,Chapter 01: Honoring Your Past, Planning Your Future Claywell:
. . . . . . . . .
LPN to RN Transitions, 5th Edition
. . . . .
MULTIPLE.CHOICE
1. A.nursing.advisor.is.meeting.with.a.student.who.is.interested.in.earning.her.RN.degree..She.know
s.that.licensed.practical.nurse/license.vocational.nurse.(LPN/LVNs).who.enter.nursing.school.to.
become.RNs.come.into.the.learning.environment.with.prior.knowledge.and.understanding..Whi
ch.statement.by.the.nursing.advisor.best.describes.her.understanding.of.the.effect.experience.ma
y.have.on.learning?
a. “Experience.may.be.a.source.of.insight.and.motivation,.or.a.barrier.”
b. “Experience.is.usually.a.stumbling.block.for.LPN/LVNs.”
c. “Experience.never.makes.learning.more.difficult.”
d. “Once.something.is.learned,.it.can.never.be.truly.modified.”
ANS:. A
Experience.accentuates.differences.among.learners.and.serves.as.a.source.of.insight.and.motivatio
n,.but.it.can.also.be.a.barrier..Experience.can.serve.as.a.foundation.for.defining.the.self.
DIF: Cognitive.Level:.Application
OBJ:. . Identify.how.experiences.influence.learning.in.adults. TOP:. Adult.Learning
2. There.is.a.test.on.the.cardiovascular.system.on.Friday.morning,.and.it.is.now.Wednesday.night..Th
e.student.has.already.taken.a.vacation.day.from.work.Thursday.night.so.that.she.can.stay.home.and.
study..She.is.considering.skipping.her.exercise.class.on.Thursday.morning.to.go.to.the.library.to.p
repare.for.the.test..Which.response.best.identifies.the.student’s.outcome.priority?
a. Exercise.class
b. Going.to.the.library
c. Avoiding.work.by.taking.a.vacation
d. Doing.well.on.the.test.on.Friday
ANS:. D
The.outcome.priority.is.the.essential.issue.or.need.to.be.addressed.at.any.given.time.within.a.set.of.co
nditions.or.circumstances.
DIF: Cognitive.Level:.Application
OBJ:.Identify.motivations.and.personal.outcome.priorities.for.returning.to.school..TOP:.
Motivation.to.Learn
3. A.nurse.who.has.been.an.LPN/LVN.for.10.years.is.meeting.with.an.advisor.to.discuss.the.possibil
ity.of.taking.classes.to.become.an.RN..The.advisor.interprets.which.statement.by.the.nurse.as.the.d
riving.force.for.returning.to.school?
a. “I’ll.need.to.schedule.time.to.attend.classes.”
b. “I’ll.have.to.budget.for.paying.tuition.”
c. “I’ll.have.to.rearranging.my.schedule.”
d. “There.is.a.possibility.of.advancement.into.administration.”
ANS:. D
MedConnoisseur 2023 .
, Driving.forces.are.those.that.push.toward.making.the.change,.as.opposed.to.restraining.forces,.which
.are.those.that.usually.present.a.challenge.that.needs.to.be.overcome.for.the.change.to.take.place.or.pr
esent.a.negative.effect.the.change.may.initiate.
DIF: Cognitive.Level:.Application
OBJ:.Identify.motivations.and.personal.outcome.priorities.for.returning.to.school..TOP:.
Motivations.for.Change
4. An.RN.is.caring.for.a.diabetic.patient..The.patient.appears.interested.in.changing.her.lifestyle.and.h
as.been.asking.questions.about.eating.better..The.nurse.can.interpret.this.behavior.as.which.stage.
of.Lewin’s.Change.Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS:. B
The.patient.is.in.the.first.phase.of.Lewin’s.Change.Theory,.known.as.unfreezing..This.phase.involv
es.determining.that.a.change.needs.to.occur.and.deciding.to.take.action..Moving.is.the.second.phase
.and.involves.actively.planning.changes.and.taking.action.on.them..Refreezing.is.the.last.stage,.and.i
t.occurs.when.the.change.has.become.a.part.of.the.person’s.life.
DIF: Cognitive.Level:.Analysis
OBJ:. Understand.Change.Theory.and.how.it.applies.to.becoming.an.RN..TO
P:. Change.Theory
5. An.LPN.is.talking.with.her.clinical.instructor.about.her.decision.to.return.to.school.to.become.an.RN
..The.clinical.instructor.iN
nterprets .the.LPNs.outcome.priority.based.on.which.statement?
a. “My.family.wanted.me.to.go.back.to.school.”
b. “I.want.to.better.my.financial.situation.”
c. “I.really.enjoy.school.”
d. “I.would.like.to.advance.to.a.teaching.role.someday.”
ANS:. B
The.outcome.priority.is.the.essential.need.that.must.be.addressed,.determined.by.internal.and.exter
nal.factors,.such.as.needing.to.better.a.financial.situation..The.other.statements.indicate.reasons.fo
r.returning.to.school,.but.they.are.not.essential.needs.or.issues.to.be.addressed.
DIF:. Cognitive.Level:.Analysis
OBJ:. . Identify.how.experiences.influence.learning.in.adults.. . . TOP:. Adult.Learning
6. A.nurse.notices.a.posting.for.a.management.position.for.which.she.is.qualified..If.the.nurse.is.in.the.
moving.phase.of.Lewin’s.Change.Theory,.which.statement.reflects.the.action.she.is.most.likely.to.
take?
a. Does.nothing.to.obtain.the.position
b. Applies.for.the.position
c. Identifies.that.change.is.needed
d. Settles.into.the.routine.of.her.job
ANS:. B
MedConnoisseur 2023 .
, Unfreezing.begins.when.reasons.for.change.are.identified..The.moving.phase.involves.active.plann
ing.and.action..Moving.also.means.you.are.dealing.with.both.positive.and.negative.forces.as.they.e
bb.and.flow,.and.you.are.making.modifications.to.your.plan.as.needed.
Refreezing.occurs.after.the.change.has.become.routine.
DIF: Cognitive.Level:.Application
OBJ:. Understand.Change.Theory.and.how.it.applies.to.becoming.an.RN..TO
P:. Change.Theory
7. An.Orthopedic.Nurse.is.contemplating.changes.in.her.professional.life.and.identifying.goals..Whi
ch.action.should.the.nurse.take.if.she.is.interested.in.pursuing.a.long-term.goal?
a. Studies.for.a.telemetry.exam.scheduled.for.next.week
b. Enrolls.in.a.Nurse.Practitioner.program
c. Attends.a.seminar.to.become.a.charge.nurse
d. Continues.to.work.on.the.orthopedic.floor.full-time
ANS:. B
A.short-term.goal.is.one.that.can.be.attained.in.a.period.of.6.months.or.less..Short-
term.goals.include.becoming.a.charge.nurse.and.passing.the.telemetry.exam..A.long-
term.goal.is.attained.in.greater.than.6.months.and.includes.studying.to.become.a.Nurse.Practitioner.
.Continuing.to.work.on.the.orthopedic.floor.does.not.represent.either.a.short-term.or.a.long-
term.goal.
DIF:. Cognitive.Level:.Application
OBJ:.Identify.both.short-.and.long-
term.personal.and.professional.goals..TOP:. Setting.Goals
8. The.RN.is.talking.with.the.unit.manager.about.ways.to.improve.patient.care..The.manager.introdu
ces.the.concept.of.a.cohNort. .Which.statement.by.the.RN.indicates.that.the.teaching.has.been.effectiv
e?
a. “A.cohort.is.a.web.of.connections”.
b. “A.cohort.is.a.group.of.people.who.share.common.experiences.with.each.other”.
c. “A.cohort.is.a.group.linked.together.for.common.purposes”.
d. “A.cohort.consists.of.groups.of.individuals.that.make.up.a.whole”.
ANS:. B
A.cohort.is.a.group.of.people.who.share.common.experiences.with.each.other..A.scheme.is.a.web.of.c
onnections,.a.team.is.a.group.linked.together.for.common.purposes,.and.a.unit.consists.of.groups.or.
individuals.that.make.up.a.whole.
DIF: Cognitive.Level:.Evaluation
OBJ:. . Identify.how.experiences.influence.learning.in.adults. TOP:. Adult.Learning
9. The.nurse.educator.is.presenting.a.lecture.to.a.group.of.new.RNs..Which.statement.by.one.of.the.R
Ns.indicates.that.teaching.has.been.effective?
a. “Experience.is.a.stepping.stone.to.new.learning”.
b. “Experience.can.be.a.barrier.to.new.learning”.
c. “Experience.can.be.an.avenue.to.new.learning”.
d. “Experience.can.be.a.detour.to.new.learning”.
ANS:. B
Experience.accentuates.differences.among.learners,.serves.as.a.source.of.insight.and.motivation,.c
an.be.a.barrier.to.new.learning,.and.serves.as.a.foundation.for.defining.the.self.
MedConnoisseur 2023 .
. . . . . . . . .
LPN to RN Transitions, 5th Edition
. . . . .
MULTIPLE.CHOICE
1. A.nursing.advisor.is.meeting.with.a.student.who.is.interested.in.earning.her.RN.degree..She.know
s.that.licensed.practical.nurse/license.vocational.nurse.(LPN/LVNs).who.enter.nursing.school.to.
become.RNs.come.into.the.learning.environment.with.prior.knowledge.and.understanding..Whi
ch.statement.by.the.nursing.advisor.best.describes.her.understanding.of.the.effect.experience.ma
y.have.on.learning?
a. “Experience.may.be.a.source.of.insight.and.motivation,.or.a.barrier.”
b. “Experience.is.usually.a.stumbling.block.for.LPN/LVNs.”
c. “Experience.never.makes.learning.more.difficult.”
d. “Once.something.is.learned,.it.can.never.be.truly.modified.”
ANS:. A
Experience.accentuates.differences.among.learners.and.serves.as.a.source.of.insight.and.motivatio
n,.but.it.can.also.be.a.barrier..Experience.can.serve.as.a.foundation.for.defining.the.self.
DIF: Cognitive.Level:.Application
OBJ:. . Identify.how.experiences.influence.learning.in.adults. TOP:. Adult.Learning
2. There.is.a.test.on.the.cardiovascular.system.on.Friday.morning,.and.it.is.now.Wednesday.night..Th
e.student.has.already.taken.a.vacation.day.from.work.Thursday.night.so.that.she.can.stay.home.and.
study..She.is.considering.skipping.her.exercise.class.on.Thursday.morning.to.go.to.the.library.to.p
repare.for.the.test..Which.response.best.identifies.the.student’s.outcome.priority?
a. Exercise.class
b. Going.to.the.library
c. Avoiding.work.by.taking.a.vacation
d. Doing.well.on.the.test.on.Friday
ANS:. D
The.outcome.priority.is.the.essential.issue.or.need.to.be.addressed.at.any.given.time.within.a.set.of.co
nditions.or.circumstances.
DIF: Cognitive.Level:.Application
OBJ:.Identify.motivations.and.personal.outcome.priorities.for.returning.to.school..TOP:.
Motivation.to.Learn
3. A.nurse.who.has.been.an.LPN/LVN.for.10.years.is.meeting.with.an.advisor.to.discuss.the.possibil
ity.of.taking.classes.to.become.an.RN..The.advisor.interprets.which.statement.by.the.nurse.as.the.d
riving.force.for.returning.to.school?
a. “I’ll.need.to.schedule.time.to.attend.classes.”
b. “I’ll.have.to.budget.for.paying.tuition.”
c. “I’ll.have.to.rearranging.my.schedule.”
d. “There.is.a.possibility.of.advancement.into.administration.”
ANS:. D
MedConnoisseur 2023 .
, Driving.forces.are.those.that.push.toward.making.the.change,.as.opposed.to.restraining.forces,.which
.are.those.that.usually.present.a.challenge.that.needs.to.be.overcome.for.the.change.to.take.place.or.pr
esent.a.negative.effect.the.change.may.initiate.
DIF: Cognitive.Level:.Application
OBJ:.Identify.motivations.and.personal.outcome.priorities.for.returning.to.school..TOP:.
Motivations.for.Change
4. An.RN.is.caring.for.a.diabetic.patient..The.patient.appears.interested.in.changing.her.lifestyle.and.h
as.been.asking.questions.about.eating.better..The.nurse.can.interpret.this.behavior.as.which.stage.
of.Lewin’s.Change.Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS:. B
The.patient.is.in.the.first.phase.of.Lewin’s.Change.Theory,.known.as.unfreezing..This.phase.involv
es.determining.that.a.change.needs.to.occur.and.deciding.to.take.action..Moving.is.the.second.phase
.and.involves.actively.planning.changes.and.taking.action.on.them..Refreezing.is.the.last.stage,.and.i
t.occurs.when.the.change.has.become.a.part.of.the.person’s.life.
DIF: Cognitive.Level:.Analysis
OBJ:. Understand.Change.Theory.and.how.it.applies.to.becoming.an.RN..TO
P:. Change.Theory
5. An.LPN.is.talking.with.her.clinical.instructor.about.her.decision.to.return.to.school.to.become.an.RN
..The.clinical.instructor.iN
nterprets .the.LPNs.outcome.priority.based.on.which.statement?
a. “My.family.wanted.me.to.go.back.to.school.”
b. “I.want.to.better.my.financial.situation.”
c. “I.really.enjoy.school.”
d. “I.would.like.to.advance.to.a.teaching.role.someday.”
ANS:. B
The.outcome.priority.is.the.essential.need.that.must.be.addressed,.determined.by.internal.and.exter
nal.factors,.such.as.needing.to.better.a.financial.situation..The.other.statements.indicate.reasons.fo
r.returning.to.school,.but.they.are.not.essential.needs.or.issues.to.be.addressed.
DIF:. Cognitive.Level:.Analysis
OBJ:. . Identify.how.experiences.influence.learning.in.adults.. . . TOP:. Adult.Learning
6. A.nurse.notices.a.posting.for.a.management.position.for.which.she.is.qualified..If.the.nurse.is.in.the.
moving.phase.of.Lewin’s.Change.Theory,.which.statement.reflects.the.action.she.is.most.likely.to.
take?
a. Does.nothing.to.obtain.the.position
b. Applies.for.the.position
c. Identifies.that.change.is.needed
d. Settles.into.the.routine.of.her.job
ANS:. B
MedConnoisseur 2023 .
, Unfreezing.begins.when.reasons.for.change.are.identified..The.moving.phase.involves.active.plann
ing.and.action..Moving.also.means.you.are.dealing.with.both.positive.and.negative.forces.as.they.e
bb.and.flow,.and.you.are.making.modifications.to.your.plan.as.needed.
Refreezing.occurs.after.the.change.has.become.routine.
DIF: Cognitive.Level:.Application
OBJ:. Understand.Change.Theory.and.how.it.applies.to.becoming.an.RN..TO
P:. Change.Theory
7. An.Orthopedic.Nurse.is.contemplating.changes.in.her.professional.life.and.identifying.goals..Whi
ch.action.should.the.nurse.take.if.she.is.interested.in.pursuing.a.long-term.goal?
a. Studies.for.a.telemetry.exam.scheduled.for.next.week
b. Enrolls.in.a.Nurse.Practitioner.program
c. Attends.a.seminar.to.become.a.charge.nurse
d. Continues.to.work.on.the.orthopedic.floor.full-time
ANS:. B
A.short-term.goal.is.one.that.can.be.attained.in.a.period.of.6.months.or.less..Short-
term.goals.include.becoming.a.charge.nurse.and.passing.the.telemetry.exam..A.long-
term.goal.is.attained.in.greater.than.6.months.and.includes.studying.to.become.a.Nurse.Practitioner.
.Continuing.to.work.on.the.orthopedic.floor.does.not.represent.either.a.short-term.or.a.long-
term.goal.
DIF:. Cognitive.Level:.Application
OBJ:.Identify.both.short-.and.long-
term.personal.and.professional.goals..TOP:. Setting.Goals
8. The.RN.is.talking.with.the.unit.manager.about.ways.to.improve.patient.care..The.manager.introdu
ces.the.concept.of.a.cohNort. .Which.statement.by.the.RN.indicates.that.the.teaching.has.been.effectiv
e?
a. “A.cohort.is.a.web.of.connections”.
b. “A.cohort.is.a.group.of.people.who.share.common.experiences.with.each.other”.
c. “A.cohort.is.a.group.linked.together.for.common.purposes”.
d. “A.cohort.consists.of.groups.of.individuals.that.make.up.a.whole”.
ANS:. B
A.cohort.is.a.group.of.people.who.share.common.experiences.with.each.other..A.scheme.is.a.web.of.c
onnections,.a.team.is.a.group.linked.together.for.common.purposes,.and.a.unit.consists.of.groups.or.
individuals.that.make.up.a.whole.
DIF: Cognitive.Level:.Evaluation
OBJ:. . Identify.how.experiences.influence.learning.in.adults. TOP:. Adult.Learning
9. The.nurse.educator.is.presenting.a.lecture.to.a.group.of.new.RNs..Which.statement.by.one.of.the.R
Ns.indicates.that.teaching.has.been.effective?
a. “Experience.is.a.stepping.stone.to.new.learning”.
b. “Experience.can.be.a.barrier.to.new.learning”.
c. “Experience.can.be.an.avenue.to.new.learning”.
d. “Experience.can.be.a.detour.to.new.learning”.
ANS:. B
Experience.accentuates.differences.among.learners,.serves.as.a.source.of.insight.and.motivation,.c
an.be.a.barrier.to.new.learning,.and.serves.as.a.foundation.for.defining.the.self.
MedConnoisseur 2023 .
