COMPELETE TEST BANK FOR
LPN TO RN TRANSITIONS 6TH EDITION
BY LORA CLAYWELL
ALL CHAPTERS 1-18 |VERIFIED ANSWERS
,TABLE OF CONTENTS
CHAPTER 01: HONORING YOUR PAST, PLANNING YOUR FUTURE ........................ 3
CHAPTER 02: ASSESSING YOURSELF AND DESIGNING SUCCESS ........................ 10
CHAPTER 03: STUDY HABITS AND TEST-TAKING SKILLS ..................................... 22
CHAPTER 04: DISTINGUISHING THE RN ROLE FROM THE LPN/LVN ROLE .......... 30
CHAPTER 05: USING NURSING THEORY TO GUIDE PROFESSIONAL PRACTICE ... 43
CHAPTER 06: PROVIDING PATIENT-CENTERED CARE THROUGH THE NURSING
PROCESS ........................................................................................................... 59
CHAPTER 07: CRITICAL AND DIAGNOSTIC THINKING FOR BETTER CLINICAL
JUDGMENT ....................................................................................................... 77
CHAPTER 08: PRACTICING EVIDENCE-BASED DECISION MAKING ...................... 91
CHAPTER 09: COMMUNICATING WITH PATIENTS AND CO-WORKERS ............. 109
CHAPTER 10: TEACHING PATIENTS AND THEIR FAMILIES ................................ 126
CHAPTER 11: THE NURSES, IDEAS, AND FORCES THAT DEFINE THE PROFESSION
....................................................................................................................... 142
CHAPTER 12: UPHOLDING LEGAL AND ETHICAL PRINCIPLES ........................... 149
CHAPTER 13: CARE AND SAFETY STANDARDS, COMPETENCE, AND NURSE
ACCOUNTABILITY ............................................................................................ 167
CHAPTER 14: LEADING, DELEGATING, AND COLLABORATING ......................... 180
CHAPTER 15: PROMOTING HEALTHFUL LIVING IN THE PRIMARY CARE SETTING
....................................................................................................................... 196
CHAPTER 16: MANAGING CARE IN SECONDARY AND TERTIARY HEALTH CARE 211
CHAPTER 17: REFLECTING ON YOUR TRANSITION .......................................... 222
CHAPTER 18: PREPARE NOW TO PASS NCLEX-RN® .......................................... 238
,CHAPTER 01: HONORING YOUR PAST, PLANNING YOUR FUTURE
CLAYWELL: LPN TO RN TRANSITIONS, 6TH 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.
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 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.
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 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.
DIF: COGNITIVE LEVEL: APPLICATION
LPN TO RN TRANSITIONS 6TH EDITION
BY LORA CLAYWELL
ALL CHAPTERS 1-18 |VERIFIED ANSWERS
,TABLE OF CONTENTS
CHAPTER 01: HONORING YOUR PAST, PLANNING YOUR FUTURE ........................ 3
CHAPTER 02: ASSESSING YOURSELF AND DESIGNING SUCCESS ........................ 10
CHAPTER 03: STUDY HABITS AND TEST-TAKING SKILLS ..................................... 22
CHAPTER 04: DISTINGUISHING THE RN ROLE FROM THE LPN/LVN ROLE .......... 30
CHAPTER 05: USING NURSING THEORY TO GUIDE PROFESSIONAL PRACTICE ... 43
CHAPTER 06: PROVIDING PATIENT-CENTERED CARE THROUGH THE NURSING
PROCESS ........................................................................................................... 59
CHAPTER 07: CRITICAL AND DIAGNOSTIC THINKING FOR BETTER CLINICAL
JUDGMENT ....................................................................................................... 77
CHAPTER 08: PRACTICING EVIDENCE-BASED DECISION MAKING ...................... 91
CHAPTER 09: COMMUNICATING WITH PATIENTS AND CO-WORKERS ............. 109
CHAPTER 10: TEACHING PATIENTS AND THEIR FAMILIES ................................ 126
CHAPTER 11: THE NURSES, IDEAS, AND FORCES THAT DEFINE THE PROFESSION
....................................................................................................................... 142
CHAPTER 12: UPHOLDING LEGAL AND ETHICAL PRINCIPLES ........................... 149
CHAPTER 13: CARE AND SAFETY STANDARDS, COMPETENCE, AND NURSE
ACCOUNTABILITY ............................................................................................ 167
CHAPTER 14: LEADING, DELEGATING, AND COLLABORATING ......................... 180
CHAPTER 15: PROMOTING HEALTHFUL LIVING IN THE PRIMARY CARE SETTING
....................................................................................................................... 196
CHAPTER 16: MANAGING CARE IN SECONDARY AND TERTIARY HEALTH CARE 211
CHAPTER 17: REFLECTING ON YOUR TRANSITION .......................................... 222
CHAPTER 18: PREPARE NOW TO PASS NCLEX-RN® .......................................... 238
,CHAPTER 01: HONORING YOUR PAST, PLANNING YOUR FUTURE
CLAYWELL: LPN TO RN TRANSITIONS, 6TH 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.
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 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.
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 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.
DIF: COGNITIVE LEVEL: APPLICATION
