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