, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL T L L
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Chapter 01: Honoring Your Past, Planning Your Future Claywell:
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LPN to RN Transitions, 4th Edition
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MULTIPLE CHOICE L
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1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She
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knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nursing
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Tschool to become RNs come into the learning environment with prior knowledge and
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understanding. Which statement by the nursing advisor best describes her understanding of
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the effect experience may have on learning?
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a. “Experience may be a source of insight and motivation, or a barrier.” L
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b. “Experience is usually a stumbling block for LPN/LVNs.” L
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c. “Experience never makes learning more difficult.” L
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d. “Once something is learned, it can never be truly modified.” L
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ANS: T L A
Experience accentuates differences among learners and serves as a source of insight and T L L
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motivation, but it can also be a barrier. Experience can serve as a foundation for defining the self.
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DIF: Cognitive Level: Application L
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OBJ: Identify how experiences influence learning in adults.
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T TOP: T L Adult Learning L
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2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
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Tnight. The student has already taken a vacation day from work Thursday night so that she can
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stay home and study. She is considering skipping her exercise class on Thursday morning to
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go to the library to prepare for the test. Which response best identifies the student’s outcome
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priority?
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a. Exercise class L
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b. Going to the library T L L
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c. Avoiding work by taking a vacation T L L
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d. Doing well on the test on Friday T L T L L
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ANS: T L D
The outcome priority is the essential issue or need to be addressed at any given time within a set
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of conditions or circumstances.
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DIF: Cognitive Level: Application L
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OBJ: Identify motivations and personal outcome priorities for returning to school.
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TOP: Motivation to Learn
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3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the
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possibility of taking classes to become an RN. The advisor interprets which statement by the
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Tnurse as the driving force for returning to school? T L T L T L L
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a. “I’ll need to schedule time to attend classes.” T L T L T L L
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b. “I’ll have to budget for paying tuition.” T L T L T L T L L
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c. “I’ll have to rearranging my schedule.” L
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d. “There is a possibility of advancement into administration.” T L L
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ANS: T L D
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL L
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Driving forces are those that push toward making the change, as opposed to restraining forces,
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which are those that usually present a challenge that needs to be overcome for the change to
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take place or present a negative effect the change may initiate.
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DIF: Cognitive Level: Application T L L
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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 lifestyle
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and has been asking questions about eating better. The nurse can interpret this behavior as
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which stage of Lewin’s Change Theory? T L L
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a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: T L B
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This phase
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involves determining that a change needs to occur and deciding to take action. Moving is the
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second phase and involves actively planning changes and taking action on them. Refreezing is
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the last stage, and it occurs when the change has become a part of the person’s life.
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DIF: Cognitive Level: Analysis T L L
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OBJ: Understand Change Theory and how it applies to becoming an RN.
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TOP: Change Theory
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5. An LPN is talking with her clinical instructor about her decision to return to school to become
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T an RN. The clinical instructor iNnterprets the LPNs outcome priority based on which
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statement?
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a. “My family wanted me to go back to school.” L
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b. “I want to better my financial situation.” L
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c. “I really enjoy school.” L
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d. “I would like to advance to a teaching role someday.”
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ANS: T L B
The outcome priority is the essential need that must be addressed, determined by internal and
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external factors, such as needing to better a financial situation. The other statements indicate
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reasons for returning to school, but they are not essential needs or issues to be addressed.
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DIF: Cognitive Level: Analysis T L L
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OBJ: Identify how experiences influence learning in adults.
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T TOP: T L Adult Learning L
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6. A nurse notices a posting for a management position for which she is qualified. If the nurse is
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Tin the moving phase of Lewin’s Change Theory, which statement reflects the action she is
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Tmost likely to take? L
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a. Does nothing to obtain the position L
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b. Applies for the position T L T L L
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c. Identifies that change is needed L
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d. Settles into the routine of her job T L L
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ANS: T L B
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL L
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Unfreezing begins when reasons for change are identified. The moving phase involves active L
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planning and action. Moving also means you are dealing with both positive and negative
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forces as they ebb and flow, and you are making modifications to your plan as needed.
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Refreezing occurs after the change has become routine. L
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DIF: Cognitive Level: Application T L L
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OBJ: Understand Change Theory and how it applies to becoming an RN.
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TOP: Change Theory
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7. An Orthopedic Nurse is contemplating changes in her professional life and identifying goals.
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TWhich 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 T L L
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b. Enrolls in a Nurse Practitioner program L
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c. Attends a seminar to become a charge nurse L
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d. Continues to work on the orthopedic floor full-time T L L
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ANS: T L B
A short-term goal is one that can be attained in a period of 6 months or less. Short-term goals
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include becoming a charge nurse and passing the telemetry exam. A long-term goal is attained
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in greater than 6 months and includes studying to become a Nurse Practitioner. Continuing to
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work on the orthopedic floor does not represent either a short-term or a long-term goal.
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DIF: Cognitive Level: Application T L L
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OBJ: Identify both short- and long-term personal and professional goals.
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TOP: Setting Goals
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8. The RN is talking with the unit manager about ways to improve patient care. The manager
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T introduces the concept of a cohNort . Which statement by the RN indicates that the teaching has L
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Tbeen effective? T L
a. “A cohort is a web of connections”. T L T L T L T L L
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b. “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”.T L L
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d. “A cohort consists of groups of individuals that make up a whole”.
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ANS: T L B
A cohort is a group of people who share common experiences with each other. A scheme is a
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web of connections, a team is a group linked together for common purposes, and a unit
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consists of groups or individuals that make up a whole.
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DIF: Cognitive Level: Evaluation T L L
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OBJ: Identify how experiences influence learning in adults.
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9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by one of
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the RNs indicates that teaching has been effective?
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a. “Experience is a stepping stone to new learning”. L
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b. “Experience can be a barrier to new learning”. T L T L L
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c. “Experience can be an avenue to new learning”. T L T L T L T L T L L
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d. “Experience can be a detour to new learning”. T L T L T L L
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ANS: T L B
Experience accentuates differences among learners, serves as a source of insight and T L L
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motivation, can be a barrier to new learning, and serves as a foundation for defining the self.
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TESTBANKWORLD.ORG
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Chapter 01: Honoring Your Past, Planning Your Future Claywell:
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T T L T L
LPN to RN Transitions, 4th Edition
T L T L T L T L T L T L
MULTIPLE CHOICE L
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1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She
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knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nursing
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T
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Tschool to become RNs come into the learning environment with prior knowledge and
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understanding. Which statement by the nursing advisor best describes her understanding of
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T T L
the effect experience may have on learning?
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a. “Experience may be a source of insight and motivation, or a barrier.” L
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b. “Experience is usually a stumbling block for LPN/LVNs.” L
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c. “Experience never makes learning more difficult.” L
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d. “Once something is learned, it can never be truly modified.” L
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ANS: T L A
Experience accentuates differences among learners and serves as a source of insight and T L L
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motivation, but it can also be a barrier. Experience can serve as a foundation for defining the self.
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DIF: Cognitive Level: Application L
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OBJ: Identify how experiences influence learning in adults.
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T TOP: T L Adult Learning L
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2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
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Tnight. The student has already taken a vacation day from work Thursday night so that she can
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stay home and study. She is considering skipping her exercise class on Thursday morning to
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go to the library to prepare for the test. Which response best identifies the student’s outcome
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priority?
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a. Exercise class L
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b. Going to the library T L L
T T L
c. Avoiding work by taking a vacation T L L
T T L T L T L
d. Doing well on the test on Friday T L T L L
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T L
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ANS: T L D
The outcome priority is the essential issue or need to be addressed at any given time within a set
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of conditions or circumstances.
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DIF: Cognitive Level: Application L
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OBJ: Identify motivations and personal outcome priorities for returning to school.
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TOP: Motivation to Learn
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3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the
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possibility of taking classes to become an RN. The advisor interprets which statement by the
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T T L T L L
T L
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T T L
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Tnurse as the driving force for returning to school? T L T L T L L
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T T L
a. “I’ll need to schedule time to attend classes.” T L T L T L L
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b. “I’ll have to budget for paying tuition.” T L T L T L T L L
T T L
c. “I’ll have to rearranging my schedule.” L
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d. “There is a possibility of advancement into administration.” T L L
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T L
T
ANS: T L D
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL L
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Driving forces are those that push toward making the change, as opposed to restraining forces,
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which are those that usually present a challenge that needs to be overcome for the change to
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take place or present a negative effect the change may initiate.
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DIF: Cognitive Level: Application T L L
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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 lifestyle
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T
and has been asking questions about eating better. The nurse can interpret this behavior as
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T
which stage of Lewin’s Change Theory? T L L
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a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: T L B
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This phase
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involves determining that a change needs to occur and deciding to take action. Moving is the
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second phase and involves actively planning changes and taking action on them. Refreezing is
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the last stage, and it occurs when the change has become a part of the person’s life.
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DIF: Cognitive Level: Analysis T L L
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OBJ: Understand Change Theory and how it applies to becoming an RN.
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TOP: Change Theory
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5. An LPN is talking with her clinical instructor about her decision to return to school to become
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T an RN. The clinical instructor iNnterprets the LPNs outcome priority based on which
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statement?
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a. “My family wanted me to go back to school.” L
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b. “I want to better my financial situation.” L
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c. “I really enjoy school.” L
T T L T L
d. “I would like to advance to a teaching role someday.”
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T L
T L
T T L
ANS: T L B
The outcome priority is the essential need that must be addressed, determined by internal and
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T T L L
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T T L L
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external factors, such as needing to better a financial situation. The other statements indicate
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T T L T L T L L
T L
T T L L
T T L L
T L
T T L
reasons for returning to school, but they are not essential needs or issues to be addressed.
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T T L L
T L
T T L L
T T L T L L
T L
T L
T L
T T L T L L
T
DIF: Cognitive Level: Analysis T L L
T
OBJ: Identify how experiences influence learning in adults.
T L T L T L L
T L
T L
T T L L
T TOP: T L Adult Learning L
T
6. A nurse notices a posting for a management position for which she is qualified. If the nurse is
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T T L T L L
T L
T L
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T T L
L
Tin the moving phase of Lewin’s Change Theory, which statement reflects the action she is
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T T L T L T L L
T T L T L T L L
T T L L
T T L T L T L
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Tmost likely to take? L
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T
a. Does nothing to obtain the position L
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T L
T T L T L
b. Applies for the position T L T L L
T
c. Identifies that change is needed L
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T L
T T L
d. Settles into the routine of her job T L L
T T L T L T L T L
ANS: T L B
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL L
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T T L L
T T L L
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Unfreezing begins when reasons for change are identified. The moving phase involves active L
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planning and action. Moving also means you are dealing with both positive and negative
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forces as they ebb and flow, and you are making modifications to your plan as needed.
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T T L T L T L T L T L L
T T L T L L
T T L L
T L
T T L
Refreezing occurs after the change has become routine. L
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T T L L
T T L T L T L
DIF: Cognitive Level: Application T L L
T
OBJ: Understand Change Theory and how it applies to becoming an RN.
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T L
T T L L
T L
T T L L
T T L T L L
T
TOP: Change Theory
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T T L T L
7. An Orthopedic Nurse is contemplating changes in her professional life and identifying goals.
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T L
T L
T L
T T L L
T L
T L
T T L L
T L
T T L
L
TWhich action should the nurse take if she is interested in pursuing a long-term goal?
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T T L T L L
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a. Studies for a telemetry exam scheduled for next week T L L
T T L T L T L T L T L T L
b. Enrolls in a Nurse Practitioner program L
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T T L T L L
T
c. Attends a seminar to become a charge nurse L
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T T L L
T L
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d. Continues to work on the orthopedic floor full-time T L L
T L
T L
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T T L L
T
ANS: T L B
A short-term goal is one that can be attained in a period of 6 months or less. Short-term goals
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T T L T L T L T L L
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T T L T L T L
include becoming a charge nurse and passing the telemetry exam. A long-term goal is attained
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in greater than 6 months and includes studying to become a Nurse Practitioner. Continuing to
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T L
T T L T L T L T L L
T T L L
T T L T L T L T L T L
work on the orthopedic floor does not represent either a short-term or a long-term goal.
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T L
T L
T T L T L L
T T L T L T L T L L
T T L L
T T L T L
DIF: Cognitive Level: Application T L L
T
OBJ: Identify both short- and long-term personal and professional goals.
T L T L T L L
T T L L
T L
T L
T L
T
TOP: Setting Goals
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T T L T L
8. The RN is talking with the unit manager about ways to improve patient care. The manager
T L T L L
T L
T L
T T L T L T L T L T L T L T L T L T L T L
L
T introduces the concept of a cohNort . Which statement by the RN indicates that the teaching has L
T L
T L
T L
T L
T L
T L
T L
T L
T L
T L
T L
T L
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T T L
L
Tbeen effective? T L
a. “A cohort is a web of connections”. T L T L T L T L L
T T L
b. “A cohort is a group of people who share common experiences with each other”.
T L L
T L
T T L L
T T L T L T L L
T T L T L L
T T L
c. “A cohort is a group linked together for common purposes”.T L L
T L
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T L
T T L T L
d. “A cohort consists of groups of individuals that make up a whole”.
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T T L L
T L
T T L T L T L L
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ANS: T L B
A cohort is a group of people who share common experiences with each other. A scheme is a
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T T L L
T T L L
T T L T L L
T L
T T L L
T L
T L
T L
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T
web of connections, a team is a group linked together for common purposes, and a unit
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T T L T L T L T L T L T L T L L
T T L T L T L T L T L T L T L
consists of groups or individuals that make up a whole.
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T T L T L L
T T L T L L
T T L T L L
T
DIF: Cognitive Level: Evaluation T L L
T
OBJ: Identify how experiences influence learning in adults.
T L T L L
T L
T T L L
T L
T L
T TOP: T L Adult Learning T L
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by one of
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T T L T L T L L
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T
the RNs indicates that teaching has been effective?
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T L
T T L T L
a. “Experience is a stepping stone to new learning”. L
T T L L
T T L T L L
T T L
b. “Experience can be a barrier to new learning”. T L T L L
T L
T L
T L
T T L
c. “Experience can be an avenue to new learning”. T L T L T L T L T L L
T T L
d. “Experience can be a detour to new learning”. T L T L T L L
T L
T L
T T L
ANS: T L B
Experience accentuates differences among learners, serves as a source of insight and T L L
T T L T L L
T T L T L L
T L
T T L L
T
motivation, can be a barrier to new learning, and serves as a foundation for defining the self.
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T L
T L
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T T L L
T T L L
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T
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