, TESTBANKFORLPNTORNTRANSITIONS4THEDITIONBYCLAYWELL
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Chapter01:HonoringYourPast,PlanningYourFuture Claywell: LP
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N to RN Transitions, 6th Edition
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MULTIPLE CHOICE d*
1. A nursing advisor is meeting with a student whois interested in earning her RNdegree. She kno ws
d* d* d* xv d* d* d* xv d* xv d* d* d* d* d* d* d* d* d*
that licensedpractical nurse/license vocational nurse(LPN/LVNs) whoenter nursing school to be
d* d* xv d* d* d* d* xv d* d*
come RNs come into the learning environment with prior knowledge and understanding. Whic
d* d* d* d* d* d* d* d* d* d* d* d*
h statement by the nursing advisor best describes her understanding of the effect experie nce m
d* d* d* d* d* d* d* xv d* d* d* d* d* d* d*
ay have on learning?
d* d* xv
a. “Experience may be a source of insight and motivation, or a barrier.” d* d* d* d* d* d* d* d* d* d* d*
b. “Experience is usually a stumbling block for LPN/LVNs.” d* d* d* d* d* d* d*
c. “Experiencenevermakes learning more difficult.” d* d* xv
d. “Oncesomething is learned, it can never be truly modified.” d* d* d* xv d* d* d* d*
ANS: d * d * A
Experience accentuates differences among learners and serves as a source of insight and motivat i
d* d* d* d* d* d* d* d* xv d* d* xv d* d*
on, but it can also be a barrier. Experiencecan serve as afoundation fordefining the self.
d* d* d* d* d* d* d* d* d* d* d* d* d* d* d* d* d*
DIF: Cognitive Level: Application d* d*
OBJ: Identify how experiences influence learning in adults. d* d* xv d* d* d* TOP: Adult Learning xv
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday night. T
d* d* d* xv xv d* d* d* d* d* d* d* xv d* d* d* d*
he student has already taken a vacation day from work Thursday night so that she can stay home a
d* xv d* d* d* d* d* d* d* d* d* xv xv d* d* d* d* d*
nd study. She is considering skipping her exercise class on Thursday morning to go to the libra ry
d*
N d* d* d* d* d* d* d* d* d* d* d* d* d* d* d* d* d*
to prepare for the test. Which response best identifies the student’s outcome priority?
d* d* d* d* d* d* d* d* d* d* d* d*
a. Exerciseclass
b. Going to the library d* d* d*
c. Avoiding work by taking a vacation d* d* d* d* d*
d. Doing well on the test on Friday d* d* d* d* d* d*
ANS: d * d * D
Theoutcomepriority is theessentialissueorneedtobeaddressed at any giventimewithina set of con
d* d* d* xv d* d* d* d* d* d* d* d* xv d* d* d* d* d* xv d*
ditions or circumstances. d* d*
DIF: Cognitive Level: Application d* d*
OBJ:
Identify motivations and personal outcome priorities for returning to school. TO P:
d* d* d* d* d* d* d* d* xv d* d*
Motivation to Learn d* d*
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the possi
d* d* d* d* d* d* d* d* d* d* d* d* d* d* d* d* xv d* d*
bility of taking classes to become an RN. The advisor interprets which statement by the nurse as t
d* d* d* d* xv d* d* d* xv d* d* d* xv d* d* d* d*
he driving force for returning to school?
d* d* d* d* d* d*
a. “I’ll need to schedule time to attend classes.”
d* d* d* d* xv xv d*
b. “I’ll have to budget for paying tuition.” d* d* d* d* d* d*
c. “I’ll have to rearranging my schedule.” d* d* xv d* d*
d. “There is a possibility of advancement into administration.” d* xv d* d* xv d* d*
ANS: d * d * D
TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS4THEDITIONBYCLAYWELL
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Driving forces are those that push toward making thechange, as opposed to restraining forces, wh i
d* d* d* d* d* xv xv d* d* d* xv d* d* d* d*
ch are those that usually present a challenge that needs to be overcome for the change to take pla c
d* d* d* d* d* xv d* d* d* d* d* d* d* d* d* d* d* d* d*
e or present a negative effect the change may initiate.
d* d* d* d* d* d* d* d* d*
DIF: Cognitive Level: Application
d * d * d* d*
OBJ:
Identify motivations and personal outcome priorities for returning to school. TO P:
d* d* d* d* d* d* d* d* xv d* d*
Motivations for Change d* d*
4. An RNiscaring for a diabetic patient. The patient appears interested in changing her lifestyle and
d* d* d* d* d* d* d* d* xv d* d* d* d* d* d*
has been asking questions about eating better. The nurse can interpret this behavior as which sta
xv d* d* d* xv d* d* d* d* d* d* xv d* d* d* d*
ge of Lewin’s Change Theory?
d* d* d* d*
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: d * d * B
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This phase inv ol
d* d* d* d* d* xv d* d* d* d* d* d* d* d* d* d* d*
ves determining that a change needs to occur and deciding to take action. Moving is the second ph
d* d* d* d* d* d* d* d* d* d* xv d* d* d* d* d* d*
ase and involvesactively planning changesand takingaction on them.Refreezing is the last sta ge, a
d* d* d* d* d* d* d* d* d* d* d* d* d* d* d*
nd it occurs when the change has become a part of the person’s life.
d* d* d* d* d* d* d* d* d* d* d* d* xv
DIF: Cognitive Level: Analysis d* d*
OBJ:
Understand Change Theory and how it applies to becoming an RN. T O d* d* d* d* d* xv d* d* d* xv d* d*
P: Change Theory d*
5. An LPN is talking with her clinical instructor about her decision to return to school to become an R
d* d* d* d* d* d* d* d* xv d* d* d* d* d* d* xv d* d*
N. Theclinical instructor iN
d* nterprets the LPNs outcome priority based on which statement? d* d* d* d* xv d* d* d* d* d*
a. “My family wanted me to go back to school.” d* d* d* d* d* d* d* d*
b. “Iwant to better my financial situation.”
d* d* d* d* d* d*
c. “Ireally enjoy school.” d* d* d*
d. “Iwould like to advance to a teaching role someday.”
d* d* d* d* d* d* d* d* d*
ANS: d * d * B
The outcome priority is the essential need that must beaddressed, determined by internal and exte r
d* d* d* d* d* d* xv d* d* d* d* d* d* xv d*
nal factors, such as needing to better a financial situation. The other statements indicate reasons fo
d* d* d* d* d* d* d* d* d* d* d* d* d* d* d*
r returning to school, but they are not essential needs or issues to be addressed.
d* d* d* d* d* d* d* xv d* d* d* d* d* d*
DIF: Cognitive Level: Analysis d* d*
OBJ: Identify how experiences influence learning in adults. d* d* xv d* d* d* TOP: Adult Learning xv
6. A nurse notices a posting for a management position for which she is qualified. If the nurse is in th
d* xv d* d* d* d* xv xv d* d* d* d* xv d* d* d* d* d* d* d*
e moving phase of Lewin’s Change Theory, which statement reflects the action she is most likel
d* d* d* d* d* d* d* d* d* d* d* d* d* d* xv d*
y to take?
d* d*
a. Does nothing to obtain the position d* d* d* d* d*
b. Applies for the position d* d* d*
c. Identifies that change is needed d* xv d* xv
d. Settles into the routine ofher job xv d* d* d* d* d*
ANS: d * d * B
TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS4THEDITIONBYCLAYWELL
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Unfreezing begins when reasons for changeare identified. Themoving phase involves active plan ni
d* d* xv d* d* d* d* d* xv xv d * d*
ng and action. Moving also means you are dealing with both positive and negative forces as the y
d* d* d* d* d* d* xv d* d* d* d* d* d* d* xv d* d * d*
ebb and flow, and you are making modifications to your plan as needed.
d* d* d* d* d* d* d* d* xv d* d* d*
Refreezing occurs after the change has become routine. d* d* d* d* d* xv d*
DIF: d * d * Cognitive Level: Application d* d*
OBJ:
Understand Change Theory and how it applies to becoming an RN. T O d* d* d* d* d* xv d* d* d* xv d* d*
P: Change Theory d*
7. AnOrthopedicNurseis contemplatingchangesinherprofessionallifeandidentifying goals. W hic
d* d* d* d* d* d* d* d* d* d* d* d* d*
h action should the nurse take if she is interested in pursuing a long-term goal?
d* d* d* d* d* d* d* xv xv d* d* d* d* d*
a. Studies fora telemetry exam scheduled for next week d* d* xv d* d* xv d* xv
b. Enrolls in a Nurse Practitioner program d* d* d* d* d*
c. Attends a seminar to become a charge nurse d* d* d* d* d* d* xv
d. Continues to work on the orthopedic floor full-time d* d* d* d* d* d* d*
ANS: d * d * B
A short-term goal is one that can be attained in a period of 6 months or less. Short-
d* d* d* d* d* d* d* d* d* d* d* xv d* d* d* d* d*
term goals includebecominga chargenurse and passingthetelemetryexam.A long-
xv d* d* xv d* xv xv d* d* d* d* d*
term goalisattained in greater than 6 months and includes studying to become a Nurse Practition er.
d* d* d* d* d* d* d* d* xv d* d* d* xv d* d* d* d*
Continuing to work on the orthopedic floor does not represent either a short-term or a long-
d* d* d* d* d* d* d* d* d* xv xv d* d* d* d* d*
term goal. d*
DIF:
Cognitive Level: Application d* d*
OBJ: Identify both short- and long-
d* d* d* d* d* d*
term personal and professional goals. TOP:
d* d* d* d* d* Setting Goals d*
8. The RN is talking with the unit manager about ways to improve patient care. The manager intro d
d* d* d* d* d* d* d* d* d* xv d* d* d* d* d* d* d*
uces theconcept ofacoh No rt. Whichstatement bytheRNindicates thattheteachinghas been effec ti
xv xv d* d* d* xv xv d* d* d*
ve?
a. “A cohort is a web of connections”. d* d* d* d* d* d*
b. “A cohort is a group of people who share common experiences with each other”.
d* xv xv d* d* d* d* xv xv d* d* d* d*
c. “Acohort is a group linked togetherfor common purposes”.
d* xv xv xv d* d* d* d* d*
d. “A cohort consists of groups ofindividuals that make up a whole”.
d* d* d* d* d* d* xv xv d* d* d*
ANS: d * d * B
A cohort is a group of people who share common experiences with each other. A schemeis a web o
d* xv d* d* d* d* d* d* xv xv d* d* d* d* d* d* d*
f connections, a team is a group linked together for common purposes, and a unit consists of gro ups
d* d* d* d* d* d* d* d* d* d* d* d* d* d* d* d* d* d*
or individuals that make up a whole.
d* d* d* d* d* d* d*
DIF: Cognitive Level: Evaluation d* d*
OBJ: Identify how experiences influence learning in adults. d* d* xv d* d* d* TOP: Adult Learning xv
9. Thenurse educator is presenting alectureto agroup of newRNs. Which statement by oneof the R
d* xv d* d* d* d* d* d* xv d* d* d* d* xv d* d* xv d*
Ns indicates that teaching has been effective?
d* d* d* d* d* d*
a. “Experience is a stepping stone to new learning”. d* d* d* d* d* d* d*
b. “Experience can bea barrier to new learning”. d* d* d* d* d* d*
c. “Experience can be an avenue to new learning”. d* d* d* xv d* d* d*
d. “Experience can be a detour to new learning”. d* d* d* d* d* d* d*
ANS: d * d * B
Experience accentuates differences among learners, serves as a source of insight and motivation
d* d* d* d* d* d* d* d* d* d* d* d*
, can be a barrier to new learning, and serves as a foundation for definingthe self.
d* d* xv xv d* d* d* d* d* xv d* d* d* d* d* d*
TESTBANKWORLD.ORG
*
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d *
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d
Chapter01:HonoringYourPast,PlanningYourFuture Claywell: LP
d
* *d *d d
* *d *d d
* d* d*
N to RN Transitions, 6th Edition
d* d* d* d* d*
MULTIPLE CHOICE d*
1. A nursing advisor is meeting with a student whois interested in earning her RNdegree. She kno ws
d* d* d* xv d* d* d* xv d* xv d* d* d* d* d* d* d* d* d*
that licensedpractical nurse/license vocational nurse(LPN/LVNs) whoenter nursing school to be
d* d* xv d* d* d* d* xv d* d*
come RNs come into the learning environment with prior knowledge and understanding. Whic
d* d* d* d* d* d* d* d* d* d* d* d*
h statement by the nursing advisor best describes her understanding of the effect experie nce m
d* d* d* d* d* d* d* xv d* d* d* d* d* d* d*
ay have on learning?
d* d* xv
a. “Experience may be a source of insight and motivation, or a barrier.” d* d* d* d* d* d* d* d* d* d* d*
b. “Experience is usually a stumbling block for LPN/LVNs.” d* d* d* d* d* d* d*
c. “Experiencenevermakes learning more difficult.” d* d* xv
d. “Oncesomething is learned, it can never be truly modified.” d* d* d* xv d* d* d* d*
ANS: d * d * A
Experience accentuates differences among learners and serves as a source of insight and motivat i
d* d* d* d* d* d* d* d* xv d* d* xv d* d*
on, but it can also be a barrier. Experiencecan serve as afoundation fordefining the self.
d* d* d* d* d* d* d* d* d* d* d* d* d* d* d* d* d*
DIF: Cognitive Level: Application d* d*
OBJ: Identify how experiences influence learning in adults. d* d* xv d* d* d* TOP: Adult Learning xv
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday night. T
d* d* d* xv xv d* d* d* d* d* d* d* xv d* d* d* d*
he student has already taken a vacation day from work Thursday night so that she can stay home a
d* xv d* d* d* d* d* d* d* d* d* xv xv d* d* d* d* d*
nd study. She is considering skipping her exercise class on Thursday morning to go to the libra ry
d*
N d* d* d* d* d* d* d* d* d* d* d* d* d* d* d* d* d*
to prepare for the test. Which response best identifies the student’s outcome priority?
d* d* d* d* d* d* d* d* d* d* d* d*
a. Exerciseclass
b. Going to the library d* d* d*
c. Avoiding work by taking a vacation d* d* d* d* d*
d. Doing well on the test on Friday d* d* d* d* d* d*
ANS: d * d * D
Theoutcomepriority is theessentialissueorneedtobeaddressed at any giventimewithina set of con
d* d* d* xv d* d* d* d* d* d* d* d* xv d* d* d* d* d* xv d*
ditions or circumstances. d* d*
DIF: Cognitive Level: Application d* d*
OBJ:
Identify motivations and personal outcome priorities for returning to school. TO P:
d* d* d* d* d* d* d* d* xv d* d*
Motivation to Learn d* d*
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the possi
d* d* d* d* d* d* d* d* d* d* d* d* d* d* d* d* xv d* d*
bility of taking classes to become an RN. The advisor interprets which statement by the nurse as t
d* d* d* d* xv d* d* d* xv d* d* d* xv d* d* d* d*
he driving force for returning to school?
d* d* d* d* d* d*
a. “I’ll need to schedule time to attend classes.”
d* d* d* d* xv xv d*
b. “I’ll have to budget for paying tuition.” d* d* d* d* d* d*
c. “I’ll have to rearranging my schedule.” d* d* xv d* d*
d. “There is a possibility of advancement into administration.” d* xv d* d* xv d* d*
ANS: d * d * D
TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS4THEDITIONBYCLAYWELL
*
d *
d *
d *
d *
d *
d *
d *
d *
d *
d
Driving forces are those that push toward making thechange, as opposed to restraining forces, wh i
d* d* d* d* d* xv xv d* d* d* xv d* d* d* d*
ch are those that usually present a challenge that needs to be overcome for the change to take pla c
d* d* d* d* d* xv d* d* d* d* d* d* d* d* d* d* d* d* d*
e or present a negative effect the change may initiate.
d* d* d* d* d* d* d* d* d*
DIF: Cognitive Level: Application
d * d * d* d*
OBJ:
Identify motivations and personal outcome priorities for returning to school. TO P:
d* d* d* d* d* d* d* d* xv d* d*
Motivations for Change d* d*
4. An RNiscaring for a diabetic patient. The patient appears interested in changing her lifestyle and
d* d* d* d* d* d* d* d* xv d* d* d* d* d* d*
has been asking questions about eating better. The nurse can interpret this behavior as which sta
xv d* d* d* xv d* d* d* d* d* d* xv d* d* d* d*
ge of Lewin’s Change Theory?
d* d* d* d*
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: d * d * B
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This phase inv ol
d* d* d* d* d* xv d* d* d* d* d* d* d* d* d* d* d*
ves determining that a change needs to occur and deciding to take action. Moving is the second ph
d* d* d* d* d* d* d* d* d* d* xv d* d* d* d* d* d*
ase and involvesactively planning changesand takingaction on them.Refreezing is the last sta ge, a
d* d* d* d* d* d* d* d* d* d* d* d* d* d* d*
nd it occurs when the change has become a part of the person’s life.
d* d* d* d* d* d* d* d* d* d* d* d* xv
DIF: Cognitive Level: Analysis d* d*
OBJ:
Understand Change Theory and how it applies to becoming an RN. T O d* d* d* d* d* xv d* d* d* xv d* d*
P: Change Theory d*
5. An LPN is talking with her clinical instructor about her decision to return to school to become an R
d* d* d* d* d* d* d* d* xv d* d* d* d* d* d* xv d* d*
N. Theclinical instructor iN
d* nterprets the LPNs outcome priority based on which statement? d* d* d* d* xv d* d* d* d* d*
a. “My family wanted me to go back to school.” d* d* d* d* d* d* d* d*
b. “Iwant to better my financial situation.”
d* d* d* d* d* d*
c. “Ireally enjoy school.” d* d* d*
d. “Iwould like to advance to a teaching role someday.”
d* d* d* d* d* d* d* d* d*
ANS: d * d * B
The outcome priority is the essential need that must beaddressed, determined by internal and exte r
d* d* d* d* d* d* xv d* d* d* d* d* d* xv d*
nal factors, such as needing to better a financial situation. The other statements indicate reasons fo
d* d* d* d* d* d* d* d* d* d* d* d* d* d* d*
r returning to school, but they are not essential needs or issues to be addressed.
d* d* d* d* d* d* d* xv d* d* d* d* d* d*
DIF: Cognitive Level: Analysis d* d*
OBJ: Identify how experiences influence learning in adults. d* d* xv d* d* d* TOP: Adult Learning xv
6. A nurse notices a posting for a management position for which she is qualified. If the nurse is in th
d* xv d* d* d* d* xv xv d* d* d* d* xv d* d* d* d* d* d* d*
e moving phase of Lewin’s Change Theory, which statement reflects the action she is most likel
d* d* d* d* d* d* d* d* d* d* d* d* d* d* xv d*
y to take?
d* d*
a. Does nothing to obtain the position d* d* d* d* d*
b. Applies for the position d* d* d*
c. Identifies that change is needed d* xv d* xv
d. Settles into the routine ofher job xv d* d* d* d* d*
ANS: d * d * B
TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS4THEDITIONBYCLAYWELL
*
d *
d *
d *
d *
d *
d *
d *
d *
d *
d
Unfreezing begins when reasons for changeare identified. Themoving phase involves active plan ni
d* d* xv d* d* d* d* d* xv xv d * d*
ng and action. Moving also means you are dealing with both positive and negative forces as the y
d* d* d* d* d* d* xv d* d* d* d* d* d* d* xv d* d * d*
ebb and flow, and you are making modifications to your plan as needed.
d* d* d* d* d* d* d* d* xv d* d* d*
Refreezing occurs after the change has become routine. d* d* d* d* d* xv d*
DIF: d * d * Cognitive Level: Application d* d*
OBJ:
Understand Change Theory and how it applies to becoming an RN. T O d* d* d* d* d* xv d* d* d* xv d* d*
P: Change Theory d*
7. AnOrthopedicNurseis contemplatingchangesinherprofessionallifeandidentifying goals. W hic
d* d* d* d* d* d* d* d* d* d* d* d* d*
h action should the nurse take if she is interested in pursuing a long-term goal?
d* d* d* d* d* d* d* xv xv d* d* d* d* d*
a. Studies fora telemetry exam scheduled for next week d* d* xv d* d* xv d* xv
b. Enrolls in a Nurse Practitioner program d* d* d* d* d*
c. Attends a seminar to become a charge nurse d* d* d* d* d* d* xv
d. Continues to work on the orthopedic floor full-time d* d* d* d* d* d* d*
ANS: d * d * B
A short-term goal is one that can be attained in a period of 6 months or less. Short-
d* d* d* d* d* d* d* d* d* d* d* xv d* d* d* d* d*
term goals includebecominga chargenurse and passingthetelemetryexam.A long-
xv d* d* xv d* xv xv d* d* d* d* d*
term goalisattained in greater than 6 months and includes studying to become a Nurse Practition er.
d* d* d* d* d* d* d* d* xv d* d* d* xv d* d* d* d*
Continuing to work on the orthopedic floor does not represent either a short-term or a long-
d* d* d* d* d* d* d* d* d* xv xv d* d* d* d* d*
term goal. d*
DIF:
Cognitive Level: Application d* d*
OBJ: Identify both short- and long-
d* d* d* d* d* d*
term personal and professional goals. TOP:
d* d* d* d* d* Setting Goals d*
8. The RN is talking with the unit manager about ways to improve patient care. The manager intro d
d* d* d* d* d* d* d* d* d* xv d* d* d* d* d* d* d*
uces theconcept ofacoh No rt. Whichstatement bytheRNindicates thattheteachinghas been effec ti
xv xv d* d* d* xv xv d* d* d*
ve?
a. “A cohort is a web of connections”. d* d* d* d* d* d*
b. “A cohort is a group of people who share common experiences with each other”.
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c. “Acohort is a group linked togetherfor common purposes”.
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d. “A cohort consists of groups ofindividuals that make up a whole”.
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ANS: d * d * B
A cohort is a group of people who share common experiences with each other. A schemeis a web o
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f connections, a team is a group linked together for common purposes, and a unit consists of gro ups
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or individuals that make up a whole.
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DIF: Cognitive Level: Evaluation d* d*
OBJ: Identify how experiences influence learning in adults. d* d* xv d* d* d* TOP: Adult Learning xv
9. Thenurse educator is presenting alectureto agroup of newRNs. Which statement by oneof the R
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Ns indicates that teaching has been effective?
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a. “Experience is a stepping stone to new learning”. d* d* d* d* d* d* d*
b. “Experience can bea barrier to new learning”. d* d* d* d* d* d*
c. “Experience can be an avenue to new learning”. d* d* d* xv d* d* d*
d. “Experience can be a detour to new learning”. d* d* d* d* d* d* d*
ANS: d * d * B
Experience accentuates differences among learners, serves as a source of insight and motivation
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, can be a barrier to new learning, and serves as a foundation for definingthe self.
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