TEST BANK FOR LPN TO RN TRANSITIONS 4 TH EDITION
TEST BANK FOR LPN TO RN TRANSITIONS 4
TH EDITION BY CLAYWELL
Chapter01:Honoring YourPast, Planning Your Future
Claywell: LPNto RNTransitions, 4th Edition
MULTIPLE CHOICE
1. A nursing advisor is meeting with a student who is interested inVearning her RN d
egree. Sheknows that licensed practical nurse/license vocational nurse
(LPN/LVN s) who enter nursingschool to become RNs come into the learning
environment w ith prior knowledge and understanding. Which statement by the
nursing advisor b est describes her understanding of the effect experience may
have on learning?
a. “Experience may be aVsource 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 insigh
t and motivation, but it can also be a barrier. Experience can serve as a foundation
for defining theself.
DIF: Cognitive Level: Application
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
2. There is a test on the cardiovascular systemVon Friday morning, and it is now Wed
nesday night. The student has already taken a vacation day from work Thursday
nig ht so that she canstay home andVstudy. She is considering skipping her exercise
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,TEST BANK FOR LPN TO RN TRANSITIONS 4 TH EDITION
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 workVby 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
wit hin aset 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 interpret
s which statement by thenurse as the drivingVforceVfor 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
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,TEST BANK FOR LPN TO RN TRANSITIONS 4 TH EDITION
Driving forces are those that push toward making the change, as opposed to restrai
ning forces,which are those that usually present a challenge that needs to be overco
me 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 he
r lifestyleand has been asking questions about eating better. The nurse can interpre
t 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. Thi
s phase involves determining that a change needs to occur and deciding to take
actio
n. Moving is the second phase and involves actively planning changes and taking act
ion on them. Refreezing isthe 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 becom
ing an RN.TOP: Change Theory
5. An LPN is talking with her clinical instructor about her decision to return to school t
o becomean RN. The clinical instructor iNnterpret s the LPNs outcome priority basedV
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.”
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, TEST BANK FOR LPN TO RN TRANSITIONS 4 TH EDITION
d. “I would like to advance to a teaching role someday.”
ANS: B
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TEST BANK FOR LPN TO RN TRANSITIONS 4
TH EDITION BY CLAYWELL
Chapter01:Honoring YourPast, Planning Your Future
Claywell: LPNto RNTransitions, 4th Edition
MULTIPLE CHOICE
1. A nursing advisor is meeting with a student who is interested inVearning her RN d
egree. Sheknows that licensed practical nurse/license vocational nurse
(LPN/LVN s) who enter nursingschool to become RNs come into the learning
environment w ith prior knowledge and understanding. Which statement by the
nursing advisor b est describes her understanding of the effect experience may
have on learning?
a. “Experience may be aVsource 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 insigh
t and motivation, but it can also be a barrier. Experience can serve as a foundation
for defining theself.
DIF: Cognitive Level: Application
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
2. There is a test on the cardiovascular systemVon Friday morning, and it is now Wed
nesday night. The student has already taken a vacation day from work Thursday
nig ht so that she canstay home andVstudy. She is considering skipping her exercise
1|Page
,TEST BANK FOR LPN TO RN TRANSITIONS 4 TH EDITION
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 workVby 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
wit hin aset 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 interpret
s which statement by thenurse as the drivingVforceVfor 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|Page
,TEST BANK FOR LPN TO RN TRANSITIONS 4 TH EDITION
Driving forces are those that push toward making the change, as opposed to restrai
ning forces,which are those that usually present a challenge that needs to be overco
me 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 he
r lifestyleand has been asking questions about eating better. The nurse can interpre
t 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. Thi
s phase involves determining that a change needs to occur and deciding to take
actio
n. Moving is the second phase and involves actively planning changes and taking act
ion on them. Refreezing isthe 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 becom
ing an RN.TOP: Change Theory
5. An LPN is talking with her clinical instructor about her decision to return to school t
o becomean RN. The clinical instructor iNnterpret s the LPNs outcome priority basedV
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.”
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, TEST BANK FOR LPN TO RN TRANSITIONS 4 TH EDITION
d. “I would like to advance to a teaching role someday.”
ANS: B
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