TEST BANK FOR LPN TO RN
x x x x x
TRANSITIONS 4th EDITION BY
x x x x
CLAYWELL
x
, Chapter x01: xHonoring xYour xPast, xPlanning xYour
xFuture xClaywell: xLPN xto xRN xTransitions, x4th
xEdition
Multiple xchoice xquestions
1. A xnursing xadvisor xis xmeeting xwith xa xstudent xwho xis xinterested xin xearning
xher xRN xdegree. xSheknows xthat xlicensed xpractical xnurse/license xvocational
xnurse x(LPN/LVNs) xwho xenter xnursingschool xto xbecome xRNs xcome xinto xthe
xlearning xenvironment xwith xprior xknowledge xand xunderstanding. xWhich
xstatement xby xthe xnursing xadvisor xbest xdescribes xher xunderstanding xof xthe
xeffect xexperience xmay xhaveon xlearning?
a. “Experience xmay xbe xa xsource xof xinsight xand xmotivation, xor xa xbarrier.”
b. “Experience xis xusually xa xstumbling xblock xfor xLPN/LVNs.”
c. “Experience xnever xmakes xlearning xmore xdifficult.”
d. “Once xsomething xis xlearned, xit xcan xnever xbe xtruly xmodified.”
ANS: x A
Experience xaccentuates xdifferences xamong xlearners xand xserves xas xa xsource xof
xinsight xand xmotivation, xbut xit xcan xalso xbe x a xbarrier. xExperience xcan xserve xas x a
xfoundation xfor xdefining xtheself.
DIF: x Cognitive xLevel: xApplication
OBJ: x Identify xhow xexperiences xinfluence xlearning xin xadults. xTOP: x Adult xLearning
2. There xis xa xtest xon xthe xcardiovascular xsystem xon xFriday xmorning, xand xit xis
xnow xWednesday xnight. xThe xstudent xhas xalready xtaken xa xvacation xday xfrom
xwork xThursdaynight xso xthat xshe xcanstay xhome xand xstudy. xShe xis
xconsidering xskipping xher xexercise xclass xon xThursday xmorning xto xgo xto xthe
xlibrary xto xprepare xfor xthe xtest. xWhich xresponse xbest xidentifies xthe xstudent’s
xoutcome xpriority?
a. Exercise xclass
b. Going xto xthe xlibrary
c. Avoiding xwork xby xtaking xa xvacation
d. Doing xwell xon xthe xtest xon xFriday
ANS: x D
The xoutcome xpriority xis xthe xessential xissue xor xneed xto xbe xaddressed xat xany
xgiven xtime xwithin xaset xof xconditions xor xcircumstances.
, DIF: x Cognitive xLevel: xApplication
OBJ: xIdentify xmotivations xand xpersonal xoutcome
xpriorities xfor xreturning xto xschool.TOP: x Motivation xto
xLearn
3. A xnurse xwho xhas xbeen xan xLPN/LVN xfor x10 xyears xis xmeeting xwith xan
xadvisor xto xdiscuss xthe xpossibility xof xtaking xclasses xto xbecome xan xRN. xThe
xadvisor xinterpretswhich xstatement xby xthenurse xas xthe xdriving xforce xfor
xreturning xto xschool?
a. “I’ll xneed xto xschedule xtime xto xattend xclasses.”
b. “I’ll xhave xto xbudget xfor xpaying xtuition.”
c. “I’ll xhave xto xrearranging xmy xschedule.”
d. “There xis xa xpossibility xof xadvancement xinto
administration.” xANS: xD
x
, Driving xforces xare xthose xthat xpush xtoward xmaking xthe xchange, xas xopposed
xto xrestraining xforces,which xare xthose xthat xusually xpresent xa xchallenge xthat
xneeds xto xbeovercome xfor xthe xchange xto xtake xplace xor xpresent xa xnegative
xeffect xthe xchange xmay xinitiate.
DIF: x Cognitive xLevel: xApplication
OBJ: xIdentify xmotivations xand xpersonal xoutcome
xpriorities xfor xreturning xto xschool.TOP: x Motivations
xfor xChange
4. An xRN xis xcaring xfor xa xdiabetic xpatient. xThe xpatient xappears xinterested xin
xchanging xher xlifestyleand xhas xbeen xasking xquestions xabout xeating xbetter.
xThe xnurse xcan xinterpret xthis xbehavior xas xwhich xstage xof xLewin’s xChange
xTheory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: x B
The xpatient xis xin xthe xfirst xphase xof xLewin’s xChange xTheory, xknown xas
xunfreezing. xThis xphase xinvolves xdetermining xthat xa xchange xneeds x to xoccur xand
xdeciding xto xtake xaction. xMoving xis xthe x second xphase xand xinvolves xactively
xplanning xchanges xand xtaking xaction xon xthem. xRefreezing xisthe xlast xstage, xand xit
xoccurs xwhen xthe xchange xhas xbecome xa xpartof xthe xperson’s xlife.
DIF: x Cognitive xLevel: xAnalysis
OBJ: xUnderstand xChange xTheory xand xhow xit xapplies
xto xbecoming xan xRN.TOP: x Change xTheory
5. An xLPN xis xtalking xwith xher xclinical xinstructor xabout xher xdecision xto xreturn xto
xschool xto xbecomean xRN. xThe xclinical xinstructor xiNnterprets xthe xLPNs xoutcome
xpriority xbased xon xwhich xstatement?
a. “My xfamily xwanted xme xto xgo xback xto xschool.”
b. “I xwant xto xbetter xmy xfinancial xsituation.”
c. “I xreally xenjoy xschool.”
d. “I xwould xlike xto xadvance xto xa xteaching xrole xsomeday.”
ANS: x B
The xoutcome xpriority xis xthe xessential xneed xthat xmust xbe xaddressed, xdetermined
xby xinternal xandexternal xfactors, xsuch xas xneeding xto xbetter xa xfinancial xsituation.
xThe xother xstatements xindicate xreasons xfor xreturning xto xschool, xbut xthey xare xnot
xessentialneeds xor xissues xto xbe xaddressed.
x x x x x
TRANSITIONS 4th EDITION BY
x x x x
CLAYWELL
x
, Chapter x01: xHonoring xYour xPast, xPlanning xYour
xFuture xClaywell: xLPN xto xRN xTransitions, x4th
xEdition
Multiple xchoice xquestions
1. A xnursing xadvisor xis xmeeting xwith xa xstudent xwho xis xinterested xin xearning
xher xRN xdegree. xSheknows xthat xlicensed xpractical xnurse/license xvocational
xnurse x(LPN/LVNs) xwho xenter xnursingschool xto xbecome xRNs xcome xinto xthe
xlearning xenvironment xwith xprior xknowledge xand xunderstanding. xWhich
xstatement xby xthe xnursing xadvisor xbest xdescribes xher xunderstanding xof xthe
xeffect xexperience xmay xhaveon xlearning?
a. “Experience xmay xbe xa xsource xof xinsight xand xmotivation, xor xa xbarrier.”
b. “Experience xis xusually xa xstumbling xblock xfor xLPN/LVNs.”
c. “Experience xnever xmakes xlearning xmore xdifficult.”
d. “Once xsomething xis xlearned, xit xcan xnever xbe xtruly xmodified.”
ANS: x A
Experience xaccentuates xdifferences xamong xlearners xand xserves xas xa xsource xof
xinsight xand xmotivation, xbut xit xcan xalso xbe x a xbarrier. xExperience xcan xserve xas x a
xfoundation xfor xdefining xtheself.
DIF: x Cognitive xLevel: xApplication
OBJ: x Identify xhow xexperiences xinfluence xlearning xin xadults. xTOP: x Adult xLearning
2. There xis xa xtest xon xthe xcardiovascular xsystem xon xFriday xmorning, xand xit xis
xnow xWednesday xnight. xThe xstudent xhas xalready xtaken xa xvacation xday xfrom
xwork xThursdaynight xso xthat xshe xcanstay xhome xand xstudy. xShe xis
xconsidering xskipping xher xexercise xclass xon xThursday xmorning xto xgo xto xthe
xlibrary xto xprepare xfor xthe xtest. xWhich xresponse xbest xidentifies xthe xstudent’s
xoutcome xpriority?
a. Exercise xclass
b. Going xto xthe xlibrary
c. Avoiding xwork xby xtaking xa xvacation
d. Doing xwell xon xthe xtest xon xFriday
ANS: x D
The xoutcome xpriority xis xthe xessential xissue xor xneed xto xbe xaddressed xat xany
xgiven xtime xwithin xaset xof xconditions xor xcircumstances.
, DIF: x Cognitive xLevel: xApplication
OBJ: xIdentify xmotivations xand xpersonal xoutcome
xpriorities xfor xreturning xto xschool.TOP: x Motivation xto
xLearn
3. A xnurse xwho xhas xbeen xan xLPN/LVN xfor x10 xyears xis xmeeting xwith xan
xadvisor xto xdiscuss xthe xpossibility xof xtaking xclasses xto xbecome xan xRN. xThe
xadvisor xinterpretswhich xstatement xby xthenurse xas xthe xdriving xforce xfor
xreturning xto xschool?
a. “I’ll xneed xto xschedule xtime xto xattend xclasses.”
b. “I’ll xhave xto xbudget xfor xpaying xtuition.”
c. “I’ll xhave xto xrearranging xmy xschedule.”
d. “There xis xa xpossibility xof xadvancement xinto
administration.” xANS: xD
x
, Driving xforces xare xthose xthat xpush xtoward xmaking xthe xchange, xas xopposed
xto xrestraining xforces,which xare xthose xthat xusually xpresent xa xchallenge xthat
xneeds xto xbeovercome xfor xthe xchange xto xtake xplace xor xpresent xa xnegative
xeffect xthe xchange xmay xinitiate.
DIF: x Cognitive xLevel: xApplication
OBJ: xIdentify xmotivations xand xpersonal xoutcome
xpriorities xfor xreturning xto xschool.TOP: x Motivations
xfor xChange
4. An xRN xis xcaring xfor xa xdiabetic xpatient. xThe xpatient xappears xinterested xin
xchanging xher xlifestyleand xhas xbeen xasking xquestions xabout xeating xbetter.
xThe xnurse xcan xinterpret xthis xbehavior xas xwhich xstage xof xLewin’s xChange
xTheory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: x B
The xpatient xis xin xthe xfirst xphase xof xLewin’s xChange xTheory, xknown xas
xunfreezing. xThis xphase xinvolves xdetermining xthat xa xchange xneeds x to xoccur xand
xdeciding xto xtake xaction. xMoving xis xthe x second xphase xand xinvolves xactively
xplanning xchanges xand xtaking xaction xon xthem. xRefreezing xisthe xlast xstage, xand xit
xoccurs xwhen xthe xchange xhas xbecome xa xpartof xthe xperson’s xlife.
DIF: x Cognitive xLevel: xAnalysis
OBJ: xUnderstand xChange xTheory xand xhow xit xapplies
xto xbecoming xan xRN.TOP: x Change xTheory
5. An xLPN xis xtalking xwith xher xclinical xinstructor xabout xher xdecision xto xreturn xto
xschool xto xbecomean xRN. xThe xclinical xinstructor xiNnterprets xthe xLPNs xoutcome
xpriority xbased xon xwhich xstatement?
a. “My xfamily xwanted xme xto xgo xback xto xschool.”
b. “I xwant xto xbetter xmy xfinancial xsituation.”
c. “I xreally xenjoy xschool.”
d. “I xwould xlike xto xadvance xto xa xteaching xrole xsomeday.”
ANS: x B
The xoutcome xpriority xis xthe xessential xneed xthat xmust xbe xaddressed, xdetermined
xby xinternal xandexternal xfactors, xsuch xas xneeding xto xbetter xa xfinancial xsituation.
xThe xother xstatements xindicate xreasons xfor xreturning xto xschool, xbut xthey xare xnot
xessentialneeds xor xissues xto xbe xaddressed.
