TESTBANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
zx zx zx zx zx zx zx zx zx
,Chapter 01: Honoring Your Past, Planning Your Future Claywel l
vd vd vd vd vd vd vd vd vd
: LPN to RN Transitions, 6th Edition
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MULTIPLE CHOICE vd
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. S h
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
e knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nur si
vd vd vd vd vd vd vd vd vd vd vd vd
ng school to become RNs come into the learning environment with prior knowledge a
vd vd vd vd vd vd vd vd vd vd vd vd vd
n d understanding. Which statement by the nursing advisor best describes her understandin
vd vd vd vd vd vd vd vd vd vd vd vd
g of the effect experience may have on learning?
vd vd vd vd vd vd vd vd
a. ―Experience may be a source of insight and motivation, or a barrier.‖ vd vd vd vd vd vd vd vd vd vd vd
b. ―Experience is usually a stumbling block for LPN/LVNs.‖ vd vd vd vd vd vd vd
c. ―Experience never makes learning more difficult.‖ vd vd vd vd vd
d. ―Once something is learned, it can never be truly modified.‖ vd vd vd vd vd vd vd vd vd
ANS: A v d
Experience accentuates differences among learners and serves as a source of insight and mo ti
vd vd vd vd vd vd vd vd vd vd vd vd vd vd
vation, but it can also be a barrier. Experience can serve as a foundation for defining the sel f.
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
DIF: v d v d Cognitive Level: Application vd vd
OBJ: v d v dIdentify how experiences influence learning in adults. vd vd vd vd vd vd v d v d v d TOP: v d Adult Learning vd
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday ni
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
ght. The student has already taken a vacation day from work Thursday night so that she c an
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd v
stay home and study. She is considering skipping her exercise class on Thursday morni ng t
d vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
o go to the library to prepare for the test. Which response best identifies the student‘s outco
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd v d
me priority? vd
a. Exercise class vd
b. Going to the library vd vd vd
c. Avoiding work by taking a vacation vd vd vd vd vd
d. Doing well on the test on Friday vd vd vd vd vd vd
ANS: D v d
The outcome priority is the essential issue or need to be addressed at any given time within
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd v
a set of conditions or circumstances.
d vd vd vd vd vd
DIF: Cognitive Level: Application vd vd
OBJ: Identify motivations and personal outcome priorities for returning to school. T
vd vd vd vd vd vd vd vd vd vd vd
OP: Motivation to Learn v d vd vd
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd v
th e possibility of taking classes to become an RN. The advisor interprets which statement
d vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
by the nurse as the driving force for returning to school?
vd vd vd vd vd vd vd vd vd vd
a. ―I‘ll need to schedule time to attend classes.‖ vd vd vd vd vd vd vd
b. ―I‘ll have to budget for paying tuition.‖ vd vd vd vd vd vd
c. ―I‘ll have to rearranging my schedule.‖ vd vd vd vd vd
d. ―There is a possibility of advancement into administration.‖ vd vd vd vd vd vd vd
ANS: D v d
, Driving forces are those that push toward making the change, as opposed to restraining force
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
s, which are those that usually present a challenge that needs to be overcome for the change
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd v d
to take place or present a negative effect the change may initiate.
vd vd vd vd vd vd vd vd vd vd vd
DIF: Cognitive Level: Application
v d v d vd vd
OBJ: Identify motivations and personal outcome priorities for returning to school. T
vd vd vd vd vd vd vd vd vd vd vd
OP: Motivations for Change
v d vd vd
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifesty l
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
e and has been asking questions about eating better. The nurse can interpret this behavior
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
as which stage of Lewin‘s Change Theory?
vd vd vd vd vd vd
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B v d
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This ph
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
as e involves determining that a change needs to occur and deciding to take action. Moving is
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd v
dthe second phase and involves actively planning changes and taking action on them. Refreezi
vd vd vd vd vd vd vd vd vd vd vd vd vd v
ng is the last stage, and it occurs when the change has become a part of the person‘s li
d vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
fe.
DIF: Cognitive Level: Analysis vd vd
OBJ: Understand Change Theory and how it applies to becoming an RN.
vd vd vd vd vd vd vd vd vd vd vd vd
TOP: Change Theory v d vd
5. An LPN is talking with her clinical instructor about her decision to return to school to beco
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
me an RN. The clinical instructor iNnterprets the LPNs outcome priority based on which state
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
ment?
a. ―My family wanted me to go back to school.‖ vd vd vd vd vd vd vd vd
b. ―I want to better my financial situation.‖ vd vd vd vd vd vd
c. ―I really enjoy school.‖ vd vd vd
d. ―I would like to advance to a teaching role someday.‖
vd vd vd vd vd vd vd vd vd
ANS: B v d
The outcome priority is the essential need that must be addressed, determined by internal an
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
d external factors, such as needing to better a financial situation. The other statements indi c
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
ate reasons for returning to school, but they are not essential needs or issues to be addres se
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd v d
d.
DIF: v d v d v d Cognitive Level: Analysis vd vd
OBJ: v d v d Identify how experiences influence learning in adults.
vd vd vd vd vd vd TOP: vd v d Adult Learning vd
6. A nurse notices a posting for a management position for which she is qualified. If the nurse i
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
s in the moving phase of Lewin‘s Change Theory, which statement reflects the action she i
vd vd vd vd vd vd vd vd vd vd vd vd vd vd v d
s most likely to take?
vd vd vd vd
a. Does nothing to obtain the position vd vd vd vd vd
b. Applies for the position vd vd vd
c. Identifies that change is needed vd vd vd vd
d. Settles into the routine of her job vd vd vd vd vd vd
ANS: B v d
, Unfreezing begins when reasons for change are identified. The moving phase involves active
vd vd vd vd vd vd vd vd vd vd vd vd vd
planning and action. Moving also means you are dealing with both positive and negative fo rc
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
es as they ebb and flow, and you are making modifications to your plan as needed.
v d vd vd vd v d vd v d vd vd vd vd v d vd vd v d
Refreezing occurs after the change has become routine. vd vd vd vd vd vd vd
DIF: Cognitive Level: Application
v d v d vd vd
OBJ: Understand Change Theory and how it applies to becoming an RN.
vd vd vd vd vd vd vd vd vd vd vd vd
TOP: Change Theory v d vd
7. The RN is talking with the unit manager about ways to improve patient care. The manager i
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
ntroduces the concept of a co h No rt. Which statement by the RN indicates that the teaching ha s b
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
een effective? vd
a. ―A cohort is a web of connections‖. vd vd vd vd vd vd
b. ―A cohort is a group of people who share common experiences with each other‖.
vd vd vd vd vd vd vd vd vd vd vd vd vd
c. ―A cohort is a group linked together for common purposes‖.
vd vd vd vd vd vd vd vd vd
d. ―A cohort consists of groups of individuals that make up a whole‖.
vd vd vd vd vd vd vd vd vd vd vd
ANS: B v d
A cohort is a group of people who share common experiences with each other. A scheme is
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd v
da web of connections, a team is a group linked together for common purposes, and a unit c o
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
nsists of groups or individuals that make up a whole.
vd vd vd vd vd vd vd vd vd
DIF: v d v d Cognitive Level: Evaluation vd vd
OBJ: v d v Identify how experiences influence learning in adults.
d vd vd vd vd vd vd v d v d v d TOP: v d Adult Learning vd
8. An Orthopedic Nurse is contemplating changes in her professional life and identifying goal
vd vd vd vd vd vd vd vd vd vd vd vd
s. Which action should the nurse take if she is interested in pursuing a long-term goal?
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
a. Studies for a telemetry exam scheduled for next week vd vd vd vd vd vd vd vd
b. Enrolls in a Nurse Practitioner program vd vd vd vd vd
c. Attends a seminar to become a charge nurse vd vd vd vd vd vd vd
d. Continues to work on the orthopedic floor full-time vd vd vd vd vd vd vd
ANS: B v d
A short-term goal is one that can be attained in a period of 6 months or less. Short-
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
term goals include becoming a charge nurse and passing the telemetry exam. A long-
v d vd vd vd vd vd vd vd vd vd vd vd vd vd
term goal is attained in greater than 6 months and includes studying to become a Nurse Pra
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
ctitioner. Continuing to work on the orthopedic floor does not represent either a short
vd vd v d vd vd vd v d vd vd v d v d vd v d
- term or a long-term goal.
vd vd vd vd vd
DIF:
Cognitive Level: Application vd vd v
dOBJ: Identify both short- vd vd vd
and long-
vd zx
term personal and professional goals. TOP:
vd vd vd vd vd v d Setting Goals vd
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by one o
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
f the RNs indicates that teaching has been effective?
vd vd vd vd vd vd vd vd
a. ―Experience is a stepping stone to new learning‖. vd vd vd vd vd vd vd
b. ―Experience can be a barrier to new learning‖. vd vd vd vd vd vd vd
c. ―Experience can be an avenue to new learning‖. vd vd vd vd vd vd vd
d. ―Experience can be a detour to new learning‖. vd vd vd vd vd vd vd
ANS: B v d
Experience accentuates differences among learners, serves as a source of insight and motiva ti
vd vd vd vd vd vd vd vd vd vd vd vd vd
on, can be a barrier to new learning, and serves as a foundation for defining the self.
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
zx zx zx zx zx zx zx zx zx
,Chapter 01: Honoring Your Past, Planning Your Future Claywel l
vd vd vd vd vd vd vd vd vd
: LPN to RN Transitions, 6th Edition
vd vd vd vd vd vd
MULTIPLE CHOICE vd
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. S h
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
e knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nur si
vd vd vd vd vd vd vd vd vd vd vd vd
ng school to become RNs come into the learning environment with prior knowledge a
vd vd vd vd vd vd vd vd vd vd vd vd vd
n d understanding. Which statement by the nursing advisor best describes her understandin
vd vd vd vd vd vd vd vd vd vd vd vd
g of the effect experience may have on learning?
vd vd vd vd vd vd vd vd
a. ―Experience may be a source of insight and motivation, or a barrier.‖ vd vd vd vd vd vd vd vd vd vd vd
b. ―Experience is usually a stumbling block for LPN/LVNs.‖ vd vd vd vd vd vd vd
c. ―Experience never makes learning more difficult.‖ vd vd vd vd vd
d. ―Once something is learned, it can never be truly modified.‖ vd vd vd vd vd vd vd vd vd
ANS: A v d
Experience accentuates differences among learners and serves as a source of insight and mo ti
vd vd vd vd vd vd vd vd vd vd vd vd vd vd
vation, but it can also be a barrier. Experience can serve as a foundation for defining the sel f.
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
DIF: v d v d Cognitive Level: Application vd vd
OBJ: v d v dIdentify how experiences influence learning in adults. vd vd vd vd vd vd v d v d v d TOP: v d Adult Learning vd
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday ni
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
ght. The student has already taken a vacation day from work Thursday night so that she c an
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd v
stay home and study. She is considering skipping her exercise class on Thursday morni ng t
d vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
o go to the library to prepare for the test. Which response best identifies the student‘s outco
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd v d
me priority? vd
a. Exercise class vd
b. Going to the library vd vd vd
c. Avoiding work by taking a vacation vd vd vd vd vd
d. Doing well on the test on Friday vd vd vd vd vd vd
ANS: D v d
The outcome priority is the essential issue or need to be addressed at any given time within
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd v
a set of conditions or circumstances.
d vd vd vd vd vd
DIF: Cognitive Level: Application vd vd
OBJ: Identify motivations and personal outcome priorities for returning to school. T
vd vd vd vd vd vd vd vd vd vd vd
OP: Motivation to Learn v d vd vd
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd v
th e possibility of taking classes to become an RN. The advisor interprets which statement
d vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
by the nurse as the driving force for returning to school?
vd vd vd vd vd vd vd vd vd vd
a. ―I‘ll need to schedule time to attend classes.‖ vd vd vd vd vd vd vd
b. ―I‘ll have to budget for paying tuition.‖ vd vd vd vd vd vd
c. ―I‘ll have to rearranging my schedule.‖ vd vd vd vd vd
d. ―There is a possibility of advancement into administration.‖ vd vd vd vd vd vd vd
ANS: D v d
, Driving forces are those that push toward making the change, as opposed to restraining force
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
s, which are those that usually present a challenge that needs to be overcome for the change
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd v d
to take place or present a negative effect the change may initiate.
vd vd vd vd vd vd vd vd vd vd vd
DIF: Cognitive Level: Application
v d v d vd vd
OBJ: Identify motivations and personal outcome priorities for returning to school. T
vd vd vd vd vd vd vd vd vd vd vd
OP: Motivations for Change
v d vd vd
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifesty l
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
e and has been asking questions about eating better. The nurse can interpret this behavior
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
as which stage of Lewin‘s Change Theory?
vd vd vd vd vd vd
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B v d
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This ph
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
as e involves determining that a change needs to occur and deciding to take action. Moving is
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd v
dthe second phase and involves actively planning changes and taking action on them. Refreezi
vd vd vd vd vd vd vd vd vd vd vd vd vd v
ng is the last stage, and it occurs when the change has become a part of the person‘s li
d vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
fe.
DIF: Cognitive Level: Analysis vd vd
OBJ: Understand Change Theory and how it applies to becoming an RN.
vd vd vd vd vd vd vd vd vd vd vd vd
TOP: Change Theory v d vd
5. An LPN is talking with her clinical instructor about her decision to return to school to beco
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
me an RN. The clinical instructor iNnterprets the LPNs outcome priority based on which state
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
ment?
a. ―My family wanted me to go back to school.‖ vd vd vd vd vd vd vd vd
b. ―I want to better my financial situation.‖ vd vd vd vd vd vd
c. ―I really enjoy school.‖ vd vd vd
d. ―I would like to advance to a teaching role someday.‖
vd vd vd vd vd vd vd vd vd
ANS: B v d
The outcome priority is the essential need that must be addressed, determined by internal an
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
d external factors, such as needing to better a financial situation. The other statements indi c
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
ate reasons for returning to school, but they are not essential needs or issues to be addres se
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd v d
d.
DIF: v d v d v d Cognitive Level: Analysis vd vd
OBJ: v d v d Identify how experiences influence learning in adults.
vd vd vd vd vd vd TOP: vd v d Adult Learning vd
6. A nurse notices a posting for a management position for which she is qualified. If the nurse i
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
s in the moving phase of Lewin‘s Change Theory, which statement reflects the action she i
vd vd vd vd vd vd vd vd vd vd vd vd vd vd v d
s most likely to take?
vd vd vd vd
a. Does nothing to obtain the position vd vd vd vd vd
b. Applies for the position vd vd vd
c. Identifies that change is needed vd vd vd vd
d. Settles into the routine of her job vd vd vd vd vd vd
ANS: B v d
, Unfreezing begins when reasons for change are identified. The moving phase involves active
vd vd vd vd vd vd vd vd vd vd vd vd vd
planning and action. Moving also means you are dealing with both positive and negative fo rc
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
es as they ebb and flow, and you are making modifications to your plan as needed.
v d vd vd vd v d vd v d vd vd vd vd v d vd vd v d
Refreezing occurs after the change has become routine. vd vd vd vd vd vd vd
DIF: Cognitive Level: Application
v d v d vd vd
OBJ: Understand Change Theory and how it applies to becoming an RN.
vd vd vd vd vd vd vd vd vd vd vd vd
TOP: Change Theory v d vd
7. The RN is talking with the unit manager about ways to improve patient care. The manager i
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
ntroduces the concept of a co h No rt. Which statement by the RN indicates that the teaching ha s b
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
een effective? vd
a. ―A cohort is a web of connections‖. vd vd vd vd vd vd
b. ―A cohort is a group of people who share common experiences with each other‖.
vd vd vd vd vd vd vd vd vd vd vd vd vd
c. ―A cohort is a group linked together for common purposes‖.
vd vd vd vd vd vd vd vd vd
d. ―A cohort consists of groups of individuals that make up a whole‖.
vd vd vd vd vd vd vd vd vd vd vd
ANS: B v d
A cohort is a group of people who share common experiences with each other. A scheme is
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd v
da web of connections, a team is a group linked together for common purposes, and a unit c o
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
nsists of groups or individuals that make up a whole.
vd vd vd vd vd vd vd vd vd
DIF: v d v d Cognitive Level: Evaluation vd vd
OBJ: v d v Identify how experiences influence learning in adults.
d vd vd vd vd vd vd v d v d v d TOP: v d Adult Learning vd
8. An Orthopedic Nurse is contemplating changes in her professional life and identifying goal
vd vd vd vd vd vd vd vd vd vd vd vd
s. Which action should the nurse take if she is interested in pursuing a long-term goal?
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
a. Studies for a telemetry exam scheduled for next week vd vd vd vd vd vd vd vd
b. Enrolls in a Nurse Practitioner program vd vd vd vd vd
c. Attends a seminar to become a charge nurse vd vd vd vd vd vd vd
d. Continues to work on the orthopedic floor full-time vd vd vd vd vd vd vd
ANS: B v d
A short-term goal is one that can be attained in a period of 6 months or less. Short-
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
term goals include becoming a charge nurse and passing the telemetry exam. A long-
v d vd vd vd vd vd vd vd vd vd vd vd vd vd
term goal is attained in greater than 6 months and includes studying to become a Nurse Pra
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
ctitioner. Continuing to work on the orthopedic floor does not represent either a short
vd vd v d vd vd vd v d vd vd v d v d vd v d
- term or a long-term goal.
vd vd vd vd vd
DIF:
Cognitive Level: Application vd vd v
dOBJ: Identify both short- vd vd vd
and long-
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term personal and professional goals. TOP:
vd vd vd vd vd v d Setting Goals vd
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by one o
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
f the RNs indicates that teaching has been effective?
vd vd vd vd vd vd vd vd
a. ―Experience is a stepping stone to new learning‖. vd vd vd vd vd vd vd
b. ―Experience can be a barrier to new learning‖. vd vd vd vd vd vd vd
c. ―Experience can be an avenue to new learning‖. vd vd vd vd vd vd vd
d. ―Experience can be a detour to new learning‖. vd vd vd vd vd vd vd
ANS: B v d
Experience accentuates differences among learners, serves as a source of insight and motiva ti
vd vd vd vd vd vd vd vd vd vd vd vd vd
on, can be a barrier to new learning, and serves as a foundation for defining the self.
vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd vd
