, TESTBANK FOR LPNTO RN TRANSITIONS4THEDITIONBYCLAYWELL
d* d* d* d*
Chapter01:HonoringYourPast,PlanningYourFuture Claywell: LP *
d *
d *
d m& m&
N to RN Transitions, 6th Edition
m& m& m& m& m& m&
MULTIPLE CHOICE m&
1. Anursingadvisoris meetingwithastudent who is interested in earningherRNdegree.Shekno w m& xv d* m& d* d* m&
s that licensedpracticalnurse/license vocational nurse(LPN/LVNs) whoenternursing school tobe
m& d* m& d* d* m& m&
m come RNs comeintothelearning environment with prior knowledge and understanding. W
& m& m& m& m& d* m& d* m& m&
hic h statement by the nursing advisor best describes her understanding ofthe effect experie n
m& d* m& m& m
& m& m
& m& xv m& d* m& m& m&
ce m ay have on learning?
m& m& m& m& m&
a. “Experiencemaybea source of insight and motivation, or a barrier.” d* m& m& m& d* d* m& m& d*
b. “Experience is usually a stumbling block for LPN/LVNs.” d* d* m& d* d* m& m&
c. “Experiencenevermakes learning more difficult.” m& m& m&
d. “Oncesomethingis learned,it canneverbetrulymodified.” d* xm &
ANS: A
Experienceaccentuates differences among learners and serves as a sourceofinsight andmotivat i m& m& d* m& m& m& d* m& m& m &
on,but itcan also bea barrier. Experiencecanserveas afoundation fordefining the self.
m & d* m& d* d* m
& m
& d* d* m&
DIF: Cognitive Level: Application m& m&
OBJ: Identify how experiences influence learning in adults. m& m& xv m& d* m& TOP: Adult Learningm&
2. Thereis a test on the cardiovascular system on Friday morning, and it is now Wednesday night.
m& d* xv m& m& m& m& d* m& m& d* xm & m& m& m& m
&T he student has already taken a vacation day from work Thursday night so that she can sta
m& m& x m& m& m& m& m& m& m& m& m& m& m& x m& m& m& m&
y home a nd study. She is considering skipping her exercise class on Thursday morning to go t
m& m& m& d* m& m& m& m& m& m& d* m& d* m& m& m& d*
o the libra ry to prepare for the test. Which response best identifies the student’s outcome p
d* m& m& m& m& m& m& m& m& m& m& m& m& m& m& m&
riority?
a. Exerciseclass
b. Going to thelibrary d* d*
c. Avoidingwork bytaking a vacation d* d* d*
d. Doing well on thetest onFriday d* m& m&
ANS: D
Theoutcomepriorityis theessentialissueorneedtobeaddressedat anygiventimewithina set of co
d* xm & d* d* d* m& d* d* d* m& m&
n ditions or circumstances.
m& m& m&
DIF:
Cognitive Level: Applicatio m& m&
n OBJ:
m&
Identifymotivations and personal outcome priorities for returning to school. TO P: m& m& m& m& m& m& d* m& m& m&
Motivation to Learn
m& m& m&
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the
m& m& m& m& m& m& m& m& m& m& m& m& m& m& m& m& m& m&
possi bility of taking classes to become an RN. The advisor interprets which statement by the
m& m& m& m& m& m& m& m& m& m& m& m& m& x m& m&
nurse as t he driving force for returning to school?
m& m& m& m& m& m& m& m& m& m&
a. “I’ll need to schedule time to attend classes.”
m& m
& d* m& xm& m& m&
b. “I’llhavetobudget forpaying tuition.” d* d*
c. “I’ll have to rearranging my schedule.”
m& d* m& m& m&
d. “There is a possibility ofadvancement into administration.”
m
& m& m& m& m& m&
ANS: D
TESTBANKWORLD.ORG
, TESTBANK FOR LPNTO RN TRANSITIONS4THEDITIONBYCLAYWELL d* d* d* d*
Driving forces are those that push toward making thechange, as opposed to restraining forces,
m& m& m& m& d* m& xm& m& m& m& xm& m& m& m
wh i ch are those that usually present a challenge that needs to be overcome for the change to
& m& m& m& m& m& m& m& m& m& m& m& m& m& m& m& m& m& m&
take pla c e or present a negative effect the change may initiate.
m& m& m& m& m& m& m& m& m& m& m& m& m&
DIF:
Cognitive Level: Application m& m&
m& OBJ:
Identifymotivations and personal outcome priorities for returning to school. TO P: m& m& m& m& m& m
& m
& m& m
& m& m
Motivations for Change
& m& m&
4. An RNiscaring for a diabetic patient. The patient appears interested in changing her lifestyle
m& m& m& m& m& m& m& m& m& m& m& m& m& m&
and has been asking questions about eating better. The nurse can interpret this behavior as
m& m& m& m& m& m& m& m& m& m& m& m& m& m& m&
which sta ge of Lewin’s Change Theory?
m& m& m& m& m& m&
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This phasein
m& d* d* m& m& xm & m& m& m& m& m& d* m& m& m&
v ol ves determining that a change needs to occur and deciding to take action. Moving is the s
m & m& m& m& d* m& m& d* m& m& d* m& m& m& m& m& m& m&
econd ph ase and involvesactivelyplanningchangesandtakingactiononthem.Refreezingis thela
d* m& d* d* d* d* d* m&
st sta ge, a nd it occurs when the change has become a part of the person’s life.
d* m& m& m& m& m& m& m& m& m& m& m& m& d* m& m& xm &
DIF:
Cognitive Level: Analysi m& m&
s OBJ:
m&
Understand Change Theoryand howit applies tobecoming an RN. T d* m& d* xv d* d* xm & m& m&
O P: Change Theory
m& m&
5. An LPNistalkingwithherclinical instructorabout herdecisionto return to school tobecome an
m& d* m& m& d* m& m& m& m&
R N.Theclinical instructor iN
m& nterprets theLPNs outcomeprioritybasedon which statement m& m& m& m& m& m&
?
a. “Myfamilywantedmeto go back to school.” d* d* m
& d* d*
b. “I want to bettermyfinancial situation.”
d* m& d* m&
c. “Ireallyenjoy school.” d* m&
d. “Iwould liketo advance to a teaching rolesomeday.”
d* m& m& m& d* d* m&
ANS: m & m & B
The outcome priority is the essential need that must beaddressed, determined by internal and ex
m& m& m& m& m& m& m& m& d* m& m& m& m& m&
te r nal factors, such as needing to better a financial situation. The other statements indicate rea
m& m& m& m& m& m& m& m& m& d* m& m& m& m& m& m&
sons fo r returning to school, but they are not essential needs or issues to be addressed.
m& m& m& m& m& m& d* m& m& m& m& m& m& m& m& m&
DIF: m & m & Cognitive Level: Analysis m& m&
OBJ: m & Identify how experiences influence learning in adults.
m& m& xv m& d* m& TOP: m & m & Adult Learning m&
6. A nurse notices a posting for a management position for which she is qualified. If the nurse is
m& m& m& m& m& m& xv x m& m& m& m& m& m& m& m& m& m& m&
in th e moving phase of Lewin’s Change Theory, which statement reflects the action she is
m& m& m& m& m& m& m& m& m& d* m& m& d* d* m& m&
most likel y to take? m& m& m& m&
a. Does nothing to obtainthe position m& d* m& d*
b. Appliesforthe position m&
c. Identifies that change is needed m& xm& m& m&
d. Settles intotheroutineofherjob m&
ANS: m & m & B
TESTBANKWORLD.ORG
, TESTBANK FOR LPNTO RN TRANSITIONS4THEDITIONBYCLAYWELL
d* d* d* d*
Unfreezing begins when reasons for changeare identified. Themoving phaseinvolves active plan
m& m& xv m& m& m& m& m& xv m & m
ni ng and action. Moving also means you are dealing with both positive and negative forces a
& m& m& d* m& m& m& m& xm & m& m& m& m& m& m& m& m&
s the y ebb and flow, and you are making modifications to your plan as needed.
m& m & m& m& m& m& m& m& m& m& m& m& m& m& m&
Refreezingoccurs after thechange has become routine. d* m& m& xm & m&
DIF:
Cognitive Level: Application m& m&
m& OBJ:
Understand Change Theoryand howit applies tobecoming an RN. T d* m& d* xv d* d* xm & m& m&
O P: Change Theory
m& m&
7. AnOrthopedicNurseiscontemplatingchangesinherprofessionallifeandidentifyinggoals. W hic
d* d* d* d* d* d* d* d* m
& m&
h action should the nurse take if she is interested in pursuing a long-term goal?
m& m& m& m& m& m& m& m& m& m& m& m& m& m& m&
a. Studiesfora telemetry exam s cheduled fornext week m& d* xv xm &
b. Enrolls ina Nurse Practitioner program d* m& m& m&
c. Attendsaseminartobecomeacharge nurse m&
d. Continues to work ontheorthopedicfloor full-time m& m& d* d* m&
ANS: B
A short-
m&
term goal is one that can be attained in a period of 6 months or less. Short-
m& m& m& m& m& m& m& m& m& d* xm & m& m& m& m& m&
term goalsincludebecominga chargenurse and passingthetelemetryexam.Along-
m& m& xv m& d* d*
term goalisattained ingreaterthan 6 months and includes studying to becomea NursePractition e
d* d* d* m
& m
& m& m
& m
& d* xm & m
& m&
r. Continuing to work on the orthopedic floor does not represent either a short-
m& m& m& m& d* m& m& m& m& m& xv m& m&
term or a long-term goal.
m& m& m& d*
DIF:
Cognitive Level: Application m& m&
OBJ: Identify both short- and long-
m & m& d* m& m&
term personal and professional goals. TOP:
d* m& d* m& m& m & m & Setting Goals m&
8. The RNis talking with theunitmanager aboutways to improve patientcare. The manager intro
m& d* m& m& m& m& d* m& m& m& m& m &
d ucestheconceptofacoh No rt. Whichstatement bytheRNindicatesthattheteachinghas been effec
m& m& m& m& xv m& d* m
&ti ve? m&
a. “Acohort is a web ofconnections”. d* d* d* m
&
b. “Acohort is a group of people who share common experiences with each other”.
m& xv m& d* d* m& xm & xv m& m& m& d*
c. “Acohort is a grouplinkedtogetherforcommon purposes”. xm & xv m & d* d*
d. “Acohort consistsofgroupsofindividuals that make up a whole”.
d* m& xv d* d*
ANS: m & m & B
A cohort is a group ofpeople who sharecommon experiences with each other. A schemeis a w
m& xm & m& d* m& m& m& m& m& d* m& m& m& d* m &
eb o f connections, a team is a group linked together forcommon purposes, and a unit consists of
m & m& m& m& d* m& d* d* d* d* m& m& m& d* d* m& m& m
gro ups or individuals that make up a whole.
& m & m& m& m& m& m& m& m&
DIF: m & m & Cognitive Level: Evaluation m& m&
OBJ: m & Identify how experiences influence learning in adults.
m& m& xv m& d* m& TOP: m & m & Adult Learning xm &
9. Thenurse educatorispresenting a lecturetoa group ofnewRNs.Whichstatement byoneof the R
m& d* d* d* m& m& m& m &
Ns indicates that teaching has been effective?
m & m& m& m& m& m& m&
a. “Experience is a stepping stone to newlearning”. d* m& d* d* d* m&
b. “Experiencecanbeabarriertonewlearning”. d*
c. “Experience can bean avenue to newlearning”. d* d* m& m
& m
&
d. “Experiencecan be a detourto newlearning”. d* m& d* d* m&
ANS: m & m & B
Experience accentuates differences among learners, serves as a source of insight and motivation
m& m& d* m& m& m& m& d* m& m& m& m&
TESTBANKWORLD.ORG
d* d* d* d*
Chapter01:HonoringYourPast,PlanningYourFuture Claywell: LP *
d *
d *
d m& m&
N to RN Transitions, 6th Edition
m& m& m& m& m& m&
MULTIPLE CHOICE m&
1. Anursingadvisoris meetingwithastudent who is interested in earningherRNdegree.Shekno w m& xv d* m& d* d* m&
s that licensedpracticalnurse/license vocational nurse(LPN/LVNs) whoenternursing school tobe
m& d* m& d* d* m& m&
m come RNs comeintothelearning environment with prior knowledge and understanding. W
& m& m& m& m& d* m& d* m& m&
hic h statement by the nursing advisor best describes her understanding ofthe effect experie n
m& d* m& m& m
& m& m
& m& xv m& d* m& m& m&
ce m ay have on learning?
m& m& m& m& m&
a. “Experiencemaybea source of insight and motivation, or a barrier.” d* m& m& m& d* d* m& m& d*
b. “Experience is usually a stumbling block for LPN/LVNs.” d* d* m& d* d* m& m&
c. “Experiencenevermakes learning more difficult.” m& m& m&
d. “Oncesomethingis learned,it canneverbetrulymodified.” d* xm &
ANS: A
Experienceaccentuates differences among learners and serves as a sourceofinsight andmotivat i m& m& d* m& m& m& d* m& m& m &
on,but itcan also bea barrier. Experiencecanserveas afoundation fordefining the self.
m & d* m& d* d* m
& m
& d* d* m&
DIF: Cognitive Level: Application m& m&
OBJ: Identify how experiences influence learning in adults. m& m& xv m& d* m& TOP: Adult Learningm&
2. Thereis a test on the cardiovascular system on Friday morning, and it is now Wednesday night.
m& d* xv m& m& m& m& d* m& m& d* xm & m& m& m& m
&T he student has already taken a vacation day from work Thursday night so that she can sta
m& m& x m& m& m& m& m& m& m& m& m& m& m& x m& m& m& m&
y home a nd study. She is considering skipping her exercise class on Thursday morning to go t
m& m& m& d* m& m& m& m& m& m& d* m& d* m& m& m& d*
o the libra ry to prepare for the test. Which response best identifies the student’s outcome p
d* m& m& m& m& m& m& m& m& m& m& m& m& m& m& m&
riority?
a. Exerciseclass
b. Going to thelibrary d* d*
c. Avoidingwork bytaking a vacation d* d* d*
d. Doing well on thetest onFriday d* m& m&
ANS: D
Theoutcomepriorityis theessentialissueorneedtobeaddressedat anygiventimewithina set of co
d* xm & d* d* d* m& d* d* d* m& m&
n ditions or circumstances.
m& m& m&
DIF:
Cognitive Level: Applicatio m& m&
n OBJ:
m&
Identifymotivations and personal outcome priorities for returning to school. TO P: m& m& m& m& m& m& d* m& m& m&
Motivation to Learn
m& m& m&
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the
m& m& m& m& m& m& m& m& m& m& m& m& m& m& m& m& m& m&
possi bility of taking classes to become an RN. The advisor interprets which statement by the
m& m& m& m& m& m& m& m& m& m& m& m& m& x m& m&
nurse as t he driving force for returning to school?
m& m& m& m& m& m& m& m& m& m&
a. “I’ll need to schedule time to attend classes.”
m& m
& d* m& xm& m& m&
b. “I’llhavetobudget forpaying tuition.” d* d*
c. “I’ll have to rearranging my schedule.”
m& d* m& m& m&
d. “There is a possibility ofadvancement into administration.”
m
& m& m& m& m& m&
ANS: D
TESTBANKWORLD.ORG
, TESTBANK FOR LPNTO RN TRANSITIONS4THEDITIONBYCLAYWELL d* d* d* d*
Driving forces are those that push toward making thechange, as opposed to restraining forces,
m& m& m& m& d* m& xm& m& m& m& xm& m& m& m
wh i ch are those that usually present a challenge that needs to be overcome for the change to
& m& m& m& m& m& m& m& m& m& m& m& m& m& m& m& m& m& m&
take pla c e or present a negative effect the change may initiate.
m& m& m& m& m& m& m& m& m& m& m& m& m&
DIF:
Cognitive Level: Application m& m&
m& OBJ:
Identifymotivations and personal outcome priorities for returning to school. TO P: m& m& m& m& m& m
& m
& m& m
& m& m
Motivations for Change
& m& m&
4. An RNiscaring for a diabetic patient. The patient appears interested in changing her lifestyle
m& m& m& m& m& m& m& m& m& m& m& m& m& m&
and has been asking questions about eating better. The nurse can interpret this behavior as
m& m& m& m& m& m& m& m& m& m& m& m& m& m& m&
which sta ge of Lewin’s Change Theory?
m& m& m& m& m& m&
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This phasein
m& d* d* m& m& xm & m& m& m& m& m& d* m& m& m&
v ol ves determining that a change needs to occur and deciding to take action. Moving is the s
m & m& m& m& d* m& m& d* m& m& d* m& m& m& m& m& m& m&
econd ph ase and involvesactivelyplanningchangesandtakingactiononthem.Refreezingis thela
d* m& d* d* d* d* d* m&
st sta ge, a nd it occurs when the change has become a part of the person’s life.
d* m& m& m& m& m& m& m& m& m& m& m& m& d* m& m& xm &
DIF:
Cognitive Level: Analysi m& m&
s OBJ:
m&
Understand Change Theoryand howit applies tobecoming an RN. T d* m& d* xv d* d* xm & m& m&
O P: Change Theory
m& m&
5. An LPNistalkingwithherclinical instructorabout herdecisionto return to school tobecome an
m& d* m& m& d* m& m& m& m&
R N.Theclinical instructor iN
m& nterprets theLPNs outcomeprioritybasedon which statement m& m& m& m& m& m&
?
a. “Myfamilywantedmeto go back to school.” d* d* m
& d* d*
b. “I want to bettermyfinancial situation.”
d* m& d* m&
c. “Ireallyenjoy school.” d* m&
d. “Iwould liketo advance to a teaching rolesomeday.”
d* m& m& m& d* d* m&
ANS: m & m & B
The outcome priority is the essential need that must beaddressed, determined by internal and ex
m& m& m& m& m& m& m& m& d* m& m& m& m& m&
te r nal factors, such as needing to better a financial situation. The other statements indicate rea
m& m& m& m& m& m& m& m& m& d* m& m& m& m& m& m&
sons fo r returning to school, but they are not essential needs or issues to be addressed.
m& m& m& m& m& m& d* m& m& m& m& m& m& m& m& m&
DIF: m & m & Cognitive Level: Analysis m& m&
OBJ: m & Identify how experiences influence learning in adults.
m& m& xv m& d* m& TOP: m & m & Adult Learning m&
6. A nurse notices a posting for a management position for which she is qualified. If the nurse is
m& m& m& m& m& m& xv x m& m& m& m& m& m& m& m& m& m& m&
in th e moving phase of Lewin’s Change Theory, which statement reflects the action she is
m& m& m& m& m& m& m& m& m& d* m& m& d* d* m& m&
most likel y to take? m& m& m& m&
a. Does nothing to obtainthe position m& d* m& d*
b. Appliesforthe position m&
c. Identifies that change is needed m& xm& m& m&
d. Settles intotheroutineofherjob m&
ANS: m & m & B
TESTBANKWORLD.ORG
, TESTBANK FOR LPNTO RN TRANSITIONS4THEDITIONBYCLAYWELL
d* d* d* d*
Unfreezing begins when reasons for changeare identified. Themoving phaseinvolves active plan
m& m& xv m& m& m& m& m& xv m & m
ni ng and action. Moving also means you are dealing with both positive and negative forces a
& m& m& d* m& m& m& m& xm & m& m& m& m& m& m& m& m&
s the y ebb and flow, and you are making modifications to your plan as needed.
m& m & m& m& m& m& m& m& m& m& m& m& m& m& m&
Refreezingoccurs after thechange has become routine. d* m& m& xm & m&
DIF:
Cognitive Level: Application m& m&
m& OBJ:
Understand Change Theoryand howit applies tobecoming an RN. T d* m& d* xv d* d* xm & m& m&
O P: Change Theory
m& m&
7. AnOrthopedicNurseiscontemplatingchangesinherprofessionallifeandidentifyinggoals. W hic
d* d* d* d* d* d* d* d* m
& m&
h action should the nurse take if she is interested in pursuing a long-term goal?
m& m& m& m& m& m& m& m& m& m& m& m& m& m& m&
a. Studiesfora telemetry exam s cheduled fornext week m& d* xv xm &
b. Enrolls ina Nurse Practitioner program d* m& m& m&
c. Attendsaseminartobecomeacharge nurse m&
d. Continues to work ontheorthopedicfloor full-time m& m& d* d* m&
ANS: B
A short-
m&
term goal is one that can be attained in a period of 6 months or less. Short-
m& m& m& m& m& m& m& m& m& d* xm & m& m& m& m& m&
term goalsincludebecominga chargenurse and passingthetelemetryexam.Along-
m& m& xv m& d* d*
term goalisattained ingreaterthan 6 months and includes studying to becomea NursePractition e
d* d* d* m
& m
& m& m
& m
& d* xm & m
& m&
r. Continuing to work on the orthopedic floor does not represent either a short-
m& m& m& m& d* m& m& m& m& m& xv m& m&
term or a long-term goal.
m& m& m& d*
DIF:
Cognitive Level: Application m& m&
OBJ: Identify both short- and long-
m & m& d* m& m&
term personal and professional goals. TOP:
d* m& d* m& m& m & m & Setting Goals m&
8. The RNis talking with theunitmanager aboutways to improve patientcare. The manager intro
m& d* m& m& m& m& d* m& m& m& m& m &
d ucestheconceptofacoh No rt. Whichstatement bytheRNindicatesthattheteachinghas been effec
m& m& m& m& xv m& d* m
&ti ve? m&
a. “Acohort is a web ofconnections”. d* d* d* m
&
b. “Acohort is a group of people who share common experiences with each other”.
m& xv m& d* d* m& xm & xv m& m& m& d*
c. “Acohort is a grouplinkedtogetherforcommon purposes”. xm & xv m & d* d*
d. “Acohort consistsofgroupsofindividuals that make up a whole”.
d* m& xv d* d*
ANS: m & m & B
A cohort is a group ofpeople who sharecommon experiences with each other. A schemeis a w
m& xm & m& d* m& m& m& m& m& d* m& m& m& d* m &
eb o f connections, a team is a group linked together forcommon purposes, and a unit consists of
m & m& m& m& d* m& d* d* d* d* m& m& m& d* d* m& m& m
gro ups or individuals that make up a whole.
& m & m& m& m& m& m& m& m&
DIF: m & m & Cognitive Level: Evaluation m& m&
OBJ: m & Identify how experiences influence learning in adults.
m& m& xv m& d* m& TOP: m & m & Adult Learning xm &
9. Thenurse educatorispresenting a lecturetoa group ofnewRNs.Whichstatement byoneof the R
m& d* d* d* m& m& m& m &
Ns indicates that teaching has been effective?
m & m& m& m& m& m& m&
a. “Experience is a stepping stone to newlearning”. d* m& d* d* d* m&
b. “Experiencecanbeabarriertonewlearning”. d*
c. “Experience can bean avenue to newlearning”. d* d* m& m
& m
&
d. “Experiencecan be a detourto newlearning”. d* m& d* d* m&
ANS: m & m & B
Experience accentuates differences among learners, serves as a source of insight and motivation
m& m& d* m& m& m& m& d* m& m& m& m&
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