Test Bank For LPN to RN Transitions Achieving Success
Dj Dj Dj Dj Dj Dj Dj Dj
inyour New Role 5th Edition By Nicki Harrington;
Dj D
j Dj Dj Dj Dj Dj Dj Dj
Cynthia Lee Terry
Dj Dj Dj
,Table of Contents
Dj Dj
Chapter Dj01 DjHonoring DjYour DjPast, DjPlanning DjYour DjFuture 1
Chapter Dj02 DjAssessing DjYourself Djand DjDesigning DjSuccess 5
Chapter Dj03 DjStudy DjHabits Djand DjTest-Taking DjSkills 12
Chapter Dj04 DjDistinguishing Djthe DjRN DjRole Djfrom Djthe DjLPN DjLVN DjRole 18
Chapter Dj05 DjUsing DjNursing DjTheory Djto DjGuide DjProfessional DjPractice 26
Chapter Dj06 DjProviding DjPatient-Centered DjCare DjThrough Djthe DjNursing DjProcess 35
Chapter Dj07 DjCritical Djand DjDiagnostic DjThinking Djfor DjBetter DjClinical DjJudgment 45
Chapter Dj08 DjPracticing DjEvidence-Based DjDecision DjMaking 54
Chapter Dj09 DjCommunicating DjWith DjPatients Djand DjCo-Workers 65
Chapter Dj10 DjTeaching DjPatients Djand DjTheir DjFamilies 74
Chapter Dj11 DjThe DjNurses, DjIdeas, Djand DjForces DjThat DjDefine Djthe DjProfession 83
Chapter Dj12 DjUpholding DjLegal Djand DjEthical DjPrinciples 88
Chapter Dj13 DjCare Djand DjSafety DjStandards, DjCompetence, Djand DjNurse DjAccountability 99
Chapter Dj14 DjLeading, DjDelegating, Djand DjCollaborating 106
Chapter Dj15 DjPromoting DjHealthful DjLiving Djin Djthe DjPrimary DjCare DjSetting 116
Chapter Dj16 DjManaging DjCare Djin DjSecondary Djand DjTertiary DjHealth DjCare 125
Chapter Dj17 DjReflecting Djon DjYour DjTransition 132
Chapter Dj18 DjPrepare DjNow Djto DjPass DjNCLEX-RN® 141
?
, Test DjBank Dj- DjLPN Djto DjRN DjTransitions, Dj5th DjEdition
Chapter 01: Honoring Your Past, Planning Your Future
Dj Dj Dj Dj Dj Dj Dj
Claywell: LPN to RN Transitions, 5th Edition
D
j Dj Dj Dj Dj Dj Dj
MULTIPLE DjCHOICE
1. A Djnursing Djadvisor Djis Djmeeting Djwith Dja Djstudent Djwho Djis Djinterested Djin Djearning Djher DjRN
Djdegree. DjSheD jknows Djthat Djlicensed Djpractical Djnurse/license Djvocational Djnurse Dj(LPN/LVNs)
Djwho Djenter DjnursingDjschool Djto Djbecome DjRNs Djcome Djinto Djthe Djlearning Djenvironment Djwith
Djprior Djknowledge Djand Djunderstanding. DjWhich Djstatement Djby Djthe Djnursing Djadvisor Djbest
Djdescribes Djher Djunderstanding Djof Djthe Djeffect Djexperience Djmay Djhave Djon Djlearning?
a. ―Experience Djmay Djbe Dja Djsource Djof Djinsight Djand Djmotivation, Djor Dja Djbarrier.‖
b. ―Experience Djis Djusually Dja Djstumbling Djblock Djfor DjLPN/LVNs.‖
c. ―Experience Djnever Djmakes Djlearning Djmore Djdifficult.‖
d. ―Once Djsomething Djis Djlearned, Djit Djcan Djnever Djbe Djtruly Djmodified.‖
ANS: D j A
Experience Djaccentuates Djdifferences Djamong Djlearners Djand Djserves Djas Dja Djsource Djof Djinsight
Djand Djmotivation, Djbut Djit Djcan Djalso Djbe Dja Djbarrier. DjExperience Djcan Djserve Djas Dja Djfoundation
Djfor Djdefining DjtheD
jself.
DIF: Cognitive DjLevel: DjApplication
OBJ: IdentifyDjhow Djexperiences Djinfluence Djlearning Djin Djadults. TOP: Adult DjLearning
2. There Djis Dja Djtest Djon Djthe Djcardiovascular Djsystem Djon DjFriday Djmorning, Djand Djit Djis Djnow
DjWednesdayD jnight. DjThe Djstudent Djhas Djalready Djtaken Dja Djvacation Djday Djfrom Djwork
DjThursday Djnight Djso Djthat DjsheD jcan Djstay Djhome Djand Djstudy. Dj She DjiW
s DjW
coWn.
si T
deBriS
ngM.
skW
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Djher Djexercise Djclass Djon DjThursday Djmorning Djto Djgo Djto Djthe Djlibrary Djto Djprepare Djfor Djthe
Djtest. DjWhich Djresponse Djbest Djidentifies Djthe Djstudent‘s Djoutcome Djpriority?
a. Exercise Djclass
b. Going Djto Djthe Djlibrary
c. Avoiding Djwork DjbyDjtaking Dja Djvacation
d. Doing Djwell Djon Djthe Djtest Djon DjFriday
ANS: D j D
The Djoutcome Djpriority Djis Djthe Djessential Djissue Djor Djneed Djto Djbe Djaddressed Djat Djany Djgiven
Djtime DjwithinD
ja Djset Djof Djconditions Djor Djcircumstances.
DIF: Cognitive DjLevel: DjApplication
OBJ: Identify Djmotivations Djand Djpersonal Djoutcome Djpriorities Djfor Djreturning Djto
Djschool.D
jTOP: Motivation Djto DjLearn
3. A Djnurse Djwho Djhas Djbeen Djan DjLPN/LVN Djfor Dj10 Djyears Djis Djmeeting Djwith Djan Djadvisor Djto
Djdiscuss Djthe Djpossibility Djof Djtaking Djclasses Djto Djbecome Djan DjRN. DjThe Djadvisor Djinterprets
Djwhich Djstatement Djby DjtheD jnurse Djas Djthe Djdriving Djforce Djfor Djreturning Djto Djschool?
a. ―I‘ll Djneed Djto Djschedule Djtime Djto Djattend Djclasses.‖
b. ―I‘ll Djhave Djto Djbudget Djfor Djpaying Djtuition.‖
c. ―I‘ll Djhave Djto Djrearranging Djmy Djschedule.‖
d. ―There Djis Dja Djpossibility Djof Djadvancement Djinto Djadministration.‖
1 Dj| DjP Dja Djg Dje
Want Djto Djearn
Dj$1.236
extra Djper Djyear?
, Stuvia.com Dj- DjThe DjMarketplace Djto DjBuy Djand DjSell Djyour DjStudy
DjMaterial
Test DjBank Dj- DjLPN Djto DjRN DjTransitions, Dj5th DjEdition Dj(Claywell,
Dj2022)
ANS: D j D
Driving Djforces Djare Djthose Djthat Djpush Djtoward Djmaking Djthe Djchange, Djas Djopposed Djto
Djrestraining Djforces, Djwhich Djare Djthose Djthat Djusually Djpresent Dja Djchallenge Djthat Djneeds Djto Djbe
Djovercome Djfor DjtheD
jchange Djto Djtake Djplace Djor Djpresent Dja Djnegative Djeffect Djthe Djchange Djmay
Djinitiate.
DIF: Cognitive DjLevel: DjApplication
OBJ: Identify Djmotivations Djand Djpersonal Djoutcome Djpriorities Djfor Djreturning Djto
Djschool.D
jTOP: Motivations Djfor DjChange
4. An DjRN Djis Djcaring Djfor Dja Djdiabetic Djpatient. DjThe Djpatient Djappears Djinterested Djin
Djchanging Djher Djlifestyle Djand Djhas Djbeen Djasking Djquestions Djabout Djeating Djbetter. DjThe
jbehavior Djas Djwhich Djstage Djof DjLewin‘s DjChange DjTheory?
Djnurse Djcan Djinterpret DjthisD
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: D j B
The Djpatient Djis Djin Djthe Djfirst Djphase Djof DjLewin‘s DjChange DjTheory, Djknown Djas Djunfreezing.
DjThis Djphase D
jinvolves Djdetermining Djthat Dja Djchange Djneeds Djto Djoccur Djand Djdeciding Djto Djtake
Djaction. DjMoving Djis Djthe D jsecond Djphase Djand Djinvolves Djactively Djplanning Djchanges Djand
Djtaking Djaction Djon Djthem. DjRefreezing D jis Djthe Djlast Djstage, Djand Djit Djoccurs Djwhen Djthe Djchange
Djhas Djbecome Dja Djpart Djof Djthe Djperson‘s Djlife.
DIF: Cognitive DjLevel: DjAnalysis
OBJ: Understand DjChange DjTheory Djand Djhow Djit Djapplies Djto Djbecoming
Djan DjRN.D
jTOP: Change DjTheory
WWW.TBSM.WS
5. An DjLPN Djis Djtalking Djwith Djher Djclinical Djinstructor Djabout Djher Djdecision Djto Djreturn Djto Djschool Djto
become Djan DjRN. DjThe Djclinical Djinstructor Djinterprets Djthe DjLPNs Djoutcome Djpriority Djbased Djon Djwhich
jstatement?
D
a. ―My Djfamily Djwanted Djme Djto Djgo Djback Djto Djschool.‖
b. ―I Djwant Dj to Dj better Dj my Djfinancial Dj situation.‖
c. ―I Djreally Djenjoy Djschool.‖
d. ―I Djwould D j like Dj to D j advance D j to D j a Dj teaching Dj role D j someday.‖
ANS: D j B
The Djoutcome Djpriority Djis Djthe Djessential Djneed Djthat Djmust Djbe Djaddressed, Djdetermined Djby
DjinternalDjand Djexternal Djfactors, Djsuch Djas Djneeding Djto Djbetter Dja Djfinancial Djsituation. DjThe
Djother DjstatementsD jindicate Djreasons Djfor Djreturning Djto Djschool, Djbut Djthey Djare Djnot Djessential
Djneeds Djor Djissues Djto Djbe Djaddressed.
DIF: Cognitive DjLevel: DjAnalysis
OBJ: IdentifyDjhow Djexperiences Djinfluence Djlearning Djin Djadults. TOP: Adult DjLearning
6. A Djnurse Djnotices Dja Djposting Djfor Dja Djmanagement Djposition Djfor Djwhich Djshe Djis Djqualified. DjIf
Djthe Djnurse Djis Djin Djthe Djmoving Djphase Djof DjLewin‘s DjChange DjTheory, Djwhich Djstatement
Djreflects Djthe Djaction Djshe DjisD
jmost Djlikely Djto Djtake?
a. Does Djnothing Djto Djobtain Djthe Djposition
b. Applies Djfor Djthe Djposition
c. Identifies Djthat Djchange Djis Djneeded
2 Dj| DjP Dja Djg
Dje
Want Djto Djearn
Dj$1.236
extra Djper Djyear?
Dj Dj Dj Dj Dj Dj Dj Dj
inyour New Role 5th Edition By Nicki Harrington;
Dj D
j Dj Dj Dj Dj Dj Dj Dj
Cynthia Lee Terry
Dj Dj Dj
,Table of Contents
Dj Dj
Chapter Dj01 DjHonoring DjYour DjPast, DjPlanning DjYour DjFuture 1
Chapter Dj02 DjAssessing DjYourself Djand DjDesigning DjSuccess 5
Chapter Dj03 DjStudy DjHabits Djand DjTest-Taking DjSkills 12
Chapter Dj04 DjDistinguishing Djthe DjRN DjRole Djfrom Djthe DjLPN DjLVN DjRole 18
Chapter Dj05 DjUsing DjNursing DjTheory Djto DjGuide DjProfessional DjPractice 26
Chapter Dj06 DjProviding DjPatient-Centered DjCare DjThrough Djthe DjNursing DjProcess 35
Chapter Dj07 DjCritical Djand DjDiagnostic DjThinking Djfor DjBetter DjClinical DjJudgment 45
Chapter Dj08 DjPracticing DjEvidence-Based DjDecision DjMaking 54
Chapter Dj09 DjCommunicating DjWith DjPatients Djand DjCo-Workers 65
Chapter Dj10 DjTeaching DjPatients Djand DjTheir DjFamilies 74
Chapter Dj11 DjThe DjNurses, DjIdeas, Djand DjForces DjThat DjDefine Djthe DjProfession 83
Chapter Dj12 DjUpholding DjLegal Djand DjEthical DjPrinciples 88
Chapter Dj13 DjCare Djand DjSafety DjStandards, DjCompetence, Djand DjNurse DjAccountability 99
Chapter Dj14 DjLeading, DjDelegating, Djand DjCollaborating 106
Chapter Dj15 DjPromoting DjHealthful DjLiving Djin Djthe DjPrimary DjCare DjSetting 116
Chapter Dj16 DjManaging DjCare Djin DjSecondary Djand DjTertiary DjHealth DjCare 125
Chapter Dj17 DjReflecting Djon DjYour DjTransition 132
Chapter Dj18 DjPrepare DjNow Djto DjPass DjNCLEX-RN® 141
?
, Test DjBank Dj- DjLPN Djto DjRN DjTransitions, Dj5th DjEdition
Chapter 01: Honoring Your Past, Planning Your Future
Dj Dj Dj Dj Dj Dj Dj
Claywell: LPN to RN Transitions, 5th Edition
D
j Dj Dj Dj Dj Dj Dj
MULTIPLE DjCHOICE
1. A Djnursing Djadvisor Djis Djmeeting Djwith Dja Djstudent Djwho Djis Djinterested Djin Djearning Djher DjRN
Djdegree. DjSheD jknows Djthat Djlicensed Djpractical Djnurse/license Djvocational Djnurse Dj(LPN/LVNs)
Djwho Djenter DjnursingDjschool Djto Djbecome DjRNs Djcome Djinto Djthe Djlearning Djenvironment Djwith
Djprior Djknowledge Djand Djunderstanding. DjWhich Djstatement Djby Djthe Djnursing Djadvisor Djbest
Djdescribes Djher Djunderstanding Djof Djthe Djeffect Djexperience Djmay Djhave Djon Djlearning?
a. ―Experience Djmay Djbe Dja Djsource Djof Djinsight Djand Djmotivation, Djor Dja Djbarrier.‖
b. ―Experience Djis Djusually Dja Djstumbling Djblock Djfor DjLPN/LVNs.‖
c. ―Experience Djnever Djmakes Djlearning Djmore Djdifficult.‖
d. ―Once Djsomething Djis Djlearned, Djit Djcan Djnever Djbe Djtruly Djmodified.‖
ANS: D j A
Experience Djaccentuates Djdifferences Djamong Djlearners Djand Djserves Djas Dja Djsource Djof Djinsight
Djand Djmotivation, Djbut Djit Djcan Djalso Djbe Dja Djbarrier. DjExperience Djcan Djserve Djas Dja Djfoundation
Djfor Djdefining DjtheD
jself.
DIF: Cognitive DjLevel: DjApplication
OBJ: IdentifyDjhow Djexperiences Djinfluence Djlearning Djin Djadults. TOP: Adult DjLearning
2. There Djis Dja Djtest Djon Djthe Djcardiovascular Djsystem Djon DjFriday Djmorning, Djand Djit Djis Djnow
DjWednesdayD jnight. DjThe Djstudent Djhas Djalready Djtaken Dja Djvacation Djday Djfrom Djwork
DjThursday Djnight Djso Djthat DjsheD jcan Djstay Djhome Djand Djstudy. Dj She DjiW
s DjW
coWn.
si T
deBriS
ngM.
skW
ipSping
Djher Djexercise Djclass Djon DjThursday Djmorning Djto Djgo Djto Djthe Djlibrary Djto Djprepare Djfor Djthe
Djtest. DjWhich Djresponse Djbest Djidentifies Djthe Djstudent‘s Djoutcome Djpriority?
a. Exercise Djclass
b. Going Djto Djthe Djlibrary
c. Avoiding Djwork DjbyDjtaking Dja Djvacation
d. Doing Djwell Djon Djthe Djtest Djon DjFriday
ANS: D j D
The Djoutcome Djpriority Djis Djthe Djessential Djissue Djor Djneed Djto Djbe Djaddressed Djat Djany Djgiven
Djtime DjwithinD
ja Djset Djof Djconditions Djor Djcircumstances.
DIF: Cognitive DjLevel: DjApplication
OBJ: Identify Djmotivations Djand Djpersonal Djoutcome Djpriorities Djfor Djreturning Djto
Djschool.D
jTOP: Motivation Djto DjLearn
3. A Djnurse Djwho Djhas Djbeen Djan DjLPN/LVN Djfor Dj10 Djyears Djis Djmeeting Djwith Djan Djadvisor Djto
Djdiscuss Djthe Djpossibility Djof Djtaking Djclasses Djto Djbecome Djan DjRN. DjThe Djadvisor Djinterprets
Djwhich Djstatement Djby DjtheD jnurse Djas Djthe Djdriving Djforce Djfor Djreturning Djto Djschool?
a. ―I‘ll Djneed Djto Djschedule Djtime Djto Djattend Djclasses.‖
b. ―I‘ll Djhave Djto Djbudget Djfor Djpaying Djtuition.‖
c. ―I‘ll Djhave Djto Djrearranging Djmy Djschedule.‖
d. ―There Djis Dja Djpossibility Djof Djadvancement Djinto Djadministration.‖
1 Dj| DjP Dja Djg Dje
Want Djto Djearn
Dj$1.236
extra Djper Djyear?
, Stuvia.com Dj- DjThe DjMarketplace Djto DjBuy Djand DjSell Djyour DjStudy
DjMaterial
Test DjBank Dj- DjLPN Djto DjRN DjTransitions, Dj5th DjEdition Dj(Claywell,
Dj2022)
ANS: D j D
Driving Djforces Djare Djthose Djthat Djpush Djtoward Djmaking Djthe Djchange, Djas Djopposed Djto
Djrestraining Djforces, Djwhich Djare Djthose Djthat Djusually Djpresent Dja Djchallenge Djthat Djneeds Djto Djbe
Djovercome Djfor DjtheD
jchange Djto Djtake Djplace Djor Djpresent Dja Djnegative Djeffect Djthe Djchange Djmay
Djinitiate.
DIF: Cognitive DjLevel: DjApplication
OBJ: Identify Djmotivations Djand Djpersonal Djoutcome Djpriorities Djfor Djreturning Djto
Djschool.D
jTOP: Motivations Djfor DjChange
4. An DjRN Djis Djcaring Djfor Dja Djdiabetic Djpatient. DjThe Djpatient Djappears Djinterested Djin
Djchanging Djher Djlifestyle Djand Djhas Djbeen Djasking Djquestions Djabout Djeating Djbetter. DjThe
jbehavior Djas Djwhich Djstage Djof DjLewin‘s DjChange DjTheory?
Djnurse Djcan Djinterpret DjthisD
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: D j B
The Djpatient Djis Djin Djthe Djfirst Djphase Djof DjLewin‘s DjChange DjTheory, Djknown Djas Djunfreezing.
DjThis Djphase D
jinvolves Djdetermining Djthat Dja Djchange Djneeds Djto Djoccur Djand Djdeciding Djto Djtake
Djaction. DjMoving Djis Djthe D jsecond Djphase Djand Djinvolves Djactively Djplanning Djchanges Djand
Djtaking Djaction Djon Djthem. DjRefreezing D jis Djthe Djlast Djstage, Djand Djit Djoccurs Djwhen Djthe Djchange
Djhas Djbecome Dja Djpart Djof Djthe Djperson‘s Djlife.
DIF: Cognitive DjLevel: DjAnalysis
OBJ: Understand DjChange DjTheory Djand Djhow Djit Djapplies Djto Djbecoming
Djan DjRN.D
jTOP: Change DjTheory
WWW.TBSM.WS
5. An DjLPN Djis Djtalking Djwith Djher Djclinical Djinstructor Djabout Djher Djdecision Djto Djreturn Djto Djschool Djto
become Djan DjRN. DjThe Djclinical Djinstructor Djinterprets Djthe DjLPNs Djoutcome Djpriority Djbased Djon Djwhich
jstatement?
D
a. ―My Djfamily Djwanted Djme Djto Djgo Djback Djto Djschool.‖
b. ―I Djwant Dj to Dj better Dj my Djfinancial Dj situation.‖
c. ―I Djreally Djenjoy Djschool.‖
d. ―I Djwould D j like Dj to D j advance D j to D j a Dj teaching Dj role D j someday.‖
ANS: D j B
The Djoutcome Djpriority Djis Djthe Djessential Djneed Djthat Djmust Djbe Djaddressed, Djdetermined Djby
DjinternalDjand Djexternal Djfactors, Djsuch Djas Djneeding Djto Djbetter Dja Djfinancial Djsituation. DjThe
Djother DjstatementsD jindicate Djreasons Djfor Djreturning Djto Djschool, Djbut Djthey Djare Djnot Djessential
Djneeds Djor Djissues Djto Djbe Djaddressed.
DIF: Cognitive DjLevel: DjAnalysis
OBJ: IdentifyDjhow Djexperiences Djinfluence Djlearning Djin Djadults. TOP: Adult DjLearning
6. A Djnurse Djnotices Dja Djposting Djfor Dja Djmanagement Djposition Djfor Djwhich Djshe Djis Djqualified. DjIf
Djthe Djnurse Djis Djin Djthe Djmoving Djphase Djof DjLewin‘s DjChange DjTheory, Djwhich Djstatement
Djreflects Djthe Djaction Djshe DjisD
jmost Djlikely Djto Djtake?
a. Does Djnothing Djto Djobtain Djthe Djposition
b. Applies Djfor Djthe Djposition
c. Identifies Djthat Djchange Djis Djneeded
2 Dj| DjP Dja Djg
Dje
Want Djto Djearn
Dj$1.236
extra Djper Djyear?
