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

Test Bank For LPN To RN Transitions
mr mr mr mr mr mr




6th Edition By Lora Claywell All
mr mr mr mr mr mr




mr Chapters mr




||Complete A+ Guide
mr mr

,Chapter 01: Honoring Your Past, Planning Y
n m n m n m n m n m n m


our Future Claywell: LPN to RN Transitions,
nm n m n m n m n m n m


n 6th Edition
m nm




MULTIPLE CHOICE

1. A nursing advisor is meeting with a student who is interested in
n m n m n m n m n m n m n m n m n m n m n m n


earning her RN degree. She knows that licensed practical nurse/lice
m n m n m n m n m n m n m n m n m n m


nse vocational nurse (LPN/LVNs) who enter nursing school to bec
n m n m nm n m n m n m n m n m n m


ome RNs come into the learning environment with prior knowled
n m n m n m n m nm n m n m n m n m


ge and understanding. Which statement by the nursing advisor be
n m n m n m nm n m n m n m n m n m


st describes her understanding of the effect experience may have
n m n m n m n m n m nm n m n m n m n m


on learning?n m


a. “Experience may be a source of insight and motivation, or a n m n m n m n m n m n m n m n m n m n m n m n m n m n m n m n m n m n m n m n mn m ba
rrier.”
b. “Experience is usually a stumbling block for LPN/LVNs.” n m n m n m n m n m n m n m n m n m n m n m n m n m n m


c. “Experience never makes learning more difficult.” n m n m n m n m n m n m n m n m n m


d. “Once something is learned, it can never be truly
n m modified.” n m n m n m n m n m n m n m n m n m n m n m nm n m n m




ANS: A
Experience accentuates differences among learners and serves as
n m n m n m n m n m n m n m n m a s
n m


ource of insight and motivation, but it can also be a barrier.
n m nm n m n m n m n m n m n m n m n m n m n m Expe
rience can serve as a foundation for defining the self.
n m n m n m n m nm n m n m n m n m




DIF: Cognitive n m nm Level: Application n m n m


OBJ: Identify n m n m how experiences influence
n m n m n m n m n m n m learning n m n m in n m n m adults. TOP: Adult nm n m n m Learning

2. There is a test on the cardiovascular system on Friday morning,
n m n m n m n m n m n m n m n m n m n m n


and it is now Wednesday night. The student has already taken
m n m n m n m n m n m n m n m n m n m n m n


a vacation day from work Thursday night so that she can stay
m n m n m n m n m n m n m n m n m n m n m n m


home and study. She is considering skipping her exercise class
n m n m n m n m n m n m n m n m n m n m n


on Thursday morning to go to the library to prepare for the
m n m n m n m n m n m n m n m n m n m n m n m n m


test. Which response best identifies the student’s outcome priority?
n m n m n m n m n m n m n m n m


a. Exercise class n mnm


b. Going to the library n m n m n m n m


c. Avoiding work by taking a vacation n m n m n m n m n m n m n m n m


d. Doing well on the test on Friday n m n m n m n m n m n m n m n m




ANS: D
The outcome priority
n m n m n m is the essential issue or need to be addressed
n m n m n m n m n m n m n m n m n


at any given time
m n m n m nm n m within a set of conditions or circumstances.
n m n m n m n m n m n m




DIF: Cognitive Level: Application n m nm n m n m


OBJ:
Identify motivations and personal outcome priorities n m n m n m n m n m n m for n


returning to school. TOP:
m Motivation to Learn n m n m n m n m n m




3. A nurse who has been an LPN/LVN for 10 years is meeting w
n m n m n m n m n m n m n m n m n m n m n m n m


ith an advisor to discuss the possibility of taking classes to become
n m n m nm n m n m n m n m n m n m n m n m


an RN. The advisor interprets which statement by the nurse as
n m n m n m n m n m n m n m n m n m n m n m n m


the driving force for returning to school?
n m n m n m n m n m n m


a. “I’ll need to schedule time to attend classes.”
n m n m n m n m n m n m n m n m n m n m n m n m n m n m


b. “I’ll have to budget for paying tuition.”
n m n m n m n m n m n m n m n m n m n m n m n m


c. “I’ll have to rearranging my schedule.”
n m n m n m n m n m n m n m n m n m n m

,d. “There n m n m is
n m n m a
n m n m possibility n m n m of
n m n m advancement
n m n m into n m n m administration.”
ANS: D

, Driving forces are those that push toward making the change, as oppos
n m n m n m n m n m n m n m n m n m n m n m


ed to restraining forces, which are those that usually present a challeng
n m nm n m n m n m n m n m n m n m n m n m


e that needs to be overcome for the change to take place or p
n m n m n m n m n m n m n m n m n m n m n m n m n m


resent a negative effect the change may initiate.
n m n m n m n m nm n m n m




DIF: Cognitive n m Level: n m n m Application
OBJ:
Identify motivations and n m n m n m personal outcome priorities n m n m n m for n


m returning to school. TOP: n m n m n m Motivations for Change n m n m




4. An RN is caring for a diabetic patient. The patient appears int
n m n m n m n m n m n m n m n m n m n m n m


erested in changing her lifestyle and has been asking question
n m n m n m n m n m n m n m n m n m


s about eating better.
n m n m n m


The nurse can interpret this behavior
n m n m n m n m n m n


m as which stage of Lewin’s Change T
nm n m n m n m n m n m


heory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing

ANS: B
The patient is in the first phase of Lewin’s Change Theory, know
n m n m n m n m n m n m n m n m n m n m n m


n as unfreezing. This phase involves determining that a change needs
n m n m n m n m n m n m n m n m n m n m n


to occur and deciding to take action. Moving is the second phase
m n m n m nm n m n m n m n m n m n m n m n m


and involves actively planning changes and taking action on them. R
n m n m n m nm n m n m n m n m n m n m n m


efreezing is the last stage, and it occurs when the change has beco
n m n m n m n m n m n m nm n m n m n m n m n m


me a part of the person’s life.
n m n m n m n m n m n m




DIF: Cognitive Level: Analysis n m nm n m n m


OBJ:
Understand Change Theory and n m n m n m n m how n m it n m ap
plies to becoming an RN. TOP:
n m nm n m n m n m


Change Theory n m




5. An LPN is talking with her clinical instructor about her decision
n m n m n m n m n m n m n m n m n m n m


to return to school to become an RN. The clinical instructor iNnter
n m n m n m n m n m n m n m n m n m n m n m n m


prets the LPNs outcome priority based on which statement?
n m n m nm n m n m n m n m n m


a. “My family wanted me to go back to school.”
n m n m n m n m n m n m n m nm n m n m n m n m n m n m n m n m


b. “I want to better my financial
n m situation.” n m n m n m n m n m n m n m n m


c. “I really enjoy school.”
n m


d. “I would like to advance to
n m a teaching role someday.” n m n m n m n m n m n m n m n m n m n m




ANS: B
The outcome priority is the essential
n m n m n m n m n m n m need that must be addressed, determined
n m n m n m n m n m n m


by internal and external factors,
n m n m n m n m n m such as needing to better a financial
n m n m n m n m n m n m


situation. The other statements
n m n m nm n m n m indicate reasons for returning to scho n m n m n m n m n m


ol, but they are not essential
n m n m n m n m nm n m needs or issues to be addressed.n m n m n m n m n m




DIF: Cognitive Level: Analysis n m n m n m


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




6. A n mnurse notices a posting for a management position for which
n m n m n m n m n m n m n m n m n m n


m she is qualified. If the nurse is in the moving phase of Lew
n m nm n m n m n m n m n m n m n m n m n m n m


in’s Change Theory, which statement reflects the action she is mo
n m n m nm n m n m n m n m n m n m n m