TEST BANK
LPN to RN Transitions, 5th Edition(Claywell, 2022), Chapters 1 - 18
,TABLE OF CONTENTS
,CHAPTER 01: HONORING YOUR PAST,
PLANNING YOUR FUTURE
MULTIPLE CHOICE
1. 1. A student interested in becoming a registered nurse is meeting with a nursing advisor.
She is aware that students aspiring to become registered nurses (RNs) who are licensed
practical nurses or license vocational nurses (LPN/LVNs) bring past knowledge and
comprehension to the classroom. Which of the nursing advisor's statements best captures
her comprehension of the potential impact 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.”
ANSWER: 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 theself.
DIF: Cognitive Level: Application
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
2. It is currently Wednesday night, and on Friday morning there is a cardiovascular system
test. Thursday night, the student took a vacation day from work so she could remain home
and study. On Thursday morning, she might skip her exercise class and head to the library
to get ready for the test. Which answer best sums up the importance of the student's
outcome?
a. Exercise class
b. Going to the library
c. Avoiding work by taking a vacation
d. Doing well on the test on Friday
ANSWER: D
The outcome priority is the essential issue or need to be addressed at any given time
within aset of conditions or circumstances.
DIF: Cognitive Level: Application
OBJ: Identify motivations and personal outcome priorities for returning to
school.TOP: Motivation to Learn
3. 3. A nurse who has worked for ten years as an LPN/LVN is meeting with an advisor to talk
about the prospect of enrolling in programs to become an RN. Which of the nurse's
statements does the adviser interpret as the motivation behind going back 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.”
ANSWER: D
, Driving forces are those that push toward making the change, as opposed to
restraining forces,which are those that usually present a challenge that needs to be
overcome for the change to take place or present a negative effect the change may
initiate.
DIF: Cognitive Level: Application
OBJ: Identify motivations and personal outcome priorities for returning to
school.TOP: Motivations for Change
4. An RN is caring for a diabetic patient. The patient appears interested in changing her
lifestyleand has been asking questions about eating better. The nurse can interpret
this behavior as which stage of Lewin’s Change Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANSWER: B
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This
phase involves determining that a change needs to occur and deciding to take action.
Moving is the second phase and involves actively planning changes and taking action
on them. Refreezing isthe last stage, and it occurs when the change has become a part
of the person’s life.
DIF: Cognitive Level: Analysis
OBJ: Understand Change Theory and how it applies to becoming
an RN.TOP: Change Theory
5. An LPN is talking with her clinical instructor about her decision to return to school to
becomean RN. The clinical instructor iN nterprets the LPNs outcome priority based on
which statement?
a. “My family wanted me to go back to school.”
b. “I want to better my financial situation.”
c. “I really enjoy school.”
d. “I would like to advance to a teaching role someday.”
ANSWER: B
The outcome priority is the essential need that must be addressed, determined by
internal andexternal factors, such as needing to better a financial situation. The
other statements indicate reasons for returning to school, but they are not essential
needs or issues to be addressed.
DIF: Cognitive Level: Analysis
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
6. A nurse notices a posting for a management position for which she is qualified. If the
nurse isin the moving phase of Lewin’s Change Theory, which statement reflects the
action she is most likely to take?
a. Does nothing to obtain the position
b. Applies for the position
c. Identifies that change is needed
d. Settles into the routine of her job
ANSWER: B
LPN to RN Transitions, 5th Edition(Claywell, 2022), Chapters 1 - 18
,TABLE OF CONTENTS
,CHAPTER 01: HONORING YOUR PAST,
PLANNING YOUR FUTURE
MULTIPLE CHOICE
1. 1. A student interested in becoming a registered nurse is meeting with a nursing advisor.
She is aware that students aspiring to become registered nurses (RNs) who are licensed
practical nurses or license vocational nurses (LPN/LVNs) bring past knowledge and
comprehension to the classroom. Which of the nursing advisor's statements best captures
her comprehension of the potential impact 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.”
ANSWER: 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 theself.
DIF: Cognitive Level: Application
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
2. It is currently Wednesday night, and on Friday morning there is a cardiovascular system
test. Thursday night, the student took a vacation day from work so she could remain home
and study. On Thursday morning, she might skip her exercise class and head to the library
to get ready for the test. Which answer best sums up the importance of the student's
outcome?
a. Exercise class
b. Going to the library
c. Avoiding work by taking a vacation
d. Doing well on the test on Friday
ANSWER: D
The outcome priority is the essential issue or need to be addressed at any given time
within aset of conditions or circumstances.
DIF: Cognitive Level: Application
OBJ: Identify motivations and personal outcome priorities for returning to
school.TOP: Motivation to Learn
3. 3. A nurse who has worked for ten years as an LPN/LVN is meeting with an advisor to talk
about the prospect of enrolling in programs to become an RN. Which of the nurse's
statements does the adviser interpret as the motivation behind going back 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.”
ANSWER: D
, Driving forces are those that push toward making the change, as opposed to
restraining forces,which are those that usually present a challenge that needs to be
overcome for the change to take place or present a negative effect the change may
initiate.
DIF: Cognitive Level: Application
OBJ: Identify motivations and personal outcome priorities for returning to
school.TOP: Motivations for Change
4. An RN is caring for a diabetic patient. The patient appears interested in changing her
lifestyleand has been asking questions about eating better. The nurse can interpret
this behavior as which stage of Lewin’s Change Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANSWER: B
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This
phase involves determining that a change needs to occur and deciding to take action.
Moving is the second phase and involves actively planning changes and taking action
on them. Refreezing isthe last stage, and it occurs when the change has become a part
of the person’s life.
DIF: Cognitive Level: Analysis
OBJ: Understand Change Theory and how it applies to becoming
an RN.TOP: Change Theory
5. An LPN is talking with her clinical instructor about her decision to return to school to
becomean RN. The clinical instructor iN nterprets the LPNs outcome priority based on
which statement?
a. “My family wanted me to go back to school.”
b. “I want to better my financial situation.”
c. “I really enjoy school.”
d. “I would like to advance to a teaching role someday.”
ANSWER: B
The outcome priority is the essential need that must be addressed, determined by
internal andexternal factors, such as needing to better a financial situation. The
other statements indicate reasons for returning to school, but they are not essential
needs or issues to be addressed.
DIF: Cognitive Level: Analysis
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
6. A nurse notices a posting for a management position for which she is qualified. If the
nurse isin the moving phase of Lewin’s Change Theory, which statement reflects the
action she is most likely to take?
a. Does nothing to obtain the position
b. Applies for the position
c. Identifies that change is needed
d. Settles into the routine of her job
ANSWER: B
