TESTBANKWORLD.ORG
, Chapter01: Honoring Your Past, Planning Your Future Clayw
t7 t7 t7 b3 t7 t7 t7 t7 t7
e l l: LPN to RN Transitions, 6th Edition
t7 t7 t7 t7 t7 t7 t7 t7
MULTIPLE CHOICE t 7
1. A nursing advisor is meeting with a student who is interested in earning her RN d
t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7
egre
e. S he knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who ente
t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7
r nur sing school to become RNs come into the learning environ
t7 t7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7
ment wit h prior kn o wledge an d understanding. Which statement by the nurs
t 7 t 7 t7 t 7 t 7 t 7 t 7 t7 t7 t 7 t 7 t7 t7 t7 t7 t7 t7 t7
ing advisor bes t describes her u nderstanding of the effect experience may have on
t7 t7 t 7 t7 t7 t7 t 7 t 7 t7 t7 t 7 t 7 t 7 t7 t 7
learning?
a. —Experience may be a source of insight and motivation, or a barrier.‖ t7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t7 t 7 t 7
b. —Experience is usually a stumbling block for LPN/LVNs.‖ t7 t7 t7 t7 b3 t7 t7
c. —Experiencenever makes learning moredifficult.‖ t7 t7 t7
d. —Once something is learned, it can never be truly modified.‖
t7 t7 t 7 t 7 t 7 t 7 t7 t 7 t7
ANS: A
Experience accentuates differences among learners and serves as a source o
t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7
f insig ht and m o tivation, but it can also be a barrier. Experience can serv
t 7 t7 t 7 t7 t7 t 7 t7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7
e as a foundati on for definin g th e sel f.
t 7 t 7 t 7 t7 t 7 t 7 t 7 t 7 t7 t 7 t 7
DIF: t 7 t 7 t 7 Cognitive Level: Application t 7 t 7
OBJ: Identify how experiences influence learning in
t 7 t 7 t 7 t 7 t 7 TOP: Adult Learnin
adult g
t7 s.
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesda
t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7
y ni ght.
t7 t7 t 7 The student t 7 t 7 has t 7 already taken t 7 t 7 a vacation
t 7 t 7 day from t 7 t 7 work
Thursda t 7
y night so that s h e c an stay home and study. She is considering skipping her exerci
t 7 t 7 t 7 t 7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7
se class on Thursday
t7 t7 t7
m orni ng to go to the library to prepare for the test. Which response
t7 t 7 t7 t 7 t7 t7 t7 t 7 t 7 t7 t 7 t 7 t 7 t 7 t 7
best i dentifies the st u dent‘s
t 7 t7 t 7 t 7 t7 t7
outcome priority? t7
a. Exercise class t 7
b. Going to the library
c. Avoiding work by taking a vacation t 7 t 7
d. Doing well on the test on Friday
ANS: D
The outcome priority is the essential issue or need to be addressed at any give
t7 t7 t 7 t7 t 7 t 7 t7 t7 t 7 t 7 t7 t7 t 7 t 7
n tim e wit hin a set of conditions or circumstances.
t 7 t7 t7 t7 t7 t7 t7 t7 t7
DIF: Cognitive Level: Application t7 t 7
OBJ: Identify motivations and personal outcome priorities for returning to sch
t7 t7 t7 t7 t7 t7 t7 t7 t7 t7
o ol. TOP: Motivation to Learn
t7 t7 t7 t7
3. A nurse who has been
an LPN/LVN for 10 years is meeting with t 7 t7
an advisor to disc uss t7 t7 t7
th e possibility of taking classes to become an RN. The advisor i nterprets which st at
t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7
ement by
t7 the nurse as the driving force for returning t t7 t 7
o school?
t 7
a. —I‘ll need to schedule time to attend classes.‖
t7 t7 t7 t 7 t7 t7 t 7
TESTBANKWORLD.ORG
,b. —I‘ll have to budget forpaying tuition.‖
t7 t7 t7 t7 t7 t 7
c. —I‘ll haveto rearranging myschedule.‖
t7 J t7
d. —Thereis a possibilityof advancement into administration.‖
t7 t7 t7 t7 t7 t7
ANS: D
TESTBANKWORLD.ORG
, Driving forces are those that push toward making the change, as opposed to restraining
t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t
7fo r t7
c t
e s, which are those that usually present a challenge that needs to be overcome for the ch an
7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7
ge
to take place or present a negative effect the change may initiate.
t7t7 t7 t7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t7 t7 t7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7
DIF: Cognitive Level: Application t 7 t 7
OBJ: Identify motivations and personal outcome priorities for returning to scho
t7 t7 t7 t7 t7 t7 t7 t7 t7 t7
ol. TOP:
t7 Motivations for Change
t7 t7 t7
4. An RN is caring for a diabetic patient.
t 7 t7 The patient appears interested in changi
t7 t 7 t 7 t 7 t7 t 7 t 7 t 7 t 7 t 7 t7
ng he r lifes ty le and has been asking questions about eating better. The nurse ca
t 7 t7 t7 t7 t7 t7 t 7 t7 t 7 t7 t 7 t7 t 7 t7 t 7 t7
n interpret this beh avior as which stage of Lewin‘s Change Theory?
t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7
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 nfreezing. T his t7 t7
phas e involves determining that a change needs to occur and deciding t o take action.
t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7
Mov ing is t7 t7
the second phase and involves actively planning changes and ta king action on them.
t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7
Refreezi ng is the last stage, and it occurs when the change has
t 7 t 7
b ecome a pa rt of th e person‘s life.
t7 t7 t7 t 7 t 7
DIF: Cognitive Level: Analysis t 7 t 7 t 7
OBJ: Understand Change Theory and
t7t7 t7 t7 t 7 t 7 t 7 how it t 7 t 7 applies t 7 to t 7 becoming t 7 an t 7 R
N. TOP: Change Theory
t7t7 t 7 t 7
5. An LPN is talking with her clinical instructor about her decision to return
t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7
to scho ol to b ec o me an RN. The clinical instructor iN
t 7 t 7 t7 nterprets the LPNs outcome pr
t 7 t 7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t 7 t7 t7 t7
iority based on which s tate ment?
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a. —My family wanted me to go back to school.‖ t7 t7 t 7 t7 t7 t 7 t 7 t 7
b. —I want to better myfinancial situation.‖
J# t7 t7 t7 t7
c. —I really enjoy school.‖ J# t7 t7
d. —I would like to advance to a teaching role someday.‖
J t7 t 7 t7 t 7 t 7 t 7 t 7 t 7 t 7
ANS: B
The outcome priority is the essential need that must be addressed, determined by internal
t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7
a t
n d external factors, such as needing to better a financial situation. The other stat
7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t7 t 7 t 7 t7 t 7
e ments indi cate reasons for returning to school, but they are not essential needs
t7 t7 t 7 t7 t 7 t7 t7 t7 t 7 t7 t7 t7 t 7 t7 t
7or iss t7
ues to be t 7 t7
addres sed.
DIF: Cognitive Level: Analysis t 7
OBJ: Identify how experiences influence t 7 t 7 t 7 t 7 learning t 7 in TOP: Adult Learnin
adu g
lts.
t7
6. A nurse notices
t 7 a posting for a management position for which she is q
t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7
ualified. I f the n ur se is in the moving phase of Lewin‘s Change Theory, which st
t 7 t7 t 7 t 7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t 7 t 7 t7
TESTBANKWORLD.ORG
, Chapter01: Honoring Your Past, Planning Your Future Clayw
t7 t7 t7 b3 t7 t7 t7 t7 t7
e l l: LPN to RN Transitions, 6th Edition
t7 t7 t7 t7 t7 t7 t7 t7
MULTIPLE CHOICE t 7
1. A nursing advisor is meeting with a student who is interested in earning her RN d
t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7
egre
e. S he knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who ente
t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7
r nur sing school to become RNs come into the learning environ
t7 t7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7
ment wit h prior kn o wledge an d understanding. Which statement by the nurs
t 7 t 7 t7 t 7 t 7 t 7 t 7 t7 t7 t 7 t 7 t7 t7 t7 t7 t7 t7 t7
ing advisor bes t describes her u nderstanding of the effect experience may have on
t7 t7 t 7 t7 t7 t7 t 7 t 7 t7 t7 t 7 t 7 t 7 t7 t 7
learning?
a. —Experience may be a source of insight and motivation, or a barrier.‖ t7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t7 t 7 t 7
b. —Experience is usually a stumbling block for LPN/LVNs.‖ t7 t7 t7 t7 b3 t7 t7
c. —Experiencenever makes learning moredifficult.‖ t7 t7 t7
d. —Once something is learned, it can never be truly modified.‖
t7 t7 t 7 t 7 t 7 t 7 t7 t 7 t7
ANS: A
Experience accentuates differences among learners and serves as a source o
t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7
f insig ht and m o tivation, but it can also be a barrier. Experience can serv
t 7 t7 t 7 t7 t7 t 7 t7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7
e as a foundati on for definin g th e sel f.
t 7 t 7 t 7 t7 t 7 t 7 t 7 t 7 t7 t 7 t 7
DIF: t 7 t 7 t 7 Cognitive Level: Application t 7 t 7
OBJ: Identify how experiences influence learning in
t 7 t 7 t 7 t 7 t 7 TOP: Adult Learnin
adult g
t7 s.
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesda
t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7
y ni ght.
t7 t7 t 7 The student t 7 t 7 has t 7 already taken t 7 t 7 a vacation
t 7 t 7 day from t 7 t 7 work
Thursda t 7
y night so that s h e c an stay home and study. She is considering skipping her exerci
t 7 t 7 t 7 t 7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7
se class on Thursday
t7 t7 t7
m orni ng to go to the library to prepare for the test. Which response
t7 t 7 t7 t 7 t7 t7 t7 t 7 t 7 t7 t 7 t 7 t 7 t 7 t 7
best i dentifies the st u dent‘s
t 7 t7 t 7 t 7 t7 t7
outcome priority? t7
a. Exercise class t 7
b. Going to the library
c. Avoiding work by taking a vacation t 7 t 7
d. Doing well on the test on Friday
ANS: D
The outcome priority is the essential issue or need to be addressed at any give
t7 t7 t 7 t7 t 7 t 7 t7 t7 t 7 t 7 t7 t7 t 7 t 7
n tim e wit hin a set of conditions or circumstances.
t 7 t7 t7 t7 t7 t7 t7 t7 t7
DIF: Cognitive Level: Application t7 t 7
OBJ: Identify motivations and personal outcome priorities for returning to sch
t7 t7 t7 t7 t7 t7 t7 t7 t7 t7
o ol. TOP: Motivation to Learn
t7 t7 t7 t7
3. A nurse who has been
an LPN/LVN for 10 years is meeting with t 7 t7
an advisor to disc uss t7 t7 t7
th e possibility of taking classes to become an RN. The advisor i nterprets which st at
t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7
ement by
t7 the nurse as the driving force for returning t t7 t 7
o school?
t 7
a. —I‘ll need to schedule time to attend classes.‖
t7 t7 t7 t 7 t7 t7 t 7
TESTBANKWORLD.ORG
,b. —I‘ll have to budget forpaying tuition.‖
t7 t7 t7 t7 t7 t 7
c. —I‘ll haveto rearranging myschedule.‖
t7 J t7
d. —Thereis a possibilityof advancement into administration.‖
t7 t7 t7 t7 t7 t7
ANS: D
TESTBANKWORLD.ORG
, Driving forces are those that push toward making the change, as opposed to restraining
t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t
7fo r t7
c t
e s, which are those that usually present a challenge that needs to be overcome for the ch an
7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7
ge
to take place or present a negative effect the change may initiate.
t7t7 t7 t7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t7 t7 t7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7
DIF: Cognitive Level: Application t 7 t 7
OBJ: Identify motivations and personal outcome priorities for returning to scho
t7 t7 t7 t7 t7 t7 t7 t7 t7 t7
ol. TOP:
t7 Motivations for Change
t7 t7 t7
4. An RN is caring for a diabetic patient.
t 7 t7 The patient appears interested in changi
t7 t 7 t 7 t 7 t7 t 7 t 7 t 7 t 7 t 7 t7
ng he r lifes ty le and has been asking questions about eating better. The nurse ca
t 7 t7 t7 t7 t7 t7 t 7 t7 t 7 t7 t 7 t7 t 7 t7 t 7 t7
n interpret this beh avior as which stage of Lewin‘s Change Theory?
t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7
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 nfreezing. T his t7 t7
phas e involves determining that a change needs to occur and deciding t o take action.
t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7
Mov ing is t7 t7
the second phase and involves actively planning changes and ta king action on them.
t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7
Refreezi ng is the last stage, and it occurs when the change has
t 7 t 7
b ecome a pa rt of th e person‘s life.
t7 t7 t7 t 7 t 7
DIF: Cognitive Level: Analysis t 7 t 7 t 7
OBJ: Understand Change Theory and
t7t7 t7 t7 t 7 t 7 t 7 how it t 7 t 7 applies t 7 to t 7 becoming t 7 an t 7 R
N. TOP: Change Theory
t7t7 t 7 t 7
5. An LPN is talking with her clinical instructor about her decision to return
t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7
to scho ol to b ec o me an RN. The clinical instructor iN
t 7 t 7 t7 nterprets the LPNs outcome pr
t 7 t 7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t 7 t7 t7 t7
iority based on which s tate ment?
t7 t7 t7 t7 t7 t7
a. —My family wanted me to go back to school.‖ t7 t7 t 7 t7 t7 t 7 t 7 t 7
b. —I want to better myfinancial situation.‖
J# t7 t7 t7 t7
c. —I really enjoy school.‖ J# t7 t7
d. —I would like to advance to a teaching role someday.‖
J t7 t 7 t7 t 7 t 7 t 7 t 7 t 7 t 7
ANS: B
The outcome priority is the essential need that must be addressed, determined by internal
t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7
a t
n d external factors, such as needing to better a financial situation. The other stat
7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t7 t 7 t 7 t7 t 7
e ments indi cate reasons for returning to school, but they are not essential needs
t7 t7 t 7 t7 t 7 t7 t7 t7 t 7 t7 t7 t7 t 7 t7 t
7or iss t7
ues to be t 7 t7
addres sed.
DIF: Cognitive Level: Analysis t 7
OBJ: Identify how experiences influence t 7 t 7 t 7 t 7 learning t 7 in TOP: Adult Learnin
adu g
lts.
t7
6. A nurse notices
t 7 a posting for a management position for which she is q
t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7 t 7
ualified. I f the n ur se is in the moving phase of Lewin‘s Change Theory, which st
t 7 t7 t 7 t 7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t7 t 7 t 7 t7
TESTBANKWORLD.ORG
