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, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL YFT L YFT L L
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Chapter 01: Honoring Your Past, Planning Your Future
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Claywell: 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.
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She knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter
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nursing school to become RNs come into the learning environment with prior knowledge
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and understanding. Which statement by the nursing advisor best describes her
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understanding 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.” YFT L YFT L YFTL YFT L L
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b. “Experience is usually a stumbling block for LPN/LVNs.” YFT L L
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c. “Experience never makes learning more difficult.” YFT L YFT L YF TL YFT L YFT L



d. “Once something is learned, it can never be truly modified.” YFT L YFT L YFT L YFT L YFT L YF T L YFT L YFTL Y FT L




ANS: Y F T L A
Experience accentuates differences among learners and serves as a source of insight and YF T L L
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motivation, but it can also be a barrier. Experience can serve as a foundation for defining the
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self.
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DIF: Cognitive Level: Application YFT L YFT L



OBJ: Identify how experiences influence learning in adults. TOP:
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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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night. The student has already taken a vacation day from work Thursday night so that she
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can stay home and study. SheNis considering skipping her exercise class on Thursday
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morning to go to the library to prepare for the test. Which response best identifies the
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student’s outcome priority?
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a. Exercise class YFT L



b. Going to the library YF T L YFTL YFT L



c. Avoiding work by taking a vacation YFT L YFT L YF TL Y FT L YFT L



d. Doing well on the test on Friday YFT L YFT L YFT L YF T L YFT L YFT L




ANS: Y F T L D
The outcome priority is the essential issue or need to be addressed at any given time within a
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set of conditions or circumstances.
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DIF: Cognitive Level: Application YFT L YFT L



OBJ: Identify motivations and personal outcome priorities for returning to
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school. TOP:
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3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss
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the possibility of taking classes to become an RN. The advisor interprets which statement
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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.” YFT L YFT L YFT L L
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b. “I’ll have to budget for paying tuition.” YFT L YFT L YFT L YFT L YFTL YFT L



c. “I’ll have to rearranging my schedule.” YFT L YFT L YFT L YF T L YFT L



d. “There is a possibility of advancement into administration.” YFT L YFT L YFTL YFT L YFT L L
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ANS: Y F T L D




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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
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to take place or present a negative effect the change may initiate.
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DIF: Cognitive Level: Application YFT L YFT L



OBJ: Identify motivations and personal outcome priorities for returning to
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school. TOP:
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4. An RN is caring for a diabetic patient. The patient appears interested in changing her
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lifestyle and has been asking questions about eating better. The nurse can interpret this
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behavior as
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which stage of Lewin’s Change Theory? YFT L YFT L YFT L YF T L YFTL



a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: Y F 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
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the second phase and involves actively planning changes and taking action on them.
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Refreezing 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 YFT L YFT L



OBJ: Understand Change Theory and how it applies to becoming an
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RN. TOP:
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5. An LPN is talking with her clinical instructor about her decision to return to school to
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YFT become an RN. The clinical instructor iNnterprets the LPNs outcome priority based on
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which statement?
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a. “My family wanted me to go back to school.” YF T L YF T L YFTL YFT L YFT L YFT L YFT L L
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b. “I want to better my financial situation.” YFT L YFT L YFTL YFT L YFT L YF T L



c. “I really enjoy school.” YFT L YF T L YF T L



d. “I would like to advance to a teaching role someday.”
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ANS: Y F 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
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indicate reasons for returning to school, but they are not essential needs or issues to be
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addressed.
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DIF: Cognitive Level: Analysis YFT L YFT L



OBJ: Identify how experiences influence learning in adults. TOP:
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6. A nurse notices a posting for a management position for which she is qualified. If the nurse
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is in the moving phase of Lewin’s Change Theory, which statement reflects the action she
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is most likely to take?
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a. Does nothing to obtain the position YFT L YF T L YFT L YF T L YFT L



b. Applies for the position YFT L YFT L YFT L



c. Identifies that change is needed YFTL YFTL YFT L YF T L



d. Settles into the routine of her job YFT L YFT L L
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ANS: Y F T L B



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, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL YFT L YFT L YFT L YFTL YFTL YF TL L
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Unfreezing begins when reasons for change are identified. The moving phase involves active YFT L 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. YFT L YFT L YFT L YFT L YFT L YFT L L
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DIF: Cognitive Level: Application YFT L YFTL



OBJ: Understand Change Theory and how it applies to becoming an
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RN. TOP:
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7. An Orthopedic Nurse is contemplating changes in her professional life and identifying
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goals. Which action should the nurse take if she is interested in pursuing a long-term
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goal?
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a. Studies for a telemetry exam scheduled for next week YFT L YFT L YFT L Y FTL YFT L YFT L YFT L YF T L



b. Enrolls in a Nurse Practitioner program YFT L YFT L YF T L YFT L YF T L



c. Attends a seminar to become a charge nurse YFT L L
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d. Continues to work on the orthopedic floor full-time YFT L YFT L YFT L YFTL YFTL L
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ANS: Y F T L B
A short-term goal is one that can be attained in a period of 6 months or less. Short-term
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goals include becoming a charge nurse and passing the telemetry exam. A long-term goal is
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attained in greater than 6 months and includes studying to become a Nurse Practitioner.
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Continuing to work on the orthopedic floor does not represent either a short-term or a
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long-term goal.
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DIF: Cognitive Level: Application YFT L YFTL



OBJ: Identify both short- and long-term personal and professional
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goals. TOP:
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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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YFT L introduces the concept of a co hNort . Which statement by the RN indicates that the teaching has L
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been effective?
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a. “A cohort is a web of connections”. YFT L YFT L YFT L YFT 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”. YFT L YFT L YFTL L
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d. “A cohort consists of groups of individuals that make up a whole”. YFT L YFT L YFT L YFT L YFT L YFT L YFT L YFT L L
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ANS: Y F 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 YFT L YFTL



OBJ: Identify how experiences influence learning in adults. TOP:
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9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by one
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a. “Experience is a stepping stone to new learning”. YFTL YFT L YFT L YF T L YFT L L
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b. “Experience can be a barrier to new learning”. YFT L YFT L YFTL YFT L YFT L YFT L YFT L



c. “Experience can be an avenue to new learning”. YFT L YFT L YFT L YFT L YFT L YFTL YFT L



d. “Experience can be a detour to new learning”. YFT L YFT L YFT L YFT L YFT L L
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ANS: Y F T L B
Experience accentuates differences among learners, serves as a source of insight and 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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