Test Bank For LPN to RN Transitions 6th Edition
Test Bank For LPN to RN Transitions 6th
Edition By Lora Claywell | Fine-tuned Study
Guide | All Chapters Covered
1
,Test Bank For LPN to RN Transitions 6th Edition
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. S he knows that licensed practical nurse/license vocational nurse
(LPN/LVNs) who enter nur sing school to become RNs come into the learning
environment with prior knowledge an d 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 mo tivation, but it can also be a barrier. Experience can serve as a foundation for
defining the sel f.
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 c an stay home and study. She is considering skipping
her exercise class on Thursday morni ng 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 th e 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
2
,Test Bank For LPN to RN Transitions 6th Edition
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 lifesty le 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 phas e 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. Refreezi ng 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 beco me an RN. The clinical instructor iNnterprets the LPNs outcome priority
based on which state ment?
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 an d external factors, such as needing to better a financial situation. The
other statements indi cate reasons for returning to school, but they are not essential
needs or issues to be addres sed.
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
3
, Test Bank For LPN to RN Transitions 6th Edition
ANS: B
4
Test Bank For LPN to RN Transitions 6th
Edition By Lora Claywell | Fine-tuned Study
Guide | All Chapters Covered
1
,Test Bank For LPN to RN Transitions 6th Edition
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. S he knows that licensed practical nurse/license vocational nurse
(LPN/LVNs) who enter nur sing school to become RNs come into the learning
environment with prior knowledge an d 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 mo tivation, but it can also be a barrier. Experience can serve as a foundation for
defining the sel f.
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 c an stay home and study. She is considering skipping
her exercise class on Thursday morni ng 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 th e 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
2
,Test Bank For LPN to RN Transitions 6th Edition
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 lifesty le 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 phas e 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. Refreezi ng 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 beco me an RN. The clinical instructor iNnterprets the LPNs outcome priority
based on which state ment?
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 an d external factors, such as needing to better a financial situation. The
other statements indi cate reasons for returning to school, but they are not essential
needs or issues to be addres sed.
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
3
, Test Bank For LPN to RN Transitions 6th Edition
ANS: B
4
