LPN to RN Transitions 4th Edition Claywell Test Bank (UPDATE)2025/2026

TESTBANKFORLPNTORNTRANSITIONS4THEDITIONBYCLAYWELL

“Chapter01:HonoringYourPast,PlanningYour Future
Claywell:LPNtoRNTransitions,4thEdition


MULTIPLE CHOICE

1. AnursingadvisorismeetingwithastudentwhoisinterestedinearningherRNdegree.Sheknowstha
tlicensedpracticalnurse/licensevocationalnurse(LPN/LVNs)whoenternursingschooltobecom
eRNscomeintothelearningenvironmentwithpriorknowledgeandunderstanding.Whichstateme
ntbythenursingadvisorbestdescribesherunderstandingoftheeffectexperiencemayhaveonlearni
ng?
a. “Experiencemaybeasourceofinsightandmotivation,orabarrier.”
b. “ExperienceisusuallyastumblingblockforLPN/LVNs.”
c. “Experiencenevermakeslearningmoredifficult.”
d. “Oncesomethingislearned,itcanneverbetrulymodified.”
ANS:A
Experienceaccentuatesdifferencesamonglearnersandservesasasourceofinsightandmotivation,b
utitcanalsobeabarrier.Experiencecanserveasafoundationfordefiningtheself.

DIF: CognitiveLevel:Application
OBJ:Identifyhowexperiencesinfluencelearninginadults. TOP:AdultLearning

2. ThereisatestonthecardiovascularsystemonFridaymorning,anditisnowWednesdaynight.Thestu
denthasalreadytakenavacationdayfromworkThursdaynightsothatshecanstayhomeandstudy.Sh
eisconsideringskippingherexerciseclassonThursdaymorningtogotothelibrarytoprepareforthete
N
st.Whichresponsebestidentifiesthestudent’soutcomepriority?
a. Exerciseclass
b. Goingtothelibrary
c. Avoidingworkbytakingavacation
d. DoingwellonthetestonFriday

ANS:D
Theoutcomepriorityistheessentialissueorneedtobeaddressedatanygiventimewithinasetofconditi
onsorcircumstances.

DIF: CognitiveLevel:Application
OBJ:Identifymotivationsandpersonaloutcomeprioritiesforreturningtoschool.TOP:Mot
ivationtoLearn

3. AnursewhohasbeenanLPN/LVNfor10yearsismeetingwithanadvisortodiscussthepossibilityoft
akingclassestobecomeanRN.Theadvisorinterpretswhichstatementbythenurseasthedrivingforc
eforreturningtoschool?
a. “I’llneedtoscheduletimetoattendclasses.”
b. “I’llhavetobudgetforpayingtuition.”
c. “I’llhavetorearrangingmyschedule.”
d. “Thereisapossibilityofadvancementintoadministration.”

ANS:D




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Drivingforcesarethosethatpushtowardmakingthechange,asopposedtorestrainingforces,whichar
ethosethatusuallypresentachallengethatneedstobeovercomeforthechangetotakeplaceorpresenta
negativeeffectthechangemayinitiate.

DIF: CognitiveLevel:Application
OBJ:Identifymotivationsandpersonaloutcomeprioritiesforreturningtoschool.TOP:Mot
ivationsforChange

4. AnRNiscaringforadiabeticpatient.Thepatientappearsinterestedinchangingherlifestyleandhasbe
enaskingquestionsabouteatingbetter.Thenursecaninterpretthisbehavioras
whichstageofLewin’sChangeTheory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing

ANS:B
ThepatientisinthefirstphaseofLewin’sChangeTheory,knownasunfreezing.Thisphaseinvolvesde
terminingthatachangeneedstooccuranddecidingtotakeaction.Movingisthesecondphaseandinvol
vesactivelyplanningchangesandtakingactiononthem.Refreezingisthelaststage,anditoccurswhen
thechangehasbecomeapartoftheperson’slife.

DIF: CognitiveLevel:Analysis
OBJ:UnderstandChangeTheoryandhowitappliestobecominganRN.TOP:Ch
angeTheory

5. AnLPNistalkingwithherclinicalinstructoraboutherdecisiontoreturntoschooltobecomeanRN.Th
eclinicalinstructoriNnterpretstheLPNsoutcomeprioritybasedonwhichstatement?
a. “Myfamilywantedmetogobacktoschool.”
b. “Iwanttobettermyfinancialsituation.”
c. “Ireallyenjoyschool.”
d. “Iwouldliketoadvancetoateachingrolesomeday.”
ANS:B
Theoutcomepriorityistheessentialneedthatmustbeaddressed,determinedbyinternalandexternalf
actors,suchasneedingtobetterafinancialsituation.Theotherstatementsindicatereasonsforreturnin
gtoschool,buttheyarenotessentialneedsorissuestobeaddressed.

DIF: CognitiveLevel:Analysis
OBJ:Identifyhowexperiencesinfluencelearninginadults. TOP:AdultLearning

6. Anursenoticesapostingforamanagementpositionforwhichsheisqualified.Ifthenurseisinthemovi
ngphaseofLewin’sChangeTheory,whichstatementreflectstheactionsheismostlikelytotake?
a. Doesnothingtoobtaintheposition
b. Appliesfortheposition
c. Identifiesthatchangeisneeded
d. Settlesintotheroutineofherjob
ANS:B




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Unfreezingbeginswhenreasonsforchangeareidentified.Themovingphaseinvolvesactiveplanning
andaction.Movingalsomeansyouaredealingwithbothpositiveandnegativeforcesastheyebbandflo
w,andyouaremakingmodificationstoyourplanasneeded.
Refreezingoccursafterthechangehasbecomeroutine.

DIF: CognitiveLevel:Application
OBJ:UnderstandChangeTheoryandhowitappliestobecominganRN.TOP:Ch
angeTheory

7. AnOrthopedicNurseiscontemplatingchangesinherprofessionallifeandidentifyinggoals.Which
actionshouldthenursetakeifsheisinterestedinpursuingalong-termgoal?
a. Studiesforatelemetryexamscheduledfornextweek
b. EnrollsinaNursePractitionerprogram
c. Attendsaseminartobecomeachargenurse
d. Continuestoworkontheorthopedicfloorfull-time

ANS:B
Ashort-termgoalisonethatcanbeattainedinaperiodof6monthsorless.Short-
termgoalsincludebecomingachargenurseandpassingthetelemetryexam.Along-
termgoalisattainedingreaterthan6monthsandincludesstudyingtobecomeaNursePractitioner.Con
tinuingtoworkontheorthopedicfloordoesnotrepresenteitherashort-termoralong-termgoal.

DIF: CognitiveLevel:Application
OBJ:Identifybothshort-andlong-
termpersonalandprofessionalgoals.TOP:SettingGoals

8. TheRNistalkingwiththeunitmanageraboutwaystoimprovepatientcare.Themanagerintroducesth
econceptofacohNort.WhichstatementbytheRNindicatesthattheteachinghasbeeneffective?
a. “Acohortisawebofconnections”.
b. “Acohortisagroupofpeoplewhosharecommonexperienceswitheachother”.
c. “Acohortisagrouplinkedtogetherforcommonpurposes”.
d. “Acohortconsistsofgroupsofindividualsthatmakeupawhole”.
ANS:B
Acohortisagroupofpeoplewhosharecommonexperienceswitheachother.Aschemeisawebofconn
ections,ateamisagrouplinkedtogetherforcommonpurposes,andaunitconsistsofgroupsorindividu
alsthatmakeupawhole.

DIF: CognitiveLevel:Evaluation
OBJ:Identifyhowexperiencesinfluencelearninginadults. TOP:AdultLearning

9. ThenurseeducatorispresentingalecturetoagroupofnewRNs.WhichstatementbyoneoftheRNsin
dicatesthatteachinghasbeeneffective?
a. “Experienceisasteppingstonetonewlearning”.
b. “Experiencecanbeabarriertonewlearning”.
c. “Experiencecanbeanavenuetonewlearning”.
d. “Experiencecanbeadetourtonewlearning”.
ANS:B
Experienceaccentuatesdifferencesamonglearners,servesasasourceofinsightandmotivation,canb
eabarriertonewlearning,andservesasafoundationfordefiningtheself.




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DIF: CognitiveLevel:Evaluation
OBJ:Identifymotivationsandpersonaloutcomeprioritiesforreturningtoschool.TOP:Adu
ltLearning

10. ThenurseeducatorispresentingalectureonexperienceandlearningtoagroupofRNs.Whichst
atementbyoneoftheRNsindicatesthatteachinghasbeeneffective?
a. “Experiencesalwayshelpeducationalendeavors”.
b. “Theprocessofunlearningiseasierthantheinitiallearning”.
c. “Learningcanoftenbemoredifficultifpreviousknowledgeiscontradicted”.
d. “Experiencesrarelyservethestudentinthelearningprocess”.
ANS:C
Experiencesmayeitherhelporhinderbothpresentandfutureeducationalendeavors(Knowlesetal.,2
015).Experiencemayserveasachaintowhichnewlearningmaybelinked,makingconceptsundersta
ndablewithinyourpersonalcontext.Conversely,someexperiencesmakelearningmoredifficultinth
atnewinformationmaycontradictpreviouslyacceptedinformationandmakeitnecessarytounlearnit
.Theprocessofunlearningismoredifficultthaninitiallearning.

DIF: CognitiveLevel:Evaluation
OBJ:Delineatebothpositiveandnegativeeffectexperiences. TOP:AdultLearning


MULTIPLERESPONSE

1. AstudentnurseandthestaffRNarediscussingrecentchangesonthenursingunit.Whichofthefollow
ingareexamplesofcNhangeprocesses?(Selectallthatapply.)
a. Coercive
b. Collaborative
c. Technocratic
d. Planned
e. Organized
ANS:A,C,D
Coerciveisatypeofchangethatisforcedorpushedonanother.Adecisionforchangemadebythemostk
nowledgeablepersonisknownastechnocratic.Plannedchangeinvolvescarefulthoughtanddecision
-making.Collaborativeandorganizedarenotconsideredtobetypesofchange.

DIF: CognitiveLevel:Application
OBJ:UnderstandChangeTheoryandhowitappliestobecominganRN.TOP:Ch
angeTheory




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