TEST BANK FOR LPN TO RN
l l l l l
TRANSITIONS 4th EDITION BY
l l l l
CLAYWELL
l
, Chapter l01: lHonoring lYour lPast, lPlanning lYour
lFuture lClaywell: lLPN lto lRN lTransitions, l4th lEdition
Multiple lchoice lquestions
1. A lnursing ladvisor lis lmeeting lwith la lstudent lwho lis linterested lin learning lher lRN
ldegree. lSheknows lthat llicensed lpractical lnurse/license lvocational lnurse l(LPN/LVNs)
lwho lenter lnursingschool lto lbecome lRNs lcome linto lthe llearning lenvironment lwith
lprior lknowledge land lunderstanding. lWhich lstatement lby lthe lnursing ladvisor lbest
ldescribes lher lunderstanding lof lthe leffect lexperience lmay lhaveon llearning?
a. “Experience lmay lbe la lsource lof linsight land lmotivation, lor la lbarrier.”
b. “Experience lis lusually la lstumbling lblock lfor lLPN/LVNs.”
c. “Experience lnever lmakes llearning lmore ldifficult.”
d. “Once lsomething lis llearned, lit lcan lnever lbe ltruly lmodified.”
ANS: l A
Experience laccentuates ldifferences lamong llearners land lserves las la lsource lof linsight land
lmotivation, lbut lit lcan lalso lbe la lbarrier. lExperience lcan lserve las la lfoundation lfor ldefining
ltheself.
DIF: l Cognitive lLevel: lApplication
OBJ: l Identify lhow lexperiences linfluence llearning lin ladults. lTOP: l Adult lLearning
2. There lis la ltest lon lthe lcardiovascular lsystem lon lFriday lmorning, land lit lis lnow
lWednesday lnight. lThe lstudent lhas lalready ltaken la lvacation lday lfrom lwork
lThursdaynight lso lthat lshe lcanstay lhome land lstudy. lShe lis lconsidering lskipping lher
lexercise lclass lon lThursday lmorning lto lgo lto lthe llibrary lto lprepare lfor lthe ltest. lWhich
lresponse lbest lidentifies lthe l student’s loutcome lpriority?
a. Exercise lclass
b. Going lto lthe llibrary
c. Avoiding lwork lby ltaking la lvacation
d. Doing lwell lon lthe ltest lon lFriday
ANS: l D
The loutcome lpriority lis lthe lessential lissue lor lneed lto lbe laddressed lat lany lgiven ltime
lwithin laset lof lconditions lor lcircumstances.
, DIF: l Cognitive lLevel: lApplication
OBJ: lIdentify lmotivations land lpersonal loutcome lpriorities lfor
lreturning lto lschool.TOP: l Motivation lto lLearn
3. A lnurse lwho lhas lbeen lan lLPN/LVN lfor l10 lyears lis lmeeting lwith lan ladvisor lto
ldiscuss lthe lpossibility lof ltaking lclasses lto lbecome lan lRN. lThe ladvisor
linterpretswhich lstatement lby lthenurse las lthe ldriving lforce lfor lreturning lto lschool?
a. “I’ll lneed lto lschedule ltime lto lattend lclasses.”
b. “I’ll lhave lto lbudget lfor lpaying ltuition.”
c. “I’ll lhave lto lrearranging lmy lschedule.”
d. “There lis la lpossibility lof ladvancement linto ladministration.”
l ANS: lD
, Driving lforces lare lthose lthat lpush ltoward lmaking lthe lchange, las lopposed lto
lrestraining lforces,which lare lthose lthat lusually lpresent la lchallenge lthat lneeds lto
lbeovercome lfor lthe lchange lto ltake lplace lor lpresent la lnegative leffect lthe lchange lmay
linitiate.
DIF: l Cognitive lLevel: lApplication
OBJ: lIdentify lmotivations land lpersonal loutcome lpriorities lfor
lreturning lto lschool.TOP: l Motivations lfor lChange
4. An lRN lis lcaring lfor la ldiabetic lpatient. lThe lpatient lappears linterested lin lchanging
lher llifestyleand lhas lbeen lasking lquestions labout leating lbetter. lThe lnurse lcan
linterpret lthis lbehavior las lwhich l stage lof l Lewin’s l Change lTheory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: l B
The lpatient lis lin lthe lfirst lphase lof lLewin’s lChange lTheory, lknown las lunfreezing. lThis
lphase linvolves ldetermining lthat la lchange lneeds lto loccur land ldeciding lto ltake laction.
lMoving lis lthe lsecond lphase land linvolves lactively lplanning lchanges land ltaking laction lon
lthem. lRefreezing listhe llast lstage, land lit loccurs lwhen lthe lchange lhas lbecome la lpartof lthe
lperson’s llife.
DIF: l Cognitive lLevel: lAnalysis
OBJ: lUnderstand lChange lTheory land lhow lit lapplies lto
lbecoming lan lRN.TOP: l Change lTheory
5. An lLPN lis ltalking lwith lher lclinical linstructor labout lher ldecision lto lreturn lto lschool lto
lbecomean lRN. lThe lclinical linstructor liNnterprets lthe lLPNs loutcome lpriority lbased lon lwhich
lstatement?
a. “My lfamily lwanted lme lto lgo lback lto lschool.”
b. “I lwant lto lbetter lmy lfinancial lsituation.”
c. “I lreally lenjoy lschool.”
d. “I lwould llike lto ladvance lto la lteaching lrole lsomeday.”
ANS: l B
The loutcome lpriority lis lthe lessential lneed lthat lmust lbe laddressed, ldetermined lby linternal
landexternal lfactors, lsuch las lneeding lto lbetter la lfinancial lsituation. lThe lother lstatements
lindicate lreasons lfor lreturning lto lschool, lbut lthey lare lnot lessentialneeds lor lissues lto lbe
laddressed.
DIF: l Cognitive lLevel: lAnalysis
OBJ: l Identify lhow lexperiences linfluence llearning lin ladults. lTOP: l Adult lLearning
6. A lnurse lnotices la lposting lfor la lmanagement lposition lfor lwhich lshe lis lqualified. lIf lthenurse
isin lthe lmoving lphase lof lLewin’s lChange lTheory, lwhich lstatement lreflects lthe laction lshe
l l l l l
TRANSITIONS 4th EDITION BY
l l l l
CLAYWELL
l
, Chapter l01: lHonoring lYour lPast, lPlanning lYour
lFuture lClaywell: lLPN lto lRN lTransitions, l4th lEdition
Multiple lchoice lquestions
1. A lnursing ladvisor lis lmeeting lwith la lstudent lwho lis linterested lin learning lher lRN
ldegree. lSheknows lthat llicensed lpractical lnurse/license lvocational lnurse l(LPN/LVNs)
lwho lenter lnursingschool lto lbecome lRNs lcome linto lthe llearning lenvironment lwith
lprior lknowledge land lunderstanding. lWhich lstatement lby lthe lnursing ladvisor lbest
ldescribes lher lunderstanding lof lthe leffect lexperience lmay lhaveon llearning?
a. “Experience lmay lbe la lsource lof linsight land lmotivation, lor la lbarrier.”
b. “Experience lis lusually la lstumbling lblock lfor lLPN/LVNs.”
c. “Experience lnever lmakes llearning lmore ldifficult.”
d. “Once lsomething lis llearned, lit lcan lnever lbe ltruly lmodified.”
ANS: l A
Experience laccentuates ldifferences lamong llearners land lserves las la lsource lof linsight land
lmotivation, lbut lit lcan lalso lbe la lbarrier. lExperience lcan lserve las la lfoundation lfor ldefining
ltheself.
DIF: l Cognitive lLevel: lApplication
OBJ: l Identify lhow lexperiences linfluence llearning lin ladults. lTOP: l Adult lLearning
2. There lis la ltest lon lthe lcardiovascular lsystem lon lFriday lmorning, land lit lis lnow
lWednesday lnight. lThe lstudent lhas lalready ltaken la lvacation lday lfrom lwork
lThursdaynight lso lthat lshe lcanstay lhome land lstudy. lShe lis lconsidering lskipping lher
lexercise lclass lon lThursday lmorning lto lgo lto lthe llibrary lto lprepare lfor lthe ltest. lWhich
lresponse lbest lidentifies lthe l student’s loutcome lpriority?
a. Exercise lclass
b. Going lto lthe llibrary
c. Avoiding lwork lby ltaking la lvacation
d. Doing lwell lon lthe ltest lon lFriday
ANS: l D
The loutcome lpriority lis lthe lessential lissue lor lneed lto lbe laddressed lat lany lgiven ltime
lwithin laset lof lconditions lor lcircumstances.
, DIF: l Cognitive lLevel: lApplication
OBJ: lIdentify lmotivations land lpersonal loutcome lpriorities lfor
lreturning lto lschool.TOP: l Motivation lto lLearn
3. A lnurse lwho lhas lbeen lan lLPN/LVN lfor l10 lyears lis lmeeting lwith lan ladvisor lto
ldiscuss lthe lpossibility lof ltaking lclasses lto lbecome lan lRN. lThe ladvisor
linterpretswhich lstatement lby lthenurse las lthe ldriving lforce lfor lreturning lto lschool?
a. “I’ll lneed lto lschedule ltime lto lattend lclasses.”
b. “I’ll lhave lto lbudget lfor lpaying ltuition.”
c. “I’ll lhave lto lrearranging lmy lschedule.”
d. “There lis la lpossibility lof ladvancement linto ladministration.”
l ANS: lD
, Driving lforces lare lthose lthat lpush ltoward lmaking lthe lchange, las lopposed lto
lrestraining lforces,which lare lthose lthat lusually lpresent la lchallenge lthat lneeds lto
lbeovercome lfor lthe lchange lto ltake lplace lor lpresent la lnegative leffect lthe lchange lmay
linitiate.
DIF: l Cognitive lLevel: lApplication
OBJ: lIdentify lmotivations land lpersonal loutcome lpriorities lfor
lreturning lto lschool.TOP: l Motivations lfor lChange
4. An lRN lis lcaring lfor la ldiabetic lpatient. lThe lpatient lappears linterested lin lchanging
lher llifestyleand lhas lbeen lasking lquestions labout leating lbetter. lThe lnurse lcan
linterpret lthis lbehavior las lwhich l stage lof l Lewin’s l Change lTheory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: l B
The lpatient lis lin lthe lfirst lphase lof lLewin’s lChange lTheory, lknown las lunfreezing. lThis
lphase linvolves ldetermining lthat la lchange lneeds lto loccur land ldeciding lto ltake laction.
lMoving lis lthe lsecond lphase land linvolves lactively lplanning lchanges land ltaking laction lon
lthem. lRefreezing listhe llast lstage, land lit loccurs lwhen lthe lchange lhas lbecome la lpartof lthe
lperson’s llife.
DIF: l Cognitive lLevel: lAnalysis
OBJ: lUnderstand lChange lTheory land lhow lit lapplies lto
lbecoming lan lRN.TOP: l Change lTheory
5. An lLPN lis ltalking lwith lher lclinical linstructor labout lher ldecision lto lreturn lto lschool lto
lbecomean lRN. lThe lclinical linstructor liNnterprets lthe lLPNs loutcome lpriority lbased lon lwhich
lstatement?
a. “My lfamily lwanted lme lto lgo lback lto lschool.”
b. “I lwant lto lbetter lmy lfinancial lsituation.”
c. “I lreally lenjoy lschool.”
d. “I lwould llike lto ladvance lto la lteaching lrole lsomeday.”
ANS: l B
The loutcome lpriority lis lthe lessential lneed lthat lmust lbe laddressed, ldetermined lby linternal
landexternal lfactors, lsuch las lneeding lto lbetter la lfinancial lsituation. lThe lother lstatements
lindicate lreasons lfor lreturning lto lschool, lbut lthey lare lnot lessentialneeds lor lissues lto lbe
laddressed.
DIF: l Cognitive lLevel: lAnalysis
OBJ: l Identify lhow lexperiences linfluence llearning lin ladults. lTOP: l Adult lLearning
6. A lnurse lnotices la lposting lfor la lmanagement lposition lfor lwhich lshe lis lqualified. lIf lthenurse
isin lthe lmoving lphase lof lLewin’s lChange lTheory, lwhich lstatement lreflects lthe laction lshe
