TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
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TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
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Chapter 01: Honoring Your Past, Planning Your Future Claywe
J# J# J# J# J# J# J# J# J#
l l: LPN to RN Transitions, 6th Edition
J# J# J# J# J# J# J#
MULTIPLE CHOICE J#
1. A nursing advisor is meeting with a student who is interested in earning her RN degre
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J#
e. S he knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter
J# J# J# J# J# J# J# J# J# J# J# J# J#
nur sing school to become RNs come into the learning environment with prior kn
J# J # J # J # J # J # J # J # J # J # J # J # J #
o wledge an d understanding. Which statement by the nursing advisor best describes her u
J# J # J# J# J# J# J# J# J# J# J# J# J# J# J#
nderstanding of the effect experience may have on learning? J# J# J# J# J# J# J# J#
a. —Experience may be a source of insight and motivation, or a barrier.‖ J# J# J# J# J# J# J# J# J# J# J#
b. —Experience is usually a stumbling block for LPN/LVNs.‖ J# J# J# J# J# J# J#
c. —Experience never makes learning more difficult.‖ J# J# J# J# J#
d. —Once something is learned, it can never be truly modified.‖ J# J# J# J# J# J# J# J# J#
ANS: A J # J #
Experience accentuates differences among learners and serves as a source of insight and
J# J# J# J# J# J# J# J# J# J# J# J# J#
m o tivation, but it can also be a barrier. Experience can serve as a foundation for definin
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J#
g th e sel f.
J# J# J # J#
DIF: Cognitive Level: Application J# J#
OBJ: Identify how experiences influence learning in adults. J# J # J # J# J# J # TOP: Adult Learning J #
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday ni
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J #
ght. The student has already taken a vacation day from work Thursday night so that s
J# J# J# J # J # J # J # J# J # J # J # J # J# J# J #
h e c an stay home and study. She is considering skipping her exercise class on Thursday m
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J #
orni ng to go to the library to prepare for the test. Which response best identifies the st u
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J#
dent‘s outcome priority? J # J#
a. Exercise class J#
b. Going to the library J # J # J #
c. Avoiding work by taking a vacation J # J # J # J # J #
d. Doing well on the test on Friday J # J # J # J # J # J #
ANS: D J # J #
The outcome priority is the essential issue or need to be addressed at any given time wit
J# J# J# J# J# J # J# J# J # J# J# J# J# J# J# J# J#
hin a set of conditions or circumstances.
J # J# J# J# J# J#
DIF: Cognitive Level: Application J# J#
OBJ: Identify motivations and personal outcome priorities for returning to school.
J# J# J# J# J# J# J# J# J# J# J #
TOP: Motivation to Learn J# J#
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to
J # J # J # J # J # J # J # J # J # J # J # J # J # J # J # J #
disc uss th e possibility of taking classes to become an RN. The advisor interprets which st
J# J # J# J# J# J# J# J# J# J# J# J# J# J# J# J#
at ement by the nurse as the driving force for returning to school?
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a. —I‘ll need to schedule time to attend classes.‖ J# J# J# J# J# J# J#
b. —I‘ll have to budget for paying tuition.‖ J# J# J# J# J# 6%
c. —I‘ll have to rearranging my schedule.‖ J# J# J# J# J#
d. —There is a possibility of advancement into administration.‖ J# J# J# J# J# J# J#
ANS: D J # J #
TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
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Driving forces are those that push toward making the change, as opposed to restraining for c
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J #
e s, which are those that usually present a challenge that needs to be overcome for the ch ange
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J
to take place or present a negative effect the change may initiate.
# J # J # J # J # J # J # J # J # J # J # J # J #
DIF: Cognitive Level: Application
J # J # J # J# J#
OBJ: Identify motivations and personal outcome priorities for returning to school.
J# J# J# J# J# J# J# J# J# J# J #
TOP: Motivations for Change J# J#
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifes
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J
ty le and has been asking questions about eating better. The nurse can interpret this beh
# J# J# J # J# J # J# J # J# J # J# J # J# J# J # J# J#
avior as which stage of Lewin‘s Change Theory?
J# J# J# J# J# J# J#
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B J # J #
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. T
J # J # J # J # J # J # J # J # J # J # J # J # J # J #
his phas e involves determining that a change needs to occur and deciding to take action. Mov
6J # J# J# J# J# J# J# J# J# J# J# J# J# J# J# J#
J ing is the second phase and involves actively planning changes and taking action on them.
# J# J # J# J# J# J# J# J# J# J# J# J# J# J# J#
Refreezi ng is the last stage, and it occurs when the change has become a pa
J # J# J # J # J # J # J # J # J # J # J # J # J # J # J #
rt of th e person‘s life.
J # J # J# J # J #
DIF: Cognitive Level: Analysis J# J #
OBJ: Understand Change Theory and how it applies to becoming an R
J# J # J# J# J# J# J# J# J# J# J#
N. TOP: Change Theory
J # J#
5. An LPN is talking with her clinical instructor about her decision to return to school to b
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J#
ec o me an RN. The clinical instructor iNnterprets the LPNs outcome priority based on which
J# J# J# J# J# J# J# J# J # J# J# J# J# J# J# J#
s tate ment?
J# J#
a. —My family wanted me to go back to school.‖ J# J# J# J# J# J# J# J#
b. —I want to better my financial situation.‖ J# J# J# J# J# J#
c. —I really enjoy school.‖ J# J# J#
d. —I would like to advance to a teaching role someday.‖
J# J# J# J# J # J# J# J# J#
ANS: B J # J #
The outcome priority is the essential need that must be addressed, determined by internal a
J# J# J# J# J# J# J# J# J# J# J# J# J# J #
n d external factors, such as needing to better a financial situation. The other statements
J# J# J# J# J# J# J# J# J# J# J# J# J# J#
indi cate reasons for returning to school, but they are not essential needs or issues to be
6J # J # J# J # J# J# J# J # J# J# J# J # J# J# J# J # J# J#
addres sed. J #
DIF: Cognitive Level: Analysis J # J #
OBJ: Identify how experiences influence learning in adults.
J # J # J # J# J # J # TOP: Adult Learning J #
6. A nurse notices a posting for a management position for which she is qualified. If the n
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J#
ur se is in the moving phase of Lewin‘s Change Theory, which statement reflects the action
J# J# J# J# J# J# J# J# J# J# J # J# J# J# J# 6J
she is most likely to take?
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a. Does nothing to obtain the position J # J # J # J # J #
b. Applies for the position J # J # J #
c. Identifies that change is needed J # J # J # J #
d. Settles into the routine of her job J# J # J # J # J # J #
ANS: B J # J #
TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
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J J
# J
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J #
J #
J #
J #
J #
J J
#
Unfreezing begins when reasons for change are identified. The moving phase involves acti v
J# J# J# J# J# J# J# J# J# J# J# J# J #
e planning and action. Moving also means you are dealing with both positive and negativ
J# J# J# J# J# J# J# J# J# J# J# J# J# J#
e fo rces as they ebb and flow, and you are making modifications to your plan as ne
J# J# J# J # J # J# J # J # J # J # J # J # J # J# J # J# J # J # J#
eded.
Refreezing occurs after the change has become routine. J# J # J # J# J # J # J #
DIF: Cognitive Level: Application
J # J # J # J# J#
OBJ: Understand Change Theory and how it applies to becoming an R
J# J # J# J# J# J# J# J# J# J# J#
N. TOP: Change Theory
J # J#
7. The RN is talking with the unit manager about ways to improve patient care. The mana
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J#
ge r introduces the concept of a co hNo rt. Which statement by the RN indicates that the teaching
J# J# J# J# J# J# J# J# J # J# J# J# J# J# J# J# J# J# J#
ha s been effective?
J# J# J#
a. —A cohort is a web of connections‖. J# J# J# J# J# J#
b. —A cohort is a group of people who share common experiences with each other‖.
J# J# J # J# J# J# J# J# J# J# J# J# J #
c. —A cohort is a group linked together for common purposes‖.
J# J# J# J# J# J# J# J# J#
d. —A cohort consists of groups of individuals that make up a whole‖.
J# J# J# J# J# J# J# J# J# J# J#
ANS: B J # J #
A cohort is a group of people who share common experiences with each other. A schem
J# J# J# J # J# J# J# J# J# J# J# J# J# J # J#
e is a web of connections, a team is a group linked together for common purposes, a
J# J # J # J # J # J # J # J # J # J # J # J # J # J # J # J #
nd a unit c onsists of groups or individuals that make up a whole.
J # J# J # J # J# J # J# J # J# J # J# J # J #
DIF: Cognitive Level: Evaluation J# J#
OBJ: Identify how experiences influence learning in adults. J# J # J # J# J# J # TOP: Adult Learning J #
8. An Orthopedic Nurse is contemplating changes in her professional life and identifying goal
J # J # J # J# J # J # J # J # J # J# J # J #
s. Which action should the nurse take if she is interested in pursuing a long-term goal?
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a. Studies for a telemetry exam scheduled for next week J# J # J # J # J # J # J # J #
b. Enrolls in a Nurse Practitioner program J# J # J # J # J #
c. Attends a seminar to become a charge nurse J# J # J # J # J # J # J #
d. Continues to work on the orthopedic floor full-time J# J # J # J # J # J # J #
ANS: B J # J #
A short- J#
term goal is one that can be attained in a period of 6 months or less. Short-
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J#
term goals include becoming a charge nurse and passing the telemetry exam. A
J # J# J# J# J# J# J# J# J# J# J# J# J#
lo
ng-
term goal is attained in greater than 6 months and includes studying to become a Nurse
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J#
P ra ctitioner. Continuing to work on the orthopedic floor does not represent either
J# J# J # J # J # J # J # J # J # J # J # J # J # J #
a short- term or a long-term goal.
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DIF:
Cognitive Level: Applicatio J# J#
n OBJ: Identify both short-
J# J # J# J #
and long- J#
term personal and professional goals. TOP: Setting Goals
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9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by o n
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J #
e of the RNs indicates that teaching has been effective?
J# J# J# J# J# J# J# J# J#
a. —Experience is a stepping stone to new learning‖. J# J# J# J# J# J# J#
b. —Experience can be a barrier to new learning‖. J# J# J# J# J# J# J#
c. —Experience can be an avenue to new learning‖. J# J# J# J# J# J# J#
d. —Experience can be a detour to new learning‖. J# J# J# J# J# J# J#
TESTBANKWORLD.ORG
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TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
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J J
# J
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J #
J #
J #
J #
J #
J J
#
Chapter 01: Honoring Your Past, Planning Your Future Claywe
J# J# J# J# J# J# J# J# J#
l l: LPN to RN Transitions, 6th Edition
J# J# J# J# J# J# J#
MULTIPLE CHOICE J#
1. A nursing advisor is meeting with a student who is interested in earning her RN degre
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J#
e. S he knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter
J# J# J# J# J# J# J# J# J# J# J# J# J#
nur sing school to become RNs come into the learning environment with prior kn
J# J # J # J # J # J # J # J # J # J # J # J # J #
o wledge an d understanding. Which statement by the nursing advisor best describes her u
J# J # J# J# J# J# J# J# J# J# J# J# J# J# J#
nderstanding of the effect experience may have on learning? J# J# J# J# J# J# J# J#
a. —Experience may be a source of insight and motivation, or a barrier.‖ J# J# J# J# J# J# J# J# J# J# J#
b. —Experience is usually a stumbling block for LPN/LVNs.‖ J# J# J# J# J# J# J#
c. —Experience never makes learning more difficult.‖ J# J# J# J# J#
d. —Once something is learned, it can never be truly modified.‖ J# J# J# J# J# J# J# J# J#
ANS: A J # J #
Experience accentuates differences among learners and serves as a source of insight and
J# J# J# J# J# J# J# J# J# J# J# J# J#
m o tivation, but it can also be a barrier. Experience can serve as a foundation for definin
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J#
g th e sel f.
J# J# J # J#
DIF: Cognitive Level: Application J# J#
OBJ: Identify how experiences influence learning in adults. J# J # J # J# J# J # TOP: Adult Learning J #
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday ni
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J #
ght. The student has already taken a vacation day from work Thursday night so that s
J# J# J# J # J # J # J # J# J # J # J # J # J# J# J #
h e c an stay home and study. She is considering skipping her exercise class on Thursday m
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J #
orni ng to go to the library to prepare for the test. Which response best identifies the st u
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J#
dent‘s outcome priority? J # J#
a. Exercise class J#
b. Going to the library J # J # J #
c. Avoiding work by taking a vacation J # J # J # J # J #
d. Doing well on the test on Friday J # J # J # J # J # J #
ANS: D J # J #
The outcome priority is the essential issue or need to be addressed at any given time wit
J# J# J# J# J# J # J# J# J # J# J# J# J# J# J# J# J#
hin a set of conditions or circumstances.
J # J# J# J# J# J#
DIF: Cognitive Level: Application J# J#
OBJ: Identify motivations and personal outcome priorities for returning to school.
J# J# J# J# J# J# J# J# J# J# J #
TOP: Motivation to Learn J# J#
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to
J # J # J # J # J # J # J # J # J # J # J # J # J # J # J # J #
disc uss th e possibility of taking classes to become an RN. The advisor interprets which st
J# J # J# J# J# J# J# J# J# J# J# J# J# J# J# J#
at ement by the nurse as the driving force for returning to school?
J# J # J # J # J# J # J # J # J # J # J # J #
a. —I‘ll need to schedule time to attend classes.‖ J# J# J# J# J# J# J#
b. —I‘ll have to budget for paying tuition.‖ J# J# J# J# J# 6%
c. —I‘ll have to rearranging my schedule.‖ J# J# J# J# J#
d. —There is a possibility of advancement into administration.‖ J# J# J# J# J# J# J#
ANS: D J # J #
TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
#
J J
# J
# #
J #
J #
J #
J #
J #
J J
#
Driving forces are those that push toward making the change, as opposed to restraining for c
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J #
e s, which are those that usually present a challenge that needs to be overcome for the ch ange
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J
to take place or present a negative effect the change may initiate.
# J # J # J # J # J # J # J # J # J # J # J # J #
DIF: Cognitive Level: Application
J # J # J # J# J#
OBJ: Identify motivations and personal outcome priorities for returning to school.
J# J# J# J# J# J# J# J# J# J# J #
TOP: Motivations for Change J# J#
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifes
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J
ty le and has been asking questions about eating better. The nurse can interpret this beh
# J# J# J # J# J # J# J # J# J # J# J # J# J# J # J# J#
avior as which stage of Lewin‘s Change Theory?
J# J# J# J# J# J# J#
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B J # J #
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. T
J # J # J # J # J # J # J # J # J # J # J # J # J # J #
his phas e involves determining that a change needs to occur and deciding to take action. Mov
6J # J# J# J# J# J# J# J# J# J# J# J# J# J# J# J#
J ing is the second phase and involves actively planning changes and taking action on them.
# J# J # J# J# J# J# J# J# J# J# J# J# J# J# J#
Refreezi ng is the last stage, and it occurs when the change has become a pa
J # J# J # J # J # J # J # J # J # J # J # J # J # J # J #
rt of th e person‘s life.
J # J # J# J # J #
DIF: Cognitive Level: Analysis J# J #
OBJ: Understand Change Theory and how it applies to becoming an R
J# J # J# J# J# J# J# J# J# J# J#
N. TOP: Change Theory
J # J#
5. An LPN is talking with her clinical instructor about her decision to return to school to b
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J#
ec o me an RN. The clinical instructor iNnterprets the LPNs outcome priority based on which
J# J# J# J# J# J# J# J# J # J# J# J# J# J# J# J#
s tate ment?
J# J#
a. —My family wanted me to go back to school.‖ J# J# J# J# J# J# J# J#
b. —I want to better my financial situation.‖ J# J# J# J# J# J#
c. —I really enjoy school.‖ J# J# J#
d. —I would like to advance to a teaching role someday.‖
J# J# J# J# J # J# J# J# J#
ANS: B J # J #
The outcome priority is the essential need that must be addressed, determined by internal a
J# J# J# J# J# J# J# J# J# J# J# J# J# J #
n d external factors, such as needing to better a financial situation. The other statements
J# J# J# J# J# J# J# J# J# J# J# J# J# J#
indi cate reasons for returning to school, but they are not essential needs or issues to be
6J # J # J# J # J# J# J# J # J# J# J# J # J# J# J# J # J# J#
addres sed. J #
DIF: Cognitive Level: Analysis J # J #
OBJ: Identify how experiences influence learning in adults.
J # J # J # J# J # J # TOP: Adult Learning J #
6. A nurse notices a posting for a management position for which she is qualified. If the n
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J# J#
ur se is in the moving phase of Lewin‘s Change Theory, which statement reflects the action
J# J# J# J# J# J# J# J# J# J# J # J# J# J# J# 6J
she is most likely to take?
# J # J# J# J# J#
a. Does nothing to obtain the position J # J # J # J # J #
b. Applies for the position J # J # J #
c. Identifies that change is needed J # J # J # J #
d. Settles into the routine of her job J# J # J # J # J # J #
ANS: B J # J #
TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
#
J J
# J
# #
J #
J #
J #
J #
J #
J J
#
Unfreezing begins when reasons for change are identified. The moving phase involves acti v
J# J# J# J# J# J# J# J# J# J# J# J# J #
e planning and action. Moving also means you are dealing with both positive and negativ
J# J# J# J# J# J# J# J# J# J# J# J# J# J#
e fo rces as they ebb and flow, and you are making modifications to your plan as ne
J# J# J# J # J # J# J # J # J # J # J # J # J # J# J # J# J # J # J#
eded.
Refreezing occurs after the change has become routine. J# J # J # J# J # J # J #
DIF: Cognitive Level: Application
J # J # J # J# J#
OBJ: Understand Change Theory and how it applies to becoming an R
J# J # J# J# J# J# J# J# J# J# J#
N. TOP: Change Theory
J # J#
7. The RN is talking with the unit manager about ways to improve patient care. The mana
J# J# J# J# J# J# J# J# J# J# J# J# J# J# J#
ge r introduces the concept of a co hNo rt. Which statement by the RN indicates that the teaching
J# J# J# J# J# J# J# J# J # J# J# J# J# J# J# J# J# J# J#
ha s been effective?
J# J# J#
a. —A cohort is a web of connections‖. J# J# J# J# J# J#
b. —A cohort is a group of people who share common experiences with each other‖.
J# J# J # J# J# J# J# J# J# J# J# J# J #
c. —A cohort is a group linked together for common purposes‖.
J# J# J# J# J# J# J# J# J#
d. —A cohort consists of groups of individuals that make up a whole‖.
J# J# J# J# J# J# J# J# J# J# J#
ANS: B J # J #
A cohort is a group of people who share common experiences with each other. A schem
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e is a web of connections, a team is a group linked together for common purposes, a
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nd a unit c onsists of groups or individuals that make up a whole.
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DIF: Cognitive Level: Evaluation J# J#
OBJ: Identify how experiences influence learning in adults. J# J # J # J# J# J # TOP: Adult Learning J #
8. An Orthopedic Nurse is contemplating changes in her professional life and identifying goal
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s. Which action should the nurse take if she is interested in pursuing a long-term goal?
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a. Studies for a telemetry exam scheduled for next week J# J # J # J # J # J # J # J #
b. Enrolls in a Nurse Practitioner program J# J # J # J # J #
c. Attends a seminar to become a charge nurse J# J # J # J # J # J # J #
d. Continues to work on the orthopedic floor full-time J# J # J # J # J # J # J #
ANS: B J # J #
A short- J#
term goal is one that can be attained in a period of 6 months or less. Short-
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term goals include becoming a charge nurse and passing the telemetry exam. A
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lo
ng-
term goal is attained in greater than 6 months and includes studying to become a Nurse
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P ra ctitioner. Continuing to work on the orthopedic floor does not represent either
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a short- term or a long-term goal.
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DIF:
Cognitive Level: Applicatio J# J#
n OBJ: Identify both short-
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and long- J#
term personal and professional goals. TOP: Setting Goals
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9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by o n
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e of the RNs indicates that teaching has been effective?
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a. —Experience is a stepping stone to new learning‖. J# J# J# J# J# J# J#
b. —Experience can be a barrier to new learning‖. J# J# J# J# J# J# J#
c. —Experience can be an avenue to new learning‖. J# J# J# J# J# J# J#
d. —Experience can be a detour to new learning‖. J# J# J# J# J# J# J#
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