, TESTlBANKlFORlLPNlTOlRNlTRANSITIONSl4THlEDITIONlBYlCLAYWELL
LPN TO RN TRANSITIONS 4th EDITION BY CLAYWELL
l l l l
l
l l
TEST BANK l
Chapterl01:lHonoringlYourlPast,lPlanninglYourlFut
ureClaywell:lLPNltolRNlTransitions,l4thlEdition
MULTIPLElCHOIC
E
1. AlnursingladvisorlislmeetinglwithlalstudentlwholislinterestedlinlearninglherlRNldegree
.lSheknowslthatllicensedlpracticallnurse/licenselvocationallnursel(LPN/LVNs)lwhole
nterlnursingschoolltolbecomelRNslcomelintolthellearninglenvironmentlwithlpriorlkno
wledgelandlunderstanding.lWhichlstatementlbylthelnursingladvisorlbestldescribeslher
lunderstandinglofltheleffectlexperiencelmaylhavelonllearning?
a. “Experiencelmaylbelalsourceloflinsightlandlmotivation,lorlalbarrier.”
b. “ExperiencelislusuallylalstumblinglblocklforlLPN/LVNs.”
c. “Experiencelneverlmakesllearninglmoreldifficult.”
d. “Oncelsomethinglisllearned,litlcanlneverlbeltrulylmodified.”
ANS:l A
Experiencelaccentuatesldifferenceslamongllearnerslandlserveslaslalsourceloflinsightlan
dlmotivation,lbutlitlcanlalsolbelalbarrier.lExperiencelcanlservelaslalfoundationlforldefini
ngltheself.
DIF:l CognitivelLevel:lApplication
OBJ:l l Identifylhowlexperienceslinfluencellearninglinladults.lTOP:l AdultlLearning
2. TherelislaltestlonlthelcardiovascularlsystemlonlFridaylmorning,landlitlislnowlWednesda
ylnight.lThelstudentlhaslalreadyltakenlalvacationldaylfromlworklThursdaylnightlsolthatls
helcanstaylhomelandlstudy.lShelislconsideringlskippinglherlexerciselclasslonlThursdayl
morningltolgoltolthellibraryltolpreparelforltheltest.lWhich
responselbestlidentifieslthelstudent’sloutcomelpriority?
a. Exerciselclass
b. Goingltolthellibrary
c. Avoidinglworklbyltakinglalvacation
d. DoinglwelllonltheltestlonlFriday
ANS:l D
Theloutcomelprioritylislthelessentiallissuelorlneedltolbeladdressedlatlanylgivenltimelwit
hinlasetloflconditionslorlcircumstances.
TESTBANKWORLD.ORG
, TESTlBANKlFORlLPNlTOlRNlTRANSITIONSl4THlEDITIONlBYlCLAYWELL
DIF:l CognitivelLevel:lApplication
OBJ:lIdentifylmotivationslandlpersonalloutcomelprioritieslforlre
turningltolschool.TOP:l MotivationltolLearn
3. AlnurselwholhaslbeenlanlLPN/LVNlforl10lyearslislmeetinglwithlanladvisorltoldiscus
slthelpossibilitylofltakinglclassesltolbecomelanlRN.lTheladvisorlinterpretslwhichlsta
tementlbylthenurselasltheldrivinglforcelforlreturningltolschool?
a. “I’lllneedltolscheduleltimeltolattendlclasses.”
b. “I’lllhaveltolbudgetlforlpayingltuition.”
c. “I’lllhaveltolrearranginglmylschedule.”
d. “Therelislalpossibilitylofladvancementlintoladministration.”
ANS:l D
TESTBANKWORLD.ORG
, TESTlBANKlFORlLPNlTOlRNlTRANSITIONSl4THlEDITIONlBYlCLAYWELL
Drivinglforceslarelthoselthatlpushltowardlmakinglthelchange,laslopposedltolrestrainingl
forces,whichlarelthoselthatlusuallylpresentlalchallengelthatlneedsltolbelovercomelforlthel
changeltoltakelplacelorlpresentlalnegativeleffectlthelchangelmaylinitiate.
DIF:l CognitivelLevel:lApplication
OBJ:lIdentifylmotivationslandlpersonalloutcomelprioritieslforlre
turningltolschool.TOP:l MotivationslforlChange
4. AnlRNlislcaringlforlaldiabeticlpatient.lThelpatientlappearslinterestedlinlchanginglherllife
styleandlhaslbeenlaskinglquestionslaboutleatinglbetter.lThelnurselcanlinterpretlthislbeh
aviorlaslwhichlstageloflLewin’slChangelTheory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS:l B
ThelpatientlislinlthelfirstlphaseloflLewin’slChangelTheory,lknownlaslunfreezing.lThislpha
selinvolvesldetermininglthatlalchangelneedsltoloccurlandldecidingltoltakelaction.lMovingl
islthelsecondlphaselandlinvolveslactivelylplanninglchangeslandltakinglactionlonlthem.lRe
freezinglisthellastlstage,landlitloccurslwhenlthelchangelhaslbecomelalpartloflthelperson’slli
fe.
DIF:l CognitivelLevel:lAnalysis
OBJ:lUnderstandlChangelTheorylandlhowlitlappliesltolbecomingl
anlRN.TOP:l ChangelTheory
5. AnlLPNlisltalkinglwithlherlclinicallinstructorlaboutlherldecisionltolreturnltolschoolltolbec
omeanlRN.lThelclinicallinstructorliNnterprets lthelLPNsloutcomelprioritylbasedlonlwhichl
statement?
a. “Mylfamilylwantedlmeltolgolbackltolschool.”
b. “Ilwantltolbetterlmylfinanciallsituation.”
c. “Ilreallylenjoylschool.”
d. “Ilwouldllikeltoladvanceltolalteachinglrolelsomeday.”
ANS:l B
Theloutcomelprioritylislthelessentiallneedlthatlmustlbeladdressed,ldeterminedlbylinter
nallandexternallfactors,lsuchlaslneedingltolbetterlalfinanciallsituation.lThelotherlstatem
entslindicatelreasonslforlreturningltolschool,lbutltheylarelnotlessentiallneedslorlissuesltol
beladdressed.
DIF:l CognitivelLevel:lAnalysis
OBJ:l l Identifylhowlexperienceslinfluencellearninglinladults.lTOP:l AdultlLearning
6. Alnurselnoticeslalpostinglforlalmanagementlpositionlforlwhichlshelislqualified.lIflthelnur
selisinlthelmovinglphaseloflLewin’slChangelTheory,lwhichlstatementlreflectslthelactionls
helislmostllikelyltoltake?
TESTBANKWORLD.ORG
LPN TO RN TRANSITIONS 4th EDITION BY CLAYWELL
l l l l
l
l l
TEST BANK l
Chapterl01:lHonoringlYourlPast,lPlanninglYourlFut
ureClaywell:lLPNltolRNlTransitions,l4thlEdition
MULTIPLElCHOIC
E
1. AlnursingladvisorlislmeetinglwithlalstudentlwholislinterestedlinlearninglherlRNldegree
.lSheknowslthatllicensedlpracticallnurse/licenselvocationallnursel(LPN/LVNs)lwhole
nterlnursingschoolltolbecomelRNslcomelintolthellearninglenvironmentlwithlpriorlkno
wledgelandlunderstanding.lWhichlstatementlbylthelnursingladvisorlbestldescribeslher
lunderstandinglofltheleffectlexperiencelmaylhavelonllearning?
a. “Experiencelmaylbelalsourceloflinsightlandlmotivation,lorlalbarrier.”
b. “ExperiencelislusuallylalstumblinglblocklforlLPN/LVNs.”
c. “Experiencelneverlmakesllearninglmoreldifficult.”
d. “Oncelsomethinglisllearned,litlcanlneverlbeltrulylmodified.”
ANS:l A
Experiencelaccentuatesldifferenceslamongllearnerslandlserveslaslalsourceloflinsightlan
dlmotivation,lbutlitlcanlalsolbelalbarrier.lExperiencelcanlservelaslalfoundationlforldefini
ngltheself.
DIF:l CognitivelLevel:lApplication
OBJ:l l Identifylhowlexperienceslinfluencellearninglinladults.lTOP:l AdultlLearning
2. TherelislaltestlonlthelcardiovascularlsystemlonlFridaylmorning,landlitlislnowlWednesda
ylnight.lThelstudentlhaslalreadyltakenlalvacationldaylfromlworklThursdaylnightlsolthatls
helcanstaylhomelandlstudy.lShelislconsideringlskippinglherlexerciselclasslonlThursdayl
morningltolgoltolthellibraryltolpreparelforltheltest.lWhich
responselbestlidentifieslthelstudent’sloutcomelpriority?
a. Exerciselclass
b. Goingltolthellibrary
c. Avoidinglworklbyltakinglalvacation
d. DoinglwelllonltheltestlonlFriday
ANS:l D
Theloutcomelprioritylislthelessentiallissuelorlneedltolbeladdressedlatlanylgivenltimelwit
hinlasetloflconditionslorlcircumstances.
TESTBANKWORLD.ORG
, TESTlBANKlFORlLPNlTOlRNlTRANSITIONSl4THlEDITIONlBYlCLAYWELL
DIF:l CognitivelLevel:lApplication
OBJ:lIdentifylmotivationslandlpersonalloutcomelprioritieslforlre
turningltolschool.TOP:l MotivationltolLearn
3. AlnurselwholhaslbeenlanlLPN/LVNlforl10lyearslislmeetinglwithlanladvisorltoldiscus
slthelpossibilitylofltakinglclassesltolbecomelanlRN.lTheladvisorlinterpretslwhichlsta
tementlbylthenurselasltheldrivinglforcelforlreturningltolschool?
a. “I’lllneedltolscheduleltimeltolattendlclasses.”
b. “I’lllhaveltolbudgetlforlpayingltuition.”
c. “I’lllhaveltolrearranginglmylschedule.”
d. “Therelislalpossibilitylofladvancementlintoladministration.”
ANS:l D
TESTBANKWORLD.ORG
, TESTlBANKlFORlLPNlTOlRNlTRANSITIONSl4THlEDITIONlBYlCLAYWELL
Drivinglforceslarelthoselthatlpushltowardlmakinglthelchange,laslopposedltolrestrainingl
forces,whichlarelthoselthatlusuallylpresentlalchallengelthatlneedsltolbelovercomelforlthel
changeltoltakelplacelorlpresentlalnegativeleffectlthelchangelmaylinitiate.
DIF:l CognitivelLevel:lApplication
OBJ:lIdentifylmotivationslandlpersonalloutcomelprioritieslforlre
turningltolschool.TOP:l MotivationslforlChange
4. AnlRNlislcaringlforlaldiabeticlpatient.lThelpatientlappearslinterestedlinlchanginglherllife
styleandlhaslbeenlaskinglquestionslaboutleatinglbetter.lThelnurselcanlinterpretlthislbeh
aviorlaslwhichlstageloflLewin’slChangelTheory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS:l B
ThelpatientlislinlthelfirstlphaseloflLewin’slChangelTheory,lknownlaslunfreezing.lThislpha
selinvolvesldetermininglthatlalchangelneedsltoloccurlandldecidingltoltakelaction.lMovingl
islthelsecondlphaselandlinvolveslactivelylplanninglchangeslandltakinglactionlonlthem.lRe
freezinglisthellastlstage,landlitloccurslwhenlthelchangelhaslbecomelalpartloflthelperson’slli
fe.
DIF:l CognitivelLevel:lAnalysis
OBJ:lUnderstandlChangelTheorylandlhowlitlappliesltolbecomingl
anlRN.TOP:l ChangelTheory
5. AnlLPNlisltalkinglwithlherlclinicallinstructorlaboutlherldecisionltolreturnltolschoolltolbec
omeanlRN.lThelclinicallinstructorliNnterprets lthelLPNsloutcomelprioritylbasedlonlwhichl
statement?
a. “Mylfamilylwantedlmeltolgolbackltolschool.”
b. “Ilwantltolbetterlmylfinanciallsituation.”
c. “Ilreallylenjoylschool.”
d. “Ilwouldllikeltoladvanceltolalteachinglrolelsomeday.”
ANS:l B
Theloutcomelprioritylislthelessentiallneedlthatlmustlbeladdressed,ldeterminedlbylinter
nallandexternallfactors,lsuchlaslneedingltolbetterlalfinanciallsituation.lThelotherlstatem
entslindicatelreasonslforlreturningltolschool,lbutltheylarelnotlessentiallneedslorlissuesltol
beladdressed.
DIF:l CognitivelLevel:lAnalysis
OBJ:l l Identifylhowlexperienceslinfluencellearninglinladults.lTOP:l AdultlLearning
6. Alnurselnoticeslalpostinglforlalmanagementlpositionlforlwhichlshelislqualified.lIflthelnur
selisinlthelmovinglphaseloflLewin’slChangelTheory,lwhichlstatementlreflectslthelactionls
helislmostllikelyltoltake?
TESTBANKWORLD.ORG
