TEST BANK FOR
LPN TO RN TRANSITIONS
AUTHOR: LORA CLAYWELL
6TH EDITION
,CONTENTS
UNIT ONE: ESSENTIAL SKILLS TO BEGIN YOUR TRANSITION
1. HONORING YOUR PAST, PLANNING YOUR FUTURE
2. ASSESSING YOURSELF AND DESIGNING SUCCESS
3. STUDY HABITS AND TEST-TAKING SKILLS
UNIT TWO: THE PROFESSION AND DISCIPLINE OF REGISTERED NURSING
4. DISTINGUISHING THE ROLE OF THE REGISTERED NURSE
5. USING NURSING THEORY TO GUIDE PROFESSIONAL PRACTICE
6. PROVIDING PATIENT-CENTERED CARE THROUGH THE NURSING PROCESS
7. CRITICAL AND DIAGNOSTIC THINKING FOR BETTER
CLINICAL JUDGMENT UNIT THREE: THE RN AS
PROVIDER OF CARE
8. PRACTICING EVIDENCE-BASED DECISION MAKING
9. COMMUNICATING WITH PATIENTS AND CO-WORKERS
10. TEACHING PATIENTS AND THEIR FAMILIES
11. THE NURSES, IDEAS, AND FORCES THAT DEFINE THE PROFESSION
12. UPHOLDING LEGAL AND ETHICAL PRINCIPLES
13. CARE AND SAFETY STANDARDS, COMPETENCE, AND NURSE ACCOUNTABILITY UNIT
FOUR: THE RN AS MANAGER OF CARE
14. LEADING, DELEGATING, AND COLLABORATING
15. PROMOTING HEALTHFUL LIVING IN THE PRIMARY CARE SETTING
16. MANAGING CARE IN SECONDARY AND
TERTIARY HEALTH CARE UNIT FIVE: PUTTING IT
ALL TOGETHER
17. REFLECTING ON YOUR TRANSITION
18. PREPARE NOW TO PASS NCLEX-RN®
,Chapter 01: honoring your past, planning your future Claywell: lpn to RN transitions, 4th edition
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.”
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.
Difference: cognitive level: application
Objective: 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 is considering skipping 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
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.
Difference: cognitive level: application
, Objective: 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.”
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.
Difference: cognitive level: application
Objective: 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
lifestyle and 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. Refreezin
g 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 is
the last stage, and it occurs when the change has become a part of the person’s life.
Difference: cognitive level: analysis
Objective: understand change theory and how it applies to becoming an RN. Top: change theory
LPN TO RN TRANSITIONS
AUTHOR: LORA CLAYWELL
6TH EDITION
,CONTENTS
UNIT ONE: ESSENTIAL SKILLS TO BEGIN YOUR TRANSITION
1. HONORING YOUR PAST, PLANNING YOUR FUTURE
2. ASSESSING YOURSELF AND DESIGNING SUCCESS
3. STUDY HABITS AND TEST-TAKING SKILLS
UNIT TWO: THE PROFESSION AND DISCIPLINE OF REGISTERED NURSING
4. DISTINGUISHING THE ROLE OF THE REGISTERED NURSE
5. USING NURSING THEORY TO GUIDE PROFESSIONAL PRACTICE
6. PROVIDING PATIENT-CENTERED CARE THROUGH THE NURSING PROCESS
7. CRITICAL AND DIAGNOSTIC THINKING FOR BETTER
CLINICAL JUDGMENT UNIT THREE: THE RN AS
PROVIDER OF CARE
8. PRACTICING EVIDENCE-BASED DECISION MAKING
9. COMMUNICATING WITH PATIENTS AND CO-WORKERS
10. TEACHING PATIENTS AND THEIR FAMILIES
11. THE NURSES, IDEAS, AND FORCES THAT DEFINE THE PROFESSION
12. UPHOLDING LEGAL AND ETHICAL PRINCIPLES
13. CARE AND SAFETY STANDARDS, COMPETENCE, AND NURSE ACCOUNTABILITY UNIT
FOUR: THE RN AS MANAGER OF CARE
14. LEADING, DELEGATING, AND COLLABORATING
15. PROMOTING HEALTHFUL LIVING IN THE PRIMARY CARE SETTING
16. MANAGING CARE IN SECONDARY AND
TERTIARY HEALTH CARE UNIT FIVE: PUTTING IT
ALL TOGETHER
17. REFLECTING ON YOUR TRANSITION
18. PREPARE NOW TO PASS NCLEX-RN®
,Chapter 01: honoring your past, planning your future Claywell: lpn to RN transitions, 4th edition
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.”
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.
Difference: cognitive level: application
Objective: 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 is considering skipping 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
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.
Difference: cognitive level: application
, Objective: 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.”
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.
Difference: cognitive level: application
Objective: 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
lifestyle and 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. Refreezin
g 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 is
the last stage, and it occurs when the change has become a part of the person’s life.
Difference: cognitive level: analysis
Objective: understand change theory and how it applies to becoming an RN. Top: change theory
