TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
TESTBANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
Chapter 01: Honoring Your Past, Planning Your Future Claywel
l: 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 n
ursing school to become RNs come into the learning environment with prior knowledge
and understanding. Which statement by the nursing advisor best describes her understand
ing 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.‖
ANS: A
Experience accentuates differences among learners and serves as a source of insight and m
otivation, 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 c
an stay home and study. She is considering skipping her exercise class on Thursday morni
ng 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
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 th
e possibility of taking classes to become an RN. The advisor interprets which statement b
y 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.‖
ANS: D
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
Driving forces are those that push toward making the change, as opposed to restraining forc
es, which are those that usually present a challenge that needs to be overcome for the chan
ge 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 lifest
yle and has been asking questions about eating better. The nurse can interpret this behavio
r as which stage of Lewin‘s Change Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This pha
se involves determining that a change needs to occur and deciding to take action. Moving i
s the second phase and involves actively planning changes and taking action on them. Refre
ezing 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
5. An LPN is talking with her clinical instructor about her decision to return to school to beco
me an RN. The clinical instructor iNnterprets the LPNs outcome priority based on which state
ment?
a. ―My family wanted me to go back to school.‖
b. ―I want to better my financial situation.‖
c. ―I really enjoy school.‖
d. ―I would like to advance to a teaching role someday.‖
ANS: B
The outcome priority is the essential need that must be addressed, determined by internal a
nd external factors, such as needing to better a financial situation. The other statements in
dicate reasons for returning to school, but they are not essential needs or issues to be addr
essed.
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 nurs
e is in the moving phase of Lewin‘s Change Theory, which statement reflects the action s
he is most likely to take?
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
TESTBANKWORLD.ORG
, TEST/BANK/FOR/LPN/TO/RN/TRANSITIONS/6th/EDITION/BY/CLAYWELL
Unfreezing/begins/when/reasons/for/change/are/identified./The/moving/phase/involves/active/pl
anning/and/action./Moving/also/means/you/are/dealing/with/both/positive/and/negative/f/orces/ a
s/ they/ ebb/ and/ flow,/ and/ you/ are/ making/ modifications/ to/ your/ plan/ as/ needed.
Refreezing/occurs/ after/ the/change/ has/ become/ routine.
DIF: Cognitive/Level:/Application
OBJ:/ Understand/ Change/ Theory/and/ how/ it/ applies/ to/ becoming/ an/ RN
./ TOP:/ Change/ Theory
7. The/ RN/ is/ talking/ with/ the/ unit/ manager/ about/ ways/ to/ improve/ patient/ care./ The/ manage/r/i
ntroduces/the/concept of/a/co/h No /rt./Which/statement/by/the/RN/indicates/that/the/teaching/h/as/b
6v
een/effective?
a. ―A/cohort/is/a/web/of/connections‖.
b. ―A/cohort/ is/ a/group/of/ people/who/ share/common/ experiences/ with/each/ other‖.
c. ―A/cohort/is/a/group/linked/together/for/common/purposes‖.
d. ―A/cohort/ consists/ of/groups/ of/individuals/that/make/up/a/whole‖.
ANS:/ B
A/cohort/ is/a/ group/of/people/who/ share/ common/ experiences/ with/ each/ other./ A/scheme/ is/a/
web/of/connections,/a/team/is/a/group/linked/together/for/common/purposes,/and/a/unit/c/onsists/
of/groups/or/individuals/that/make/up/a/whole.
DIF: Cognitive/Level:/Evaluation
OBJ: Identify/how/ experiences/influence/learning/ in/adults. TOP:/ Adult/ Learning
8. An/ Orthopedic/ Nurse/ is/ contemplating/ changes/ in/ her/ professional/ life/and/ identifying/ goal
s./ Which/ action/ should/ the/ nurse/ take/ if/ she/ is/ interested/ in/ pursuing/ a/ long-term/ goal?
a. Studies/for/ a/ telemetry/ exam/ scheduled/ for/ next/ week
b. Enrolls/ in/ a/ Nurse/ Practitioner/ program
c. Attends/a/ seminar/ to/ become/ a/ charge/ nurse
d. Continues/to/ work/ on/ the/ orthopedic/ floor/ full-time
ANS:/ B
A/short-term/ goal/ is/ one/ that/ can/ be/ attained/ in/ a/ period/ of/6/ months/ or/ less./ Short-
/term/ goals/ include/becoming/a/charge/nurse/and/passing/the/telemetry/exam./A/long-
term/goal/is/attained/ in/greater/than/6/months/and/includes/studying/to/become/a/Nurse/Pra/ ctitioner
./ Continuing/ to/ work/ on/ the/ orthopedic/ floor/ does/ not/ represent/ either/ a/ short-
term/ or/ a/ long-term/ goal.
DIF:
Cognitive/Level:/Application/
OBJ:/ Identify/ both/ short-/and/ long-
term/ personal/and/ professional/ goals./ TOP:/ Setting/ Goals
9. The/nurse/educator/is/presenting/a/lecture/to/a/group/of/new/RNs./Which/statement/by/one/ of/t
he/RNs/indicates/that/teaching/has/been/effective?
a. ―Experience/is/a/stepping/stone/to/new/learning‖.
b. ―Experience/can/be/a/barrier/to/new/learning‖.
c. ―Experience/can/be/an/avenue/to/new/learning‖.
d. ―Experience/can/be/a/detour/to/new/learning‖.
ANS:/ B
Experience/accentuates/differences/among/learners,/serves/as/a/source/of/insight/and/motiv/ atio
n,/can/ be/a/barrier/to/ new/learning,/ and/ serves/ as/ a/foundation/for/ defining/the/self.
TESTBANKWORLD.ORG
TESTBANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
Chapter 01: Honoring Your Past, Planning Your Future Claywel
l: 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 n
ursing school to become RNs come into the learning environment with prior knowledge
and understanding. Which statement by the nursing advisor best describes her understand
ing 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.‖
ANS: A
Experience accentuates differences among learners and serves as a source of insight and m
otivation, 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 c
an stay home and study. She is considering skipping her exercise class on Thursday morni
ng 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
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 th
e possibility of taking classes to become an RN. The advisor interprets which statement b
y 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.‖
ANS: D
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
Driving forces are those that push toward making the change, as opposed to restraining forc
es, which are those that usually present a challenge that needs to be overcome for the chan
ge 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 lifest
yle and has been asking questions about eating better. The nurse can interpret this behavio
r as which stage of Lewin‘s Change Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This pha
se involves determining that a change needs to occur and deciding to take action. Moving i
s the second phase and involves actively planning changes and taking action on them. Refre
ezing 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
5. An LPN is talking with her clinical instructor about her decision to return to school to beco
me an RN. The clinical instructor iNnterprets the LPNs outcome priority based on which state
ment?
a. ―My family wanted me to go back to school.‖
b. ―I want to better my financial situation.‖
c. ―I really enjoy school.‖
d. ―I would like to advance to a teaching role someday.‖
ANS: B
The outcome priority is the essential need that must be addressed, determined by internal a
nd external factors, such as needing to better a financial situation. The other statements in
dicate reasons for returning to school, but they are not essential needs or issues to be addr
essed.
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 nurs
e is in the moving phase of Lewin‘s Change Theory, which statement reflects the action s
he is most likely to take?
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
TESTBANKWORLD.ORG
, TEST/BANK/FOR/LPN/TO/RN/TRANSITIONS/6th/EDITION/BY/CLAYWELL
Unfreezing/begins/when/reasons/for/change/are/identified./The/moving/phase/involves/active/pl
anning/and/action./Moving/also/means/you/are/dealing/with/both/positive/and/negative/f/orces/ a
s/ they/ ebb/ and/ flow,/ and/ you/ are/ making/ modifications/ to/ your/ plan/ as/ needed.
Refreezing/occurs/ after/ the/change/ has/ become/ routine.
DIF: Cognitive/Level:/Application
OBJ:/ Understand/ Change/ Theory/and/ how/ it/ applies/ to/ becoming/ an/ RN
./ TOP:/ Change/ Theory
7. The/ RN/ is/ talking/ with/ the/ unit/ manager/ about/ ways/ to/ improve/ patient/ care./ The/ manage/r/i
ntroduces/the/concept of/a/co/h No /rt./Which/statement/by/the/RN/indicates/that/the/teaching/h/as/b
6v
een/effective?
a. ―A/cohort/is/a/web/of/connections‖.
b. ―A/cohort/ is/ a/group/of/ people/who/ share/common/ experiences/ with/each/ other‖.
c. ―A/cohort/is/a/group/linked/together/for/common/purposes‖.
d. ―A/cohort/ consists/ of/groups/ of/individuals/that/make/up/a/whole‖.
ANS:/ B
A/cohort/ is/a/ group/of/people/who/ share/ common/ experiences/ with/ each/ other./ A/scheme/ is/a/
web/of/connections,/a/team/is/a/group/linked/together/for/common/purposes,/and/a/unit/c/onsists/
of/groups/or/individuals/that/make/up/a/whole.
DIF: Cognitive/Level:/Evaluation
OBJ: Identify/how/ experiences/influence/learning/ in/adults. TOP:/ Adult/ Learning
8. An/ Orthopedic/ Nurse/ is/ contemplating/ changes/ in/ her/ professional/ life/and/ identifying/ goal
s./ Which/ action/ should/ the/ nurse/ take/ if/ she/ is/ interested/ in/ pursuing/ a/ long-term/ goal?
a. Studies/for/ a/ telemetry/ exam/ scheduled/ for/ next/ week
b. Enrolls/ in/ a/ Nurse/ Practitioner/ program
c. Attends/a/ seminar/ to/ become/ a/ charge/ nurse
d. Continues/to/ work/ on/ the/ orthopedic/ floor/ full-time
ANS:/ B
A/short-term/ goal/ is/ one/ that/ can/ be/ attained/ in/ a/ period/ of/6/ months/ or/ less./ Short-
/term/ goals/ include/becoming/a/charge/nurse/and/passing/the/telemetry/exam./A/long-
term/goal/is/attained/ in/greater/than/6/months/and/includes/studying/to/become/a/Nurse/Pra/ ctitioner
./ Continuing/ to/ work/ on/ the/ orthopedic/ floor/ does/ not/ represent/ either/ a/ short-
term/ or/ a/ long-term/ goal.
DIF:
Cognitive/Level:/Application/
OBJ:/ Identify/ both/ short-/and/ long-
term/ personal/and/ professional/ goals./ TOP:/ Setting/ Goals
9. The/nurse/educator/is/presenting/a/lecture/to/a/group/of/new/RNs./Which/statement/by/one/ of/t
he/RNs/indicates/that/teaching/has/been/effective?
a. ―Experience/is/a/stepping/stone/to/new/learning‖.
b. ―Experience/can/be/a/barrier/to/new/learning‖.
c. ―Experience/can/be/an/avenue/to/new/learning‖.
d. ―Experience/can/be/a/detour/to/new/learning‖.
ANS:/ B
Experience/accentuates/differences/among/learners,/serves/as/a/source/of/insight/and/motiv/ atio
n,/can/ be/a/barrier/to/ new/learning,/ and/ serves/ as/ a/foundation/for/ defining/the/self.
TESTBANKWORLD.ORG
