, TESTBANK FOR LNP TO RN TRANSITION 6TH EDITION Gt Gt Gt Gt Gt Gt
LNP TOBY
nn RNCTRANSITION6THEDITION
nn
Gt
nn BY CLAYWELL
LAYWELL LATEST 2023 GRADED LATEST
A+ WITH EXPLA2024 G Gt Gt Gt
nn nn
Gt Gt
nn
Gt
nn nnG t
NATION RADED A+ WITH EXPLANATION nn nn nn
Chapter 01: Honorin Your Past, Plannin Your Future Claywell
B!t B!t B!B!t B!t B!t B!B!t B!t B !t
: LPN to RN Transitions, 6th Edition
B!t B!t B!t B!t B!t B!t
MULTIPLE CHOICE B!t
1. A nursin advisor is meetin with a student who is interested in earnin her RN de ree.
B!t B!B!t B!t B!t B!B!t B!t B!t B!t B!t B!t B!t B!t B!B!t nn B!t B! B!t
She knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter n
B!t B!t nn B!t B!t B!t B!t B!t B!t nn nn
ursin school to become RNs come into the learnin environment with prior knowled e
B!B!t B!t B!t B!t B!t B!t B!t B!t B!B!t nn nn B!t B! B!t
and under standin . Which statement by the nursin advisor best describes her understa
B!t B!t B! B!t B!t B!t B!t B!t B!B!t B!t B!t B!t nn
ndin of the ef fect experience may have on learnin ?
B!B!t B!t B!t B!t B!t B!t B!t B!t B!t B!
a. ―Experience maybe a source of insi ht and motivation, or a barrier.‖ B!t B!t nn B!t B!t B! B!t B!t B!t B!t nn
b. ―Experience is usually a stumblin block for LPN/LVNs.‖ B!t B!t nn B!B!t B!t nn
c. ―Experience never makes learnin more difficult.‖ B!t B!t B!t B!B!t nn
d. ―Once somethin is learned, it can never be truly modified.‖
B!t B!nn B!t B!t B!t B!t B!t nn B!t
SELECTED ANSWER: B!t
A B!t
Experience accentuates differences amon learners and serves as a source of insi ht and m
B!t B!t B!t B!nn B!t B!t B!t B!t B!t B!t B!t B! B!t B!t
otiv ation, but it can also be a barrier. Experience can serve as a foundation for definin
B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!B!t
the self. B!t
DIF: Co nitive Level: Application B! B!t B!t
OBJ: Identify how experiences influence learnin in adults. B!t B!t nn B!t B!B!t B!t TOPIC: B ! t Adult Learnin nn B!
2. There is a test on the cardiovascular system on Friday mornin , and it is now Wednesda
B!t B!t B!t B!t B!t nn nn B!t B!t B!t B! B!t B!t B!t B!t B!t
y ni ht. The student has already taken a vacation day from work Thursday ni ht so that s
B!t B!B!t B!t B!t B!t B!t nn B!t B!t B!t B!t B!t B!t B!t B! B!t B!t B!t
he can sta y home and study. She is considerin skippin her exercise class on Thursday
B!t B!t B!t B!t B!t nn B!t nn B!t B!B!t B!B!t B!t B!t B!t B!t
mornin to o to the library to prepare for the test. Which response best identifies the s
B!t B!B!t B!tB! B!t B!t nn nn B!t nn B!t B!t B!t B!t B!t B!t B!t B!t
tudent‘s outcome pri ority? B!t B!t B!t
a. Exercise class nn
b. oin to the library
B! B!nn nn B!t
c. Avoidin work by takin a vacation B!B!t B!t B!t B!B!t B!t
d. Doin well on the test on Friday B!nn B!t B!t B!t B!t B!t
SELECTED ANSWER: B!t
D B!t
The outcome priority is the essential issue or need to be addressed at any iven time within
B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!tB! B!t B!t B!t
a se t of conditions or circumstances.
B!t B!t B!t B!t B!t B!t
DIF: Co nitive Level: Application B! B!t B!t
OBJ: Identify motivations and personal outcome priorities for returnin to school.
B!t B!t B!t B!t B!t B!t B!t B!t B!B!t B!t
T OPIC:
B!t Motivation to Learn
B!t B ! t B!t B!t
3. A nurse who has been an LPN/LVN for 10 years is meetin with an advisor to discus
B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!B!t B!t B!t B!t B!t
s the p ossibility of takin classes to become an RN. The advisor interprets which stateme
B!t B!t B!t B!t B!t B!B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t
nt by the n urse as the drivin force for returnin to school?
B!t B!t B!t B!t B!t B!t B!t B!B!t B!t B!t B!nn B!t
, 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.‖
B!t B!t nn B!t B!t B!t nn
b. ―I‘ll have to bud et for payin tuition.‖
B!t B!t nn B! nn B!t B!B!t
c. ―I‘ll have to rearran in my schedule.‖
B!t B!t nn B! B!nn B!t
d. ―There is a possibility of advancement into administration.‖
B!t nn B!t B!t B!t B!t B!t
SELECTED ANSWER:
B!t
DB!t
, TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
t
G t
G t
G t
G t
G t
G t
G t
G t
G t
G
Drivin forces are those that push toward makin the chan e, as opposed to restrainin forc
B!B!t B!t B!t B!t B!t B!t B!t B! nn B!t B! B!t B!t B!t B!t B!nn
es, which are those that usually present a challen e that needs to be overcome for the cha
B!t B!t B!t B!t B!t B!t B!t B!t B! B!t B!t B!t B!t B!t B!t B!t B!t
n e to ta ke place or present a ne ative effect the chan e may initiate.
B! B!t B!t B!t B!t B!t B!t B!t B!t B! B!t B!t B!t B! B!t B!t
DIF: Co nitive Level: Application B! B!t B!t
OBJ: Identify motivations and personal outcome priorities for returnin to school.
B!t B!t B!t B!t B!t B!t B!t B!t B!B!t B!t
T OPIC:
B!t Motivations for Chan e
B!t B ! t B!t B!t B!
4. An RN is carin for a diabetic patient. The patient appears interested in chan in her lifest
B!t B!t B!t B!B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B! B!B!t B!t
yle and has been askin questions about eatin better. The nurse can interpret this behav
B!t B!t B!t B!t B!B!t B!t B!t B!nn B!t B!t B!t B!t B!t B!t
ior as w hich sta e of Lewin‘s Chan e Theory?
B!t B!t B!t B!t B! B!t B!t B!t B! B!t
a. Movin B!
b. Unfreezin B!
c. Action
d. Refreezin B!
SELECTED ANSWER: B B!t B!t
The patient is in the first phase of Lewin‘s Chan e Theory, known as unfreezin . This ph
B!t B!t B!t B!t B!t B!t B!t B!t B!t B! B!t nn B!t B!t B! B!t B!t
ase i nvolves determinin that a chan e needs to occur and decidin to take action. Movin
B!t B!t B!t B!B!t B!t B!t B! B!t B!t B!t B!t B!t B!B!t nn B!t nn
is the s econd phase and involves actively plannin chan es and takin action on them. Re
B!B!t B!t B!t B!t B!t B!t nn B!t B!t B!B!t B! B!t B!t B!nn nn B!t B!t
freezin is t he last sta e, and it occurs when the chan e has become a part of the person‘
B!B!t B!t B!t B!t B!t B! B!t B!t nn B!t B!t B!t B! B!t B!t B!t B!t nn nn B!t
s life.
B!t
DIF: Co nitive Level: Analysis B! B!t B!t
OBJ: Understand Chan e Theory and how it applies to becomin an RN.
B!t nn B! B!t B!t nn B!t nn B!t B!t B!nn B!t B!t
TOPIC: Chan e Theory B ! t B! B!t
5. An LPN is talkin with her clinical instructor about her decision to return to school to be
B!t B!t B!t B!nn B!t B!t B!t B!t nn B!t B!t B!t B!t B!t B!t B!t
come an RN. The clinical instructor iN
B!t nterprets the LPNs outcome priority based on which st
B!t B!t B!t B!t B!t nn nn B!t B!t B!t B!t B!t B!t
atement
?
a. ―My familywanted me to o back to school.‖ Bt! B!t Bt! B!tB! B!t nn B!t
b. ―I want to better my financial situation.‖
Bt! nn B!t B!t nn nn
c. ―I really enjoy school.‖ B!t B!t B!t
d. ―I would like to advance to a teachin role someday.‖
nn nn nn B!t B!t B!t nn B!B!t B!t
SELECTED ANSWER: B B!t B!t
The outcome priority is the essential need that must be addressed, determined by internal an
B!t B!t nn B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t
d e xternal factors, such as needin to better a financial situation. The other statements in
B!t B!t nn B!t B!t nn B!B!t B!t B!t B!t B!t B!t B!t B!t B!t
dicate re asons for returnin to school, but they are not essential needs or issues to be a
B!t B!t nn B!t B!B!t B!t B!t nn B!t B!t B!t B!t B!t B!t B!t B!t B!t
ddressed.
DIF: B ! t B ! t Co nitive Level: Analysis
B! B!t nn
OBJ: B ! t B ! t Identify how experiences influence learnin in adults.
nn B!t B!t B!t B!B!t B!t B ! t B ! t B ! t TOPIC: B ! t Adult Learnin nn B!
6. A nurse notices a postin for a mana ement position for which she is qualified. If the nurs
B!t B!t B!t B!t B!B!t B!t B!t B! B!t B!t B!t B!t B!t B!t B!t B!t B!t
e is in the movin phase of Lewin‘s Chan e Theory, which statement reflects the action
B!t B!t B!t B!t B!nn B!t B!t B!t B! B!t B!t B!t B!t B!t B!t B!t
she is m ost likely to take?
B!t B!t B!t B!t B!t B!t
a. Does nothin to obtain the position B!t B!B!t B!t B!t B!t
b. Applies for the position B!t B!t B!t
c. Identifies that chan e is needed B!t nn B! B!t B!t
d. Settles into the routine of her job B!t B!t B!t B!t B!t B!t
SELECTED ANSWER: B B!t B!t
LNP TOBY
nn RNCTRANSITION6THEDITION
nn
Gt
nn BY CLAYWELL
LAYWELL LATEST 2023 GRADED LATEST
A+ WITH EXPLA2024 G Gt Gt Gt
nn nn
Gt Gt
nn
Gt
nn nnG t
NATION RADED A+ WITH EXPLANATION nn nn nn
Chapter 01: Honorin Your Past, Plannin Your Future Claywell
B!t B!t B!B!t B!t B!t B!B!t B!t B !t
: LPN to RN Transitions, 6th Edition
B!t B!t B!t B!t B!t B!t
MULTIPLE CHOICE B!t
1. A nursin advisor is meetin with a student who is interested in earnin her RN de ree.
B!t B!B!t B!t B!t B!B!t B!t B!t B!t B!t B!t B!t B!t B!B!t nn B!t B! B!t
She knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter n
B!t B!t nn B!t B!t B!t B!t B!t B!t nn nn
ursin school to become RNs come into the learnin environment with prior knowled e
B!B!t B!t B!t B!t B!t B!t B!t B!t B!B!t nn nn B!t B! B!t
and under standin . Which statement by the nursin advisor best describes her understa
B!t B!t B! B!t B!t B!t B!t B!t B!B!t B!t B!t B!t nn
ndin of the ef fect experience may have on learnin ?
B!B!t B!t B!t B!t B!t B!t B!t B!t B!t B!
a. ―Experience maybe a source of insi ht and motivation, or a barrier.‖ B!t B!t nn B!t B!t B! B!t B!t B!t B!t nn
b. ―Experience is usually a stumblin block for LPN/LVNs.‖ B!t B!t nn B!B!t B!t nn
c. ―Experience never makes learnin more difficult.‖ B!t B!t B!t B!B!t nn
d. ―Once somethin is learned, it can never be truly modified.‖
B!t B!nn B!t B!t B!t B!t B!t nn B!t
SELECTED ANSWER: B!t
A B!t
Experience accentuates differences amon learners and serves as a source of insi ht and m
B!t B!t B!t B!nn B!t B!t B!t B!t B!t B!t B!t B! B!t B!t
otiv ation, but it can also be a barrier. Experience can serve as a foundation for definin
B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!B!t
the self. B!t
DIF: Co nitive Level: Application B! B!t B!t
OBJ: Identify how experiences influence learnin in adults. B!t B!t nn B!t B!B!t B!t TOPIC: B ! t Adult Learnin nn B!
2. There is a test on the cardiovascular system on Friday mornin , and it is now Wednesda
B!t B!t B!t B!t B!t nn nn B!t B!t B!t B! B!t B!t B!t B!t B!t
y ni ht. The student has already taken a vacation day from work Thursday ni ht so that s
B!t B!B!t B!t B!t B!t B!t nn B!t B!t B!t B!t B!t B!t B!t B! B!t B!t B!t
he can sta y home and study. She is considerin skippin her exercise class on Thursday
B!t B!t B!t B!t B!t nn B!t nn B!t B!B!t B!B!t B!t B!t B!t B!t
mornin to o to the library to prepare for the test. Which response best identifies the s
B!t B!B!t B!tB! B!t B!t nn nn B!t nn B!t B!t B!t B!t B!t B!t B!t B!t
tudent‘s outcome pri ority? B!t B!t B!t
a. Exercise class nn
b. oin to the library
B! B!nn nn B!t
c. Avoidin work by takin a vacation B!B!t B!t B!t B!B!t B!t
d. Doin well on the test on Friday B!nn B!t B!t B!t B!t B!t
SELECTED ANSWER: B!t
D B!t
The outcome priority is the essential issue or need to be addressed at any iven time within
B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!tB! B!t B!t B!t
a se t of conditions or circumstances.
B!t B!t B!t B!t B!t B!t
DIF: Co nitive Level: Application B! B!t B!t
OBJ: Identify motivations and personal outcome priorities for returnin to school.
B!t B!t B!t B!t B!t B!t B!t B!t B!B!t B!t
T OPIC:
B!t Motivation to Learn
B!t B ! t B!t B!t
3. A nurse who has been an LPN/LVN for 10 years is meetin with an advisor to discus
B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!B!t B!t B!t B!t B!t
s the p ossibility of takin classes to become an RN. The advisor interprets which stateme
B!t B!t B!t B!t B!t B!B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t
nt by the n urse as the drivin force for returnin to school?
B!t B!t B!t B!t B!t B!t B!t B!B!t B!t B!t B!nn B!t
, 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.‖
B!t B!t nn B!t B!t B!t nn
b. ―I‘ll have to bud et for payin tuition.‖
B!t B!t nn B! nn B!t B!B!t
c. ―I‘ll have to rearran in my schedule.‖
B!t B!t nn B! B!nn B!t
d. ―There is a possibility of advancement into administration.‖
B!t nn B!t B!t B!t B!t B!t
SELECTED ANSWER:
B!t
DB!t
, TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
t
G t
G t
G t
G t
G t
G t
G t
G t
G t
G
Drivin forces are those that push toward makin the chan e, as opposed to restrainin forc
B!B!t B!t B!t B!t B!t B!t B!t B! nn B!t B! B!t B!t B!t B!t B!nn
es, which are those that usually present a challen e that needs to be overcome for the cha
B!t B!t B!t B!t B!t B!t B!t B!t B! B!t B!t B!t B!t B!t B!t B!t B!t
n e to ta ke place or present a ne ative effect the chan e may initiate.
B! B!t B!t B!t B!t B!t B!t B!t B!t B! B!t B!t B!t B! B!t B!t
DIF: Co nitive Level: Application B! B!t B!t
OBJ: Identify motivations and personal outcome priorities for returnin to school.
B!t B!t B!t B!t B!t B!t B!t B!t B!B!t B!t
T OPIC:
B!t Motivations for Chan e
B!t B ! t B!t B!t B!
4. An RN is carin for a diabetic patient. The patient appears interested in chan in her lifest
B!t B!t B!t B!B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B! B!B!t B!t
yle and has been askin questions about eatin better. The nurse can interpret this behav
B!t B!t B!t B!t B!B!t B!t B!t B!nn B!t B!t B!t B!t B!t B!t
ior as w hich sta e of Lewin‘s Chan e Theory?
B!t B!t B!t B!t B! B!t B!t B!t B! B!t
a. Movin B!
b. Unfreezin B!
c. Action
d. Refreezin B!
SELECTED ANSWER: B B!t B!t
The patient is in the first phase of Lewin‘s Chan e Theory, known as unfreezin . This ph
B!t B!t B!t B!t B!t B!t B!t B!t B!t B! B!t nn B!t B!t B! B!t B!t
ase i nvolves determinin that a chan e needs to occur and decidin to take action. Movin
B!t B!t B!t B!B!t B!t B!t B! B!t B!t B!t B!t B!t B!B!t nn B!t nn
is the s econd phase and involves actively plannin chan es and takin action on them. Re
B!B!t B!t B!t B!t B!t B!t nn B!t B!t B!B!t B! B!t B!t B!nn nn B!t B!t
freezin is t he last sta e, and it occurs when the chan e has become a part of the person‘
B!B!t B!t B!t B!t B!t B! B!t B!t nn B!t B!t B!t B! B!t B!t B!t B!t nn nn B!t
s life.
B!t
DIF: Co nitive Level: Analysis B! B!t B!t
OBJ: Understand Chan e Theory and how it applies to becomin an RN.
B!t nn B! B!t B!t nn B!t nn B!t B!t B!nn B!t B!t
TOPIC: Chan e Theory B ! t B! B!t
5. An LPN is talkin with her clinical instructor about her decision to return to school to be
B!t B!t B!t B!nn B!t B!t B!t B!t nn B!t B!t B!t B!t B!t B!t B!t
come an RN. The clinical instructor iN
B!t nterprets the LPNs outcome priority based on which st
B!t B!t B!t B!t B!t nn nn B!t B!t B!t B!t B!t B!t
atement
?
a. ―My familywanted me to o back to school.‖ Bt! B!t Bt! B!tB! B!t nn B!t
b. ―I want to better my financial situation.‖
Bt! nn B!t B!t nn nn
c. ―I really enjoy school.‖ B!t B!t B!t
d. ―I would like to advance to a teachin role someday.‖
nn nn nn B!t B!t B!t nn B!B!t B!t
SELECTED ANSWER: B B!t B!t
The outcome priority is the essential need that must be addressed, determined by internal an
B!t B!t nn B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t B!t
d e xternal factors, such as needin to better a financial situation. The other statements in
B!t B!t nn B!t B!t nn B!B!t B!t B!t B!t B!t B!t B!t B!t B!t
dicate re asons for returnin to school, but they are not essential needs or issues to be a
B!t B!t nn B!t B!B!t B!t B!t nn B!t B!t B!t B!t B!t B!t B!t B!t B!t
ddressed.
DIF: B ! t B ! t Co nitive Level: Analysis
B! B!t nn
OBJ: B ! t B ! t Identify how experiences influence learnin in adults.
nn B!t B!t B!t B!B!t B!t B ! t B ! t B ! t TOPIC: B ! t Adult Learnin nn B!
6. A nurse notices a postin for a mana ement position for which she is qualified. If the nurs
B!t B!t B!t B!t B!B!t B!t B!t B! B!t B!t B!t B!t B!t B!t B!t B!t B!t
e is in the movin phase of Lewin‘s Chan e Theory, which statement reflects the action
B!t B!t B!t B!t B!nn B!t B!t B!t B! B!t B!t B!t B!t B!t B!t B!t
she is m ost likely to take?
B!t B!t B!t B!t B!t B!t
a. Does nothin to obtain the position B!t B!B!t B!t B!t B!t
b. Applies for the position B!t B!t B!t
c. Identifies that chan e is needed B!t nn B! B!t B!t
d. Settles into the routine of her job B!t B!t B!t B!t B!t B!t
SELECTED ANSWER: B B!t B!t
