COMPLETE TEST BANK
LPN to RN Transitions 6th Edition
by Lora Claywell PhD MSN RN CNE
6th Edition
,table of contents
Unit 1: The Transition Process .............................................................. 3
Chapter 01: Lifelong Learning: Returning To School ................................................................... 3
Chapter 02: Role Development And Transition .......................................................................... 9
Chapter 03: Adapting To Change .............................................................................................. 20
Chapter 04: Transitions Throughout Nursing's History ............................................................. 29
Chapter 05: Learning At The Adn Level ..................................................................................... 42
Chapter 06: Individualizing A Plan For Role Transition ............................................................. 55
Chapter 07: Test Success For The Lpn: Challenge Of Nclex-Rn Questions ................................ 71
Unit Ii Core Competencies For Professional Nursing Practice .......... 84
Chapter 08: Practicing Within Regulatory Frameworks ............................................................ 84
Chapter 09: Critical Thinking, Clinical Reasoning, And Clinical Judgment In Nursing ............. 100
Unit Iii Role Concepts Essential For Rn Practice .............................. 114
Part A Provider Of Care .................................................................................................... 114
Chapter 10: The Nursing Process: Assessment And Caring Interventions .............................. 114
Chapter 11: The Nurse As Communicator .............................................................................. 127
Chapter 12: The Nurse As Teacher .......................................................................................... 134
Part B Manager Of Care.................................................................................................... 151
Chapter 13: Managing Unique Client Care ............................................................................. 151
Chapter 14: Decision Making And Managing Time, Conflict, And Resources ........................ 162
Part C Member Of The Discipline Of Nursin ..................................................................... 176
Chapter 15: Professional Responsibilities ............................................................................... 176
Chapter 16: Legal Accountability ............................................................................................ 190
Chapter 16: Legal Accountability ............................................................................................ 201
Chapter 17: Ethical Issues ....................................................................................................... 214
, unit 1: the transition process
Chapter 01: lifelong learning: returning to school
Multiple choice
1. A nursing advisor is meeting with a student who is interested in earning her rn degree.
She knows that licensed practical nurse/license vocational nurse (lpn/lvns) who enter nursing
school 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.”
Correct 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 the
self.
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 can
stay home and study. She iws cwown.sitdebrisngm.skwipsping 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
CORRECT ANS: d
The outcome priority is the essential issue or need to be addressed at any given time within a
set of conditions or circumstances.
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 the
nurse 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.”
1|page
CORRECT 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
LPN to RN Transitions 6th Edition
by Lora Claywell PhD MSN RN CNE
6th Edition
,table of contents
Unit 1: The Transition Process .............................................................. 3
Chapter 01: Lifelong Learning: Returning To School ................................................................... 3
Chapter 02: Role Development And Transition .......................................................................... 9
Chapter 03: Adapting To Change .............................................................................................. 20
Chapter 04: Transitions Throughout Nursing's History ............................................................. 29
Chapter 05: Learning At The Adn Level ..................................................................................... 42
Chapter 06: Individualizing A Plan For Role Transition ............................................................. 55
Chapter 07: Test Success For The Lpn: Challenge Of Nclex-Rn Questions ................................ 71
Unit Ii Core Competencies For Professional Nursing Practice .......... 84
Chapter 08: Practicing Within Regulatory Frameworks ............................................................ 84
Chapter 09: Critical Thinking, Clinical Reasoning, And Clinical Judgment In Nursing ............. 100
Unit Iii Role Concepts Essential For Rn Practice .............................. 114
Part A Provider Of Care .................................................................................................... 114
Chapter 10: The Nursing Process: Assessment And Caring Interventions .............................. 114
Chapter 11: The Nurse As Communicator .............................................................................. 127
Chapter 12: The Nurse As Teacher .......................................................................................... 134
Part B Manager Of Care.................................................................................................... 151
Chapter 13: Managing Unique Client Care ............................................................................. 151
Chapter 14: Decision Making And Managing Time, Conflict, And Resources ........................ 162
Part C Member Of The Discipline Of Nursin ..................................................................... 176
Chapter 15: Professional Responsibilities ............................................................................... 176
Chapter 16: Legal Accountability ............................................................................................ 190
Chapter 16: Legal Accountability ............................................................................................ 201
Chapter 17: Ethical Issues ....................................................................................................... 214
, unit 1: the transition process
Chapter 01: lifelong learning: returning to school
Multiple choice
1. A nursing advisor is meeting with a student who is interested in earning her rn degree.
She knows that licensed practical nurse/license vocational nurse (lpn/lvns) who enter nursing
school 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.”
Correct 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 the
self.
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 can
stay home and study. She iws cwown.sitdebrisngm.skwipsping 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
CORRECT ANS: d
The outcome priority is the essential issue or need to be addressed at any given time within a
set of conditions or circumstances.
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 the
nurse 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.”
1|page
CORRECT 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
