TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
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TESTBANK FOR LPN TO RN TRANSITIONS 6TH EDITION BY CLAYWELL po po po po po po po po po
Chapter 01: Honoring Your Past, Planning Your Future Claywell
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: LPN to RN Transitions, 6thEdition
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MULTIPLE CHOICE po
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She
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knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nursing
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school to become RNs come into the learning environment with prior knowledge and under
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standing. Which statement by the nursing advisor best describes her understanding of the ef
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fect experience may have on learning?
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a. “Experience may be a source of insight and motivation, or a barrier.” po po po po po po po po po po po
b. “Experience is usually a stumbling block for LPN/LVNs.” po po po po po po po
c. “Experience never makes learning more difficult.” po po po po po
d. “Once something is learned, it can never be truly modified.”
po po po po po po po po po
ANS: A po
Experience accentuates differences among learners and serves as a source of insight and moti
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vation, but it can also be a barrier. Experience can serve as a foundation for defining the self.
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DIF: Cognitive Level: Application po po
OBJ: Identify how experiences influence learning in adults.
p o p o po po po po po po TOP: Adult Learning p o po
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday nig
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ht. The student has already taken a vacation day from work Thursday night so that she can sta
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y home and study. She is considering skipping her exercise class on Thursday morning to go
po po po po po po po po po po po po po po po po
to the library to prepare for the test. Which response best identifies the student’s outcome pri
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ority?
a. Exercise class po
b. Going to the library po po po
c. Avoiding work by taking a vacation po po po po po
d. Doing well on the test on Friday po po po po po po
ANS: D po
The outcome priority is the essential issue or need to be addressed at any given time within a se
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t of conditions or circumstances.
po po po po
DIF: Cognitive Level: Application po po
OBJ: Identify motivations and personal outcome priorities for returning to school. T
po po po po po po po po po po po
OP: Motivation to Learn
p o po po
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the p
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ossibility of taking classes to become an RN. The advisor interprets which statement by the n
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urse as the driving force for returning to school?
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a. “I’ll need to schedule time to attend classes.”
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b. “I’ll have to budget for paying tuition.” po po po po po po
c. “I’ll have to rearranging my schedule.” po po po po po
d. “There is a possibility of advancement into administration.”
po po po po po po po
ANS: D po
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
po po po po po po po po po po
Driving forces are those that push toward making the change, as opposed to restraining forces,
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which are those that usually present a challenge that needs to be overcome for the change to ta
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ke place or present a negative effect the change may initiate.
po po po po po po po po po po
DIF: Cognitive Level: Application po po
OBJ: Identify motivations and personal outcome priorities for returning to school. T
po po po po po po po po po po po
OP: Motivations for Change
p o po po
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyle
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and has been asking questions about eating better. The nurse can interpret this behavior as w
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hich stage of Lewin’s Change Theory?
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a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B po
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This phase i
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nvolves determining that a change needs to occur and deciding to take action. Moving is the s
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econd phase and involves actively planning changes and taking action on them. Refreezing is t
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he last stage, and it occurs when the change has become a part of the person’s life.
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DIF: Cognitive Level: Analysis po po
OBJ: Understand Change Theory and how it applies to becoming an RN. T
po po po po po po po po po po po po
OP: Change Theory
p o po
5. An LPN is talking with her clinical instructor about her decision to return to school to become
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an RN. The clinical instructor iN
po nterprets the LPNs outcome priority based on which statement?
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a. “My family wanted me to go back to school.”
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b. “I want to better my financial situation.”
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c. “I really enjoy school.”
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d. “I would like to advance to a teaching role someday.”
po po po po po po po po po
ANS: B po
The outcome priority is the essential need that must be addressed, determined by internal and
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external factors, such as needing to better a financial situation. The other statements indicate
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reasons for returning to school, but they are not essential needs or issues to be addressed.
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DIF: p o p o Cognitive Level: Analysis po po
OBJ: p o p o Identify how experiences influence learning in adults.
po po po po po po p o p o p o p o TOP: Adult Learning p o po
6. A nurse notices a posting for a management position for which she is qualified. If the nurse is
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in the moving phase of Lewin’s Change Theory, which statement reflects the action she is m
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ost likely to take?
po po po
a. Does nothing to obtain the position po po po po po
b. Applies for the position po po po
c. Identifies that change is needed po po po po
d. Settles into the routine of her job po po po po po po
ANS: B po
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
po po po po po po po po po po
Unfreezing begins when reasons for change are identified. The moving phase involves active p
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lanning and action. Moving also means you are dealing with both positive and negative forces
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as they ebb and flow, and you are making modifications to your plan as needed.
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Refreezing occurs after the change has become routine. po po po po po po po
DIF: Cognitive Level: Application po po
OBJ: Understand Change Theory and how it applies to becoming an RN. T
po po po po po po po po po po po po
OP: Change Theory
p o po
7. The RN is talking with the unit manager about ways to improve patient care. The manager in
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troduces the concept of a cohNort. Which statement by the RN indicates that the teaching has bee
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n effective?
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a. “A cohort is a web of connections”.
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b. “A cohort is a group of people who share common experiences with each other”.
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c. “A cohort is a group linked together for common purposes”.
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d. “A cohort consists of groups of individuals that make up a whole”.
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ANS: B po
A cohort is a group of people who share common experiences with each other. A scheme is a w
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eb of connections, a team is a group linked together for common purposes, and a unit consists
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of groups or individuals that make up a whole.
po po po po po po po po
DIF: Cognitive Level: Evaluation po po
OBJ: Identify how experiences influence learning in adults.
p o p o po po po po po po TOP: Adult Learning p o po
8. An Orthopedic Nurse is contemplating changes in her professional life and identifying goals.
po po po po po po po po po po po po po
Which action should the nurse take if she is interested in pursuing a long-term goal?
po po po po po po po po po po po po po po
a. Studies for a telemetry exam scheduled for next week po po po po po po po po
b. Enrolls in a Nurse Practitioner program po po po po po
c. Attends a seminar to become a charge nurse po po po po po po po
d. Continues to work on the orthopedic floor full-time po po po po po po po
ANS: B po
A short-term goal is one that can be attained in a period of 6 months or less. Short-
po po po po po po po po po po po po po po po po po
term goals include becoming a charge nurse and passing the telemetry exam. A long-
po po po po po po po po po po po po po
term goal is attained in greater than 6 months and includes studying to become a Nurse Practit
po po po po po po po po po po po po po po po po
ioner. Continuing to work on the orthopedic floor does not represent either a short-
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term or a long-term goal.po po po po
DIF: Cognitive Level: Application po po
OBJ: Identify both short- and long-
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term personal and professional goals. TOP: Setting Goals
po po po po po p o po
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by one of
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the RNs indicates that teaching has been effective?
po po po po po po po
a. “Experience is a stepping stone to new learning”. po po po po po po po
b. “Experience can be a barrier to new learning”. po po po po po po po
c. “Experience can be an avenue to new learning”. po po po po po po po
d. “Experience can be a detour to new learning”. po po po po po po po
ANS: B po
Experience accentuates differences among learners, serves as a source of insight and motivati
po po po po po po po po po po po po
on, can be a barrier to new learning, and serves as a foundation for defining the self.
po po po po po po po po po po po po po po po po
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
po po po po po po po po po po
DIF: Cognitive Level: Evaluation po po
OBJ: Identify motivations and personal outcome priorities for returning to school. T
po po po po po po po po po po po
OP: Adult Learning
p o po
10. The nurse educator is presenting a lecture on experience and learning to a group of RNs.
po po po po po po po po po po po po po po po po
Which statement by one of the RNs indicates that teaching has been effective?
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a. “Experiences always help educational endeavors”. po po po po
b. “The process of unlearning is easier than the initial learning”.
po po po po po po po po po
c. “Learning can often be more difficult if previous knowledge is contradicted”.
po po po po po po po po po po
d. “Experiences rarely serve the student in the learning process”. po po po po po po po po
ANS: C po
Experiences may either help or hinder both present and future educational endeavors (Knowle
po po po po po po po po po po po po
s et al., 2015). Experience may serve as a chain to which new learning may be linked, making
po po po po po po po po po po po po po po po po po po
concepts understandable within your personal context. Conversely, some experiences make le
po po po po po po po po po po
arning more difficult in that new information may contradict previously accepted information
po po po po po po po po po po po po
and make it necessary to unlearn it. The process of unlearning is more difficult than initial lea
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rning.
DIF: Cognitive Level: Evaluation po po
OBJ: Delineate both positive and negative effect experiences.
p o po po po po po po TOP: Adult Learning p o po
MULTIPLE RESPONSE po
1. A student nurse and the staff RN are discussing recent changes on the nursing unit. Which of
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the following are examples of cNhange processes? (Select all that apply.)
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a. Coercive
b. Collaborative
c. Technocratic
d. Planned
e. Organized
ANS: A, C, D po po po
Coercive is a type of change that is forced or pushed on another. A decision for change made
po po po po po po po po po po po po po po po po po po
by the most knowledgeable person is known as technocratic. Planned change involves careful t
po po po po po po po po po po po po po
hought and decision- po po
making. Collaborative and organized are not considered to be types of change.
po po po po po po po po po po po
DIF: Cognitive Level: Application po po
OBJ: Understand Change Theory and how it applies to becoming an RN. T
po po po po po po po po po po po po
OP: Change Theoryp o po
TESTBANKWORLD.ORG
po po po po po po po po po po
TESTBANK FOR LPN TO RN TRANSITIONS 6TH EDITION BY CLAYWELL po po po po po po po po po
Chapter 01: Honoring Your Past, Planning Your Future Claywell
po po po po po po po po
: LPN to RN Transitions, 6thEdition
po po po po po
MULTIPLE CHOICE po
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She
po po po po po po po po po po po po po po po po po
knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nursing
po po po po po po po po po po po
school to become RNs come into the learning environment with prior knowledge and under
po po po po po po po po po po po po po
standing. Which statement by the nursing advisor best describes her understanding of the ef
po po po po po po po po po po po po po
fect experience may have on learning?
po po po po po
a. “Experience may be a source of insight and motivation, or a barrier.” po po po po po po po po po po po
b. “Experience is usually a stumbling block for LPN/LVNs.” po po po po po po po
c. “Experience never makes learning more difficult.” po po po po po
d. “Once something is learned, it can never be truly modified.”
po po po po po po po po po
ANS: A po
Experience accentuates differences among learners and serves as a source of insight and moti
po po po po po po po po po po po po po
vation, but it can also be a barrier. Experience can serve as a foundation for defining the self.
po po po po po po po po po po po po po po po po po
DIF: Cognitive Level: Application po po
OBJ: Identify how experiences influence learning in adults.
p o p o po po po po po po TOP: Adult Learning p o po
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday nig
po po po po po po po po po po po po po po po po
ht. The student has already taken a vacation day from work Thursday night so that she can sta
po po po po po po po po po po po po po po po po po
y home and study. She is considering skipping her exercise class on Thursday morning to go
po po po po po po po po po po po po po po po po
to the library to prepare for the test. Which response best identifies the student’s outcome pri
po po po po po po po po po po po po po po po
ority?
a. Exercise class po
b. Going to the library po po po
c. Avoiding work by taking a vacation po po po po po
d. Doing well on the test on Friday po po po po po po
ANS: D po
The outcome priority is the essential issue or need to be addressed at any given time within a se
po po po po po po po po po po po po po po po po po po
t of conditions or circumstances.
po po po po
DIF: Cognitive Level: Application po po
OBJ: Identify motivations and personal outcome priorities for returning to school. T
po po po po po po po po po po po
OP: Motivation to Learn
p o po po
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the p
po po po po po po po po po po po po po po po po po po
ossibility of taking classes to become an RN. The advisor interprets which statement by the n
po po po po po po po po po po po po po po po
urse as the driving force for returning to school?
po po po po po po po po
a. “I’ll need to schedule time to attend classes.”
po po po po po po po
b. “I’ll have to budget for paying tuition.” po po po po po po
c. “I’ll have to rearranging my schedule.” po po po po po
d. “There is a possibility of advancement into administration.”
po po po po po po po
ANS: D po
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
po po po po po po po po po po
Driving forces are those that push toward making the change, as opposed to restraining forces,
po po po po po po po po po po po po po po po
which are those that usually present a challenge that needs to be overcome for the change to ta
po po po po po po po po po po po po po po po po po
ke place or present a negative effect the change may initiate.
po po po po po po po po po po
DIF: Cognitive Level: Application po po
OBJ: Identify motivations and personal outcome priorities for returning to school. T
po po po po po po po po po po po
OP: Motivations for Change
p o po po
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyle
po po po po po po po po po po po po po po po po
and has been asking questions about eating better. The nurse can interpret this behavior as w
po po po po po po po po po po po po po po po
hich stage of Lewin’s Change Theory?
po po po po po
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B po
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This phase i
po po po po po po po po po po po po po po po po
nvolves determining that a change needs to occur and deciding to take action. Moving is the s
po po po po po po po po po po po po po po po po
econd phase and involves actively planning changes and taking action on them. Refreezing is t
po po po po po po po po po po po po po po
he last stage, and it occurs when the change has become a part of the person’s life.
po po po po po po po po po po po po po po po po
DIF: Cognitive Level: Analysis po po
OBJ: Understand Change Theory and how it applies to becoming an RN. T
po po po po po po po po po po po po
OP: Change Theory
p o po
5. An LPN is talking with her clinical instructor about her decision to return to school to become
po po po po po po po po po po po po po po po po po
an RN. The clinical instructor iN
po nterprets the LPNs outcome priority based on which statement?
po po po po po po po po po po po po
a. “My family wanted me to go back to school.”
po po po po po po po po
b. “I want to better my financial situation.”
po po po po po po
c. “I really enjoy school.”
po po po
d. “I would like to advance to a teaching role someday.”
po po po po po po po po po
ANS: B po
The outcome priority is the essential need that must be addressed, determined by internal and
po po po po po po po po po po po po po po po
external factors, such as needing to better a financial situation. The other statements indicate
po po po po po po po po po po po po po po
reasons for returning to school, but they are not essential needs or issues to be addressed.
po po po po po po po po po po po po po po po
DIF: p o p o Cognitive Level: Analysis po po
OBJ: p o p o Identify how experiences influence learning in adults.
po po po po po po p o p o p o p o TOP: Adult Learning p o po
6. A nurse notices a posting for a management position for which she is qualified. If the nurse is
po po po po po po po po po po po po po po po po po po
in the moving phase of Lewin’s Change Theory, which statement reflects the action she is m
po po po po po po po po po po po po po po po
ost likely to take?
po po po
a. Does nothing to obtain the position po po po po po
b. Applies for the position po po po
c. Identifies that change is needed po po po po
d. Settles into the routine of her job po po po po po po
ANS: B po
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
po po po po po po po po po po
Unfreezing begins when reasons for change are identified. The moving phase involves active p
po po po po po po po po po po po po po
lanning and action. Moving also means you are dealing with both positive and negative forces
po po po po po po po po po po po po po po p
as they ebb and flow, and you are making modifications to your plan as needed.
o po po po po po po po po po po po po po po
Refreezing occurs after the change has become routine. po po po po po po po
DIF: Cognitive Level: Application po po
OBJ: Understand Change Theory and how it applies to becoming an RN. T
po po po po po po po po po po po po
OP: Change Theory
p o po
7. The RN is talking with the unit manager about ways to improve patient care. The manager in
po po po po po po po po po po po po po po po po
troduces the concept of a cohNort. Which statement by the RN indicates that the teaching has bee
po po po po po po po po po po po po po po po po
n effective?
po
a. “A cohort is a web of connections”.
po po po po po po
b. “A cohort is a group of people who share common experiences with each other”.
po po po po po po po po po po po po po
c. “A cohort is a group linked together for common purposes”.
po po po po po po po po po
d. “A cohort consists of groups of individuals that make up a whole”.
po po po po po po po po po po po
ANS: B po
A cohort is a group of people who share common experiences with each other. A scheme is a w
po po po po po po po po po po po po po po po po po po
eb of connections, a team is a group linked together for common purposes, and a unit consists
po po po po po po po po po po po po po po po po po
of groups or individuals that make up a whole.
po po po po po po po po
DIF: Cognitive Level: Evaluation po po
OBJ: Identify how experiences influence learning in adults.
p o p o po po po po po po TOP: Adult Learning p o po
8. An Orthopedic Nurse is contemplating changes in her professional life and identifying goals.
po po po po po po po po po po po po po
Which action should the nurse take if she is interested in pursuing a long-term goal?
po po po po po po po po po po po po po po
a. Studies for a telemetry exam scheduled for next week po po po po po po po po
b. Enrolls in a Nurse Practitioner program po po po po po
c. Attends a seminar to become a charge nurse po po po po po po po
d. Continues to work on the orthopedic floor full-time po po po po po po po
ANS: B po
A short-term goal is one that can be attained in a period of 6 months or less. Short-
po po po po po po po po po po po po po po po po po
term goals include becoming a charge nurse and passing the telemetry exam. A long-
po po po po po po po po po po po po po
term goal is attained in greater than 6 months and includes studying to become a Nurse Practit
po po po po po po po po po po po po po po po po
ioner. Continuing to work on the orthopedic floor does not represent either a short-
po po po po po po po po po po po po po
term or a long-term goal.po po po po
DIF: Cognitive Level: Application po po
OBJ: Identify both short- and long-
po po po po po
term personal and professional goals. TOP: Setting Goals
po po po po po p o po
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by one of
po po po po po po po po po po po po po po po po po po
the RNs indicates that teaching has been effective?
po po po po po po po
a. “Experience is a stepping stone to new learning”. po po po po po po po
b. “Experience can be a barrier to new learning”. po po po po po po po
c. “Experience can be an avenue to new learning”. po po po po po po po
d. “Experience can be a detour to new learning”. po po po po po po po
ANS: B po
Experience accentuates differences among learners, serves as a source of insight and motivati
po po po po po po po po po po po po
on, can be a barrier to new learning, and serves as a foundation for defining the self.
po po po po po po po po po po po po po po po po
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
po po po po po po po po po po
DIF: Cognitive Level: Evaluation po po
OBJ: Identify motivations and personal outcome priorities for returning to school. T
po po po po po po po po po po po
OP: Adult Learning
p o po
10. The nurse educator is presenting a lecture on experience and learning to a group of RNs.
po po po po po po po po po po po po po po po po
Which statement by one of the RNs indicates that teaching has been effective?
po po po po po po po po po po po po
a. “Experiences always help educational endeavors”. po po po po
b. “The process of unlearning is easier than the initial learning”.
po po po po po po po po po
c. “Learning can often be more difficult if previous knowledge is contradicted”.
po po po po po po po po po po
d. “Experiences rarely serve the student in the learning process”. po po po po po po po po
ANS: C po
Experiences may either help or hinder both present and future educational endeavors (Knowle
po po po po po po po po po po po po
s et al., 2015). Experience may serve as a chain to which new learning may be linked, making
po po po po po po po po po po po po po po po po po po
concepts understandable within your personal context. Conversely, some experiences make le
po po po po po po po po po po
arning more difficult in that new information may contradict previously accepted information
po po po po po po po po po po po po
and make it necessary to unlearn it. The process of unlearning is more difficult than initial lea
po po po po po po po po po po po po po po po po
rning.
DIF: Cognitive Level: Evaluation po po
OBJ: Delineate both positive and negative effect experiences.
p o po po po po po po TOP: Adult Learning p o po
MULTIPLE RESPONSE po
1. A student nurse and the staff RN are discussing recent changes on the nursing unit. Which of
po po po po po po po po po po po po po po po po po
the following are examples of cNhange processes? (Select all that apply.)
po po po po po po po po po po
a. Coercive
b. Collaborative
c. Technocratic
d. Planned
e. Organized
ANS: A, C, D po po po
Coercive is a type of change that is forced or pushed on another. A decision for change made
po po po po po po po po po po po po po po po po po po
by the most knowledgeable person is known as technocratic. Planned change involves careful t
po po po po po po po po po po po po po
hought and decision- po po
making. Collaborative and organized are not considered to be types of change.
po po po po po po po po po po po
DIF: Cognitive Level: Application po po
OBJ: Understand Change Theory and how it applies to becoming an RN. T
po po po po po po po po po po po po
OP: Change Theoryp o po
TESTBANKWORLD.ORG
