Chapter 01: Honoring Your Past, Planning Your Future
Claywell: LPN to RN Transitions, 4th Edition
MULTIPLE CHOICE
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She knows tha
nurse/license vocational nurse (LPN/LVNs) who enter nursing school to become RNs come into the le
prior knowledge and understanding. Which statement by the nursing advisor best describes her underst
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, bu
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 st
vacation day from work Thursday night so that she can stay home and study. She is considering skippi
Thursday morning to go to the library to prepare for the test. Which response best identifies the studen
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 con
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 o
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 a
a challenge that needs to be overcome for the change to take place or present a negative effect the chan
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 b
eating better. The nurse can interpret this behavior as which stage of Lewin’s Change Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This phase involves d
Claywell: LPN to RN Transitions, 4th Edition
MULTIPLE CHOICE
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She knows tha
nurse/license vocational nurse (LPN/LVNs) who enter nursing school to become RNs come into the le
prior knowledge and understanding. Which statement by the nursing advisor best describes her underst
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, bu
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 st
vacation day from work Thursday night so that she can stay home and study. She is considering skippi
Thursday morning to go to the library to prepare for the test. Which response best identifies the studen
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 con
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 o
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 a
a challenge that needs to be overcome for the change to take place or present a negative effect the chan
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 b
eating better. The nurse can interpret this behavior as which stage of Lewin’s Change Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This phase involves d
