TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY
CLAYWELL COMPLETE GUIDE 2025
,Chapter 01: Honoring Your Past, Planning Your Future
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
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
, 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 lifestyle
and 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
ANS: 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 is
the 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 become
an RN. The clinical instructor iNnterprets 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.”
ANS: B
The outcome priority is the essential need that must be addressed, determined by internal and
external 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 is
in 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
ANS: B
, Unfreezing abegins awhen areasons afor achange aare aidentified. aThe amoving aphase ainvolves
aactive aplanning aand aaction. aMoving aalso ameans ayou aare adealing awith aboth apositive aand
anegative aforces aas athey aebb aand aflow, aand ayou aare amaking amodifications ato ayour aplan
aas aneeded.
Refreezing aoccurs aafter athe achange ahas abecome aroutine.
DIF: Cognitive aLevel: aApplication
OBJ: a Understand aChange aTheory aand ahow ait aapplies ato abecoming
aan aRN. aTOP: a Change aTheory
7. An aOrthopedic aNurse ais acontemplating achanges ain aher aprofessional alife aand aidentifying
agoals. aWhich aaction ashould athe anurse atake aif ashe ais ainterested ain apursuing aa along-term
agoal?
a. Studies afor aa atelemetry aexam ascheduled afor anext aweek
b. Enrolls ain aa aNurse aPractitioner aprogram
c. Attends aa aseminar ato abecome aa acharge anurse
d. Continues ato awork aon athe aorthopedic afloor afull-time
ANS: a B
A ashort-term agoal ais aone athat acan abe aattained ain aa aperiod aof a6 amonths aor aless. aShort-
term agoals ainclude abecoming aa acharge anurse aand apassing athe atelemetry aexam. aA along-
term agoal ais aattained ain agreater athan a6 amonths aand aincludes astudying ato abecome aa
aNurse aPractitioner. aContinuing ato awork aon athe aorthopedic afloor adoes anot arepresent
aeither aa ashort-term aor aa along-term agoal.
DIF: Cognitive aLevel: aApplication
OBJ: aIdentify aboth ashort- aand along-term apersonal aand aprofessional
agoals. aTOP: a Setting aGoals
8. The aRN ais atalking awith athe aunit amanager aabout aways ato aimprove apatient acare. aThe
N
amanager aintroduces athe aconcept aof aa acoh ort. aWhich astatement aby athe aRN aindicates athat
athe ateaching ahas abeen aeffective?
a. “A acohort ais aa aweb aof aconnections”.
b. “A acohort ais aa agroup aof apeople awho ashare acommon aexperiences awith aeach aother”.
c. “A acohort ais aa agroup alinked atogether afor acommon apurposes”.
d. “A acohort aconsists aof agroups aof aindividuals athat amake aup aa awhole”.
ANS: a B
A acohort ais aa agroup aof apeople awho ashare acommon aexperiences awith aeach aother. aA
ascheme ais aa aweb aof aconnections, aa ateam ais aa agroup alinked atogether afor acommon
apurposes, aand aa aunit aconsists aof agroups aor aindividuals athat amake aup aa awhole.
DIF: Cognitive aLevel: aEvaluation
OBJ: a a Identify ahow aexperiences ainfluence alearning ain aadults. TOP: a Adult aLearning
9. The anurse aeducator ais apresenting aa alecture ato aa agroup aof anew aRNs. aWhich astatement
aby aone aof athe aRNs aindicates athat ateaching ahas abeen aeffective?
a. “Experience ais aa astepping astone ato anew alearning”.
b. “Experience acan abe aa abarrier ato anew alearning”.
c. “Experience acan abe aan aavenue ato anew alearning”.
d. “Experience acan abe aa adetour ato anew alearning”.
CLAYWELL COMPLETE GUIDE 2025
,Chapter 01: Honoring Your Past, Planning Your Future
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
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
, 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 lifestyle
and 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
ANS: 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 is
the 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 become
an RN. The clinical instructor iNnterprets 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.”
ANS: B
The outcome priority is the essential need that must be addressed, determined by internal and
external 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 is
in 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
ANS: B
, Unfreezing abegins awhen areasons afor achange aare aidentified. aThe amoving aphase ainvolves
aactive aplanning aand aaction. aMoving aalso ameans ayou aare adealing awith aboth apositive aand
anegative aforces aas athey aebb aand aflow, aand ayou aare amaking amodifications ato ayour aplan
aas aneeded.
Refreezing aoccurs aafter athe achange ahas abecome aroutine.
DIF: Cognitive aLevel: aApplication
OBJ: a Understand aChange aTheory aand ahow ait aapplies ato abecoming
aan aRN. aTOP: a Change aTheory
7. An aOrthopedic aNurse ais acontemplating achanges ain aher aprofessional alife aand aidentifying
agoals. aWhich aaction ashould athe anurse atake aif ashe ais ainterested ain apursuing aa along-term
agoal?
a. Studies afor aa atelemetry aexam ascheduled afor anext aweek
b. Enrolls ain aa aNurse aPractitioner aprogram
c. Attends aa aseminar ato abecome aa acharge anurse
d. Continues ato awork aon athe aorthopedic afloor afull-time
ANS: a B
A ashort-term agoal ais aone athat acan abe aattained ain aa aperiod aof a6 amonths aor aless. aShort-
term agoals ainclude abecoming aa acharge anurse aand apassing athe atelemetry aexam. aA along-
term agoal ais aattained ain agreater athan a6 amonths aand aincludes astudying ato abecome aa
aNurse aPractitioner. aContinuing ato awork aon athe aorthopedic afloor adoes anot arepresent
aeither aa ashort-term aor aa along-term agoal.
DIF: Cognitive aLevel: aApplication
OBJ: aIdentify aboth ashort- aand along-term apersonal aand aprofessional
agoals. aTOP: a Setting aGoals
8. The aRN ais atalking awith athe aunit amanager aabout aways ato aimprove apatient acare. aThe
N
amanager aintroduces athe aconcept aof aa acoh ort. aWhich astatement aby athe aRN aindicates athat
athe ateaching ahas abeen aeffective?
a. “A acohort ais aa aweb aof aconnections”.
b. “A acohort ais aa agroup aof apeople awho ashare acommon aexperiences awith aeach aother”.
c. “A acohort ais aa agroup alinked atogether afor acommon apurposes”.
d. “A acohort aconsists aof agroups aof aindividuals athat amake aup aa awhole”.
ANS: a B
A acohort ais aa agroup aof apeople awho ashare acommon aexperiences awith aeach aother. aA
ascheme ais aa aweb aof aconnections, aa ateam ais aa agroup alinked atogether afor acommon
apurposes, aand aa aunit aconsists aof agroups aor aindividuals athat amake aup aa awhole.
DIF: Cognitive aLevel: aEvaluation
OBJ: a a Identify ahow aexperiences ainfluence alearning ain aadults. TOP: a Adult aLearning
9. The anurse aeducator ais apresenting aa alecture ato aa agroup aof anew aRNs. aWhich astatement
aby aone aof athe aRNs aindicates athat ateaching ahas abeen aeffective?
a. “Experience ais aa astepping astone ato anew alearning”.
b. “Experience acan abe aa abarrier ato anew alearning”.
c. “Experience acan abe aan aavenue ato anew alearning”.
d. “Experience acan abe aa adetour ato anew alearning”.
