Test Bank-
LPN to RN transitions
Author: Lora Claywell
6TH Edition
, TABLE OF CONTENT
• Chapter 1. Honoring Your Past, Planning Your Future
• Chapter 2. Assessing Yourself And Designing Success
• Chapter 3. Study Habits And Test-Taking Skills
• Chapter 4. Distinguishing The RN Role From The LPN/LVN Role
• Chapter 5. Using Nursing Theory To Guide Professional Practice
• Chapter 6. Providing patients-Centered Care Through The Nursing Process
• Chapter 7. Critical And Diagnostic Thinking For Better Clinical Judgment
• Chapter 8. Practicing Evidence-Based Decision Making
• Chapter 9. Communicating With Patients And Co-Workers
• Chapter 10. Teaching Patients And Their Families
• Chapter 11. The Nurses, Ideas, And Forces That Define The Profession
• Chapter 12. Upholding Legal And Ethical Principles
• Chapter 13. Care And Safety Standards, Competence, And Nurse Accountability
• Chapter 14. Leading, Delegating, And Collaborating
• Chapter 15. Promoting Healthful Living In The Primary Care Setting
• Chapter 16. Managing Care In Secondary And Tertiary Health Care
• Chapter 17. Reflecting On Your Transition
• Chapter 18. Prepare Now To Pass NCLEX-RN®
,Chapter 01: Honoring Your Past, Planning Your Future
Claywell: 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. 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.
DIFFICULTY: Cognitive Level: Application
OBJECTIVE: 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.
DIFFICULTY: Cognitive Level: Application
OBJECTIVE: 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.
DIFFICULTY: Cognitive Level: Application
OBJECTIVE: 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 A Part Of
The Person’s Life.
DIFFICULTY: Cognitive Level: Analysis
OBJECTIVE: 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
Become An RN. The Clinical Instructor Innterprets The Lpns Outcome Priority Based 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.”
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 As Needing 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.
DIFFICULTY: Cognitive Level: Analysis
OBJECTIVE: 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
LPN to RN transitions
Author: Lora Claywell
6TH Edition
, TABLE OF CONTENT
• Chapter 1. Honoring Your Past, Planning Your Future
• Chapter 2. Assessing Yourself And Designing Success
• Chapter 3. Study Habits And Test-Taking Skills
• Chapter 4. Distinguishing The RN Role From The LPN/LVN Role
• Chapter 5. Using Nursing Theory To Guide Professional Practice
• Chapter 6. Providing patients-Centered Care Through The Nursing Process
• Chapter 7. Critical And Diagnostic Thinking For Better Clinical Judgment
• Chapter 8. Practicing Evidence-Based Decision Making
• Chapter 9. Communicating With Patients And Co-Workers
• Chapter 10. Teaching Patients And Their Families
• Chapter 11. The Nurses, Ideas, And Forces That Define The Profession
• Chapter 12. Upholding Legal And Ethical Principles
• Chapter 13. Care And Safety Standards, Competence, And Nurse Accountability
• Chapter 14. Leading, Delegating, And Collaborating
• Chapter 15. Promoting Healthful Living In The Primary Care Setting
• Chapter 16. Managing Care In Secondary And Tertiary Health Care
• Chapter 17. Reflecting On Your Transition
• Chapter 18. Prepare Now To Pass NCLEX-RN®
,Chapter 01: Honoring Your Past, Planning Your Future
Claywell: 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. 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.
DIFFICULTY: Cognitive Level: Application
OBJECTIVE: 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.
DIFFICULTY: Cognitive Level: Application
OBJECTIVE: 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.
DIFFICULTY: Cognitive Level: Application
OBJECTIVE: 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 A Part Of
The Person’s Life.
DIFFICULTY: Cognitive Level: Analysis
OBJECTIVE: 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
Become An RN. The Clinical Instructor Innterprets The Lpns Outcome Priority Based 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.”
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 As Needing 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.
DIFFICULTY: Cognitive Level: Analysis
OBJECTIVE: 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
