, TESTBANK FOR LNP TO RN TRANSITION 5TH EDITION +f +f +f +f +f +f +f
LNP TOBY
nn RNCTRANSITION
nn
+f
5TH EDITION
LAYWELL LATEST
nn BY CLAYWELL
2023 GRADED A+ WITHLATEST
EXPLA 2024 +f
nn nn
+f +f
nn nn
+f +f
nn
+f
nn nn+ f
NATION GRADED A+ WITH EXPLANATION nn nn nn
Chapter 01: Honoring Your Past, Planning Your Future Claywell
+f +f +f +f +f +f +f +f
: LPN to RN Transitions, 5th Edition
+f +f +f +f +f +f
MULTIPLE CHOICE +f
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. Sh
+f +f +f +f +f +f +f +f +f +f +f +f +f nn +f +f
e knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nursi
+f +f nn +f +f +f +f +f +f nn nn
ng school to become RNs come into the learning environment with prior knowledge and u
+f +f +f +f +f +f +f +f +f nn nn +f +f +f
nder standing. Which statement by the nursing advisor best describes her understanding of
+f +f +f +f +f +f +f +f +f +f nn +f +
the ef fect experience may have on learning?
f +f +f +f +f +f +f +f
a. ―Experience maybe a source of insight and motivation, or a barrier.‖ +f +f nn +f +f +f +f +f +f nn
b. ―Experience is usuallya stumbling block for LPN/LVNs.‖ +f +f nn +f +f nn
c. ―Experience never makes learning more difficult.‖ +f +f +f +f nn
d. ―Once something is learned, it can never be truly modified.‖ +f nn +f +f +f +f +f nn +f
SELECTED ANSWER: +f +
A f
Experience accentuates differences among learners and serves as a source of insight and moti
+f +f +f nn +f +f +f +f +f +f +f +f +f
v ation, but it can also be a barrier. Experience can serve as a foundation for defining the self
+f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f
.
DIF: Cognitive Level: Application +f +f
OBJ: Identify how experiences influence learning in adults. +f +f nn +f +f +f TOPIC: Adult Learning + f nn
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday ni
+f +f +f +f +f nn nn +f +f +f +f +f +f +f +f +f
g ht. The student has already taken a vacation day from work Thursday night so that she can
+f +f +f +f +f nn +f +f +f +f +f +f +f +f +f +f +f +f
sta y home and study. She is considering skipping her exercise class on Thursday morning t
+f +f +f nn +f nn +f +f +f +f +f +f +f +f +f
o go to the library to prepare for the test. Which response best identifies the student‘s outco
+f +f +f nn nn +f nn +f +f +f +f +f +f +f +f +f
me pri ority? +f +f
a. Exercise class nn
b. Going to the library nn nn +f
c. Avoiding work by taking a vacation +f +f +f +f +f
d. Doing well on the test on Friday nn +f +f +f +f +f
SELECTED ANSWER: +f +
D f
The outcome priority is the essential issue or need to be addressed at any given time within a s
+f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f
e t of conditions or circumstances.
+f +f +f +f +f
DIF: Cognitive Level: Application +f +f
OBJ: Identify motivations and personal outcome priorities for returning to school. T
+f +f +f +f +f +f +f +f +f +f +f
OPIC: Motivation to Learn
+f + f +f +f
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the
+f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f
p ossibility of taking classes to become an RN. The advisor interprets which statement by th
+f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f
e n urse as the driving force for returning to school?
+f +f +f +f +f +f +f +f nn +f
, TESTBANKFORLPNTORNTRANSITIONS5THEDITIONBYCLAYWELL
f
+ f
+ f
+ f
+ f
+ f
+ f
+ f
+ f
+ f
+
a. ―I‘ll need to schedule time to attend classes.‖
+f +f nn +f +f +f nn
b. ―I‘ll have to budget for paying tuition.‖
+f +f nn nn +f +f
c. ―I‘ll have to rearranging my schedule.‖
+f +f nn nn +f
d. ―There is a possibility of advancement into administration.‖
+f nn +f +f +f +f +f
SELECTED ANSWER:
+f +
D f
, TESTBANKFORLPNTORNTRANSITIONS5THEDITIONBYCLAYWELL
f
+ f
+ f
+ f
+ f
+ f
+ f
+ f
+ f
+ f
+
Driving forces are those that push toward making the change, as opposed to restraining forces
+f +f +f +f +f +f +f nn +f +f +f +f +f nn
, which are those that usually present a challenge that needs to be overcome for the change to
+f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f
ta ke place or present a negative effect the change may initiate.
+f +f +f +f +f +f +f +f +f +f +f +f
DIF: Cognitive Level: Application +f +f
OBJ: Identify motivations and personal outcome priorities for returning to school. T
+f +f +f +f +f +f +f +f +f +f +f
OPIC: Motivations for Change
+f + f +f +f
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyle
+f +f +f +f +f +f +f +f +f +f +f +f +f +f +f
and has been asking questions about eating better. The nurse can interpret this behavior as
+f +f +f +f +f +f +f nn +f +f +f +f +f +f +f +f
w hich stage of Lewin‘s Change Theory?
+f +f +f +f +f +f
a. Moving
b. Unfreezing
c. Action
d. Refreezing
SELECTED ANSWER: B +f + f
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This phase
+f +f +f +f +f +f +f +f +f +f nn +f +f +f +f
i nvolves determining that a change needs to occur and deciding to take action. Moving is t
+f +f +f +f +f +f +f +f +f +f +f +f nn +f nn +f +f
he s econd phase and involves actively planning changes and taking action on them. Refreezin
+f +f +f +f nn +f +f +f +f +f nn nn +f +f
g is t he last stage, and it occurs when the change has become a part of the person‘s life.
+f +f +f +f +f +f +f nn +f +f +f +f +f +f +f nn nn +f +f
DIF: Cognitive Level: Analysis +f +f
OBJ: Understand Change Theory and how it applies to becoming an RN. T
+f nn +f +f nn +f nn +f +f nn +f +f
OPIC: Change Theory + f +f
5. An LPN is talking with her clinical instructor about her decision to return to school to becom
+f +f +f nn +f +f +f +f nn +f +f +f +f +f +f +f
e an RN. The clinical instructor iNnterprets the LPNs outcome priority based on which stateme
+f +f +f +f +f +f nn nn +f +f +f +f +f +f
nt
?
a. ―My familywanted me to go back to school.‖ +f +f +f +f +f nn +f
b. ―Iwant to better my financial situation.‖
+f nn +f +f nn nn
c. ―I really enjoy school.‖ +f +f +f
d. ―I would like to advance to a teaching role someday.‖
nn nn nn +f +f +f nn +f +f
SELECTED ANSWER: B +f + f
The outcome priority is the essential need that must be addressed, determined by internal and e
+f +f nn +f +f +f +f +f +f +f +f +f +f +f +f
xternal factors, such as needing to better a financial situation. The other statements indicate
+f nn +f +f nn +f +f +f +f +f +f +f +f +f +f
re asons for returning to school, but they are not essential needs or issues to be addressed.
+f nn +f +f +f +f nn +f +f +f +f +f +f +f +f +f
DIF: + f + f Cognitive Level: Analysis +f nn
OBJ: + f + f Identify how experiences influence learning in adults.
nn +f +f +f +f +f + f + f + f TOPIC: + f Adult Learning nn
6. A nurse notices a posting for a management position for which she is qualified. If the nurse i
+f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f
s in the moving phase of Lewin‘s Change Theory, which statement reflects the action she is
+f +f +f nn +f +f +f +f +f +f +f +f +f +f +f
m ost likely to take?
+f +f +f +f +f
a. Does nothing to obtain the position +f +f +f +f +f
b. Applies for the position +f +f +f
c. Identifies that change is needed +f nn +f +f
d. Settles into the routine of her job +f +f +f +f +f +f
SELECTED ANSWER: B +f + f
LNP TOBY
nn RNCTRANSITION
nn
+f
5TH EDITION
LAYWELL LATEST
nn BY CLAYWELL
2023 GRADED A+ WITHLATEST
EXPLA 2024 +f
nn nn
+f +f
nn nn
+f +f
nn
+f
nn nn+ f
NATION GRADED A+ WITH EXPLANATION nn nn nn
Chapter 01: Honoring Your Past, Planning Your Future Claywell
+f +f +f +f +f +f +f +f
: LPN to RN Transitions, 5th Edition
+f +f +f +f +f +f
MULTIPLE CHOICE +f
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. Sh
+f +f +f +f +f +f +f +f +f +f +f +f +f nn +f +f
e knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nursi
+f +f nn +f +f +f +f +f +f nn nn
ng school to become RNs come into the learning environment with prior knowledge and u
+f +f +f +f +f +f +f +f +f nn nn +f +f +f
nder standing. Which statement by the nursing advisor best describes her understanding of
+f +f +f +f +f +f +f +f +f +f nn +f +
the ef fect experience may have on learning?
f +f +f +f +f +f +f +f
a. ―Experience maybe a source of insight and motivation, or a barrier.‖ +f +f nn +f +f +f +f +f +f nn
b. ―Experience is usuallya stumbling block for LPN/LVNs.‖ +f +f nn +f +f nn
c. ―Experience never makes learning more difficult.‖ +f +f +f +f nn
d. ―Once something is learned, it can never be truly modified.‖ +f nn +f +f +f +f +f nn +f
SELECTED ANSWER: +f +
A f
Experience accentuates differences among learners and serves as a source of insight and moti
+f +f +f nn +f +f +f +f +f +f +f +f +f
v ation, but it can also be a barrier. Experience can serve as a foundation for defining the self
+f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f
.
DIF: Cognitive Level: Application +f +f
OBJ: Identify how experiences influence learning in adults. +f +f nn +f +f +f TOPIC: Adult Learning + f nn
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday ni
+f +f +f +f +f nn nn +f +f +f +f +f +f +f +f +f
g ht. The student has already taken a vacation day from work Thursday night so that she can
+f +f +f +f +f nn +f +f +f +f +f +f +f +f +f +f +f +f
sta y home and study. She is considering skipping her exercise class on Thursday morning t
+f +f +f nn +f nn +f +f +f +f +f +f +f +f +f
o go to the library to prepare for the test. Which response best identifies the student‘s outco
+f +f +f nn nn +f nn +f +f +f +f +f +f +f +f +f
me pri ority? +f +f
a. Exercise class nn
b. Going to the library nn nn +f
c. Avoiding work by taking a vacation +f +f +f +f +f
d. Doing well on the test on Friday nn +f +f +f +f +f
SELECTED ANSWER: +f +
D f
The outcome priority is the essential issue or need to be addressed at any given time within a s
+f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f
e t of conditions or circumstances.
+f +f +f +f +f
DIF: Cognitive Level: Application +f +f
OBJ: Identify motivations and personal outcome priorities for returning to school. T
+f +f +f +f +f +f +f +f +f +f +f
OPIC: Motivation to Learn
+f + f +f +f
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the
+f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f
p ossibility of taking classes to become an RN. The advisor interprets which statement by th
+f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f
e n urse as the driving force for returning to school?
+f +f +f +f +f +f +f +f nn +f
, TESTBANKFORLPNTORNTRANSITIONS5THEDITIONBYCLAYWELL
f
+ f
+ f
+ f
+ f
+ f
+ f
+ f
+ f
+ f
+
a. ―I‘ll need to schedule time to attend classes.‖
+f +f nn +f +f +f nn
b. ―I‘ll have to budget for paying tuition.‖
+f +f nn nn +f +f
c. ―I‘ll have to rearranging my schedule.‖
+f +f nn nn +f
d. ―There is a possibility of advancement into administration.‖
+f nn +f +f +f +f +f
SELECTED ANSWER:
+f +
D f
, TESTBANKFORLPNTORNTRANSITIONS5THEDITIONBYCLAYWELL
f
+ f
+ f
+ f
+ f
+ f
+ f
+ f
+ f
+ f
+
Driving forces are those that push toward making the change, as opposed to restraining forces
+f +f +f +f +f +f +f nn +f +f +f +f +f nn
, which are those that usually present a challenge that needs to be overcome for the change to
+f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f
ta ke place or present a negative effect the change may initiate.
+f +f +f +f +f +f +f +f +f +f +f +f
DIF: Cognitive Level: Application +f +f
OBJ: Identify motivations and personal outcome priorities for returning to school. T
+f +f +f +f +f +f +f +f +f +f +f
OPIC: Motivations for Change
+f + f +f +f
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyle
+f +f +f +f +f +f +f +f +f +f +f +f +f +f +f
and has been asking questions about eating better. The nurse can interpret this behavior as
+f +f +f +f +f +f +f nn +f +f +f +f +f +f +f +f
w hich stage of Lewin‘s Change Theory?
+f +f +f +f +f +f
a. Moving
b. Unfreezing
c. Action
d. Refreezing
SELECTED ANSWER: B +f + f
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This phase
+f +f +f +f +f +f +f +f +f +f nn +f +f +f +f
i nvolves determining that a change needs to occur and deciding to take action. Moving is t
+f +f +f +f +f +f +f +f +f +f +f +f nn +f nn +f +f
he s econd phase and involves actively planning changes and taking action on them. Refreezin
+f +f +f +f nn +f +f +f +f +f nn nn +f +f
g is t he last stage, and it occurs when the change has become a part of the person‘s life.
+f +f +f +f +f +f +f nn +f +f +f +f +f +f +f nn nn +f +f
DIF: Cognitive Level: Analysis +f +f
OBJ: Understand Change Theory and how it applies to becoming an RN. T
+f nn +f +f nn +f nn +f +f nn +f +f
OPIC: Change Theory + f +f
5. An LPN is talking with her clinical instructor about her decision to return to school to becom
+f +f +f nn +f +f +f +f nn +f +f +f +f +f +f +f
e an RN. The clinical instructor iNnterprets the LPNs outcome priority based on which stateme
+f +f +f +f +f +f nn nn +f +f +f +f +f +f
nt
?
a. ―My familywanted me to go back to school.‖ +f +f +f +f +f nn +f
b. ―Iwant to better my financial situation.‖
+f nn +f +f nn nn
c. ―I really enjoy school.‖ +f +f +f
d. ―I would like to advance to a teaching role someday.‖
nn nn nn +f +f +f nn +f +f
SELECTED ANSWER: B +f + f
The outcome priority is the essential need that must be addressed, determined by internal and e
+f +f nn +f +f +f +f +f +f +f +f +f +f +f +f
xternal factors, such as needing to better a financial situation. The other statements indicate
+f nn +f +f nn +f +f +f +f +f +f +f +f +f +f
re asons for returning to school, but they are not essential needs or issues to be addressed.
+f nn +f +f +f +f nn +f +f +f +f +f +f +f +f +f
DIF: + f + f Cognitive Level: Analysis +f nn
OBJ: + f + f Identify how experiences influence learning in adults.
nn +f +f +f +f +f + f + f + f TOPIC: + f Adult Learning nn
6. A nurse notices a posting for a management position for which she is qualified. If the nurse i
+f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f +f
s in the moving phase of Lewin‘s Change Theory, which statement reflects the action she is
+f +f +f nn +f +f +f +f +f +f +f +f +f +f +f
m ost likely to take?
+f +f +f +f +f
a. Does nothing to obtain the position +f +f +f +f +f
b. Applies for the position +f +f +f
c. Identifies that change is needed +f nn +f +f
d. Settles into the routine of her job +f +f +f +f +f +f
SELECTED ANSWER: B +f + f
