Test Bank - for LPN to RN Transitions 4th Edition by Lora Claywell, All Chapters.pdf

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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MULTIPLEgCHOICE

1. AgnursinggadvisorgisgmeetinggwithgagstudentgwhogisginterestedgingearningghergRNg
degree.gSheknowsgthatglicensedgpracticalgnurse/licensegvocationalgnurseg(LPN/
LVNs)gwhogentergnursingschoolgtogbecomegRNsgcomegintogtheglearninggenviron
mentgwithgpriorgknowledgegandgunderstanding.gWhichgstatementgbygthegnursingg
advisorgbestgdescribesghergunderstandinggofgthegeffectgexperiencegmayghavegong
learning?
a. ―Experiencegmaygbegagsourcegofginsightgandgmotivation,gorgagbarrier.‖
b. ―ExperiencegisgusuallygagstumblinggblockgforgLPN/LVNs.‖
c. ―Experiencegnevergmakesglearninggmoregdifficult.‖
d. ―Oncegsomethinggisglearned,gitgcangnevergbegtrulygmodified.‖

ANS:g A
Experiencegaccentuatesgdifferencesgamongglearnersgandgservesgasgagsourcegofginsig
htgandgmotivation,gbutgitgcangalsogbegagbarrier.gExperiencegcangservegasgagfoundationg
forgdefininggtheself.

DIF: CognitivegLevel:gApplication
OBJ: Identifyghowgexperiencesginfluenceglearninggingadults.gTOP:g AdultgLearning

2. TheregisgagtestgongthegcardiovasculargsystemgongFridaygmorning,gandgitgisgnowgWedne
sdaygnight.gThegstudentghasgalreadygtakengagvacationgdaygfromgworkgThursdaygnightgs
ogthatgshegcanstayghomegandgstudy.gShegisgconsideringgskippingghergexercisegclassgon
gThursdaygmorninggtoggogtogtheglibrarygtogpreparegforgthegtest.g Whichgresponsegbestgid

entifiesgthegstudent‘sgoutcomegpriority?
a. Exercisegclass
b. Goinggtogtheglibrary
c. Avoidinggworkgbygtakinggagvacation
d. DoinggwellgongthegtestgongFriday
ANS:g D
Thegoutcomegprioritygisgthegessentialgissuegorgneedgtogbegaddressedgatganyggivengtimegwithi
ngasetgofgconditionsgorgcircumstances.

DIF: CognitivegLevel:gApplication
OBJ:gIdentifygmotivationsgandgpersonalgoutcomegprioritiesgforgreturninggtog
school.TOP:g MotivationgtogLearn

3. AgnursegwhoghasgbeengangLPN/LVNgforg10gyearsgisgmeetinggwithgangadvisorgtogdis
cussgthegpossibilitygofgtakinggclassesgtogbecomegangRN.gThegadvisorginterpretsgwhi
chgstatementgbygthenursegasgthegdrivinggforcegforgreturninggtogschool?
a. ―I‘llgneedgtogschedulegtimegtogattendgclasses.‖
b. ―I‘llghavegtogbudgetgforgpayinggtuition.‖
c. ―I‘llghavegtogrearranginggmygschedule.‖
d. ―Theregisgagpossibilitygofgadvancementgintogadministration.‖
ANS:g D




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, Drivinggforcesgaregthosegthatgpushgtowardgmakinggthegchange,gasgopposedgtogrestrain
inggforces,whichgaregthosegthatgusuallygpresentgagchallengegthatgneedsgtogbegovercom
egforgthegchangegtogtakegplacegorgpresentgagnegativegeffectgthegchangegmayginitiate.

DIF: CognitivegLevel:gApplication
OBJ:gIdentifygmotivationsgandgpersonalgoutcomegprioritiesgforgreturninggtog
school.TOP:g MotivationsgforgChange

4. AngRNgisgcaringgforgagdiabeticgpatient.gThegpatientgappearsginterestedgingchangingghergl
ifestyleandghasgbeengaskinggquestionsgaboutgeatinggbetter.gThegnursegcanginterpretgth
isgbehaviorgasgwhichgstagegofgLewin‘sgChangegTheory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing

ANS:g B
ThegpatientgisgingthegfirstgphasegofgLewin‘sgChangegTheory,gknowngasgunfreezing.gThi
sgphaseginvolvesgdetermininggthatgagchangegneedsgtogoccurgandgdecidinggtogtakegacti
on.gMovinggisgthegsecondgphasegandginvolvesgactivelygplanninggchangesgandgtakingga
ctiongongthem.gRefreezinggistheglastgstage,gandgitgoccursgwhengthegchangeghasgbeco
megagpartgofgthegperson‘sglife.

DIF: CognitivegLevel:gAnalysis
OBJ:g UnderstandgChangegTheorygandghowgitgappliesgtogbecomingga
ngRN.TOP:g ChangegTheory

5. AngLPNgisgtalkinggwithghergclinicalginstructorgaboutghergdecisiongtogreturngtogschoolgtog
becomeangRN.gThegclinicalginstructorgiN nterprets gthegLPNsgoutcomegprioritygbasedgong
whichgstatement?
a. ―Mygfamilygwantedgmegtoggogbackgtogschool.‖
b. ―Igwantgtogbettergmygfinancialgsituation.‖
c. ―Igreallygenjoygschool.‖
d. ―Igwouldglikegtogadvancegtogagteachinggrolegsomeday.‖
ANS:g B
Thegoutcomegprioritygisgthegessentialgneedgthatgmustgbegaddressed,gdeterminedgbyginter
nalgandexternalgfactors,gsuchgasgneedinggtogbettergagfinancialgsituation.gThegothergstate
mentsgindicategreasonsgforgreturninggtogschool,gbutgtheygaregnotgessentialgneedsgorgissu
esgtogbegaddressed.

DIF: CognitivegLevel:gAnalysis
OBJ: Identifyghowgexperiencesginfluenceglearninggingadults.gTOP:g AdultgLearning

6. Agnursegnoticesgagpostinggforgagmanagementgpositiongforgwhichgshegisgqualified.gIfgtheg
nursegisingthegmovinggphasegofgLewin‘sgChangegTheory,gwhichgstatementgreflectsgtheg
actiongshegisgmostglikelygtogtake?
a. Doesgnothinggtogobtaingthegposition
b. Appliesgforgthegposition
c. Identifiesgthatgchangegisgneeded
d. Settlesgintogthegroutinegofghergjob

ANS:g B



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, Unfreezinggbeginsgwhengreasonsgforgchangegaregidentified.gThegmovinggphaseginvolv
esgactiveplanninggandgaction.gMovinggalsogmeansgyougaregdealinggwithgbothgpositiveg
andgnegativegforcesgasgtheygebbgandgflow,gandgyougaregmakinggmodificationsgtogyourg
plangasgneeded.
Refreezinggoccursgaftergthegchangeghasgbecomegroutine.

DIF: CognitivegLevel:gApplication
OBJ:g UnderstandgChangegTheorygandghowgitgappliesgtogbecomingga
ngRN.TOP:g ChangegTheory

7. AngOrthopedicgNursegisgcontemplatinggchangesginghergprofessionalglifegandgidentifyi
ngggoals.Whichgactiongshouldgthegnursegtakegifgshegisginterestedgingpursuinggaglong-
termggoal?
a. Studiesgforgagtelemetrygexamgscheduledgforgnextgweek
b. EnrollsgingagNursegPractitionergprogram
c. Attendsgagseminargtogbecomegagchargegnurse
d. Continuesgtogworkgongthegorthopedicgfloorgfull-time
ANS:g B
Agshort-termggoalgisgonegthatgcangbegattainedgingagperiodgofg6gmonthsgorgless.gShort-
gtermggoalsgincludegbecominggagchargegnursegandgpassinggthegtelemetrygexam.gAglong-

gtermggoalgisgattainedinggreatergthang6gmonthsgandgincludesgstudyinggtogbecomegagNurs

egPractitioner.gContinuinggtogworkgongthegorthopedicgfloorgdoesgnotgrepresentgeithergags
hort-termgorgaglong-termggoal.

DIF: CognitivegLevel:gApplication
OBJ:gIdentifygbothgshort-gandglong-
termgpersonalgandgprofessionalggoals.TOP:g SettinggGoals

8. ThegRNgisgtalkinggwithgthegunitgmanagergaboutgwaysgtogimprovegpatientgcare.gTheg
managergintroducesgthegconceptgofgagcohNort. gWhichgstatementgbygthegRNgindicatesgt
hatgthegteachingghasgbeengeffective?
a. ―Agcohortgisgagwebgofgconnections‖.
b. ―Agcohortgisgaggroupgofgpeoplegwhogsharegcommongexperiencesgwithgeachgother‖.
c. ―Agcohortgisgaggroupglinkedgtogethergforgcommongpurposes‖.
d. ―Agcohortgconsistsgofggroupsgofgindividualsgthatgmakegupgagwhole‖.
ANS:g B
Agcohortgisgaggroupgofgpeoplegwhogsharegcommongexperiencesgwithgeachgother.gAgsch
emegisgawebgofgconnections,gagteamgisgaggroupglinkedgtogethergforgcommongpurposes
,gandgagunitgconsistsgofggroupsgorgindividualsgthatgmakegupgagwhole.

DIF: CognitivegLevel:gEvaluation
OBJ: Identifyghowgexperiencesginfluenceglearninggingadults.gTOP:g AdultgLearning

9. ThegnursegeducatorgisgpresentinggaglecturegtogaggroupgofgnewgRNs.gWhichgstatementg
bygonegofthegRNsgindicatesgthatgteachingghasgbeengeffective?
a. ―Experiencegisgagsteppinggstonegtognewglearning‖.
b. ―Experiencegcangbegagbarriergtognewglearning‖.
c. ―Experiencegcangbegangavenuegtognewglearning‖.
d. ―Experiencegcangbegagdetourgtognewglearning‖.
ANS:g B
Experiencegaccentuatesgdifferencesgamongglearners,gservesgasgagsourcegofginsightga
ndgmotivation,gcangbegagbarriergtognewglearning,gandgservesgasgagfoundationgforgdefini
nggthegself.
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