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