, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL
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Chapter 01: Honoring Your Past, Planning Your Future
Claywell: LPN to RN Transitions, 4th Edition
MULTIPLE CHOICE
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She
knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nursing
school to become RNs come into the learning environment with prior knowledge and
understanding. Which statement by the nursing advisor best describes her understanding of
the effect experience may have on learning?
a. “Experience may be a source of insight and motivation, or a barrier.”
b. “Experience is usually a stumbling block for LPN/LVNs.”
c. “Experience never makes learning more difficult.”
d. “Once something is learned, it can never be truly modified.”
ANS: A
Experience accentuates differences among learners and serves as a source of insight and
motivation, but it can also be a barrier. Experience can serve as a foundation for defining the
self.
DIF: Cognitive Level: Application
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
night. The student has already taken a vacation day from work Thursday night so that she can
stay home and study. She is considering skipping her exercise class on Thursday morning to
N
go to the library to prepare for the test. Which response best identifies the student’s outcome
priority?
a. Exercise class
b. Going to the library
c. Avoiding work by taking a vacation
d. Doing well on the test on Friday
ANS: D
The outcome priority is the essential issue or need to be addressed at any given time within a
set of conditions or circumstances.
DIF: Cognitive Level: Application
OBJ: Identify motivations and personal outcome priorities for returning to school.
TOP: Motivation to Learn
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the
possibility of taking classes to become an RN. The advisor interprets which statement by the
nurse as the driving force for returning to school?
a. “I’ll need to schedule time to attend classes.”
b. “I’ll have to budget for paying tuition.”
c. “I’ll have to rearranging my schedule.”
d. “There is a possibility of advancement into administration.”
ANS: D
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL
nj nj nj nj nj nj nj nj nj nj
Driving forces are those that push toward making the change, as opposed to restraining forces, wh
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
ich are those that usually present a challenge that needs to be overcome for the change to take pla
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ce or present a negative effect the change may initiate.
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DIF: Cognitive Level: Application nj nj
OBJ: Identify motivations and personal outcome priorities for returning to school. TO
n j nj nj nj nj nj nj nj nj nj nj
P: Motivations for Change
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4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyle an
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d has been asking questions about eating better. The nurse can interpret this behavior as
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which stage of Lewin’s Change Theory? nj nj nj nj nj
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B n j
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This phase invo
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lves determining that a change needs to occur and deciding to take action. Moving is the second p
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hase and involves actively planning changes and taking action on them. Refreezing is the last stag
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e, and it occurs when the change has become a part of the person’s life.
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DIF: Cognitive Level: Analysis nj nj
OBJ: Understand Change Theory and how it applies to becoming an RN. T
n j nj nj nj nj nj nj nj nj nj nj nj
OP: Change Theory n j nj
5. An LPN is talking with her clinical instructor about her decision to return to school to become an
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j RN. The clinical instructor iNnterprets the LPNs outcome priority based on which statement?
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a. “My family wanted me to go back to school.” nj nj nj nj nj nj nj nj
b. “I want to better my financial situation.”
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c. “I really enjoy school.” nj nj nj
d. “I would like to advance to a teaching role someday.”
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ANS: B n j
The outcome priority is the essential need that must be addressed, determined by internal and ext
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ernal factors, such as needing to better a financial situation. The other statements indicate reaso
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ns for returning to school, but they are not essential needs or issues to be addressed.
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DIF: Cognitive Level: Analysis nj nj
OBJ: Identify how experiences influence learning in adults.
n j n j nj nj nj nj nj nj TOP: Adult Learning n j nj
6. A nurse notices a posting for a management position for which she is qualified. If the nurse is in
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
the moving phase of Lewin’s Change Theory, which statement reflects the action she is most li
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kely to take? nj nj
a. Does nothing to obtain the position nj nj nj nj nj
b. Applies for the position nj nj nj
c. Identifies that change is needed nj nj nj nj
d. Settles into the routine of her job nj nj nj nj nj nj
ANS: B n j
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL
nj nj nj nj nj nj nj nj nj nj
Unfreezing begins when reasons for change are identified. The moving phase involves active pla
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nning and action. Moving also means you are dealing with both positive and negative forces as t
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hey ebb and flow, and you are making modifications to your plan as needed.
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Refreezing occurs after the change has become routine. nj nj nj nj nj nj nj
DIF: Cognitive Level: Application nj nj
OBJ: Understand Change Theory and how it applies to becoming an RN. T
n j nj nj nj nj nj nj nj nj nj nj nj
OP: Change Theory n j nj
7. An Orthopedic Nurse is contemplating changes in her professional life and identifying goals.
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Which action should the nurse take if she is interested in pursuing a long-term goal?
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a. Studies for a telemetry exam scheduled for next week nj nj nj nj nj nj nj nj
b. Enrolls in a Nurse Practitioner program nj nj nj nj nj
c. Attends a seminar to become a charge nurse nj nj nj nj nj nj nj
d. Continues to work on the orthopedic floor full-time nj nj nj nj nj nj nj
ANS: B n j
A short-term goal is one that can be attained in a period of 6 months or less. Short-
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term goals include becoming a charge nurse and passing the telemetry exam. A long-
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term goal is attained in greater than 6 months and includes studying to become a Nurse Practitio
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
ner. Continuing to work on the orthopedic floor does not represent either a short-term or a long-
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term goal. nj
DIF: Cognitive Level: Application nj nj
OBJ: Identify both short- and long-
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term personal and professional goals. TOP: Setting Goals
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8. The RN is talking with the unit manager about ways to improve patient care. The manager intro
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duces the concept of a c ohNort. Which statement by the RN indicates that the teaching has been eff
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ective?
a. “A cohort is a web of connections”. nj nj nj nj nj nj
b. “A cohort is a group of people who share common experiences with each other”.
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c. “A cohort is a group linked together for common purposes”.
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d. “A cohort consists of groups of individuals that make up a whole”.
nj nj nj nj nj nj nj nj nj nj nj
ANS: B n j
A cohort is a group of people who share common experiences with each other. A scheme is a web
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of connections, a team is a group linked together for common purposes, and a unit consists of gr
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
oups or individuals that make up a whole.
nj nj nj nj nj nj nj
DIF: Cognitive Level: Evaluation nj nj
OBJ: Identify how experiences influence learning in adults.
n j n j nj nj nj nj nj nj TOP: Adult Learning n j nj
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by one of th
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e RNs indicates that teaching has been effective?
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a. “Experience is a stepping stone to new learning”. nj nj nj nj nj nj nj
b. “Experience can be a barrier to new learning”. nj nj nj nj nj nj nj
c. “Experience can be an avenue to new learning”. nj nj nj nj nj nj nj
d. “Experience can be a detour to new learning”. nj nj nj nj nj nj nj
ANS: B n j
Experience accentuates differences among learners, serves as a source of insight and motivation,
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can be a barrier to new learning, and serves as a foundation for defining the self.
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
TESTBANKWORLD.ORG
nj nj nj nj nj nj nj nj nj nj
Chapter 01: Honoring Your Past, Planning Your Future
Claywell: LPN to RN Transitions, 4th Edition
MULTIPLE CHOICE
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She
knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nursing
school to become RNs come into the learning environment with prior knowledge and
understanding. Which statement by the nursing advisor best describes her understanding of
the effect experience may have on learning?
a. “Experience may be a source of insight and motivation, or a barrier.”
b. “Experience is usually a stumbling block for LPN/LVNs.”
c. “Experience never makes learning more difficult.”
d. “Once something is learned, it can never be truly modified.”
ANS: A
Experience accentuates differences among learners and serves as a source of insight and
motivation, but it can also be a barrier. Experience can serve as a foundation for defining the
self.
DIF: Cognitive Level: Application
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
night. The student has already taken a vacation day from work Thursday night so that she can
stay home and study. She is considering skipping her exercise class on Thursday morning to
N
go to the library to prepare for the test. Which response best identifies the student’s outcome
priority?
a. Exercise class
b. Going to the library
c. Avoiding work by taking a vacation
d. Doing well on the test on Friday
ANS: D
The outcome priority is the essential issue or need to be addressed at any given time within a
set of conditions or circumstances.
DIF: Cognitive Level: Application
OBJ: Identify motivations and personal outcome priorities for returning to school.
TOP: Motivation to Learn
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the
possibility of taking classes to become an RN. The advisor interprets which statement by the
nurse as the driving force for returning to school?
a. “I’ll need to schedule time to attend classes.”
b. “I’ll have to budget for paying tuition.”
c. “I’ll have to rearranging my schedule.”
d. “There is a possibility of advancement into administration.”
ANS: D
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL
nj nj nj nj nj nj nj nj nj nj
Driving forces are those that push toward making the change, as opposed to restraining forces, wh
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
ich are those that usually present a challenge that needs to be overcome for the change to take pla
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
ce or present a negative effect the change may initiate.
nj nj nj nj nj nj nj nj nj
DIF: Cognitive Level: Application nj nj
OBJ: Identify motivations and personal outcome priorities for returning to school. TO
n j nj nj nj nj nj nj nj nj nj nj
P: Motivations for Change
n j nj nj
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyle an
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
d has been asking questions about eating better. The nurse can interpret this behavior as
nj nj nj nj nj nj nj nj nj nj nj nj nj nj
which stage of Lewin’s Change Theory? nj nj nj nj nj
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B n j
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This phase invo
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
lves determining that a change needs to occur and deciding to take action. Moving is the second p
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
hase and involves actively planning changes and taking action on them. Refreezing is the last stag
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
e, and it occurs when the change has become a part of the person’s life.
nj nj nj nj nj nj nj nj nj nj nj nj nj nj
DIF: Cognitive Level: Analysis nj nj
OBJ: Understand Change Theory and how it applies to becoming an RN. T
n j nj nj nj nj nj nj nj nj nj nj nj
OP: Change Theory n j nj
5. An LPN is talking with her clinical instructor about her decision to return to school to become an
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j RN. The clinical instructor iNnterprets the LPNs outcome priority based on which statement?
nj nj nj nj nj nj nj nj nj nj nj nj
a. “My family wanted me to go back to school.” nj nj nj nj nj nj nj nj
b. “I want to better my financial situation.”
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c. “I really enjoy school.” nj nj nj
d. “I would like to advance to a teaching role someday.”
nj nj nj nj nj nj nj nj nj
ANS: B n j
The outcome priority is the essential need that must be addressed, determined by internal and ext
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
ernal factors, such as needing to better a financial situation. The other statements indicate reaso
nj nj nj nj nj nj nj nj nj nj nj nj nj nj
ns for returning to school, but they are not essential needs or issues to be addressed.
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
DIF: Cognitive Level: Analysis nj nj
OBJ: Identify how experiences influence learning in adults.
n j n j nj nj nj nj nj nj TOP: Adult Learning n j nj
6. A nurse notices a posting for a management position for which she is qualified. If the nurse is in
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
the moving phase of Lewin’s Change Theory, which statement reflects the action she is most li
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
kely to take? nj nj
a. Does nothing to obtain the position nj nj nj nj nj
b. Applies for the position nj nj nj
c. Identifies that change is needed nj nj nj nj
d. Settles into the routine of her job nj nj nj nj nj nj
ANS: B n j
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL
nj nj nj nj nj nj nj nj nj nj
Unfreezing begins when reasons for change are identified. The moving phase involves active pla
nj nj nj nj nj nj nj nj nj nj nj nj nj
nning and action. Moving also means you are dealing with both positive and negative forces as t
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
hey ebb and flow, and you are making modifications to your plan as needed.
nj nj nj nj nj nj nj nj nj nj nj nj nj
Refreezing occurs after the change has become routine. nj nj nj nj nj nj nj
DIF: Cognitive Level: Application nj nj
OBJ: Understand Change Theory and how it applies to becoming an RN. T
n j nj nj nj nj nj nj nj nj nj nj nj
OP: Change Theory n j nj
7. An Orthopedic Nurse is contemplating changes in her professional life and identifying goals.
nj nj nj nj nj nj nj nj nj nj nj nj nj
Which action should the nurse take if she is interested in pursuing a long-term goal?
nj nj nj nj nj nj nj nj nj nj nj nj nj nj
a. Studies for a telemetry exam scheduled for next week nj nj nj nj nj nj nj nj
b. Enrolls in a Nurse Practitioner program nj nj nj nj nj
c. Attends a seminar to become a charge nurse nj nj nj nj nj nj nj
d. Continues to work on the orthopedic floor full-time nj nj nj nj nj nj nj
ANS: B n j
A short-term goal is one that can be attained in a period of 6 months or less. Short-
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
term goals include becoming a charge nurse and passing the telemetry exam. A long-
nj nj nj nj nj nj nj nj nj nj nj nj nj
term goal is attained in greater than 6 months and includes studying to become a Nurse Practitio
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
ner. Continuing to work on the orthopedic floor does not represent either a short-term or a long-
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
term goal. nj
DIF: Cognitive Level: Application nj nj
OBJ: Identify both short- and long-
n j nj nj nj nj
term personal and professional goals. TOP: Setting Goals
nj nj nj nj nj n j nj
8. The RN is talking with the unit manager about ways to improve patient care. The manager intro
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
duces the concept of a c ohNort. Which statement by the RN indicates that the teaching has been eff
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
ective?
a. “A cohort is a web of connections”. nj nj nj nj nj nj
b. “A cohort is a group of people who share common experiences with each other”.
nj nj nj nj nj nj nj nj nj nj nj nj nj
c. “A cohort is a group linked together for common purposes”.
nj nj nj nj nj nj nj nj nj
d. “A cohort consists of groups of individuals that make up a whole”.
nj nj nj nj nj nj nj nj nj nj nj
ANS: B n j
A cohort is a group of people who share common experiences with each other. A scheme is a web
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
of connections, a team is a group linked together for common purposes, and a unit consists of gr
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
oups or individuals that make up a whole.
nj nj nj nj nj nj nj
DIF: Cognitive Level: Evaluation nj nj
OBJ: Identify how experiences influence learning in adults.
n j n j nj nj nj nj nj nj TOP: Adult Learning n j nj
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by one of th
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
e RNs indicates that teaching has been effective?
nj nj nj nj nj nj nj
a. “Experience is a stepping stone to new learning”. nj nj nj nj nj nj nj
b. “Experience can be a barrier to new learning”. nj nj nj nj nj nj nj
c. “Experience can be an avenue to new learning”. nj nj nj nj nj nj nj
d. “Experience can be a detour to new learning”. nj nj nj nj nj nj nj
ANS: B n j
Experience accentuates differences among learners, serves as a source of insight and motivation,
nj nj nj nj nj nj nj nj nj nj nj nj nj
can be a barrier to new learning, and serves as a foundation for defining the self.
nj nj nj nj nj nj nj nj nj nj nj nj nj nj nj
TESTBANKWORLD.ORG
