TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
zx zx zx zx zx zx zx zx zx zx
TESTBANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
zx zx zx zx zx zx zx zx zx
, TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
zx zx zx zx zx zx zx zx zx zx
Chapter 01: Honoring Your Past, Planning Your Future Clayw
zx zx zx zx zx zx zx zx
el l: LPN to RN Transitions, 6th Edition
zx zx zx zx zx zx
MULTIPLE CHOICE zx
1.A nursing advisor is meeting with a student who is interested in earning her RN degree. S
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
he knows that licensed practical nurse/license vocational nurse (LPN/
zx zx zx zx zx zx zx zx
LVNs) who enter nur zx zx zx
sing school to ḃecome RNs come into the learning environment with prior knowledge an
zx zx zx zx zx zx zx zx zx zx zx zx zx
d understanding. Which statement ḃy the nursing advisor ḃest descriḃes her understanding
zx zx zx zx zx zx zx zx zx zx zx
of the effect experience may have on learning?
zx zx zx zx zx zx zx zx
a.―Experience may ḃe a source of insight and motivation, or a ḃarrier.‖ zx zx zx zx zx zx zx zx zx zx zx
ḃ.―Experience is usually a stumḃling ḃlock for LPN/LVNs.‖ zx zx zx zx zx zx zx
c.―Experience never makes learning more difficult.‖ zx zx zx zx zx
d.―Once something is learned, it can never ḃe truly modified.‖
zx zx zx zx zx zx zx zx zx
ANS: A zx
Experience accentuates differences among learners and serves as a source of insight and mo
zx zx zx zx zx zx zx zx zx zx zx zx zx
tivation, ḃut it can also ḃe a ḃarrier. Experience can serve as a foundation for defining the se
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
l f.
DIF: Cognitive Level: Application zx zx
OBJ: Identify how experiences influence learning in adults.
zxzx zx zx zx zx zx zx TOP: Adult Learning zx zx
2.There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
night. The student has alre taken a vacation day from work Thursday night so that she c
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
an stay home and study. She is considering skipping her exercise class on Thursday morni
zx zx zx zx zx zx zx zx zx zx zx zx zx zx
ng to go to the liḃrary to prepare for the test. Which response ḃest identifies the student‘s
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
outcome priority? zx
a.Exercise class zx
ḃ.Going to the liḃrary zx zx zx
c.Avoiding work ḃy taking a vacation zx zx zx zx zx
d.Doing well on the test on Friday zx zx zx zx zx zx
ANS: D zx
The outcome priority is the essential issue or need to ḃe addressed at any given time withi
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
n a set of conditions or circumstances.
zx zx zx zx zx zx
DIF: Cognitive Level: Application zx zx
OBJ: Identify motivations and personal outcome priorities for returning to school
zx zx zx zx zx zx zx zx zx zx
. TOP: Motivation to Learn
zx zx zx zx
3.A nurse who has ḃeen an LPN/LVN for 10 years is meeting with an advisor to discuss th
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
e possiḃility of taking classes to ḃecome an RN. The advisor interprets which statement ḃ
zx zx zx zx zx zx zx zx zx zx zx zx zx zx
y the nurse as the driving force for returning to school?
zx zx zx zx zx zx zx zx zx zx
a.―I‘ll need to schedule time to attend classes.‖
zx zx zx zx zx zx zx
ḃ.―I‘ll have to ḃudget for paying tuition.‖
zx zx zx zx zx zx
c.―I‘ll have to rearranging my schedule.‖
zx zx zx zx zx
d.―There is a possiḃility of advancement into administration.‖
zx zx zx zx zx zx zx
ANS: z
, TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
zx zx zx zx zx zx zx zx zx zx
Driving forces are those that push toward making the change, as opposed to restraining forc
zx zx zx zx zx zx zx zx zx zx zx zx zx zx
e
s, which are those that usually present a challenge that needs to ḃe overcome for the chang
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
e to take place or present a negative effect the change may initiate.
zx zx zx zx zx zx zx zx zx zx zx zx
DIF: Cognitive Level: Application zx zx
OBJ: Identify motivations and personal outcome priorities for returning to school.
zx zx zx zx zx zx zx zx zx zx z
TOP: Motivations for Change
x zx zx zx
4.An RN is caring for a diaḃetic patient. The patient appears interested in changing her lifesty
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
le and has ḃeen asking questions aḃout eating ḃetter. The nurse can interpret this ḃehavior
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
as which stage of Lewin‘s Change Theory?
zx zx zx zx zx zx
a.Moving
ḃ.Unfreezing
c.Action
d.Refreezing
ANS: B zx
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This phas
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
e involves determining that a change needs to occur and deciding to take action. Moving is
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
the second phase and involves actively planning changes and taking action on them. Refree
zx zx zx zx zx zx zx zx zx zx zx zx zx
zi ng is the last stage, and it occurs when the change has ḃecome a part of the person‘s life.
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
DIF: Cognitive Level: Analysis zx zx
OBJ: Understand Change Theory and how it applies to ḃecoming an RN
zx zx zx zx zx zx zx zx zx zx zx
. TOP: Change Theory
zx zx zx
5.An LPN is talking with her clinical instructor aḃout her decision to return to school to ḃeco
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
me an RN. The clinical instructor iNnterprets
zx zx zx zx zx zx
the LPNs outcome priority ḃased on which state ment?
zx zx zx zx zx zx zx zx
a.―My family wanted me to go ḃack to school.‖
zx zx zx zx zx zx zx zx
ḃ.―I want to ḃetter my financial situation.‖
zx zx zx zx zx zx
c.―I really enjoy school.‖
zx zx zx
d.―I would like to advance to a teaching role someday.‖
zx zx zx zx zx zx zx zx zx
ANS: B zx
The outcome priority is the essential need that must ḃe addressed, determined ḃy internal an
zx zx zx zx zx zx zx zx zx zx zx zx zx zx
d external factors, such as needing to ḃetter a financial situation. The other statements indi
zx zx zx zx zx zx zx zx zx zx zx zx zx zx
cate reasons for returning to school, ḃut they are not essential needs or issues to ḃe addres
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
sed.
DIF: Cognitive Level: Analysis
zxzx zx zx
OBJ: Identify how experiences influence learning in adults.
zxzx zx zx zx zx zx zx z x z x z x z x TOP: Adult Learning zx zx
6.A nurse notices a posting for a management position for which she is qualified. If the nurse
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx z
xis in the moving phase of Lewin‘s Change Theory, which statement reflects the action she
zx zx zx zx zx zx zx zx zx zx zx zx zx zx z
xis most likely to take?
zx zx zx zx
a.Does nothing to oḃtain the position
zx zx zx zx zx
ḃ.Applies for the position zx zx zx
c.Identifies that change is needed zx zx zx zx
d.Settles into the routine of her joḃ zx zx zx zx zx zx
ANS: B zx
, TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
zx zx zx zx zx zx zx zx zx zx
Unfreezing ḃegins when reasons for change are identified. The moving phase involves activ
zx zx zx zx zx zx zx zx zx zx zx zx
e z
xplanning and action. Moving also means you are dealing with ḃoth positive and negative fo
zx zx zx zx zx zx zx zx zx zx zx zx zx zx
rces as they eḃḃ and flow, and you are making modifications to your plan as needed.
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
Refreezing occurs after the change has ḃecome routine.
zx zx zx zx zx zx zx
DIF: Cognitive Level: Application zx zx
OBJ: Understand Change Theory and how it applies to ḃecoming an RN
zx zx zx zx zx zx zx zx zx zx zx
. TOP: Change Theory
zx zx zx
7.The RN is talking with the unit manager aḃout ways to improve patient care. The manager
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx z
xintroduces the concept of a cohNort. Which statement ḃy the RN indicates that the teachin
zx zx zx zx zx zx zx zx zx zx zx zx zx zx
g ha s ḃeen effective?
zx zx zx
a.―A cohort is a weḃ of connections‖.
zx zx zx zx zx zx
ḃ.―A cohort is a group of people who share common experiences with each other‖.
zx zx zx zx zx zx zx zx zx zx zx zx zx
c.―A cohort is a group linked together for common purposes‖.
zx zx zx zx zx zx zx zx zx
d.―A cohort consists of groups of individuals that make up a whole‖.
zx zx zx zx zx zx zx zx zx zx zx
ANS: B zx
A cohort is a group of people who share common experiences with each other. A scheme is
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a weḃ of connections, a team is a group linked together for common purposes, and a unit c
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onsists of groups or individuals that make up a whole.
zx zx zx zx zx zx zx zx zx
DIF: Cognitive Level: Evaluation zx zx
OBJ: Identify how experiences influence learning in adults.
zxzx zx zx zx zx zx zx TOP: Adult Learning zx zx
8.An Orthopedic Nurse is contemplating changes in her professional life and identifying goal
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s. Which action should the nurse take if she is interested in pursuing a long-term goal?
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
a.Studies for a telemetry exam scheduled for next week
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ḃ.Enrolls in a Nurse Practitioner program
zx zx zx zx zx
c.Attends a seminar to ḃecome a charge nurse
zx zx zx zx zx zx zx
d.Continues to work on the orthopedic floor full-time zx zx zx zx zx zx zx
ANS: B zx
A short-term goal is one that can ḃe attained in a period of 6 months or less. Short-
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term goals include ḃecoming a charge nurse and passing the telemetry exam. A long-
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term goal is attained in greater than 6 months and includes studying to ḃecome a Nurse Pra
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ctitioner. Continuing to work on the orthopedic floor does not represent either a short-
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term or a long-term goal.
zx zx zx zx
DIF: Cognitive Level: Application zx zx
OBJ: Identify ḃoth short- and long-
zx zx zx zx zx
term personal and professional goals. TOP: Setting Goals
zx zx zx zx zx zx zx
9.The nurse educator is presenting a lecture to a group of new RNs. Which statement ḃy one
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of the RNs indicates that teaching has ḃeen effective?
zx zx zx zx zx zx zx zx
a.―Experience is a stepping stone to new learning‖. zx zx zx zx zx zx zx
ḃ.―Experience can ḃe a ḃarrier to new learning‖. zx zx zx zx zx zx zx
c.―Experience can ḃe an avenue to new learning‖. zx zx zx zx zx zx zx
d.―Experience can ḃe a detour to new learning‖. zx zx zx zx zx zx zx
ANS: B zx
Experience accentuates differences among learners, serves as a source of insight and motiva
zx zx zx zx zx zx zx zx zx zx zx zx
tion, can ḃe a ḃarrier to new learning, and serves as a foundation for defining the self.
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
zx zx zx zx zx zx zx zx zx zx
TESTBANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
zx zx zx zx zx zx zx zx zx
, TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
zx zx zx zx zx zx zx zx zx zx
Chapter 01: Honoring Your Past, Planning Your Future Clayw
zx zx zx zx zx zx zx zx
el l: LPN to RN Transitions, 6th Edition
zx zx zx zx zx zx
MULTIPLE CHOICE zx
1.A nursing advisor is meeting with a student who is interested in earning her RN degree. S
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
he knows that licensed practical nurse/license vocational nurse (LPN/
zx zx zx zx zx zx zx zx
LVNs) who enter nur zx zx zx
sing school to ḃecome RNs come into the learning environment with prior knowledge an
zx zx zx zx zx zx zx zx zx zx zx zx zx
d understanding. Which statement ḃy the nursing advisor ḃest descriḃes her understanding
zx zx zx zx zx zx zx zx zx zx zx
of the effect experience may have on learning?
zx zx zx zx zx zx zx zx
a.―Experience may ḃe a source of insight and motivation, or a ḃarrier.‖ zx zx zx zx zx zx zx zx zx zx zx
ḃ.―Experience is usually a stumḃling ḃlock for LPN/LVNs.‖ zx zx zx zx zx zx zx
c.―Experience never makes learning more difficult.‖ zx zx zx zx zx
d.―Once something is learned, it can never ḃe truly modified.‖
zx zx zx zx zx zx zx zx zx
ANS: A zx
Experience accentuates differences among learners and serves as a source of insight and mo
zx zx zx zx zx zx zx zx zx zx zx zx zx
tivation, ḃut it can also ḃe a ḃarrier. Experience can serve as a foundation for defining the se
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
l f.
DIF: Cognitive Level: Application zx zx
OBJ: Identify how experiences influence learning in adults.
zxzx zx zx zx zx zx zx TOP: Adult Learning zx zx
2.There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
night. The student has alre taken a vacation day from work Thursday night so that she c
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
an stay home and study. She is considering skipping her exercise class on Thursday morni
zx zx zx zx zx zx zx zx zx zx zx zx zx zx
ng to go to the liḃrary to prepare for the test. Which response ḃest identifies the student‘s
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
outcome priority? zx
a.Exercise class zx
ḃ.Going to the liḃrary zx zx zx
c.Avoiding work ḃy taking a vacation zx zx zx zx zx
d.Doing well on the test on Friday zx zx zx zx zx zx
ANS: D zx
The outcome priority is the essential issue or need to ḃe addressed at any given time withi
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
n a set of conditions or circumstances.
zx zx zx zx zx zx
DIF: Cognitive Level: Application zx zx
OBJ: Identify motivations and personal outcome priorities for returning to school
zx zx zx zx zx zx zx zx zx zx
. TOP: Motivation to Learn
zx zx zx zx
3.A nurse who has ḃeen an LPN/LVN for 10 years is meeting with an advisor to discuss th
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
e possiḃility of taking classes to ḃecome an RN. The advisor interprets which statement ḃ
zx zx zx zx zx zx zx zx zx zx zx zx zx zx
y the nurse as the driving force for returning to school?
zx zx zx zx zx zx zx zx zx zx
a.―I‘ll need to schedule time to attend classes.‖
zx zx zx zx zx zx zx
ḃ.―I‘ll have to ḃudget for paying tuition.‖
zx zx zx zx zx zx
c.―I‘ll have to rearranging my schedule.‖
zx zx zx zx zx
d.―There is a possiḃility of advancement into administration.‖
zx zx zx zx zx zx zx
ANS: z
, TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
zx zx zx zx zx zx zx zx zx zx
Driving forces are those that push toward making the change, as opposed to restraining forc
zx zx zx zx zx zx zx zx zx zx zx zx zx zx
e
s, which are those that usually present a challenge that needs to ḃe overcome for the chang
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
e to take place or present a negative effect the change may initiate.
zx zx zx zx zx zx zx zx zx zx zx zx
DIF: Cognitive Level: Application zx zx
OBJ: Identify motivations and personal outcome priorities for returning to school.
zx zx zx zx zx zx zx zx zx zx z
TOP: Motivations for Change
x zx zx zx
4.An RN is caring for a diaḃetic patient. The patient appears interested in changing her lifesty
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
le and has ḃeen asking questions aḃout eating ḃetter. The nurse can interpret this ḃehavior
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
as which stage of Lewin‘s Change Theory?
zx zx zx zx zx zx
a.Moving
ḃ.Unfreezing
c.Action
d.Refreezing
ANS: B zx
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This phas
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
e involves determining that a change needs to occur and deciding to take action. Moving is
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
the second phase and involves actively planning changes and taking action on them. Refree
zx zx zx zx zx zx zx zx zx zx zx zx zx
zi ng is the last stage, and it occurs when the change has ḃecome a part of the person‘s life.
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
DIF: Cognitive Level: Analysis zx zx
OBJ: Understand Change Theory and how it applies to ḃecoming an RN
zx zx zx zx zx zx zx zx zx zx zx
. TOP: Change Theory
zx zx zx
5.An LPN is talking with her clinical instructor aḃout her decision to return to school to ḃeco
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
me an RN. The clinical instructor iNnterprets
zx zx zx zx zx zx
the LPNs outcome priority ḃased on which state ment?
zx zx zx zx zx zx zx zx
a.―My family wanted me to go ḃack to school.‖
zx zx zx zx zx zx zx zx
ḃ.―I want to ḃetter my financial situation.‖
zx zx zx zx zx zx
c.―I really enjoy school.‖
zx zx zx
d.―I would like to advance to a teaching role someday.‖
zx zx zx zx zx zx zx zx zx
ANS: B zx
The outcome priority is the essential need that must ḃe addressed, determined ḃy internal an
zx zx zx zx zx zx zx zx zx zx zx zx zx zx
d external factors, such as needing to ḃetter a financial situation. The other statements indi
zx zx zx zx zx zx zx zx zx zx zx zx zx zx
cate reasons for returning to school, ḃut they are not essential needs or issues to ḃe addres
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
sed.
DIF: Cognitive Level: Analysis
zxzx zx zx
OBJ: Identify how experiences influence learning in adults.
zxzx zx zx zx zx zx zx z x z x z x z x TOP: Adult Learning zx zx
6.A nurse notices a posting for a management position for which she is qualified. If the nurse
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx z
xis in the moving phase of Lewin‘s Change Theory, which statement reflects the action she
zx zx zx zx zx zx zx zx zx zx zx zx zx zx z
xis most likely to take?
zx zx zx zx
a.Does nothing to oḃtain the position
zx zx zx zx zx
ḃ.Applies for the position zx zx zx
c.Identifies that change is needed zx zx zx zx
d.Settles into the routine of her joḃ zx zx zx zx zx zx
ANS: B zx
, TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
zx zx zx zx zx zx zx zx zx zx
Unfreezing ḃegins when reasons for change are identified. The moving phase involves activ
zx zx zx zx zx zx zx zx zx zx zx zx
e z
xplanning and action. Moving also means you are dealing with ḃoth positive and negative fo
zx zx zx zx zx zx zx zx zx zx zx zx zx zx
rces as they eḃḃ and flow, and you are making modifications to your plan as needed.
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx
Refreezing occurs after the change has ḃecome routine.
zx zx zx zx zx zx zx
DIF: Cognitive Level: Application zx zx
OBJ: Understand Change Theory and how it applies to ḃecoming an RN
zx zx zx zx zx zx zx zx zx zx zx
. TOP: Change Theory
zx zx zx
7.The RN is talking with the unit manager aḃout ways to improve patient care. The manager
zx zx zx zx zx zx zx zx zx zx zx zx zx zx zx z
xintroduces the concept of a cohNort. Which statement ḃy the RN indicates that the teachin
zx zx zx zx zx zx zx zx zx zx zx zx zx zx
g ha s ḃeen effective?
zx zx zx
a.―A cohort is a weḃ of connections‖.
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ḃ.―A cohort is a group of people who share common experiences with each other‖.
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c.―A cohort is a group linked together for common purposes‖.
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d.―A cohort consists of groups of individuals that make up a whole‖.
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ANS: B zx
A cohort is a group of people who share common experiences with each other. A scheme is
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a weḃ of connections, a team is a group linked together for common purposes, and a unit c
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onsists of groups or individuals that make up a whole.
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DIF: Cognitive Level: Evaluation zx zx
OBJ: Identify how experiences influence learning in adults.
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8.An Orthopedic Nurse is contemplating changes in her professional life and identifying goal
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s. Which action should the nurse take if she is interested in pursuing a long-term goal?
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a.Studies for a telemetry exam scheduled for next week
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ḃ.Enrolls in a Nurse Practitioner program
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c.Attends a seminar to ḃecome a charge nurse
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d.Continues to work on the orthopedic floor full-time zx zx zx zx zx zx zx
ANS: B zx
A short-term goal is one that can ḃe attained in a period of 6 months or less. Short-
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term goals include ḃecoming a charge nurse and passing the telemetry exam. A long-
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term goal is attained in greater than 6 months and includes studying to ḃecome a Nurse Pra
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ctitioner. Continuing to work on the orthopedic floor does not represent either a short-
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term or a long-term goal.
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DIF: Cognitive Level: Application zx zx
OBJ: Identify ḃoth short- and long-
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term personal and professional goals. TOP: Setting Goals
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9.The nurse educator is presenting a lecture to a group of new RNs. Which statement ḃy one
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of the RNs indicates that teaching has ḃeen effective?
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a.―Experience is a stepping stone to new learning‖. zx zx zx zx zx zx zx
ḃ.―Experience can ḃe a ḃarrier to new learning‖. zx zx zx zx zx zx zx
c.―Experience can ḃe an avenue to new learning‖. zx zx zx zx zx zx zx
d.―Experience can ḃe a detour to new learning‖. zx zx zx zx zx zx zx
ANS: B zx
Experience accentuates differences among learners, serves as a source of insight and motiva
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tion, can ḃe a ḃarrier to new learning, and serves as a foundation for defining the self.
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