Test Bank for LPN to RN Transitions 4th Edition by Claywell Complete Nursing Questions and Answers Study Guide for LPN to RN Transition Nursing Course Exam Preparation and Practice

, TES BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL
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LPN TO RN TRANSITIONS 4th EDITION BY CLAYWELL
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TES BANK JY Y1




Chapter01: Honoring YourPast, Planning Your
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FutureClaywell: LPN to RN Transitions, 4th YY1 YY1 YY1 YY1 YY1 YY1




Edition



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CHOICE

1. A nursing advisor is meeting with a student who is interested in earning her RN
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degree. Sheknows that licensed practical nurse/license vocational nurse JY Y1 JYY1 JYY1 JYY1 JY Y1 JYY1 JY Y1 JYY1




(LPN/LVNs) who enter nursingschool to become RNs come into the learning JY Y1 JYY1 JY Y1 JYY1 J YY1 JY Y1 JY Y1 JY Y1 JY Y1 JYY1 JY Y1




environment with prior knowledge and understanding. Which statement by the JYY1 JYY1 JY Y1 J YY1 JY Y1 JY Y1 JYY1 J YY1 JY Y1 JY Y1




nursing advisor best describes her understanding of the effect experience may have JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JY Y1 JYY1 JYY1 JYY1 JYY1 JYY1




on learning?
JYY1




a. “Experience may be a source of insight and motivation, or a barrier.” JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1




b. “Experience is usually a stumbling block for LPN/LVNs.” JYY1 JYY1 JY Y1 JYY1 JYY1 JYY1 JYY1




c. “Experience never makes learning more difficult.” JYY1 JYY1 JYY1 JYY1 JYY1




d. “Once something is learned, it can never be truly modified.” JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 J Y Y1




ANS: A J Y Y 1




Experience accentuates differences among learners and serves as a source of JYY1 JYY1 JYY1 JY Y1 J YY1 J YY1 J YY1 JYY1 J YY1 JYY1 JYY1




insight and motivation, but it can also be a barrier. Experience can serve as a
JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 J YY1 JYY1 JY Y1 JYY1 JYY1 JY Y1 JYY1 JYY1




foundation for defining theself. JYY1 J YY1 JY Y1




DIF: J Y Y 1 Cognitive Level: Application JYY1 JYY1




OBJ: J Y Y 1 J Y Y 1 Identify how experiences influence learning in adults. TOP: JYY1 JYY1 JY Y1 JY1 JYY1 JYY1 JYY1 J Y Y 1 Adult Learning JYY1




2. There is a test on the cardiovascular system on Friday morning, and it is now
JYY1 JY Y1 J YY1 JY Y1 JYY1 JYY1 JYY1 JY Y1 JYY1 JY Y1 J YY1 JY Y1 JY Y1 JY Y1 JYY1




Wednesday night. The student has already taken a vacation day from work Thursday JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1




night so that she canstay home and study. She is considering skipping her
JYY1 JYY1 J YY1 JYY1 JY Y1 JYY1 JY Y1 JYY1 JY Y1 JYY1 JYY1 JYY1 JY Y1




exercise class on Thursday morning to go to the library to prepare for the test. JY Y1 JYY1 JY Y1 JYY1 JY Y1 JY Y1 J Y Y1 J YY1 JYY1 JY Y1 J YY1 JY Y1 JY Y1 JY Y1 JY Y1




Which
response best identifies the student’s outcome priority? JYY1 JYY1 JYY1 JYY1 JYY1 J YY1




a. Exercise class JYY1




b. Going to the library JYY1 JYY1 JY Y1




c. Avoiding work by taking a vacation JYY1 JY Y1 JYY1 JY Y1 JYY1




d. Doing well on the test on Friday JYY1 JYY1 JYY1 JYY1 J Y Y1 JYY1




ANS: D J Y Y 1




The outcome priority is the essential issue or need to be addressed at any given time
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within aset of conditions or circumstances.
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, TES BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL
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DIF: Cognitive Level: Application
J Y Y 1 JYY1 JYY1




OBJ: Identify motivations and personal outcome priorities for
JYY1 JYY1 JYY1 JYY1 JY1 JYY1 JY1 J YY1




returning to school.TOP: Motivation to Learn JYY1 J YY1 J Y Y 1 JYY1 JY Y1




3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor
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to discuss the possibility of taking classes to become an RN. The advisor
JY Y1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JY Y1




interprets which statement by thenurse as the driving force for returning to JY Y1 JYY1 JY Y1 JY Y1 JYY1 J YY1 JY Y1 JYY1 JY Y1 JY Y1 JYY1 JY Y1




school?
a. “I’ll need to schedule time to attend classes.” JYY1 JYY1 JYY1 JYY1 JYY1 JY Y1 JYY1




b. “I’ll have to budget for paying tuition.” JYY1 JYY1 JYY1 JYY1 JY Y1 JYY1




c. “I’ll have to rearranging my schedule.” JYY1 JYY1 JYY1 JYY1 J YY1




d. “There is a possibility of advancement into administration.” JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 J YY1




ANS: D J Y Y 1




Driving forces are those that push toward making the change, as opposed toJYY1 JY Y1 JY Y1 JYY1 J YY1 JYY1 J YY1 JYY1 JY Y1 JY Y1 JY Y1 JYY1 JY Y1




restraining forces,which are those that usually present a challenge that needs to be JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1




overcome for the change to take place or present a negative effect the change may JY Y1 JY Y1 JYY1 JY Y1 J YY1 JY Y1 J YY1 JY Y1 JYY1 JY Y1 J YY1 J YY1 J YY1 JY Y1 JY Y1




initiate.

DIF: Cognitive Level: Application
J Y Y 1 JYY1 JYY1




OBJ: Identify motivations and personal outcome priorities for
JYY1 JYY1 JYY1 JYY1 JY1 JYY1 JY1 JY Y1




returning to school.TOP: Motivations for Change JYY1 J YY1 J Y Y 1 JYY1 JY Y1




4. An RN is caring for a diabetic patient. The patient appears interested in changing her
JYY1 J YY1 JYY1 JYY1 JY Y1 JYY1 JYY1 JYY1 JYY1 JYY1 JY Y1 JYY1 JYY1 JYY1 JY Y1




lifestyleand has been asking questions about eating better. The nurse can interpret JYY1 JYY1 J YY1 JY Y1 JYY1 JYY1 JY Y1 JY Y1 JYY1 JYY1 JY Y1 J YY1




this behavior as which stage of Lewin’s Change Theory?
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a. Moving
b. Unfreezing
c. Action
d. Refreezing

ANS: B J Y Y 1




The patient is in the first phase of Lewin’s Change Theory, known as unfreezing.
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This phase involves determining that a change needs to occur and deciding to take
JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JY Y1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JY Y 1




action. Moving is the second phase and involves actively planning changes and
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taking action on them. Refreezing isthe last stage, and it occurs when the change has
JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1




become a part of the person’s life. JYY1 JYY1 JY Y1 J YY1 J YY1 JY Y1




DIF: Cognitive Level: Analysis
J Y Y 1 JYY1 JY Y1




OBJ: Understand Change Theory and how it applies to
JYY1 JYY1 JYY1 JYY1 JYY1 JY1 JYY1 JYY1 J YY1




becoming an RN.TOP: Change Theory JYY1 JY Y1 J Y Y 1 JY Y1




5. An LPN is talking with her clinical instructor about her decision to return to school to
JYY1 JY Y1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 J YY1




becomean RN. The clinical instructor iN
nterprets the LPNs outcome priority based on JY1 JY1 JY1 JY1 JY1 JY1 JY1 JYY1 JY1 JY1 JYY1 J YY1




which statement? JYY1




a. “My family wanted me to go back to school.” JYY1 J Y Y1 J Y Y1 JYY1 JYY1 J Y Y1 JYY1 J YY1




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, TES BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL
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b. “I want to better my financial situation.” JYY1 JYY1 JYY1 J YY1 JYY1 JYY1




c. “I really enjoy school.” JYY1 JY Y1 JYY1




d. “I would like to advance to a teaching role someday.”
JYY1 JYY1 JYY1 JYY1 JYY1 J YY1 JYY1 JYY1 JYY1




ANS: B J Y Y 1




The outcome priority is the essential need that must be addressed, determined by
JYY1 JYY1 JY Y1 JYY1 JY Y1 JY Y1 JYY1 JY Y1 JYY1 J YY1 J YY1 JYY1 J YY1




internal andexternal factors, such as needing to better a financial situation. The JY Y1 J Y Y1 JY Y1 JYY1 JYY1 JY Y1 JY Y1 J YY1 JY Y1 JYY1 JYY1 JYY1




other statements indicate reasons for returning to school, but they are not essential
JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 J YY1 JYY1 JYY1 JYY1 JYY1 JY Y1 JYY1




needs or issues to be addressed. JYY1 J YY1 JYY1 J YY1 JY Y1




DIF: J Y Y 1 Cognitive Level: Analysis JYY1 JY Y1




OBJ: J Y Y 1 J Y Y 1 Identify how experiences influence learning in adults. TOP: JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 J Y Y 1 Adult Learning JYY1




6. A nurse notices a posting for a management position for which she is qualified. If the
JYY1 JYY1 JYY1 JYY1 JYY1 JY Y1 JYY1 JY Y1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JY1 JYY1




nurse isin the moving phase of Lewin’s Change Theory, which statement reflects
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the action she is most likely to take?
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a. Does nothing to obtain the position J Y Y1 JYY1 JYY1 JYY1 JY Y1




b. Applies for the position JYY1 JY Y1 JYY1




c. Identifies that change is needed JYY1 JYY1 JYY1 JYY1




d. Settles into the routine of her job JYY1 JYY1 JY1 JYY1 JYY1 JYY1 JYY1




ANS: B JYY1




Unfreezing begins when reasons for change are identified. The moving phase JY Y1 JYY1 JYY1 JYY1 JY Y1 JYY1 J YY1 JY Y1 JYY1 JY Y1 JYY1




involves activeplanning and action. Moving also means you are dealing with both JYY1 JYY1 JY Y1 JY Y1 JY Y1 JYY1 JY Y1 JYY1 J YY1 JY Y1 JYY1 JYY1




positive and negative forces as they ebb and flow, and you are making modifications JYY1 JYY1 JY Y1 JYY1 JYY1 JYY1 JY Y1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1




to your plan as needed.
JY Y1 JYY1 JY Y1 JY Y1




Refreezing occurs after the change has become routine. JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1




DIF: Cognitive Level: Application J Y Y 1 JYY1 JYY1




OBJ: Understand Change Theory and how it applies to
JYY1 JYY1 JYY1 JYY1 JYY1 JY1 JYY1 JYY1 J YY1




becoming an RN.TOP: Change Theory JYY1 JY Y1 J Y Y 1 JY Y1




7. An Orthopedic Nurse is contemplating changes in her professional life and
JYY1 JYY1 JYY1 JY Y1 JYY1 JYY1 JY Y1 JY Y1 JYY1 JY Y1 JYY1




identifying goals.Which action should the nurse take if she is interested in pursuing JYY1 JYY1 JYY1 JYY1 JYY1 JY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1




a long-term goal?
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a. Studies for a telemetry exam scheduled for next week JY1 JYY1 JYY1 J Y Y1 JYY1 JYY1 JY Y1 JYY1




b. Enrolls in a Nurse Practitioner program JYY1 JYY1 JYY1 JYY1 JYY1




c. Attends a seminar to become a charge nurse JYY1 JYY1 JY Y1 J YY1 JYY1 JYY1 JYY1




d. Continues to work on the orthopedic floor full-time JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1




ANS: B J Y Y 1




A short-term goal is one that can be attained in a period of 6 months or less. Short-
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term goals include becoming a charge nurse and passing the telemetry exam. A long-
JYY1 JYY1 JY Y1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JYY1 JY Y1 JYY1 JYY1 JY Y1




term goal is attainedin greater than 6 months and includes studying to become a
J YY1 J Y Y1 JYY1 JYY1 JY Y1 JYY1 JY Y1 JYY1 J YY1 JYY1 JYY1 J YY1 J YY1 JY Y1




Nurse Practitioner. Continuing to work on the orthopedic floor does not represent
JYY1 J YY1 JYY1 J YY1 JY Y1 JYY1 JY Y1 JYY1 J Y Y1 JYY1 J YY1 JY Y1




either a short-term or a long-term goal. JYY1 JY Y1 JY Y1 JY Y1 J YY1 J YY1





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