Test Bank For Lpn To Rn Transitions 6Th Edition By Lora Claywell Isbn:978-0443105241 Complete Guide All Chapters Covered 100% Verified A+ Grade Assured!!!!!

Test Bank For LPN To RN Transitions
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6th Edition By Lora Claywell All
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Chapters
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||Complete A+ Guide
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,Chapter 01: Honoring Your Past, Planning
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b Your Future Claywell: LPN to RN
b bb b b b b b b b b




b Transitions, 6th Edition
b b b bb




MULTIPLE CHOICE

1. A nursing advisor is meeting with a student who is interested
b b b b b b b b b b b b b b b b b b b b



in earning her RN degree. She knows that licensed practical
b b b b b b b b b b b b b b b b b b b b



nurse/license vocational nurse (LPN/LVNs) who enter nursing
b b b b b b bb b b b b b b



school to become RNs come into the learning environment
b b b b b b b b b b b b b b bb b b



with prior knowledge and understanding. Which statement by
b b b b b b b b b b b b bb b b



the nursing advisor best describes her understanding of the
b b b b b b b b b b b b b b b b b b



effect experience may have on learning?
bb b b b b b b b b b b



a. ―Experience may be a source of insight and motivation, or a b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b



barrier.‖ b b



b. ―Experience is usually a stumbling block for LPN/LVNs.‖ b b b b b b b b b b b b b b b b b b b b b b b b b b b b



c. ―Experience never makes learning more difficult.‖ b b b b b b b b b b b b b b b b b b



d. ―Once something is learned, it can never be trulyb modified.‖
b b b b b b b b b b b b b b b b b b b b b b b b b b b b b




ANS: A
Experience accentuates differences among b b b b b b b b learners and serves as a b b b b b b b b



source of insight and motivation, but
b b b b bb b b b b b b b b it can also be a barrier.
b b b b b b b b b b



Experience can serve as a foundation
b b b b b b b b b b bb b b for defining the self. b b b b b b




DIF: Cognitive b b b b Level: Application b b b b



OBJ: Identify b b b b how experiences influence b b b b b b b b b b b b learning b b b b in b b b b adults. TOP: Adult bb b b b b Learning

2. There is a test on the cardiovascular system on Friday
b b b b b b b b b b b b b b b b b b



b b morning, and it is now Wednesday night. The student has b b b b b b b b b b b b b b b b b b



b b already taken a vacation day from work Thursday night so b b b b b b b b b b b b b b b b b b



b b that she can stay home and study. She is considering
b b b b b b b b b b b b b b b b b b



b b skipping her exercise class on Thursday morning to go to b b b b b b b b b b b b b b b b b b



b b the library to prepare for the test. Which response best
b b b b b b b b b b b b b b b b b b



b b identifies the student‘s outcome priority? b b b b b b b b



a. Exercise class b b b b



b. Going to the library b b b b b b b b



c. Avoiding work by taking a vacation b b b b b b b b b b b b b b b b



d. Doing well on the test on Friday b b b b b b b b b b b b b b b b




ANS: D
The outcome priority
b b b b b b is the essential b b b b b b issue or need to be b b b b b b b b



b b addressed at any b b b b b b given time within bb b b b b a set of conditions or
b b b b b b b b



b b circumstances.

DIF: Cognitive Level: Application b b b b b b b b



OBJ: Identify motivations and personal outcome priorities b b b b b b b b b b



for returning to school. TOP:
b b Motivation to Learn
b b b b b b b b b b b b




3. A nurse who has been an LPN/LVN for 10 years is meeting
b b b b b b b b b b b b b b b b b b b b b b



with an advisor to discuss the possibility of taking classes to
b b b b b b bb b b b b b b b b b b b b b b



become an RN. The advisor interprets which statement by the
b b b b b b b b b b b b b b b b b b b b



nurse as the driving force for returning to school?
b b b b b b b b b b b b b b b b b b



a. ―I‘ll need to schedule time to attend classes.‖
b b b b b b b b b b b b b b b b b b b b b b b b b b b b



b. ―I‘ll have to budget for paying tuition.‖b b b b b b b b b b b b b b b b b b b b b b b b

,c. ―I‘ll have
b b b b b b b b to rearranging
b b my schedule.‖
b b b b b b b b b b



d. ―There is b b b b b b b b a possibility of advancement
b b b b b b b b b b b b b b b b into b b b b administration.‖
ANS: D

, Driving forces are those that push toward making the change, as
b b b b b b b b b b b b b b b b b b b b



opposed to restraining forces,
b b which are those that usually present b b bb b b b b b b b b b b b b b b



a challenge
b b that needs to
b be bovercome for the change to b b b b b b b b b b b b b b b b b b



take place or present a negative effect the change may initiate.
b b b b b b b b b b b b b b b b bb b b b b




DIF: Cognitive Level: Application b b b b b b



OBJ: Identify motivations and personal outcome priorities b b b b b b b b b b



for returning to school. TOP:
b b Motivations for Change
b b b b b b b b b b b b




4. An RN is caring for a diabetic patient. The patient
b b b b b b b b b b b b b b b b b b



appears interested in changing her lifestyle and has
b b b b b b b b b b b b b b b b b b been
asking questions about eating better.
b b b b b b b b b b



The nurse can interpret this b b b b b b b b



b behavior as which stage of Lewin‘s
b b b bb b b b b b b



b Change Theory?
b b b



a. Moving
b. Unfreezing
c. Action
d. Refreezing

ANS: B
The patient b is
b in the first phase of Lewin‘s Change Theory, b b b b b b b b b b b b b b b b b b



b b known as unfreezing. This phase involves determining
b that
b a b b b b b b b b b b b b b b



b b change needs to occur and deciding to take
b action.
b Moving is b b b b b b bb b b b b b b b b b b



b b the second phase and b involves
b actively planning changes and b b b b b b b b bb b b b b



b b taking action on them. Refreezing is the last stage, and it occurs
b b b b b b b b b b b b b b b b b b b b bb



b b when the change has become a part of the person‘s life.
b b b b b b b b b b b b b b b b b b b b




DIF: Cognitive Level: Analysis b b b b b b b b



OBJ: Understand Change Theory b b b b b b and how it b b b b



applies to becoming an RN.
b b b b bb b b b b b b TOP: Change
Theory
b b




5. An LPN
b is
b talking with her clinical instructor about her
b b b b b b b b b b b b b b b b



b b decision to return to school to become an RN. The clinical b b b b b b b b b b b b b b b b b b b b



b b instructor iNnterprets the LPNs outcome priority based on which b b b b b b bb b b b b b b b b



b b statement?
a. ―My family wanted me to go back to
b b b b school.‖ b b b b b b b b b b b b b b b b b b b b b b b b b b b b



b. ―I want to better
b b my financial situation.‖ b b b b b b b b b b b b b b b b



c. ―I really enjoy school.‖
b b



d. ―I would blike to advance
b to a teaching role someday.‖ b b b b b b b b b b b b b b b b b b b b




ANS: B
The outcome priority is the essential need that must be addressed, determined
b b b b b b b b b b b b b b b b b b b b b b



by internal
b b and external bfactors,
b such as needing to better a b b b b b b b b b b b b b b b b b b



financial
b b situation. The other statements indicate reasons for b b b b bb b b b b b b b b



returning
b b to school, but they are not essential needs or issues b b b b b b b b b b b b bb b b b b b b



to be addressed.
b b b b b b




DIF: Cognitive b b Level: Analysis b b b b



OBJ: Identify how experiences influence learning in adults. TOP:
Adult Learning
bb




6. A b nurse
b notices a posting for a management b b b b b b b b b b b b b b position for b b



b b which she is qualified. If the nurse is
b in b b b bb b b b b b b b b b b b b the moving b b



b b phase of Lewin‘s Change Theory, which
b statement
b b b b b b b bb b b b breflects the b b