LPN TO RN TRANSITIONS 6TH EDITION COMPREHENSIVE TEST BANK FOR ROLE
TRANSITION AND NCLEX-RN SUCCESS
SECTION ONE: FOUNDATIONS OF TRANSITION AND CHANGE THEORY (Questions 1-
50)
1. An LPN with eight years of experience in long-term care is beginning an RN program. She
feels anxious and uncertain about returning to school after being in the workforce for
several years. Using Kurt Lewin's change theory, which phase of change does this
experience most accurately represent?
A. Moving
B. Refreezing
C. Unfreezing
D. Transforming
Answer: C
Rationale: The unfreezing phase is characterized by disequilibrium, anxiety, and
recognition of the need for change, which accurately describes the student's feelings at the
beginning of a new program. Moving involves active implementation of new behaviors,
while refreezing occurs when change is integrated and stabilized. Transforming is not a
phase in Lewin's theory.
2. A nursing advisor meets with a student who has been an LPN for ten years. The advisor
understands that prior experience in adult learners can serve as which of the following?
A. An impediment that must be overcome for successful learning
B. A source of insight and motivation or potentially a barrier
,C. A neutral factor that neither helps nor hinders learning
D. A guaranteed advantage in all learning situations
Answer: B
Rationale: Experience accentuates differences among learners and serves as a source of
insight and motivation, but can also present barriers to learning. It is not always
advantageous nor always a hindrance, making it a variable factor in adult education.
3. An LPN-to-RN student has a test on the cardiovascular system on Friday morning. It is
Wednesday night, and the student has taken a vacation day from work Thursday to study.
She considers skipping her exercise class Thursday morning to go to the library. Which
response best identifies the student's outcome priority?
A. Exercise class attendance
B. Going to the library to study
C. Taking a vacation day from work
D. Performing well on the Friday test
Answer: D
Rationale: The outcome priority is the essential issue or need to be addressed within a
given set of circumstances. The test performance represents the primary goal driving the
student's decisions, making it the outcome priority over activities that support that goal.
4. A nurse who has been an LPN for ten years meets with an advisor to discuss returning to
school for an RN degree. The advisor interprets which statement by the nurse as a driving
force for returning to school?
A. "I'll need to schedule time to attend classes."
B. "I'll have to budget for paying tuition."
C. "I'll have to rearrange my work schedule."
D. "There is a possibility of advancement into administration."
Answer: D
Rationale: Driving forces push toward making a change, while restraining forces present
challenges that must be overcome. Advancement opportunity is a positive motivator,
whereas scheduling, budgeting, and rearranging represent obstacles or restraining forces.
,5. An LPN is discussing her decision to return to school with her clinical instructor. The
instructor interprets the LPN's outcome priority based on which statement?
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."
Answer: B
Rationale: The outcome priority represents the essential need that must be addressed,
determined by internal and external factors. Financial improvement represents a
fundamental need, while family expectations, enjoyment of school, and teaching
aspirations represent secondary considerations.
6. An RN notices a posting for a management position for which she is qualified. If the
nurse is in the moving phase of Lewin's Change Theory, which action is she most likely to
take?
A. Consider whether this is the right career path
B. Update her resume and apply for the position
C. Reflect on whether she is ready for management
D. Wait to see if a better opportunity arises
Answer: B
Rationale: The moving phase involves actively planning changes and taking action on them.
Updating a resume and applying represents active implementation of change, whereas
consideration, reflection, and waiting represent unfreezing or hesitation.
7. According to Patricia Benner's Novice to Expert model, at which stage is an experienced
LPN most likely beginning their transition into the RN role?
A. Novice
B. Advanced Beginner
C. Competent
D. Proficient
Answer: B
, Rationale: An LPN entering an RN program typically functions at the Advanced Beginner
level, as they have acceptable performance and can demonstrate marginally recognized
skills from prior experience. The Novice stage represents initial learning without prior
experience.
8. A student nurse uses a notebook to safely explore and work through complex thoughts
and feelings about the challenges of transitioning to the RN role. What does this activity
best exemplify?
A. Abstract conceptualization
B. Catharsis
C. Journal writing
D. Self-awareness
Answer: C
Rationale: Journal writing involves using a written format to safely explore thoughts and
feelings. While it may promote self-awareness and catharsis, the activity itself is
specifically identified as journaling.
9. An LPN student creates a document that lists their professional achievements and prior
learning experiences to help plan their career advancement. What is the most accurate
term for this document?
A. A professional portfolio
B. An experiential resume
C. A continuing education transcript
D. A competency checklist
Answer: B
Rationale: An experiential resume is specifically defined as a concise list of experiences
and prior learning. A professional portfolio is a broader collection that may include an
experiential resume along with certificates, commendations, and other documents.
10. Which statement by an LPN-to-RN student best demonstrates the development of a
professional identity as a future RN?
TRANSITION AND NCLEX-RN SUCCESS
SECTION ONE: FOUNDATIONS OF TRANSITION AND CHANGE THEORY (Questions 1-
50)
1. An LPN with eight years of experience in long-term care is beginning an RN program. She
feels anxious and uncertain about returning to school after being in the workforce for
several years. Using Kurt Lewin's change theory, which phase of change does this
experience most accurately represent?
A. Moving
B. Refreezing
C. Unfreezing
D. Transforming
Answer: C
Rationale: The unfreezing phase is characterized by disequilibrium, anxiety, and
recognition of the need for change, which accurately describes the student's feelings at the
beginning of a new program. Moving involves active implementation of new behaviors,
while refreezing occurs when change is integrated and stabilized. Transforming is not a
phase in Lewin's theory.
2. A nursing advisor meets with a student who has been an LPN for ten years. The advisor
understands that prior experience in adult learners can serve as which of the following?
A. An impediment that must be overcome for successful learning
B. A source of insight and motivation or potentially a barrier
,C. A neutral factor that neither helps nor hinders learning
D. A guaranteed advantage in all learning situations
Answer: B
Rationale: Experience accentuates differences among learners and serves as a source of
insight and motivation, but can also present barriers to learning. It is not always
advantageous nor always a hindrance, making it a variable factor in adult education.
3. An LPN-to-RN student has a test on the cardiovascular system on Friday morning. It is
Wednesday night, and the student has taken a vacation day from work Thursday to study.
She considers skipping her exercise class Thursday morning to go to the library. Which
response best identifies the student's outcome priority?
A. Exercise class attendance
B. Going to the library to study
C. Taking a vacation day from work
D. Performing well on the Friday test
Answer: D
Rationale: The outcome priority is the essential issue or need to be addressed within a
given set of circumstances. The test performance represents the primary goal driving the
student's decisions, making it the outcome priority over activities that support that goal.
4. A nurse who has been an LPN for ten years meets with an advisor to discuss returning to
school for an RN degree. The advisor interprets which statement by the nurse as a driving
force for returning to school?
A. "I'll need to schedule time to attend classes."
B. "I'll have to budget for paying tuition."
C. "I'll have to rearrange my work schedule."
D. "There is a possibility of advancement into administration."
Answer: D
Rationale: Driving forces push toward making a change, while restraining forces present
challenges that must be overcome. Advancement opportunity is a positive motivator,
whereas scheduling, budgeting, and rearranging represent obstacles or restraining forces.
,5. An LPN is discussing her decision to return to school with her clinical instructor. The
instructor interprets the LPN's outcome priority based on which statement?
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."
Answer: B
Rationale: The outcome priority represents the essential need that must be addressed,
determined by internal and external factors. Financial improvement represents a
fundamental need, while family expectations, enjoyment of school, and teaching
aspirations represent secondary considerations.
6. An RN notices a posting for a management position for which she is qualified. If the
nurse is in the moving phase of Lewin's Change Theory, which action is she most likely to
take?
A. Consider whether this is the right career path
B. Update her resume and apply for the position
C. Reflect on whether she is ready for management
D. Wait to see if a better opportunity arises
Answer: B
Rationale: The moving phase involves actively planning changes and taking action on them.
Updating a resume and applying represents active implementation of change, whereas
consideration, reflection, and waiting represent unfreezing or hesitation.
7. According to Patricia Benner's Novice to Expert model, at which stage is an experienced
LPN most likely beginning their transition into the RN role?
A. Novice
B. Advanced Beginner
C. Competent
D. Proficient
Answer: B
, Rationale: An LPN entering an RN program typically functions at the Advanced Beginner
level, as they have acceptable performance and can demonstrate marginally recognized
skills from prior experience. The Novice stage represents initial learning without prior
experience.
8. A student nurse uses a notebook to safely explore and work through complex thoughts
and feelings about the challenges of transitioning to the RN role. What does this activity
best exemplify?
A. Abstract conceptualization
B. Catharsis
C. Journal writing
D. Self-awareness
Answer: C
Rationale: Journal writing involves using a written format to safely explore thoughts and
feelings. While it may promote self-awareness and catharsis, the activity itself is
specifically identified as journaling.
9. An LPN student creates a document that lists their professional achievements and prior
learning experiences to help plan their career advancement. What is the most accurate
term for this document?
A. A professional portfolio
B. An experiential resume
C. A continuing education transcript
D. A competency checklist
Answer: B
Rationale: An experiential resume is specifically defined as a concise list of experiences
and prior learning. A professional portfolio is a broader collection that may include an
experiential resume along with certificates, commendations, and other documents.
10. Which statement by an LPN-to-RN student best demonstrates the development of a
professional identity as a future RN?
