FULL TEST BANK For LPN to RN Transitions 5th Edition by Lora Claywell PhD Latest Update Graded A+

TEST BANK i#




LPN to RN Transitions
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LoraClaywellPhDMSNRNCNE
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5th Edition
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,Table of Contents
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Chapter i#01 i#Honoring i#Your i#Past, i#Planning i#Your i#Future 1
Chapter i#02 i#Assessing i#Yourself i#and i#Designing i#Success 5
Chapter i#03 i#Study i#Habits i#and i#Test-Taking i#Skills 12
Chapter i#04 i#Distinguishing i#the i#RN i#Role i#from i#the i#LPN i#LVN i#Role 18
Chapter i#05 i#Using i#Nursing i#Theory i#to i#Guide i#Professional i#Practice 26
Chapter i#06 i#Providing i#Patient-Centered i#Care i#Through i#the i#Nursing i#Process 35
Chapter i#07 i#Critical i#and i#Diagnostic i#Thinking i#for i#Better i#Clinical i#Judgment 45
Chapter i#08 i#Practicing Evidence-Based i#Decision i#Making
D 54
Chapter i#09 i#Communicating i#With i#Patients i#and i#Co-Workers 65
Chapter i#10 i#Teaching Patients i#and i#Their i#Families
D 74
Chapter i#11 i#The i#Nurses, i#Ideas, i#and i#Forces i#That i#Define i#the i#Profession 83
Chapter i#12 i#Upholding i#Legal i#and i#Ethical i#Principles 88
Chapter i#13 i#Care and Safety i#Standards, i#Competence, i#and Nurse i#Accountability
D D D 99
Chapter i#14 i#Leading, i#Delegating, i#and i#Collaborating 106
Chapter i#15 i#Promoting i#Healthful i#Living i#in i#the i#Primary i#Care i#Setting 116
Chapter i#16 i#Managing Care i#in i#Secondary i#and i#Tertiary i#Health i#Care
D 125
Chapter i#17 i#Reflecting i#on i#Your i#Transition 132
Chapter i#18 i#Prepare i#Now i#to i#Pass i#NCLEX-RN® 141

,Chapter 01: Honoring Your Past, Planning Your Future Clay
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well: LPN to RN Transitions, 5th Edition
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MULTIPLE i#CHOICE

1. A i#nursing i#advisor i#is i#meeting i#with i#a i#student i#who i#is i#interested i#in i#earning i#her i#RN
i#degree. i#She i#knows i#that i#licensed i#practical i#nurse/license i#vocational i#nurse i#(LPN/LVNs)

i#who i#enter i#nursing i#school i#to i#become i#RNs i#come i#into i#the i#learning i#environment i#with

i#prior i#knowledge i#and i#unders i#tanding. i#Which i#statement i#by i#the i#nursing i#advisor

i#best describes i#her i#understanding i#of i#the i#eff i#ect i#experience i#may i#have i#on i#learning?
D


a. ―Experience i#may i#be i#a i#source i#of i#insight i#and i#motivation, i#or i#a i#barrier.‖
b. ―Experience i#is i#usually i#a i#stumbling i#block i#for i#LPN/LVNs.‖
c. ―Experience i#never i#makes i#learning i#more i#difficult.‖
d. ―Once i#something i#is i#learned, i#it i#can i#never i#be i#truly i#modified.‖
ANS: i # A
Experience i#accentuates i#differences i#among i#learners i#and i#serves i#as i#a i#source i#of i#insight i#and
i#motiv i#ation, i#but i#it i#can i#also i#be i#a i#barrier. i#Experience i#can i#serve i#as i#a i#foundation i#for

i#defining i#the i#self.




DIF: Cognitive i#Level: i#Application
OBJ: Identify i#how i#experiences i#influence i#learning i#in i#adults. TOP: Adult i#Learning

2. There i#is i#a i#test i#on i#the i#cardiovascular i#system i#on i#Friday i#morning, i#and i#it i#is i#now
i#Wednesday i#night. i#The i#student i#has i#already i#taken i#a i#vacation i#day i#from i#work

i#Thursday i#night i#so i#that i#she i#can i#stay i#home i#and i#study. i#She i#iW s cWoWn.
DsidTeBriS
ngMs.kWipSping
i # her i#exercise i#class i#on i#Thursday i#mor i#ning i#to i#go i#to i#the i#library i#to i#prepare i#for i#the

i#test. i#Which i#response i#best i#identifies i#the i#student i#‘s i#outcome i#priority?

a. Exercise i#class
b. Going i#to i#the i#library
c. Avoiding i#work i#by i#taking i#a i#vacation
d. Doing i#well i#on i#the i#test i#on i#Friday
ANS: i # D
The i#outcome i#priority i#is i#the i#essential i#issue i#or i#need i#to i#be i#addressed i#at i#any i#given i#time
i#within i#a i#set i#of i#conditions i#or i#circumstances.




DIF: Cognitive i#Level:
i#Application i#OBJ:

Identify i#motivations i#and i#personal i#outcome i#priorities i#for i#returning i#to i#school.
TOP: Motivation i#to i#Learn

3. A i#nurse i#who i#has i#been i#an LPN/LVN i#for i#10 i#years i#is i#meeting i#with i#an i#advisor i#to
D


i#discuss i#the i#p i#ossibility i#of i#taking i#classes i#to i#become i#an i#RN. i#The i#advisor i#interprets

i#which i#statement i#by i#the i#n i#urse i#as i#the i#driving i#force i#for i#returning i#to i#school?

a. ―I‘ll i#need i#to i#schedule i#time i#to i#attend i#classes.‖
b. ―I‘ll i#have i#to i#budget i#for i#paying i#tuition.‖
c. ―I‘ll i#have i#to i#rearranging i#my i#schedule.‖
d. ―There i#is i#a i#possibility i#of i#advancement i#into i#administration.‖




1 | i#P i#a i#g i#e

, ANS: i # D
Driving i#forces i#are i#those i#that i#push i#toward i#making i#the i#change, i#as i#opposed i#to
i#restraining i#forc i#es, i#which i#are i#those i#that i#usually i#present i#a i#challenge i#that i#needs i#to

i#be i#overcome i#for i#the i#chang i#e i#to i#take i#place i#or i#present i#a i#negative i#effect i#the

i#change i#may i#initiate.




DIF: Cognitive i#Level:
i#Application i#OBJ:

Identify i#motivations i#and i#personal i#outcome i#priorities i#for i#returning i#to i#school.
TOP: i # i # Motivations i#for i#Change

4. An i#RN i#is i#caring i#for i#a i#diabetic i#patient. i#The i#patient i#appears i#interested in D


i#changing i#her i#li i#festyle i#and i#has i#been i#asking i#questions i#about i#eating i#better. i#The

i#nurse i#can i#interpret i#this i#b i#ehavior i#as i#which i#stage i#of i#Lewin‘s i#Change i#Theory?

a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: i # B
The i#patient i#is i#in i#the i#first i#phase i#of i#Lewin‘s i#Change i#Theory, i#known i#as i#unfreezing.
i#This i#phase i#involves i#determining i#that i#a i#change i#needs i#to i#occur i#and deciding i#to i#take
D


i#action. i#Moving i#is i#the i#second i#phase i#and involves i#actively i#planning i#changes i#and
D


i#taking i#action i#on i#them. i#Refreezing i#is i#the i#last i#stage, i#and i#it i#occurs i#when i#the i#change

i#has i#become i#a i#part i#of i#the i#person‘s i#life.




DIF: Cognitive i#Level:
i#Analysis i#OBJ:

Understand i#Change i#Theory i#and i#how i#it i#applies i#to i#becoming i#an
i#RN. i#TOP: Change i#Theory
WWW.TBSM.WS
5. An i#LPN i#is i#talking i#with i#her i#clinical i#instructor i#about i#her i#decision i#to i#return i#to i#school i#to
i#beco

me i#an i#RN. i#The i#clinical i#instructor i#interprets i#the i#LPNs i#outcome i#priority i#based i#on i#which
i#state i#ment?

a. ―My i#family i#wanted i#me i#to i#go i#back i#to i#school.‖
b. ―I i#want i#to i#better i#my i#financial i#situation.‖
c. ―I i#really i#enjoy i#school.‖
d. ―I i#would like i#to i#advance i#to i#a i#teaching i#role i#someday.‖
D




ANS: i # B
The i#outcome i#priority i#is i#the i#essential i#need i#that i#must i#be i#addressed, i#determined i#by
i#internal i#an i#d i#external i#factors, i#such i#as i#needing i#to i#better i#a i#financial i#situation. i#The

i#other i#statements i#indic i#ate i#reasons i#for i#returning to i#school, i#but i#they i#are i#not i#essential
D


i#needs i#or i#issues i#to i#be i#addressed

.

DIF: i # i # Cognitive i#Level: i#Analysis
OBJ: i # i # Identify i#how i#experiences i#influence i#learning i#in i#adults. i # i # i # i # TOP: i #

i # Adult i#Learning




6. A i#nurse i#notices i#a i#posting i#for i#a i#management i#position i#for i#which i#she i#is i#qualified. i#If
i#the i#nurse i#i i#s i#in i#the i#moving i#phase i#of i#Lewin‘s i#Change i#Theory, i#which i#statement

i#reflects i#the i#action i#she i#is i#most i#likely i#to i#take?

a. Does i#nothing i#to i#obtain i#the i#position
b. Applies i#for i#the i#position
c. Identifies i#that change i#is i#needed
D