Test Bank For LPN to RN Transitions 5th Edition By Lora Claywell 9780323697972 Chapter 1-18

TEST BANK FOR LPNT
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O RN TRANSITIONS4T
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H EDITIONCLAYWELL.
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,Chapter 01: Honoring Your Past, Planning Your Future
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: LPN to RN Transitions, latest Edition
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MULTIPLEnCHOICE

1. AnnursingnadvisornisnmeetingnwithnanstudentnwhonisninterestedninnearningnhernRNn
degree.nSheknowsnthatnlicensednpracticalnnurse/licensenvocationalnnursen(LPN/
LVNs)nwhonenternnursingschoolntonbecomenRNsncomenintonthenlearningnenviron
mentnwithnpriornknowledgenandnunderstanding.nWhichnstatementnbynthennursingn
advisornbestndescribesnhernunderstandingnofntheneffectnexperiencenmaynhavenonn
learning?
a. ―Experiencenmaynbenansourcenofninsightnandnmotivation,nornanbarrier.‖
b. ―ExperiencenisnusuallynanstumblingnblocknfornLPN/LVNs.‖
c. ―Experiencennevernmakesnlearningnmorendifficult.‖
d. ―Oncensomethingnisnlearned,nitncannnevernbentrulynmodified.‖

ANS:n A
Experiencenaccentuatesndifferencesnamongnlearnersnandnservesnasnansourcenofninsig
htnandnmotivation,nbutnitncannalsonbenanbarrier.nExperiencencannservenasnanfoundationn
forndefiningntheself.

DIF: CognitivenLevel:nApplication
OBJ: Identifynhownexperiencesninfluencenlearningninnadults.nTOP:n AdultnLearning

2. TherenisnantestnonnthencardiovascularnsystemnonnFridaynmorning,nandnitnisnnownWedne
sdaynnight.nThenstudentnhasnalreadyntakennanvacationndaynfromnworknThursdaynnightns
onthatnshencanstaynhomenandnstudy.nShenisnconsideringnskippingnhernexercisenclassnon
nThursdaynmorningntongontonthenlibraryntonpreparenfornthentest.n Whichnresponsenbestnid

entifiesnthenstudent‘snoutcomenpriority?
a. Exercisenclass
b. Goingntonthenlibrary
c. Avoidingnworknbyntakingnanvacation
d. DoingnwellnonnthentestnonnFriday
ANS:n D
Thenoutcomenprioritynisnthenessentialnissuenornneedntonbenaddressednatnanyngivenntimenwithi
nnasetnofnconditionsnorncircumstances.

DIF: CognitivenLevel:nApplication
OBJ:nIdentifynmotivationsnandnpersonalnoutcomenprioritiesnfornreturningnton
school.TOP:n MotivationntonLearn

3. AnnursenwhonhasnbeennannLPN/LVNnforn10nyearsnisnmeetingnwithnannadvisorntondis
cussnthenpossibilitynofntakingnclassesntonbecomenannRN.nThenadvisorninterpretsnwhi
chnstatementnbynthenursenasnthendrivingnforcenfornreturningntonschool?
a. ―I‘llnneedntonschedulentimentonattendnclasses.‖
b. ―I‘llnhaventonbudgetnfornpayingntuition.‖
c. ―I‘llnhaventonrearrangingnmynschedule.‖
d. ―Therenisnanpossibilitynofnadvancementnintonadministration.‖
ANS:n D




Splashnet.

, Drivingnforcesnarenthosenthatnpushntowardnmakingnthenchange,nasnopposedntonrestrain
ingnforces,whichnarenthosenthatnusuallynpresentnanchallengenthatnneedsntonbenovercom
enfornthenchangentontakenplacenornpresentnannegativeneffectnthenchangenmayninitiate.

DIF: CognitivenLevel:nApplication
OBJ:nIdentifynmotivationsnandnpersonalnoutcomenprioritiesnfornreturningnton
school.TOP:n MotivationsnfornChange

4. AnnRNnisncaringnfornandiabeticnpatient.nThenpatientnappearsninterestedninnchangingnhernl
ifestyleandnhasnbeennaskingnquestionsnaboutneatingnbetter.nThennursencanninterpretnth
isnbehaviornasnwhichnstagenofnLewin‘snChangenTheory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing

ANS:n B
ThenpatientnisninnthenfirstnphasenofnLewin‘snChangenTheory,nknownnasnunfreezing.nThi
snphaseninvolvesndeterminingnthatnanchangenneedsntonoccurnandndecidingntontakenacti
on.nMovingnisnthensecondnphasenandninvolvesnactivelynplanningnchangesnandntakingna
ctionnonnthem.nRefreezingnisthenlastnstage,nandnitnoccursnwhennthenchangenhasnbeco
menanpartnofnthenperson‘snlife.

DIF: CognitivenLevel:nAnalysis
OBJ:n UnderstandnChangenTheorynandnhownitnappliesntonbecomingna
nnRN.TOP:n ChangenTheory

5. AnnLPNnisntalkingnwithnhernclinicalninstructornaboutnherndecisionntonreturnntonschoolnton
becomeannRN.nThenclinicalninstructorniN nterprets nthenLPNsnoutcomenprioritynbasednonn
whichnstatement?
a. ―Mynfamilynwantednmentongonbackntonschool.‖
b. ―Inwantntonbetternmynfinancialnsituation.‖
c. ―Inreallynenjoynschool.‖
d. ―Inwouldnlikentonadvancentonanteachingnrolensomeday.‖
ANS:n B
Thenoutcomenprioritynisnthenessentialnneednthatnmustnbenaddressed,ndeterminednbyninter
nalnandexternalnfactors,nsuchnasnneedingntonbetternanfinancialnsituation.nThenothernstate
mentsnindicatenreasonsnfornreturningntonschool,nbutntheynarennotnessentialnneedsnornissu
esntonbenaddressed.

DIF: CognitivenLevel:nAnalysis
OBJ: Identifynhownexperiencesninfluencenlearningninnadults.nTOP:n AdultnLearning

6. Annursennoticesnanpostingnfornanmanagementnpositionnfornwhichnshenisnqualified.nIfnthen
nursenisinnthenmovingnphasenofnLewin‘snChangenTheory,nwhichnstatementnreflectsnthen
actionnshenisnmostnlikelyntontake?
a. Doesnnothingntonobtainnthenposition
b. Appliesnfornthenposition
c. Identifiesnthatnchangenisnneeded
d. Settlesnintonthenroutinenofnhernjob

ANS:n B



Splashnet.

, Unfreezingnbeginsnwhennreasonsnfornchangenarenidentified.nThenmovingnphaseninvolv
esnactiveplanningnandnaction.nMovingnalsonmeansnyounarendealingnwithnbothnpositiven
andnnegativenforcesnasntheynebbnandnflow,nandnyounarenmakingnmodificationsntonyourn
plannasnneeded.
Refreezingnoccursnafternthenchangenhasnbecomenroutine.

DIF: CognitivenLevel:nApplication
OBJ:n UnderstandnChangenTheorynandnhownitnappliesntonbecomingna
nnRN.TOP:n ChangenTheory

7. AnnOrthopedicnNursenisncontemplatingnchangesninnhernprofessionalnlifenandnidentifyi
ngngoals.Whichnactionnshouldnthennursentakenifnshenisninterestedninnpursuingnanlong-
termngoal?
a. Studiesnfornantelemetrynexamnschedulednfornnextnweek
b. EnrollsninnanNursenPractitionernprogram
c. Attendsnanseminarntonbecomenanchargennurse
d. Continuesntonworknonnthenorthopedicnfloornfull-time
ANS:n B
Anshort-termngoalnisnonenthatncannbenattainedninnanperiodnofn6nmonthsnornless.nShort-
ntermngoalsnincludenbecomingnanchargennursenandnpassingnthentelemetrynexam.nAnlong-

ntermngoalnisnattainedinngreaternthann6nmonthsnandnincludesnstudyingntonbecomenanNurs

enPractitioner.nContinuingntonworknonnthenorthopedicnfloorndoesnnotnrepresentneithernans
hort-termnornanlong-termngoal.

DIF: CognitivenLevel:nApplication
OBJ:nIdentifynbothnshort-nandnlong-
termnpersonalnandnprofessionalngoals.TOP:n SettingnGoals

8. ThenRNnisntalkingnwithnthenunitnmanagernaboutnwaysntonimprovenpatientncare.nThen
managernintroducesnthenconceptnofnancohNort. nWhichnstatementnbynthenRNnindicatesnt
hatnthenteachingnhasnbeenneffective?
a. ―Ancohortnisnanwebnofnconnections‖.
b. ―Ancohortnisnangroupnofnpeoplenwhonsharencommonnexperiencesnwithneachnother‖.
c. ―Ancohortnisnangroupnlinkedntogethernforncommonnpurposes‖.
d. ―Ancohortnconsistsnofngroupsnofnindividualsnthatnmakenupnanwhole‖.
ANS:n B
Ancohortnisnangroupnofnpeoplenwhonsharencommonnexperiencesnwithneachnother.nAnsch
emenisnawebnofnconnections,nanteamnisnangroupnlinkedntogethernforncommonnpurposes
,nandnanunitnconsistsnofngroupsnornindividualsnthatnmakenupnanwhole.

DIF: CognitivenLevel:nEvaluation
OBJ: Identifynhownexperiencesninfluencenlearningninnadults.nTOP:n AdultnLearning

9. ThennurseneducatornisnpresentingnanlecturentonangroupnofnnewnRNs.nWhichnstatementn
bynonenofthenRNsnindicatesnthatnteachingnhasnbeenneffective?
a. ―Experiencenisnansteppingnstonentonnewnlearning‖.
b. ―Experiencencannbenanbarrierntonnewnlearning‖.
c. ―Experiencencannbenannavenuentonnewnlearning‖.
d. ―Experiencencannbenandetourntonnewnlearning‖.
ANS:n B
Experiencenaccentuatesndifferencesnamongnlearners,nservesnasnansourcenofninsightna
ndnmotivation,ncannbenanbarrierntonnewnlearning,nandnservesnasnanfoundationnforndefini
ngnthenself.
Splashnet.