursing procedureMove while reading or reciting facts Change study
positions often Use background music of your choice when studying
at homeTake short breaks and do something active during that
timeOffer to do a project as a way of enhancing a required
classroom presentationUse arrows to show relationship when taking
notes Use flash cards, games, mnemonic clues, and other game-like
activities to reinforce content of long reading assignmentsDraw
boxes, pictures, and circles around key conceptsElsevier items and
derived items 2009, 2005 by Saunders, an imprint of Elsevier, Inc.
All Rights Reserved.1515If you are a kinesthetic learner, you learn
best by touching, moving, or hands-on tasks. Traditional lectures,
in which one is required to sit, read, or listen for long periods
of time may be difficult. It is a problem to process both visual
and auditory input. Elsevier items and derived items 2009, 2005 by
Saunders, an imprint of Elsevier, Inc. All Rights
Reserved.16Categories of Multiple Intelligences
LinguisticLogical/mathematicalSpatialMusicalBodily/kinestheticInterpersonalIntrapersonal
16What category of learning preference fits you?Have you tried
any of the techniques listed under each preference? Did they work
for you?
Linguistic Learner (The Word Player)Take notes when you read
this text and reduce the number of words you have included in the
notesUse these notes as your study source. Your love of words and
vocabulary may cause you to become distracted from the key
pointsReview all written work before handing it in. Delete extra
words and phrases that are not directly related to the
topicElsevier items and derived items 2009, 2005 by Saunders, an
imprint of Elsevier, Inc. All Rights Reserved.1717If you are a
linguistic learner, you learn best by saying, hearing, and seeing
words. You like to read, write, and tell stories. You are good at
memorizing names, places, dates, and trivia. Logical/Mathematical
Learner (The Questioner)Take the time to organize a method of study
that fits you personallyRedo your notes to fit your study method,
categorizing the material under titlesStudy in an orderly
areaElsevier items and derived items 2009, 2005 by Saunders, an
imprint of Elsevier, Inc. All Rights Reserved.1818If you are a
logical learner as well, you learn best by using an organized
method that involves categorizing, classifying, and working with
abstract patterns and relationships. You are good at reasoning,
math, and problem solving. Spatial Learners (The Visualizer)Make
your own diagrams, boxes, or lists when they are not available in
the bookRedo your notes using key concepts onlyBox key information
in the text
Elsevier items and derived items 2009, 2005 by Saunders, an
imprint of Elsevier, Inc. All Rights Reserved.1919If you are a
spatial learner, you learn best by visualizing, dreaming, working
with colors and pictures, and studying diagrams, boxes, and special
lists in the text. You are good at imagining things, sensing
changes, puzzles, and charts. Musical Learner (The Music Lover)Play
your favorite music or hum while studyingRemind yourself which
music relates to the content you are studyingPlay an instrument
while reviewing information in your head
Elsevier items and derived items 2009, 2005 by Saunders, an
imprint of Elsevier, Inc. All Rights Reserved.2020If you are a
musical learner, you learn best by humming, singing, or playing an
instrument. You are good at remembering melodies, rhythms, and
keeping time. Bodily/Kinesthetic Learner (The Mover)Move around
when studyingIf you work out on a treadmill, stationary bike, or
StairMaster, it becomes a good time to read or review notesDance or
act out concepts you are studying to experience the sensations
involvedElsevier items and derived items 2009, 2005 by Saunders, an
imprint of Elsevier, Inc. All Rights Reserved.2121If you are a
bodily/kinesthetic learner, you learn best by touching, moving, and
processing knowledge through bodily sensations. You are good at
physical activities and crafts. Interpersonal Learner (The
Socializer)Organize and/or participate in a study groupCompare your
understanding of material with that of other students
Elsevier items and derived items 2009, 2005 by Saunders, an
imprint of Elsevier, Inc. All Rights Reserved.2222If you are an
interpersonal learner, you learn best by sharing, comparing,
cooperating, and interviewing. You are good at understanding
people, leading others, organizing, communicating, and mediating.
Intrapersonal Learner (The Individual)Work on individualized
projectsTrust your instincts in regard to study needs
Elsevier items and derived items 2009, 2005 by Saunders, an
imprint of Elsevier, Inc. All Rights Reserved.2323If you are an
intrapersonal learner, you learn best by working alone, self-paced
instruction, and having your own space. You are good at pursuing
interests and goals, following instincts, understanding yourself,
and being original. Personal Learning PreferencesIdentifying your
own personal learning preferences can help enhance and maximize
your learning abilities.
Elsevier items and derived items 2009, 2005 by Saunders, an
imprint of Elsevier, Inc. All Rights Reserved.2424Ask students to
identify their learning preferences.Identify where a student can be
tested for learning preference. Identify web sites with this
information.
Personal Learning PreferencesIdentifying your own personal
learning preferences can help enhance and maximize your learning
abilities.
Elsevier items and derived items 2009, 2005 by Saunders, an
imprint of Elsevier, Inc. All Rights Reserved.2525Ask students to
identify their learning preferences.Identify where a student can be
tested for learning preference. Identify web sites with this
information.
Right-brained IndividualsTend to be intuitive, imaginative, and
impulsivePrefer to start out with a broad idea and then pursue
supporting informationLearn best by:Seeing and doing in an
informal, busy, somewhat unstructured environmentSimulations, group
discussion, panels, and activity-based learningElsevier items and
derived items 2009, 2005 by Saunders, an imprint of Elsevier, Inc.
All Rights Reserved.2626
Left-brained IndividualsTend to be analytical, rational, and
objectiveLearn best by:Putting together many facts to arrive at a
general understandingHaving traditional lectures, demonstrations,
and assigned readingsFemales seem to be more able to transition the
opposite brain approaches if needed than males Elsevier items and
derived items 2009, 2005 by Saunders, an imprint of Elsevier, Inc.
All Rights Reserved.2727Passive ListenerPassive listener Receives
sounds with little recognition or personal involvementMay be
doodling, staring out the window, or even staring at the
instructorThinking about having to change the oil in the car or
deciding what to cook for dinner
Active ListenerActive ListenerAlways thinking, not just hearing
the words Listens with full attention, is open-minded and curious,
and is always asking questions about the contentReally listens to
hear, is searching for relevant information and strives to
understand itAlways trying to figure out how content fits into the
big picture
Tips for Active ListeningBe well restedComplete all necessary
work before classFocus on lessonListen for ideas, not factsAsk
questionsMake eye contact with speakerListen to peersAsk for help
when needed
Time ManagementSelf-test of Time ManagementTime management is a
major skill that contributes to learner successAlso a necessary
skill for practical/vocational nurses to better manage their time
in the clinical area to meet patient outcomes Elsevier items and
derived items 2009, 2005 by Saunders, an imprint of Elsevier, Inc.
All Rights Reserved.3232Complete the Learning Exercise, Self-Test
of Time Management.
Benefits of Time ManagementDesigned to help you do not only the
things you have to get done, but also the things you want to finish
in a definite time periodCan put you in control of your life rather
than making you a slave to itTechniques can help you gain some
personal time for your family and yourself, so you will not feel
that there is time only for schoolCan help you work smarter, not
harderElsevier items and derived items 2009, 2005 by Saunders, an
imprint of Elsevier, Inc. All Rights Reserved.3333Everyone strives
for some degree of order in their life. However, everyone does not
possess the same skills to achieve this order.We are all products
of our environment. Do your parents have good time-management
skills?Do your behaviors or habits regarding organization and time
management resemble your parents in any way?Review of Personal
GoalsLong-term goalIf you have set a goal to be a
practical/vocational nurse, you are already on the right track in
time management Short-term goalTo realize this long-term goal, you
must break it down into smaller, more manageable goals An example
is passing each of the courses you must take to graduate from the
practical/vocational nursing programElsevier items and derived
items 2009, 2005 by Saunders, an imprint of Elsevier, Inc. All
Rights Reserved.3434Long-term goals can have short-term immediacy
(completing a term paper on time).Even this goal can be broken down
into smaller steps or short-term goals.What would be some
short-term goals for this particular long-term goal? (do research,
create an outline, submit a proposal, draft a thesis, etc.)
Setting prioritiesRemember that there is a difference between
importance and urgencyNot everything that is urgent is important
General hintsHave the fortitude to follow your schedule, even if
your peers dontMake sure you never miss a class, regardless of peer
pressure or any reason other than an emergency
Elsevier items and derived items 2009, 2005 by Saunders, an
imprint of Elsevier, Inc. All Rights Reserved.3535Goals need to be
realistic, achievable, and measurable. An adequate amount of time
should be allotted to accomplish each task.What happens when too
many goals and priorities are set? (a sense of panic or anxiety
that can lead to inefficiency and ineffectiveness)
ProcrastinationBesides fear of failure, other causes for putting
off what is important are ill health, laziness, and past successful
episodes of procrastination MinitaskingA sure way to finish
unpleasant, difficult, and time-consuming tasks is to reduce the
entire task to a series of minitasks
Elsevier items and derived items 2009, 2005 by Saunders, an
imprint of Elsevier, Inc. All Rights Reserved.3636You may notice
that some of your peers at school are not planning their time; they
may even give you static for attempting to plan yours. Importance
of Study SkillsLack of study skills is a primary reason for lack of
success in schoolHigh school/college learning skills do not always
translate to the practical/vocational nursing program
Elsevier items and derived items 2009, 2005 by Saunders, an
imprint of Elsevier, Inc. All Rights Reserved.3737Most adults
believe that they have mastered all the necessary skills for
effective learning.If these skills are not actively used on a
routine basis, we can forget how to focus, actively listen, take
meaningful notes, or take exams successfully.The learning process
can be enhanced by reviewing simple strategies and techniques that
enhance long-term retention of knowledge.Priority setting and good
organizational skills are essential in a practical/vocational
nursing program.What can make learning difficult for an adult?
(other roles and responsibilities such as family, job, household
chores, etc.)
ConcentrationExternal DistractionsPersonal study areaChosen
areas should be associated with learning, not with daydreaming or
napping LightingEyestrain can occur if lighting allows glare,
shadows, or flicker to exist Background noiseSome learners
concentrate better with background sounds Other learners require
quiet surroundingsElsevier items and derived items 2009, 2005 by
Saunders, an imprint of Elsevier, Inc. All Rights
Reserved.3838Which of these distractions can be controlled? (all of
them) How?Choose a chair you feel comfortable in, but not one that
you associate with snoozing. Some learners discover that they need
glasses only after they enroll in an educational program that
demands much reading, such as the practical/vocational nursing
program.How can you create a quiet study environment if you have a
large family?While background noise (television, music, voices,
etc.) is distracting for many people, others find that it improves
their concentration.
ConcentrationExternal Distractions InternetWatch your time when
you are online because hours can slip by before you know it Your
peersEnergy devoted to some activities can seriously deplete the
energy needed to achieve success
Elsevier items and derived items 2009, 2005 by Saunders, an
imprint of Elsevier, Inc. All Rights Reserved.3939The Internet
offers a vast amount of resources for all your classes. It is easy
to get distracted by the information available on the Internet.How
much time do you spend online? What can you do to limit your
Internet use?What can you do if your peer interactions hinder your
learning?
ConcentrationInternal DistractionsComplaints of mental
fatigueKeep up your physical self with proper food, sleep, and
exerciseAt the first sign of getting tired, take a short break (not
a snooze) and come back to new material so that you can get your
mental second windDaydreamingEvery time you find your mind
wandering from the topic at hand, try putting a check mark on a
piece of paper that you keep at your sideThis may remind you that
you are drifting off and need to get back to workElsevier items and
derived items 2009, 2005 by Saunders, an imprint of Elsevier, Inc.
All Rights Reserved.4040Boredom is often mistaken for mental
fatigue, and vice versa. How do you stay focused when you are
overtired?How does regular exercise help keep your mind focused and
sharp? (reduces stress, increases blood and oxygen flow to the
brain)In setting up a study schedule, make sure you do not study
one subject so long that you get bored with it.Daydreaming can be a
creative adventure or wasted time.Study SkillsNote
TakingSuggestions for note makingActively listen for the main
ideasCapture them in a way that reflects your personal learning
style or stylesUnderstand the information; dont memorize itTwo
methods for making and reviewing notesOutlining method Involves
adapting normal loose-leaf paper so that you have room to take
notes, summarize content, and test yourself on your notes Mapping
(concept map)Information is organized graphically so that it is
seen in a visual pattern of relationships
Elsevier items and derived items 2009, 2005 by Saunders, an
imprint of Elsevier, Inc. All Rights Reserved.4242Note making will
help you to pay attention, concentrate, and organize your
ideas.Your goal is to understand the information, not memorize
itNever try to capture every word the speaker says; this is note
taking and is impossible.What are some other note-making methods?
Do they work?
Reading Effectively Read in phrases, a few words at a time,
rather than word by word Move your lips while reading Put
expression into your reading Be aware of your reading assignments
that are technical or scientific in nature and vary your reading
speed accordingly Underline unfamiliar words as you read Copy the
unfamiliar words on an index card and write the definition on the
other side of the cardUsing index cards allows your language
development to progress because you can take the cards wherever you
go Underline key phrases and write in the margin Elsevier items and
derived items 2009, 2005 by Saunders, an imprint of Elsevier, Inc.
All Rights Reserved.4343Visual Strategies to Enhance Understanding
Draw Idea SketchesEmphasis of idea sketches is not on the quality
of the drawing, but on the process you must go through to take a
verbal concept and represent it graphically, without wordsUse stick
figures and describe the concept verbally
Elsevier items and derived items 2009, 2005 by Saunders, an
imprint of Elsevier, Inc. All Rights Reserved.4444A visual
connection between key concepts helps to see the big picture and
how the smaller parts fit together.Sketches can be simple as long
as their significance and relevance to the topic is
understandable.
Visual Strategies to Enhance UnderstandingUse color in whatever
form of note making you useUse highlighters, crayons, colored
pencils, or felt-tip pensAvoid merely underlining or highlighting
the sentencesUse the different colors to help capture and direct
your attention to information that fits in different categoriesThe
different colors will help your brain organize and retrieve
information Elsevier items and derived items 2009, 2005 by
Saunders, an imprint of Elsevier, Inc. All Rights Reserved.4545Dont
get so overwhelmed with details (colors, patterns, etc.) that you
lose sight of the key concepts.
Visual Strategies to Enhance UnderstandingMake your own diagrams
as you readIf you produce a sketch of an idea, you will have
brought the right side of your brain into useUsing both sides of
the brain encourages the storage and retrieval of informationThose
who rely solely on pictures of ideas, benefit by also using
words
Elsevier items and derived items 2009, 2005 by Saunders, an
imprint of Elsevier, Inc. All Rights Reserved.4646If you commit
ideas to memory by using words only, you are using only half of
your brains resources, those of the left side.
Importance of Study SkillsLack of study skills is a primary
reason for lack of success in schoolHigh school/college learning
skills do not always translate to the practical/vocational nursing
program
Elsevier items and derived items 2009, 2005 by Saunders, an
imprint of Elsevier, Inc. All Rights Reserved.4747Most adults
believe that they have mastered all the necessary skills for
effective learning.If these skills are not actively used on a
routine basis, we can forget how to focus, actively listen, take
meaningful notes, or take exams successfully.The learning process
can be enhanced by reviewing simple strategies and techniques that
enhance long-term retention of knowledge.Priority setting and good
organizational skills are essential in a practical/vocational
nursing program.What can make learning difficult for an adult?
(other roles and responsibilities such as family, job, household
chores, etc.)
Hints for Active ListeningBe well restedComplete all necessary
work before classFocus on lessonListen for ideas, not factsAsk
questionsMake eye contact with speakerListen to peersAsk for help
when needed
Elsevier items and derived items 2009, 2005 by Saunders, an
imprint of Elsevier, Inc. All Rights Reserved.4848What other
strategies do you use to actively listen?For most people, active
listening is a skill that must be developed. It is not an innate
behavior. It becomes easier to focus on the ideas being presented
with practice.
Memory AidsMnemonic devices are examples of memory aidsRhymes
AcronymsMemorizing these can help the practical/vocational nurse
remember a series of informationCMTSPPERRLAThey do not take the
place of or help you understand the informationElsevier items and
derived items 2009, 2005 by Saunders, an imprint of Elsevier, Inc.
All Rights Reserved.4949Are mnemonic devices useful?Some people
find it harder to remember the mnemonic than the content it
represents.CMTSP color, motion, temperature, sensation, pulse (for
assessment of the nerve and blood supply to an extremity)PERRLA
pupils, equal in size, round, regular in shape, react to light (for
assessment of the pupils)Mnemonic devices do not help everyone.
Test TakingPreparation for the TestPreparation for test taking
begins the first day of class Clarify content to be covered on the
test and the form of the testPeriodically review the material you
have already studiedUse time-management techniques to help you
organize your time before the test Elsevier items and derived items
2009, 2005 by Saunders, an imprint of Elsevier, Inc. All Rights
Reserved.5151Reviewing key content each day is much more effective
for long-term retention than cramming.Cramming prevents you from
really learning the content, even if you do well enough to pass the
test.Cramming also results in poor long-term recall; more
preparation time is then needed for licensing exams or other major
tests.What do you typically find yourself doing the night before an
exam? Do these behaviors facilitate learning?
Taking the TestArrive at the classroom with plenty of time to
get your favorite seat, arrange your pencils, and so on It may be
best for some students to arrive just in time for the test so they
do not have to listen to all that chatter Keep a positive mental
attitudeSilently rehearse your facts to keep out distractionsTake
slow, deep breaths to reduce tension Elsevier items and derived
items 2009, 2005 by Saunders, an imprint of Elsevier, Inc. All
Rights Reserved.5252Effective test takers often keep to themselves
before a test and save their energy for the exam.How do their peers
perceive these behaviors? (often perceived as distant, aloof, and
unsociable)
Taking the TestQuickly skim the entire examination Avoid
spending large amounts of time on difficult questions and do not
get upset about them Take the full time for the test Make sure you
have not missed an item or group of items If it is a
multiple-choice examination, make sure your answers match up with
the proper slot on the answer sheet If you are using a separate
answer sheet that will be machine corrected, be sure you erase your
first answer completely if you change answers Elsevier items and
derived items 2009, 2005 by Saunders, an imprint of Elsevier, Inc.
All Rights Reserved.5353Although research has shown that test
scores are generally improved by changing answers, we have seen
many learners decrease their test scores by the same action. If you
have given the item further thought and feel it should be changed,
change it. Reviewing Your TestsRead the items you missed Read the
items you answered correctly Decide which of your study skills and
test-taking techniques are and are not working to your
benefitModify your test-taking strategies accordingly Elsevier
items and derived items 2009, 2005 by Saunders, an imprint of
Elsevier, Inc. All Rights Reserved.5454Ask yourself questions such
as Was I really prepared? and Did I do everything I could to learn
the material?Sometimes no matter how well prepared you are you will
not do well. What might account for this? (not following
directions, misunderstanding the question, not clearly explaining
answers)
Hints for Specific TestsObjective TestsMultiple ChoiceRead over
all the options given before making any decisionEliminate the
options you know are definitely wrongWhen a number is involved,
consider the number in the mid-rangeRemember the course subject
matter for which you are being testedEliminate options that are not
related to the subject matterElsevier items and derived items 2009,
2005 by Saunders, an imprint of Elsevier, Inc. All Rights
Reserved.5555Each multiple-choice item includes a stem, three
distracters, and a key. The stem of the question usually links up
to the correct answer, thereby addressing a key idea from the
content.Three of the options are incorrect answers and are called
distracters; one of the options is the correct answer and is called
the key.The key ideas and concepts can usually be applied to the
question in order to extrapolate the correct answer.
Silvestri: Test Taking SkillsReview Chapter 5Personal Health
PromotionPersonal Health PromotionBalanced Diet
Stress Management
Exercise Program
Avoid Negative Coping Mechanisms
Balanced DietNeed well balanced dietFruits and Vegetables are
essential for good healthLean proteinLow fat dairyLimit processed
foodsComplex carbohydratesWater Limit caffeine
Stress ManagementRecreationEnjoyable activitiesChoose activities
that are not high-stressRelaxationDecrease in pulse, respiratory
rate, metabolic rate, blood pressure, muscular tensionMany methods
are availableMeditationQuiet environment, mental device (sound,
word or phrase evoking a sense of calm), passive attitude, and
comfortable position are required
Stress ManagementImageryVisualization of calm, happy place in
complete detailVisualization of situation and how to progress
through it successfully Not the same as guided imagery used in
psychotherapyBrief relaxation techniquesYawning, doing nothing,
breathing easyProgressive relaxationTense all muscle groups in
order
Stress ManagementYogaStrengthens body, increases flexibility,
improves circulation, lowers blood pressure, reduces
stressPresented in different formsSleepAdequate sleep is the most
necessary method of dealing with personal stress. Dont take your
worries to bedGo to bed at the same timeDevelop a pattern that
helps you feel rested
Exercise ProgramAny amount of exercise is helpful Choose an
activity you like that fits in with your busy lifestyle Start
slowly and listen to your body Check first with your doctor if you
have medical issues
Vigorous Physical Activity
Running/joggingBicyclingSwimmingAerobic exerciseWalking very
fastHeavy yard workWeight liftingBasketball The target heart rate
during physical activity should be 60% to 90% of the maximum heart
rateBack InjuriesPrevalence of back injuries in nursing is among
the highest of any professionMany back injuries occur in nurses
despite body mechanics educationIncreased obesity in nurses and
patientsWomen often have less upper-body strength than men, on whom
body-mechanics studies were basedBedside clutter and small, awkward
spaces in hospital roomsMany nursing tasks involve unnatural
positions, such as bending forward with twisted torso
Negative Coping MechanismsCoping mechanisms include projection,
rationalization, denial, compensation.Person has a need.Goal is to
have need met.Obstacles cause frustration and anxiety.Person feels
threatened.Person uses mental coping mechanisms.If coping
mechanisms fail, distress or physical/mental symptoms
result.Problem-solving skills help meet needs.
Negative Coping Mechanisms ProjectionA coping mechanism during
which individuals attribute their own weaknesses to others
RationalizationA logical but untrue reason is offered as an excuse
for the behavior DenialThe nurse refuses to recognize the existence
and significance of the patients personal concerns Compensation
Covering an inadequacy by developing or exaggerating a desirable
trait
Chemical DependencyAbuse is drinking so much that you get
drunkAlcoholism is an addictionBody craves alcoholPhysical effects
result from its withdrawal Two emotional characteristics pose
challenge to treatment: Denial system is very strongPerson who
drinks is usually a skilled manipulator
Chemical DependencyAbuse of alcohol or other
drugsSignsComplaints by staff, students, patientsAccidents, errors
in documentationIncreased volunteering to take call for others
during evening and night shiftsArriving early, staying late to
assist in the narcotic countFrequent absenteeismIrritability, mood
swingsPerforming minimum amount of workInability to perform
psychomotor skills
