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After teaching a class about formal and informal roles of group members, the instructor determines that the teaching was successful when the class identifies which of the following as a formal role? Select all that apply.
- A. Coordinator
- B. Leader
- C. Member
- D. Harmonizer
- E. Information seeker
Correct Answer: B,C
Rationale: Formal roles in groups include leader (B), assigned to guide the group, and member (C), the participants with defined roles. Coordinator, harmonizer, and information seeker are informal roles, adopted spontaneously to support group dynamics.
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A nurse is preparing to lead an older adult group. Which of the following would the nurse need to keep in mind when leading this group?
- A. Focusing the group to promote learning of new information
- B. Keeping the pace of the group meetings slow
- C. Discouraging the use of life review strategies
- D. Teaching entirely new methods for coping
Correct Answer: B
Rationale: Older adult groups benefit from a slower pace to accommodate potential cognitive or sensory changes, ensuring effective participation. Learning new information or coping methods may be challenging, and life review strategies are often therapeutic, not discouraged.
While leading a small group, the nurse sets up the ground rules at the beginning of the group?s first meeting. One of the rules established is that the group will always start at the specified time rather than waiting to start until after everyone has arrived. This rule reflects which of the following?
- A. Group norms
- B. Group cohesion
- C. Group think
- D. Group process
Correct Answer: A
Rationale: Group norms are shared rules or expectations, such as starting on time, that guide group behavior. Group cohesion refers to unity, group think is uncritical conformity, and group process involves interaction dynamics, not specific rules.
A group of nursing students is reviewing information about the different types of group. The students demonstrate understanding of the information when they identify which of the following as a characteristic of a self-help group that differentiates it from a supportive therapy group?
- A. The group is led by a professional.
- B. The group is led by a consumer.
- C. There is no identified leader.
- D. The group is focused on a specific problem.
Correct Answer: B
Rationale: Self-help groups are typically led by consumers (peers with shared experiences), unlike supportive therapy groups, which are led by professionals. Both may focus on specific problems, and no identified leader is less common in structured settings.
During a group session, one of the members states, 'Let?s keep this discussion going so that everyone can participate, but let?s keep the time each person speaks to about 3 minutes.' The leader interprets this member as acting in which role?
- A. Group observer
- B. Gatekeeper
- C. Encourager
- D. Energizer
Correct Answer: B
Rationale: The gatekeeper regulates participation and time, as shown by the member?s suggestion to limit speaking time while encouraging involvement. The group observer monitors dynamics, the encourager supports contributions, and the energizer motivates action, not time management.
A nurse is leading a group on an adolescent psychiatric unit. A new member in the group is from out of state; his accent and his way of dressing set him apart from the other patients; and it is obvious that the group, for the most part, dislikes this patient. During the group session, the nurse has the members draw the emotion they are feeling and then has them present their drawings and explain them to the group. Which of the following would be the most effective way to address the group?s dislike for the new member?
- A. Skip him when it is his turn to present his drawing.
- B. Let the patient talk last so the others will not have time to make fun of him.
- C. Compliment the patient when he presents his drawing.
- D. Demand that each member of the group tell the patient why they dislike him.
Correct Answer: C
Rationale: Complimenting the patient?s drawing fosters inclusion and validates his contribution, countering the group?s dislike without confrontation. Skipping him or delaying his turn risks further isolation, and demanding explanations may escalate hostility, disrupting group dynamics.