,TEST5 8 BANK5 8 FOR5 8 LPN5 8 TO5 8 RN5 8 TRANSITIONS5 8 4TH5 8 EDITION5 8 B
Y5 8 CLAY
TEST BANK FOR LPNTO RN TRANSITIONS
4TH EDITION CLAYWELL.
TESTBANKWORLD.ORG
, TEST5 8 BANK5 8 FOR5 8 LPN5 8 TO5 8 RN5 8 TRANSITIONS5 8 4TH5 8 EDITION5 8 B
Y558801:
Chapter CLAY
58Honoring58Your58Past,58Planning58Your58Future58
Claywell:58LPN58to58RN58Transitions,584th58Edition
MULTIPLE58CHOICE
1. A58nursing58advisor58is58meeting58with58a58student58who58is58interested58in58earning58her58R
N58degree.58She58knows58that58licensed58practical58nurse/license58vocational58nurse58(LPN/L
VNs)58who58enter58nursing58school58to58become58RNs58come58into58the58learning58environ
ment58with58prior58knowledge58and58understanding.58Which58statement58by58the58nursing58
advisor58best58describes58her58understanding58of58the58effect58experience58may58have58on58
learning?
a. “Experience58may58be58a58source58of58insight58and58motivation,58or58a58barrier.”
b. “Experience58is58usually58a58stumbling58block58for58LPN/LVNs.”
c. “Experience58never58makes58learning58more58difficult.”
d. “Once58something58is58learned,58it58can58never58be58truly58modified.”
ANS:58 A
Experience58accentuates58differences58among58learners58and58serves58as58a58source58of58insig
ht58and58motivation,58but58it58can58also58be58a58barrier.58Experience58can58serve58as58a58foundati
on58for58defining58the58self.
DIF: Cognitive58Level:58Application
OBJ:5 8 5 8 Identify58how58experiences58influence58learning58in58adults. TOP:5 8 Adult58Learning
2. There5 8 is5 8 a5 8 test5 8 on5 8 the5 8 cardiovascular5 8 system5 8 on5 8 Friday5 8 morning,5 8 an
d5 8 it5 8 is5 8 now5 8 Wed58nesday5 8 night.5 8 The5 8 student5 8 has5 8 already5 8 taken5 8 a5 8 va
cation5 8 day5 8 from5 8 work5 8 Thursdayjknigh58t5 8 so5 8 that5 8 she5 8 can5 8 stay5 8 home5 8 an
d5 8 study.5 8 She5 8 is5 8 considering5 8 skipping5 8 her5 8 exercise5 8 clas58s5 8 on5 8 Thursda
y5 8 morning5 8 to5 8 go5 8 to5 8 the5 8 library5 8 to5 8 prepare5 8 for5 8 the5 8 test.5 8 Which5 8 r
esponse58best5 8 identifies5 8 the5 8 student’s5 8 outcome5 8 priority?
a. Exercise5 8 class
b. Going5 8 to5 8 the5 8 library
c. Avoiding5 8 work5 8 by5 8 taking5 8 a5 8 vacation
d. Doing5 8 well5 8 on5 8 the5 8 test5 8 on5 8 Friday
ANS:5 8 D
The5 8 outcome5 8 priority5 8 is5 8 the5 8 essential5 8 issue5 8 or5 8 need5 8 to5 8 be5 8 addressed5 8 at5 8
any5 8 given5 8 time58within5 8 a5 8 set5 8 of5 8 conditions5 8 or5 8 circumstances.
DIF: Cognitive5 8 Level:5 8 Application
OBJ:5 8 Identify5 8 motivations5 8 and5 8 personal5 8 outcome5 8 priorities5 8 for5 8 retu
rning5 8 to5 8 sc58hool.5 8 TOP: Motivation5 8 to5 8 Learn
3. A5 8 nurse5 8 who5 8 has5 8 been5 8 an5 8 LPN/LVN5 8 for5 8 105 8 years5 8 is5 8 meeting5 8 with5 8 a
n5 8 advisor5 8 to5 8 di58scuss5 8 the5 8 possibility5 8 of5 8 taking5 8 classes5 8 to5 8 become5 8 an5
8 RN.5 8 The5 8 advisor5 8 interprets5 8 whic58h5 8 statement5 8 by5 8 the5 8 nurse5 8 as5 8 the5 8
driving5 8 force5 8 for5 8 returning5 8 to5 8 school?
a. “I’ll5 8 need5 8 to5 8 schedule5 8 time5 8 to5 8 attend5 8 classes.”
b. “I’ll5 8 have5 8 to5 8 budget5 8 for5 8 paying5 8 tuition.”
c. “I’ll5 8 have5 8 to5 8 rearranging5 8 my5 8 schedule.”
d. “There5 8 is5 8 a5 8 possibility5 8 of5 8 advancement5 8 into5 8 administration.”
ANS:5 8 D
TESTBANKWORLD.ORG
, TEST5 8 BANK5 8 FOR5 8 LPN5 8 TO5 8 RN5 8 TRANSITIONS5 8 4TH5 8 EDITION5 8 B
Y5 8 CLAY
Driving58forces58are58those58that58push58toward58making58the58change,58as58opposed58to58rest
raining5 8 forces,5 8 which5 8 are5 8 those5 8 that5 8 usually5 8 present5 8 a5 8 challenge5 8 that5
8 needs5 8 to5 8 be5 8 overcome5 8 f58or5 8 the5 8 change5 8 to5 8 take5 8 place5 8 or5 8 present5
8 a5 8 negative5 8 effect5 8 the5 8 change5 8 may5 8 initiate.
DIF:5 8 5 8 Cognitive5 8 Level:5 8 Application
OBJ:5 8 Identify5 8 motivations5 8 and5 8 personal5 8 outcome5 8 priorities5 8 for5 8 retu
rning5 8 to5 8 sc58hool.5 8 TOP: Motivations5 8 for5 8 Change
4. An5 8 RN5 8 is5 8 caring5 8 for5 8 a5 8 diabetic5 8 patient.5 8 The5 8 patient5 8 appears5 8 interested5 8 i
n5 8 changing5 8 her58lifestyle5 8 and5 8 has5 8 been5 8 asking5 8 questions5 8 about5 8 eating5
8 better.5 8 The5 8 nurse5 8 can5 8 interpret58this5 8 behavior5 8 as5 8 which5 8 stage5 8 of5 8 Lewi
n’s5 8 Change5 8 Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS:5 8 B
The5 8 patient5 8 is5 8 in5 8 the5 8 first5 8 phase5 8 of5 8 Lewin’s5 8 Change5 8 Theory,5 8 known5
8 as5 8 unfreezing.5 8 Th58is5 8 phase5 8 involves5 8 determining5 8 that5 8 a5 8 change5 8 needs5 8
to5 8 occur5 8 and5 8 deciding5 8 to5 8 take5 8 acti58on.5 8 Moving5 8 is5 8 the5 8 second5 8 phase5 8 an
d5 8 involves5 8 actively5 8 planning5 8 changes5 8 and5 8 taking5 8 act58ion5 8 on5 8 them.5 8 Refreez
ing5 8 is5 8 the5 8 last5 8 stage,5 8 and5 8 it5 8 occurs5 8 when5 8 the5 8 change5 8 has5 8 become58a
5 8 part5 8 of5 8 the5 8 person’s5 8 life.
DIF: Cognitive5 8 Level:5 8 Analysis
OBJ:5 8 Understand5 8 Change5 8 Theory5 8 and5 8 how5 8 it5 8 applies5 8 t
o5 8 becoming58an5 8 RN.5 8 TOP: Change5 8 Theory
5. An5 8 LPN5 8 is5 8 talking5 8 with5 8 her5 8 clinical5 8 instructor5 8 about5 8 her5 8 decision5 8 to5 8 r
eturn5 8 to5 8 school5 8 t58o5 8 become5 8 an5 8 RN.5 8 The5 8 clinical5 8 instructor5 8 iN
nterprets5 8
the5 8 LPNs5 8 outcome5 8 priority5 8 based58on5 8 which5 8 statement?
a. “My5 8 family5 8 wanted5 8 me5 8 to5 8 go5 8 back5 8 to5 8 school.”
b. “I5 8 want5 8 to5 8 better5 8 my5 8 financial5 8 situation.”
c. “I5 8 really5 8 enjoy5 8 school.”
d. “I5 8 would5 8 like5 8 to5 8 advance5 8 to5 8 a5 8 teaching5 8 role5 8 someday.”
ANS:5 8 B
The5 8 outcome5 8 priority5 8 is5 8 the5 8 essential5 8 need5 8 that5 8 must5 8 be5 8 addressed,5 8 deter
mined5 8 by5 8 inte58rnal58and58external58factors,58such58as58needing58to58better58a58financial5
8situation.58The58other58s58tatements5 8 indicate5 8 reasons5 8 for5 8 returning5 8 to5 8 school,5
8 but5 8 they5 8 are5 8 not5 8 essential5 8 needs5 8 o58r5 8 issues5 8 to5 8 be5 8 addressed.
DIF:5 8 5 8 5 8 Cognitive5 8 Level:5 8 Analysis
OBJ:5 8 5 8 5 8 Identify5 8 how5 8 experiences5 8 influence5 8 learning5 8 in5 8 adults.
TOP:5 8 5 8 Adult5 8 Learning
6. A5 8 nurse5 8 notices5 8 a5 8 posting5 8 for5 8 a5 8 management5 8 position5 8 for5 8 which5 8 she5 8 i
s5 8 qualified.5 8 If5 8 th58e5 8 nurse5 8 is5 8 in5 8 the5 8 moving5 8 phase5 8 of5 8 Lewin’s5 8 Change5
8 Theory,5 8 which5 8 statement5 8 reflects58the5 8 action5 8 she5 8 is5 8 most5 8 likely5 8 to5 8 take?
a. Does5 8 nothing5 8 to5 8 obtain5 8 the5 8 position
b. Applies5 8 for5 8 the5 8 position
c. Identifies5 8 that5 8 change5 8 is5 8 needed
d. Settles5 8 into5 8 the5 8 routine5 8 of5 8 her5 8 job
TESTBANKWORLD.ORG
Y5 8 CLAY
TEST BANK FOR LPNTO RN TRANSITIONS
4TH EDITION CLAYWELL.
TESTBANKWORLD.ORG
, TEST5 8 BANK5 8 FOR5 8 LPN5 8 TO5 8 RN5 8 TRANSITIONS5 8 4TH5 8 EDITION5 8 B
Y558801:
Chapter CLAY
58Honoring58Your58Past,58Planning58Your58Future58
Claywell:58LPN58to58RN58Transitions,584th58Edition
MULTIPLE58CHOICE
1. A58nursing58advisor58is58meeting58with58a58student58who58is58interested58in58earning58her58R
N58degree.58She58knows58that58licensed58practical58nurse/license58vocational58nurse58(LPN/L
VNs)58who58enter58nursing58school58to58become58RNs58come58into58the58learning58environ
ment58with58prior58knowledge58and58understanding.58Which58statement58by58the58nursing58
advisor58best58describes58her58understanding58of58the58effect58experience58may58have58on58
learning?
a. “Experience58may58be58a58source58of58insight58and58motivation,58or58a58barrier.”
b. “Experience58is58usually58a58stumbling58block58for58LPN/LVNs.”
c. “Experience58never58makes58learning58more58difficult.”
d. “Once58something58is58learned,58it58can58never58be58truly58modified.”
ANS:58 A
Experience58accentuates58differences58among58learners58and58serves58as58a58source58of58insig
ht58and58motivation,58but58it58can58also58be58a58barrier.58Experience58can58serve58as58a58foundati
on58for58defining58the58self.
DIF: Cognitive58Level:58Application
OBJ:5 8 5 8 Identify58how58experiences58influence58learning58in58adults. TOP:5 8 Adult58Learning
2. There5 8 is5 8 a5 8 test5 8 on5 8 the5 8 cardiovascular5 8 system5 8 on5 8 Friday5 8 morning,5 8 an
d5 8 it5 8 is5 8 now5 8 Wed58nesday5 8 night.5 8 The5 8 student5 8 has5 8 already5 8 taken5 8 a5 8 va
cation5 8 day5 8 from5 8 work5 8 Thursdayjknigh58t5 8 so5 8 that5 8 she5 8 can5 8 stay5 8 home5 8 an
d5 8 study.5 8 She5 8 is5 8 considering5 8 skipping5 8 her5 8 exercise5 8 clas58s5 8 on5 8 Thursda
y5 8 morning5 8 to5 8 go5 8 to5 8 the5 8 library5 8 to5 8 prepare5 8 for5 8 the5 8 test.5 8 Which5 8 r
esponse58best5 8 identifies5 8 the5 8 student’s5 8 outcome5 8 priority?
a. Exercise5 8 class
b. Going5 8 to5 8 the5 8 library
c. Avoiding5 8 work5 8 by5 8 taking5 8 a5 8 vacation
d. Doing5 8 well5 8 on5 8 the5 8 test5 8 on5 8 Friday
ANS:5 8 D
The5 8 outcome5 8 priority5 8 is5 8 the5 8 essential5 8 issue5 8 or5 8 need5 8 to5 8 be5 8 addressed5 8 at5 8
any5 8 given5 8 time58within5 8 a5 8 set5 8 of5 8 conditions5 8 or5 8 circumstances.
DIF: Cognitive5 8 Level:5 8 Application
OBJ:5 8 Identify5 8 motivations5 8 and5 8 personal5 8 outcome5 8 priorities5 8 for5 8 retu
rning5 8 to5 8 sc58hool.5 8 TOP: Motivation5 8 to5 8 Learn
3. A5 8 nurse5 8 who5 8 has5 8 been5 8 an5 8 LPN/LVN5 8 for5 8 105 8 years5 8 is5 8 meeting5 8 with5 8 a
n5 8 advisor5 8 to5 8 di58scuss5 8 the5 8 possibility5 8 of5 8 taking5 8 classes5 8 to5 8 become5 8 an5
8 RN.5 8 The5 8 advisor5 8 interprets5 8 whic58h5 8 statement5 8 by5 8 the5 8 nurse5 8 as5 8 the5 8
driving5 8 force5 8 for5 8 returning5 8 to5 8 school?
a. “I’ll5 8 need5 8 to5 8 schedule5 8 time5 8 to5 8 attend5 8 classes.”
b. “I’ll5 8 have5 8 to5 8 budget5 8 for5 8 paying5 8 tuition.”
c. “I’ll5 8 have5 8 to5 8 rearranging5 8 my5 8 schedule.”
d. “There5 8 is5 8 a5 8 possibility5 8 of5 8 advancement5 8 into5 8 administration.”
ANS:5 8 D
TESTBANKWORLD.ORG
, TEST5 8 BANK5 8 FOR5 8 LPN5 8 TO5 8 RN5 8 TRANSITIONS5 8 4TH5 8 EDITION5 8 B
Y5 8 CLAY
Driving58forces58are58those58that58push58toward58making58the58change,58as58opposed58to58rest
raining5 8 forces,5 8 which5 8 are5 8 those5 8 that5 8 usually5 8 present5 8 a5 8 challenge5 8 that5
8 needs5 8 to5 8 be5 8 overcome5 8 f58or5 8 the5 8 change5 8 to5 8 take5 8 place5 8 or5 8 present5
8 a5 8 negative5 8 effect5 8 the5 8 change5 8 may5 8 initiate.
DIF:5 8 5 8 Cognitive5 8 Level:5 8 Application
OBJ:5 8 Identify5 8 motivations5 8 and5 8 personal5 8 outcome5 8 priorities5 8 for5 8 retu
rning5 8 to5 8 sc58hool.5 8 TOP: Motivations5 8 for5 8 Change
4. An5 8 RN5 8 is5 8 caring5 8 for5 8 a5 8 diabetic5 8 patient.5 8 The5 8 patient5 8 appears5 8 interested5 8 i
n5 8 changing5 8 her58lifestyle5 8 and5 8 has5 8 been5 8 asking5 8 questions5 8 about5 8 eating5
8 better.5 8 The5 8 nurse5 8 can5 8 interpret58this5 8 behavior5 8 as5 8 which5 8 stage5 8 of5 8 Lewi
n’s5 8 Change5 8 Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS:5 8 B
The5 8 patient5 8 is5 8 in5 8 the5 8 first5 8 phase5 8 of5 8 Lewin’s5 8 Change5 8 Theory,5 8 known5
8 as5 8 unfreezing.5 8 Th58is5 8 phase5 8 involves5 8 determining5 8 that5 8 a5 8 change5 8 needs5 8
to5 8 occur5 8 and5 8 deciding5 8 to5 8 take5 8 acti58on.5 8 Moving5 8 is5 8 the5 8 second5 8 phase5 8 an
d5 8 involves5 8 actively5 8 planning5 8 changes5 8 and5 8 taking5 8 act58ion5 8 on5 8 them.5 8 Refreez
ing5 8 is5 8 the5 8 last5 8 stage,5 8 and5 8 it5 8 occurs5 8 when5 8 the5 8 change5 8 has5 8 become58a
5 8 part5 8 of5 8 the5 8 person’s5 8 life.
DIF: Cognitive5 8 Level:5 8 Analysis
OBJ:5 8 Understand5 8 Change5 8 Theory5 8 and5 8 how5 8 it5 8 applies5 8 t
o5 8 becoming58an5 8 RN.5 8 TOP: Change5 8 Theory
5. An5 8 LPN5 8 is5 8 talking5 8 with5 8 her5 8 clinical5 8 instructor5 8 about5 8 her5 8 decision5 8 to5 8 r
eturn5 8 to5 8 school5 8 t58o5 8 become5 8 an5 8 RN.5 8 The5 8 clinical5 8 instructor5 8 iN
nterprets5 8
the5 8 LPNs5 8 outcome5 8 priority5 8 based58on5 8 which5 8 statement?
a. “My5 8 family5 8 wanted5 8 me5 8 to5 8 go5 8 back5 8 to5 8 school.”
b. “I5 8 want5 8 to5 8 better5 8 my5 8 financial5 8 situation.”
c. “I5 8 really5 8 enjoy5 8 school.”
d. “I5 8 would5 8 like5 8 to5 8 advance5 8 to5 8 a5 8 teaching5 8 role5 8 someday.”
ANS:5 8 B
The5 8 outcome5 8 priority5 8 is5 8 the5 8 essential5 8 need5 8 that5 8 must5 8 be5 8 addressed,5 8 deter
mined5 8 by5 8 inte58rnal58and58external58factors,58such58as58needing58to58better58a58financial5
8situation.58The58other58s58tatements5 8 indicate5 8 reasons5 8 for5 8 returning5 8 to5 8 school,5
8 but5 8 they5 8 are5 8 not5 8 essential5 8 needs5 8 o58r5 8 issues5 8 to5 8 be5 8 addressed.
DIF:5 8 5 8 5 8 Cognitive5 8 Level:5 8 Analysis
OBJ:5 8 5 8 5 8 Identify5 8 how5 8 experiences5 8 influence5 8 learning5 8 in5 8 adults.
TOP:5 8 5 8 Adult5 8 Learning
6. A5 8 nurse5 8 notices5 8 a5 8 posting5 8 for5 8 a5 8 management5 8 position5 8 for5 8 which5 8 she5 8 i
s5 8 qualified.5 8 If5 8 th58e5 8 nurse5 8 is5 8 in5 8 the5 8 moving5 8 phase5 8 of5 8 Lewin’s5 8 Change5
8 Theory,5 8 which5 8 statement5 8 reflects58the5 8 action5 8 she5 8 is5 8 most5 8 likely5 8 to5 8 take?
a. Does5 8 nothing5 8 to5 8 obtain5 8 the5 8 position
b. Applies5 8 for5 8 the5 8 position
c. Identifies5 8 that5 8 change5 8 is5 8 needed
d. Settles5 8 into5 8 the5 8 routine5 8 of5 8 her5 8 job
TESTBANKWORLD.ORG
