TEST BANK
LPN TO RN TRANSITIONS, 6TH EDITION BY LORA CLAYWELL
COMPLETE EXAM PREP GUIDE
https://www.stuvia.com/user/lucidwise 1 V| VP Va Vg
Ve
, Chapter 01: Honoring Your Past, Planning Your Future
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.‖
ANSWER > : 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. 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 ANSWER > : 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
https://www.stuvia.com/user/lucidwise 2 V| VP Va Vg
Ve
,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.‖
ANSWER > : 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 Lewin‘s
Change Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing ANSWER > : 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.
DIF: Cognitive Level: Analysis
OBJ: Understand Change Theory and how it applies to becoming an RN. TOP: Change Theory
https://www.stuvia.com/user/lucidwise 3 NV| NVP NVa
NV g NV e
, 5. An NLPN Nis Ntalking Nwith Nher Nclinical Ninstructor Nabout Nher Ndecision Nto Nreturn Nto Nschool Nto Nbecome
Nan NRN. NThe Nclinical N instructor Ninterprets Nthe NLPNs N outcome Npriority Nbased N on N which Nstatement?
a. ―MyNfamily Nwanted Nme Nto Ngo NbackNto Nschool.‖
b. ―I Nwant Nto Nbetter Nmy Nfinancial Nsituation.‖
c. ―I Nreally Nenjoy Nschool.‖
d. ―I Nwould Nlike Nto Nadvance Nto Na Nteaching Nrole Nsomeday.‖
N ANSWER N> N: NB
The Noutcome Npriority Nis Nthe Nessential Nneed Nthat Nmust Nbe Naddressed, Ndetermined Nby Ninternal Nand
Nexternal Nfactors, Nsuch Nas Nneeding Nto Nbetter Na Nfinancial Nsituation. NThe Nother Nstatements Nindicate
Nreasons Nfor Nreturning Nto Nschool, Nbut Nthey Nare N not N essential N needs N or N issues Nto Nbe Naddressed.
DIF: Cognitive NLevel: NAnalysis
OBJ: NIdentify Nhow Nexperiences Ninfluence Nlearning Nin Nadults. TOP: NAdult NLearning
6. A Nnurse Nnotices Na Nposting Nfor Na Nmanagement Nposition Nfor Nwhich Nshe Nis Nqualified. NIf Nthe Nnurse Nis Nin Nthe
moving Nphase Nof NLewin‘s NChange NTheory, Nwhich Nstatement Nreflects Nthe Naction Nshe Nis Nmost Nlikely Nto Ntake?
a. Does Nnothing Nto Nobtain Nthe Nposition
b. Applies Nfor Nthe Nposition
c. Identifies Nthat Nchange Nis Nneeded
d. Settles Ninto Nthe Nroutine Nof Nher Njob N NANSWER N> N: NB
Unfreezing Nbegins Nwhen Nreasons Nfor Nchange Nare Nidentified. NThe Nmoving Nphase Ninvolves Nactive
Nplanning Nand Naction. NMoving Nalso N me N Answer N> N Nyou Nare N dealing Nwith Nboth Npositive Nand
Nnegative N forces Nas Nthey N ebb Nand Nflow, Nand Nyou N are N making N modifications Nto N your Nplan Nas
Nneeded.
Refreezing Noccurs Nafter Nthe Nchange Nhas Nbecome
routine. NDIF: Cognitive NLevel: NApplication
N
OBJ: NUnderstand NChange NTheory Nand Nhow Nit Napplies Nto Nbecoming Nan NRN. NTOP: NChange NTheory
7. An NOrthopedic NNurse Nis Ncontemplating Nchanges Nin Nher Nprofessional Nlife Nand Nidentifying Ngoals.
NWhich Naction Nshould Nthe N nurse Ntake N if Nshe N is N interested N in Npursuing Na Nlong-term N goal?
a. Studies Nfor Na Ntelemetry Nexam Nscheduled Nfor Nnext Nweek
https://www.stuvia.com/user/lucidwise 4 NV| NVP NVa
NV g NV e
LPN TO RN TRANSITIONS, 6TH EDITION BY LORA CLAYWELL
COMPLETE EXAM PREP GUIDE
https://www.stuvia.com/user/lucidwise 1 V| VP Va Vg
Ve
, Chapter 01: Honoring Your Past, Planning Your Future
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.‖
ANSWER > : 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. 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 ANSWER > : 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
https://www.stuvia.com/user/lucidwise 2 V| VP Va Vg
Ve
,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.‖
ANSWER > : 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 Lewin‘s
Change Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing ANSWER > : 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.
DIF: Cognitive Level: Analysis
OBJ: Understand Change Theory and how it applies to becoming an RN. TOP: Change Theory
https://www.stuvia.com/user/lucidwise 3 NV| NVP NVa
NV g NV e
, 5. An NLPN Nis Ntalking Nwith Nher Nclinical Ninstructor Nabout Nher Ndecision Nto Nreturn Nto Nschool Nto Nbecome
Nan NRN. NThe Nclinical N instructor Ninterprets Nthe NLPNs N outcome Npriority Nbased N on N which Nstatement?
a. ―MyNfamily Nwanted Nme Nto Ngo NbackNto Nschool.‖
b. ―I Nwant Nto Nbetter Nmy Nfinancial Nsituation.‖
c. ―I Nreally Nenjoy Nschool.‖
d. ―I Nwould Nlike Nto Nadvance Nto Na Nteaching Nrole Nsomeday.‖
N ANSWER N> N: NB
The Noutcome Npriority Nis Nthe Nessential Nneed Nthat Nmust Nbe Naddressed, Ndetermined Nby Ninternal Nand
Nexternal Nfactors, Nsuch Nas Nneeding Nto Nbetter Na Nfinancial Nsituation. NThe Nother Nstatements Nindicate
Nreasons Nfor Nreturning Nto Nschool, Nbut Nthey Nare N not N essential N needs N or N issues Nto Nbe Naddressed.
DIF: Cognitive NLevel: NAnalysis
OBJ: NIdentify Nhow Nexperiences Ninfluence Nlearning Nin Nadults. TOP: NAdult NLearning
6. A Nnurse Nnotices Na Nposting Nfor Na Nmanagement Nposition Nfor Nwhich Nshe Nis Nqualified. NIf Nthe Nnurse Nis Nin Nthe
moving Nphase Nof NLewin‘s NChange NTheory, Nwhich Nstatement Nreflects Nthe Naction Nshe Nis Nmost Nlikely Nto Ntake?
a. Does Nnothing Nto Nobtain Nthe Nposition
b. Applies Nfor Nthe Nposition
c. Identifies Nthat Nchange Nis Nneeded
d. Settles Ninto Nthe Nroutine Nof Nher Njob N NANSWER N> N: NB
Unfreezing Nbegins Nwhen Nreasons Nfor Nchange Nare Nidentified. NThe Nmoving Nphase Ninvolves Nactive
Nplanning Nand Naction. NMoving Nalso N me N Answer N> N Nyou Nare N dealing Nwith Nboth Npositive Nand
Nnegative N forces Nas Nthey N ebb Nand Nflow, Nand Nyou N are N making N modifications Nto N your Nplan Nas
Nneeded.
Refreezing Noccurs Nafter Nthe Nchange Nhas Nbecome
routine. NDIF: Cognitive NLevel: NApplication
N
OBJ: NUnderstand NChange NTheory Nand Nhow Nit Napplies Nto Nbecoming Nan NRN. NTOP: NChange NTheory
7. An NOrthopedic NNurse Nis Ncontemplating Nchanges Nin Nher Nprofessional Nlife Nand Nidentifying Ngoals.
NWhich Naction Nshould Nthe N nurse Ntake N if Nshe N is N interested N in Npursuing Na Nlong-term N goal?
a. Studies Nfor Na Ntelemetry Nexam Nscheduled Nfor Nnext Nweek
https://www.stuvia.com/user/lucidwise 4 NV| NVP NVa
NV g NV e
