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TEST w BANK w FOR w LPN w TO w RN
w w TRANSITIONS w 5TH
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ED T
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w EDITION
w w
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w BY
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30 13 804
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301 380 4
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Chapter w 01: w Honoring w Your w Past, w Planning w Your
w FuturewClaywell: w LPN w to w RN w Transitions, w 5th
w Edition
MULTIPLE w CHOICE
1. A wnursing wadvisor wis wmeeting wwith wa wstudent wwho is w interested w in wyearning
w
wyher w RN wdegree. w She w knows w that w licensed w practical w nurse/license
w vocational w nurse w(LPN/LVNs) wwho wenter wnursing wschool wto wbecome wRNs
wcome winto wthe wylearning wenvironment wwith wprior wknowledge w and
w understanding. wyWhich wystatement wyby w the wnursing wadvisor wbest wdescribes wher
w understanding wyof wythe wyeffect wyexperience w may whavewon w learning?
a. ―Experience w wmay w wbe w wa w wsource w wof w winsight wyand w wmotivation, w wor wya wybarrier.‖
b. ―Experience w wis w wusually w wa w wstumbling w wblock w wfor w wLPN/LVNs.‖
c. ―Experience w wnever w wmakes w wlearning w wmore wydifficult.‖
d. ―Once w wsomething w wis w wlearned, w wit wycan wynever wybe wytruly w wmodified.‖
SELECTED
wANSWER:wA
Experience w accentuates w differences w among w learners w and w serves w as w a
w source w of w winsight wand wmotivation, wbut wit wycan walso wbe wya w barrier.
wyExperience w can wserve w as w a wfoundation wforwdefining w the w self.
DIF: Cognitive wLevel: w Application
OBJ: Identify w how wyexperiences w influence w learning w in w adults. TOPIC: w Adult
w Learning
2. There wis wya wytest won wthe wycardiovascular wsystem won wFriday wmorning, and w it w is w
w now wWednesday wynight. wThe wstudent whas walready wtaken wa wvacation w day w from
w work w Thursday wnight wyso wthat wyshe wcan wystay whome wand wstudy. wShe wis
w considering w skipping w her w exercise wyclass won wyThursday wymorning wto wgo wto
w the w library w to w prepare w for w the w test. w Which wyresponse w best w identifies wthe
w student‘s w woutcome w priority?
a. Exercise w class
b. Going w to wthe w library
c. Avoiding w work wby w taking w a w vacation
d. Doing w well w on wthe w wtest w on w Friday
SELECTED
wANSWER:wD
The woutcome wpriority wis wthe wessential wissue wor wneed wto wbe w addressed w at w any
w given w timewwithin w a w set w of w conditions w or wcircumstances.
DIF: Cognitive wLevel: w Application
OBJ: w Identify wmotivations wand wpersonal woutcome wpriorities wfor
wreturning wtowschool. w TOPIC: w Motivation w to wLearn
3. A wnurse wwho whas wbeen wan wLPN/LVN wfor w10 wyears wis w meeting w with w an
w advisor w to wdiscuss wthe wpossibility wof wtaking wclasses wto wbecome wan wRN.
w The w advisor w interpretswwhich wstatement wby wthe w nurse w as wthe w driving
, lOM oA R
w
TEST w BANK w FOR w LPN w TO w RN w TRANSITIONS 5TH
cP S D|
w
w force w wfor w returning w to w school? w 301 380 4
w EDITION w BY
, lOM oA R
w
TEST w BANK w FOR w LPN w TO w RN w w TRANSITIONS w 5TH
cP S D|
301 380 4
w EDITION w BY
a. ―I‘ll w wneed w wto w wschedule w wtime w wto w wattend w wclasses.‖
b. ―I‘ll w whave w wto w wbudget w wfor w wpaying w wtuition.‖
c. ―I‘ll whave w to w rearranging w my wschedule.‖
d. ―There w wis w wa w wpossibility w wof w wadvancement w winto w wadministration.‖
SELECTED
ANSWER:
wD
, lOM oA R
w
TEST w BANK w FOR w LPN w TO w RN TRANSITIONS 5TH
cP S D|
w 301 380 4
w w
w EDITION w BY
Driving wforces ware wthose w that w push w toward w making w the w change, w as
w opposed w to wrestraining wforces, wwhich ware wthose wthat wusually wpresent wa
wchallenge wthat wneeds wto wbewovercome wfor wthe wchange wto wtake wplace wor wpresent
wa wnegative weffect w the w change w maywinitiate.
DIF: Cognitive wLevel: w Application
OBJ: w Identify wmotivations wand wpersonal woutcome wpriorities wfor
wreturning wtowschool. wTOPIC: w Motivations w for wChange
4. An wRN wis wcaring wfor wa diabetic w patient. w The w patient w appears w interested
w
w in w changingwher wlifestyle wand whas wbeen wasking wquestions wabout w eating
w better. w The w nurse w can winterpret wthis w behavior was w which w wstage w of
wLewin‘s w Change w Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
SELECTED wANSWER: w B
The wpatient wis win w the w first w phase w of w Lewin‘s w Change w Theory, w known
w as wyunfreezing. wThis wphase winvolves wdetermining w that wa wchange w needs wyto
woccur w and wdeciding w to wtakewaction. wMoving wis wthe w second w phase w and
w involves wyactively w planning w changes w and wtaking waction won wthem. w Refreezing
w is wthe w last w stage, w and wyit wyoccurs wywhen w the w changewhas wbecome w a w part
w of wthe w person‘s wlife.
DIF: Cognitive wLevel: w Analysis
OBJ: w Understand w Change wTheory w and w how w it wyapplies w to
w becomingwan w RN. w TOPIC: w Change w Theory
5. An wLPN wis wtalking w with w her w clinical wyinstructor w about w her w decision w to
w return w to w school wto wbecome w wan w wRN. w wThe w wclinical wyinstructor w wiN
nterprets w
wthe w wLPNs w woutcome w wpriority w wbased won wwhich wstatement?
a. ―My w wfamily w wwanted wyme wyto wygo wyback w wto wyschool.‖
b. ―I w want w to w better w my wyfinancialysituation.‖
c. ―I w really w enjoy w school.‖
d. ―I w would w like wyto wyadvance w to wya w teaching w role wsomeday.‖
SELECTED wANSWER: wyB
The woutcome wpriority wis wthe w essential w need w that w must w be w addressed,
w determined w by winternal w and wyexternal wyfactors, w such w as w needing w to w better
w a w financial w w wsituation. w w wThe wother wystatements windicate wreasons wfor wreturning
wto w school, w but w they w are w not w essential wyneeds w or wyissues wyto wybe w addressed.
DIF: wyCognitive wyLevel: w Analysis
OBJ: wyIdentify whow w experiences w influence w learning w in w adults. w TOPIC: w Adult
w Learning
6. A wnurse wynotices wa wposting wfor w a w management w position w for w which w she
w is w qualified. w Ifwthe wnurse wis win wthe w moving w phase w of w Lewin‘s w Change
w Theory, w which w statement wreflects wthe w action w she w is w most wlikely w to
w take?
a. Does w nothing w to w obtain w the w position
b. Applies w for w the w position
c. Identifies w that w change w is w needed
d. Settles w into w the wroutine w of w her w job
w
TEST w BANK w FOR w LPN w TO w RN
w w TRANSITIONS w 5TH
cP S D|
ED T
ITEISOTNBA
lO M oA R
BNYKCL
FW
O R
AIY
TW
w EDITION
w w
c P S D| LE
H NPXLP
EL
w BY
y TLOAR
L N
TN
y y
30 13 804
ASTT
ET O2AN0N2S
IR 3 IyG
yTIROANDE
y5T
DHyA+
301 380 4
y
Chapter w 01: w Honoring w Your w Past, w Planning w Your
w FuturewClaywell: w LPN w to w RN w Transitions, w 5th
w Edition
MULTIPLE w CHOICE
1. A wnursing wadvisor wis wmeeting wwith wa wstudent wwho is w interested w in wyearning
w
wyher w RN wdegree. w She w knows w that w licensed w practical w nurse/license
w vocational w nurse w(LPN/LVNs) wwho wenter wnursing wschool wto wbecome wRNs
wcome winto wthe wylearning wenvironment wwith wprior wknowledge w and
w understanding. wyWhich wystatement wyby w the wnursing wadvisor wbest wdescribes wher
w understanding wyof wythe wyeffect wyexperience w may whavewon w learning?
a. ―Experience w wmay w wbe w wa w wsource w wof w winsight wyand w wmotivation, w wor wya wybarrier.‖
b. ―Experience w wis w wusually w wa w wstumbling w wblock w wfor w wLPN/LVNs.‖
c. ―Experience w wnever w wmakes w wlearning w wmore wydifficult.‖
d. ―Once w wsomething w wis w wlearned, w wit wycan wynever wybe wytruly w wmodified.‖
SELECTED
wANSWER:wA
Experience w accentuates w differences w among w learners w and w serves w as w a
w source w of w winsight wand wmotivation, wbut wit wycan walso wbe wya w barrier.
wyExperience w can wserve w as w a wfoundation wforwdefining w the w self.
DIF: Cognitive wLevel: w Application
OBJ: Identify w how wyexperiences w influence w learning w in w adults. TOPIC: w Adult
w Learning
2. There wis wya wytest won wthe wycardiovascular wsystem won wFriday wmorning, and w it w is w
w now wWednesday wynight. wThe wstudent whas walready wtaken wa wvacation w day w from
w work w Thursday wnight wyso wthat wyshe wcan wystay whome wand wstudy. wShe wis
w considering w skipping w her w exercise wyclass won wyThursday wymorning wto wgo wto
w the w library w to w prepare w for w the w test. w Which wyresponse w best w identifies wthe
w student‘s w woutcome w priority?
a. Exercise w class
b. Going w to wthe w library
c. Avoiding w work wby w taking w a w vacation
d. Doing w well w on wthe w wtest w on w Friday
SELECTED
wANSWER:wD
The woutcome wpriority wis wthe wessential wissue wor wneed wto wbe w addressed w at w any
w given w timewwithin w a w set w of w conditions w or wcircumstances.
DIF: Cognitive wLevel: w Application
OBJ: w Identify wmotivations wand wpersonal woutcome wpriorities wfor
wreturning wtowschool. w TOPIC: w Motivation w to wLearn
3. A wnurse wwho whas wbeen wan wLPN/LVN wfor w10 wyears wis w meeting w with w an
w advisor w to wdiscuss wthe wpossibility wof wtaking wclasses wto wbecome wan wRN.
w The w advisor w interpretswwhich wstatement wby wthe w nurse w as wthe w driving
, lOM oA R
w
TEST w BANK w FOR w LPN w TO w RN w TRANSITIONS 5TH
cP S D|
w
w force w wfor w returning w to w school? w 301 380 4
w EDITION w BY
, lOM oA R
w
TEST w BANK w FOR w LPN w TO w RN w w TRANSITIONS w 5TH
cP S D|
301 380 4
w EDITION w BY
a. ―I‘ll w wneed w wto w wschedule w wtime w wto w wattend w wclasses.‖
b. ―I‘ll w whave w wto w wbudget w wfor w wpaying w wtuition.‖
c. ―I‘ll whave w to w rearranging w my wschedule.‖
d. ―There w wis w wa w wpossibility w wof w wadvancement w winto w wadministration.‖
SELECTED
ANSWER:
wD
, lOM oA R
w
TEST w BANK w FOR w LPN w TO w RN TRANSITIONS 5TH
cP S D|
w 301 380 4
w w
w EDITION w BY
Driving wforces ware wthose w that w push w toward w making w the w change, w as
w opposed w to wrestraining wforces, wwhich ware wthose wthat wusually wpresent wa
wchallenge wthat wneeds wto wbewovercome wfor wthe wchange wto wtake wplace wor wpresent
wa wnegative weffect w the w change w maywinitiate.
DIF: Cognitive wLevel: w Application
OBJ: w Identify wmotivations wand wpersonal woutcome wpriorities wfor
wreturning wtowschool. wTOPIC: w Motivations w for wChange
4. An wRN wis wcaring wfor wa diabetic w patient. w The w patient w appears w interested
w
w in w changingwher wlifestyle wand whas wbeen wasking wquestions wabout w eating
w better. w The w nurse w can winterpret wthis w behavior was w which w wstage w of
wLewin‘s w Change w Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
SELECTED wANSWER: w B
The wpatient wis win w the w first w phase w of w Lewin‘s w Change w Theory, w known
w as wyunfreezing. wThis wphase winvolves wdetermining w that wa wchange w needs wyto
woccur w and wdeciding w to wtakewaction. wMoving wis wthe w second w phase w and
w involves wyactively w planning w changes w and wtaking waction won wthem. w Refreezing
w is wthe w last w stage, w and wyit wyoccurs wywhen w the w changewhas wbecome w a w part
w of wthe w person‘s wlife.
DIF: Cognitive wLevel: w Analysis
OBJ: w Understand w Change wTheory w and w how w it wyapplies w to
w becomingwan w RN. w TOPIC: w Change w Theory
5. An wLPN wis wtalking w with w her w clinical wyinstructor w about w her w decision w to
w return w to w school wto wbecome w wan w wRN. w wThe w wclinical wyinstructor w wiN
nterprets w
wthe w wLPNs w woutcome w wpriority w wbased won wwhich wstatement?
a. ―My w wfamily w wwanted wyme wyto wygo wyback w wto wyschool.‖
b. ―I w want w to w better w my wyfinancialysituation.‖
c. ―I w really w enjoy w school.‖
d. ―I w would w like wyto wyadvance w to wya w teaching w role wsomeday.‖
SELECTED wANSWER: wyB
The woutcome wpriority wis wthe w essential w need w that w must w be w addressed,
w determined w by winternal w and wyexternal wyfactors, w such w as w needing w to w better
w a w financial w w wsituation. w w wThe wother wystatements windicate wreasons wfor wreturning
wto w school, w but w they w are w not w essential wyneeds w or wyissues wyto wybe w addressed.
DIF: wyCognitive wyLevel: w Analysis
OBJ: wyIdentify whow w experiences w influence w learning w in w adults. w TOPIC: w Adult
w Learning
6. A wnurse wynotices wa wposting wfor w a w management w position w for w which w she
w is w qualified. w Ifwthe wnurse wis win wthe w moving w phase w of w Lewin‘s w Change
w Theory, w which w statement wreflects wthe w action w she w is w most wlikely w to
w take?
a. Does w nothing w to w obtain w the w position
b. Applies w for w the w position
c. Identifies w that w change w is w needed
d. Settles w into w the wroutine w of w her w job
