TEST BANK
, Chapter 01: Honoring Your Past, Planning Your
Future Claywell: LPN to RN Transitions, 4th Edition
Multiple choice questions
1. A nursing advisor is meeting with a student who is interested in earning her RN degree.
Sheknows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter
nursingschool 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 haveon 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
motivation, but it can also be a barrier. Experience can serve as a foundation for defining
theself.
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 Thursdaynight so that she
canstay 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
ANS: D
The outcome priority is the essential issue or need to be addressed at any given time within
aset 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
the possibility of taking classes to become an RN. The advisor interpretswhich
statement by thenurse 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
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 beovercome 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
lifestyleand 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
ANS: 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
isthe last stage, and it occurs when the change has become a partof 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
becomean RN. The clinical instructor iNnterprets the LPNs outcome priority based on which
statement?
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:o B
Theooutcomeopriorityoisotheoessentialoneedothatomustobeoaddressed,odeterminedobyointernalo
andexternalofactors,osuchoasoneedingotoobetteroaofinancialosituation.oTheootherostatementsoi
ndicateoreasonsofororeturningotooschool,obutotheyoareonotoessentialneedsooroissuesotoobeoadd
ressed.
DIF:o CognitiveoLevel:oAnalysis
OBJ:o Identifyohowoexperiencesoinfluenceolearningoinoadults.oTOP:o AdultoLearning
, 6. Aonurseonoticesoaopostingoforoaomanagementopositionoforowhichosheoisoqualified.oIfothenurse
isinotheomovingophaseoofoLewin’soChangeoTheory,owhichostatementoreflectsotheoactionoshe
oisomostolikelyotootake?
a. Doesonothingotooobtainotheoposition
b. Appliesoforotheoposition
c. Identifiesothatochangeoisoneeded
d. Settlesointootheoroutineoofoherojo
boANS:oB
Unfreezingobeginsowhenoreasonsoforochangeoareoidentified.oTheomovingophaseoinvolvesoact
iveplanningoandoaction.oMovingoalsoomeansoyouoareodealingowithobothopositiveoandonegati
veoforcesoasotheyoebboandoflow,oandoyouoareomakingomodificationstooyouroplanoasoneeded.
Refreezingooccursoafterotheochangeohasobecomeoroutine.
DIF:o CognitiveoLevel:oApplication
OBJ:oUnderstandoChangeoTheoryoandohowoitoappliesotoobeco
mingoanoRN.TOP:o ChangeoTheory
7. AnoOrthopedicoNurseoisocontemplatingochangesoinoheroprofessionalolifeoandoidentifying
ogoals.Whichoactionoshouldotheonurseotakeoifosheoisointerestedoinopursuingaolong-
termogoal?
a. Studiesoforoaotelemetryoexamoscheduledoforonextoweek
b. EnrollsoinoaoNurseoPractitioneroprogram
c. Attendsoaoseminarotoobecomeoaochargeonurse
d. Continuesotooworkoonotheoorthopedicofloorofull-time
ANS:o B
Aoshort-termogoaloisooneothatocanobeoattainedoinoaoperiodoofo6omonthsooroless.oShort-
otermogoalsoincludeobecomingoaochargeonurseoandopassingotheotelemetryoexam.oAolong-
termogoaloisoattainedinogreaterothano6omonthsoandoincludesostudyingotoobecomeoaoNurseoPr
actitioner.
Continuingotooworkoonotheoorthopedicofloorodoesonotorepresentoeitheroaoshort-
termooroaolong-otermogoal.
DIF:o CognitiveoLevel:oApplication
OBJ:oIdentifyobothoshort-oandolong-
termopersonaloandoprofessionalogoals.TOP:o SettingoGoals
8. TheoRNoisotalkingowithotheounitomanageroaboutowaysotooimproveopatientocare.oTheoman
agerointroducesotheoconceptoofoaocohNort. oWhichostatementobyotheoRNoindicatesothatotheot
eachingohasobeenoeffective?
a. “Aocohortoisoaoweboofoconnections”.
b. “Aocohortoisoaogroupoofopeopleowhooshareocommonoexperiencesowithoeachoother”.
c. “Aocohortoisoaogroupolinkedotogetheroforocommonopurposes”.
d. “Aocohortoconsistsoofogroupsoofoindividualsothatomakeoupoaowhole”.
, Chapter 01: Honoring Your Past, Planning Your
Future Claywell: LPN to RN Transitions, 4th Edition
Multiple choice questions
1. A nursing advisor is meeting with a student who is interested in earning her RN degree.
Sheknows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter
nursingschool 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 haveon 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
motivation, but it can also be a barrier. Experience can serve as a foundation for defining
theself.
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 Thursdaynight so that she
canstay 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
ANS: D
The outcome priority is the essential issue or need to be addressed at any given time within
aset 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
the possibility of taking classes to become an RN. The advisor interpretswhich
statement by thenurse 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
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 beovercome 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
lifestyleand 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
ANS: 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
isthe last stage, and it occurs when the change has become a partof 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
becomean RN. The clinical instructor iNnterprets the LPNs outcome priority based on which
statement?
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:o B
Theooutcomeopriorityoisotheoessentialoneedothatomustobeoaddressed,odeterminedobyointernalo
andexternalofactors,osuchoasoneedingotoobetteroaofinancialosituation.oTheootherostatementsoi
ndicateoreasonsofororeturningotooschool,obutotheyoareonotoessentialneedsooroissuesotoobeoadd
ressed.
DIF:o CognitiveoLevel:oAnalysis
OBJ:o Identifyohowoexperiencesoinfluenceolearningoinoadults.oTOP:o AdultoLearning
, 6. Aonurseonoticesoaopostingoforoaomanagementopositionoforowhichosheoisoqualified.oIfothenurse
isinotheomovingophaseoofoLewin’soChangeoTheory,owhichostatementoreflectsotheoactionoshe
oisomostolikelyotootake?
a. Doesonothingotooobtainotheoposition
b. Appliesoforotheoposition
c. Identifiesothatochangeoisoneeded
d. Settlesointootheoroutineoofoherojo
boANS:oB
Unfreezingobeginsowhenoreasonsoforochangeoareoidentified.oTheomovingophaseoinvolvesoact
iveplanningoandoaction.oMovingoalsoomeansoyouoareodealingowithobothopositiveoandonegati
veoforcesoasotheyoebboandoflow,oandoyouoareomakingomodificationstooyouroplanoasoneeded.
Refreezingooccursoafterotheochangeohasobecomeoroutine.
DIF:o CognitiveoLevel:oApplication
OBJ:oUnderstandoChangeoTheoryoandohowoitoappliesotoobeco
mingoanoRN.TOP:o ChangeoTheory
7. AnoOrthopedicoNurseoisocontemplatingochangesoinoheroprofessionalolifeoandoidentifying
ogoals.Whichoactionoshouldotheonurseotakeoifosheoisointerestedoinopursuingaolong-
termogoal?
a. Studiesoforoaotelemetryoexamoscheduledoforonextoweek
b. EnrollsoinoaoNurseoPractitioneroprogram
c. Attendsoaoseminarotoobecomeoaochargeonurse
d. Continuesotooworkoonotheoorthopedicofloorofull-time
ANS:o B
Aoshort-termogoaloisooneothatocanobeoattainedoinoaoperiodoofo6omonthsooroless.oShort-
otermogoalsoincludeobecomingoaochargeonurseoandopassingotheotelemetryoexam.oAolong-
termogoaloisoattainedinogreaterothano6omonthsoandoincludesostudyingotoobecomeoaoNurseoPr
actitioner.
Continuingotooworkoonotheoorthopedicofloorodoesonotorepresentoeitheroaoshort-
termooroaolong-otermogoal.
DIF:o CognitiveoLevel:oApplication
OBJ:oIdentifyobothoshort-oandolong-
termopersonaloandoprofessionalogoals.TOP:o SettingoGoals
8. TheoRNoisotalkingowithotheounitomanageroaboutowaysotooimproveopatientocare.oTheoman
agerointroducesotheoconceptoofoaocohNort. oWhichostatementobyotheoRNoindicatesothatotheot
eachingohasobeenoeffective?
a. “Aocohortoisoaoweboofoconnections”.
b. “Aocohortoisoaogroupoofopeopleowhooshareocommonoexperiencesowithoeachoother”.
c. “Aocohortoisoaogroupolinkedotogetheroforocommonopurposes”.
d. “Aocohortoconsistsoofogroupsoofoindividualsothatomakeoupoaowhole”.
