,
,Chapter 01: Honoring Your Past, Planning Your Future Claywell:
z z z z z z z z
LPN to RN Transitions, 6th Edition
z z z z z z
MULTIPLE CHOICE z
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She
z z z z z z z z z z z z z z z z
knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nursing
z z z z z z z z z z z
school to become RNs come into the learning environment with prior knowledge and
z z z z z z z z z z z z z
understanding. Which statement by the nursing advisor best describes her understanding of
z z z z z z z z z z z z
the effect experience may have on learning?
z z z z z z z
a. “Experience may be a source of insight and motivation, or a barrier.” z z z z z z z z z z z
b. “Experience is usually a stumbling block for LPN/LVNs.” z z z z z z z
c. “Experience never makes learning more difficult.” z z z z z
d. “Once something is learned, it can never be truly modified.”
z z z z z z z z z
ANS: A z
Experience accentuates differences among learners and serves as a source of insight and
z z z z z z z z z z z z
motivation, but it can also be a barrier. Experience can serve as a foundation for defining the
z z z z z z z z z z z z z z z z z
self.
z
DIF: Cognitive Level: Application z z
OBJ: Identify how experiences influence learning in adults.
z z z z z z z z TOP: Adult Learning z z
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
z z z z z z z z z z z z z z z
night. The student has already taken a vacation day from work Thursday night so that she can
z z z z z z z z z z z z z z z z z
stay home and study. She is considering skipping her exercise class on Thursday morning to
z z z z z z z z z z z z z z z
go to the library to prepare for the test. Which response best identifies the student’s outcome
z z z z z z z z z z z z z z z z
priority?
z
a. Exercise class z
b. Going to the library z z z
c. Avoiding work by taking a vacation z z z z z
d. Doing well on the test on Friday z z z z z z
ANS: D z
The outcome priority is the essential issue or need to be addressed at any given time within a set
z z z z z z z z z z z z z z z z z z
of conditions or circumstances.
z z z z
DIF: Cognitive Level: Application z z
OBJ: Identify motivations and personal outcome priorities for returning to school.
z z z z z z z z z z
TOP: Motivation to Learn
z z z z
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the
z z z z z z z z z z z z z z z z z
possibility of taking classes to become an RN. The advisor interprets which statement by the
z z z z z z z z z z z z z z z
nurse as the driving force for returning to school?
z z z z z z z z z
a. “I’ll need to schedule time to attend classes.”
z z z z z z z
b. “I’ll have to budget for paying tuition.” z z z z z z
c. “I’ll have to rearranging my schedule.” z z z z z
d. “There is a possibility of advancement into administration.” z z z z z z z
ANS: D z
, Driving forces are those that push toward making the change, as opposed to restraining forces,
z z z z z z z z z z z z z z
which are those that usually present a challenge that needs to be overcome for the change to
z z z z z z z z z z z z z z z z z
take place or present a negative effect the change may initiate.
z z z z z z z z z z z
DIF: Cognitive Level: Application z z
OBJ: Identify motivations and personal outcome priorities for returning to school.
z z z z z z z z z z
TOP: Motivations for Change
z z z z
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyle
z z z z z z z z z z z z z z z
and has been asking questions about eating better. The nurse can interpret this behavior as
z z z z z z z z z z z z z z z
which stage of Lewin’s Change Theory?
z z z z z z
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B z
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This phase
z z z z z z z z z z z z z z z
involves determining that a change needs to occur and deciding to take action. Moving is the
z z z z z z z z z z z z z z z z
second phase and involves actively planning changes and taking action on them. Refreezing is
z z z z z z z z z z z z z z
the last stage, and it occurs when the change has become a part of the person’s life.
z z z z z z z z z z z z z z z z z
DIF: Cognitive Level: Analysis z z
OBJ: Understand Change Theory and how it applies to becoming an RN.
z z z z z z z z z z z
TOP: Change Theory
z z z
5. An LPN is talking with her clinical instructor about her decision to return to school to become
z z z z z z z z z z z z z z z z
z an RN. The clinical instructor iN
z nterprets the LPNs outcome priority based on which statement?
z z z z z z z z z z z z
a. “My family wanted me to go back to school.”
z z z z z z z z
b. “I want to better my financial situation.”
z z z z z z
c. “I really enjoy school.”
z z z
d. “I would like to advance to a teaching role someday.”
z z z z z z z z z
ANS: B z
The outcome priority is the essential need that must be addressed, determined by internal and
z z z z z z z z z z z z z z
external factors, such as needing to better a financial situation. The other statements indicate
z z z z z z z z z z z z z z
reasons for returning to school, but they are not essential needs or issues to be addressed.
z z z z z z z z z z z z z z z z
DIF: Cognitive Level: Analysis
z z z z
OBJ: Identify how experiences influence learning in adults.
z z z z z z z z z z z z TOP: Adult Learning z z
6. A nurse notices a posting for a management position for which she is qualified. If the nurse is
z z z z z z z z z z z z z z z z z
in the moving phase of Lewin’s Change Theory, which statement reflects the action she is
z z z z z z z z z z z z z z z
most likely to take?
z z z z
a. Does nothing to obtain the position z z z z z
b. Applies for the position z z z
c. Identifies that change is needed z z z z
d. Settles into the routine of her job z z z z z z
ANS: B z
,Chapter 01: Honoring Your Past, Planning Your Future Claywell:
z z z z z z z z
LPN to RN Transitions, 6th Edition
z z z z z z
MULTIPLE CHOICE z
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She
z z z z z z z z z z z z z z z z
knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nursing
z z z z z z z z z z z
school to become RNs come into the learning environment with prior knowledge and
z z z z z z z z z z z z z
understanding. Which statement by the nursing advisor best describes her understanding of
z z z z z z z z z z z z
the effect experience may have on learning?
z z z z z z z
a. “Experience may be a source of insight and motivation, or a barrier.” z z z z z z z z z z z
b. “Experience is usually a stumbling block for LPN/LVNs.” z z z z z z z
c. “Experience never makes learning more difficult.” z z z z z
d. “Once something is learned, it can never be truly modified.”
z z z z z z z z z
ANS: A z
Experience accentuates differences among learners and serves as a source of insight and
z z z z z z z z z z z z
motivation, but it can also be a barrier. Experience can serve as a foundation for defining the
z z z z z z z z z z z z z z z z z
self.
z
DIF: Cognitive Level: Application z z
OBJ: Identify how experiences influence learning in adults.
z z z z z z z z TOP: Adult Learning z z
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
z z z z z z z z z z z z z z z
night. The student has already taken a vacation day from work Thursday night so that she can
z z z z z z z z z z z z z z z z z
stay home and study. She is considering skipping her exercise class on Thursday morning to
z z z z z z z z z z z z z z z
go to the library to prepare for the test. Which response best identifies the student’s outcome
z z z z z z z z z z z z z z z z
priority?
z
a. Exercise class z
b. Going to the library z z z
c. Avoiding work by taking a vacation z z z z z
d. Doing well on the test on Friday z z z z z z
ANS: D z
The outcome priority is the essential issue or need to be addressed at any given time within a set
z z z z z z z z z z z z z z z z z z
of conditions or circumstances.
z z z z
DIF: Cognitive Level: Application z z
OBJ: Identify motivations and personal outcome priorities for returning to school.
z z z z z z z z z z
TOP: Motivation to Learn
z z z z
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the
z z z z z z z z z z z z z z z z z
possibility of taking classes to become an RN. The advisor interprets which statement by the
z z z z z z z z z z z z z z z
nurse as the driving force for returning to school?
z z z z z z z z z
a. “I’ll need to schedule time to attend classes.”
z z z z z z z
b. “I’ll have to budget for paying tuition.” z z z z z z
c. “I’ll have to rearranging my schedule.” z z z z z
d. “There is a possibility of advancement into administration.” z z z z z z z
ANS: D z
, Driving forces are those that push toward making the change, as opposed to restraining forces,
z z z z z z z z z z z z z z
which are those that usually present a challenge that needs to be overcome for the change to
z z z z z z z z z z z z z z z z z
take place or present a negative effect the change may initiate.
z z z z z z z z z z z
DIF: Cognitive Level: Application z z
OBJ: Identify motivations and personal outcome priorities for returning to school.
z z z z z z z z z z
TOP: Motivations for Change
z z z z
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyle
z z z z z z z z z z z z z z z
and has been asking questions about eating better. The nurse can interpret this behavior as
z z z z z z z z z z z z z z z
which stage of Lewin’s Change Theory?
z z z z z z
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B z
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This phase
z z z z z z z z z z z z z z z
involves determining that a change needs to occur and deciding to take action. Moving is the
z z z z z z z z z z z z z z z z
second phase and involves actively planning changes and taking action on them. Refreezing is
z z z z z z z z z z z z z z
the last stage, and it occurs when the change has become a part of the person’s life.
z z z z z z z z z z z z z z z z z
DIF: Cognitive Level: Analysis z z
OBJ: Understand Change Theory and how it applies to becoming an RN.
z z z z z z z z z z z
TOP: Change Theory
z z z
5. An LPN is talking with her clinical instructor about her decision to return to school to become
z z z z z z z z z z z z z z z z
z an RN. The clinical instructor iN
z nterprets the LPNs outcome priority based on which statement?
z z z z z z z z z z z z
a. “My family wanted me to go back to school.”
z z z z z z z z
b. “I want to better my financial situation.”
z z z z z z
c. “I really enjoy school.”
z z z
d. “I would like to advance to a teaching role someday.”
z z z z z z z z z
ANS: B z
The outcome priority is the essential need that must be addressed, determined by internal and
z z z z z z z z z z z z z z
external factors, such as needing to better a financial situation. The other statements indicate
z z z z z z z z z z z z z z
reasons for returning to school, but they are not essential needs or issues to be addressed.
z z z z z z z z z z z z z z z z
DIF: Cognitive Level: Analysis
z z z z
OBJ: Identify how experiences influence learning in adults.
z z z z z z z z z z z z TOP: Adult Learning z z
6. A nurse notices a posting for a management position for which she is qualified. If the nurse is
z z z z z z z z z z z z z z z z z
in the moving phase of Lewin’s Change Theory, which statement reflects the action she is
z z z z z z z z z z z z z z z
most likely to take?
z z z z
a. Does nothing to obtain the position z z z z z
b. Applies for the position z z z
c. Identifies that change is needed z z z z
d. Settles into the routine of her job z z z z z z
ANS: B z
