TEST BANK FOR LPN to RN Transitions 6th Edition by Lora Claywell ISBN:978-0443105241 COMPLETE GUIDE ALLCHAPTERS COVERED WITH RATIONALES 100% VERIFIED A+ GRADE ASSURED!!!!!NEW LATEST UPDATE!!!!!

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Chapter 01: Honoring Your Past, Planning Your Future Claywel
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l: LPN to RN Transitions, 6th Edition
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MULTIPLE CHOICE ma




1. A nursing advisor is meeting with a student who is interested in earning her RN degree. S
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he knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter n
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ur sing school to become RNs come into the learning environment with prior knowle
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dge an d understanding. Which statement by the nursing advisor best describes her under
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standing of the effect experience may have on learning?
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a. ―Experience may be a source of insight and motivation, or a barrier.‖ ma ma ma ma ma ma ma ma ma ma ma



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



c. ―Experience never makes learning more difficult.‖ ma ma ma ma ma



d. ―Once something is learned, it can never be truly modified.‖ ma ma ma ma ma ma ma ma ma




ANS: A m a



Experience accentuates differences among learners and serves as a source of insight and mo
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tivation, but it can also be a barrier. Experience can serve as a foundation for defining the s
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el f. ma




DIF: m a m a Cognitive Level: Application ma ma



OBJ: m a m aIdentify how experiences influence learning in adults.
ma ma ma ma ma ma m a m a m a TOP: m a Adult Learning ma




2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
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night. The student has already taken a vacation day from work Thursday night so that she
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c an stay home and study. She is considering skipping her exercise class on Thursday mor
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ni ng to go to the library to prepare for the test. Which response best identifies the student
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‘s outcome priority?
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a. Exercise class ma



b. Going to the library ma ma ma



c. Avoiding work by taking a vacation ma ma ma ma ma



d. Doing well on the test on Friday ma ma ma ma ma ma




ANS: D m a



The outcome priority is the essential issue or need to be addressed at any given time with
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in a set of conditions or circumstances.
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DIF: Cognitive Level: Application ma ma



OBJ: Identify motivations and personal outcome priorities for returning to school.
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TOP: Motivation to Learn m a ma ma




3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discu
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ss th e possibility of taking classes to become an RN. The advisor interprets which statem
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ent by the nurse as the driving force for returning to school?
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a. ―I‘ll need to schedule time to attend classes.‖ ma ma ma ma ma ma ma



b. ―I‘ll have to budget for paying tuition.‖ ma ma ma ma ma ma



c. ―I‘ll have to rearranging my schedule.‖ ma ma ma ma ma



d. ―There is a possibility of advancement into administration.‖ ma ma ma ma ma ma ma




ANS: D m a




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Driving forces are those that push toward making the change, as opposed to restraining forc
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e s, which are those that usually present a challenge that needs to be overcome for the chan
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ge to take place or present a negative effect the change may initiate.
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DIF: Cognitive Level: Application
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OBJ: Identify motivations and personal outcome priorities for returning to school.
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TOP: Motivations for Change
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4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifest
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y le and has been asking questions about eating better. The nurse can interpret this beha
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vior as which stage of Lewin‘s Change Theory?
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a. Moving
b. Unfreezing
c. Action
d. Refreezing

ANS: B m a



The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This
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phas e involves determining that a change needs to occur and deciding to take action. Movi
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ng is the second phase and involves actively planning changes and taking action on them.
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Refreezi ng is the last stage, and it occurs when the change has become a part of the
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person‘s life.
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DIF: Cognitive Level: Analysis ma ma



OBJ: Understand Change Theory and how it applies to becoming an R
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N. TOP: Change Theory
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5. An LPN is talking with her clinical instructor about her decision to return to school to bec
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o me an RN. The clinical instructor iNnterprets the LPNs outcome priority based on which st
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ate ment? ma



a. ―My family wanted me to go back to school.‖ ma ma ma ma ma ma ma ma



b. ―I want to better my financial situation.‖
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c. ―I really enjoy school.‖ ma ma ma



d. ―I would like to advance to a teaching role someday.‖
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ANS: B m a



The outcome priority is the essential need that must be addressed, determined by internal
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an d external factors, such as needing to better a financial situation. The other statements i
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ndi cate reasons for returning to school, but they are not essential needs or issues to be ad
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dres sed. m a




DIF: m a m a m a Cognitive Level: Analysis ma ma



OBJ: m a m a Identify how experiences influence learning in adults.
ma ma ma ma ma ma TOP: m am a Adult Learning ma




6. A nurse notices a posting for a management position for which she is qualified. If the nurs
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e is in the moving phase of Lewin‘s Change Theory, which statement reflects the action s
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he is most likely to take?
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a. Does nothing to obtain the position ma ma ma ma ma



b. Applies for the position ma ma ma



c. Identifies that change is needed ma ma ma ma



d. Settles into the routine of her job ma ma ma ma ma ma




ANS: B m a





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