, TESTBANK FOR LNP TO RN TRANSITION 6th EDITION Gt Gt Gt Gt Gt Gt Gt
LNP TOBY
nn RNCTRANSITION6THEDITION
nn
Gt
nn BY CLAYWELL
LAYWELL LATEST 2023 GRADED A+ WITH LATEST
EXPLA2024 G Gt Gt Gt
nn nn
Gt Gt
nn
Gt
nn nnG t
NATION RADED A+ WITH EXPLANATION nn nn nn
Chapter 01: Honoring Your Past, Planning Your Future Claywell
Gt Gt Gt Gt Gt Gt Gt Gt
: LPN to RN Transitions, 6th Edition
Gt Gt Gt Gt Gt Gt
MULTIPLE CHOICE Gt
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. S
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt nn Gt Gt
he knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nur
Gt Gt nn Gt Gt Gt Gt Gt Gt nn nn
sing school to become RNs come into the learning environment with prior knowledge and
Gt Gt Gt Gt Gt Gt Gt Gt Gt nn nn Gt Gt
under standing. Which statement by the nursing advisor best describes her understanding
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt nn
of the ef fect experience may have on learning?
Gt Gt Gt Gt Gt Gt Gt Gt Gt
a. ―Experience maybe a source of insight and motivation, or a barrier.‖ Gt Gt nn Gt Gt Gt Gt Gt Gt nn
b. ―Experience is usually a stumbling block for LPN/LVNs.‖ Gt Gt nn Gt Gt nn
c. ―Experience never makes learning more difficult.‖ Gt Gt Gt Gt nn
d. ―Once something is learned, it can never be truly modified.‖
Gt nn Gt Gt Gt Gt Gt nn Gt
SELECTED ANSWER: Gt
A Gt
Experience accentuates differences among learners and serves as a source of insight and mot
Gt Gt Gt nn Gt Gt Gt Gt Gt Gt Gt Gt Gt
iv ation, but it can also be a barrier. Experience can serve as a foundation for defining the s
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt
elf.
DIF: Cognitive Level: Application Gt Gt
OBJ: Identify how experiences influence learning in adults. Gt Gt nn Gt Gt Gt TOPIC: G t Adult Learning nn
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
Gt Gt Gt Gt Gt nn nn Gt Gt Gt Gt Gt Gt Gt Gt Gt
nig ht. The student has already taken a vacation day from work Thursday night so that she c
Gt Gt Gt Gt Gt nn Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt
an sta y home and study. She is considering skipping her exercise class on Thursday morn
Gt Gt Gt Gt nn Gt nn Gt Gt Gt Gt Gt Gt Gt Gt
ing to go to the library to prepare for the test. Which response best identifies the student‘s
Gt Gt Gt Gt nn nn Gt nn Gt Gt Gt Gt Gt Gt Gt Gt Gt
outcome pri ority? Gt Gt
a. Exercise class nn
b. Going to the library nn nn Gt
c. Avoiding work by taking a vacation Gt Gt Gt Gt Gt
d. Doing well on the test on Friday nn Gt Gt Gt Gt Gt
SELECTED ANSWER: Gt
D Gt
The outcome priority is the essential issue or need to be addressed at any given time within a
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt
se t of conditions or circumstances.
Gt Gt Gt Gt Gt
DIF: Cognitive Level: Application Gt Gt
OBJ: Identify motivations and personal outcome priorities for returning to school.
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt
T OPIC: Motivation to Learn
Gt G t Gt Gt
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss th
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt
e p ossibility of taking classes to become an RN. The advisor interprets which statement by
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt
the n urse as the driving force for returning to school?
Gt Gt Gt Gt Gt Gt Gt Gt nn Gt
, TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
t
G t
G t
G t
G t
G t
G t
G t
G t
G t
G
a. ―I‘ll need to schedule time to attend classes.‖
Gt Gt nn Gt Gt Gt nn
b. ―I‘ll have to budget for paying tuition.‖
Gt Gt nn nn Gt Gt
c. ―I‘ll have to rearranging my schedule.‖
Gt Gt nn nn Gt
d. ―There is a possibility of advancement into administration.‖
Gt nn Gt Gt Gt Gt Gt
SELECTED ANSWER:
Gt
DGt
, TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
t
G t
G t
G t
G t
G t
G t
G t
G t
G t
G
Driving forces are those that push toward making the change, as opposed to restraining force
Gt Gt Gt Gt Gt Gt Gt nn Gt Gt Gt Gt Gt nn
s, which are those that usually present a challenge that needs to be overcome for the change
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt
to ta ke place or present a negative effect the change may initiate.
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt
DIF: Cognitive Level: Application Gt Gt
OBJ: Identify motivations and personal outcome priorities for returning to school.
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt
T OPIC: Motivations for Change
Gt G t Gt Gt
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyl
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt
e and has been asking questions about eating better. The nurse can interpret this behavior
Gt Gt Gt Gt Gt Gt Gt nn Gt Gt Gt Gt Gt Gt Gt
as w hich stage of Lewin‘s Change Theory?
Gt Gt Gt Gt Gt Gt Gt
a. Moving
b. Unfreezing
c. Action
d. Refreezing
SELECTED ANSWER: B Gt Gt
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This phas
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt nn Gt Gt Gt Gt
e i nvolves determining that a change needs to occur and deciding to take action. Moving i
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt nn Gt nn Gt
s the s econd phase and involves actively planning changes and taking action on them. Refre
Gt Gt Gt Gt Gt nn Gt Gt Gt Gt Gt nn nn Gt Gt
ezing is t he last stage, and it occurs when the change has become a part of the person‘s lif
Gt Gt Gt Gt Gt Gt Gt nn Gt Gt Gt Gt Gt Gt Gt nn nn Gt Gt
e.
DIF: Cognitive Level: Analysis Gt Gt
OBJ: Understand Change Theory and how it applies to becoming an RN.
Gt nn Gt Gt nn Gt nn Gt Gt nn Gt Gt
TOPIC: Change Theory G t Gt
5. An LPN is talking with her clinical instructor about her decision to return to school to beco
Gt Gt Gt nn Gt Gt Gt Gt nn Gt Gt Gt Gt Gt Gt Gt
me an RN. The clinical instructor iN
Gt Gt nterprets the LPNs outcome priority based on which state
Gt Gt Gt Gt nn nn Gt Gt Gt Gt Gt Gt
ment
?
a. ―My familywanted me to go back to school.‖ Gt Gt Gt Gt Gt nn Gt
b. ―I want to better my financial situation.‖
Gt nn Gt Gt nn nn
c. ―I really enjoy school.‖ Gt Gt Gt
d. ―I would like to advance to a teaching role someday.‖
nn nn nn Gt Gt Gt nn Gt Gt
SELECTED ANSWER: B Gt Gt
The outcome priority is the essential need that must be addressed, determined by internal and
Gt Gt nn Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt
e xternal factors, such as needing to better a financial situation. The other statements indicat
Gt nn Gt Gt nn Gt Gt Gt Gt Gt Gt Gt Gt Gt
e re asons for returning to school, but they are not essential needs or issues to be addressed
Gt Gt nn Gt Gt Gt Gt nn Gt Gt Gt Gt Gt Gt Gt Gt Gt
.
DIF: G t G t Cognitive Level: Analysis Gt nn
OBJ: G t G t Identify how experiences influence learning in adults.
nn Gt Gt Gt Gt Gt G t G t G t TOPIC: G t Adult Learning nn
6. A nurse notices a posting for a management position for which she is qualified. If the nurse
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt
is in the moving phase of Lewin‘s Change Theory, which statement reflects the action she
Gt Gt Gt nn Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt G
is m ost likely to take?
t Gt Gt Gt Gt Gt
a. Does nothing to obtain the position Gt Gt Gt Gt Gt
b. Applies for the position Gt Gt Gt
c. Identifies that change is needed Gt nn Gt Gt
d. Settles into the routine of her job Gt Gt Gt Gt Gt Gt
SELECTED ANSWER: B Gt Gt
LNP TOBY
nn RNCTRANSITION6THEDITION
nn
Gt
nn BY CLAYWELL
LAYWELL LATEST 2023 GRADED A+ WITH LATEST
EXPLA2024 G Gt Gt Gt
nn nn
Gt Gt
nn
Gt
nn nnG t
NATION RADED A+ WITH EXPLANATION nn nn nn
Chapter 01: Honoring Your Past, Planning Your Future Claywell
Gt Gt Gt Gt Gt Gt Gt Gt
: LPN to RN Transitions, 6th Edition
Gt Gt Gt Gt Gt Gt
MULTIPLE CHOICE Gt
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. S
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt nn Gt Gt
he knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nur
Gt Gt nn Gt Gt Gt Gt Gt Gt nn nn
sing school to become RNs come into the learning environment with prior knowledge and
Gt Gt Gt Gt Gt Gt Gt Gt Gt nn nn Gt Gt
under standing. Which statement by the nursing advisor best describes her understanding
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt nn
of the ef fect experience may have on learning?
Gt Gt Gt Gt Gt Gt Gt Gt Gt
a. ―Experience maybe a source of insight and motivation, or a barrier.‖ Gt Gt nn Gt Gt Gt Gt Gt Gt nn
b. ―Experience is usually a stumbling block for LPN/LVNs.‖ Gt Gt nn Gt Gt nn
c. ―Experience never makes learning more difficult.‖ Gt Gt Gt Gt nn
d. ―Once something is learned, it can never be truly modified.‖
Gt nn Gt Gt Gt Gt Gt nn Gt
SELECTED ANSWER: Gt
A Gt
Experience accentuates differences among learners and serves as a source of insight and mot
Gt Gt Gt nn Gt Gt Gt Gt Gt Gt Gt Gt Gt
iv ation, but it can also be a barrier. Experience can serve as a foundation for defining the s
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt
elf.
DIF: Cognitive Level: Application Gt Gt
OBJ: Identify how experiences influence learning in adults. Gt Gt nn Gt Gt Gt TOPIC: G t Adult Learning nn
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
Gt Gt Gt Gt Gt nn nn Gt Gt Gt Gt Gt Gt Gt Gt Gt
nig ht. The student has already taken a vacation day from work Thursday night so that she c
Gt Gt Gt Gt Gt nn Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt
an sta y home and study. She is considering skipping her exercise class on Thursday morn
Gt Gt Gt Gt nn Gt nn Gt Gt Gt Gt Gt Gt Gt Gt
ing to go to the library to prepare for the test. Which response best identifies the student‘s
Gt Gt Gt Gt nn nn Gt nn Gt Gt Gt Gt Gt Gt Gt Gt Gt
outcome pri ority? Gt Gt
a. Exercise class nn
b. Going to the library nn nn Gt
c. Avoiding work by taking a vacation Gt Gt Gt Gt Gt
d. Doing well on the test on Friday nn Gt Gt Gt Gt Gt
SELECTED ANSWER: Gt
D Gt
The outcome priority is the essential issue or need to be addressed at any given time within a
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt
se t of conditions or circumstances.
Gt Gt Gt Gt Gt
DIF: Cognitive Level: Application Gt Gt
OBJ: Identify motivations and personal outcome priorities for returning to school.
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt
T OPIC: Motivation to Learn
Gt G t Gt Gt
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss th
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt
e p ossibility of taking classes to become an RN. The advisor interprets which statement by
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt
the n urse as the driving force for returning to school?
Gt Gt Gt Gt Gt Gt Gt Gt nn Gt
, TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
t
G t
G t
G t
G t
G t
G t
G t
G t
G t
G
a. ―I‘ll need to schedule time to attend classes.‖
Gt Gt nn Gt Gt Gt nn
b. ―I‘ll have to budget for paying tuition.‖
Gt Gt nn nn Gt Gt
c. ―I‘ll have to rearranging my schedule.‖
Gt Gt nn nn Gt
d. ―There is a possibility of advancement into administration.‖
Gt nn Gt Gt Gt Gt Gt
SELECTED ANSWER:
Gt
DGt
, TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
t
G t
G t
G t
G t
G t
G t
G t
G t
G t
G
Driving forces are those that push toward making the change, as opposed to restraining force
Gt Gt Gt Gt Gt Gt Gt nn Gt Gt Gt Gt Gt nn
s, which are those that usually present a challenge that needs to be overcome for the change
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt
to ta ke place or present a negative effect the change may initiate.
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt
DIF: Cognitive Level: Application Gt Gt
OBJ: Identify motivations and personal outcome priorities for returning to school.
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt
T OPIC: Motivations for Change
Gt G t Gt Gt
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyl
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt
e and has been asking questions about eating better. The nurse can interpret this behavior
Gt Gt Gt Gt Gt Gt Gt nn Gt Gt Gt Gt Gt Gt Gt
as w hich stage of Lewin‘s Change Theory?
Gt Gt Gt Gt Gt Gt Gt
a. Moving
b. Unfreezing
c. Action
d. Refreezing
SELECTED ANSWER: B Gt Gt
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This phas
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt nn Gt Gt Gt Gt
e i nvolves determining that a change needs to occur and deciding to take action. Moving i
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt nn Gt nn Gt
s the s econd phase and involves actively planning changes and taking action on them. Refre
Gt Gt Gt Gt Gt nn Gt Gt Gt Gt Gt nn nn Gt Gt
ezing is t he last stage, and it occurs when the change has become a part of the person‘s lif
Gt Gt Gt Gt Gt Gt Gt nn Gt Gt Gt Gt Gt Gt Gt nn nn Gt Gt
e.
DIF: Cognitive Level: Analysis Gt Gt
OBJ: Understand Change Theory and how it applies to becoming an RN.
Gt nn Gt Gt nn Gt nn Gt Gt nn Gt Gt
TOPIC: Change Theory G t Gt
5. An LPN is talking with her clinical instructor about her decision to return to school to beco
Gt Gt Gt nn Gt Gt Gt Gt nn Gt Gt Gt Gt Gt Gt Gt
me an RN. The clinical instructor iN
Gt Gt nterprets the LPNs outcome priority based on which state
Gt Gt Gt Gt nn nn Gt Gt Gt Gt Gt Gt
ment
?
a. ―My familywanted me to go back to school.‖ Gt Gt Gt Gt Gt nn Gt
b. ―I want to better my financial situation.‖
Gt nn Gt Gt nn nn
c. ―I really enjoy school.‖ Gt Gt Gt
d. ―I would like to advance to a teaching role someday.‖
nn nn nn Gt Gt Gt nn Gt Gt
SELECTED ANSWER: B Gt Gt
The outcome priority is the essential need that must be addressed, determined by internal and
Gt Gt nn Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt
e xternal factors, such as needing to better a financial situation. The other statements indicat
Gt nn Gt Gt nn Gt Gt Gt Gt Gt Gt Gt Gt Gt
e re asons for returning to school, but they are not essential needs or issues to be addressed
Gt Gt nn Gt Gt Gt Gt nn Gt Gt Gt Gt Gt Gt Gt Gt Gt
.
DIF: G t G t Cognitive Level: Analysis Gt nn
OBJ: G t G t Identify how experiences influence learning in adults.
nn Gt Gt Gt Gt Gt G t G t G t TOPIC: G t Adult Learning nn
6. A nurse notices a posting for a management position for which she is qualified. If the nurse
Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt
is in the moving phase of Lewin‘s Change Theory, which statement reflects the action she
Gt Gt Gt nn Gt Gt Gt Gt Gt Gt Gt Gt Gt Gt G
is m ost likely to take?
t Gt Gt Gt Gt Gt
a. Does nothing to obtain the position Gt Gt Gt Gt Gt
b. Applies for the position Gt Gt Gt
c. Identifies that change is needed Gt nn Gt Gt
d. Settles into the routine of her job Gt Gt Gt Gt Gt Gt
SELECTED ANSWER: B Gt Gt
