,Table of Contents
w# w#
Chapter 01 Honoring Your Past, Planning Your Future
w# w# w# w# w# w# w# 1
Chapter 02 Assessing Yourself and Designing Success
w# w# w# w# w# w# 5
Chapter 03 Study Habits and Test-Taking Skills
w# w# w# w# w# w# 12
Chapter 04
w# Distinguishing the RN Role from the LPN LVN Role
w# w# w# w# w# w# w# w# w# 18
Chapter 05
w# Using Nursing Theory to Guide Professional Practice
w# w# w# w# w# w# w# 26
Chapter 06
w# Providing Patient-Centered Care Through the Nursing Process
w# w# w# w# w# w# w# 35
Chapter w#07 Critical and Diagnostic Thinking for Better Clinical Judgment
w# w# w# w# w# w# w# w# 45
Chapter w#08 Practicing Evidence-Based Decision Making
w# w# w# w# 54
Chapter 09
w# Communicating With Patients and Co-Workers
w# w# w# w# w# 65
Chapter 10
w# Teaching Patients and Their Families
w# w# w# w# w# 74
Chapter 11 The Nurses, Ideas, and Forces That Define the Profession
w# w# w# w# w# w# w# w# w# w# 83
Chapter 12 Upholding Legal and Ethical Principles
w# w# w# w# w# w# 88
Chapter 13 Care and Safety Standards, Competence, and Nurse Accountability
w# w# w# w# w# w# w# w# w# 99
Chapter 14
w# w# Leading, Delegating, and Collaborating
w# w# w# 106
Chapter 15
w# w# Promoting Healthful Living in the Primary Care Setting
w# w# w# w# w# w# w# 116
Chapter w#16 w# Managing Care in Secondary and Tertiary Health Care
w# w# w# w# w# w# w# 125
Chapter w#17 w# Reflecting on Your Transitionw# w# w# 132
Chapter w#18 w# Prepare Now to Pass NCLEX-RN®
w# w# w# w# 141
?
, Testw#Bankw#-w#LPNw#tow#RNw#Transitions,w#6thw#Edition
Chapter 01: Honoring Your Past, Planning Your Future Cla
w# w# w# w# w# w# w# w#
ywell: LPN to RN Transitions, 6th Edition
w# w# w# w# w# w#
MULTIPLE CHOICE w#
1. A nursing advisor is meeting with a student who is interested in earning her RN degree
w# w# w# w# w# w# w# w# w# w# w# w# w# w# w#
. She knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who ente
w# w# w# w# w# w# w# w# w# w# w#
r nursing school to become RNs come into the learning environment with prior knowle
w# w# w# w# w# w# w# w# w# w# w# w# w#
dge and understanding. Which statement by the nursing advisor best describes her und
w# w# w# w# w# w# w# w# w# w# w# w#
erstanding of the effect experience may have on learning?
w# w# w# w# w# w# w# w#
a. ―Experience may be a source of insight and motivation, or a barrier.‖ w# w# w# w# w# w# w# w# w# w# w#
b. ―Experience is usually a stumbling block for LPN/LVNs.‖ w# w# w# w# w# w# w#
c. ―Experience never makes learning more difficult.‖ w# w# w# w# w#
d. ―Once something is learned, it can never be truly modified.‖
w# w# w# w# w# w# w# w# w#
ANS: A w #
Experience accentuates differences among learners and serves as a source of insight an
w# w# w# w# w# w# w# w# w# w# w# w#
d motivation, but it can also be a barrier. Experience can serve as a foundation for defi
w# w# w# w# w# w# w# w# w# w# w# w# w# w# w# w#
ning the self. w# w#
DIF: Cognitive Level: Application w# w#
OBJ: Identify how experiences influence learning in adults.
w# w# w# w# w# w# TOP: Adult Learning w#
2. There is a test on the cardiovascular system on Friday morning, and it is now Wedn
w# w# w# w# w# w# w# w# w# w# w# w# w# w# w#
esday night. The student has already taken a vacation day from work Thursday night
w# w# w# w# w# w# w# w# w# w# w# w# w# w
so that she can stay home and study. She iW
# w# w# s W
coWn.
sidTeBriS
w# ngM.
skW
ipSping her exercise class
w# w# w# w# w# w# w# w# w# w# w#
on Thursday morning to go to the library to prepare for the test. Which response be
w# w# w# w# w# w# w# w# w# w# w# w# w# w# w#
st identifies the student‘s outcome priority?
w# w# w# w# w#
a. Exercise class w#
b. Going to the library w# w# w#
c. Avoiding work by taking a vacation w# w# w# w# w#
d. Doing well on the test on Friday w# w# w# w# w# w#
ANS: D w #
The outcome priority is the essential issue or need to be addressed at any given time
w# w# w# w# w# w# w# w# w# w# w# w# w# w# w# w#
within a set of conditions or circumstances.
w# w# w# w# w# w#
DIF: Cognitive Level: Application w# w#
OBJ:
Identify motivations and personal outcome priorities for returning to scho
w# w# w# w# w# w# w# w# w#
ol. TOP: Motivation to Learn
w# w# w#
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discus
w# w# w# w# w# w# w# w# w# w# w# w# w# w# w# w#
s the possibility of taking classes to become an RN. The advisor interprets which statem
w# w# w# w# w# w# w# w# w# w# w# w# w# w#
ent by the nurse as the driving force for returning to school?
w# w# w# w# w# w# w# w# w# w# w#
a. ―I‘ll need to schedule time to attend classes.‖
w# w# w# w# w# w# w#
b. ―I‘ll have to budget for paying tuition.‖
w# w# w# w# w# w#
c. ―I‘ll have to rearranging my schedule.‖
w# w# w# w# w#
d. ―There is a possibility of advancement into administration.‖
w# w# w# w# w# w# w#
1 | P a g e
w# w# w# w# w#
Wantw#tow#earnw#$1.2
36
extraw#perw#year?
, Wantw#tow#earnw#$1.2
36
extraw#perw#year?
w# w#
Chapter 01 Honoring Your Past, Planning Your Future
w# w# w# w# w# w# w# 1
Chapter 02 Assessing Yourself and Designing Success
w# w# w# w# w# w# 5
Chapter 03 Study Habits and Test-Taking Skills
w# w# w# w# w# w# 12
Chapter 04
w# Distinguishing the RN Role from the LPN LVN Role
w# w# w# w# w# w# w# w# w# 18
Chapter 05
w# Using Nursing Theory to Guide Professional Practice
w# w# w# w# w# w# w# 26
Chapter 06
w# Providing Patient-Centered Care Through the Nursing Process
w# w# w# w# w# w# w# 35
Chapter w#07 Critical and Diagnostic Thinking for Better Clinical Judgment
w# w# w# w# w# w# w# w# 45
Chapter w#08 Practicing Evidence-Based Decision Making
w# w# w# w# 54
Chapter 09
w# Communicating With Patients and Co-Workers
w# w# w# w# w# 65
Chapter 10
w# Teaching Patients and Their Families
w# w# w# w# w# 74
Chapter 11 The Nurses, Ideas, and Forces That Define the Profession
w# w# w# w# w# w# w# w# w# w# 83
Chapter 12 Upholding Legal and Ethical Principles
w# w# w# w# w# w# 88
Chapter 13 Care and Safety Standards, Competence, and Nurse Accountability
w# w# w# w# w# w# w# w# w# 99
Chapter 14
w# w# Leading, Delegating, and Collaborating
w# w# w# 106
Chapter 15
w# w# Promoting Healthful Living in the Primary Care Setting
w# w# w# w# w# w# w# 116
Chapter w#16 w# Managing Care in Secondary and Tertiary Health Care
w# w# w# w# w# w# w# 125
Chapter w#17 w# Reflecting on Your Transitionw# w# w# 132
Chapter w#18 w# Prepare Now to Pass NCLEX-RN®
w# w# w# w# 141
?
, Testw#Bankw#-w#LPNw#tow#RNw#Transitions,w#6thw#Edition
Chapter 01: Honoring Your Past, Planning Your Future Cla
w# w# w# w# w# w# w# w#
ywell: LPN to RN Transitions, 6th Edition
w# w# w# w# w# w#
MULTIPLE CHOICE w#
1. A nursing advisor is meeting with a student who is interested in earning her RN degree
w# w# w# w# w# w# w# w# w# w# w# w# w# w# w#
. She knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who ente
w# w# w# w# w# w# w# w# w# w# w#
r nursing school to become RNs come into the learning environment with prior knowle
w# w# w# w# w# w# w# w# w# w# w# w# w#
dge and understanding. Which statement by the nursing advisor best describes her und
w# w# w# w# w# w# w# w# w# w# w# w#
erstanding of the effect experience may have on learning?
w# w# w# w# w# w# w# w#
a. ―Experience may be a source of insight and motivation, or a barrier.‖ w# w# w# w# w# w# w# w# w# w# w#
b. ―Experience is usually a stumbling block for LPN/LVNs.‖ w# w# w# w# w# w# w#
c. ―Experience never makes learning more difficult.‖ w# w# w# w# w#
d. ―Once something is learned, it can never be truly modified.‖
w# w# w# w# w# w# w# w# w#
ANS: A w #
Experience accentuates differences among learners and serves as a source of insight an
w# w# w# w# w# w# w# w# w# w# w# w#
d motivation, but it can also be a barrier. Experience can serve as a foundation for defi
w# w# w# w# w# w# w# w# w# w# w# w# w# w# w# w#
ning the self. w# w#
DIF: Cognitive Level: Application w# w#
OBJ: Identify how experiences influence learning in adults.
w# w# w# w# w# w# TOP: Adult Learning w#
2. There is a test on the cardiovascular system on Friday morning, and it is now Wedn
w# w# w# w# w# w# w# w# w# w# w# w# w# w# w#
esday night. The student has already taken a vacation day from work Thursday night
w# w# w# w# w# w# w# w# w# w# w# w# w# w
so that she can stay home and study. She iW
# w# w# s W
coWn.
sidTeBriS
w# ngM.
skW
ipSping her exercise class
w# w# w# w# w# w# w# w# w# w# w#
on Thursday morning to go to the library to prepare for the test. Which response be
w# w# w# w# w# w# w# w# w# w# w# w# w# w# w#
st identifies the student‘s outcome priority?
w# w# w# w# w#
a. Exercise class w#
b. Going to the library w# w# w#
c. Avoiding work by taking a vacation w# w# w# w# w#
d. Doing well on the test on Friday w# w# w# w# w# w#
ANS: D w #
The outcome priority is the essential issue or need to be addressed at any given time
w# w# w# w# w# w# w# w# w# w# w# w# w# w# w# w#
within a set of conditions or circumstances.
w# w# w# w# w# w#
DIF: Cognitive Level: Application w# w#
OBJ:
Identify motivations and personal outcome priorities for returning to scho
w# w# w# w# w# w# w# w# w#
ol. TOP: Motivation to Learn
w# w# w#
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discus
w# w# w# w# w# w# w# w# w# w# w# w# w# w# w# w#
s the possibility of taking classes to become an RN. The advisor interprets which statem
w# w# w# w# w# w# w# w# w# w# w# w# w# w#
ent by the nurse as the driving force for returning to school?
w# w# w# w# w# w# w# w# w# w# w#
a. ―I‘ll need to schedule time to attend classes.‖
w# w# w# w# w# w# w#
b. ―I‘ll have to budget for paying tuition.‖
w# w# w# w# w# w#
c. ―I‘ll have to rearranging my schedule.‖
w# w# w# w# w#
d. ―There is a possibility of advancement into administration.‖
w# w# w# w# w# w# w#
1 | P a g e
w# w# w# w# w#
Wantw#tow#earnw#$1.2
36
extraw#perw#year?
, Wantw#tow#earnw#$1.2
36
extraw#perw#year?
