Test Bank For LPN to RN Transitions 6th Edition by Lora Claywell all chapters included graded A+

Test Bank For LPN To RN Transitions
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6th Edition By Lora Claywell All
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mr Chapters mr




||Complete A+ Guide
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,Chapter 01: Honoring Your Past, Planning
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h Your Future Claywell: LPN to RN
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h Transitions, 6th Edition
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MULTIPLE CHOICE

1. A nursing advisor is meeting with a student who is interested
h j h j h j h j h j h j h j h j h j h j


in earning her RN degree. She knows that licensed practical
h j h j h j h j h j h j h j h j h j h j


nurse/license vocational nurse (LPN/LVNs) who
h j enter nursing h j h j hj h j h j h j


school
h j to become RNs come into the learning
h j environment h j h j h j h j h j hj h j


with prior knowledge
h j and understanding. Which statement
h j by h j h j h j h j hj h j


the
h j nursing advisor best describes her understanding
h j of the h j h j h j h j h j h j h j


effect experience may have on learning?
hj h j h j h j h j h j


a. “Experience may be a source of insight and motivation, or a h j h j h j h j h j h j h j h j h j h j h j h j h j h j h j h j h j h j h j h j


barrier.” h j


b. “Experience is usually a stumbling block for LPN/LVNs.” h j h j h j h j h j h j h j h j h j h j h j h j h j h j


c. “Experience never makes learning more difficult.” h j h j h j h j h j h j h j h j h j


d. “Once something is learned, it can never be truly
h j modified.” h j h j h j h j h j h j h j h j h j h j h j hj h j h j




ANS: A
Experience h j accentuates differences among learners and serves as h j h j h j h j h j h j h j a
source
h j h j of insight and motivation, but it can also be a
hj h j h j h j h j h j h j h j h j


barrier.
h j h j Experience can serve as a foundation for defining the h j h j h j h j hj h j h j h j


self.
h j




DIF: Cognitive h j h j Level: Application h j h j


OBJ: Identify h j h j how experiences influence h j h j h j h j h j h j learning h j h j in h j h j adults. TOP: Adult hj h j


Learning
h j




2. There is a test on the cardiovascular system on Friday
h j h j h j h j h j h j h j h j h j


h j morning, and it is now Wednesday night. The student has h j h j h j h j h j h j h j h j h j


h j already taken a vacation day from work Thursday night so
h j h j h j h j h j h j h j h j h j


h j that she can stay home and study. She is considering
h j h j h j h j h j h j h j h j h j


h j skipping her exercise class on Thursday morning to go to h j h j h j h j h j h j h j h j h j


h j the library to prepare for the test. Which response best
h j h j h j h j h j h j h j h j h j


h j identifies the student’s outcome priority? h j h j h j h j


a. Exercise class h j h j


b. Going to the library h j h j h j h j


c. Avoiding work by taking a vacation h j h j h j h j h j h j h j h j


d. Doing well on the test on Fridayh j h j h j h j h j h j h j h j




ANS: D
The outcome priority
h j h j h j is the essential h j h j h j issue or need to be h j h j h j h j


h j addressed at any h j h j h j given time within hj h j h j a set of conditions or
h j h j h j h j


h j circumstances.

DIF: Cognitive Level: Application h j h j h j h j


OBJ: Identify motivations and personal outcome priorities h j h j h j h j h j


for returning to school. TOP:
h j Motivation to Learn
h j h j h j h j h j h j




3. A h j nurse who has been an LPN/LVN for 10 years is h j h j h j h j h j h j h j h j h j


h j meeting with an advisor to discuss the possibility of takingh j h j h j hj h j h j h j h j h j


h j classes to become an RN. The advisor interprets which
h j h j h j h j h j h j h j h j


h j statement by the nurse as the driving force for returning to h j h j h j h j h j h j h j h j h j h j

, h j school?
a. “I’ll
h j need
h j h j to schedule
h j time to attend
h j h j h j classes.”
h j h j h j h j h j h j h j


b. “I’ll
h j have
h j h j h j to budget for paying
h j h j tuition.”
h j h j h j h j h j h j


c. “I’ll have
h j h j h j h j to rearranging
h j my schedule.”
h j h j h j h j h j


d. “There is h j h j h j h j a possibility of advancement
h j h j h j into
h j administration.”
h j h j h j h j h j h j




ANS: D

, Driving forces are those that push toward making the change, as
h j h j h j h j h j h j h j h j h j h j


opposed to restraining forces,
h j which are those that usually present h j hj h j h j h j h j h j h j h j


a challenge
h j that needs to
h be j overcome for the change to h j h j h j h j h j h j h j h j h j


take place
h j or present a negative effect the change may initiate.
h j h j h j h j h j h j h j hj h j h j




DIF: Cognitive Level: Application h j h j h j


OBJ: Identify motivations and personal outcome priorities h j h j h j h j h j


for returning to school. TOP:
h j Motivations for Change
h j h j h j h j h j h j




4. An RN is caring for a diabetic patient. The patient
h j h j h j h j h j h j h j h j h j


appears interested in changing her lifestyle and has
h j h j h j h j h j h j h j h j h j been
asking questions about eating better.
h j h j h j h j h j


The nurse can interpret this h j h j h j h j


h behavior as which stage of Lewin’s
j h j hj h j h j h j


Change Theory?
h j h j


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

ANS: B
The patient h jis in the first phase of Lewin’s Change Theory, h j h j h j h j h j h j h j h j h j


h j known as unfreezing. This phase involves determining
h j that a h j h j h j h j h j h j h j


h change needs to occur and deciding
j to take
h action.
j Moving is h j h j h j hj h j h j h j h j h j


h j the second phase and involves
h j actively planning changes and h j h j h j h j hj h j h j


h taking
j action on them. Refreezing is hthe lastj stage, and it h j h j h j h j h j h j h j h j h j


hj occurs when the change has become
h j a part of the person’s h j h j h j h j h j h j h j h j h j


h j life.

DIF: Cognitive Level: Analysis h j h j h j h j


OBJ: Understand Change Theory h j h j h j and how it h j h j


applies to becoming an RN.
h j h j hj h j h j h j TOP: Change
Theory
h j




5. An LPN
h is
j talking with her clinical instructorh about her j h j h j h j h j h j h j h j


h j decision to return to school to become an RN. The clinical h j h j h j h j h j h j h j h j h j h j


h j instructor iNnterpret s the LPNs outcome priority based on which
h j h j h j hj h j h j h j h j


h j statement?
a. “My family wanted me to
h j go h j back to school.” h j h j h j h j h j h j h j h j h j h j h j h j h j h j


b. “I want to
h j better my financial situation.” h j h j h j h j h j h j h j h j


c. “I really enjoy school.”
h j


d. “I would like
h j to advance to a teaching role someday.” h j h j h j h j h j h j h j h j h j h j




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


by internal
h j and external hfactors, jsuch as needing to better a h j h j h j h j h j h j h j h j h j


financial
h j situation. The other statements indicate reasons for h j h j hj h j h j h j h j


returning
h j to school, but they are not essential needs or issues h j h j h j h j h j h j hj h j h j h j


to be addressed.
h j h j h j




DIF: Cognitive h j Level: Analysis h j h j


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




6. A h j nurse h j notices a posting h j h j h j for h j a managementh j h j position for h j


h j which h j she is qualified. If h j hj h j h j the h j nurse is in h j h j h j the moving h j