Deck 8: Organizing and Managing Instruction in the Clinical Practice Setting

Question 1

The desire not to harm the patient often results in students

A) being paralyzed by the fear of making an error
B) being adequately prepared for the clinical experience
C) failing to report errors if there is no immediate apparent harm to the patient
D) failing to take risks, even when encouraged to do so by the instructor
E) avoiding all but minimal contact with the assigned patient

Answer 1

B
being adequately prepared for the clinical experience. The desire to do no harm motivates students to prepare for the clinical experience because they identify the lack of knowledge and/or skills to be inherently dangerous to patient care.

Question 2

Integrating theory into clinical practice is one of the means by which many students master theoretical concepts. The clinical nursing instructor can assist in this process by

A) reviewing theoretical content taught in class at the start of each clinical experience
B) validating the student's accurate fit of theory to practice
C) identifying and correcting inaccurate applications of theory to practice
D) explaining differences between the theoretical ideal and the clinical situation
E) all but a

Answer 2

C
all but a. The review of theoretical content from class may help in reinforcing concepts, but does not contribute to the student's ability to integrate those concepts into her clinical work.

Question 3

The relationship between curricular or program goals and objectives for the clinical experience is best explained as follows:

A) Curricular goals are the product of the interaction of course and clinical objectives
B) Clinical objectives are the basis of curricular goals, because they are rooted in the practice experience
C) Course objectives flow from curricular goals and are the basis of clinical objectives
D) Course and clinical objectives are distinct from curricular goals
E) There is no difference between curricular goals, course objectives, and clinical objectives

Answer 3

C
Course objectives flow from curricular goals and are the basis of clinical objectives. Curricular goals are the overarching components from which course objectives are drawn. The objectives for the clinical experience associated with a course are based on the course objectives.

Question 4

In selecting clinical assignments, the clinical nursing instructor should consider

A) characteristics of the learner group as well as individual learners
B) available clinical material from which to fashion assignments
C) the number of patients and degree of difficulty the instructor is comfortable in handling
D) all of these
E) all but c

Question 5

One of the ways in which the clinical nursing instructor can ensure that students approach the clinical experience ready to learn by creating an "anticipator set." This can be accomplished by

A) establishing goals and objectives for the day's experience, including the students' own goals for learning
B) providing multiple exposures to the same concepts among a variety of patients
C) introducing a change of pace through alternative experiences
D) guiding the student to the appropriate area of knowledge related to the clinical assignment
E) none of these

Question 6

When learning experiences have become predictable in their pattern, the clinical nursing instructor can reengage students with learning by

A) establishing goals and objectives for the day's experience, including the students' own goals for learning
B) providing multiple exposures to the same concepts among a variety of patients
C) introducing a change of pace through alternative experiences
D) guiding the student to the appropriate area of knowledge related to the clinical assignment
E) none of these

Question 7

The clinical nursing instructor can assist students in transferring knowledge to new situations by

A) establishing goals and objectives for the day's experience, including the students' own goals for learning
B) providing multiple exposures to the same concepts among patients
C) introducing a change of pace through alternative experiences
D) guiding the student to the appropriate area of knowledge related to the clinical assignment
E) none of these

Question 8

Role models can become a source of learning for nursing students in the clinical area as they strive to "look good" as nurses. Role model behaviors important to student learning include

A) interpersonal effectiveness
B) critical thinking
C) technical know-how or tricks of the trade
D) behaviors that fail to conform to expectations of the professional nurse
E) all of these

Question 9

The primary purpose of the clinical postconference is to

A) provide an opportunity for students to vent following a stressful clinical experience
B) guide students in making connections between clinical activities and learning goals
C) provide an opportunity for the instructor to evaluate learning through quizzing
D) present or review didactic content that may not have been covered in class
E) enable each student to present a synopsis of her clinical experience that day

Question 10

One approach to organizing the clinical postconference is to establish a focus for discussion that will stimulate students' active participation. Such a focus can be found in

A) the clinical objectives for the day's activities
B) commonalities encountered by several students during their clinical work
C) theoretical concepts that link several student assignments
D) a significant event that occurred during the day of which students are aware
E) all of these