Test Bank For LPN to RN TrANSitions 6th Edition
AUTHOR; Lora Claywell ( chapters 1-18 )
COMPLETE LATEST VERSION\\ A+GUIDE//
TEST BANK
pg. 1
, Chapter 01: Honoring Your Past, Planning Your Future
Claywel l: LPN to RN TrANSitions, 6th 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 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
pg. 2
, 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
pg. 3
, Driving forces are those that push toward making the change, as opposed to restraining
force s, 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
pg. 4
AUTHOR; Lora Claywell ( chapters 1-18 )
COMPLETE LATEST VERSION\\ A+GUIDE//
TEST BANK
pg. 1
, Chapter 01: Honoring Your Past, Planning Your Future
Claywel l: LPN to RN TrANSitions, 6th 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 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
pg. 2
, 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
pg. 3
, Driving forces are those that push toward making the change, as opposed to restraining
force s, 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
pg. 4
