FULL TEST BANK LPN TO RN
TRANSITIONS 6TH EDITION
BY LORA CLAYWELL PHD MSN RN CNE
table of contents
chapter 01: honoring your past, planning your future ......................................... 3
chapter 02: assessing yourself and designing success........................................ 11
,chapter 03: study habits and test-taking skills .................................................. 23
chapter 04: distinguishing the rn role from the lpn/lvn role .............................. 32
chapter 05: using nursing theory to guide professional practice ........................ 46
chapter 06: providing patient-centered care through the nursing process ......... 62
chapter 07: critical and diagnostic thinking for better clinical judgment ........... 81
chapter 08: practicing evidence-based decision making .................................... 97
chapter 09: communicating with patients and co-workers .............................. 116
chapter 10: teaching patients and their families ............................................. 132
chapter 11: the nurses, ideas, and forces that define the profession ............... 148
chapter 12: upholding legal and ethical principles .......................................... 155
chapter 13: care and safety standards, competence, and nurse accountability 175
chapter 14: leading, delegating, and collaborating ......................................... 188
chapter 15: promoting healthful living in the primary care setting.................. 205
chapter 16: managing care in secondary and tertiary health care ................... 220
chapter 17: reflecting on your transition ......................................................... 231
chapter 18: prepare now to pass nclex-rn® ..................................................... 247
,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 apart of the person’s life.
dif: cognitive level: analysis
obj: understand change theory and how it applies to becoming an rn. top:
changetheory
,5. an lpn is talking with her clinical instructor about her decision to return to
school to become an rn. the clinical instructor interprets the lpns outcome
priority based on which n 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 asneeding 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 begins when reasons for change are identified. the moving phase
involves active planning and action. moving also means you are dealing with
both positive and negative forces as they ebb and flow, and you are making
, modifications to your plan as needed. refreezing occurs after the change has
become routine.
dif: cognitive level: application
obj: understand change theory and how it applies to becoming an rn. top:
change theory
7. an orthopedic nurse is contemplating changes in her professional
life and identifying goals. which action should the nurse take if she is interested
in pursuing a long-term goal?
a. studies for at elemetry exam scheduled for next week
b. enrolls in a nurse practitioner program
c. attends a seminar to become a charge nurse
d. continues to work on the orthopedic floor full-time
ANS>b
a short-term goal is one that can be attained in a period of 6 months or less.
short-term goals include becoming a charge nurse and passing the telemetry
exam. a long-term goal is attained in greater than 6 months and includes
studying to become a nurse practitioner. continuing to work on the orthopedic
floor does not represent either a short-term or a long-term goal.
dif: cognitive level: application
TRANSITIONS 6TH EDITION
BY LORA CLAYWELL PHD MSN RN CNE
table of contents
chapter 01: honoring your past, planning your future ......................................... 3
chapter 02: assessing yourself and designing success........................................ 11
,chapter 03: study habits and test-taking skills .................................................. 23
chapter 04: distinguishing the rn role from the lpn/lvn role .............................. 32
chapter 05: using nursing theory to guide professional practice ........................ 46
chapter 06: providing patient-centered care through the nursing process ......... 62
chapter 07: critical and diagnostic thinking for better clinical judgment ........... 81
chapter 08: practicing evidence-based decision making .................................... 97
chapter 09: communicating with patients and co-workers .............................. 116
chapter 10: teaching patients and their families ............................................. 132
chapter 11: the nurses, ideas, and forces that define the profession ............... 148
chapter 12: upholding legal and ethical principles .......................................... 155
chapter 13: care and safety standards, competence, and nurse accountability 175
chapter 14: leading, delegating, and collaborating ......................................... 188
chapter 15: promoting healthful living in the primary care setting.................. 205
chapter 16: managing care in secondary and tertiary health care ................... 220
chapter 17: reflecting on your transition ......................................................... 231
chapter 18: prepare now to pass nclex-rn® ..................................................... 247
,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 apart of the person’s life.
dif: cognitive level: analysis
obj: understand change theory and how it applies to becoming an rn. top:
changetheory
,5. an lpn is talking with her clinical instructor about her decision to return to
school to become an rn. the clinical instructor interprets the lpns outcome
priority based on which n 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 asneeding 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 begins when reasons for change are identified. the moving phase
involves active planning and action. moving also means you are dealing with
both positive and negative forces as they ebb and flow, and you are making
, modifications to your plan as needed. refreezing occurs after the change has
become routine.
dif: cognitive level: application
obj: understand change theory and how it applies to becoming an rn. top:
change theory
7. an orthopedic nurse is contemplating changes in her professional
life and identifying goals. which action should the nurse take if she is interested
in pursuing a long-term goal?
a. studies for at elemetry exam scheduled for next week
b. enrolls in a nurse practitioner program
c. attends a seminar to become a charge nurse
d. continues to work on the orthopedic floor full-time
ANS>b
a short-term goal is one that can be attained in a period of 6 months or less.
short-term goals include becoming a charge nurse and passing the telemetry
exam. a long-term goal is attained in greater than 6 months and includes
studying to become a nurse practitioner. continuing to work on the orthopedic
floor does not represent either a short-term or a long-term goal.
dif: cognitive level: application
