Test Bank For LPN to RN Transitions 6th Edition by Lora Claywell all chapters included graded A+[2025!!]

TEST BANK for LPN to RN Transitions 6th
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Edition by Lora Claywell
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ALL CHAPTERS 1-18 WITH RATIONALES| A+ PASS
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, Chapter 01: Honoring Your Past, Planning Your Future
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1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She
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knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nursing school
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to become RNs come into the learning environment with prior knowledge and understanding.
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Which statement by the nursing advisor best describes her understanding of the effect experience
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may have on learning?
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a. ―Experience may be a source of insight and motivation, or a barrier.‖
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b. ―Experience is usually a stumbling block for LPN/LVNs.‖
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c. ―Experience never makes learning more difficult.‖
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d. ―Once something is learned, it can never be truly modified.‖
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ANS: A vv




Experience accentuates differences among learners and serves as a source of insight and motivation,
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but it can also be a barrier. Experience can serve as a foundation for defining the self.
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DIF: Cognitive Level: Application vv vv




OBJ: Identify how experiences influence learning in adults.
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2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
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night. The student has already taken a vacation day from work Thursday night so that she can
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stay home and study. She is considering skipping her exercise class on Thursday morning to go
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to the library to prepare for the test. Which response best identifies the student‘s outcome
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priority?
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a. Exercise class vv




b. Going to the library vv vv vv




c. Avoiding work by taking a vacation
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d. Doing well on the test on Friday ANS: D
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The outcome priority is the essential issue or need to be addressed at any given time within a set
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of conditions or circumstances.
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DIF: Cognitive Level: Application vv vv




OBJ: Identify motivations and personal outcome priorities for returning to school. TOP: Motivation
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to Learn
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,3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the
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possibility of taking classes to become an RN. The advisor interprets which statement by the
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nurse as the driving force for returning to school?
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a. ―I‘ll need to schedule time to attend classes.‖
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b. ―I‘ll have to budget for paying tuition.‖
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c. ―I‘ll have to rearranging my schedule.‖
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d. ―There is a possibility of advancement into administration.‖
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ANS: D vv




Driving forces are those that push toward making the change, as opposed to restraining forces,
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which are those that usually present a challenge that needs to be overcome for the change to
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take place or present a negative effect the change may initiate.
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DIF: Cognitive Level: Application vv vv




OBJ: Identify motivations and personal outcome priorities for returning to school. TOP:
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Motivations for Change
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4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyle
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and has been asking questions about eating better. The nurse can interpret this behavior as which
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stage of Lewin‘s Change Theory?
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a. Moving

b. Unfreezing

c. Action

d. Refreezing ANS: B vv vv




The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This phase
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involves determining that a change needs to occur and deciding to take action. Moving is the
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second phase and involves actively planning changes and taking action on them. Refreezing is the
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last stage, and it occurs when the change has become a part of the person‘s life.
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DIF: Cognitive Level: Analysis vv vv




OBJ: Understand Change Theory and how it applies to becoming an RN. TOP: Change Theory
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, 5. An LPN is talking with her clinical instructor about her decision to return to school to become
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an RN. The clinical instructor interprets the LPNs outcome priority based on which statement?
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a. ―My family wanted me to go back to school.‖
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b. ―I want to better my financial situation.‖
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c. ―I really enjoy school.‖
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d. ―I would like to advance to a teaching role someday.‖
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ANS: B vv




The outcome priority is the essential need that must be addressed, determined by internal and
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external factors, such as needing to better a financial situation. The other statements indicate
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reasons for returning to school, but they are not essential needs or issues to be addressed.
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DIF: Cognitive Level: Analysis vv vv




OBJ: Identify how experiences influence learning in adults.
vv vv vv vv vv vv vv TOP: Adult Learning
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6. A nurse notices a posting for a management position for which she is qualified. If the nurse is in the
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moving phase of Lewin‘s Change Theory, which statement reflects the action she is most likely to take?
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a. Does nothing to obtain the position
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b. Applies for the position vv vv vv




c. Identifies that change is needed vv vv vv vv




d. Settles into the routine of her job ANS: B
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Unfreezing begins when reasons for change are identified. The moving phase involves active
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planning and action. Moving also means you are dealing with both positive and negative
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forces as they ebb and flow, and you are making modifications to your plan as needed.
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Refreezing occurs after the change has become
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routine. DIF: Cognitive Level: Application
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OBJ: Understand Change Theory and how it applies to becoming an RN. TOP: Change Theory
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7. An Orthopedic Nurse is contemplating changes in her professional life and identifying goals.
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Which action should the nurse take if she is interested in pursuing a long-term goal?
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a. Studies for a telemetry exam scheduled for next week
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