TEST BANK FOR LPNTO RN TRANSITIONS
4TH EDITION CLAYWELL.
, TEST01BANK01FOR01LPN01TO01RN01TRANSITIONS014TH01EDITION01BY01CLAY
WELL
Chapter0101:01Honoring01Your01Past,01Planning01Your01Future01C
laywell:01LPN01to01RN01Transitions,014th01Edition
MULTIPLE01CHOICE
1. A01nursing01advisor01is01meeting01with01a01student01who01is01interested01in01earning01her01R
N01degree.01She01knows01that01licensed01practical01nurse/license01vocational01nurse01(LPN/
LVNs)01who01enter01nursing01school01to01become01RNs01come01into01the01learning01enviro
nment01with01prior01knowledge01and01understanding.01Which01statement01by01the01nursing0
1advisor01best01describes01her01understanding01of01the01effect01experience01may01have01on0
1learning?
a. “Experience01may01be01a01source01of01insight01and01motivation,01or01a01barrier.”
b. “Experience01is01usually01a01stumbling01block01for01LPN/LVNs.”
c. “Experience01never01makes01learning01more01difficult.”
d. “Once01something01is01learned,01it01can01never01be01truly01modified.”
ANS:0 1 A
Experience01accentuates01differences01among01learners01and01serves01as01a01source01of01insig
ht01and01motivation,01but01it01can01also01be01a01barrier.01Experience01can01serve01as01a01foundat
ion01for01defining01the01self.
DIF: Cognitive01Level:01Application
OBJ:0 1 0 1 Identify01how01experiences01influence01learning01in01adults. TOP:0 1 Adult01Learning
2. There01is01a01test01on01the01cardiovascular01system01on01Friday01morning,01and01it01is01now0
1Wednesday01night.01The01student01has01already01taken01a01vacation01day01from01work01Thur
sday01night01so01that01she01can01stay01home01and01study.01She01is01considering01skipping01he
r01exercise01class01on01Thursday01morning01to01go01to01the01library01to01prepare01for01the01te
st.01Which01response01best01identifies01the01student’s01outcome01priority?
a. Exercise01class
b. Going01to01the01library
c. Avoiding01work01by01taking01a01vacation
d. Doing01well01on01the01test01on01Friday
ANS:0 1 D
The01outcome01priority01is01the01essential01issue01or01need01to01be01addressed01at01any01given01
time01within01a01set01of01conditions01or01circumstances.
DIF: Cognitive01Level:01Application
OBJ:01Identify01motivations01and01personal01outcome01priorities01for01returning01to
01school.01TOP:0 1 Motivation01to01Learn
3. A01nurse01who01has01been01an01LPN/LVN01for011001years01is01meeting01with01an01advisor01
to01discuss01the01possibility01of01taking01classes01to01become01an01RN.01The01advisor01interp
rets01which01statement01by01the01nurse01as01the01driving01force01for01returning01to01school?
a. “I’ll01need01to01schedule01time01to01attend01classes.”
b. “I’ll01have01to01budget01for01paying01tuition.”
c. “I’ll01have01to01rearranging01my01schedule.”
d. “There01is01a01possibility01of01advancement01into01administration.”
ANS:0 1 D
TESTBANKWORLD.ORG
, TEST01BANK01FOR01LPN01TO01RN01TRANSITIONS014TH01EDITION01BY01CLAY
WELL
Driving01forces01are01those01that01push01toward01making01the01change,01as01opposed01to01restra
ining01forces,01which01are01those01that01usually01present01a01challenge01that01needs01to01be01o
vercome01for01the01change01to01take01place01or01present01a01negative01effect01the01change01ma
y01initiate.
DIF: Cognitive01Level:01Application
OBJ:01Identify01motivations01and01personal01outcome01priorities01for01returning01to
01school.01TOP:0 1 Motivations01for01Change
4. An01RN01is01caring01for01a01diabetic01patient.01The01patient01appears01interested01in01changing
01her01lifestyle01and01has01been01asking01questions01about01eating01better.01The01nurse01can01
interpret01this01behavior01as01which01stage01of01Lewin’s01Change01Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS:0 1 B
The01patient01is01in01the01first01phase01of01Lewin’s01Change01Theory,01known01as01unfreezing
.01This01phase01involves01determining01that01a01change01needs01to01occur01and01deciding01to01
take01action.01Moving01is01the01second01phase01and01involves01actively01planning01changes01a
nd01taking01action01on01them.01Refreezing01is01the01last01stage,01and01it01occurs01when01the01c
hange01has01become01a01part01of01the01person’s01life.
DIF: Cognitive01Level:01Analysis
OBJ:0 1 Understand01Change01Theory01and01how01it01applies01to01becomi
ng01an01RN.01TOP:0 1 Change01Theory
5. An01LPN01is01talking01with01her01clinical01instructor01about01her01decision01to01return01to01sch
ool01to01become01an01RN.01The01clinical01instructor01iN
nterprets 01the01LPNs01outcome01priorit
y01based01on01which01statement?
a. “My01family01wanted01me01to01go01back01to01school.”
b. “I01want01to01better01my01financial01situation.”
c. “I01really01enjoy01school.”
d. “I01would01like01to01advance01to01a01teaching01role01someday.”
ANS:0 1 B
The01outcome01priority01is01the01essential01need01that01must01be01addressed,01determined01by0
1internal01and01external01factors,01such01as01needing01to01better01a01financial01situation.01The
01other01statements01indicate01reasons01for01returning01to01school,01but01they01are01not01esse
ntial01needs01or01issues01to01be01addressed.
DIF:0 1 0 1 Cognitive01Level:01Analysis
OBJ:0 1 0 1 Identify01how01experiences01influence01learning01in01adults.0 1 0 1 0 1 TOP:0 1 Adult01Learni
ng
6. A01nurse01notices01a01posting01for01a01management01position01for01which01she01is01qualified.0
1If01the01nurse01is01in01the01moving01phase01of01Lewin’s01Change01Theory,01which01statemen
t01reflects01the01action01she01is01most01likely01to01take?
a. Does01nothing01to01obtain01the01position
b. Applies01for01the01position
c. Identifies01that01change01is01needed
d. Settles01into01the01routine01of01her01job
ANS:0 1 B
TESTBANKWORLD.ORG
, TEST01BANK01FOR01LPN01TO01RN01TRANSITIONS014TH01EDITION01BY01CLAY
WELL
Unfreezing01begins01when01reasons01for01change01are01identified.01The01moving01phase01invol
ves01active01planning01and01action.01Moving01also01means01you01are01dealing01with01both01po
sitive01and01negative01forces01as01they01ebb01and01flow,01and01you01are01making01modificatio
ns01to01your01plan01as01needed.
Refreezing01occurs01after01the01change01has01become01routine.
DIF: Cognitive01Level:01Application
OBJ:0 1 Understand01Change01Theory01and01how01it01applies01to01becomi
ng01an01RN.01TOP:0 1 Change01Theory
7. An01Orthopedic01Nurse01is01contemplating01changes01in01her01professional01life01and01identif
ying01goals.01Which01action01should01the01nurse01take01if01she01is01interested01in01pursuing01
a01long-term01goal?
a. Studies01for01a01telemetry01exam01scheduled01for01next01week
b. Enrolls01in01a01Nurse01Practitioner01program
c. Attends01a01seminar01to01become01a01charge01nurse
d. Continues01to01work01on01the01orthopedic01floor01full-time
ANS:0 1 B
A01short-
term01goal01is01one01that01can01be01attained01in01a01period01of01601months01or01less.01Short-
term01goals01include01becoming01a01charge01nurse01and01passing01the01telemetry01exam.01A01lo
ng-
term01goal01is01attained01in01greater01than01601months01and01includes01studying01to01become01
a01Nurse01Practitioner.01Continuing01to01work01on01the01orthopedic01floor01does01not01represe
nt01either01a01short-term01or01a01long-term01goal.
DIF:0 1 0 1 Cognitive01Level:01Application
OBJ:01Identify01both01short-01and01long-
term01personal01and01professional01goals.01TOP:0 1 Setting01Goals
8. The01RN01is01talking01with01the01unit01manager01about01ways01to01improve01patient01care.01
The01manager01introduces01the01concept01of01a01cohNort. 01Which01statement01by01the01RN01indi
cates01that01the01teaching01has01been01effective?
a. “A01cohort01is01a01web01of01connections”.
b. “A01cohort01is01a01group01of01people01who01share01common01experiences01with01each01other”.
c. “A01cohort01is01a01group01linked01together01for01common01purposes”.
d. “A01cohort01consists01of01groups01of01individuals01that01make01up01a01whole”.
ANS:0 1 B
A01cohort01is01a01group01of01people01who01share01common01experiences01with01each01other.01A
01scheme01is01a01web01of01connections,01a01team01is01a01group01linked01together01for01commo
n01purposes,01and01a01unit01consists01of01groups01or01individuals01that01make01up01a01whole.
DIF: Cognitive01Level:01Evaluation
OBJ:0 1 0 1 Identify01how01experiences01influence01learning01in01adults. TOP:0 1 Adult01Learning
9. The01nurse01educator01is01presenting01a01lecture01to01a01group01of01new01RNs.01Which01state
ment01by01one01of01the01RNs01indicates01that01teaching01has01been01effective?
a. “Experience01is01a01stepping01stone01to01new01learning”.
b. “Experience01can01be01a01barrier01to01new01learning”.
c. “Experience01can01be01an01avenue01to01new01learning”.
d. “Experience01can01be01a01detour01to01new01learning”.
ANS:0 1 B
Experience01accentuates01differences01among01learners,01serves01as01a01source01of01insight01a
TESTBANKWORLD.ORG
4TH EDITION CLAYWELL.
, TEST01BANK01FOR01LPN01TO01RN01TRANSITIONS014TH01EDITION01BY01CLAY
WELL
Chapter0101:01Honoring01Your01Past,01Planning01Your01Future01C
laywell:01LPN01to01RN01Transitions,014th01Edition
MULTIPLE01CHOICE
1. A01nursing01advisor01is01meeting01with01a01student01who01is01interested01in01earning01her01R
N01degree.01She01knows01that01licensed01practical01nurse/license01vocational01nurse01(LPN/
LVNs)01who01enter01nursing01school01to01become01RNs01come01into01the01learning01enviro
nment01with01prior01knowledge01and01understanding.01Which01statement01by01the01nursing0
1advisor01best01describes01her01understanding01of01the01effect01experience01may01have01on0
1learning?
a. “Experience01may01be01a01source01of01insight01and01motivation,01or01a01barrier.”
b. “Experience01is01usually01a01stumbling01block01for01LPN/LVNs.”
c. “Experience01never01makes01learning01more01difficult.”
d. “Once01something01is01learned,01it01can01never01be01truly01modified.”
ANS:0 1 A
Experience01accentuates01differences01among01learners01and01serves01as01a01source01of01insig
ht01and01motivation,01but01it01can01also01be01a01barrier.01Experience01can01serve01as01a01foundat
ion01for01defining01the01self.
DIF: Cognitive01Level:01Application
OBJ:0 1 0 1 Identify01how01experiences01influence01learning01in01adults. TOP:0 1 Adult01Learning
2. There01is01a01test01on01the01cardiovascular01system01on01Friday01morning,01and01it01is01now0
1Wednesday01night.01The01student01has01already01taken01a01vacation01day01from01work01Thur
sday01night01so01that01she01can01stay01home01and01study.01She01is01considering01skipping01he
r01exercise01class01on01Thursday01morning01to01go01to01the01library01to01prepare01for01the01te
st.01Which01response01best01identifies01the01student’s01outcome01priority?
a. Exercise01class
b. Going01to01the01library
c. Avoiding01work01by01taking01a01vacation
d. Doing01well01on01the01test01on01Friday
ANS:0 1 D
The01outcome01priority01is01the01essential01issue01or01need01to01be01addressed01at01any01given01
time01within01a01set01of01conditions01or01circumstances.
DIF: Cognitive01Level:01Application
OBJ:01Identify01motivations01and01personal01outcome01priorities01for01returning01to
01school.01TOP:0 1 Motivation01to01Learn
3. A01nurse01who01has01been01an01LPN/LVN01for011001years01is01meeting01with01an01advisor01
to01discuss01the01possibility01of01taking01classes01to01become01an01RN.01The01advisor01interp
rets01which01statement01by01the01nurse01as01the01driving01force01for01returning01to01school?
a. “I’ll01need01to01schedule01time01to01attend01classes.”
b. “I’ll01have01to01budget01for01paying01tuition.”
c. “I’ll01have01to01rearranging01my01schedule.”
d. “There01is01a01possibility01of01advancement01into01administration.”
ANS:0 1 D
TESTBANKWORLD.ORG
, TEST01BANK01FOR01LPN01TO01RN01TRANSITIONS014TH01EDITION01BY01CLAY
WELL
Driving01forces01are01those01that01push01toward01making01the01change,01as01opposed01to01restra
ining01forces,01which01are01those01that01usually01present01a01challenge01that01needs01to01be01o
vercome01for01the01change01to01take01place01or01present01a01negative01effect01the01change01ma
y01initiate.
DIF: Cognitive01Level:01Application
OBJ:01Identify01motivations01and01personal01outcome01priorities01for01returning01to
01school.01TOP:0 1 Motivations01for01Change
4. An01RN01is01caring01for01a01diabetic01patient.01The01patient01appears01interested01in01changing
01her01lifestyle01and01has01been01asking01questions01about01eating01better.01The01nurse01can01
interpret01this01behavior01as01which01stage01of01Lewin’s01Change01Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS:0 1 B
The01patient01is01in01the01first01phase01of01Lewin’s01Change01Theory,01known01as01unfreezing
.01This01phase01involves01determining01that01a01change01needs01to01occur01and01deciding01to01
take01action.01Moving01is01the01second01phase01and01involves01actively01planning01changes01a
nd01taking01action01on01them.01Refreezing01is01the01last01stage,01and01it01occurs01when01the01c
hange01has01become01a01part01of01the01person’s01life.
DIF: Cognitive01Level:01Analysis
OBJ:0 1 Understand01Change01Theory01and01how01it01applies01to01becomi
ng01an01RN.01TOP:0 1 Change01Theory
5. An01LPN01is01talking01with01her01clinical01instructor01about01her01decision01to01return01to01sch
ool01to01become01an01RN.01The01clinical01instructor01iN
nterprets 01the01LPNs01outcome01priorit
y01based01on01which01statement?
a. “My01family01wanted01me01to01go01back01to01school.”
b. “I01want01to01better01my01financial01situation.”
c. “I01really01enjoy01school.”
d. “I01would01like01to01advance01to01a01teaching01role01someday.”
ANS:0 1 B
The01outcome01priority01is01the01essential01need01that01must01be01addressed,01determined01by0
1internal01and01external01factors,01such01as01needing01to01better01a01financial01situation.01The
01other01statements01indicate01reasons01for01returning01to01school,01but01they01are01not01esse
ntial01needs01or01issues01to01be01addressed.
DIF:0 1 0 1 Cognitive01Level:01Analysis
OBJ:0 1 0 1 Identify01how01experiences01influence01learning01in01adults.0 1 0 1 0 1 TOP:0 1 Adult01Learni
ng
6. A01nurse01notices01a01posting01for01a01management01position01for01which01she01is01qualified.0
1If01the01nurse01is01in01the01moving01phase01of01Lewin’s01Change01Theory,01which01statemen
t01reflects01the01action01she01is01most01likely01to01take?
a. Does01nothing01to01obtain01the01position
b. Applies01for01the01position
c. Identifies01that01change01is01needed
d. Settles01into01the01routine01of01her01job
ANS:0 1 B
TESTBANKWORLD.ORG
, TEST01BANK01FOR01LPN01TO01RN01TRANSITIONS014TH01EDITION01BY01CLAY
WELL
Unfreezing01begins01when01reasons01for01change01are01identified.01The01moving01phase01invol
ves01active01planning01and01action.01Moving01also01means01you01are01dealing01with01both01po
sitive01and01negative01forces01as01they01ebb01and01flow,01and01you01are01making01modificatio
ns01to01your01plan01as01needed.
Refreezing01occurs01after01the01change01has01become01routine.
DIF: Cognitive01Level:01Application
OBJ:0 1 Understand01Change01Theory01and01how01it01applies01to01becomi
ng01an01RN.01TOP:0 1 Change01Theory
7. An01Orthopedic01Nurse01is01contemplating01changes01in01her01professional01life01and01identif
ying01goals.01Which01action01should01the01nurse01take01if01she01is01interested01in01pursuing01
a01long-term01goal?
a. Studies01for01a01telemetry01exam01scheduled01for01next01week
b. Enrolls01in01a01Nurse01Practitioner01program
c. Attends01a01seminar01to01become01a01charge01nurse
d. Continues01to01work01on01the01orthopedic01floor01full-time
ANS:0 1 B
A01short-
term01goal01is01one01that01can01be01attained01in01a01period01of01601months01or01less.01Short-
term01goals01include01becoming01a01charge01nurse01and01passing01the01telemetry01exam.01A01lo
ng-
term01goal01is01attained01in01greater01than01601months01and01includes01studying01to01become01
a01Nurse01Practitioner.01Continuing01to01work01on01the01orthopedic01floor01does01not01represe
nt01either01a01short-term01or01a01long-term01goal.
DIF:0 1 0 1 Cognitive01Level:01Application
OBJ:01Identify01both01short-01and01long-
term01personal01and01professional01goals.01TOP:0 1 Setting01Goals
8. The01RN01is01talking01with01the01unit01manager01about01ways01to01improve01patient01care.01
The01manager01introduces01the01concept01of01a01cohNort. 01Which01statement01by01the01RN01indi
cates01that01the01teaching01has01been01effective?
a. “A01cohort01is01a01web01of01connections”.
b. “A01cohort01is01a01group01of01people01who01share01common01experiences01with01each01other”.
c. “A01cohort01is01a01group01linked01together01for01common01purposes”.
d. “A01cohort01consists01of01groups01of01individuals01that01make01up01a01whole”.
ANS:0 1 B
A01cohort01is01a01group01of01people01who01share01common01experiences01with01each01other.01A
01scheme01is01a01web01of01connections,01a01team01is01a01group01linked01together01for01commo
n01purposes,01and01a01unit01consists01of01groups01or01individuals01that01make01up01a01whole.
DIF: Cognitive01Level:01Evaluation
OBJ:0 1 0 1 Identify01how01experiences01influence01learning01in01adults. TOP:0 1 Adult01Learning
9. The01nurse01educator01is01presenting01a01lecture01to01a01group01of01new01RNs.01Which01state
ment01by01one01of01the01RNs01indicates01that01teaching01has01been01effective?
a. “Experience01is01a01stepping01stone01to01new01learning”.
b. “Experience01can01be01a01barrier01to01new01learning”.
c. “Experience01can01be01an01avenue01to01new01learning”.
d. “Experience01can01be01a01detour01to01new01learning”.
ANS:0 1 B
Experience01accentuates01differences01among01learners,01serves01as01a01source01of01insight01a
TESTBANKWORLD.ORG
