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