TESTBANKWORLD.ORG
,Chapter 01: Honoring Your Past, Planning Your Future Claywe
b3 b3 b3 b3 b3 b3 b3 b3
l l: LPN to RN Transitions, 6th Edition
b3 b3 b3 b3 b3 b3 b3 b3
MULTIPLE CHOICE b3
1. A nursing advisor is meeting with a student who is interested in earning her RN degre
b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3
e. S he knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who ente
b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3
r nur sing school to become RNs come into the learning environment wit
b3 b3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3
h prior kn o wledge an d understanding. Which statement by the nursing advisor bes
b 3 b 3 b3 b3 b 3 b3 b3 b3 b3 b3 b3 b3 b3 b3
t describes her u nderstanding of the effect experience may have on learning?
b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3
a. —Experience may be a source of insight and motivation, or a barrier.‖ b3 b3 b3 b3 b 3 b3 b 3 b 3 b3 b 3 b3
b. —Experience is usually a stumbling block for LPN/LVNs.‖ b3 b3 b3 b3 b3 b3 b3
c. —Experiencenever makes learning moredifficult.‖ b3 b3 b3
d. —Once something is learned, it can never be truly modified.‖
b3 b3 b3 b 3 b3 b3 b3 b3 b3
ANS: A
Experience accentuates differences among learners and serves as a source of insig
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ht and m o tivation, but it can also be a barrier. Experience can serve as a foundati
b 3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3
on for definin g th e sel f.
b3 b3 b3 b 3 J# b 3 b3
DIF: Cognitive Level: Application b3 b 3
OBJ: Identify how experiences influence learning in
b 3 b 3 b 3 b3 b3 b 3 adult TOP: Adult b 3 Learnin
s. g
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3
ni ght. The student has already taken a vacation day from work Thursda
b3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3
y night so that s h e c an stay home and study. She is considering skipping her exerci
b 3 b 3 b 3 b 3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3
se class on Thursday
b3 b3 b3
m orni ng to go to the library to prepare for the test. Which response best i
b3 b 3 b3 b 3 b3 b3 b3 b 3 b 3 b3 b 3 b 3 b 3 b 3 b 3 b 3
dentifies the st u dent‘s b 3 b 3 b3 b3
outcome priority? b3
a. Exercise class b3
b. Going to the library b 3 b 3 b 3
c. Avoiding work by taking a vacation b 3 b 3 b 3 b 3 b 3
d. Doing well on the test on Friday b 3 b 3 b 3 b 3 b 3 b 3
ANS: D
The outcome priority is the essential issue or need to be addressed at any given tim
b3 b3 b3 b3 b3 b 3 b3 b3 b 3 b3 b3 b3 b3 b3 b3
e wit hin a set of conditions or circumstances.
b3 b3 b3 b3 b3 b3 b3
DIF: Cognitive Level: Application b3 b 3
OBJ: Identify motivations and personal outcome priorities for returning to scho
b3 b3 b3 b3 b3 b3 b3 b3 b3 b3
ol. TOP:b3 Motivation to Learn b3 b3
3. A nurse who has been an LPN/LVN for 10 years is meeting with an
b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3
advisor to disc uss th e possibility of taking classes to become an RN. The advisor i
b 3 b 3 b3 b3 b 3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3
nterprets which st at ement by the nurse as the driving force for returning t
b3 b3 b3 b3 b 3 b 3 b 3 b3 b 3 b 3 b 3 b 3 b 3 b 3
o school?
b 3
a. —I‘ll need to schedule time to attend classes.‖
b3 b3 b3 b3 b3 b3 b3
b. —I‘ll have to budget for paying tuition.‖
b3 b3 b3 b3 b3 6b 3
c. —I‘ll haveto rearranging myschedule.‖ b3 J# b3
d. —There is a possibility of advancement into administration.‖
b3 b3 b3 b3 b3 b3 b3
ANS: D
TESTBANKWORLD.ORG
, Driving forces are those that push toward making the change, as opposed to restraining fo
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r
c
e s, which are those that usually present a challenge that needs to be overcome for the ch an
b3 b3 b3 b3 b3 b3 J# b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3
ge
to take place or present a negative effect the change may initiate.
b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3
DIF: Cognitive Level: Application b3 b 3
OBJ: Identify motivations and personal outcome priorities for returning to scho
b3 b3 b3 b3 b3 b3 b3 b3 J# b3
ol. TOP: b3Motivations for Change b3 b3
4. An RN is caring for a diabetic patient. The patient appears interested in changing he
b3 b3 b3 b3 b3 b3 b3 b 3 b3 b3 b3 b3 b3 b 3
r lifes ty le and has been asking questions about eating better. The nurse can interpret
b3 b3 b3 b3 b 3 J# b 3 b3 b 3 b3 b 3 b3 b 3 b3 b3 b
3this beh avior as which stage of Lewin‘s Change Theory?
b3 b3 b3 b3 b3 b3 b3 b3 b3
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B
The patient is in the first phase of Lewin‘s Change Theory, known as u
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nfreezing. T his phas e involves determining that a change needs to occur and deciding t
b 3 b3 6b 3 b 3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3
o take action. Mov ing is the second phase and involves actively planning changes and ta
b3 b3 b3 b3 b3 b 3 b3 b3 b3 b3 b3 b3 b3 b3 b3
king action on them. b3 b3 b3
Refreezi ng is the last stage, and it occurs when the change has b
b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3
ecome a pa rt of th e person‘s life.
b 3 b 3 b3 b 3 b 3 b3 b 3 b 3
DIF: Cognitive Level: Analysis b3 b 3
OBJ: Understand Change Theory and how it applies to becoming an R
b 3 b 3 b 3 b3 b 3 b 3 b 3 b 3 b 3 b 3 b 3
N. TOP: Change Theory
b 3 b 3
5. An LPN is talking with her clinical instructor about her decision to return to scho
b3 b3 b3 b3 b3 b3 b 3 b3 b 3 b3 b3 b3 b3 b3
ol to b ec o me an RN. The clinical instructor iN
b3 b3 b3 nterprets the LPNs outcome priority based
b3 b3 b3 b3 b3 b3 b3 b3 b 3 b3 b3 b3 b3
on which s tate ment?
b3 b3 b3 b3 b3
a. —My family wanted me to go back to school.‖ b3 b3 b3 b3 b3 b3 b3 b3
b. —I want to better myfinancial situation.‖
J# b3 b3 b3 b3
c. —I really enjoy school.‖ J# b3 b3
d. —I would like to advance to a teaching role someday.‖
J# b3 b3 b3 b 3 b3 b3 b3 b3
ANS: B
The outcome priority is the essential need that must be addressed, determined by internal
b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3
a b3
n d external factors, such as needing to better a financial situation. The other state
b3 b3 b 3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3
ments indi cate reasons for returning to school, but they are not essential needs or iss
b3 b 3 b3 b 3 b3 b3 b3 b 3 b3 b3 b3 b 3 b3 b3 b3
ues to be b 3 b3
addres sed.
DIF: Cognitive Level: Analysis b 3 b 3
OBJ: Identify how experiences influence learning in adu TOP:
b 3 b 3 b 3 b 3 b 3 b 3 Adult b 3 Learnin
lts. g
6. A nurse notices a posting for a management position for which she is qualified. I
b 3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b 3
f the n ur se is in the moving phase of Lewin‘s Change Theory, which statement reflect
b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b 3 b3 b3
s the action she is most likely to take?
b3 b3 b3 b 3 b3 b3 b3 b3
a. Does nothing to obtain the position b 3 b 3 b 3 b 3 b 3
b. Applies for the position b 3 b 3 b 3
TESTBANKWORLD.ORG
, c. Identifies that change is needed
b 3 b 3 b 3 b 3
d. Settles into the routine of her job
b 3 b 3 b 3 b 3 b 3 b 3
ANS: B
TESTBANKWORLD.ORG
,Chapter 01: Honoring Your Past, Planning Your Future Claywe
b3 b3 b3 b3 b3 b3 b3 b3
l l: LPN to RN Transitions, 6th Edition
b3 b3 b3 b3 b3 b3 b3 b3
MULTIPLE CHOICE b3
1. A nursing advisor is meeting with a student who is interested in earning her RN degre
b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3
e. S he knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who ente
b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3
r nur sing school to become RNs come into the learning environment wit
b3 b3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3
h prior kn o wledge an d understanding. Which statement by the nursing advisor bes
b 3 b 3 b3 b3 b 3 b3 b3 b3 b3 b3 b3 b3 b3 b3
t describes her u nderstanding of the effect experience may have on learning?
b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3
a. —Experience may be a source of insight and motivation, or a barrier.‖ b3 b3 b3 b3 b 3 b3 b 3 b 3 b3 b 3 b3
b. —Experience is usually a stumbling block for LPN/LVNs.‖ b3 b3 b3 b3 b3 b3 b3
c. —Experiencenever makes learning moredifficult.‖ b3 b3 b3
d. —Once something is learned, it can never be truly modified.‖
b3 b3 b3 b 3 b3 b3 b3 b3 b3
ANS: A
Experience accentuates differences among learners and serves as a source of insig
b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3
ht and m o tivation, but it can also be a barrier. Experience can serve as a foundati
b 3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3
on for definin g th e sel f.
b3 b3 b3 b 3 J# b 3 b3
DIF: Cognitive Level: Application b3 b 3
OBJ: Identify how experiences influence learning in
b 3 b 3 b 3 b3 b3 b 3 adult TOP: Adult b 3 Learnin
s. g
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3
ni ght. The student has already taken a vacation day from work Thursda
b3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3
y night so that s h e c an stay home and study. She is considering skipping her exerci
b 3 b 3 b 3 b 3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3
se class on Thursday
b3 b3 b3
m orni ng to go to the library to prepare for the test. Which response best i
b3 b 3 b3 b 3 b3 b3 b3 b 3 b 3 b3 b 3 b 3 b 3 b 3 b 3 b 3
dentifies the st u dent‘s b 3 b 3 b3 b3
outcome priority? b3
a. Exercise class b3
b. Going to the library b 3 b 3 b 3
c. Avoiding work by taking a vacation b 3 b 3 b 3 b 3 b 3
d. Doing well on the test on Friday b 3 b 3 b 3 b 3 b 3 b 3
ANS: D
The outcome priority is the essential issue or need to be addressed at any given tim
b3 b3 b3 b3 b3 b 3 b3 b3 b 3 b3 b3 b3 b3 b3 b3
e wit hin a set of conditions or circumstances.
b3 b3 b3 b3 b3 b3 b3
DIF: Cognitive Level: Application b3 b 3
OBJ: Identify motivations and personal outcome priorities for returning to scho
b3 b3 b3 b3 b3 b3 b3 b3 b3 b3
ol. TOP:b3 Motivation to Learn b3 b3
3. A nurse who has been an LPN/LVN for 10 years is meeting with an
b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3
advisor to disc uss th e possibility of taking classes to become an RN. The advisor i
b 3 b 3 b3 b3 b 3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3
nterprets which st at ement by the nurse as the driving force for returning t
b3 b3 b3 b3 b 3 b 3 b 3 b3 b 3 b 3 b 3 b 3 b 3 b 3
o school?
b 3
a. —I‘ll need to schedule time to attend classes.‖
b3 b3 b3 b3 b3 b3 b3
b. —I‘ll have to budget for paying tuition.‖
b3 b3 b3 b3 b3 6b 3
c. —I‘ll haveto rearranging myschedule.‖ b3 J# b3
d. —There is a possibility of advancement into administration.‖
b3 b3 b3 b3 b3 b3 b3
ANS: D
TESTBANKWORLD.ORG
, Driving forces are those that push toward making the change, as opposed to restraining fo
b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3
r
c
e s, which are those that usually present a challenge that needs to be overcome for the ch an
b3 b3 b3 b3 b3 b3 J# b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3
ge
to take place or present a negative effect the change may initiate.
b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3
DIF: Cognitive Level: Application b3 b 3
OBJ: Identify motivations and personal outcome priorities for returning to scho
b3 b3 b3 b3 b3 b3 b3 b3 J# b3
ol. TOP: b3Motivations for Change b3 b3
4. An RN is caring for a diabetic patient. The patient appears interested in changing he
b3 b3 b3 b3 b3 b3 b3 b 3 b3 b3 b3 b3 b3 b 3
r lifes ty le and has been asking questions about eating better. The nurse can interpret
b3 b3 b3 b3 b 3 J# b 3 b3 b 3 b3 b 3 b3 b 3 b3 b3 b
3this beh avior as which stage of Lewin‘s Change Theory?
b3 b3 b3 b3 b3 b3 b3 b3 b3
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B
The patient is in the first phase of Lewin‘s Change Theory, known as u
b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3
nfreezing. T his phas e involves determining that a change needs to occur and deciding t
b 3 b3 6b 3 b 3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3
o take action. Mov ing is the second phase and involves actively planning changes and ta
b3 b3 b3 b3 b3 b 3 b3 b3 b3 b3 b3 b3 b3 b3 b3
king action on them. b3 b3 b3
Refreezi ng is the last stage, and it occurs when the change has b
b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3 b 3
ecome a pa rt of th e person‘s life.
b 3 b 3 b3 b 3 b 3 b3 b 3 b 3
DIF: Cognitive Level: Analysis b3 b 3
OBJ: Understand Change Theory and how it applies to becoming an R
b 3 b 3 b 3 b3 b 3 b 3 b 3 b 3 b 3 b 3 b 3
N. TOP: Change Theory
b 3 b 3
5. An LPN is talking with her clinical instructor about her decision to return to scho
b3 b3 b3 b3 b3 b3 b 3 b3 b 3 b3 b3 b3 b3 b3
ol to b ec o me an RN. The clinical instructor iN
b3 b3 b3 nterprets the LPNs outcome priority based
b3 b3 b3 b3 b3 b3 b3 b3 b 3 b3 b3 b3 b3
on which s tate ment?
b3 b3 b3 b3 b3
a. —My family wanted me to go back to school.‖ b3 b3 b3 b3 b3 b3 b3 b3
b. —I want to better myfinancial situation.‖
J# b3 b3 b3 b3
c. —I really enjoy school.‖ J# b3 b3
d. —I would like to advance to a teaching role someday.‖
J# b3 b3 b3 b 3 b3 b3 b3 b3
ANS: B
The outcome priority is the essential need that must be addressed, determined by internal
b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3
a b3
n d external factors, such as needing to better a financial situation. The other state
b3 b3 b 3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3
ments indi cate reasons for returning to school, but they are not essential needs or iss
b3 b 3 b3 b 3 b3 b3 b3 b 3 b3 b3 b3 b 3 b3 b3 b3
ues to be b 3 b3
addres sed.
DIF: Cognitive Level: Analysis b 3 b 3
OBJ: Identify how experiences influence learning in adu TOP:
b 3 b 3 b 3 b 3 b 3 b 3 Adult b 3 Learnin
lts. g
6. A nurse notices a posting for a management position for which she is qualified. I
b 3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b 3
f the n ur se is in the moving phase of Lewin‘s Change Theory, which statement reflect
b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b3 b 3 b3 b3
s the action she is most likely to take?
b3 b3 b3 b 3 b3 b3 b3 b3
a. Does nothing to obtain the position b 3 b 3 b 3 b 3 b 3
b. Applies for the position b 3 b 3 b 3
TESTBANKWORLD.ORG
, c. Identifies that change is needed
b 3 b 3 b 3 b 3
d. Settles into the routine of her job
b 3 b 3 b 3 b 3 b 3 b 3
ANS: B
TESTBANKWORLD.ORG
