TEST BANK FOR LPNTO RN TRANSITIONS
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5th EDITION CLAYWELL.
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, TEST BANK FOR LPN TO RN TRANSITIONS 5th EDITION BY CLAYWELL
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Chapter 01: Honoring Your Past, Planning Your Future
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Claywell: LPN to RN Transitions, 5th Edition
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MULTIPLE CHOICE fg
1. A nursing advisor is meeting with a student who is interested in earning her RN degree.
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
She knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter
fg fg fg fg fg fg fg fg fg fg fg
nursing school to become RNs come into the learning environment with prior
fg fg fg fg fg fg fg fg fg fg fg fg
knowledge and understanding. Which statement by the nursing advisor best describes
fg fg fg fg fg fg fg fg fg fg fg
her understanding of the effect experience may have on learning?
fg fg fg fg fg fg fg fg fg fg
a. “Experience may be a source of insight and motivation, or a barrier.” fg fg fg fg fg fg fg fg fg fg fg
b. “Experience is usually a stumbling block for LPN/LVNs.” fg fg fg fg fg fg fg
c. “Experience never makes learning more difficult.” fg fg fg fg fg
d. “Once something is learned, it can never be truly modified.”
fg fg fg fg fg fg fg fg fg
ANS: A fg
Experience accentuates differences among learners and serves as a source of insight and
fg fg fg fg fg fg fg fg fg fg fg fg
motivation, but it can also be a barrier. Experience can serve as a foundation for defining the
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
self.
fg
DIF: Cognitive Level: Application fg fg
OBJ: Identify how experiences influence learning in adults.
fg f g fg fg fg fg fg fg TOP: Adult Learning f g fg
2. There is a test on the cardiovascular system on Friday morning, and it is now
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
Wednesday night. The student has already taken a vacation day from work Thursday night
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
so that she can stay home and study. She is considering skipping her exercise class on
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
Thursday morning to go to the library to prepare for the test. Which response best
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
identifies the student’s outcome priority?
fg fg fg fg fg
a. Exercise class fg
b. Going to the library fg fg fg
c. Avoiding work by taking a vacation fg fg fg fg fg
d. Doing well on the test on Friday fg fg fg fg fg fg
ANS: D fg
The outcome priority is the essential issue or need to be addressed at any given time within
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
a set of conditions or circumstances.
fg fg fg fg fg fg
DIF: Cognitive Level: Application fg fg
OBJ: Identify motivations and personal outcome priorities for returning to school.
fg fg fg fg fg fg fg fg fg fg
TOP: Motivation to Learn
fg f g fg fg
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
the possibility of taking classes to become an RN. The advisor interprets which statement
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
by the nurse as the driving force for returning to school?
fg fg fg fg fg fg fg fg fg fg fg
a. “I’ll need to schedule time to attend classes.”
fg fg fg fg fg fg fg
b. “I’ll have to budget for paying tuition.”
fg fg fg fg fg fg
c. “I’ll have to rearranging my schedule.”
fg fg fg fg fg
d. “There is a possibility of advancement into administration.”
fg fg fg fg fg fg fg
ANS: D fg
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 5th EDITION BY CLAYWELL
fg fg fg fg fg fg fg fg fg fg
Driving forces are those that push toward making the change, as opposed to restraining
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forces, which are those that usually present a challenge that needs to be overcome for
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
the change to take place or present a negative effect the change may initiate.
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
DIF: Cognitive Level: Application fg fg
OBJ: Identify motivations and personal outcome priorities for returning to school.
fg fg fg fg fg fg fg fg fg fg
TOP: Motivations for Change
fg f g fg fg
4. An RN is caring for a diabetic patient. The patient appears interested in changing her
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
lifestyle and has been asking questions about eating better. The nurse can interpret this
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
behavior as
fg fg
which stage of Lewin’s Change Theory?
fg fg fg fg fg
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B fg
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
phase involves determining that a change needs to occur and deciding to take action.
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
Moving is the second phase and involves actively planning changes and taking action on
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
them. Refreezing is the last stage, and it occurs when the change has become a part of
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
the person’s life.
fg fg fg
DIF: Cognitive Level: Analysis fg fg
OBJ: Understand Change Theory and how it applies to becoming an
fg fg fg fg fg fg fg fg fg fg
RN. TOP: Change Theory
fg fg f g fg
5. An LPN is talking with her clinical instructor about her decision to return to school to
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
become an RN. The clinical instructor iN
fg nterprets the LPNs outcome priority based on
fg fg fg fg fg fg fg fg fg fg fg fg
which statement?
fg fg
a. “My family wanted me to go back to school.”fg fg fg fg fg fg fg fg
b. “I want to better my financial situation.”
fg fg fg fg fg fg
c. “I really enjoy school.”
fg fg fg
d. “I would like to advance to a teaching role someday.”
fg fg fg fg fg fg fg fg fg
ANS: B fg
The outcome priority is the essential need that must be addressed, determined by internal
fg fg fg fg fg fg fg fg fg fg fg fg fg
and external factors, such as needing to better a financial situation. The other statements
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
indicate reasons for returning to school, but they are not essential needs or issues to be
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
addressed.
fg
DIF: f g f g Cognitive Level: Analysis fg fg
OBJ: f g f g Identify how experiences influence learning in adults.
fg fg fg fg fg fg f g f g f g TOP: f g Adult Learning fg
6. A nurse notices a posting for a management position for which she is qualified. If the nurse
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
is in the moving phase of Lewin’s Change Theory, which statement reflects the action
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
she is most likely to take?
fg fg fg fg fg fg
a. Does nothing to obtain the position fg fg fg fg fg
b. Applies for the position fg fg fg
c. Identifies that change is needed fg fg fg fg
d. Settles into the routine of her job fg fg fg fg fg fg
ANS: B fg
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 5th EDITION BY CLAYWELL
fg fg fg fg fg fg fg fg fg fg
Unfreezing begins when reasons for change are identified. The moving phase involves active
fg fg fg fg fg fg fg fg fg fg fg fg
planning and action. Moving also means you are dealing with both positive and negative
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
forces as they ebb and flow, and you are making modifications to your plan as needed.
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
Refreezing occurs after the change has become routine.fg fg fg fg fg fg fg
DIF: Cognitive Level: Application fg fg
OBJ: Understand Change Theory and how it applies to becoming an
fg fg fg fg fg fg fg fg fg fg
RN. TOP: Change Theory
fg fg f g fg
7. An Orthopedic Nurse is contemplating changes in her professional life and identifying
fg fg fg fg fg fg fg fg fg fg fg
goals. Which action should the nurse take if she is interested in pursuing a long-term
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
goal?
fg
a. Studies for a telemetry exam scheduled for next weekfg fg fg fg fg fg fg fg
b. Enrolls in a Nurse Practitioner program fg fg fg fg fg
c. Attends a seminar to become a charge nurse fg fg fg fg fg fg fg
d. Continues to work on the orthopedic floor full-time fg fg fg fg fg fg fg
ANS: B fg
A short-term goal is one that can be attained in a period of 6 months or less. Short-term
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
goals include becoming a charge nurse and passing the telemetry exam. A long-term goal is
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
attained in greater than 6 months and includes studying to become a Nurse Practitioner.
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
Continuing to work on the orthopedic floor does not represent either a short-term or a
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
long-term goal.
fg fg
DIF: Cognitive Level: Application
f g f g fg fg
OBJ: Identify both short- and long-term personal and professional goals.
fg fg fg fg fg fg fg fg fg
TOP: Setting Goals
fg f g fg
8. The RN is talking with the unit manager about ways to improve patient care. The
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
fg manager introduces the concept of a c o hNo rt. Which statement by the RN indicates that the
fg fg fg fg fg fg gf fg fg fg fg fg fg fg fg
teaching has been effective?
fg fg fg fg
a. “A cohort is a web of connections”.
fg fg fg fg fg fg
b. “A cohort is a group of people who share common experiences with each other”.
fg fg fg fg fg fg fg fg fg fg fg fg fg
c. “A cohort is a group linked together for common purposes”.
fg fg fg fg fg fg fg fg fg
d. “A cohort consists of groups of individuals that make up a whole”.
fg fg fg fg fg fg fg fg fg fg fg
ANS: B fg
A cohort is a group of people who share common experiences with each other. A scheme is a
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
web of connections, a team is a group linked together for common purposes, and a unit
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
consists of groups or individuals that make up a whole.
fg fg fg fg fg fg fg fg fg fg
DIF: Cognitive Level: Evaluation fg fg
OBJ: Identify how experiences influence learning in adults.
fg f g fg fg fg fg fg fg TOP: Adult Learning f g fg
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by one
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
of the RNs indicates that teaching has been effective?
fg fg fg fg fg fg fg fg fg
a. “Experience is a stepping stone to new learning”. fg fg fg fg fg fg fg
b. “Experience can be a barrier to new learning”. fg fg fg fg fg fg fg
c. “Experience can be an avenue to new learning”. fg fg fg fg fg fg fg
d. “Experience can be a detour to new learning”. fg fg fg fg fg fg fg
ANS: B fg
Experience accentuates differences among learners, serves as a source of insight and
fg fg fg fg fg fg fg fg fg fg fg
motivation, can be a barrier to new learning, and serves as a foundation for defining the self.
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
TESTBANKWORLD.ORG
fg fg fg fg fg
5th EDITION CLAYWELL.
fg fg fg
, TEST BANK FOR LPN TO RN TRANSITIONS 5th EDITION BY CLAYWELL
fg fg fg fg fg fg fg fg fg fg
Chapter 01: Honoring Your Past, Planning Your Future
fg fg fg fg fg fg fg
Claywell: LPN to RN Transitions, 5th Edition
fg fg fg fg fg fg fg
MULTIPLE CHOICE fg
1. A nursing advisor is meeting with a student who is interested in earning her RN degree.
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
She knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter
fg fg fg fg fg fg fg fg fg fg fg
nursing school to become RNs come into the learning environment with prior
fg fg fg fg fg fg fg fg fg fg fg fg
knowledge and understanding. Which statement by the nursing advisor best describes
fg fg fg fg fg fg fg fg fg fg fg
her understanding of the effect experience may have on learning?
fg fg fg fg fg fg fg fg fg fg
a. “Experience may be a source of insight and motivation, or a barrier.” fg fg fg fg fg fg fg fg fg fg fg
b. “Experience is usually a stumbling block for LPN/LVNs.” fg fg fg fg fg fg fg
c. “Experience never makes learning more difficult.” fg fg fg fg fg
d. “Once something is learned, it can never be truly modified.”
fg fg fg fg fg fg fg fg fg
ANS: A fg
Experience accentuates differences among learners and serves as a source of insight and
fg fg fg fg fg fg fg fg fg fg fg fg
motivation, but it can also be a barrier. Experience can serve as a foundation for defining the
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
self.
fg
DIF: Cognitive Level: Application fg fg
OBJ: Identify how experiences influence learning in adults.
fg f g fg fg fg fg fg fg TOP: Adult Learning f g fg
2. There is a test on the cardiovascular system on Friday morning, and it is now
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
Wednesday night. The student has already taken a vacation day from work Thursday night
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
so that she can stay home and study. She is considering skipping her exercise class on
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
Thursday morning to go to the library to prepare for the test. Which response best
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
identifies the student’s outcome priority?
fg fg fg fg fg
a. Exercise class fg
b. Going to the library fg fg fg
c. Avoiding work by taking a vacation fg fg fg fg fg
d. Doing well on the test on Friday fg fg fg fg fg fg
ANS: D fg
The outcome priority is the essential issue or need to be addressed at any given time within
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
a set of conditions or circumstances.
fg fg fg fg fg fg
DIF: Cognitive Level: Application fg fg
OBJ: Identify motivations and personal outcome priorities for returning to school.
fg fg fg fg fg fg fg fg fg fg
TOP: Motivation to Learn
fg f g fg fg
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
the possibility of taking classes to become an RN. The advisor interprets which statement
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
by the nurse as the driving force for returning to school?
fg fg fg fg fg fg fg fg fg fg fg
a. “I’ll need to schedule time to attend classes.”
fg fg fg fg fg fg fg
b. “I’ll have to budget for paying tuition.”
fg fg fg fg fg fg
c. “I’ll have to rearranging my schedule.”
fg fg fg fg fg
d. “There is a possibility of advancement into administration.”
fg fg fg fg fg fg fg
ANS: D fg
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 5th EDITION BY CLAYWELL
fg fg fg fg fg fg fg fg fg fg
Driving forces are those that push toward making the change, as opposed to restraining
fg fg fg fg fg fg fg fg fg fg fg fg fg
forces, which are those that usually present a challenge that needs to be overcome for
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
the change to take place or present a negative effect the change may initiate.
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
DIF: Cognitive Level: Application fg fg
OBJ: Identify motivations and personal outcome priorities for returning to school.
fg fg fg fg fg fg fg fg fg fg
TOP: Motivations for Change
fg f g fg fg
4. An RN is caring for a diabetic patient. The patient appears interested in changing her
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
lifestyle and has been asking questions about eating better. The nurse can interpret this
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
behavior as
fg fg
which stage of Lewin’s Change Theory?
fg fg fg fg fg
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B fg
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
phase involves determining that a change needs to occur and deciding to take action.
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
Moving is the second phase and involves actively planning changes and taking action on
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
them. Refreezing is the last stage, and it occurs when the change has become a part of
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
the person’s life.
fg fg fg
DIF: Cognitive Level: Analysis fg fg
OBJ: Understand Change Theory and how it applies to becoming an
fg fg fg fg fg fg fg fg fg fg
RN. TOP: Change Theory
fg fg f g fg
5. An LPN is talking with her clinical instructor about her decision to return to school to
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
become an RN. The clinical instructor iN
fg nterprets the LPNs outcome priority based on
fg fg fg fg fg fg fg fg fg fg fg fg
which statement?
fg fg
a. “My family wanted me to go back to school.”fg fg fg fg fg fg fg fg
b. “I want to better my financial situation.”
fg fg fg fg fg fg
c. “I really enjoy school.”
fg fg fg
d. “I would like to advance to a teaching role someday.”
fg fg fg fg fg fg fg fg fg
ANS: B fg
The outcome priority is the essential need that must be addressed, determined by internal
fg fg fg fg fg fg fg fg fg fg fg fg fg
and external factors, such as needing to better a financial situation. The other statements
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
indicate reasons for returning to school, but they are not essential needs or issues to be
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
addressed.
fg
DIF: f g f g Cognitive Level: Analysis fg fg
OBJ: f g f g Identify how experiences influence learning in adults.
fg fg fg fg fg fg f g f g f g TOP: f g Adult Learning fg
6. A nurse notices a posting for a management position for which she is qualified. If the nurse
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
is in the moving phase of Lewin’s Change Theory, which statement reflects the action
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
she is most likely to take?
fg fg fg fg fg fg
a. Does nothing to obtain the position fg fg fg fg fg
b. Applies for the position fg fg fg
c. Identifies that change is needed fg fg fg fg
d. Settles into the routine of her job fg fg fg fg fg fg
ANS: B fg
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 5th EDITION BY CLAYWELL
fg fg fg fg fg fg fg fg fg fg
Unfreezing begins when reasons for change are identified. The moving phase involves active
fg fg fg fg fg fg fg fg fg fg fg fg
planning and action. Moving also means you are dealing with both positive and negative
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
forces as they ebb and flow, and you are making modifications to your plan as needed.
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
Refreezing occurs after the change has become routine.fg fg fg fg fg fg fg
DIF: Cognitive Level: Application fg fg
OBJ: Understand Change Theory and how it applies to becoming an
fg fg fg fg fg fg fg fg fg fg
RN. TOP: Change Theory
fg fg f g fg
7. An Orthopedic Nurse is contemplating changes in her professional life and identifying
fg fg fg fg fg fg fg fg fg fg fg
goals. Which action should the nurse take if she is interested in pursuing a long-term
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
goal?
fg
a. Studies for a telemetry exam scheduled for next weekfg fg fg fg fg fg fg fg
b. Enrolls in a Nurse Practitioner program fg fg fg fg fg
c. Attends a seminar to become a charge nurse fg fg fg fg fg fg fg
d. Continues to work on the orthopedic floor full-time fg fg fg fg fg fg fg
ANS: B fg
A short-term goal is one that can be attained in a period of 6 months or less. Short-term
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
goals include becoming a charge nurse and passing the telemetry exam. A long-term goal is
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
attained in greater than 6 months and includes studying to become a Nurse Practitioner.
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
Continuing to work on the orthopedic floor does not represent either a short-term or a
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
long-term goal.
fg fg
DIF: Cognitive Level: Application
f g f g fg fg
OBJ: Identify both short- and long-term personal and professional goals.
fg fg fg fg fg fg fg fg fg
TOP: Setting Goals
fg f g fg
8. The RN is talking with the unit manager about ways to improve patient care. The
fg fg fg fg fg fg fg fg fg fg fg fg fg fg
fg manager introduces the concept of a c o hNo rt. Which statement by the RN indicates that the
fg fg fg fg fg fg gf fg fg fg fg fg fg fg fg
teaching has been effective?
fg fg fg fg
a. “A cohort is a web of connections”.
fg fg fg fg fg fg
b. “A cohort is a group of people who share common experiences with each other”.
fg fg fg fg fg fg fg fg fg fg fg fg fg
c. “A cohort is a group linked together for common purposes”.
fg fg fg fg fg fg fg fg fg
d. “A cohort consists of groups of individuals that make up a whole”.
fg fg fg fg fg fg fg fg fg fg fg
ANS: B fg
A cohort is a group of people who share common experiences with each other. A scheme is a
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
web of connections, a team is a group linked together for common purposes, and a unit
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
consists of groups or individuals that make up a whole.
fg fg fg fg fg fg fg fg fg fg
DIF: Cognitive Level: Evaluation fg fg
OBJ: Identify how experiences influence learning in adults.
fg f g fg fg fg fg fg fg TOP: Adult Learning f g fg
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by one
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
of the RNs indicates that teaching has been effective?
fg fg fg fg fg fg fg fg fg
a. “Experience is a stepping stone to new learning”. fg fg fg fg fg fg fg
b. “Experience can be a barrier to new learning”. fg fg fg fg fg fg fg
c. “Experience can be an avenue to new learning”. fg fg fg fg fg fg fg
d. “Experience can be a detour to new learning”. fg fg fg fg fg fg fg
ANS: B fg
Experience accentuates differences among learners, serves as a source of insight and
fg fg fg fg fg fg fg fg fg fg fg
motivation, can be a barrier to new learning, and serves as a foundation for defining the self.
fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg fg
TESTBANKWORLD.ORG
