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