TESTF9BANKF9FORF9LPNF9TOF9RNF9TRANSITIONSF96thF9EDITIONF9BYF9CLAYWELL
TESTBANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
zx zx zx zx zx zx zx zx zx
ChapterF901:F9HonoringF9YourF9Past,F9PlanningF9YourF9FutureF9Cla
TESTBANKWORLD.ORG
, TESTF9BANKF9FORF9LPNF9TOF9RNF9TRANSITIONSF96thF9EDITIONF9BYF9CLAYWELL
ywelF9l:F9LPNF9toF9RNF9Transitions,F96thF9Edition
MULTIPLEF9CHOICE
1. AF9nursingF9advisorF9isF9meetingF9withF9aF9studentF9whoF9isF9interestedF9inF9earningF9herF9RNF9d
egree.F9SF9heF9knowsF9thatF9licensedF9practicalF9nurse/licenseF9vocationalF9nurseF9(LPN/LVNs
)F9whoF9enterF9nurF9singF 9 schoolF 9 toF 9 becomeF 9 RNsF 9 comeF 9 intoF 9 theF 9 learningF 9 environmen
tF 9 withF 9 priorF 9 knowledgeF 9 anF9dF9understanding.F9WhichF9statementF9byF9theF9nursingF9advis
orF9bestF9describesF9herF9understandingF9ofF9theF9effectF9experienceF9mayF9haveF9onF9learning?
a. ―ExperienceF9mayF9beF9aF9sourceF9ofF9insightF9andF9motivation,F9orF9aF9barrier.‖
b. ―ExperienceF9isF9usuallyF9aF9stumblingF9blockF9forF9LPN/LVNs.‖
c. ―ExperienceF9neverF9makesF9learningF9moreF9difficult.‖
d. ―OnceF9somethingF9isF9learned,F9itF9canF9neverF9beF9trulyF9modified.‖
ANS:F 9 A
ExperienceF9accentuatesF9differencesF9amongF9learnersF9andF9servesF9asF9aF9sourceF9ofF9insightF9a
ndF9moF9tivation,F9butF9itF9canF9alsoF9beF9aF9barrier.F9ExperienceF9canF9serveF9asF9aF9foundationF9fo
rF9definingF9theF 9 selF9f.
DIF:F 9 F 9 CognitiveF9Level:F9Application
OBJ:F 9 F 9 IdentifyF9howF9experiencesF9 influenceF9learningF9inF9 adults.F 9 F 9 F 9 TOP:F 9 AdultF9 Learning
2. ThereF9isF9aF9testF9onF9theF9cardiovascularF9systemF9onF9FridayF9morning,F9andF9itF9isF9nowF9We
dnesdayF9night.F9TheF9studentF9hasF9alreadyF9takenF9aF9vacationF9dayF9fromF9workF9ThursdayF9n
ightF9soF9thatF9sheF9cF9anF9stayF9homeF9andF9study.F9SheF9isF9consideringF9skippingF9herF9exercis
eF9classF9onF9ThursdayF9morniF9ngF9toF9goF9toF9theF9libraryF9toF9prepareF9forF9theF9test.F9WhichF9r
esponseF9bestF9identifiesF9theF9student‘sF 9 outcomeF9priority?
a. ExerciseF9class
b. GoingF9 toF9 theF9 library
c. AvoidingF9workF 9 byF9 takingF 9 aF 9 vacation
d. DoingF9 wellF 9 onF9 theF9 testF9 onF 9 Friday
ANS:F 9 D
TheF9outcomeF9priorityF9isF9theF9essentialF9 issueF9orF9needF9 toF9beF9addressedF9atF9anyF9givenF9ti
meF9withinF 9 aF9setF9ofF9conditionsF9orF9circumstances.
DIF: CognitiveF9Level:F9Application
OBJ:F9IdentifyF9motivationsF9andF9personalF9outcomeF9prioritiesF9forF9returningF9toF9sc
hool.F9TOP:F 9 MotivationF9toF9Learn
3. AF 9 nurseF 9 whoF 9 hasF 9 beenF 9 anF 9 LPN/LVNF 9 forF 9 10F 9 yearsF 9 isF 9 meetingF9 withF 9 anF 9 advisorF9
toF 9 discussF 9 thF9eF9possibilityF9ofF9takingF9classesF9toF9becomeF9anF9RN.F9TheF9advisorF9interpr
etsF9whichF9statementF9byF9theF9nurseF9asF9theF9drivingF9forceF9forF9returningF9toF9school?
a. ―I‘llF9needF9toF9scheduleF9timeF9toF9attendF9classes.‖
b. ―I‘llF9haveF9toF9budgetF9forF9payingF9tuition.‖
c. ―I‘llF9haveF9toF9rearrangingF9myF9schedule.‖
d. ―ThereF9isF9aF9possibilityF9ofF9advancementF9intoF9administration.‖
ANS:F 9 D
TESTBANKWORLD.ORG
, TESTF9BANKF9FORF9LPNF9TOF9RNF9TRANSITIONSF96thF9EDITIONF9BYF9CLAYWELL
DrivingF9forcesF9areF9thoseF9thatF9pushF9towardF9makingF9theF9change,F9asF9opposedF9toF9restraini
ngF9forceF9s,F9whichF9areF9thoseF9thatF9usuallyF9presentF9aF9challengeF9thatF9needsF9toF9beF9overco
meF9forF9theF9changeF 9 toF9takeF9placeF9orF9presentF9aF9negativeF9effectF9theF9changeF9mayF9initiat
e.
DIF:F 9 F 9 CognitiveF9Level:F9Application
OBJ:F9IdentifyF9motivationsF9andF9personalF9outcomeF9prioritiesF9forF9returningF9toF9sc
hool.F9TOP:F 9 MotivationsF9forF9Change
4. AnF9RNF9isF9caringF9forF9aF9diabeticF9patient.F9TheF9patientF9appearsF9interestedF9inF9changingF9h
erF9lifestyF9leF9andF 9 hasF9beenF 9 askingF9questionsF 9 aboutF9eatingF 9 better.F9TheF 9 nurseF9canF9inte
rpretF 9 thisF9behaviorF9asF9whichF9stageF9ofF9Lewin‘sF9ChangeF9Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS:F 9 B
TheF9 patientF 9 isF 9 inF 9 theF 9 firstF 9 phaseF 9 ofF 9 Lewin‘sF 9 ChangeF 9 Theory,F 9 knownF 9 asF 9 unfreezing
.F 9 ThisF 9 phasF9eF9involvesF9determiningF9thatF9aF9changeF9needsF9toF9occurF9andF9decidingF9toF9tak
eF9action.F9MovingF9isF 9 theF9secondF9phaseF9andF9involvesF9activelyF9planningF9changesF9andF9ta
kingF9actionF9onF9them.F9RefreeziF9ngF9isF 9 theF 9 lastF 9 stage,F 9 andF 9 itF 9 occursF 9 whenF 9 theF 9 chang
eF 9 hasF 9 becomeF 9 aF 9 partF 9 ofF 9 theF 9 person‘sF 9 life.
DIF: CognitiveF9Level:F9Analysis
OBJ:F9UnderstandF9ChangeF9TheoryF9andF9howF9itF9appliesF9toF9becomingF9
anF9RN.F9TOP:F 9 ChangeF9Theory
5. AnF9LPNF9isF9talkingF9withF9herF9clinicalF9instructorF9aboutF9herF9decisionF9toF9returnF9toF9school
F9toF9becoF9meF9anF9RN.F9TheF9clinicalF9instructorF9iNnterpretsF9theF9LPNsF9outcomeF9priorityF9bas
edF9onF9whichF9stateF9ment?
a. ―MyF9familyF9wantedF9meF9toF9goF9backF9toF9school.‖
b. ―IF9wantF9toF9betterF9myF9financialF9situation.‖
c. ―IF9reallyF 9 enjoyF9 school.‖
d. ―IF9wouldF9likeF9toF9advanceF9toF9aF9teachingF9roleF9someday.‖
ANS:F 9 B
TheF9outcomeF9priorityF9isF9theF9essentialF9needF9thatF9mustF9beF9addressed,F9determinedF9byF9in
ternalF9anF9dF9externalF9factors,F9suchF9asF9needingF9toF9betterF9aF9financialF9situation.F9TheF9oth
erF9statementsF9indiF9cateF9reasonsF9forF9returningF9toF9school,F9butF9theyF9areF9notF9essentialF9ne
edsF9orF9issuesF9toF9beF9addresF 9 sed.
DIF:F 9 F 9 F 9 CognitiveF9Level:F9 Analysis
OBJ:F 9 F 9 IdentifyF9howF9experiencesF9influenceF9learningF9inF9 adults. TOP:F 9 F 9 AdultF9 Learning
6. AF9nurseF9noticesF9aF9postingF9forF9aF9managementF9positionF9forF9whichF9sheF9isF9qualified.F9IfF9
theF9nurseF9isF9inF9theF9movingF9phaseF9ofF9Lewin‘sF9ChangeF9Theory,F 9 whichF9statementF9refle
ctsF9theF9actionF9sheF 9 isF9mostF9likelyF9toF9take?
a. DoesF9 nothingF9toF 9 obtainF 9 theF9 position
b. AppliesF9 forF9 theF 9 position
c. IdentifiesF9 thatF9 changeF9 isF9 needed
d. SettlesF9intoF 9 theF9 routineF9 ofF9 herF9 job
ANS:F 9 B
TESTBANKWORLD.ORG
, TESTF9BANKF9FORF9LPNF9TOF9RNF9TRANSITIONSF96thF9EDITIONF9BYF9CLAYWELL
UnfreezingF9beginsF9whenF9reasonsF9forF9changeF9areF9identified.F9TheF9movingF9phaseF9involves
F9activeF9planningF9andF9action.F9MovingF9alsoF9meansF9 youF9areF9dealingF9withF9bothF9positiveF9a
ndF9negativeF9foF9rcesF 9 asF 9 theyF9ebbF 9 andF 9 flow,F 9 andF 9 youF 9 areF 9 makingF 9 modificationsF9toF
9 yourF9planF 9 asF 9 needed.
RefreezingF9occursF 9 afterF9theF9changeF 9 hasF9 becomeF 9 routine.
DIF:F 9 F 9 CognitiveF9Level:F9Application
OBJ:F9UnderstandF9ChangeF9TheoryF9andF9howF9itF9appliesF9toF9becomingF9
anF9RN.F9TOP:F 9 ChangeF9Theory
7. TheF9RNF9isF9talkingF9withF9theF9unitF9managerF9aboutF9waysF9toF9improveF9patientF9care.F9TheF9
managerF9introducesF9theF9conceptF9ofF9aF9coF9h No F9rt.F9WhichF9statementF9byF9theF9RNF9indicatesF9t
hatF9theF9teachingF9haF9sF9beenF9effective?
a. ―AF9cohortF9isF9aF9webF9ofF9connections‖.
b. ―AF9cohortF9isF9aF9groupF9ofF9peopleF9whoF9shareF9commonF9experiencesF9withF9eachF9other‖.
c. ―AF9cohortF9isF9aF9groupF9linkedF9togetherF9forF9commonF9purposes‖.
d. ―AF9cohortF9consistsF9ofF9groupsF9ofF9individualsF9thatF9makeF9upF9aF9whole‖.
ANS:F 9 B
AF9cohortF9isF9aF 9 groupF9ofF9peopleF9whoF9shareF9commonF9experiencesF9withF9eachF9other.F 9 AF9
schemeF9isF 9 aF9webF9ofF9connections,F9aF9teamF9isF9aF9groupF9linkedF9togetherF9forF9commonF9pu
rposes,F9andF9aF9unitF9cF9onsistsF9ofF9groupsF9orF9individualsF9thatF9makeF9upF9aF9whole.
DIF:F 9 F 9 CognitiveF9Level:F9Evaluation
OBJ:F 9 F 9 IdentifyF9howF9experiencesF9influenceF9learningF9inF9adults.F 9 F 9 F 9 TOP:F 9 AdultF9 Learning
8. AnF9 OrthopedicF9NurseF9 isF9contemplatingF9 changesF9 inF9herF9professionalF9 lifeF9andF9identifyingF9 g
oal
s.F9 WhichF 9 actionF 9 shouldF 9 theF 9 nurseF 9 takeF 9 ifF 9 sheF9 isF 9 interestedF 9 inF 9 pursuingF 9 aF9 long-
termF 9 goal?
a. StudiesF9forF9 aF9 telemetryF 9 examF 9 scheduledF 9 forF9 nextF9 week
b. EnrollsF9inF9 aF9 NurseF9 PractitionerF9 program
c. AttendsF9aF9 seminarF9 toF9 becomeF 9 aF9 chargeF9 nurse
d. ContinuesF9toF 9 workF 9 onF 9 theF9 orthopedicF9 floorF 9 full-time
ANS:F 9 B
AF9short-
termF9goalF9isF9oneF9thatF9canF9beF9attainedF9inF9aF9periodF9ofF96F9monthsF9orF9less.F9Short-
F 9 termF 9 goals F9includeF9becomingF9aF9chargeF9nurseF9andF9passingF9theF9telemetryF9exam.
F9AF9long-
termF9goalF9isF9attainedF9inF9greaterF9thanF96F9monthsF9andF9includesF9studyingF9toF9becomeF9aF9
NurseF9PraF9ctitioner.F 9 ContinuingF 9 toF 9 workF 9 onF 9 theF 9 orthopedicF 9 floorF 9 doesF 9 notF 9 repre
sentF 9 eitherF 9 aF 9 short-F9termF9orF9aF9long-termF9goal.
DIF:
CognitiveF9Level:F9Applicatio
nF9OBJ:F 9 IdentifyF9bothF9 short-
F9and long-
zx
termF9personalF9andF9professionalF9 goals.F 9 TOP:F 9 SettingF 9 Goals
9. TheF9nurseF9educatorF9isF9presentingF9aF9lectureF9toF9aF9groupF9ofF9newF9RNs.F9WhichF9statemen
tF9byF9oneF9ofF9theF9RNsF9indicatesF9thatF9teachingF9hasF9beenF9effective?
a. ―ExperienceF9isF9aF9steppingF9stoneF9toF9newF9learning‖.
b. ―ExperienceF9canF9beF9aF9barrierF9toF9newF9learning‖.
c. ―ExperienceF9canF9beF9anF9avenueF9toF9newF9learning‖.
TESTBANKWORLD.ORG
TESTBANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
zx zx zx zx zx zx zx zx zx
ChapterF901:F9HonoringF9YourF9Past,F9PlanningF9YourF9FutureF9Cla
TESTBANKWORLD.ORG
, TESTF9BANKF9FORF9LPNF9TOF9RNF9TRANSITIONSF96thF9EDITIONF9BYF9CLAYWELL
ywelF9l:F9LPNF9toF9RNF9Transitions,F96thF9Edition
MULTIPLEF9CHOICE
1. AF9nursingF9advisorF9isF9meetingF9withF9aF9studentF9whoF9isF9interestedF9inF9earningF9herF9RNF9d
egree.F9SF9heF9knowsF9thatF9licensedF9practicalF9nurse/licenseF9vocationalF9nurseF9(LPN/LVNs
)F9whoF9enterF9nurF9singF 9 schoolF 9 toF 9 becomeF 9 RNsF 9 comeF 9 intoF 9 theF 9 learningF 9 environmen
tF 9 withF 9 priorF 9 knowledgeF 9 anF9dF9understanding.F9WhichF9statementF9byF9theF9nursingF9advis
orF9bestF9describesF9herF9understandingF9ofF9theF9effectF9experienceF9mayF9haveF9onF9learning?
a. ―ExperienceF9mayF9beF9aF9sourceF9ofF9insightF9andF9motivation,F9orF9aF9barrier.‖
b. ―ExperienceF9isF9usuallyF9aF9stumblingF9blockF9forF9LPN/LVNs.‖
c. ―ExperienceF9neverF9makesF9learningF9moreF9difficult.‖
d. ―OnceF9somethingF9isF9learned,F9itF9canF9neverF9beF9trulyF9modified.‖
ANS:F 9 A
ExperienceF9accentuatesF9differencesF9amongF9learnersF9andF9servesF9asF9aF9sourceF9ofF9insightF9a
ndF9moF9tivation,F9butF9itF9canF9alsoF9beF9aF9barrier.F9ExperienceF9canF9serveF9asF9aF9foundationF9fo
rF9definingF9theF 9 selF9f.
DIF:F 9 F 9 CognitiveF9Level:F9Application
OBJ:F 9 F 9 IdentifyF9howF9experiencesF9 influenceF9learningF9inF9 adults.F 9 F 9 F 9 TOP:F 9 AdultF9 Learning
2. ThereF9isF9aF9testF9onF9theF9cardiovascularF9systemF9onF9FridayF9morning,F9andF9itF9isF9nowF9We
dnesdayF9night.F9TheF9studentF9hasF9alreadyF9takenF9aF9vacationF9dayF9fromF9workF9ThursdayF9n
ightF9soF9thatF9sheF9cF9anF9stayF9homeF9andF9study.F9SheF9isF9consideringF9skippingF9herF9exercis
eF9classF9onF9ThursdayF9morniF9ngF9toF9goF9toF9theF9libraryF9toF9prepareF9forF9theF9test.F9WhichF9r
esponseF9bestF9identifiesF9theF9student‘sF 9 outcomeF9priority?
a. ExerciseF9class
b. GoingF9 toF9 theF9 library
c. AvoidingF9workF 9 byF9 takingF 9 aF 9 vacation
d. DoingF9 wellF 9 onF9 theF9 testF9 onF 9 Friday
ANS:F 9 D
TheF9outcomeF9priorityF9isF9theF9essentialF9 issueF9orF9needF9 toF9beF9addressedF9atF9anyF9givenF9ti
meF9withinF 9 aF9setF9ofF9conditionsF9orF9circumstances.
DIF: CognitiveF9Level:F9Application
OBJ:F9IdentifyF9motivationsF9andF9personalF9outcomeF9prioritiesF9forF9returningF9toF9sc
hool.F9TOP:F 9 MotivationF9toF9Learn
3. AF 9 nurseF 9 whoF 9 hasF 9 beenF 9 anF 9 LPN/LVNF 9 forF 9 10F 9 yearsF 9 isF 9 meetingF9 withF 9 anF 9 advisorF9
toF 9 discussF 9 thF9eF9possibilityF9ofF9takingF9classesF9toF9becomeF9anF9RN.F9TheF9advisorF9interpr
etsF9whichF9statementF9byF9theF9nurseF9asF9theF9drivingF9forceF9forF9returningF9toF9school?
a. ―I‘llF9needF9toF9scheduleF9timeF9toF9attendF9classes.‖
b. ―I‘llF9haveF9toF9budgetF9forF9payingF9tuition.‖
c. ―I‘llF9haveF9toF9rearrangingF9myF9schedule.‖
d. ―ThereF9isF9aF9possibilityF9ofF9advancementF9intoF9administration.‖
ANS:F 9 D
TESTBANKWORLD.ORG
, TESTF9BANKF9FORF9LPNF9TOF9RNF9TRANSITIONSF96thF9EDITIONF9BYF9CLAYWELL
DrivingF9forcesF9areF9thoseF9thatF9pushF9towardF9makingF9theF9change,F9asF9opposedF9toF9restraini
ngF9forceF9s,F9whichF9areF9thoseF9thatF9usuallyF9presentF9aF9challengeF9thatF9needsF9toF9beF9overco
meF9forF9theF9changeF 9 toF9takeF9placeF9orF9presentF9aF9negativeF9effectF9theF9changeF9mayF9initiat
e.
DIF:F 9 F 9 CognitiveF9Level:F9Application
OBJ:F9IdentifyF9motivationsF9andF9personalF9outcomeF9prioritiesF9forF9returningF9toF9sc
hool.F9TOP:F 9 MotivationsF9forF9Change
4. AnF9RNF9isF9caringF9forF9aF9diabeticF9patient.F9TheF9patientF9appearsF9interestedF9inF9changingF9h
erF9lifestyF9leF9andF 9 hasF9beenF 9 askingF9questionsF 9 aboutF9eatingF 9 better.F9TheF 9 nurseF9canF9inte
rpretF 9 thisF9behaviorF9asF9whichF9stageF9ofF9Lewin‘sF9ChangeF9Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS:F 9 B
TheF9 patientF 9 isF 9 inF 9 theF 9 firstF 9 phaseF 9 ofF 9 Lewin‘sF 9 ChangeF 9 Theory,F 9 knownF 9 asF 9 unfreezing
.F 9 ThisF 9 phasF9eF9involvesF9determiningF9thatF9aF9changeF9needsF9toF9occurF9andF9decidingF9toF9tak
eF9action.F9MovingF9isF 9 theF9secondF9phaseF9andF9involvesF9activelyF9planningF9changesF9andF9ta
kingF9actionF9onF9them.F9RefreeziF9ngF9isF 9 theF 9 lastF 9 stage,F 9 andF 9 itF 9 occursF 9 whenF 9 theF 9 chang
eF 9 hasF 9 becomeF 9 aF 9 partF 9 ofF 9 theF 9 person‘sF 9 life.
DIF: CognitiveF9Level:F9Analysis
OBJ:F9UnderstandF9ChangeF9TheoryF9andF9howF9itF9appliesF9toF9becomingF9
anF9RN.F9TOP:F 9 ChangeF9Theory
5. AnF9LPNF9isF9talkingF9withF9herF9clinicalF9instructorF9aboutF9herF9decisionF9toF9returnF9toF9school
F9toF9becoF9meF9anF9RN.F9TheF9clinicalF9instructorF9iNnterpretsF9theF9LPNsF9outcomeF9priorityF9bas
edF9onF9whichF9stateF9ment?
a. ―MyF9familyF9wantedF9meF9toF9goF9backF9toF9school.‖
b. ―IF9wantF9toF9betterF9myF9financialF9situation.‖
c. ―IF9reallyF 9 enjoyF9 school.‖
d. ―IF9wouldF9likeF9toF9advanceF9toF9aF9teachingF9roleF9someday.‖
ANS:F 9 B
TheF9outcomeF9priorityF9isF9theF9essentialF9needF9thatF9mustF9beF9addressed,F9determinedF9byF9in
ternalF9anF9dF9externalF9factors,F9suchF9asF9needingF9toF9betterF9aF9financialF9situation.F9TheF9oth
erF9statementsF9indiF9cateF9reasonsF9forF9returningF9toF9school,F9butF9theyF9areF9notF9essentialF9ne
edsF9orF9issuesF9toF9beF9addresF 9 sed.
DIF:F 9 F 9 F 9 CognitiveF9Level:F9 Analysis
OBJ:F 9 F 9 IdentifyF9howF9experiencesF9influenceF9learningF9inF9 adults. TOP:F 9 F 9 AdultF9 Learning
6. AF9nurseF9noticesF9aF9postingF9forF9aF9managementF9positionF9forF9whichF9sheF9isF9qualified.F9IfF9
theF9nurseF9isF9inF9theF9movingF9phaseF9ofF9Lewin‘sF9ChangeF9Theory,F 9 whichF9statementF9refle
ctsF9theF9actionF9sheF 9 isF9mostF9likelyF9toF9take?
a. DoesF9 nothingF9toF 9 obtainF 9 theF9 position
b. AppliesF9 forF9 theF 9 position
c. IdentifiesF9 thatF9 changeF9 isF9 needed
d. SettlesF9intoF 9 theF9 routineF9 ofF9 herF9 job
ANS:F 9 B
TESTBANKWORLD.ORG
, TESTF9BANKF9FORF9LPNF9TOF9RNF9TRANSITIONSF96thF9EDITIONF9BYF9CLAYWELL
UnfreezingF9beginsF9whenF9reasonsF9forF9changeF9areF9identified.F9TheF9movingF9phaseF9involves
F9activeF9planningF9andF9action.F9MovingF9alsoF9meansF9 youF9areF9dealingF9withF9bothF9positiveF9a
ndF9negativeF9foF9rcesF 9 asF 9 theyF9ebbF 9 andF 9 flow,F 9 andF 9 youF 9 areF 9 makingF 9 modificationsF9toF
9 yourF9planF 9 asF 9 needed.
RefreezingF9occursF 9 afterF9theF9changeF 9 hasF9 becomeF 9 routine.
DIF:F 9 F 9 CognitiveF9Level:F9Application
OBJ:F9UnderstandF9ChangeF9TheoryF9andF9howF9itF9appliesF9toF9becomingF9
anF9RN.F9TOP:F 9 ChangeF9Theory
7. TheF9RNF9isF9talkingF9withF9theF9unitF9managerF9aboutF9waysF9toF9improveF9patientF9care.F9TheF9
managerF9introducesF9theF9conceptF9ofF9aF9coF9h No F9rt.F9WhichF9statementF9byF9theF9RNF9indicatesF9t
hatF9theF9teachingF9haF9sF9beenF9effective?
a. ―AF9cohortF9isF9aF9webF9ofF9connections‖.
b. ―AF9cohortF9isF9aF9groupF9ofF9peopleF9whoF9shareF9commonF9experiencesF9withF9eachF9other‖.
c. ―AF9cohortF9isF9aF9groupF9linkedF9togetherF9forF9commonF9purposes‖.
d. ―AF9cohortF9consistsF9ofF9groupsF9ofF9individualsF9thatF9makeF9upF9aF9whole‖.
ANS:F 9 B
AF9cohortF9isF9aF 9 groupF9ofF9peopleF9whoF9shareF9commonF9experiencesF9withF9eachF9other.F 9 AF9
schemeF9isF 9 aF9webF9ofF9connections,F9aF9teamF9isF9aF9groupF9linkedF9togetherF9forF9commonF9pu
rposes,F9andF9aF9unitF9cF9onsistsF9ofF9groupsF9orF9individualsF9thatF9makeF9upF9aF9whole.
DIF:F 9 F 9 CognitiveF9Level:F9Evaluation
OBJ:F 9 F 9 IdentifyF9howF9experiencesF9influenceF9learningF9inF9adults.F 9 F 9 F 9 TOP:F 9 AdultF9 Learning
8. AnF9 OrthopedicF9NurseF9 isF9contemplatingF9 changesF9 inF9herF9professionalF9 lifeF9andF9identifyingF9 g
oal
s.F9 WhichF 9 actionF 9 shouldF 9 theF 9 nurseF 9 takeF 9 ifF 9 sheF9 isF 9 interestedF 9 inF 9 pursuingF 9 aF9 long-
termF 9 goal?
a. StudiesF9forF9 aF9 telemetryF 9 examF 9 scheduledF 9 forF9 nextF9 week
b. EnrollsF9inF9 aF9 NurseF9 PractitionerF9 program
c. AttendsF9aF9 seminarF9 toF9 becomeF 9 aF9 chargeF9 nurse
d. ContinuesF9toF 9 workF 9 onF 9 theF9 orthopedicF9 floorF 9 full-time
ANS:F 9 B
AF9short-
termF9goalF9isF9oneF9thatF9canF9beF9attainedF9inF9aF9periodF9ofF96F9monthsF9orF9less.F9Short-
F 9 termF 9 goals F9includeF9becomingF9aF9chargeF9nurseF9andF9passingF9theF9telemetryF9exam.
F9AF9long-
termF9goalF9isF9attainedF9inF9greaterF9thanF96F9monthsF9andF9includesF9studyingF9toF9becomeF9aF9
NurseF9PraF9ctitioner.F 9 ContinuingF 9 toF 9 workF 9 onF 9 theF 9 orthopedicF 9 floorF 9 doesF 9 notF 9 repre
sentF 9 eitherF 9 aF 9 short-F9termF9orF9aF9long-termF9goal.
DIF:
CognitiveF9Level:F9Applicatio
nF9OBJ:F 9 IdentifyF9bothF9 short-
F9and long-
zx
termF9personalF9andF9professionalF9 goals.F 9 TOP:F 9 SettingF 9 Goals
9. TheF9nurseF9educatorF9isF9presentingF9aF9lectureF9toF9aF9groupF9ofF9newF9RNs.F9WhichF9statemen
tF9byF9oneF9ofF9theF9RNsF9indicatesF9thatF9teachingF9hasF9beenF9effective?
a. ―ExperienceF9isF9aF9steppingF9stoneF9toF9newF9learning‖.
b. ―ExperienceF9canF9beF9aF9barrierF9toF9newF9learning‖.
c. ―ExperienceF9canF9beF9anF9avenueF9toF9newF9learning‖.
TESTBANKWORLD.ORG
