TEST BANK FOR LORA CLAYWELL LPN TO RN TRANSITIONS 6TH EDITION/COMPLETE GUIDE

Test Bank For LPN To RN Transitions
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6th Edition By Lora Claywell All
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Chapters
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||Complete A+ Guide
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,Chapter 01: Honoring Your Past, Planning
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b Your Future Claywell: LPN to RN
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b Transitions, 6th Edition
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MULTIPLE CHOICE

1. A nursing advisor is meeting with a student who is interested
b * b * b * b * b * b * b * b * b * b *



in earning her RN degree. She knows that licensed practical
b * b * b * b * b * b * b * b * b * b *



nurse/license vocational nurse (LPN/LVNs) who enter nursing
b * b * b * b* b * b * b *



school to become RNs come into the learning environment
b * b * b * b * b * b * b * b* b *



with prior knowledge and understanding. Which statement by
b * b * b * b * b * b * b* b *



the nursing advisor best describes her understanding of the
b * b * b * b * b * b * b * b * b *



effect experience may have on learning?
b* b * b * b * b * b *



a. ―Experience may be a source of insight and motivation, or a b * b * b * b * b * b * b * b * b * b * b * b * b * b * b * b * b * b * b * b *



barrier.‖ b *



b. ―Experience is usually a stumbling block for LPN/LVNs.‖ b * b * b * b * b * b * b * b * b * b * b * b * b * b *



c. ―Experience never makes learning more difficult.‖ b * b * b * b * b * b * b * b * b *



d. ―Once something is learned, it can never be trulyb modified.‖
* b * b * b * b * b * b * b * b * b * b * b * b * b * b *




ANS: A
Experience accentuates differences among b * b * b * b * learners and serves as a b * b * b * b *



source of insight and motivation, but
b * b * b* b * b * b * b * it can also be a barrier.
b * b * b * b * b *



Experience can serve as a foundation
b * b * b * b * b * b* b * for defining the self. b * b * b *




DIF: Cognitive b * b * Level: Application b * b *



OBJ: Identify b * b * how experiences influence b * b * b * b * b * b * learning b * b * in b * b * adults. TOP: Adult b* b * b * Learning

2. There is a test on the cardiovascular system on Friday
b * b * b * b * b * b * b * b * b *



b * morning, and it is now Wednesday night. The student has b * b * b * b * b * b * b * b * b *



b * already taken a vacation day from work Thursday night so b * b * b * b * b * b * b * b * b *



b * that she can stay home and study. She is considering
b * b * b * b * b * b * b * b * b *



b * skipping her exercise class on Thursday morning to go to b * b * b * b * b * b * b * b * b *



b * the library to prepare for the test. Which response best
b * b * b * b * b * b * b * b * b *



b * identifies the student‘s outcome priority? b * b * b * b *



a. Exercise class b * b *



b. Going to the library b * b * b * b *



c. Avoiding work by taking a vacation b * b * b * b * b * b * b * b *



d. Doing well on the test on Friday b * b * b * b * b * b * b * b *




ANS: D
The outcome priority
b * b * b * is the essential b * b * b * issue or need to be b * b * b * b *



b * addressed at any b * b * b * given time within b* b * b * a set of conditions or
b * b * b * b *



b * circumstances.

DIF: Cognitive Level: Application b * b * b * b *



OBJ: Identify motivations and personal outcome priorities b * b * b * b * b *



for returning to school. TOP:
b * Motivation to Learn
b * b * b * b * b * b *




3. A nurse who has been an LPN/LVN for 10 years is meeting
b * b * b * b * b * b * b * b * b * b * b *



with an advisor to discuss the possibility of taking classes to
b * b * b * b* b * b * b * b * b * b * b *



become an RN. The advisor interprets which statement by the
b * b * b * b * b * b * b * b * b * b *



nurse as the driving force for returning to school?
b * b * b * b * b * b * b * b * b *



a. ―I‘ll need to schedule time to attend classes.‖
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b. ―I‘ll have to budget for paying tuition.‖b * b * b * b * b * b * b * b * b * b * b * b *

,c. ―I‘ll have
b * b * b * b * to rearranging
b * my schedule.‖
b * b * b * b * b *



d. ―There is b * b * b * b * a possibility of advancement
b * b * b * b * b * b * b * b * into b * b * administration.‖
ANS: D

, Driving forces are those that push toward making the change, as
b * b * b * b * b * b * b * b * b * b *



opposed to restraining forces,
b * which are those that usually present b * b* b * b * b * b * b * b * b *



a challenge
b * that needs to
b be *overcome for the change to b * b * b * b * b * b * b * b * b *



take place or present a negative effect the change may initiate.
b * b * b * b * b * b * b * b * b* b * b *




DIF: Cognitive Level: Application b * b * b *



OBJ: Identify motivations and personal outcome priorities b * b * b * b * b *



for returning to school. TOP:
b * Motivations for Change
b * b * b * b * b * b *




4. An RN is caring for a diabetic patient. The patient
b * b * b * b * b * b * b * b * b *



appears interested in changing her lifestyle and has
b * b * b * b * b * b * b * b * b * been
asking questions about eating better.
b * b * b * b * b *



The nurse can interpret this b * b * b * b *



b behavior as which stage of Lewin‘s
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b Change Theory?
* b *



a. Moving
b. Unfreezing
c. Action
d. Refreezing

ANS: B
The patient b is
* in the first phase of Lewin‘s Change Theory, b * b * b * b * b * b * b * b * b *



b * known as unfreezing. This phase involves determining
b that
* a b * b * b * b * b * b * b *



b * change needs to occur and deciding to take
b action.
* Moving is b * b * b * b* b * b * b * b * b *



b * the second phase and b involves
* actively planning changes and b * b * b * b * b* b * b *



b * taking action on them. Refreezing is the last stage, and it occurs
b * b * b * b * b * b * b * b * b * b * b*



b * when the change has become a part of the person‘s life.
b * b * b * b * b * b * b * b * b * b *




DIF: Cognitive Level: Analysis b * b * b * b *



OBJ: Understand Change Theory b * b * b * and how it b * b *



applies to becoming an RN.
b * b * b* b * b * b * TOP: Change
Theory
b *




5. An LPN
b is
* talking with her clinical instructor about her
b * b * b * b * b * b * b * b *



b * decision to return to school to become an RN. The clinical b * b * b * b * b * b * b * b * b * b *



b * instructor iNnterprets the LPNs outcome priority based on which b * b * b * b* b * b * b * b *



b * statement?
a. ―My family wanted me to go back to
b * b * school.‖ b * b * b * b * b * b * b * b * b * b * b * b * b * b *



b. ―I want to better
b * my financial situation.‖ b * b * b * b * b * b * b * b *



c. ―I really enjoy school.‖
b *



d. ―I would blike to advance
* to a teaching role someday.‖ b * b * b * b * b * b * b * b * b * b *




ANS: B
The outcome priority is the essential need that must be addressed, determined
b * b * b * b * b * b * b * b * b * b * b *



by internal
b * and external bfactors,
* such as needing to better a b * b * b * b * b * b * b * b * b *



financial
b * situation. The other statements indicate reasons for b * b * b* b * b * b * b *



returning
b * to school, but they are not essential needs or issues b * b * b * b * b * b * b* b * b * b *



to be addressed.
b * b * b *




DIF: Cognitive b * Level: Analysis b * b *



OBJ: Identify how experiences influence learning in adults. TOP:
Adult Learning
b*




6. A b nurse
* notices a posting for a management b * b * b * b * b * b * b * position for b *



b * which she is qualified. If the nurse is
b in * b * b* b * b * b * b * b * b * the moving b *



b * phase of Lewin‘s Change Theory, which
b statement
* b * b * b * b* b * b *reflects the b *