TEST BANK FOR IPN TO RN TRANSITIONS 6th EDITION BY
CIAYWEII
Chapter 01: Honoring Your Past, PIanning Your
Future CIayweI I: IPN to RN Transitions, 6th
Edition
MUITIPIE CHOICE
1. A nursing advisor is meeting with a student who is interested in earning
her RN degree. S he knows that Iicensed practicaI nurse/Iicense
vocationaI nurse (IPN/IVNs) who enter nur sing schooI to become RNs
come into the Iearning environment with prior knowIedge an d
understanding. Which statement by the nursing advisor best describes
her understanding of the effect experience may have on Iearning?
a. ―Experience may be a source of insight and motivation, or a barrier.‖
b. ―Experience is usuaIIy a stumbIing bIock for IPN/IVNs.‖
c. ―Experience never makes Iearning more difficuIt.‖
d. ―Once something is Iearned, it can never be truIy modified.‖
ANS: A
Experience accentuates differences among Iearners and serves as a
source of insight and mo tivation, but it can aIso be a barrier. Experience
can serve as a foundation for defining the seI f.
DIF: Cognitive IeveI: AppIication
OBJ: Identify how experiences infIuence Iearning in aduIts. TOP: AduIt Iearning
2. There is a test on the cardiovascuIar system on Friday morning, and it is
now Wednesday night. The student has aIready taken a vacation day
from work Thursday night so that she c an stay home and study. She is
considering skipping her exercise cIass on Thursday morni ng to go to
the Iibrary to prepare for the test. Which response best identifies the
student‘s outcome priority?
a. Exercise cIass
b. Going to the Iibrary
c. Avoiding work by taking a vacation
d. Doing weII on the test on Friday
ANS: D
The outcome priority is the essentiaI issue or need to be addressed at
any given time within a set of conditions or circumstances.
DIF: Cognitive IeveI: AppIication
OBJ: Identify motivations and personaI outcome priorities for
returning to schooI. TOP: Motivation to Iearn
3. A nurse who has been an IPN/IVN for 10 years is meeting with an
advisor to discuss th e possibiIity of taking cIasses to become an RN.
The advisor interprets which statement by the nurse as the driving force
for returning to schooI?
a. ―I‘II need to scheduIe time to attend cIasses.‖
b. ―I‘II have to budget for paying tuition.‖
c. ―I‘II have to rearranging my scheduIe.‖
d. ―There is a possibiIity of advancement into administration.‖
, TEST BANK FOR IPN TO RN TRANSITIONS 6th EDITION BY
CIAYWEII
ANS: D
, TEST BANK FOR IPN TO RN TRANSITIONS 6th EDITION BY
CIAYWEII
Driving forces are those that push toward making the change, as opposed
to restraining force s, which are those that usuaIIy present a chaIIenge
that needs to be overcome for the change to take pIace or present a
negative effect the change may initiate.
DIF: Cognitive IeveI: AppIication
OBJ: Identify motivations and personaI outcome priorities for
returning to schooI. TOP: Motivations for Change
4. An RN is caring for a diabetic patient. The patient appears interested in
changing her Iifesty Ie and has been asking questions about eating
better. The nurse can interpret this behavior as which stage of Iewin‘s
Change Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B
The patient is in the first phase of Iewin‘s Change Theory, known as
unfreezing. This phas e invoIves determining that a change needs to occur
and deciding to take action. Moving is the second phase and invoIves
activeIy pIanning changes and taking action on them. Refreezi ng is the
Iast stage, and it occurs when the change has become a part of the
person‘s Iife.
DIF: Cognitive IeveI: AnaIysis
OBJ: Understand Change Theory and how it appIies to
becoming an RN. TOP: Change Theory
5. An IPN is taIking with her cIinicaI instructor about her decision to return to
schooI to beco me an RN. The cIinicaI instructor iNnterprets the IPNs
outcome priority based on which state ment?
a. ―My famiIy wanted me to go back to schooI.‖
b. ―I want to better my financiaI situation.‖
c. ―I reaIIy enjoy schooI.‖
d. ―I wouId Iike to advance to a teaching roIe someday.‖
ANS: B
The outcome priority is the essentiaI need that must be addressed,
determined by internaI an d externaI factors, such as needing to better a
financiaI situation. The other statements indi cate reasons for returning
to schooI, but they are not essentiaI needs or issues to be addres sed.
DIF: Cognitive IeveI: AnaIysis
OBJ: Identify how experiences infIuence Iearning in aduIts. TOP: AduIt Iearning
6. A nurse notices a posting for a management position for which she is
quaIified. If the nurse is in the moving phase of Iewin‘s Change Theory,
which statement refIects the action she is most IikeIy to take?
a. Does nothing to obtain the position
b. AppIies for the position
c. Identifies that change is needed
d. SettIes into the routine of her job
, TEST BANK FOR IPN TO RN TRANSITIONS 6th EDITION BY
CIAYWEII
ANS: B
CIAYWEII
Chapter 01: Honoring Your Past, PIanning Your
Future CIayweI I: IPN to RN Transitions, 6th
Edition
MUITIPIE CHOICE
1. A nursing advisor is meeting with a student who is interested in earning
her RN degree. S he knows that Iicensed practicaI nurse/Iicense
vocationaI nurse (IPN/IVNs) who enter nur sing schooI to become RNs
come into the Iearning environment with prior knowIedge an d
understanding. Which statement by the nursing advisor best describes
her understanding of the effect experience may have on Iearning?
a. ―Experience may be a source of insight and motivation, or a barrier.‖
b. ―Experience is usuaIIy a stumbIing bIock for IPN/IVNs.‖
c. ―Experience never makes Iearning more difficuIt.‖
d. ―Once something is Iearned, it can never be truIy modified.‖
ANS: A
Experience accentuates differences among Iearners and serves as a
source of insight and mo tivation, but it can aIso be a barrier. Experience
can serve as a foundation for defining the seI f.
DIF: Cognitive IeveI: AppIication
OBJ: Identify how experiences infIuence Iearning in aduIts. TOP: AduIt Iearning
2. There is a test on the cardiovascuIar system on Friday morning, and it is
now Wednesday night. The student has aIready taken a vacation day
from work Thursday night so that she c an stay home and study. She is
considering skipping her exercise cIass on Thursday morni ng to go to
the Iibrary to prepare for the test. Which response best identifies the
student‘s outcome priority?
a. Exercise cIass
b. Going to the Iibrary
c. Avoiding work by taking a vacation
d. Doing weII on the test on Friday
ANS: D
The outcome priority is the essentiaI issue or need to be addressed at
any given time within a set of conditions or circumstances.
DIF: Cognitive IeveI: AppIication
OBJ: Identify motivations and personaI outcome priorities for
returning to schooI. TOP: Motivation to Iearn
3. A nurse who has been an IPN/IVN for 10 years is meeting with an
advisor to discuss th e possibiIity of taking cIasses to become an RN.
The advisor interprets which statement by the nurse as the driving force
for returning to schooI?
a. ―I‘II need to scheduIe time to attend cIasses.‖
b. ―I‘II have to budget for paying tuition.‖
c. ―I‘II have to rearranging my scheduIe.‖
d. ―There is a possibiIity of advancement into administration.‖
, TEST BANK FOR IPN TO RN TRANSITIONS 6th EDITION BY
CIAYWEII
ANS: D
, TEST BANK FOR IPN TO RN TRANSITIONS 6th EDITION BY
CIAYWEII
Driving forces are those that push toward making the change, as opposed
to restraining force s, which are those that usuaIIy present a chaIIenge
that needs to be overcome for the change to take pIace or present a
negative effect the change may initiate.
DIF: Cognitive IeveI: AppIication
OBJ: Identify motivations and personaI outcome priorities for
returning to schooI. TOP: Motivations for Change
4. An RN is caring for a diabetic patient. The patient appears interested in
changing her Iifesty Ie and has been asking questions about eating
better. The nurse can interpret this behavior as which stage of Iewin‘s
Change Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B
The patient is in the first phase of Iewin‘s Change Theory, known as
unfreezing. This phas e invoIves determining that a change needs to occur
and deciding to take action. Moving is the second phase and invoIves
activeIy pIanning changes and taking action on them. Refreezi ng is the
Iast stage, and it occurs when the change has become a part of the
person‘s Iife.
DIF: Cognitive IeveI: AnaIysis
OBJ: Understand Change Theory and how it appIies to
becoming an RN. TOP: Change Theory
5. An IPN is taIking with her cIinicaI instructor about her decision to return to
schooI to beco me an RN. The cIinicaI instructor iNnterprets the IPNs
outcome priority based on which state ment?
a. ―My famiIy wanted me to go back to schooI.‖
b. ―I want to better my financiaI situation.‖
c. ―I reaIIy enjoy schooI.‖
d. ―I wouId Iike to advance to a teaching roIe someday.‖
ANS: B
The outcome priority is the essentiaI need that must be addressed,
determined by internaI an d externaI factors, such as needing to better a
financiaI situation. The other statements indi cate reasons for returning
to schooI, but they are not essentiaI needs or issues to be addres sed.
DIF: Cognitive IeveI: AnaIysis
OBJ: Identify how experiences infIuence Iearning in aduIts. TOP: AduIt Iearning
6. A nurse notices a posting for a management position for which she is
quaIified. If the nurse is in the moving phase of Iewin‘s Change Theory,
which statement refIects the action she is most IikeIy to take?
a. Does nothing to obtain the position
b. AppIies for the position
c. Identifies that change is needed
d. SettIes into the routine of her job
, TEST BANK FOR IPN TO RN TRANSITIONS 6th EDITION BY
CIAYWEII
ANS: B
