lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
LPN
LPN to RN Transitions 6e
TEST BANK
Chapter 01: Honoring Your Past, Planning Your
Future Claywell: LPN to RN Transitions, 6e
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
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
,lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
LPN
night so that she canstay home and study. She is considering skipping her exercise
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
,lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
LPN
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.
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
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
, lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
LPN
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 iN
nterprets 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.”
c. “I really enjoy school.”
d. “I would like to advance to a teaching role someday.”
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
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lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
LPN
LPN to RN Transitions 6e
TEST BANK
Chapter 01: Honoring Your Past, Planning Your
Future Claywell: LPN to RN Transitions, 6e
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
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
,lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
LPN
night so that she canstay home and study. She is considering skipping her exercise
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
,lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
LPN
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.
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
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
, lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
LPN
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 iN
nterprets 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.”
c. “I really enjoy school.”
d. “I would like to advance to a teaching role someday.”
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
lpn_to_rn_transitions_6th_edition_by_claywell_test_bank.docxhttps://www.stuvia.com/user/stuviaun
