TESTnBANKnFORnLPNnTOnRNnTRANSITIONSn4THnEDITIONnBnCLAYWELL
Chapter n01:nHonoring nYournPast,nPlanning nYournFuture nClaywell
:nLPNnto nRNnTransitions,n4thnEdition
MULTIPLEnCHOICE
1. A n nursingn advisorn isn meetingn withnan student nwhonisn interestedninn earningn hernRN ndegree.n Shenk
nowsn that n licensed npracticaln nurse/licensen vocationaln nursen(LPN/LVNs)n whonenternnursingn sc
hooln ton becomen RNsn comen inton then learningn environment n withn priorn knowledgen and n understa
nding.n Whichn statement n byn then nursingn advisorn best n describesn hern understandingnof nthen effectn
experiencen mayn haven onn learning?
a. “Experiencen mayn ben an sourcen of n insight n and n motivation,n orn an barrier.”
b. “Experiencen isn usuallyn an stumblingn blockn forn LPN/LVNs.”
c. “Experiencen nevern makesn learningn moren difficult.”
d. “Oncen somethingn isn learned,n it n cann nevern ben trulyn modified.”
ANS:n A
Experiencen accentuatesn differencesn amongn learnersn and n servesn asn an sourcen ofninsight n andn motiva
tion,n but n it n cann alson ben an barrier.n Experiencen cann serven asn an foundationn forn definingn then self.
DIF: CognitivenLevel:n Application
OBJ:n n Identify n hown experiencesn influence n learningnin n adults. TOP:n Adultn Learning
2. Theren isn an test n onn then cardiovascularn systemn onn Fridayn morning,n and nit nisn now nWednesdaynnight
.n Then student nhasn alreadyntakenn anvacationndayn fromn workn Thursdaynnight nson that n shen cann stayn h
omen and n study.nShen isn consideringn skippingn hern exercisen classn onn Thursdayn morningn ton gontonth
en libraryn ton preparen forn then test.nWhichn responsen best nidentifiesn then student’sn outcomen priority?
a. Exercisen class
b. Goingn ton then library
c. Avoidingn workn byn takingn an vacation
d. Doingn welln onn then test n onn Friday
ANS:n D
Then outcomen priorityn isn then essentialn issuen orn need nton benaddressed nat nanyngivenn timen withinn ansetn
of n conditionsn orn circumstances.
DIF: CognitivenLevel:n Application
OBJ:n Identify nmotivationsnandnpersonalnoutcomenprioritiesnfornreturningn to n school.n T
OP:n Motivation n to n Learn
3. A n nursen whon hasn beenn annLPN/LVNnforn10n yearsn isn meetingn withn annadvisorn tondiscussn then pos
sibilitynof n takingn classesn ton becomen ann RN.nThen advisorn interpretsn whichn statement n bynthen nurs
en asn then drivingn forcen forn returningn ton school?
a. “I’lln need n ton schedulen timen ton attend n classes.”
b. “I’lln haven ton budget n forn payingn tuition.”
c. “I’lln haven ton rearrangingn myn schedule.”
d. “Theren isn an possibilityn of n advancement n inton administration.”
ANS:n D
,TESTnBANKnFORnLPNnTOnRNnTRANSITIONSn4THnEDITIONnBnCLAYWELL
Chapter n01:nHonoring nYournPast,nPlanning nYournFuture nClaywell
:nLPNnto nRNnTransitions,n4thnEdition
Drivingn forcesn aren thosen thatn pushntowardn makingn then change,n asn opposed n ton restrainingn forces,n
whichn aren thosen that n usuallyn present n anchallengen that nneedsntonbenovercomen forn then changentontak
en placen orn present n an negativen effect n then changen mayn initiate.
DIF: CognitivenLevel:n Application
OBJ:n Identify nmotivationsnandnpersonalnoutcomenprioritiesnfornreturningn to n school.n T
OP:n Motivationsn forn Change
4. Ann RN n isn caringn fornan diabeticnpatient.nThen patient n appearsn interestedninn changingnhern lifestylen a
nd n hasn beenn askingn questionsn about neatingn better.n Then nursen canninterpret n thisn behaviorn asn whic
hn stagen of n Lewin’sn Changen Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS:n B
Then patient n isn inn then first n phasen of n Lewin’sn Changen Theory,n knownn asn unfreezing.n Thisn phasen in
volvesn determiningn that n an changen needsn ton occurn andndecidingn tontakenaction.n Movingn isn then seco
nd n phasen and ninvolvesn activelynplanningn changesn and ntakingn actionnonnthem.n Refreezingn isn then la
st n stage,n and n it n occursn whenn then changen hasn becomen an part n of n then person’sn life.
DIF: CognitivenLevel:n Analysis
OBJ:n UnderstandnChangenTheorynandnhownitn appliesntonbecomingnan n RN.n
TOP:n Changen Theory
5. Ann LPN n isn talkingn withnhern clinicaln instructorn about nherndecisionn ton returnn tonschooln tonbecomen a
nn RN.n Then clinicaln instructorn iN
nterprets n then LPNsn outcomen prioritynbased nonnwhichn statement?
a. “Myn familyn wanted n men ton gon backn ton school.”
b. “I nwant n ton bettern myn financialn situation.”
c. “I n reallyn enjoyn school.”
d. “I nwould n liken ton advancen ton an teachingn rolen someday.”
ANS:n B
Then outcomen prioritynisn then essentialn need nthatn mustn ben addressed,ndetermined n byn internaln andn e
xternaln factors,n suchn asn needingnton bettern anfinancialn situation.n Then othern statementsn indicaten re
asonsn forn returningn ton school,n but n theyn aren not n essentialn needsn orn issuesn ton ben addressed.
DIF:n n Cognitiven Level:n Analysis
OBJ:n n Identify n hown experiencesn influence n learningnin n adults.n n n n TOP:n Adultn Learning
6. A n nursen noticesn an postingnfornanmanagement n positionn forn whichn shen isnqualified.n If n then nursen isn i
nn then movingn phasen of n Lewin’sn Changen Theory,n whichn statement n reflectsn thenactionnshen isn most
n likelyn ton take?
a. Doesn nothingn ton obtainn then position
b. Appliesn forn then position
c. Identifiesn that n changen isn needed
d. Settlesn inton then routinen of n hern job
,TESTnBANKnFORnLPNnTOnRNnTRANSITIONSn4THnEDITIONnBnCLAYWELL
Chapter n01:nHonoring nYournPast,nPlanning nYournFuture nClaywell
:nLPNnto nRNnTransitions,n4thnEdition
ANS:n B
, TESTnBANKnFORnLPNnTOnRNnTRANSITIONSn4THnEDITIONnBnCLAYWELL
Chapter n01:nHonoring nYournPast,nPlanning nYournFuture nClaywell
:nLPNnto nRNnTransitions,n4thnEdition
Unfreezingn beginsn whenn reasonsn forn changenaren identified.nThen movingn phasen involvesn activen pl
anningn and n action.n Movingn alson meansn youn aren dealingn withn bothnpositiven and n negativen forcesn a
sn theyn ebbn and n flow,n and n youn aren makingn modificationsn ton yourn plann asn needed.
Refreezingn occursn aftern then changen hasn becomen routine.
DIF: CognitivenLevel:n Application
OBJ:n UnderstandnChangenTheorynandnhownitn appliesntonbecomingnan n RN.n
TOP:n Changen Theory
7. Ann Orthopedicn Nursen isncontemplatingn changesn inn hern professionaln lifenand n identifyingn goals.n
Whichn actionn should n then nursen taken if n shen isn interested n inn pursuingn an long-termn goal?
a. Studiesn forn an telemetryn examn scheduled n forn next n week
b. Enrollsn inn an Nursen Practitionern program
c. Attendsn an seminarn ton becomen an chargen nurse
d. Continuesn ton workn onn then orthopedicn floorn full-time
ANS:n B
A n short-termn goaln isn onen that n cann ben attained n inn an period n of n 6n monthsn orn less.n Short-
termn goalsn includen becomingn an chargen nursen and n passingn then telemetryn exam.n An long-
termn goaln isn attained n inn greatern thann 6nmonthsnand nincludesn studyingn ton becomen anNursen Practitio
ner.n Continuingn ton workn onn thenorthopedicn floorn doesnnot nrepresent n eithern anshort-termn orn anlong-
termn goal.
DIF: CognitivenLevel:n Application
OBJ:n Identify n both n short-nand n long-
termn personaln and n professionaln goals.n TOP:n Settingn Goals
8. Then RN n isn talkingn withn thenunit n managern about nwaysn ton improven patient n care.n Then managern intr
oducesnthenconcept nofnancohNort. nWhichnstatement nbynthenRNnindicatesnthat nthenteachingnhasn been
n effective?
a. “A n cohort n isn an webn of n connections”.
b. “A n cohort n isn an groupn of n peoplen whon sharen commonn experiencesn withn eachn other”.
c. “A n cohort n isn an groupn linked n togethern forn commonn purposes”.
d. “A n cohort n consistsn of n groupsn of n individualsn that n maken upn an whole”.
ANS:n B
A n cohort n isn an groupnofnpeoplen whonsharen commonn experiencesn withneachn other.n Anschemen isn anwe
bn of n connections,n an teamn isn angroupn linked ntogethern forn commonn purposes,n and nanunit n consistsn ofn
groupsn orn individualsn that n maken upn an whole.
DIF: CognitivenLevel:n Evaluation
OBJ:n n Identify n hown experiencesn influence n learningnin n adults. TOP:n Adultn Learning
9. Then nursen educatorn isn presentingn an lecturentonan groupnofn newnRNs.nWhichn statement n bynonen of n t
hen RNsn indicatesn that n teachingn hasn beenn effective?
a. “Experiencenisn an steppingn stonen ton new n learning”.
b. “Experiencen cann ben an barriern ton new n learning”.
c. “Experiencen cann ben ann avenuen ton new n learning”.
d. “Experiencen cann ben an detourn ton new n learning”.
ANS:n B
Chapter n01:nHonoring nYournPast,nPlanning nYournFuture nClaywell
:nLPNnto nRNnTransitions,n4thnEdition
MULTIPLEnCHOICE
1. A n nursingn advisorn isn meetingn withnan student nwhonisn interestedninn earningn hernRN ndegree.n Shenk
nowsn that n licensed npracticaln nurse/licensen vocationaln nursen(LPN/LVNs)n whonenternnursingn sc
hooln ton becomen RNsn comen inton then learningn environment n withn priorn knowledgen and n understa
nding.n Whichn statement n byn then nursingn advisorn best n describesn hern understandingnof nthen effectn
experiencen mayn haven onn learning?
a. “Experiencen mayn ben an sourcen of n insight n and n motivation,n orn an barrier.”
b. “Experiencen isn usuallyn an stumblingn blockn forn LPN/LVNs.”
c. “Experiencen nevern makesn learningn moren difficult.”
d. “Oncen somethingn isn learned,n it n cann nevern ben trulyn modified.”
ANS:n A
Experiencen accentuatesn differencesn amongn learnersn and n servesn asn an sourcen ofninsight n andn motiva
tion,n but n it n cann alson ben an barrier.n Experiencen cann serven asn an foundationn forn definingn then self.
DIF: CognitivenLevel:n Application
OBJ:n n Identify n hown experiencesn influence n learningnin n adults. TOP:n Adultn Learning
2. Theren isn an test n onn then cardiovascularn systemn onn Fridayn morning,n and nit nisn now nWednesdaynnight
.n Then student nhasn alreadyntakenn anvacationndayn fromn workn Thursdaynnight nson that n shen cann stayn h
omen and n study.nShen isn consideringn skippingn hern exercisen classn onn Thursdayn morningn ton gontonth
en libraryn ton preparen forn then test.nWhichn responsen best nidentifiesn then student’sn outcomen priority?
a. Exercisen class
b. Goingn ton then library
c. Avoidingn workn byn takingn an vacation
d. Doingn welln onn then test n onn Friday
ANS:n D
Then outcomen priorityn isn then essentialn issuen orn need nton benaddressed nat nanyngivenn timen withinn ansetn
of n conditionsn orn circumstances.
DIF: CognitivenLevel:n Application
OBJ:n Identify nmotivationsnandnpersonalnoutcomenprioritiesnfornreturningn to n school.n T
OP:n Motivation n to n Learn
3. A n nursen whon hasn beenn annLPN/LVNnforn10n yearsn isn meetingn withn annadvisorn tondiscussn then pos
sibilitynof n takingn classesn ton becomen ann RN.nThen advisorn interpretsn whichn statement n bynthen nurs
en asn then drivingn forcen forn returningn ton school?
a. “I’lln need n ton schedulen timen ton attend n classes.”
b. “I’lln haven ton budget n forn payingn tuition.”
c. “I’lln haven ton rearrangingn myn schedule.”
d. “Theren isn an possibilityn of n advancement n inton administration.”
ANS:n D
,TESTnBANKnFORnLPNnTOnRNnTRANSITIONSn4THnEDITIONnBnCLAYWELL
Chapter n01:nHonoring nYournPast,nPlanning nYournFuture nClaywell
:nLPNnto nRNnTransitions,n4thnEdition
Drivingn forcesn aren thosen thatn pushntowardn makingn then change,n asn opposed n ton restrainingn forces,n
whichn aren thosen that n usuallyn present n anchallengen that nneedsntonbenovercomen forn then changentontak
en placen orn present n an negativen effect n then changen mayn initiate.
DIF: CognitivenLevel:n Application
OBJ:n Identify nmotivationsnandnpersonalnoutcomenprioritiesnfornreturningn to n school.n T
OP:n Motivationsn forn Change
4. Ann RN n isn caringn fornan diabeticnpatient.nThen patient n appearsn interestedninn changingnhern lifestylen a
nd n hasn beenn askingn questionsn about neatingn better.n Then nursen canninterpret n thisn behaviorn asn whic
hn stagen of n Lewin’sn Changen Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS:n B
Then patient n isn inn then first n phasen of n Lewin’sn Changen Theory,n knownn asn unfreezing.n Thisn phasen in
volvesn determiningn that n an changen needsn ton occurn andndecidingn tontakenaction.n Movingn isn then seco
nd n phasen and ninvolvesn activelynplanningn changesn and ntakingn actionnonnthem.n Refreezingn isn then la
st n stage,n and n it n occursn whenn then changen hasn becomen an part n of n then person’sn life.
DIF: CognitivenLevel:n Analysis
OBJ:n UnderstandnChangenTheorynandnhownitn appliesntonbecomingnan n RN.n
TOP:n Changen Theory
5. Ann LPN n isn talkingn withnhern clinicaln instructorn about nherndecisionn ton returnn tonschooln tonbecomen a
nn RN.n Then clinicaln instructorn iN
nterprets n then LPNsn outcomen prioritynbased nonnwhichn statement?
a. “Myn familyn wanted n men ton gon backn ton school.”
b. “I nwant n ton bettern myn financialn situation.”
c. “I n reallyn enjoyn school.”
d. “I nwould n liken ton advancen ton an teachingn rolen someday.”
ANS:n B
Then outcomen prioritynisn then essentialn need nthatn mustn ben addressed,ndetermined n byn internaln andn e
xternaln factors,n suchn asn needingnton bettern anfinancialn situation.n Then othern statementsn indicaten re
asonsn forn returningn ton school,n but n theyn aren not n essentialn needsn orn issuesn ton ben addressed.
DIF:n n Cognitiven Level:n Analysis
OBJ:n n Identify n hown experiencesn influence n learningnin n adults.n n n n TOP:n Adultn Learning
6. A n nursen noticesn an postingnfornanmanagement n positionn forn whichn shen isnqualified.n If n then nursen isn i
nn then movingn phasen of n Lewin’sn Changen Theory,n whichn statement n reflectsn thenactionnshen isn most
n likelyn ton take?
a. Doesn nothingn ton obtainn then position
b. Appliesn forn then position
c. Identifiesn that n changen isn needed
d. Settlesn inton then routinen of n hern job
,TESTnBANKnFORnLPNnTOnRNnTRANSITIONSn4THnEDITIONnBnCLAYWELL
Chapter n01:nHonoring nYournPast,nPlanning nYournFuture nClaywell
:nLPNnto nRNnTransitions,n4thnEdition
ANS:n B
, TESTnBANKnFORnLPNnTOnRNnTRANSITIONSn4THnEDITIONnBnCLAYWELL
Chapter n01:nHonoring nYournPast,nPlanning nYournFuture nClaywell
:nLPNnto nRNnTransitions,n4thnEdition
Unfreezingn beginsn whenn reasonsn forn changenaren identified.nThen movingn phasen involvesn activen pl
anningn and n action.n Movingn alson meansn youn aren dealingn withn bothnpositiven and n negativen forcesn a
sn theyn ebbn and n flow,n and n youn aren makingn modificationsn ton yourn plann asn needed.
Refreezingn occursn aftern then changen hasn becomen routine.
DIF: CognitivenLevel:n Application
OBJ:n UnderstandnChangenTheorynandnhownitn appliesntonbecomingnan n RN.n
TOP:n Changen Theory
7. Ann Orthopedicn Nursen isncontemplatingn changesn inn hern professionaln lifenand n identifyingn goals.n
Whichn actionn should n then nursen taken if n shen isn interested n inn pursuingn an long-termn goal?
a. Studiesn forn an telemetryn examn scheduled n forn next n week
b. Enrollsn inn an Nursen Practitionern program
c. Attendsn an seminarn ton becomen an chargen nurse
d. Continuesn ton workn onn then orthopedicn floorn full-time
ANS:n B
A n short-termn goaln isn onen that n cann ben attained n inn an period n of n 6n monthsn orn less.n Short-
termn goalsn includen becomingn an chargen nursen and n passingn then telemetryn exam.n An long-
termn goaln isn attained n inn greatern thann 6nmonthsnand nincludesn studyingn ton becomen anNursen Practitio
ner.n Continuingn ton workn onn thenorthopedicn floorn doesnnot nrepresent n eithern anshort-termn orn anlong-
termn goal.
DIF: CognitivenLevel:n Application
OBJ:n Identify n both n short-nand n long-
termn personaln and n professionaln goals.n TOP:n Settingn Goals
8. Then RN n isn talkingn withn thenunit n managern about nwaysn ton improven patient n care.n Then managern intr
oducesnthenconcept nofnancohNort. nWhichnstatement nbynthenRNnindicatesnthat nthenteachingnhasn been
n effective?
a. “A n cohort n isn an webn of n connections”.
b. “A n cohort n isn an groupn of n peoplen whon sharen commonn experiencesn withn eachn other”.
c. “A n cohort n isn an groupn linked n togethern forn commonn purposes”.
d. “A n cohort n consistsn of n groupsn of n individualsn that n maken upn an whole”.
ANS:n B
A n cohort n isn an groupnofnpeoplen whonsharen commonn experiencesn withneachn other.n Anschemen isn anwe
bn of n connections,n an teamn isn angroupn linked ntogethern forn commonn purposes,n and nanunit n consistsn ofn
groupsn orn individualsn that n maken upn an whole.
DIF: CognitivenLevel:n Evaluation
OBJ:n n Identify n hown experiencesn influence n learningnin n adults. TOP:n Adultn Learning
9. Then nursen educatorn isn presentingn an lecturentonan groupnofn newnRNs.nWhichn statement n bynonen of n t
hen RNsn indicatesn that n teachingn hasn beenn effective?
a. “Experiencenisn an steppingn stonen ton new n learning”.
b. “Experiencen cann ben an barriern ton new n learning”.
c. “Experiencen cann ben ann avenuen ton new n learning”.
d. “Experiencen cann ben an detourn ton new n learning”.
ANS:n B
