Test Bank For LPN to RN Transitions 6th Edition by Lora Claywell all chapters included graded A+

Test Bank For LPN To RN Transitions
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6th Edition By Lora Claywell All
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||Complete A+ Guide
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,Chapter 01: Honoring Your Past, Planning
h u h u h u h u h u


h Your Future Claywell: LPN to RN
u hu h u h u h u h u


h Transitions, 6th Edition
u h u hu




MULTIPLE CHOICE

1. A h nursing advisor is meeting
u with a student who ish u h u h u h u h u h u h u h u


h uinterested in earning her RN degree. She knows that h u h u h u h u h u h u h u h u


h ulicensed practical nurse/license vocational nurse (LPN/LVNs) h u who h u h u h u hu h u


h u enter nursing school to become
h u RNs come into the h u h u h u h u h u h u h u


hu learning environment with prior knowledge
h u and understanding. h u h u h u h u h u


h u Which statement by the nursing hu advisor best describes her h u h u h u h u h u h u h u


h u understanding of the effect experience may have on learning? h u h u hu h u h u h u h u h u


a. “Experience may be a source of insight and motivation,h u or h u h u h u h u h u h u h u h u h u h u h u h u h u h u h u h u h u


ah u barrier.” h u h u


b. “Experience is usually a stumbling block for LPN/LVNs.”
h u h u h u h u h u h u h u h u h u h u h u h u h u h u


c. “Experience never makes learning more difficult.” h u h u h u h u h u h u h u h u h u


d. “Once something is learned, it
h u can never be truly modified.” h u h u h u h u h u h u h u h u h u h u h u h u h u h u




ANS: A
Experience accentuates differences among learners h u h u h u h u h u and h userves as h u


a h usource of insight and motivation,
h u but it h u hu h u h u h u h u h u can h u also be a h u h u


barrier.
h u Experience can serve as a foundation h u h u h u h u h u hu h u for h u defining the h u


self.
h u




DIF: Cognitive h u h u Level: Application h u h u


OBJ: Identify h u h u how experiences influence
h u h u h u h u h u h u learning h u h u in h u h u adults. TOP: Adult hu h u


Learning
h u




2. There is a test on the cardiovascular system
h u on Friday
h u h u h u h u h u h u h u h u


h u morning, and it is now Wednesday night. The student h u h u h u h u h u h u h u h u


h u has already taken a vacation day from work Thursday
h u h u h u h u h u h u h u h u


h u night so that she can stay home and study. She is
h u h u h u h u h u h u h u h u h u h u


h u considering skipping her exercise class on Thursday morning h u h u h u h u h u h u h u


h u to go to the library to prepare for the test. Which
h u h u h u h u h u h u h u h u h u h u


h u response best identifies the student’s outcome priority? h u h u h u h u h u h u


a. Exercise class h u h u


b. Going to the library h u h u h u h u


c. Avoiding workby taking a vacation h u h u h u h u h u h u h u h u


d. Doing wellon the test on Friday
h u h u h u h u h u h u h u h u




ANS: D
The outcome priority
h u h u h u is the essential
h u h u h u issue or need to be h u h u h u h u


h u addressed at any h u h u h u given time within hu h u h u a set of conditions or
h u h u h u h u


h u circumstances.

DIF: Cognitive Level: Application h u h u h u h u


OBJ: Identify motivations and personal outcome priorities h u h u h u h u h u


for
h returning to
u school. TOP: Motivation
h u to Learn h u h u h u h u h u




3. A h u nurse who has been an h u h u h u h u h u LPN/LVN for 10 years is h u h u h u h u


h u meeting with an advisor to h u h u h u hu h u discuss the possibility of taking h u h u h u h u


h u classes to become an RN. h u h u h u h u h uThe advisor interprets which h u h u h u


h u statement by the nurse as h u h u h u h u h u the driving force for returning
h u h u h u h u

, h u to school?
h u


a. “I’ll need
h u h u h u h u to schedule
h u h u time to
h u attend
h u classes.”
h u h u h u h u h u h u


b. “I’ll have
h u h u h u h u to budget
h u for
h u paying
h u h u tuition.”
h u h u h u h u


c. “I’ll have
h u h u h u h u to rearranging
h u h u my schedule.”
h u h u h u h u


d. “There is h u h u h u h u a possibility
h u h u of advancement
h u h u into administration.”
h u h u h u h u h u h u




ANS: D

, Driving forces are those that push toward making the change, as
h u h u h u h u h u h u h u h u h u h u


opposed to restraining forces,
h u which are those that usually present
h u hu h u h u h u h u h u h u h u


a h challenge
u that needs hto u be overcome for the change to h u h u h u h u h u h u h u h u h u


take
h u place or present a negative effect
h the change
u may h u h u h u h u h u h u hu h u


initiate.
h u




DIF: Cognitive Level: Application h u h u h u


OBJ: Identify motivations and personal outcome priorities h u h u h u h u h u


forhreturning to
u school. TOP: Motivations
h u for Change h u h u h u h u h u




4. An RN is caring for a diabetic patient. The patient
h u h u h u h u h u h u h u h u h u


appears interested in changing
h u her lifestyle and has h u h u h u h u h u h u h u


been asking questions about
h u eating better. h u h u h u h u h u


The nurse can interpret this h u h u h u h u


h behavior as which stage of Lewin’s
u h u hu h u h u h u


h uChange Theory? h u


a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B
The patient h is u in the first phase of Lewin’s Change
h u Theory, h u h u h u h u h u h u h u h u


h u known as unfreezing. This phase involves
h u determining that a h u h u h u h u h u h u h u


h change needs to occur and deciding
u h to take
u action. Moving is h u h u h u hu h u h u h u h u h u


h u the second phase and
h uinvolves actively planning changes and h u h u h u h u hu h u h u


h taking
u action on them. Refreezingh is u the last stage, and it h u h u h u h u h u h u h u h u h u


hu occurs when the change h has u become a part of the person’s h u h u h u h u h u h u h u h u h u


h u life.

DIF: Cognitive Level: Analysis h u h u h u h u


OBJ: Understand Change Theory h u h u h u and how it h u h u


applies
h to becoming
u an RN. h u hu h u h u h uTOP: Change
Theory
h u




5. An LPN
h is
u talking with her clinical
h instructor
u about her h u h u h u h u h u h u h u


h u decision to return to school to become an RN. The clinical
h u h u h u h u h u h u h u h u h u h u


h u instructor iNnterprets the LPNs outcome priority based on which
h u h u h u hu h u h u h u h u


h u statement?
a. “My family wanted
h u meh u to go back to school.” h u h u h u h u h u h u h u h u h u h u h u h u h u h u


b. “I want to
h u better my financial situation.”
h u h u h u h u h u h u h u h u


c. “I really enjoy school.”
h u


d. “I would like
h u to advance to a teaching role
h u someday.”
h u h u h u h u h u h u h u h u h u




ANS: B
The outcome priority is the essential need that must be addressed,
h u h u h u h u h u h u h u h u h u h u


determined by
h u internal and external factors, such as needing
h u to h u h u h u h u h u h u h u h u


better
h a
u financial situation. The otherh statements
u indicate reasons
h u h u h u hu h u h u h u


forh ureturning to school, but
h u they are not essential needs or h u h u h u h u h u h u hu h u h u


issues to be addressed.
h u h u h u h u




DIF: Cognitive h u Level: Analysis h u h u


OBJ: Identify how experiences influence learning in adults. TOP:
Adult Learning
hu




6. A h u nurse h u notices h u a h u posting h u for h u a h u management h u position h u for