TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL
, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL
LPN TO RN TRANSITIONS 4th EDITION BY CLAYWELL
TEST BANK
Chapter 01: Honoring Your Past, Planning Your
FutureClaywell: LPN to RN Transitions, 4th
Edition
MULTIPLE
CHOICE
1. A/ nursing/ advisor/ is/ meeting/ with/ a/ student/ who/ is/ interested/ in/ earning/ her/
RN/ degree./ Sheknows/ that/ licensed/ practical/ nurse/license/ vocational/ nurse/
(LPN/LVNs)/ who/ enter/ nursingschool/ to/ become/ RNs/ come/ into/ the/ learning/
environment/ with/ prior/ knowledge/ and/ understanding./ Which/ statement/ by/ the/
nursing/advisor/best/ describes/ her/understanding/ of/ the/effect/ experience/ may/
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/ motivation,/ but/ it/ can/ also/ be/ a/ barrier./ Experience/ can/ serve/ as/ a/
foundation/ for/ defining/ theself.
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./ The/ student/ has/ already/ taken/ a/ vacation/ day/ from/ work/
Thursday/ night/ so/ that/ she/ canstay/ home/ and/ study./ She/ is/ considering/ skipping/
her/ exercise/ class/ on/ Thursday/ morning/ to/ go/ to/ the/ library/ to/ prepare/ 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/ aset/ of/ conditions/ or/ circumstances.
, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL
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/ possibility/ of/ taking/ classes/ to/ become/ an/ RN./ The/ advisor/
interprets/ which/ statement/ by/ thenurse/ as/ the/ driving/ 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
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/ present/ 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/ lifestyleand/ has/ 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/ involves/ 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/ isthe/ last/ stage,/ and/ it/ 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.TOP:/ Change/ Theory
5. An/ LPN/ is/ talking/ with/ her/ clinical/ instructor/ about/ her/ decision/ to/ return/to/ school/
to/ becomean/ RN./ The/ clinical/ instructor/ iNnterprets/ 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.”
, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL
c. “I/ really/ enjoy/ school.”
d. “I/ would/ like/ to/ advance/ to/ a/ teaching/ role/ someday.”
, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL
LPN TO RN TRANSITIONS 4th EDITION BY CLAYWELL
TEST BANK
Chapter 01: Honoring Your Past, Planning Your
FutureClaywell: LPN to RN Transitions, 4th
Edition
MULTIPLE
CHOICE
1. A/ nursing/ advisor/ is/ meeting/ with/ a/ student/ who/ is/ interested/ in/ earning/ her/
RN/ degree./ Sheknows/ that/ licensed/ practical/ nurse/license/ vocational/ nurse/
(LPN/LVNs)/ who/ enter/ nursingschool/ to/ become/ RNs/ come/ into/ the/ learning/
environment/ with/ prior/ knowledge/ and/ understanding./ Which/ statement/ by/ the/
nursing/advisor/best/ describes/ her/understanding/ of/ the/effect/ experience/ may/
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/ motivation,/ but/ it/ can/ also/ be/ a/ barrier./ Experience/ can/ serve/ as/ a/
foundation/ for/ defining/ theself.
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./ The/ student/ has/ already/ taken/ a/ vacation/ day/ from/ work/
Thursday/ night/ so/ that/ she/ canstay/ home/ and/ study./ She/ is/ considering/ skipping/
her/ exercise/ class/ on/ Thursday/ morning/ to/ go/ to/ the/ library/ to/ prepare/ 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/ aset/ of/ conditions/ or/ circumstances.
, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL
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/ possibility/ of/ taking/ classes/ to/ become/ an/ RN./ The/ advisor/
interprets/ which/ statement/ by/ thenurse/ as/ the/ driving/ 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
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/ present/ 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/ lifestyleand/ has/ 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/ involves/ 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/ isthe/ last/ stage,/ and/ it/ 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.TOP:/ Change/ Theory
5. An/ LPN/ is/ talking/ with/ her/ clinical/ instructor/ about/ her/ decision/ to/ return/to/ school/
to/ becomean/ RN./ The/ clinical/ instructor/ iNnterprets/ 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.”
, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL
c. “I/ really/ enjoy/ school.”
d. “I/ would/ like/ to/ advance/ to/ a/ teaching/ role/ someday.”
