TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
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TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
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Chapter 01: Honoring Your Past, Planning Your Future Claywe l l
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: LPN to RN Transitions, 6th Edition
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MULTIPLE CHOICE sl
1. A nursing advisor is meeting with a student who is interested in earning her RN degree.
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S he knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nur
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sing school to become RNs come into the learning environment with prior kno wled
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ge an d understanding. Which statement by the nursing advisor best describes her u nderstan
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ding of the effect experience may have on learning?
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a. ―Experience may be a source of insight and motivation, or a barrier.‖ sl sl sl sl sl sl sl sl sl s l sl
b. ―Experience is usually a stumbling block for LPN/LVNs.‖ sl sl sl sl sl sl sl
c. ―Experience never makes learning more difficult.‖ sl sl sl sl sl
d. ―Once something is learned, it can never be truly modified.‖ sl sl sl sl sl sl sl sl sl
ANS: A s l s l
Experience accentuates differences among learners and serves as a source of insight and m
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o tivation, but it can also be a barrier. Experience can serve as a foundation for defining th
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e sel f.
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DIF: Cognitive Level: Application sl sl
OBJ: Identify how experiences influence learning in adults. sl s l s l sl sl s l TOP: Adult Learning s l
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday nig
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ht. The student has already taken a vacation day from work Thursday night so that sh e c
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an stay home and study. She is considering skipping her exercise class on Thursday morni n
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g to go to the library to prepare for the test. Which response best identifies the st udent‘s
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outcome priority? sl
a. Exercise class sl
b. Going to the library s l s l s l
c. Avoiding work by taking a vacation s l s l s l s l s l
d. Doing well on the test on Friday s l s l s l s l s l s l
ANS: D s l s l
The outcome priority is the essential issue or need to be addressed at any given time wit hi
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n a set of conditions or circumstances.
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DIF: Cognitive Level: Application sl sl
OBJ: Identify motivations and personal outcome priorities for returning to school. T
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OP: Motivation to Learn sl sl
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to di
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sc uss th e possibility of taking classes to become an RN. The advisor interprets which stat e
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ment by the nurse as the driving force for returning to school?
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a. ―I‘ll need to schedule time to attend classes.‖ sl sl sl sl sl sl sl
b. ―I‘ll have to budget for paying tuition.‖ sl sl sl sl sl 6%
c. ―I‘ll have to rearranging my schedule.‖ sl sl sl sl sl
d. ―There is a possibility of advancement into administration.‖ sl sl sl sl sl sl sl
ANS: D s l s l
TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
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Driving forces are those that push toward making the change, as opposed to restraining for ce s
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, which are those that usually present a challenge that needs to be overcome for the ch ange to
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take place or present a negative effect the change may initiate.
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DIF: Cognitive Level: Application s l s l s l sl sl
OBJ: Identify motivations and personal outcome priorities for returning to school. T
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OP: Motivations for Change sl sl
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifes ty
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le and has been asking questions about eating better. The nurse can interpret this beh avior
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as which stage of Lewin‘s Change Theory?
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a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B s l s l
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. Thi
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s phas e involves determining that a change needs to occur and deciding to take action. Mov in
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g is the second phase and involves actively planning changes and taking action on them. Refreez
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i ng is the last stage, and it occurs when the change has become a part of th
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e person‘s life.
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DIF: Cognitive Level: Analysis sl s l
OBJ: Understand Change Theory and how it applies to becoming an R
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N. TOP: Change Theory s l sl
5. An LPN is talking with her clinical instructor about her decision to return to school to bec
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o me an RN. The clinical instructor iNnterprets the LPNs outcome priority based on which s tate
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ment?
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a. ―My family wanted me to go back to school.‖ sl sl sl sl sl sl sl sl
b. ―I want to better my financial situation.‖ sl sl sl sl sl sl
c. ―I really enjoy school.‖ sl sl sl
d. ―I would like to advance to a teaching role someday.‖ sl sl sl sl s l sl sl sl sl
ANS: B s l s l
The outcome priority is the essential need that must be addressed, determined by internal an
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d external factors, such as needing to better a financial situation. The other statements in
sl sl sl sl sl sl sl sl sl sl sl sl sl 6s l
di cate reasons for returning to school, but they are not essential needs or issues to be addres
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s sed. l
DIF: Cognitive Level: Analysis s l s l
OBJ: Identify how experiences influence learning in adults. s l s l s l s l s l s l TOP: Adult Learning s l
6. A nurse notices a posting for a management position for which she is qualified. If the nur
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se is in the moving phase of Lewin‘s Change Theory, which statement reflects the action she
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is most likely to take?
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a. Does nothing to obtain the position s l s l s l s l s l
b. Applies for the position s l s l s l
c. Identifies that change is needed s l s l s l s l
d. Settles into the routine of her job sl s l s l s l s l s l
ANS: B s l s l
TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
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Unfreezing begins when reasons for change are identified. The moving phase involves acti ve
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planning and action. Moving also means you are dealing with both positive and negativ e f
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o rces as they ebb and flow, and you are making modifications to your plan as ne eded.
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Refreezing occurs after the change has become routine. sl s l s l sl s l s l s l
DIF: Cognitive Level: Application
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OBJ: Understand Change Theory and how it applies to becoming an R
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N. TOP: Change Theory
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7. The RN is talking with the unit manager about ways to improve patient care. The manage
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r introduces the concept of a co hNo rt. Which statement by the RN indicates that the teaching ha s b
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een effective? sl
a. ―A cohort is a web of connections‖. sl sl sl sl sl sl
b. ―A cohort is a group of people who share common experiences with each other‖.
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c. ―A cohort is a group linked together for common purposes‖.sl sl sl sl sl sl sl sl sl
d. ―A cohort consists of groups of individuals that make up a whole‖.
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ANS: B s l s l
A cohort is a group of people who share common experiences with each other. A scheme
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is a web of connections, a team is a group linked together for common purposes, and
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a unit c onsists of groups or individuals that make up a whole.
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DIF: Cognitive Level: Evaluation sl sl
OBJ: Identify how experiences influence learning in adults. sl s l s l sl sl s l TOP: Adult Learning s l
8. An Orthopedic Nurse is contemplating changes in her professional life and identifying goal
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s. Which action should the nurse take if she is interested in pursuing a long-term goal?
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a. Studies for a telemetry exam scheduled for next week sl s l s l s l s l s l s l s l
b. Enrolls in a Nurse Practitioner program sl s l s l s l s l
c. Attends a seminar to become a charge nurse sl s l s l s l s l s l s l
d. Continues to work on the orthopedic floor full-time sl s l s l s l s l s l s l
ANS: B s l s l
A short-term goal is one that can be attained in a period of 6 months or less. Short-
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term goals include becoming a charge nurse and passing the telemetry exam. A lo
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ng-
term goal is attained in greater than 6 months and includes studying to become a Nurse P r
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a ctitioner. Continuing to work on the orthopedic floor does not represent either a s
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hort- term or a long-term goal. sl sl sl sl sl
DIF:
Cognitive Level: Applicatio sl sl
n OBJ: Identify both short-
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and long-
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term personal and professional goals. TOP: Setting Goals
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9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by o ne o
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f the RNs indicates that teaching has been effective?
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a. ―Experience is a stepping stone to new learning‖. sl sl sl sl sl sl sl
b. ―Experience can be a barrier to new learning‖. sl sl sl sl sl sl sl
c. ―Experience can be an avenue to new learning‖. sl sl sl sl sl sl sl
d. ―Experience can be a detour to new learning‖. sl sl sl sl sl sl sl
ANS: B s l s l
TESTBANKWORLD.ORG
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TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
l
s s
l s
l l
s l
s l
s l
s l
s l
s s
l
Chapter 01: Honoring Your Past, Planning Your Future Claywe l l
sl sl sl sl sl sl sl sl sl sl
: LPN to RN Transitions, 6th Edition
sl sl sl sl sl sl
MULTIPLE CHOICE sl
1. A nursing advisor is meeting with a student who is interested in earning her RN degree.
sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl s
S he knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nur
l sl sl sl sl sl sl sl sl sl sl sl sl sl
sing school to become RNs come into the learning environment with prior kno wled
s l s l s l s l s l s l s l s l s l s l s l s l sl
ge an d understanding. Which statement by the nursing advisor best describes her u nderstan
s l sl sl sl sl sl sl sl sl sl sl sl sl sl
ding of the effect experience may have on learning?
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a. ―Experience may be a source of insight and motivation, or a barrier.‖ sl sl sl sl sl sl sl sl sl s l sl
b. ―Experience is usually a stumbling block for LPN/LVNs.‖ sl sl sl sl sl sl sl
c. ―Experience never makes learning more difficult.‖ sl sl sl sl sl
d. ―Once something is learned, it can never be truly modified.‖ sl sl sl sl sl sl sl sl sl
ANS: A s l s l
Experience accentuates differences among learners and serves as a source of insight and m
sl sl sl sl sl sl sl sl sl sl sl sl sl sl
o tivation, but it can also be a barrier. Experience can serve as a foundation for defining th
sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl
e sel f.
s l sl
DIF: Cognitive Level: Application sl sl
OBJ: Identify how experiences influence learning in adults. sl s l s l sl sl s l TOP: Adult Learning s l
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday nig
sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl s l
ht. The student has already taken a vacation day from work Thursday night so that sh e c
sl sl sl s l s l s l s l sl s l s l s l s l s l sl s l sl sl
an stay home and study. She is considering skipping her exercise class on Thursday morni n
sl sl sl sl sl sl sl sl sl sl sl sl sl sl s l sl
g to go to the library to prepare for the test. Which response best identifies the st udent‘s
sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl s l
outcome priority? sl
a. Exercise class sl
b. Going to the library s l s l s l
c. Avoiding work by taking a vacation s l s l s l s l s l
d. Doing well on the test on Friday s l s l s l s l s l s l
ANS: D s l s l
The outcome priority is the essential issue or need to be addressed at any given time wit hi
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n a set of conditions or circumstances.
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DIF: Cognitive Level: Application sl sl
OBJ: Identify motivations and personal outcome priorities for returning to school. T
sl sl sl sl sl sl sl sl sl sl s l
OP: Motivation to Learn sl sl
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to di
s l s l s l s l s l s l s l s l s l s l s l s l s l s l s l s l
sc uss th e possibility of taking classes to become an RN. The advisor interprets which stat e
sl s l sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl
ment by the nurse as the driving force for returning to school?
s l s l s l sl s l s l s l s l s l s l s l
a. ―I‘ll need to schedule time to attend classes.‖ sl sl sl sl sl sl sl
b. ―I‘ll have to budget for paying tuition.‖ sl sl sl sl sl 6%
c. ―I‘ll have to rearranging my schedule.‖ sl sl sl sl sl
d. ―There is a possibility of advancement into administration.‖ sl sl sl sl sl sl sl
ANS: D s l s l
TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
l
s s
l s
l l
s l
s l
s l
s l
s l
s s
l
Driving forces are those that push toward making the change, as opposed to restraining for ce s
sl sl sl sl sl sl sl sl sl sl sl sl sl sl s l sl
, which are those that usually present a challenge that needs to be overcome for the ch ange to
sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl s l s l s l
take place or present a negative effect the change may initiate.
s l s l s l s l s l s l s l s l s l s l
DIF: Cognitive Level: Application s l s l s l sl sl
OBJ: Identify motivations and personal outcome priorities for returning to school. T
sl sl sl sl sl sl sl sl sl sl s l
OP: Motivations for Change sl sl
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifes ty
sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl
le and has been asking questions about eating better. The nurse can interpret this beh avior
sl sl s l sl s l sl s l sl s l sl s l sl sl s l sl sl s
as which stage of Lewin‘s Change Theory?
l sl sl sl sl sl sl
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B s l s l
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. Thi
s l s l s l s l s l s l s l s l s l s l s l s l s l s l
s phas e involves determining that a change needs to occur and deciding to take action. Mov in
6s l sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl s l
g is the second phase and involves actively planning changes and taking action on them. Refreez
sl s l sl sl sl sl sl sl sl sl sl sl sl sl sl
i ng is the last stage, and it occurs when the change has become a part of th
s l sl s l s l s l s l s l s l s l s l s l s l s l s l s l s l s l sl
e person‘s life.
s l s l
DIF: Cognitive Level: Analysis sl s l
OBJ: Understand Change Theory and how it applies to becoming an R
sl s l sl sl sl sl sl sl sl sl sl
N. TOP: Change Theory s l sl
5. An LPN is talking with her clinical instructor about her decision to return to school to bec
sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl
o me an RN. The clinical instructor iNnterprets the LPNs outcome priority based on which s tate
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ment?
l
a. ―My family wanted me to go back to school.‖ sl sl sl sl sl sl sl sl
b. ―I want to better my financial situation.‖ sl sl sl sl sl sl
c. ―I really enjoy school.‖ sl sl sl
d. ―I would like to advance to a teaching role someday.‖ sl sl sl sl s l sl sl sl sl
ANS: B s l s l
The outcome priority is the essential need that must be addressed, determined by internal an
sl sl sl sl sl sl sl sl sl sl sl sl sl s l sl
d external factors, such as needing to better a financial situation. The other statements in
sl sl sl sl sl sl sl sl sl sl sl sl sl 6s l
di cate reasons for returning to school, but they are not essential needs or issues to be addres
s l sl s l sl sl sl s l sl sl sl s l sl sl sl s l sl sl
s sed. l
DIF: Cognitive Level: Analysis s l s l
OBJ: Identify how experiences influence learning in adults. s l s l s l s l s l s l TOP: Adult Learning s l
6. A nurse notices a posting for a management position for which she is qualified. If the nur
sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl
se is in the moving phase of Lewin‘s Change Theory, which statement reflects the action she
sl sl sl sl sl sl sl sl sl s l sl sl sl sl 6s l
is most likely to take?
s l sl sl sl sl
a. Does nothing to obtain the position s l s l s l s l s l
b. Applies for the position s l s l s l
c. Identifies that change is needed s l s l s l s l
d. Settles into the routine of her job sl s l s l s l s l s l
ANS: B s l s l
TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
l
s s
l s
l l
s l
s l
s l
s l
s l
s s
l
Unfreezing begins when reasons for change are identified. The moving phase involves acti ve
sl sl sl sl sl sl sl sl sl sl sl sl s l sl
planning and action. Moving also means you are dealing with both positive and negativ e f
sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl
o rces as they ebb and flow, and you are making modifications to your plan as ne eded.
sl s l s l sl s l s l s l s l s l s l s l sl s l sl s l s l sl
Refreezing occurs after the change has become routine. sl s l s l sl s l s l s l
DIF: Cognitive Level: Application
s l s l s l sl sl
OBJ: Understand Change Theory and how it applies to becoming an R
sl s l sl sl sl sl sl sl sl sl sl
N. TOP: Change Theory
s l sl
7. The RN is talking with the unit manager about ways to improve patient care. The manage
sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl
r introduces the concept of a co hNo rt. Which statement by the RN indicates that the teaching ha s b
sl sl sl sl sl sl sl s l sl sl sl sl sl sl sl sl sl sl sl sl
een effective? sl
a. ―A cohort is a web of connections‖. sl sl sl sl sl sl
b. ―A cohort is a group of people who share common experiences with each other‖.
sl sl s l sl sl sl sl sl sl sl sl sl s l
c. ―A cohort is a group linked together for common purposes‖.sl sl sl sl sl sl sl sl sl
d. ―A cohort consists of groups of individuals that make up a whole‖.
sl sl sl sl sl sl sl sl sl sl sl
ANS: B s l s l
A cohort is a group of people who share common experiences with each other. A scheme
sl sl sl s l sl sl sl sl sl sl sl sl sl s l sl sl
is a web of connections, a team is a group linked together for common purposes, and
s l s l s l s l s l s l s l s l s l s l s l s l s l s l s l s l
a unit c onsists of groups or individuals that make up a whole.
sl s l s l sl s l sl s l sl s l sl s l s l
DIF: Cognitive Level: Evaluation sl sl
OBJ: Identify how experiences influence learning in adults. sl s l s l sl sl s l TOP: Adult Learning s l
8. An Orthopedic Nurse is contemplating changes in her professional life and identifying goal
s l s l s l sl s l s l s l s l s l sl s l s l
s. Which action should the nurse take if she is interested in pursuing a long-term goal?
s l s l s l s l s l s l s l s l s l s l s l s l s l s l s l
a. Studies for a telemetry exam scheduled for next week sl s l s l s l s l s l s l s l
b. Enrolls in a Nurse Practitioner program sl s l s l s l s l
c. Attends a seminar to become a charge nurse sl s l s l s l s l s l s l
d. Continues to work on the orthopedic floor full-time sl s l s l s l s l s l s l
ANS: B s l s l
A short-term goal is one that can be attained in a period of 6 months or less. Short-
sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl
term goals include becoming a charge nurse and passing the telemetry exam. A lo
sl s l sl sl sl sl sl sl sl sl sl sl sl sl
ng-
term goal is attained in greater than 6 months and includes studying to become a Nurse P r
sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl
a ctitioner. Continuing to work on the orthopedic floor does not represent either a s
sl s l s l s l s l s l s l s l s l s l s l s l s l 6s l
hort- term or a long-term goal. sl sl sl sl sl
DIF:
Cognitive Level: Applicatio sl sl
n OBJ: Identify both short-
sl s l sl s l
and long-
sl sl
term personal and professional goals. TOP: Setting Goals
s l sl s l s l s l s l
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by o ne o
sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl sl s l sl
f the RNs indicates that teaching has been effective?
sl sl sl sl sl sl sl sl
a. ―Experience is a stepping stone to new learning‖. sl sl sl sl sl sl sl
b. ―Experience can be a barrier to new learning‖. sl sl sl sl sl sl sl
c. ―Experience can be an avenue to new learning‖. sl sl sl sl sl sl sl
d. ―Experience can be a detour to new learning‖. sl sl sl sl sl sl sl
ANS: B s l s l
TESTBANKWORLD.ORG
