TEST BANK FOR LPN to RN Transitions 6th Edition by Lora Claywell.ISBN:978-0443105241 COMPLETE GUIDE ALL CHAPTERS COVERED 100% VERIFIED A+ GRADE ASSURED!!!!! NEW LATEST UPDATE!!!!!

TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL

TESTBANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
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, TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL

Chapter 01: Honoring Your Past, Planning Your Future Claywe
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l l: LPN to RN Transitions, 6th Edition
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MULTIPLE CHOICE 6%




1. A nursing advisor is meeting with a student who is interested in earning her RN degree.
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S he knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter
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%nur sing school to become RNs come into the learning environment with prior kno
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wledge an d understanding. Which statement by the nursing advisor best describes her u
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nderstanding of the effect experience may have on learning? 6% 6% 6% 6% 6% 6% 6% 6%



a. ―Experience may be a source of insight and motivation, or a barrier.‖ 6% 6% 6% 6% 6% 6% 6% 6% 6% 6% 6%



b. ―Experience is usually a stumbling block for LPN/LVNs.‖ 6% 6% 6% 6% 6% 6% 6%



c. ―Experience never makes learning more difficult.‖ 6% 6% 6% 6% 6%



d. ―Once something is learned, it can never be truly modified.‖
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ANS: A 6 %



Experience accentuates differences among learners and serves as a source of insight and m
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o tivation, but it can also be a barrier. Experience can serve as a foundation for defining th
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e sel f.
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DIF: 6 % 6 % Cognitive Level: Application 6% 6%



OBJ: 6 % 6 %Identify how experiences influence learning in adults.
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2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
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night. The student has already taken a vacation day from work Thursday night so that sh
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e c an stay home and study. She is considering skipping her exercise class on Thursday
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morni ng to go to the library to prepare for the test. Which response best identifies the st
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udent‘s outcome priority? 6 % 6%



a. Exercise class 6%



b. Going to the library 6% 6% 6%



c. Avoiding work by taking a vacation 6% 6% 6% 6% 6%



d. Doing well on the test on Friday 6% 6% 6% 6% 6% 6%




ANS: D 6 %



The outcome priority is the essential issue or need to be addressed at any given time wit
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hin a set of conditions or circumstances.
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DIF: Cognitive Level: Application 6% 6%



OBJ: Identify motivations and personal outcome priorities for returning to school.
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TOP: Motivation to Learn
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3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to disc
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uss th e possibility of taking classes to become an RN. The advisor interprets which stat
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ement by the nurse as the driving force for returning to school?
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a. ―I‘ll need to schedule time to attend classes.‖
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b. ―I‘ll have to budget for paying tuition.‖
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c. ―I‘ll have to rearranging my schedule.‖ 6% 6% 6% 6% 6%



d. ―There is a possibility of advancement into administration.‖
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ANS: D 6 %




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, TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL

Driving forces are those that push toward making the change, as opposed to restraining for
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ce s, which are those that usually present a challenge that needs to be overcome for the ch
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ange to take place or present a negative effect the change may initiate.
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DIF: Cognitive Level: Application
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OBJ: Identify motivations and personal outcome priorities for returning to school.
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TOP: Motivations for Change
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4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifes
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ty le and has been asking questions about eating better. The nurse can interpret this beh
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avior as which stage of Lewin‘s Change Theory?
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a. Moving
b. Unfreezing
c. Action
d. Refreezing

ANS: B 6 %



The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This
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%phas e involves determining that a change needs to occur and deciding to take action. Mov
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ing is the second phase and involves actively planning changes and taking action on them.
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%Refreezi ng is the last stage, and it occurs when the change has become a part of th
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e person‘s life.
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DIF: Cognitive Level: Analysis 6% 6%



OBJ: Understand Change Theory and how it applies to becoming an R
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N. TOP: Change Theory
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5. An LPN is talking with her clinical instructor about her decision to return to school to bec
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o me an RN. The clinical instructor iNnterprets the LPNs outcome priority based on which s
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tate ment? 6%



a. ―My family wanted me to go back to school.‖ 6% 6% 6% 6% 6% 6% 6% 6%



b. ―I want to better my financial situation.‖
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c. ―I really enjoy school.‖ 6% 6% 6%



d. ―I would like to advance to a teaching role someday.‖
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ANS: B 6 %



The outcome priority is the essential need that must be addressed, determined by internal
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an d external factors, such as needing to better a financial situation. The other statements
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indi cate reasons for returning to school, but they are not essential needs or issues to be
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addres sed. 6 %




DIF: 6 % 6 % 6 % Cognitive Level: Analysis 6% 6%



OBJ: 6 % 6 % Identify how experiences influence learning in adults.
6% 6% 6% 6% 6% 6% TOP: 6 % 6 % Adult Learning 6%




6. A nurse notices a posting for a management position for which she is qualified. If the nur
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se is in the moving phase of Lewin‘s Change Theory, which statement reflects the action
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%she is most likely to take?
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a. Does nothing to obtain the position 6% 6% 6% 6% 6%



b. Applies for the position 6% 6% 6%



c. Identifies that change is needed 6% 6% 6% 6%



d. Settles into the routine of her job 6% 6% 6% 6% 6% 6%




ANS: B 6 %




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, TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL

Unfreezing begins when reasons for change are identified. The moving phase involves acti
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ve planning and action. Moving also means you are dealing with both positive and negativ
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e fo rces as they ebb and flow, and you are making modifications to your plan as ne
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eded.
Refreezing occurs after the change has become routine. 6% 6% 6% 6% 6% 6% 6%




DIF: Cognitive Level: Application
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OBJ: Understand Change Theory and how it applies to becoming an R
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N. TOP: Change Theory
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7. The RN is talking with the unit manager about ways to improve patient care. The manage
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r introduces the concept of a co h No rt. Which statement by the RN indicates that the teaching
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ha s been effective?
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a. ―A cohort is a web of connections‖. 6% 6% 6% 6% 6% 6%



b. ―A cohort is a group of people who share common experiences with each other‖.
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c. ―A cohort is a group linked together for common purposes‖.
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d. ―A cohort consists of groups of individuals that make up a whole‖.
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ANS: B 6 %



A cohort is a group of people who share common experiences with each other. A scheme
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is a web of connections, a team is a group linked together for common purposes, and a
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unit c onsists of groups or individuals that make up a whole.
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DIF: 6 % 6 % Cognitive Level: Evaluation 6% 6%



OBJ: 6 % 6 %Identify how experiences influence learning in adults.
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8. An Orthopedic Nurse is contemplating changes in her professional life and identifying goal
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s. Which action should the nurse take if she is interested in pursuing a long-term goal?
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a. Studies for a telemetry exam scheduled for next week6% 6% 6% 6% 6% 6% 6% 6%



b. Enrolls in a Nurse Practitioner program 6% 6% 6% 6% 6%



c. Attends a seminar to become a charge nurse 6% 6% 6% 6% 6% 6% 6%



d. Continues to work on the orthopedic floor full-time 6% 6% 6% 6% 6% 6% 6%




ANS: B 6 %



A short-term goal is one that can be attained in a period of 6 months or less. Short-
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term goals include becoming a charge nurse and passing the telemetry exam. A lo
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ng-
term goal is attained in greater than 6 months and includes studying to become a Nurse P
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ra ctitioner. Continuing to work on the orthopedic floor does not represent either a
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%short- term or a long-term goal. 6% 6% 6% 6% 6%




DIF:
Cognitive Level: Applicatio 6% 6%



n OBJ: Identify both short-
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and long-
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term personal and professional goals. TOP:
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9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by o
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ne of the RNs indicates that teaching has been effective?
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a. ―Experience is a stepping stone to new learning‖. 6% 6% 6% 6% 6% 6% 6%



b. ―Experience can be a barrier to new learning‖. 6% 6% 6% 6% 6% 6% 6%



c. ―Experience can be an avenue to new learning‖. 6% 6% 6% 6% 6% 6% 6%



d. ―Experience can be a detour to new learning‖. 6% 6% 6% 6% 6% 6% 6%




ANS: B 6 %




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