Test Bank - LPN to RN Transitions 5th Edition By Lora Claywell

TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY CLAYWELL
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TESTBANK FOR LNP TO RN TRANSITION 5TH EDITION $i $i $i $i $i $i $i $i


L
LNPBY
TOCLAYWELL
$i LATEST
RN TRANSITION 5TH2023 GRADED
EDITION A+ WITH EXPLA
BY CLAYWELL LATEST $i $i $i $i $i $i




NATION 2024 GRADED A+ WITH EXPLANATION


Chapter 01: Honoring Your Past, Planning Your Future Claywell
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: LPN to RN Transitions, 5th Edition
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MULTIPLE CHOICE $i




1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She
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knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nursing
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school to become RNs come into the learning environment with prior knowledge and unde
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rstanding. Which statement by the nursing advisor best describes her understanding of the e
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ffect experience may have on learning?
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a. ―Experience may be a source of insight and motivation, or a barrier.‖ $i $i $i $i $i $i $i $i $i $i $i


b. ―Experience is usually a stumbling block for LPN/LVNs.‖ $i $i $i $i $i $i $i


c. ―Experience never makes learning more difficult.‖ $i $i $i $i $i


d. ―Once something is learned, it can never be truly modified.‖ $i $i $i $i $i $i $i $i $i




SELECTED ANSWER: $i $i


A
Experience accentuates differences among learners and serves as a source of insight and moti
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vation, but it can also be a barrier. Experience can serve as a foundation for defining the self.
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DIF: Cognitive Level: Application $i $i


OBJ: Identify how experiences influence learning in adults.
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2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday ni
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ght. The student has already taken a vacation day from work Thursday night so that she can st
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ay home and study. She is considering skipping her exercise class on Thursday morning to g
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o to the library to prepare for the test. Which response best identifies the student‘s outcome p
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riority?
a. Exercise class $i


b. Going to the library $i $i $i


c. Avoiding work by taking a vacation $i $i $i $i $i


d. Doing well on the test on Friday $i $i $i $i $i $i




SELECTED ANSWER: $i $i


D
The outcome priority is the essential issue or need to be addressed at any given time within a s
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et of conditions or circumstances.
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DIF: Cognitive Level: Application $i $i


OBJ: Identify motivations and personal outcome priorities for returning to school. T
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OPIC: Motivation to Learn $ i $i $i




3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the p
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ossibility of taking classes to become an RN. The advisor interprets which statement by the n
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urse as the driving force for returning to school?
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, TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY CLAYWELL
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a. ―I‘ll need to schedule time to attend classes.‖
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b. ―I‘ll have to budget for paying tuition.‖
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c. ―I‘ll have to rearranging my schedule.‖
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d. ―There is a possibility of advancement into administration.‖
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SELECTED ANSWER:
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D $i

, TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY CLAYWELL
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Driving forces are those that push toward making the change, as opposed to restraining forces,
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which are those that usually present a challenge that needs to be overcome for the change to t
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ake place or present a negative effect the change may initiate.
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DIF: Cognitive Level: Application $i $i


OBJ: Identify motivations and personal outcome priorities for returning to school. T
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OPIC: Motivations for Change
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4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyle
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and has been asking questions about eating better. The nurse can interpret this behavior as w
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hich stage of Lewin‘s Change Theory?
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a. Moving
b. Unfreezing
c. Action
d. Refreezing
SELECTED ANSWER: B $i $i


The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This phase i
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nvolves determining that a change needs to occur and deciding to take action. Moving is the s
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econd phase and involves actively planning changes and taking action on them. Refreezing is t
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he last stage, and it occurs when the change has become a part of the person‘s life.
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DIF: Cognitive Level: Analysis $i $i


OBJ: Understand Change Theory and how it applies to becoming an RN.
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TOPIC: Change Theory $ i $i




5. An LPN is talking with her clinical instructor about her decision to return to school to become
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an RN. The clinical instructor iNnterprets the LPNs outcome priority based on which statemen
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t?
a. ―My family wanted me to go back to school.‖
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b. ―I want to better my financial situation.‖
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c. ―I really enjoy school.‖
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d. ―I would like to advance to a teaching role someday.‖
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SELECTED ANSWER: B $i $i


The outcome priority is the essential need that must be addressed, determined by internal and e
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xternal factors, such as needing to better a financial situation. The other statements indicate re
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asons for returning to school, but they are not essential needs or issues to be addressed.
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DIF: Cognitive Level: Analysis $i $i


OBJ: Identify how experiences influence learning in adults.
$i$i $i $i $i $i $i $i TOPIC: Adult Learning $ i $i




6. A nurse notices a posting for a management position for which she is qualified. If the nurse is
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in the moving phase of Lewin‘s Change Theory, which statement reflects the action she is m
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ost likely to take?
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a. Does nothing to obtain the position $i $i $i $i $i


b. Applies for the position $i $i $i


c. Identifies that change is needed $i $i $i $i


d. Settles into the routine of her job $i $i $i $i $i $i




SELECTED ANSWER: B $i $i

, TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY CLAYWELL
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Unfreezing begins when reasons for change are identified. The moving phase involves active p
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lanning and action. Moving also meSELECTED ANSWER you are dealing with both positive
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and negative forces as they ebb and flow, and you are making modifications to your plan as n
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eeded.
Refreezing occurs after the change has become routine. $i $i $i $i $i $i $i




DIF: Cognitive Level: Application $i $i


OBJ: Understand Change Theory and how it applies to becoming an RN.
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TOPIC: Change Theory $ i $i




7. An Orthopedic Nurse is contemplating changes in her professional life and identifying goals.
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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 $i $i $i $i $i $i $i $i


b. Enrolls in a Nurse Practitioner program $i $i $i $i $i


c. Attends a seminar to become a charge nurse $i $i $i $i $i $i $i


d. Continues to work on the orthopedic floor full-time $i $i $i $i $i $i $i




SELECTED ANSWER: B $i $i


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 long-
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term goal is attained in greater than 6 months and includes studying to become a Nurse Practit
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ioner. Continuing to work on the orthopedic floor does not represent either a short-
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term or a long-term goal.
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DIF: Cognitive Level: Application $i $i


OBJ: Identify both short- and long-
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term personal and professional goals. TOPIC: Setting Goals
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8. The RN is talking with the unit manager about ways to improve patient care. The manager in
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troduces the concept of a c ohNort. Which statement by the RN indicates that the teaching has bee
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n effective?
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a. ―A cohort is a web of connections‖.
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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‖.
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d. ―A cohort consists of groups of individuals that make up a whole‖.
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SELECTED ANSWER: B $i $i


A cohort is a group of people who share common experiences with each other. A scheme is a
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web of connections, a team is a group linked together for common purposes, and a unit consis
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ts of groups or individuals that make up a whole.
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DIF: Cognitive Level: Evaluation $i $i


OBJ: Identify how experiences influence learning in adults.
$i$i $i $i $i $i $i $i TOPIC: Adult Learning $ i $i




9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by one of
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the RNs indicates that teaching has been effective?
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a. ―Experience is a stepping stone to new learning‖. $i $i $i $i $i $i $i


b. ―Experience can be a barrier to new learning‖. $i $i $i $i $i $i $i


c. ―Experience can be an avenue to new learning‖. $i $i $i $i $i $i $i


d. ―Experience can be a detour to new learning‖. $i $i $i $i $i $i $i




SELECTED ANSWER: B $i $i


Experience accentuates differences among learners, serves as a source of insight and motivati
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on, can be a barrier to new learning, and serves as a foundation for defining the self.
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