Test Bank For LPN to RN Transitions 6th Edition by Lora Claywell all chapters included

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, Chapter 01: Honoring Your Past, Planning Your Future Claywell: L
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PN to RN Transitions, 6th Edition
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MULTIPLE CHOICE l




1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She knows
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that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nursing school to b
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ecome RNs come into the learning environment with prior knowledge and understanding. Whic
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h statement by the nursing advisor best describes her understanding of the effect experience may
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have on learning? l l


a. ―Experience may be a source of insight and motivation, or a barrier.‖ l l l l l l l l l l l


b. ―Experience is usually a stumbling block for LPN/LVNs.‖ l l l l l l l


c. ―Experience never makes learning more difficult.‖ l l l l l


d. ―Once something is learned, it can never be truly modified.‖ l l l l l l l l l




ANS: A l


Experience accentuates differences among learners and serves as a source of insight and motivatio
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n, but it can also be a barrier. Experience can serve as a foundation for defining the self.
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DIF: Cognitive Level: Application l l


OBJ: Identify how experiences influence learning in adults.
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2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday night. Th
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e student has already taken a vacation day from work Thursday night so that she can stay home and s
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tudy. She is considering skipping her exercise class on Thursday morning to go to the library to pre
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pare for the test. Which response best identifies the student‘s outcome priority?
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studygrid a. Exercise class l


b. Going to the library l l l


c. Avoiding work by taking a vacation l l l l l


d. Doing well on the test on Friday l l l l l l




ANS: D l


The outcome priority is the essential issue or need to be addressed at any given time within a set of co
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nditions or circumstances. l l




DIF: Cognitive Level: Application l l


OBJ: Identify motivations and personal outcome priorities for returning to school. TOP:
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Motivation to Learn l l




3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the possibili
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ty of taking classes to become an RN. The advisor interprets which statement by the nurse as the dri
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ving force for returning to school?
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a. ―I‘ll need to schedule time to attend classes.‖ l l l l l l l


b. ―I‘ll have to budget for paying tuition.‖ l l l l l l


c. ―I‘ll have to rearranging my schedule.‖ l l l l l


d. ―There is a possibility of advancement into administration.‖ l l l l l l l




ANS: D l




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, Driving forces are those that push toward making the change, as opposed to restraining forces, whic
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h are those that usually present a challenge that needs to be overcome for the change to take place or
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present a negative effect the change may initiate.
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DIF: Cognitive Level: Application l l


OBJ: Identify motivations and personal outcome priorities for returning to school. TOP:
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Motivations for Change l l




4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyle and h
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as been asking questions about eating better. The nurse can interpret this behavior as which stage o
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f Lewin‘s Change Theory?
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a. Moving
b. Unfreezing
c. Action
d. Refreezing

ANS: B l


The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This phase involve
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s determining that a change needs to occur and deciding to take action. Moving is the second phase a
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nd involves actively planning changes and taking action on them. Refreezing is the last stage, and it
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occurs when the change has become a part of the person‘s life.
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DIF: Cognitive Level: Analysis l l


OBJ: Understand Change Theory and how it applies to becoming an RN. TOP:
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Change Theory l




5. An LPN is talking with her clinical instructor about her decision to return to school to become an RN.
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studygrid lThe clinical instructor iN
nterprets the LPNs outcome priority based on which statement?
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a. ―My family wanted me to go back to school.‖
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b. ―I want to better my financial situation.‖
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c. ―I really enjoy school.‖
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d. ―I would like to advance to a teaching role someday.‖
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ANS: B l


The outcome priority is the essential need that must be addressed, determined by internal and exter
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nal factors, such as needing to better a financial situation. The other statements indicate reasons fo
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r returning to school, but they are not essential needs or issues to be addressed.
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DIF: Cognitive Level: Analysis l l l l


OBJ: Identify how experiences influence learning in adults.
ll l l l l l l l l l l TOP: Adult Learning l l




6. A nurse notices a posting for a management position for which she is qualified. If the nurse is in the
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moving phase of Lewin‘s Change Theory, which statement reflects the action she is most likely to t
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ake?
a. Does nothing to obtain the position l l l l l


b. Applies for the position l l l


c. Identifies that change is needed l l l l


d. Settles into the routine of her job l l l l l l




ANS: B l





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