Test Bank – LPN to RN Transitions,
6th Edition by Lora Claywell |
Complete Chapters 1–18 | Verified
Q&A
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. “Experiencemaybeasource ofbarrierinsight.” and
b. “Experienceisusuallyastumbling block fo
c. “Experiencenevermakeslearning more diff
d. “Oncesomething is learned, it can never
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.
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
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 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 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’llneedto schedule time to attend cla
b. “I’llhaveto budget for paying tuition.”
c. “I’llhaveto rearranging my schedule.”
d. “Thereisapossibility of advancement int
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.
, 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 lifestyle and has been asking questions about eating better. The nurse can
interpret this behavior as which stage of
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B
The patient is in the first phase of Lewi 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 ch
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
become an RN. The clinical instructor iNnterprets the LPNs outcome priority based
on which statement?
a. “Myfamily wanted me to go back to schoo
b. “Iwant to better my financial situation
c. “Ireally enjoy school.”
d. “Iwould like to advance to a teaching r
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.
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 The
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
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6th Edition by Lora Claywell |
Complete Chapters 1–18 | Verified
Q&A
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. “Experiencemaybeasource ofbarrierinsight.” and
b. “Experienceisusuallyastumbling block fo
c. “Experiencenevermakeslearning more diff
d. “Oncesomething is learned, it can never
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.
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
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 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 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’llneedto schedule time to attend cla
b. “I’llhaveto budget for paying tuition.”
c. “I’llhaveto rearranging my schedule.”
d. “Thereisapossibility of advancement int
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.
, 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 lifestyle and has been asking questions about eating better. The nurse can
interpret this behavior as which stage of
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B
The patient is in the first phase of Lewi 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 ch
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
become an RN. The clinical instructor iNnterprets the LPNs outcome priority based
on which statement?
a. “Myfamily wanted me to go back to schoo
b. “Iwant to better my financial situation
c. “Ireally enjoy school.”
d. “Iwould like to advance to a teaching r
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.
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 The
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
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