TESTeBANKeFOReLPNeTOeRNeTRANSITIONSe4THeEDITIONeBYeCLAYWELL
Test Bank For LPN To RN Transitions 4th Edition By
e e e e e e e e e
eClaywell
Chaptere01:eHonoringeYourePast,ePlanningeYoureFu
tureeClaywell:eLPNetoeRNeTransitions,e4theEdition
MULTIPLEeCHOI
CE
1. AenursingeadvisoreisemeetingewitheaestudentewhoeiseinterestedeineearningehereRNedegr
ee.eSheeknowsethatelicensedepracticalenurse/licenseevocationalenursee(LPN/LVNs)ewh
oeenterenursingeschooletoebecomeeRNsecomeeintoetheelearningeenvironmentewitheprior
knowledgeeandeunderstanding.eWhichestatementebyetheenursingeadvisorebestedescrib
e
esehereunderstandingeofetheeeffecteexperienceemayehaveeonelearning?
a. “Experienceemayebeeaesourceeofeinsighteandemotivation,eoreaebarrier.”
b. “ExperienceeiseusuallyeaestumblingeblockeforeLPN/LVNs.”
c. “Experienceeneveremakeselearningemoreedifficult.”
d. “Onceesomethingeiselearned,eitecaneneverebeetrulyemodified.”
ANS:e A
Experienceeaccentuatesedifferenceseamongelearnerseandeserveseaseaesourceeofeinsighte
andemotivation,ebuteitecanealsoebeeaebarrier.eExperienceecaneserveeaseaefoundationefore
definingetheeself.
DIF: CognitiveeLevel:eApplication
OBJ:eee Identifyehoweexperienceseinfluenceelearningeineadults. TOP:e AdulteLearning
2. ThereeiseaetesteonetheecardiovascularesystemeoneFridayemorning,eandeiteisenoweWednes
dayenight.eTheestudentehasealreadyetakeneaevacationedayefromeworkeThursdayenightesoet
N
hatesheecanestayehomeeandestudy.eSheeiseconsideringeskippingehereexerciseeclasseoneThu
rsdayemorningetoegoetoetheelibraryetoeprepareeforetheetest.eWhicheresponseebesteidentifi
esetheestudent’seoutcomeepriority?
TESTBANKWORLD.ORG
, TESTeBANKeFOReLPNeTOeRNeTRANSITIONSe4THeEDITIONeBYeCLAYWELL
a. Exerciseeclass
b. Goingetoetheelibrary
c. Avoidingeworkebyetakingeaevacation
d. DoingewelleonetheetesteoneFriday
ANS:e D
Theeoutcomeepriorityeisetheeessentialeissueeoreneedetoebeeaddressedeateanyegivenetimee
withineaeseteofeconditionseorecircumstances.
DIF: CognitiveeLevel:eApplication
OBJ:eIdentifyemotivationseandepersonaleoutcomeeprioritieseforereturnin
getoeschool.eTOP:e MotivationetoeLearn
3. AenurseewhoehasebeeneaneLPN/LVNefore10eyearseisemeetingewitheaneadvisoretoediscusse
theepossibilityeofetakingeclassesetoebecomeeaneRN.eTheeadvisoreinterpretsewhichestate
mentebyetheenurseeasetheedrivingeforceeforereturningetoeschool?
a. “I’lleneedetoescheduleetimeetoeattendeclasses.”
b. “I’llehaveetoebudgeteforepayingetuition.”
c. “I’llehaveetoerearrangingemyeschedule.”
d. “Thereeiseaepossibilityeofeadvancementeintoeadministration.”
ANS:e D
TESTBANKWORLD.ORG
, TESTeBANKeFOReLPNeTOeRNeTRANSITIONSe4THeEDITIONeBYeCLAYWELL
Drivingeforceseareethoseethatepushetowardemakingetheechange,easeopposedetoerestrainin
geforces,ewhicheareethoseethateusuallyepresenteaechallengeethateneedsetoebeeovercomeefore
theechangeetoetakeeplaceeorepresenteaenegativeeeffectetheechangeemayeinitiate.
DIF: CognitiveeLevel:eApplication
OBJ:eIdentifyemotivationseandepersonaleoutcomeeprioritieseforereturnin
getoeschool.eTOP:e MotivationseforeChange
4. AneRNeisecaringeforeaediabeticepatient.eTheepatienteappearseinterestedeinechangingeherel
ifestyleeandehasebeeneaskingequestionseabouteeatingebetter.eTheenurseecaneinterpretethis
behavioreasewhichestageeofeLewin’seChangeeTheory?
e
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS:e B
TheepatienteiseinetheefirstephaseeofeLewin’seChangeeTheory,eknowneaseunfreezing.eThisep
haseeinvolvesedeterminingethateaechangeeneedsetoeoccureandedecidingetoetakeeaction.eM
ovingeisetheesecondephaseeandeinvolveseactivelyeplanningechangeseandetakingeactioneone
them.eRefreezingeisetheelastestage,eandeiteoccursewhenetheechangeehasebecomeeaeparteofet
heeperson’selife.
DIF: CognitiveeLevel:eAnalysis
OBJ:e UnderstandeChangeeTheoryeandehoweiteappliesetoebecomi
ngeaneRN.eTOP:e ChangeeTheory
5. AneLPNeisetalkingewithehereclinicaleinstructoreabouteheredecisionetoereturnetoeschooletoe
becomeeaneRN.eTheeclinicaleinstructoreiN
nterpretsetheeLPNseoutcomeepriorityebasedeonew
hichestatement?
a. “Myefamilyewantedemeetoegoebacketoeschool.”
b. “Iewantetoebetteremyefinancialesituation.”
c. “Iereallyeenjoyeschool.”
d. “Iewouldelikeetoeadvanceetoeaeteachingeroleesomeday.”
ANS:e B
Theeoutcomeepriorityeisetheeessentialeneedethatemustebeeaddressed,edeterminedebyeinte
TESTBANKWORLD.ORG
, TESTeBANKeFOReLPNeTOeRNeTRANSITIONSe4THeEDITIONeBYeCLAYWELL
rnaleandeexternalefactors,esucheaseneedingetoebettereaefinancialesituation.eTheeotherestat
ementseindicateereasonseforereturningetoeschool,ebutetheyeareenoteessentialeneedseoreiss
uesetoebeeaddressed.
DIF: CognitiveeLevel:eAnalysis
OBJ:eee Identifyehoweexperienceseinfluenceelearningeineadults. TOP:e AdulteLearning
6. Aenurseenoticeseaepostingeforeaemanagementepositioneforewhichesheeisequalified.eIfetheen
urseeiseinetheemovingephaseeofeLewin’seChangeeTheory,ewhichestatementereflectsetheeact
ionesheeisemostelikelyetoetake?
a. Doesenothingetoeobtainetheeposition
b. Applieseforetheeposition
c. Identifiesethatechangeeiseneeded
d. Settleseintoetheeroutineeofeherejob
ANS:e B
TESTBANKWORLD.ORG
Test Bank For LPN To RN Transitions 4th Edition By
e e e e e e e e e
eClaywell
Chaptere01:eHonoringeYourePast,ePlanningeYoureFu
tureeClaywell:eLPNetoeRNeTransitions,e4theEdition
MULTIPLEeCHOI
CE
1. AenursingeadvisoreisemeetingewitheaestudentewhoeiseinterestedeineearningehereRNedegr
ee.eSheeknowsethatelicensedepracticalenurse/licenseevocationalenursee(LPN/LVNs)ewh
oeenterenursingeschooletoebecomeeRNsecomeeintoetheelearningeenvironmentewitheprior
knowledgeeandeunderstanding.eWhichestatementebyetheenursingeadvisorebestedescrib
e
esehereunderstandingeofetheeeffecteexperienceemayehaveeonelearning?
a. “Experienceemayebeeaesourceeofeinsighteandemotivation,eoreaebarrier.”
b. “ExperienceeiseusuallyeaestumblingeblockeforeLPN/LVNs.”
c. “Experienceeneveremakeselearningemoreedifficult.”
d. “Onceesomethingeiselearned,eitecaneneverebeetrulyemodified.”
ANS:e A
Experienceeaccentuatesedifferenceseamongelearnerseandeserveseaseaesourceeofeinsighte
andemotivation,ebuteitecanealsoebeeaebarrier.eExperienceecaneserveeaseaefoundationefore
definingetheeself.
DIF: CognitiveeLevel:eApplication
OBJ:eee Identifyehoweexperienceseinfluenceelearningeineadults. TOP:e AdulteLearning
2. ThereeiseaetesteonetheecardiovascularesystemeoneFridayemorning,eandeiteisenoweWednes
dayenight.eTheestudentehasealreadyetakeneaevacationedayefromeworkeThursdayenightesoet
N
hatesheecanestayehomeeandestudy.eSheeiseconsideringeskippingehereexerciseeclasseoneThu
rsdayemorningetoegoetoetheelibraryetoeprepareeforetheetest.eWhicheresponseebesteidentifi
esetheestudent’seoutcomeepriority?
TESTBANKWORLD.ORG
, TESTeBANKeFOReLPNeTOeRNeTRANSITIONSe4THeEDITIONeBYeCLAYWELL
a. Exerciseeclass
b. Goingetoetheelibrary
c. Avoidingeworkebyetakingeaevacation
d. DoingewelleonetheetesteoneFriday
ANS:e D
Theeoutcomeepriorityeisetheeessentialeissueeoreneedetoebeeaddressedeateanyegivenetimee
withineaeseteofeconditionseorecircumstances.
DIF: CognitiveeLevel:eApplication
OBJ:eIdentifyemotivationseandepersonaleoutcomeeprioritieseforereturnin
getoeschool.eTOP:e MotivationetoeLearn
3. AenurseewhoehasebeeneaneLPN/LVNefore10eyearseisemeetingewitheaneadvisoretoediscusse
theepossibilityeofetakingeclassesetoebecomeeaneRN.eTheeadvisoreinterpretsewhichestate
mentebyetheenurseeasetheedrivingeforceeforereturningetoeschool?
a. “I’lleneedetoescheduleetimeetoeattendeclasses.”
b. “I’llehaveetoebudgeteforepayingetuition.”
c. “I’llehaveetoerearrangingemyeschedule.”
d. “Thereeiseaepossibilityeofeadvancementeintoeadministration.”
ANS:e D
TESTBANKWORLD.ORG
, TESTeBANKeFOReLPNeTOeRNeTRANSITIONSe4THeEDITIONeBYeCLAYWELL
Drivingeforceseareethoseethatepushetowardemakingetheechange,easeopposedetoerestrainin
geforces,ewhicheareethoseethateusuallyepresenteaechallengeethateneedsetoebeeovercomeefore
theechangeetoetakeeplaceeorepresenteaenegativeeeffectetheechangeemayeinitiate.
DIF: CognitiveeLevel:eApplication
OBJ:eIdentifyemotivationseandepersonaleoutcomeeprioritieseforereturnin
getoeschool.eTOP:e MotivationseforeChange
4. AneRNeisecaringeforeaediabeticepatient.eTheepatienteappearseinterestedeinechangingeherel
ifestyleeandehasebeeneaskingequestionseabouteeatingebetter.eTheenurseecaneinterpretethis
behavioreasewhichestageeofeLewin’seChangeeTheory?
e
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS:e B
TheepatienteiseinetheefirstephaseeofeLewin’seChangeeTheory,eknowneaseunfreezing.eThisep
haseeinvolvesedeterminingethateaechangeeneedsetoeoccureandedecidingetoetakeeaction.eM
ovingeisetheesecondephaseeandeinvolveseactivelyeplanningechangeseandetakingeactioneone
them.eRefreezingeisetheelastestage,eandeiteoccursewhenetheechangeehasebecomeeaeparteofet
heeperson’selife.
DIF: CognitiveeLevel:eAnalysis
OBJ:e UnderstandeChangeeTheoryeandehoweiteappliesetoebecomi
ngeaneRN.eTOP:e ChangeeTheory
5. AneLPNeisetalkingewithehereclinicaleinstructoreabouteheredecisionetoereturnetoeschooletoe
becomeeaneRN.eTheeclinicaleinstructoreiN
nterpretsetheeLPNseoutcomeepriorityebasedeonew
hichestatement?
a. “Myefamilyewantedemeetoegoebacketoeschool.”
b. “Iewantetoebetteremyefinancialesituation.”
c. “Iereallyeenjoyeschool.”
d. “Iewouldelikeetoeadvanceetoeaeteachingeroleesomeday.”
ANS:e B
Theeoutcomeepriorityeisetheeessentialeneedethatemustebeeaddressed,edeterminedebyeinte
TESTBANKWORLD.ORG
, TESTeBANKeFOReLPNeTOeRNeTRANSITIONSe4THeEDITIONeBYeCLAYWELL
rnaleandeexternalefactors,esucheaseneedingetoebettereaefinancialesituation.eTheeotherestat
ementseindicateereasonseforereturningetoeschool,ebutetheyeareenoteessentialeneedseoreiss
uesetoebeeaddressed.
DIF: CognitiveeLevel:eAnalysis
OBJ:eee Identifyehoweexperienceseinfluenceelearningeineadults. TOP:e AdulteLearning
6. Aenurseenoticeseaepostingeforeaemanagementepositioneforewhichesheeisequalified.eIfetheen
urseeiseinetheemovingephaseeofeLewin’seChangeeTheory,ewhichestatementereflectsetheeact
ionesheeisemostelikelyetoetake?
a. Doesenothingetoeobtainetheeposition
b. Applieseforetheeposition
c. Identifiesethatechangeeiseneeded
d. Settleseintoetheeroutineeofeherejob
ANS:e B
TESTBANKWORLD.ORG
