TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY CLAYWELL
TESTBANK FOR LNP TO RN TRANSITION 5TH EDITION
LNP TO
BYRN TRANSITION
CLAYWELL 5TH EDITION
LATEST BY CLAYWELL
2023 GRADED A+ WITHLATEST 2024
GRADED A+ WITH EXPLANATION
EXPLANATION
Chapter 01: Honoring Your Past, Planning Your Future
Claywell: LPN to RN Transitions, 5th Edition
MULTIPLE CHOICE
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She
knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nursing
school to become RNs come into the learning environment with prior knowledge and
understanding. Which statement by the nursing advisor best describes her understanding of
the effect experience may have on learning?
a. ―Experience may be a source of insight and motivation, or a barrier.‖
b. ―Experience is usually a stumbling block for LPN/LVNs.‖
c. ―Experience never makes learning more difficult.‖
d. ―Once something is learned, it can never be truly modified.‖
SELECTED ANSWER:
A
Experience accentuates differences among learners and serves as a source of insight and
motivation, but it can also be a barrier. Experience can serve as a foundation for defining the
self.
DIF: Cognitive Level: Application
OBJ: Identify how experiences influence learning in adults. TOPIC: Adult Learning
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
night. The student has already taken a vacation day from work Thursday night so that she can
stay home and study. She is considering skipping her exercise class on Thursday morning to
go to the library to prepare for the test. Which response best identifies the student‘s outcome
priority?
a. Exercise class
b. Going to the library
c. Avoiding work by taking a vacation
d. Doing well on the test on Friday
SELECTED ANSWER:
D
The outcome priority is the essential issue or need to be addressed at any given time within a
set of conditions or circumstances.
DIF: Cognitive Level: Application
OBJ: Identify motivations and personal outcome priorities for returning to school.
TOPIC: Motivation to Learn
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the
possibility of taking classes to become an RN. The advisor interprets which statement by the
nurse as the driving force for returning to school?
, TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY CLAYWELL
a. ―I‘ll need to schedule time to attend classes.‖
b. ―I‘ll have to budget for paying tuition.‖
c. ―I‘ll have to rearranging my schedule.‖
d. ―There is a possibility of advancement into administration.‖
SELECTED ANSWER:
D
, TEST*BANK*FOR*LPN*TO*RN*TRANSITIONS*5TH*EDITION*BY*CLAYWELL
Driving forces are those that push toward making the change, as opposed to restraining forces,
which are those that usually present a challenge that needs to be overcome for the change to
take place or present a negative effect the change may initiate.
DIF: Cognitive Level: Application
OBJ: Identify motivations and personal outcome priorities for returning to school.
TOPIC: Motivations for Change
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyle
and has been asking questions about eating better. The nurse can interpret this behavior as
which stage of Lewin‘s Change Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
SELECTED ANSWER: B
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This phase
involves determining that a change needs to occur and deciding to take action. Moving is the
second phase and involves actively planning changes and taking action on them. Refreezing is
the last stage, and it occurs when the change has become a part of the person‘s life.
DIF: Cognitive*Level:*Analysis
OBJ:* Understand*Change*Theory*and*how*it*applies*to*becoming*an*R
N.*TOPIC:* Change*Theory
5. An*LPN*is*talking*with*her*clinical*instructor*about*her*decision*to*return*to*school*to*beco
me*an*RN.*The*clinical*instructor*iNnterprets *the*LPNs*outcome*priority*based*on*which*st
atement?
a. ―My*family*wanted*me*to*go*back*to*school.‖
b. ―I*want*to*better*my*financial*situation.‖
c. ―I*really*enjoy*school.‖
d. ―I*would*like*to*advance*to*a*teaching*role*someday.‖
SELECTED*ANSWER:* B
The*outcome*priority*is*the*essential*need*that*must*be*addressed,*determined*by*internal*an
d*external*factors,*such*as*needing*to*better*a*financial*situation.*The*other*statements*indic
ate*reasons*for*returning*to*school,*but*they*are*not*essential*needs*or*issues*to*be*addresse
d.
DIF: Cognitive*Level:*Analysis
OBJ:* * Identify*how*experiences*influence*learning*in*adults. TOPIC:* Adult*Learning
6. A*nurse*notices*a*posting*for*a*management*position*for*which*she*is*qualified.*If*the*nurs
e*is*in*the*moving*phase*of*Lewin‘s*Change*Theory,*which*statement*reflects*the*action*s
he*is*most*likely*to*take?
a. Does*nothing*to*obtain*the*position
b. Applies*for*the*position
c. Identifies*that*change*is*needed
d. Settles*into*the*routine*of*her*job
SELECTED*ANSWER:* B
, TEST*BANK*FOR*LPN*TO*RN*TRANSITIONS*5TH*EDITION*BY*CLAYWELL
Unfreezing*begins*when*reasons*for*change*are*identified.*The*moving*phase*involves*activ
e*planning*and*action.*Moving*also*meSELECTED*ANSWER*you*are*dealing*with*both*po
sitive*and*negative*forces*as*they*ebb*and*flow,*and*you*are*making*modifications*to*your*
plan*as*needed.
Refreezing*occurs*after*the*change*has*become*routine.
DIF: Cognitive*Level:*Application
OBJ:* Understand*Change*Theory*and*how*it*applies*to*becoming*an*R
N.*TOPIC:* Change*Theory
7. An*Orthopedic*Nurse*is*contemplating*changes*in*her*professional*life*and*identifying*goa
ls.*Which*action*should*the*nurse*take*if*she*is*interested*in*pursuing*a*long-term*goal?
a. Studies*for*a*telemetry*exam*scheduled*for*next*week
b. Enrolls*in*a*Nurse*Practitioner*program
c. Attends*a*seminar*to*become*a*charge*nurse
d. Continues*to*work*on*the*orthopedic*floor*full-time
SELECTED*ANSWER:* B
A*short-term*goal*is*one*that*can*be*attained*in*a*period*of*6*months*or*less.*Short-
term*goals*include*becoming*a*charge*nurse*and*passing*the*telemetry*exam.*A*long-
term*goal*is*attained*in*greater*than*6*months*and*includes*studying*to*become*a*Nurse*Pra
ctitioner.*Continuing*to*work*on*the*orthopedic*floor*does*not*represent*either*a*short-
term*or*a*long-term*goal.
DIF: Cognitive*Level:*Application
OBJ:*Identify*both*short-*and*long-
term*personal*and*professional*goals.*TOPIC:* Setting*Goals
8. The*RN*is*talking*with*the*unit*manager*about*ways*to*improve*patient*care.*The*manage
r*introduces*the*concept*of*a*cohNort. *Which*statement*by*the*RN*indicates*that*the*teachin
g*has*been*effective?
a. ―A*cohort*is*a*web*of*connections‖.
b. ―A*cohort*is*a*group*of*people*who*share*common*experiences*with*each*other‖.
c. ―A*cohort*is*a*group*linked*together*for*common*purposes‖.
d. ―A*cohort*consists*of*groups*of*individuals*that*make*up*a*whole‖.
SELECTED*ANSWER:* B
A*cohort*is*a*group*of*people*who*share*common*experiences*with*each*other.*A*scheme*is
*a*web*of*connections,*a*team*is*a*group*linked*together*for*common*purposes,*and*a*unit*
consists*of*groups*or*individuals*that*make*up*a*whole.
DIF: Cognitive*Level:*Evaluation
OBJ:* * Identify*how*experiences*influence*learning*in*adults. TOPIC:* Adult*Learning
9. The*nurse*educator*is*presenting*a*lecture*to*a*group*of*new*RNs.*Which*statement*by*on
e*of*the*RNs*indicates*that*teaching*has*been*effective?
a. ―Experience*is*a*stepping*stone*to*new*learning‖.
b. ―Experience*can*be*a*barrier*to*new*learning‖.
c. ―Experience*can*be*an*avenue*to*new*learning‖.
d. ―Experience*can*be*a*detour*to*new*learning‖.
SELECTED*ANSWER:* B
Experience*accentuates*differences*among*learners,*serves*as*a*source*of*insight*and*motiva
tion,*can*be*a*barrier*to*new*learning,*and*serves*as*a*foundation*for*defining*the*self.
TESTBANK FOR LNP TO RN TRANSITION 5TH EDITION
LNP TO
BYRN TRANSITION
CLAYWELL 5TH EDITION
LATEST BY CLAYWELL
2023 GRADED A+ WITHLATEST 2024
GRADED A+ WITH EXPLANATION
EXPLANATION
Chapter 01: Honoring Your Past, Planning Your Future
Claywell: LPN to RN Transitions, 5th Edition
MULTIPLE CHOICE
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She
knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nursing
school to become RNs come into the learning environment with prior knowledge and
understanding. Which statement by the nursing advisor best describes her understanding of
the effect experience may have on learning?
a. ―Experience may be a source of insight and motivation, or a barrier.‖
b. ―Experience is usually a stumbling block for LPN/LVNs.‖
c. ―Experience never makes learning more difficult.‖
d. ―Once something is learned, it can never be truly modified.‖
SELECTED ANSWER:
A
Experience accentuates differences among learners and serves as a source of insight and
motivation, but it can also be a barrier. Experience can serve as a foundation for defining the
self.
DIF: Cognitive Level: Application
OBJ: Identify how experiences influence learning in adults. TOPIC: Adult Learning
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
night. The student has already taken a vacation day from work Thursday night so that she can
stay home and study. She is considering skipping her exercise class on Thursday morning to
go to the library to prepare for the test. Which response best identifies the student‘s outcome
priority?
a. Exercise class
b. Going to the library
c. Avoiding work by taking a vacation
d. Doing well on the test on Friday
SELECTED ANSWER:
D
The outcome priority is the essential issue or need to be addressed at any given time within a
set of conditions or circumstances.
DIF: Cognitive Level: Application
OBJ: Identify motivations and personal outcome priorities for returning to school.
TOPIC: Motivation to Learn
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the
possibility of taking classes to become an RN. The advisor interprets which statement by the
nurse as the driving force for returning to school?
, TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY CLAYWELL
a. ―I‘ll need to schedule time to attend classes.‖
b. ―I‘ll have to budget for paying tuition.‖
c. ―I‘ll have to rearranging my schedule.‖
d. ―There is a possibility of advancement into administration.‖
SELECTED ANSWER:
D
, TEST*BANK*FOR*LPN*TO*RN*TRANSITIONS*5TH*EDITION*BY*CLAYWELL
Driving forces are those that push toward making the change, as opposed to restraining forces,
which are those that usually present a challenge that needs to be overcome for the change to
take place or present a negative effect the change may initiate.
DIF: Cognitive Level: Application
OBJ: Identify motivations and personal outcome priorities for returning to school.
TOPIC: Motivations for Change
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyle
and has been asking questions about eating better. The nurse can interpret this behavior as
which stage of Lewin‘s Change Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
SELECTED ANSWER: B
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This phase
involves determining that a change needs to occur and deciding to take action. Moving is the
second phase and involves actively planning changes and taking action on them. Refreezing is
the last stage, and it occurs when the change has become a part of the person‘s life.
DIF: Cognitive*Level:*Analysis
OBJ:* Understand*Change*Theory*and*how*it*applies*to*becoming*an*R
N.*TOPIC:* Change*Theory
5. An*LPN*is*talking*with*her*clinical*instructor*about*her*decision*to*return*to*school*to*beco
me*an*RN.*The*clinical*instructor*iNnterprets *the*LPNs*outcome*priority*based*on*which*st
atement?
a. ―My*family*wanted*me*to*go*back*to*school.‖
b. ―I*want*to*better*my*financial*situation.‖
c. ―I*really*enjoy*school.‖
d. ―I*would*like*to*advance*to*a*teaching*role*someday.‖
SELECTED*ANSWER:* B
The*outcome*priority*is*the*essential*need*that*must*be*addressed,*determined*by*internal*an
d*external*factors,*such*as*needing*to*better*a*financial*situation.*The*other*statements*indic
ate*reasons*for*returning*to*school,*but*they*are*not*essential*needs*or*issues*to*be*addresse
d.
DIF: Cognitive*Level:*Analysis
OBJ:* * Identify*how*experiences*influence*learning*in*adults. TOPIC:* Adult*Learning
6. A*nurse*notices*a*posting*for*a*management*position*for*which*she*is*qualified.*If*the*nurs
e*is*in*the*moving*phase*of*Lewin‘s*Change*Theory,*which*statement*reflects*the*action*s
he*is*most*likely*to*take?
a. Does*nothing*to*obtain*the*position
b. Applies*for*the*position
c. Identifies*that*change*is*needed
d. Settles*into*the*routine*of*her*job
SELECTED*ANSWER:* B
, TEST*BANK*FOR*LPN*TO*RN*TRANSITIONS*5TH*EDITION*BY*CLAYWELL
Unfreezing*begins*when*reasons*for*change*are*identified.*The*moving*phase*involves*activ
e*planning*and*action.*Moving*also*meSELECTED*ANSWER*you*are*dealing*with*both*po
sitive*and*negative*forces*as*they*ebb*and*flow,*and*you*are*making*modifications*to*your*
plan*as*needed.
Refreezing*occurs*after*the*change*has*become*routine.
DIF: Cognitive*Level:*Application
OBJ:* Understand*Change*Theory*and*how*it*applies*to*becoming*an*R
N.*TOPIC:* Change*Theory
7. An*Orthopedic*Nurse*is*contemplating*changes*in*her*professional*life*and*identifying*goa
ls.*Which*action*should*the*nurse*take*if*she*is*interested*in*pursuing*a*long-term*goal?
a. Studies*for*a*telemetry*exam*scheduled*for*next*week
b. Enrolls*in*a*Nurse*Practitioner*program
c. Attends*a*seminar*to*become*a*charge*nurse
d. Continues*to*work*on*the*orthopedic*floor*full-time
SELECTED*ANSWER:* B
A*short-term*goal*is*one*that*can*be*attained*in*a*period*of*6*months*or*less.*Short-
term*goals*include*becoming*a*charge*nurse*and*passing*the*telemetry*exam.*A*long-
term*goal*is*attained*in*greater*than*6*months*and*includes*studying*to*become*a*Nurse*Pra
ctitioner.*Continuing*to*work*on*the*orthopedic*floor*does*not*represent*either*a*short-
term*or*a*long-term*goal.
DIF: Cognitive*Level:*Application
OBJ:*Identify*both*short-*and*long-
term*personal*and*professional*goals.*TOPIC:* Setting*Goals
8. The*RN*is*talking*with*the*unit*manager*about*ways*to*improve*patient*care.*The*manage
r*introduces*the*concept*of*a*cohNort. *Which*statement*by*the*RN*indicates*that*the*teachin
g*has*been*effective?
a. ―A*cohort*is*a*web*of*connections‖.
b. ―A*cohort*is*a*group*of*people*who*share*common*experiences*with*each*other‖.
c. ―A*cohort*is*a*group*linked*together*for*common*purposes‖.
d. ―A*cohort*consists*of*groups*of*individuals*that*make*up*a*whole‖.
SELECTED*ANSWER:* B
A*cohort*is*a*group*of*people*who*share*common*experiences*with*each*other.*A*scheme*is
*a*web*of*connections,*a*team*is*a*group*linked*together*for*common*purposes,*and*a*unit*
consists*of*groups*or*individuals*that*make*up*a*whole.
DIF: Cognitive*Level:*Evaluation
OBJ:* * Identify*how*experiences*influence*learning*in*adults. TOPIC:* Adult*Learning
9. The*nurse*educator*is*presenting*a*lecture*to*a*group*of*new*RNs.*Which*statement*by*on
e*of*the*RNs*indicates*that*teaching*has*been*effective?
a. ―Experience*is*a*stepping*stone*to*new*learning‖.
b. ―Experience*can*be*a*barrier*to*new*learning‖.
c. ―Experience*can*be*an*avenue*to*new*learning‖.
d. ―Experience*can*be*a*detour*to*new*learning‖.
SELECTED*ANSWER:* B
Experience*accentuates*differences*among*learners,*serves*as*a*source*of*insight*and*motiva
tion,*can*be*a*barrier*to*new*learning,*and*serves*as*a*foundation*for*defining*the*self.
