1 of
9i 9i 123
TEST BANK FOR LORA CLAYWELL LPN TO RN
9i 9i 9i 9i 9i 9i 9i
TRANSITIONS6TH EDITION/COMPLETE GUIDE 2026-
9i 9i 9i 9i 9i
2027
, 2 of
9i 9i 123
CHAPTER 01: Honoring Your Past, Planning Your Future 9i 9i 9i 9i 9i 9i 9i
MULTIPLE CHOICE 9i
1. A nursing advisor is meeting with a learner who is interested in earning her RN
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
degree. She knows that licensedpractical professional nurse/license vocational
9i 9i 9i 9i 9i 9i 9i 9i
professional nurse (LPN/LVNs)who enter nursing school to become RNs
9i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i
come intothe learning environment with prior knowledge and understanding.
9 i 9 i 9
i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
Which statement by the nursing advisor best describes her understanding of the
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
effectexperience may have on learning?
9i 9
i 9i 9 i 9i 9i
a. ―Experience may be a source of insight and motivation, or a barrier.‖ 9 i 9i 9 i 9 i 9 i 9i 9 i 9 i 9 i 9 i 9i
b. ―Experience is usually a stumbling block for LPN/LVNs.‖ 9 i 9 i 9 i 9 i 9 i 9 i 9 i
c. ―Experience never makes learning more difficult.‖ 9 i 9 i 9 i 9 i 9 i
d. ―Once something is learned, it can never be truly modified.‖
9i 9 i 9i 9i 9i 9 i 9i 9 i 9 i
CORRECT ANSWER:- A 9 i 9i
Rationale :->>>Experience accentuates differences among learners and serves as
9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i
a source of insight and motivation, but it can also bea barrier. Experience can serve
9 i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
as afoundation for defining theself.
9i 9i 9
i 9i 9i 9i
DIF: Cognitive Level: Application
9 i 9 i 9 i
OBJ: Identify how experiences influence learning in adults.
9i 9 i 9 i 9i 9i 9 i 9i TOP: Adult Learning 9 i 9 i
2. There is a test on the cardiovascular system on Friday morning, and
9i 9i 9i it is now 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
Wednesday night. The learner has already taken a vacation day from work Thursday
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
night so that she can stay home and study. She is consideringskipping her exercise
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
class on Thursday morning to
9i 9i 9i 9i 9i
N go to the library to prepare for the test. Which response best 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
identifies the 9i 9i
learner‘s outcome priority? 9 i 9 i
a. Exercise class 9i
b. Going to the library 9i 9i 9i
c. Avoiding work by taking a vacation 9 i 9 i 9i 9i 9 i
d. Doing well on the test on Friday 9i 9i 9i 9 i 9i 9 i
CORRECT ANSWER:- D 9 i 9i
Rationale :->>>The outcome 9 i 9 i 9 i priority is the 9 i 9 i 9 i essential 9 i issue or 9 i
9 i need 9 i to beaddressed at anygiven time within aset of conditions or
9 i 9
i 9 i 9 i 9i 9i 9i 9i 9i 9 i
9i circumstances.
DIF: Cognitive Level: Application 9 i 9 i
OBJ: Identify motivations and personal outcome 9 i 9 i 9 i 9 i
priorities forreturning to school. TOP:Motivation to Learn
9 i 9 i 9
i 9i 9i 9i 9i 9i
3. A professional nurse who has been an LPN/LVN for 10 years is meeting with an advisor
9 i 9i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i
to discuss the possibility of taking classes to become an RN. The advisor
9 i 9 i 9i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i
interprets whichstatement bythe professional nurse as the driving force for returning
9 i 9 i 9
i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
toschool? a. ―I‘ll need to schedule time to attend classes.‖
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
b. ―I‘ll have to budget for paying tuition.‖
9 i 9 i 9 i 9 i 9 i 9 i
c. ―I‘ll have to rearranging my schedule.‖
9 i 9 i 9 i 9 i 9 i
d. ―There is a possibility of 9i 9i 9i 9i
9i advancement into 9i
9i administration.‖ CORRECT 9
i
9i ANSWER:-D
, 3 of 9i 9i 123
Rationale :->>>Driving forces are those that push toward making the change, as
9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i
opposed to restraining forces, which are those thatusually present a challenge that needs to
9 i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
be overcome for thechange to take place or present a negative effect the change
9i 9i 9 i 9 i 9 i 9 i 9i 9i 9 i 9i 9 i 9i 9i 9 i
may initiate.
9 i 9i
DIF: Cognitive Level: Application 9 i 9 i
OBJ: Identify motivations and personal outcome 9 i 9 i 9 i 9 i
priorities forreturning to school. TOP:Motivations for Change
9 i 9 i 9
i 9i 9i 9i 9i 9i
4. An RN is caring for a diabetic client. The client appears interested in changing
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
her lifestyle and has been askingquestions about eating better. The professional
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
nurse caninterpret thisbehavior as which stage of Lewin‘s Change Theory? a.
9i 9i 9
i 9i 9i 9i 9i 9i 9i 9i 9i 9i
Moving
b. Unfreezing
c. Action
d. Refreezing
9i CORRECT ANSWER:- 9 i
9 i B
Rationale :->>> The client is in the first phase of Lewin‘s Change Theory, known as
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
unfreezing. This phase involves determining that a change needs to occur and deciding to
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
take action. Moving is the second phase and involves actively planning changes and taking
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
action on them. Refreezing is the last stage, and it occurs when the change has
9i 9 i 9 i 9 i 9i 9 i 9i 9i 9 i 9i 9 i 9 i 9 i 9i 9 i
become apart of the person‘s life.
9i 9 i 9i 9i 9i 9i
DIF: Cognitive Level: Analysis 9 i 9 i
OBJ: Understand Change Theory and how it applies to becoming an RN.
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
TOP:ChangeTheory
9i 9
i
5. An LPN is talking with her clinical instructor about her decision to return to school to
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
become an RN. The clinicalinstructor interprets the LPNs outcome priority based on
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
which N statement?
9i 9i 9i
a. ―My family wanted me to go back to school.‖
9i 9i 9i 9i 9i 9 i 9 i 9i
b. ―I want to better my financial situation.‖
9 i 9 i 9 i 9 i 9 i 9 i
c. ―I really enjoy school.‖ 9 i 9 i 9 i
d. ―I would like to advance to a educating role someday.‖
9i 9 i 9 i 9 i 9 i 9 i 9i 9 i 9i
CORRECT ANSWER:- B 9 i 9i
Rationale :->>>The outcome priority is the essential need that must be addressed,
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
determined by internal andexternal factors, such asneeding to better a financial situation.
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
Theother statements indicate reasons for returning to school, but they are not essential
9i 9
i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
needs or issues to be addressed.
9i 9i 9i 9i 9i 9i 9i
DIF: Cognitive Level: Analysis OBJ: Identify how experiences
9i 9i 9i 9i 9i 9i 9i
influencelearning in adults.TOP: Adult Learning
9i 9
i 9i 9i 9i 9i
6. A professional nurse notices a posting for a management position for which she is
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
qualified. If the professional nurse is in the moving phaseof Lewin‘s Change Theory,
9i 9 i 9 i 9 i 9i 9i 9i 9i 9i 9i 9 i 9 i 9 i
whichstatement reflects the actionshe is most likely to take?
9 i 9
i 9i 9i 9i 9 i 9 i 9 i 9i 9 i
a. Does nothing to obtain the position 9 i 9 i 9 i 9 i 9 i
b. Applies for the position 9 i 9 i 9i
c. Identifies that change is needed 9 i 9 i 9 i 9 i
d. Settles into the routine of her job 9i 9i 9i 9i 9i 9i
CORRECT ANSWER:- B 9 i 9i
Rationale :->>>Unfreezing begins when reasons for change are identified. The moving phase
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
involves active planning and action. Moving also means you are dealing with both positive and
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
negative forcesas they ebb and flow, and you are makingmodifications to your plan as needed.
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
Refreezing occurs after the change has become routine.
9i 9i 9i 9i 9i 9i 9i 9i
, 4 of
9i 9i 123
DIF: Cognitive Level: Application 9 i 9 i
OBJ: Understand Change Theory and how it applies to becoming an RN.
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
TOP:ChangeTheory
9i 9
i
7. An Orthopedic Professional nurse is contemplating changes in her
9i 9i 9i 9i 9i 9i 9i 9i 9i
professional life andidentifying goals. Which action should the
9i 9 i 9 i 9 i 9 i 9 i 9 i 9 i
professionalnurse take if she is interested in pursuing a long-term goal? a.
9 i 9
i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
Studies for atelemetry exam scheduled for next week
9i 9i 9i 9i 9i 9 i 9i 9i
b. Enrolls in a Professional nurse Practitioner program 9 i 9 i 9 i 9 i 9 i 9 i
c. Attends a seminar to become a charge professional nurse 9i 9i 9i 9i 9i 9i 9i 9 i
d. Continues to work on the orthopedic floor full-time 9 i 9i 9i 9i 9i 9 i 9 i
CORRECT ANSWER:- B 9 i 9i
Rationale :->>>A short-term goal is one that can be attained in a period of 6 months or
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
less. Short-term goals include becoming a charge professional nurse and passing the
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
telemetry exam. A long-term goal isattained in greater than 6 months and
9i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i
includes studyingto become a Professional nurse Practitioner.
9 i 9 i 9
i 9i 9i 9i 9i 9i
Continuing to work on the orthopedic floor does not represent either a short-term or
9 i 9 i 9i 9 i 9 i 9 i 9i 9 i 9i 9 i 9 i 9i 9 i
a long- term goal.
9 i 9i 9i 9i
DIF: Cognitive Level: Application 9 i 9 i
OBJ: Identify both short- and long-term personal and professional
9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i
goals.TOP: SettingGoals
9 i 9
i 9i
8. The RN is talking with the unit manager about ways to improve client care. The manager
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
introduces the concept ofa cohort. Which statement by the RN indicates that the educating
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
has N 9i 9i
been effective? 9 i
a. ―A cohort is a web of connections‖.
9i 9i 9i 9i 9i 9i
b. ―A cohort is a group of people who share common experiences with each other‖.
9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i
c. ―A cohort is a group linked together for common purposes‖.
9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i
d. ―A cohort consists of groups of individuals that make up a whole‖.
9i 9 i 9 i 9 i 9 i 9i 9 i 9 i 9 i 9 i 9 i
CORRECT ANSWER:- B 9 i 9i
Rationale :->>>A cohort is a group of people who share common experiences with
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
each other. A scheme is a web of connections, ateam is a group linked together for
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
common purposes, and a unit consists of groups or individuals that make up a
9i 9i 9i 9i 9i 9i 9i 9i 9 i 9i 9i 9 i 9i 9i
whole.
9i
DIF: Cognitive Level: Evaluation
9 i 9 i 9 i
OBJ: Identify how experiences influence learning in adults.
9i 9 i 9 i 9i 9i 9 i 9i TOP: Adult Learning 9 i 9 i
9. The professional nurse educator is presenting a lecture to a group of new
9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i
RNs. Whichstatement byone of the RNs indicates that educating has been
9 i 9 i 9
i 9i 9i 9i 9i 9i 9i 9i 9i 9i
effective?
9i
a. ―Experience is a stepping stone to new learning‖. 9 i 9 i 9 i 9 i 9 i 9 i 9 i
b. ―Experience can be a barrier to new learning‖. 9i 9i 9 i 9i 9i 9i 9i
c. ―Experience can be an avenue to new learning‖. 9 i 9 i 9 i 9i 9 i 9 i 9 i
d. ―Experience can be a detour to new learning‖. 9 i 9 i 9 i 9i 9 i 9 i 9i
CORRECT ANSWER:- B 9 i 9i
Rationale :->>>Experience accentuates differences among learners, serves
9 i 9 i 9 i 9 i 9 i 9 i
as asource of insight andmotivation, can be a barrier tonew learning, and
9 i 9 i 9
i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
serves as a foundation for defining theself.
9i 9i 9i 9i 9i 9i 9i
DIF: Cognitive Level: Evaluation 9 i 9 i
OBJ: Identify motivations and personal outcome priorities for
9 i 9 i 9i 9 i 9 i 9 i 9 i
returning toschool. TOP: AdultLearning
9 i 9 i 9
i 9 i 9i
10. The professional nurse educator is presenting a lecture on experience and learning to a group of
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
9i RN
9i 9i 123
TEST BANK FOR LORA CLAYWELL LPN TO RN
9i 9i 9i 9i 9i 9i 9i
TRANSITIONS6TH EDITION/COMPLETE GUIDE 2026-
9i 9i 9i 9i 9i
2027
, 2 of
9i 9i 123
CHAPTER 01: Honoring Your Past, Planning Your Future 9i 9i 9i 9i 9i 9i 9i
MULTIPLE CHOICE 9i
1. A nursing advisor is meeting with a learner who is interested in earning her RN
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
degree. She knows that licensedpractical professional nurse/license vocational
9i 9i 9i 9i 9i 9i 9i 9i
professional nurse (LPN/LVNs)who enter nursing school to become RNs
9i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i
come intothe learning environment with prior knowledge and understanding.
9 i 9 i 9
i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
Which statement by the nursing advisor best describes her understanding of the
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
effectexperience may have on learning?
9i 9
i 9i 9 i 9i 9i
a. ―Experience may be a source of insight and motivation, or a barrier.‖ 9 i 9i 9 i 9 i 9 i 9i 9 i 9 i 9 i 9 i 9i
b. ―Experience is usually a stumbling block for LPN/LVNs.‖ 9 i 9 i 9 i 9 i 9 i 9 i 9 i
c. ―Experience never makes learning more difficult.‖ 9 i 9 i 9 i 9 i 9 i
d. ―Once something is learned, it can never be truly modified.‖
9i 9 i 9i 9i 9i 9 i 9i 9 i 9 i
CORRECT ANSWER:- A 9 i 9i
Rationale :->>>Experience accentuates differences among learners and serves as
9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i
a source of insight and motivation, but it can also bea barrier. Experience can serve
9 i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
as afoundation for defining theself.
9i 9i 9
i 9i 9i 9i
DIF: Cognitive Level: Application
9 i 9 i 9 i
OBJ: Identify how experiences influence learning in adults.
9i 9 i 9 i 9i 9i 9 i 9i TOP: Adult Learning 9 i 9 i
2. There is a test on the cardiovascular system on Friday morning, and
9i 9i 9i it is now 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
Wednesday night. The learner has already taken a vacation day from work Thursday
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
night so that she can stay home and study. She is consideringskipping her exercise
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
class on Thursday morning to
9i 9i 9i 9i 9i
N go to the library to prepare for the test. Which response best 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
identifies the 9i 9i
learner‘s outcome priority? 9 i 9 i
a. Exercise class 9i
b. Going to the library 9i 9i 9i
c. Avoiding work by taking a vacation 9 i 9 i 9i 9i 9 i
d. Doing well on the test on Friday 9i 9i 9i 9 i 9i 9 i
CORRECT ANSWER:- D 9 i 9i
Rationale :->>>The outcome 9 i 9 i 9 i priority is the 9 i 9 i 9 i essential 9 i issue or 9 i
9 i need 9 i to beaddressed at anygiven time within aset of conditions or
9 i 9
i 9 i 9 i 9i 9i 9i 9i 9i 9 i
9i circumstances.
DIF: Cognitive Level: Application 9 i 9 i
OBJ: Identify motivations and personal outcome 9 i 9 i 9 i 9 i
priorities forreturning to school. TOP:Motivation to Learn
9 i 9 i 9
i 9i 9i 9i 9i 9i
3. A professional nurse who has been an LPN/LVN for 10 years is meeting with an advisor
9 i 9i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i
to discuss the possibility of taking classes to become an RN. The advisor
9 i 9 i 9i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i
interprets whichstatement bythe professional nurse as the driving force for returning
9 i 9 i 9
i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
toschool? a. ―I‘ll need to schedule time to attend classes.‖
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
b. ―I‘ll have to budget for paying tuition.‖
9 i 9 i 9 i 9 i 9 i 9 i
c. ―I‘ll have to rearranging my schedule.‖
9 i 9 i 9 i 9 i 9 i
d. ―There is a possibility of 9i 9i 9i 9i
9i advancement into 9i
9i administration.‖ CORRECT 9
i
9i ANSWER:-D
, 3 of 9i 9i 123
Rationale :->>>Driving forces are those that push toward making the change, as
9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i 9 i
opposed to restraining forces, which are those thatusually present a challenge that needs to
9 i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
be overcome for thechange to take place or present a negative effect the change
9i 9i 9 i 9 i 9 i 9 i 9i 9i 9 i 9i 9 i 9i 9i 9 i
may initiate.
9 i 9i
DIF: Cognitive Level: Application 9 i 9 i
OBJ: Identify motivations and personal outcome 9 i 9 i 9 i 9 i
priorities forreturning to school. TOP:Motivations for Change
9 i 9 i 9
i 9i 9i 9i 9i 9i
4. An RN is caring for a diabetic client. The client appears interested in changing
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
her lifestyle and has been askingquestions about eating better. The professional
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
nurse caninterpret thisbehavior as which stage of Lewin‘s Change Theory? a.
9i 9i 9
i 9i 9i 9i 9i 9i 9i 9i 9i 9i
Moving
b. Unfreezing
c. Action
d. Refreezing
9i CORRECT ANSWER:- 9 i
9 i B
Rationale :->>> The client is in the first phase of Lewin‘s Change Theory, known as
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
unfreezing. This phase involves determining that a change needs to occur and deciding to
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
take action. Moving is the second phase and involves actively planning changes and taking
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
action on them. Refreezing is the last stage, and it occurs when the change has
9i 9 i 9 i 9 i 9i 9 i 9i 9i 9 i 9i 9 i 9 i 9 i 9i 9 i
become apart of the person‘s life.
9i 9 i 9i 9i 9i 9i
DIF: Cognitive Level: Analysis 9 i 9 i
OBJ: Understand Change Theory and how it applies to becoming an RN.
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
TOP:ChangeTheory
9i 9
i
5. An LPN is talking with her clinical instructor about her decision to return to school to
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
become an RN. The clinicalinstructor interprets the LPNs outcome priority based on
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
which N statement?
9i 9i 9i
a. ―My family wanted me to go back to school.‖
9i 9i 9i 9i 9i 9 i 9 i 9i
b. ―I want to better my financial situation.‖
9 i 9 i 9 i 9 i 9 i 9 i
c. ―I really enjoy school.‖ 9 i 9 i 9 i
d. ―I would like to advance to a educating role someday.‖
9i 9 i 9 i 9 i 9 i 9 i 9i 9 i 9i
CORRECT ANSWER:- B 9 i 9i
Rationale :->>>The outcome priority is the essential need that must be addressed,
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
determined by internal andexternal factors, such asneeding to better a financial situation.
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
Theother statements indicate reasons for returning to school, but they are not essential
9i 9
i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
needs or issues to be addressed.
9i 9i 9i 9i 9i 9i 9i
DIF: Cognitive Level: Analysis OBJ: Identify how experiences
9i 9i 9i 9i 9i 9i 9i
influencelearning in adults.TOP: Adult Learning
9i 9
i 9i 9i 9i 9i
6. A professional nurse notices a posting for a management position for which she is
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
qualified. If the professional nurse is in the moving phaseof Lewin‘s Change Theory,
9i 9 i 9 i 9 i 9i 9i 9i 9i 9i 9i 9 i 9 i 9 i
whichstatement reflects the actionshe is most likely to take?
9 i 9
i 9i 9i 9i 9 i 9 i 9 i 9i 9 i
a. Does nothing to obtain the position 9 i 9 i 9 i 9 i 9 i
b. Applies for the position 9 i 9 i 9i
c. Identifies that change is needed 9 i 9 i 9 i 9 i
d. Settles into the routine of her job 9i 9i 9i 9i 9i 9i
CORRECT ANSWER:- B 9 i 9i
Rationale :->>>Unfreezing begins when reasons for change are identified. The moving phase
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
involves active planning and action. Moving also means you are dealing with both positive and
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
negative forcesas they ebb and flow, and you are makingmodifications to your plan as needed.
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
Refreezing occurs after the change has become routine.
9i 9i 9i 9i 9i 9i 9i 9i
, 4 of
9i 9i 123
DIF: Cognitive Level: Application 9 i 9 i
OBJ: Understand Change Theory and how it applies to becoming an RN.
9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
TOP:ChangeTheory
9i 9
i
7. An Orthopedic Professional nurse is contemplating changes in her
9i 9i 9i 9i 9i 9i 9i 9i 9i
professional life andidentifying goals. Which action should the
9i 9 i 9 i 9 i 9 i 9 i 9 i 9 i
professionalnurse take if she is interested in pursuing a long-term goal? a.
9 i 9
i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i 9i
Studies for atelemetry exam scheduled for next week
9i 9i 9i 9i 9i 9 i 9i 9i
b. Enrolls in a Professional nurse Practitioner program 9 i 9 i 9 i 9 i 9 i 9 i
c. Attends a seminar to become a charge professional nurse 9i 9i 9i 9i 9i 9i 9i 9 i
d. Continues to work on the orthopedic floor full-time 9 i 9i 9i 9i 9i 9 i 9 i
CORRECT ANSWER:- B 9 i 9i
Rationale :->>>A short-term goal is one that can be attained in a period of 6 months or
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less. Short-term goals include becoming a charge professional nurse and passing the
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telemetry exam. A long-term goal isattained in greater than 6 months and
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includes studyingto become a Professional nurse Practitioner.
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Continuing to work on the orthopedic floor does not represent either a short-term or
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a long- term goal.
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DIF: Cognitive Level: Application 9 i 9 i
OBJ: Identify both short- and long-term personal and professional
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goals.TOP: SettingGoals
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8. The RN is talking with the unit manager about ways to improve client care. The manager
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introduces the concept ofa cohort. Which statement by the RN indicates that the educating
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has N 9i 9i
been effective? 9 i
a. ―A cohort is a web of connections‖.
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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‖.
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d. ―A cohort consists of groups of individuals that make up a whole‖.
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CORRECT ANSWER:- B 9 i 9i
Rationale :->>>A cohort is a group of people who share common experiences with
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each other. A scheme is a web of connections, ateam is a group linked together for
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common purposes, and a unit consists of groups or individuals that make up a
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whole.
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DIF: Cognitive Level: Evaluation
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OBJ: Identify how experiences influence learning in adults.
9i 9 i 9 i 9i 9i 9 i 9i TOP: Adult Learning 9 i 9 i
9. The professional nurse educator is presenting a lecture to a group of new
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RNs. Whichstatement byone of the RNs indicates that educating has been
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effective?
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a. ―Experience is a stepping stone to new learning‖. 9 i 9 i 9 i 9 i 9 i 9 i 9 i
b. ―Experience can be a barrier to new learning‖. 9i 9i 9 i 9i 9i 9i 9i
c. ―Experience can be an avenue to new learning‖. 9 i 9 i 9 i 9i 9 i 9 i 9 i
d. ―Experience can be a detour to new learning‖. 9 i 9 i 9 i 9i 9 i 9 i 9i
CORRECT ANSWER:- B 9 i 9i
Rationale :->>>Experience accentuates differences among learners, serves
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as asource of insight andmotivation, can be a barrier tonew learning, and
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serves as a foundation for defining theself.
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DIF: Cognitive Level: Evaluation 9 i 9 i
OBJ: Identify motivations and personal outcome priorities for
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returning toschool. TOP: AdultLearning
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10. The professional nurse educator is presenting a lecture on experience and learning to a group of
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9i RN
