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