TEST BANK
LPN to RN Transitions Achieving Success in your New Role
5th Edition By Nicki Harrington; Cynthia Lee Terry
,Table of Contents
Chapter 01 Honoring Your Past, Planning Your Future 1
Chapter 02 Assessing Yourself and Designing Success 5
Chapter 03 Study Habits and Test-Taking Skills 12
Chapter 04 Distinguishing the RN Role from the LPN LVN Role 18
Chapter 05 Using Nursing Theory to Guide Professional Practice 26
Chapter 06 Providing Patient-Centered Care Through the Nursing Process 35
Chapter 07 Critical and Diagnostic Thinking for Better Clinical Judgment 45
Chapter 08 Practicing Evidence-Based Decision Making 54
Chapter 09 Communicating With Patients and Co-Workers 65
Chapter 10 Teaching Patients and Their Families 74
Chapter 11 The Nurses, Ideas, and Forces That Define the Profession 83
Chapter 12 Upholding Legal and Ethical Principles 88
Chapter 13 Care and Safety Standards, Competence, and Nurse Accountability 99
Chapter 14 Leading, Delegating, and Collaborating 106
Chapter 15 Promoting Healthful Living in the Primary Care Setting 116
Chapter 16 Managing Care in Secondary and Tertiary Health Care 125
Chapter 17 Reflecting on Your Transition 132
Chapter 18 Prepare Now to Pass NCLEX-RN® 141
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, Test Bank - LPN to RN Transitions, 5th Edition
Chapter 01: Honoring Your Past, Planning Your Future
Claywell: LPN to RN Transitions, 5th 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 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.‖
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 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 iW s
cWoWn.sid
TeBriS
ngMs.kW
ipSping 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 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 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.‖
1|Page
, Test Bank - LPN to RN Transitions, 5th Edition (Claywell, 2022)
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 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
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 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
become an RN. The clinical instructor interprets 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: B
The outcome priority is the essential need that must be addressed, determined
by internal and external factors, such as needing to better a financial
situation. The other statements indicate reasons for returning to school, but
they are not essential needs or issues to be addressed.
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 nurse is in the moving phase of Lewin‘s Change Theory, which statement
reflects the action she is most likely to take?
a. Does nothing to obtain the position
b. Applies for the position
c. Identifies that change is needed
LPN to RN Transitions Achieving Success in your New Role
5th Edition By Nicki Harrington; Cynthia Lee Terry
,Table of Contents
Chapter 01 Honoring Your Past, Planning Your Future 1
Chapter 02 Assessing Yourself and Designing Success 5
Chapter 03 Study Habits and Test-Taking Skills 12
Chapter 04 Distinguishing the RN Role from the LPN LVN Role 18
Chapter 05 Using Nursing Theory to Guide Professional Practice 26
Chapter 06 Providing Patient-Centered Care Through the Nursing Process 35
Chapter 07 Critical and Diagnostic Thinking for Better Clinical Judgment 45
Chapter 08 Practicing Evidence-Based Decision Making 54
Chapter 09 Communicating With Patients and Co-Workers 65
Chapter 10 Teaching Patients and Their Families 74
Chapter 11 The Nurses, Ideas, and Forces That Define the Profession 83
Chapter 12 Upholding Legal and Ethical Principles 88
Chapter 13 Care and Safety Standards, Competence, and Nurse Accountability 99
Chapter 14 Leading, Delegating, and Collaborating 106
Chapter 15 Promoting Healthful Living in the Primary Care Setting 116
Chapter 16 Managing Care in Secondary and Tertiary Health Care 125
Chapter 17 Reflecting on Your Transition 132
Chapter 18 Prepare Now to Pass NCLEX-RN® 141
?
, Test Bank - LPN to RN Transitions, 5th Edition
Chapter 01: Honoring Your Past, Planning Your Future
Claywell: LPN to RN Transitions, 5th 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 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.‖
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 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 iW s
cWoWn.sid
TeBriS
ngMs.kW
ipSping 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 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 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.‖
1|Page
, Test Bank - LPN to RN Transitions, 5th Edition (Claywell, 2022)
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 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
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 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
become an RN. The clinical instructor interprets 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: B
The outcome priority is the essential need that must be addressed, determined
by internal and external factors, such as needing to better a financial
situation. The other statements indicate reasons for returning to school, but
they are not essential needs or issues to be addressed.
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 nurse is in the moving phase of Lewin‘s Change Theory, which statement
reflects the action she is most likely to take?
a. Does nothing to obtain the position
b. Applies for the position
c. Identifies that change is needed
