1
9bof9b123
TEST BANK FOR LORA CLAYWELL LPN TO RN TRANSITIONS
6TH EDITION/COMPLETE GUIDE 2024-2025
, 2
9bof9b123
CHAPTER9b01:9bHonoring9bYour9bPast,9bPlanning9bYour9bFuture
MULTIPLE9bCHOICE
1. A9bnursing9badvisor9bis9bmeeting9bwith9ba9blearner9bwho9bis9binterested9bin9bearning9b9bher
9b9bRN9bdegree.9bShe9bknows9bthat9blicensedpractical9bprofessional9bnurse/license 9bvoc
ational9bprofessional9 b nurse9 b (LPN/LVNs)who9 b enter9 b nursing9 b school9 b to9 b become
9 b RNs9 b come9 b into9b
the9blearning9benvironment9bwith9bprior9bknowledge9b9band9b9bunde
rstanding.9b9bWhich9bstatement9bby9bthe9bnursing9badvisor9bbest9bdescribes9bher9bunders
tanding9bof9bthe9beffect9bexperience9 b may9 b have9 b on9b learning?
a. “Experience9 b may9 b be9 b a9 b source9 b of9 b insight9 b and9 b motivation,9 b or9 b a9 b barrier.”
b. “Experience9 b is9 b usually9 b a9 b stumbling9 b block9 b for9 b LPN/LVNs.”
c. “Experience9 b never9 b makes9 b learning9 b more9 b difficult.”
d. “Once9 b something9 b is9 b learned,9 b it9 b can9 b never9 b be9 b truly9 b modified.”
CORRECT9 b ANSWER:-9 b A
Rationale9 b :-
>>>Experience9 b accentuates9 b differences9 b among9 b learners9 b and9 b serves9 b as9 b a9bsource9
b of9b insight9b and9 b motivation,9b but9bit9b can9b also9b bea9b barrier.9b Experience9b can9b serve9 b as9
b a9
foundation9 b for9bdefining9 b theself.
b
DIF:9 b Cognitive9 b Level:9 b Application
OBJ:9 b Identify9 b how9 b experiences9 b influence9 b learning9 b in9 b adults. TOP:9 b Adult9 b Learning
2. There9bis9ba9btest9bon9bthe9bcardiovascular9bsystem9bon9bFriday9bmorning,9band9b9bit9b9bis9b9bn
ow9bWednesday9bnight.9bThe9blearner9bhas9balready9btaken9ba9bvacation9bday9bfrom9bwork9
bThursday9b night9bso9bthat9bshe9bcan9bstay9bhome9b and9bstudy.9bShe9bis9b consideringskippin
g9b9bher9b9bexercise9bclass9bon9b Thursday9b morning9bto
N9bgo9bto9bthe9blibrary9bto9bprepare9bfor9bthe9btest.9bWhich9bresponse
9bbest9bidentifies 9b the
learner’s9 b outcome9 b priority?
a. Exercise9 b class
b. Going9 b to9 b the9 b library
c. Avoiding9 b work9 b by9btaking9 b a9 b vacation
d. Doing9 b well9 b on9 b the9 b test9 b on9 b Friday
CORRECT9 b ANSWER:-9 b D
Rationale9 b :-
>>>The9 b outcome9 b priority9 b is9 b the9 b essential9 b issue9 b or9 b need9 b to9 b be9b
addressed9 b at9 b anygiven9 b time9 b within9 b aset9 b of9 b conditions9 b or9 b circumsta
nces.
DIF: Cognitive9 b Level:9 b Application
OBJ:
Identify9 b motivations9 b and9 b personal9 b outcome9 b prioriti
es9 b for9breturning9 b to9bschool.9 b TOP:Motivation9 b to9 b Learn
3. A9 b professional9 b nurse9 b who9 b has9 b been9 b an9 b LPN/LVN9 b for9 b 109 b years9 b is9 b meeting9 b with9 b an9 b adviso
r
to9 b discuss9 b the9 b possibility9 b of9 b taking9 b classes9 b to9 b become9 b an9 b RN.9 b The9 b advisor9 b int
erprets9 b which9bstatement9bbythe9bprofessional9bnurse9b9bas9b9bthe9bdriving9b9bforce9bfor9b9breturn
ing9b9btoschool?9b9ba.9b“I’ll9bneed9 b to9b schedule9 b time9 b to9 b attend9b classes.”
b. “I’ll9 b have9 b to9 b budget9 b for9 b paying9 b tuition.”
c. “I’ll9 b have9 b to9 b rearranging9 b my9 b schedule.”
d. “There9b is9 b a9b possibility9 b of9badv
ancement9binto9badministration.”9bCO
RRECT9 b ANSWER:-D
, 3
9bof9b123
Rationale9 b :-
>>>Driving9 b forces9 b are9 b those9 b that9 b push9 b toward9 b making9 b the9 b change,9 b as9 b opposed9
bto9brestraining9bforces,9bwhich9bare9bthose9bthatusually9bpresent9ba9bchallenge 9bthat9bneeds9b9bto9b
be9bovercome9 b for9 b thechange9 b to9 b take9 b place9 b or9 b present9 b a9 b negative 9 b effect9 b the9 b chan
ge9 b may9 b initiate.
DIF: Cognitive9 b Level:9 b Application
OBJ:
Identify9 b motivations9 b and9 b personal9 b outcome9 b prioriti
es9 b for9breturning9 b to9b school.9 b TOP:Motivations9 b for9b Change
4. An9 b RN9 b is9 b caring9 b for9 b a9 b diabetic9 b client.9 b The9 b client9 b appears9 b interested9 b in9 b ch
anging9 b her9blifestyle9b and9b has9b been9baskingquestions9b about9b eating9bbetter.9bThe9bpr
ofessional9bnurse9b can9binterpret9 b thisbehavior9b as9b which9b stage9b of9b Lewin’s9b Change9b T
heory?9 b a.
Moving
b. Unfreezing
c. Action
d. Refreezing9bCORRE
CT9 b ANSWER:-9 b B
Rationale9b:-
>>>9bThe9bclient9bis9bin9bthe9bfirst9b9bphase9b9bof9b9bLewin’s9b9bChange9b9bTheory,9b9bknown9b9bas9bunfre
ezing.9bThis9b9bphase9binvolves9bdetermining9b9bthat9b9ba9bchange9b9bneeds9b9bto9b9boccur9b9band9b9bdecid
ing9b9bto9btake9b9baction.9bMoving9bis9bthe9bsecond9bphase9b9band9b9b9binvolves9bactively9bplanning9bchan
ges9b9b9band9btaking9baction9 b on9 b them.9 b Refreezing9 b is9 b the9 b last9 b stage,9 b and9 b it9 b occurs9 b when9
b the9 b change9 b has9 b become9 b apart9bof9b the9b person’s9b life.
DIF: Cognitive9 b Level:9 b Analysis
OBJ:9bUnderstand9bChange9bTheory9band9bhow9bit9bapplies9bto9bbecoming9ban9bRN.9b
TOP:9bChangeTheory
5. An9bLPN9bis9btalking9bwith9bher9bclinical9binstructor9babout9bher9bdecision9bto9breturn9bto9bsc
hool9bto9bbecome9ban9bRN.9bThe9bclinicalinstructor9binterprets9bthe9bLPNs9boutcome9bpriori
ty9bbased9bon9bwhich9b N9b statement?
a. “My9 b family9 b wanted9 b me9 b to9 b go9 b back9 b to9 b school.”
b. “I9 b want9 b to9 b better9 b my9 b financial9 b situation.”
c. “I9 b really9 b enjoy9 b school.”
d. “I9 b would9 b like9 b to9 b advance9 b to9 b a9 b educating9 b role9 b someday.”
CORRECT9 b ANSWER:-9 b B
Rationale9b:-
>>>The9boutcome9b9bpriority9bis9b9bthe9b9bessential9b9bneed9b9bthat9b9bmust9b9bbe9b9baddressed,9bdet
ermined9bby9binternal9bandexternal9bfactors,9bsuch9basneeding9bto9bbetter9ba9bfinancial9bsituation
.9bThe9bother9bstatements9bindicate9breasons9bfor9breturning9bto9bschool,9bbut9bthey9bare9bnot9besse
ntial9b9bneeds9b9bor9bissues9 b to9 b be9 b addressed.
DIF:9bCognitive9bLevel:9bAnalysis9bOBJ:9bIdentify9bhow9bexperiences9binfluence9bl
earning9b in9b adults.TOP:9 b Adult9b Learning
6. A9bprofessional9bnurse9bnotices9ba9bposting9b9bfor9b9ba9bmanagement9b9bposition9b9bfor9bwhich9bshe
9b9bis9bqualified.9 b If9 b the9 b professional9 b nurse9b is9b in9bthe9b moving9 b phaseof9 b Lewin’s9 b Chang
e9 b Theory,9 b which9bstatement9b reflects9 b the9 b actionshe9 b is9 b most9 b likely9 b to9 b take?
a. Does9 b nothing9 b to9 b obtain9 b the9 b position
b. Applies9 b for9 b the9 b position
c. Identifies9 b that9 b change9 b is9 b needed
d. Settles9 b into9 b the9 b routine9 b of9 b her9 b job
CORRECT9 b ANSWER:-9 b B
Rationale9b:-
>>>Unfreezing9bbegins9bwhen9breasons9bfor9bchange9bare9bidentified.9bThe9bmoving9bphase9binvolves9b
, 4
9bof9b123
active9bplanning9band9baction.9bMoving9balso9bmeans9byou9bare9bdealing9bwith9bboth9bpositive9band9bne
gative9bforcesas9bthey9bebb9band9bflow,9band9byou9bare9bmakingmodifications9bto9byour9bplan9bas9bneed
ed.9bRefreezing9 b occurs9 b after9bthe9 b change9 b has9b become9 b routine.
9bof9b123
TEST BANK FOR LORA CLAYWELL LPN TO RN TRANSITIONS
6TH EDITION/COMPLETE GUIDE 2024-2025
, 2
9bof9b123
CHAPTER9b01:9bHonoring9bYour9bPast,9bPlanning9bYour9bFuture
MULTIPLE9bCHOICE
1. A9bnursing9badvisor9bis9bmeeting9bwith9ba9blearner9bwho9bis9binterested9bin9bearning9b9bher
9b9bRN9bdegree.9bShe9bknows9bthat9blicensedpractical9bprofessional9bnurse/license 9bvoc
ational9bprofessional9 b nurse9 b (LPN/LVNs)who9 b enter9 b nursing9 b school9 b to9 b become
9 b RNs9 b come9 b into9b
the9blearning9benvironment9bwith9bprior9bknowledge9b9band9b9bunde
rstanding.9b9bWhich9bstatement9bby9bthe9bnursing9badvisor9bbest9bdescribes9bher9bunders
tanding9bof9bthe9beffect9bexperience9 b may9 b have9 b on9b learning?
a. “Experience9 b may9 b be9 b a9 b source9 b of9 b insight9 b and9 b motivation,9 b or9 b a9 b barrier.”
b. “Experience9 b is9 b usually9 b a9 b stumbling9 b block9 b for9 b LPN/LVNs.”
c. “Experience9 b never9 b makes9 b learning9 b more9 b difficult.”
d. “Once9 b something9 b is9 b learned,9 b it9 b can9 b never9 b be9 b truly9 b modified.”
CORRECT9 b ANSWER:-9 b A
Rationale9 b :-
>>>Experience9 b accentuates9 b differences9 b among9 b learners9 b and9 b serves9 b as9 b a9bsource9
b of9b insight9b and9 b motivation,9b but9bit9b can9b also9b bea9b barrier.9b Experience9b can9b serve9 b as9
b a9
foundation9 b for9bdefining9 b theself.
b
DIF:9 b Cognitive9 b Level:9 b Application
OBJ:9 b Identify9 b how9 b experiences9 b influence9 b learning9 b in9 b adults. TOP:9 b Adult9 b Learning
2. There9bis9ba9btest9bon9bthe9bcardiovascular9bsystem9bon9bFriday9bmorning,9band9b9bit9b9bis9b9bn
ow9bWednesday9bnight.9bThe9blearner9bhas9balready9btaken9ba9bvacation9bday9bfrom9bwork9
bThursday9b night9bso9bthat9bshe9bcan9bstay9bhome9b and9bstudy.9bShe9bis9b consideringskippin
g9b9bher9b9bexercise9bclass9bon9b Thursday9b morning9bto
N9bgo9bto9bthe9blibrary9bto9bprepare9bfor9bthe9btest.9bWhich9bresponse
9bbest9bidentifies 9b the
learner’s9 b outcome9 b priority?
a. Exercise9 b class
b. Going9 b to9 b the9 b library
c. Avoiding9 b work9 b by9btaking9 b a9 b vacation
d. Doing9 b well9 b on9 b the9 b test9 b on9 b Friday
CORRECT9 b ANSWER:-9 b D
Rationale9 b :-
>>>The9 b outcome9 b priority9 b is9 b the9 b essential9 b issue9 b or9 b need9 b to9 b be9b
addressed9 b at9 b anygiven9 b time9 b within9 b aset9 b of9 b conditions9 b or9 b circumsta
nces.
DIF: Cognitive9 b Level:9 b Application
OBJ:
Identify9 b motivations9 b and9 b personal9 b outcome9 b prioriti
es9 b for9breturning9 b to9bschool.9 b TOP:Motivation9 b to9 b Learn
3. A9 b professional9 b nurse9 b who9 b has9 b been9 b an9 b LPN/LVN9 b for9 b 109 b years9 b is9 b meeting9 b with9 b an9 b adviso
r
to9 b discuss9 b the9 b possibility9 b of9 b taking9 b classes9 b to9 b become9 b an9 b RN.9 b The9 b advisor9 b int
erprets9 b which9bstatement9bbythe9bprofessional9bnurse9b9bas9b9bthe9bdriving9b9bforce9bfor9b9breturn
ing9b9btoschool?9b9ba.9b“I’ll9bneed9 b to9b schedule9 b time9 b to9 b attend9b classes.”
b. “I’ll9 b have9 b to9 b budget9 b for9 b paying9 b tuition.”
c. “I’ll9 b have9 b to9 b rearranging9 b my9 b schedule.”
d. “There9b is9 b a9b possibility9 b of9badv
ancement9binto9badministration.”9bCO
RRECT9 b ANSWER:-D
, 3
9bof9b123
Rationale9 b :-
>>>Driving9 b forces9 b are9 b those9 b that9 b push9 b toward9 b making9 b the9 b change,9 b as9 b opposed9
bto9brestraining9bforces,9bwhich9bare9bthose9bthatusually9bpresent9ba9bchallenge 9bthat9bneeds9b9bto9b
be9bovercome9 b for9 b thechange9 b to9 b take9 b place9 b or9 b present9 b a9 b negative 9 b effect9 b the9 b chan
ge9 b may9 b initiate.
DIF: Cognitive9 b Level:9 b Application
OBJ:
Identify9 b motivations9 b and9 b personal9 b outcome9 b prioriti
es9 b for9breturning9 b to9b school.9 b TOP:Motivations9 b for9b Change
4. An9 b RN9 b is9 b caring9 b for9 b a9 b diabetic9 b client.9 b The9 b client9 b appears9 b interested9 b in9 b ch
anging9 b her9blifestyle9b and9b has9b been9baskingquestions9b about9b eating9bbetter.9bThe9bpr
ofessional9bnurse9b can9binterpret9 b thisbehavior9b as9b which9b stage9b of9b Lewin’s9b Change9b T
heory?9 b a.
Moving
b. Unfreezing
c. Action
d. Refreezing9bCORRE
CT9 b ANSWER:-9 b B
Rationale9b:-
>>>9bThe9bclient9bis9bin9bthe9bfirst9b9bphase9b9bof9b9bLewin’s9b9bChange9b9bTheory,9b9bknown9b9bas9bunfre
ezing.9bThis9b9bphase9binvolves9bdetermining9b9bthat9b9ba9bchange9b9bneeds9b9bto9b9boccur9b9band9b9bdecid
ing9b9bto9btake9b9baction.9bMoving9bis9bthe9bsecond9bphase9b9band9b9b9binvolves9bactively9bplanning9bchan
ges9b9b9band9btaking9baction9 b on9 b them.9 b Refreezing9 b is9 b the9 b last9 b stage,9 b and9 b it9 b occurs9 b when9
b the9 b change9 b has9 b become9 b apart9bof9b the9b person’s9b life.
DIF: Cognitive9 b Level:9 b Analysis
OBJ:9bUnderstand9bChange9bTheory9band9bhow9bit9bapplies9bto9bbecoming9ban9bRN.9b
TOP:9bChangeTheory
5. An9bLPN9bis9btalking9bwith9bher9bclinical9binstructor9babout9bher9bdecision9bto9breturn9bto9bsc
hool9bto9bbecome9ban9bRN.9bThe9bclinicalinstructor9binterprets9bthe9bLPNs9boutcome9bpriori
ty9bbased9bon9bwhich9b N9b statement?
a. “My9 b family9 b wanted9 b me9 b to9 b go9 b back9 b to9 b school.”
b. “I9 b want9 b to9 b better9 b my9 b financial9 b situation.”
c. “I9 b really9 b enjoy9 b school.”
d. “I9 b would9 b like9 b to9 b advance9 b to9 b a9 b educating9 b role9 b someday.”
CORRECT9 b ANSWER:-9 b B
Rationale9b:-
>>>The9boutcome9b9bpriority9bis9b9bthe9b9bessential9b9bneed9b9bthat9b9bmust9b9bbe9b9baddressed,9bdet
ermined9bby9binternal9bandexternal9bfactors,9bsuch9basneeding9bto9bbetter9ba9bfinancial9bsituation
.9bThe9bother9bstatements9bindicate9breasons9bfor9breturning9bto9bschool,9bbut9bthey9bare9bnot9besse
ntial9b9bneeds9b9bor9bissues9 b to9 b be9 b addressed.
DIF:9bCognitive9bLevel:9bAnalysis9bOBJ:9bIdentify9bhow9bexperiences9binfluence9bl
earning9b in9b adults.TOP:9 b Adult9b Learning
6. A9bprofessional9bnurse9bnotices9ba9bposting9b9bfor9b9ba9bmanagement9b9bposition9b9bfor9bwhich9bshe
9b9bis9bqualified.9 b If9 b the9 b professional9 b nurse9b is9b in9bthe9b moving9 b phaseof9 b Lewin’s9 b Chang
e9 b Theory,9 b which9bstatement9b reflects9 b the9 b actionshe9 b is9 b most9 b likely9 b to9 b take?
a. Does9 b nothing9 b to9 b obtain9 b the9 b position
b. Applies9 b for9 b the9 b position
c. Identifies9 b that9 b change9 b is9 b needed
d. Settles9 b into9 b the9 b routine9 b of9 b her9 b job
CORRECT9 b ANSWER:-9 b B
Rationale9b:-
>>>Unfreezing9bbegins9bwhen9breasons9bfor9bchange9bare9bidentified.9bThe9bmoving9bphase9binvolves9b
, 4
9bof9b123
active9bplanning9band9baction.9bMoving9balso9bmeans9byou9bare9bdealing9bwith9bboth9bpositive9band9bne
gative9bforcesas9bthey9bebb9band9bflow,9band9byou9bare9bmakingmodifications9bto9byour9bplan9bas9bneed
ed.9bRefreezing9 b occurs9 b after9bthe9 b change9 b has9b become9 b routine.
