COMPLETE TEST BANK FOR
LPN TO RN TRANSITIONS
6TH EDITION
BY LORA CLAYWELL NEWEST VERSION\ALL CHAPTERS1-18
,TABLE OF CONTENTS
CHAPTER 01: HONORING YOUR PAST, PLANNING YOUR FUTURE ......................................................... 3
CHAPTER 02: ASSESSING YOURSELF AND DESIGNING SUCCESS ............................................................. 9
CHAPTER 03: STUDY HABITS AND TEST-TAKING SKILLS....................................................................... 18
CHAPTER 04: DISTINGUISHING THE RN ROLE FROM THE LPN/LVN ROLE ............................................. 25
CHAPTER 05: USING NURSING THEORY TO GUIDE PROFESSIONAL PRACTICE....................................... 36
CHAPTER 06: PROVIDING PATIENT-CENTERED CARE THROUGH THE NURSING PROCESS ...................... 48
CHAPTER 07: CRITICAL AND DIAGNOSTIC THINKING FOR BETTER CLINICAL JUDGMENT ....................... 63
CHAPTER 08: PRACTICING EVIDENCE-BASED DECISION MAKING......................................................... 74
CHAPTER 09: COMMUNICATING WITH PATIENTS AND CO-WORKERS ................................................. 89
CHAPTER 10: TEACHING PATIENTS AND THEIR FAMILIES .................................................................. 100
CHAPTER 11: THE NURSES, IDEAS, AND FORCES THAT DEFINE THE PROFESSION................................ 112
CHAPTER 12: UPHOLDING LEGAL AND ETHICAL PRINCIPLES ............................................................. 118
CHAPTER 13: CARE AND SAFETY STANDARDS, COMPETENCE, AND NURSE ACCOUNTABILITY ............ 133
CHAPTER 14: LEADING, DELEGATING, AND COLLABORATING ........................................................... 143
CHAPTER 15: PROMOTING HEALTHFUL LIVING IN THE PRIMARY CARE SETTING ................................ 155
CHAPTER 16: MANAGING CARE IN SECONDARY AND TERTIARY HEALTH CARE .................................. 166
CHAPTER 17: REFLECTING ON YOUR TRANSITION ............................................................................ 175
CHAPTER 18: PREPARE NOW TO PASS NCLEX-RN® ........................................................................... 186
,CHAPTER 01: HONORING YOUR PAST, PLANNING YOUR FUTURE
MULTIPLE CHOICE
1. A NURSING ADVISOR IS MEETING WITH A STUDENT WHO IS INTERESTED IN EARNING HER RN
DEGREE. SHE KNOWS THAT LICENSED PRACTICAL NURSE/LICENSE VOCATIONAL NURSE (LPN/LVNS) WHO
ENTER NURSING SCHOOL TO BECOME RNS COME INTO THE LEARNING ENVIRONMENT WITH PRIOR
KNOWLEDGE AND UNDERSTANDING. WHICH STATEMENT BY THE NURSING ADVISOR BEST DESCRIBES
HER UNDERSTANDING OF THE EFFECT EXPERIENCE MAY HAVE ON LEARNING?
A. “EXPERIENCE MAY BE A SOURCE OF INSIGHT AND MOTIVATION, OR A BARRIER.”
B. “EXPERIENCE IS USUALLY A STUMBLING BLOCK FOR LPN/LVNS.”
C. “EXPERIENCE NEVER MAKES LEARNING MORE DIFFICULT.”
D. “ONCE SOMETHING IS LEARNED, IT CAN NEVER BE TRULY MODIFIED.”
ANS:A
EXPERIENCE ACCENTUATES DIFFERENCES AMONG LEARNERS AND SERVES AS A SOURCE OF INSIGHT
AND MOTIVATION, BUT IT CAN ALSO BE A BARRIER. EXPERIENCE CAN SERVE AS A FOUNDATION FOR
DEFINING THE SELF.
DIF: COGNITIVE LEVEL: APPLICATION
OBJ: IDENTIFY HOW EXPERIENCES INFLUENCE LEARNING IN ADULTS. TOP: ADULT LEARNING
2. THERE IS A TEST ON THE CARDIOVASCULAR SYSTEM ON FRIDAY MORNING, AND IT IS NOW
WEDNESDAY NIGHT. THE STUDENT HAS ALREADY TAKEN A VACATION DAY FROM WORK THURSDAY
NIGHT SO THAT SHE CAN STAY HOME AND STUDY. SHE IS CONSIDERING SKIPPING HER EXERCISE CLASS
ON THURSDAY MORNING TO GO TO THE LIBRARY TO PREPARE FOR THE TEST. WHICH RESPONSE BEST
IDENTIFIES THE STUDENT’S OUTCOME PRIORITY?
A. EXERCISE CLASS
B. GOING TO THE LIBRARY
C. AVOIDING WORK BY TAKING A VACATION
D. DOING WELL ON THE TEST ON FRIDAY
ANS:D
, THE OUTCOME PRIORITY IS THE ESSENTIAL ISSUE OR NEED TO BE ADDRESSED AT ANY GIVEN TIME WITHIN A
SET OF CONDITIONS OR CIRCUMSTANCES.
DIF: COGNITIVE LEVEL: APPLICATION
OBJ: IDENTIFY MOTIVATIONS AND PERSONAL OUTCOME PRIORITIES FOR RETURNING TO SCHOOL.
TOP:MOTIVATION TO LEARN
3. A NURSE WHO HAS BEEN AN LPN/LVN FOR 10 YEARS IS MEETING WITH AN ADVISOR TO
DISCUSS THE POSSIBILITY OF TAKING CLASSES TO BECOME AN RN. THE ADVISOR INTERPRETS WHICH
STATEMENT BY THE NURSE AS THE DRIVING FORCE FOR RETURNING TO SCHOOL? A. “I’LL NEED TO
SCHEDULE TIME TO ATTEND CLASSES.”
B. “I’LL HAVE TO BUDGET FOR PAYING TUITION.”
C. “I’LL HAVE TO REARRANGING MY SCHEDULE.”
D. “THERE IS A POSSIBILITY OF ADVANCEMENT INTO ADMINISTRATION.”
ANS:D
DRIVING FORCES ARE THOSE THAT PUSH TOWARD MAKING THE CHANGE, AS OPPOSED TO
RESTRAINING FORCES, WHICH ARE THOSE THAT USUALLY PRESENT A CHALLENGE THAT NEEDS TO BE
OVERCOME FOR THE CHANGE TO TAKE PLACE OR PRESENT A NEGATIVE EFFECT THE CHANGE MAY
INITIATE.
DIF: COGNITIVE LEVEL: APPLICATION
OBJ: IDENTIFY MOTIVATIONS AND PERSONAL OUTCOME PRIORITIES FOR RETURNING TO SCHOOL.
TOP:MOTIVATIONS FOR CHANGE
4. AN RN IS CARING FOR A DIABETIC PATIENT. THE PATIENT APPEARS INTERESTED IN CHANGING
HER LIFESTYLE AND HAS BEEN ASKING QUESTIONS ABOUT EATING BETTER. THE NURSE CAN INTERPRET
THIS BEHAVIOR AS WHICH
STAGE OF LEWIN’S CHANGE THEORY?
A. MOVING
B. UNFREEZING
C. ACTION
D. REFREEZING
LPN TO RN TRANSITIONS
6TH EDITION
BY LORA CLAYWELL NEWEST VERSION\ALL CHAPTERS1-18
,TABLE OF CONTENTS
CHAPTER 01: HONORING YOUR PAST, PLANNING YOUR FUTURE ......................................................... 3
CHAPTER 02: ASSESSING YOURSELF AND DESIGNING SUCCESS ............................................................. 9
CHAPTER 03: STUDY HABITS AND TEST-TAKING SKILLS....................................................................... 18
CHAPTER 04: DISTINGUISHING THE RN ROLE FROM THE LPN/LVN ROLE ............................................. 25
CHAPTER 05: USING NURSING THEORY TO GUIDE PROFESSIONAL PRACTICE....................................... 36
CHAPTER 06: PROVIDING PATIENT-CENTERED CARE THROUGH THE NURSING PROCESS ...................... 48
CHAPTER 07: CRITICAL AND DIAGNOSTIC THINKING FOR BETTER CLINICAL JUDGMENT ....................... 63
CHAPTER 08: PRACTICING EVIDENCE-BASED DECISION MAKING......................................................... 74
CHAPTER 09: COMMUNICATING WITH PATIENTS AND CO-WORKERS ................................................. 89
CHAPTER 10: TEACHING PATIENTS AND THEIR FAMILIES .................................................................. 100
CHAPTER 11: THE NURSES, IDEAS, AND FORCES THAT DEFINE THE PROFESSION................................ 112
CHAPTER 12: UPHOLDING LEGAL AND ETHICAL PRINCIPLES ............................................................. 118
CHAPTER 13: CARE AND SAFETY STANDARDS, COMPETENCE, AND NURSE ACCOUNTABILITY ............ 133
CHAPTER 14: LEADING, DELEGATING, AND COLLABORATING ........................................................... 143
CHAPTER 15: PROMOTING HEALTHFUL LIVING IN THE PRIMARY CARE SETTING ................................ 155
CHAPTER 16: MANAGING CARE IN SECONDARY AND TERTIARY HEALTH CARE .................................. 166
CHAPTER 17: REFLECTING ON YOUR TRANSITION ............................................................................ 175
CHAPTER 18: PREPARE NOW TO PASS NCLEX-RN® ........................................................................... 186
,CHAPTER 01: HONORING YOUR PAST, PLANNING YOUR FUTURE
MULTIPLE CHOICE
1. A NURSING ADVISOR IS MEETING WITH A STUDENT WHO IS INTERESTED IN EARNING HER RN
DEGREE. SHE KNOWS THAT LICENSED PRACTICAL NURSE/LICENSE VOCATIONAL NURSE (LPN/LVNS) WHO
ENTER NURSING SCHOOL TO BECOME RNS COME INTO THE LEARNING ENVIRONMENT WITH PRIOR
KNOWLEDGE AND UNDERSTANDING. WHICH STATEMENT BY THE NURSING ADVISOR BEST DESCRIBES
HER UNDERSTANDING OF THE EFFECT EXPERIENCE MAY HAVE ON LEARNING?
A. “EXPERIENCE MAY BE A SOURCE OF INSIGHT AND MOTIVATION, OR A BARRIER.”
B. “EXPERIENCE IS USUALLY A STUMBLING BLOCK FOR LPN/LVNS.”
C. “EXPERIENCE NEVER MAKES LEARNING MORE DIFFICULT.”
D. “ONCE SOMETHING IS LEARNED, IT CAN NEVER BE TRULY MODIFIED.”
ANS:A
EXPERIENCE ACCENTUATES DIFFERENCES AMONG LEARNERS AND SERVES AS A SOURCE OF INSIGHT
AND MOTIVATION, BUT IT CAN ALSO BE A BARRIER. EXPERIENCE CAN SERVE AS A FOUNDATION FOR
DEFINING THE SELF.
DIF: COGNITIVE LEVEL: APPLICATION
OBJ: IDENTIFY HOW EXPERIENCES INFLUENCE LEARNING IN ADULTS. TOP: ADULT LEARNING
2. THERE IS A TEST ON THE CARDIOVASCULAR SYSTEM ON FRIDAY MORNING, AND IT IS NOW
WEDNESDAY NIGHT. THE STUDENT HAS ALREADY TAKEN A VACATION DAY FROM WORK THURSDAY
NIGHT SO THAT SHE CAN STAY HOME AND STUDY. SHE IS CONSIDERING SKIPPING HER EXERCISE CLASS
ON THURSDAY MORNING TO GO TO THE LIBRARY TO PREPARE FOR THE TEST. WHICH RESPONSE BEST
IDENTIFIES THE STUDENT’S OUTCOME PRIORITY?
A. EXERCISE CLASS
B. GOING TO THE LIBRARY
C. AVOIDING WORK BY TAKING A VACATION
D. DOING WELL ON THE TEST ON FRIDAY
ANS:D
, THE OUTCOME PRIORITY IS THE ESSENTIAL ISSUE OR NEED TO BE ADDRESSED AT ANY GIVEN TIME WITHIN A
SET OF CONDITIONS OR CIRCUMSTANCES.
DIF: COGNITIVE LEVEL: APPLICATION
OBJ: IDENTIFY MOTIVATIONS AND PERSONAL OUTCOME PRIORITIES FOR RETURNING TO SCHOOL.
TOP:MOTIVATION TO LEARN
3. A NURSE WHO HAS BEEN AN LPN/LVN FOR 10 YEARS IS MEETING WITH AN ADVISOR TO
DISCUSS THE POSSIBILITY OF TAKING CLASSES TO BECOME AN RN. THE ADVISOR INTERPRETS WHICH
STATEMENT BY THE NURSE AS THE DRIVING FORCE FOR RETURNING TO SCHOOL? A. “I’LL NEED TO
SCHEDULE TIME TO ATTEND CLASSES.”
B. “I’LL HAVE TO BUDGET FOR PAYING TUITION.”
C. “I’LL HAVE TO REARRANGING MY SCHEDULE.”
D. “THERE IS A POSSIBILITY OF ADVANCEMENT INTO ADMINISTRATION.”
ANS:D
DRIVING FORCES ARE THOSE THAT PUSH TOWARD MAKING THE CHANGE, AS OPPOSED TO
RESTRAINING FORCES, WHICH ARE THOSE THAT USUALLY PRESENT A CHALLENGE THAT NEEDS TO BE
OVERCOME FOR THE CHANGE TO TAKE PLACE OR PRESENT A NEGATIVE EFFECT THE CHANGE MAY
INITIATE.
DIF: COGNITIVE LEVEL: APPLICATION
OBJ: IDENTIFY MOTIVATIONS AND PERSONAL OUTCOME PRIORITIES FOR RETURNING TO SCHOOL.
TOP:MOTIVATIONS FOR CHANGE
4. AN RN IS CARING FOR A DIABETIC PATIENT. THE PATIENT APPEARS INTERESTED IN CHANGING
HER LIFESTYLE AND HAS BEEN ASKING QUESTIONS ABOUT EATING BETTER. THE NURSE CAN INTERPRET
THIS BEHAVIOR AS WHICH
STAGE OF LEWIN’S CHANGE THEORY?
A. MOVING
B. UNFREEZING
C. ACTION
D. REFREEZING
