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TEST BANK
LPN to RN Transitions: Achieving Success in your New Role
LINDA LEE PHELPS & VIRGINIA N HOYT HARRINGTON
5th Edition
All Chapters Complete (Questions with Rationalized Answers)
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Table of Contents
Chapter 01 Honoring Your Past, Planning Your Future 1
Chapter 02 Assessing Yourself and Designing Success 5
Chapter 03 Study Habits and Test-Taking Skills 12
Chapter 04 Distinguishing the RN Role from the LPN LVN Role 18
Chapter 05 Using Nursing Theory to Guide Professional Practice 26
Chapter 06 Providing Patient-Centered Care Through the Nursing Process 35
Chapter 07 Critical and Diagnostic Thinking for Better Clinical Judgment 45
Chapter 08 Practicing Evidence-Based Decision Making 54
Chapter 09 Communicating With Patients and Co-Workers 65
Chapter 10 Teaching Patients and Their Families 74
Chapter 11 The Nurses, Ideas, and Forces That Define the Profession 83
Chapter 12 Upholding Legal and Ethical Principles 88
Chapter 13 Care and Safety Standards, Competence, and Nurse Accountability 99
Chapter 14 Leading, Delegating, and Collaborating 106
Chapter 15 Promoting Healthful Living in the Primary Care Setting 116
Chapter 16 Managing Care in Secondary and Tertiary Health Care 125
Chapter 17 Reflecting on Your Transition 132
Chapter 18 Prepare Now to Pass NCLEX-RN® 141
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Chapter 01: Honoring Your Past, Planning Your Future
MULTIPLE CHOICE
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She
knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nursing
school to become RNs come into the learning environment with prior knowledge and
understanding. Which statement by the nursing advisor best describes her understanding of
the effect experience may have on learning?
a. —Experience may be a source of insight and motivation, or a barrier.‖
b. —Experience is usually a stumbling block for LPN/LVNs.‖
c. —Experience never makes learning more difficult.‖
d. —Once something is learned, it can never be truly modified.‖
ANS: A
Experience accentuates differences among learners and serves as a source of insight and
motivation, but it can also be a barrier. Experience can serve as a foundation for defining the
self.
DIF: Cognitive Level: Application
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
night. The student has already taken a vacation day from work Thursday night so that she
can stay home and study. She iW sWcoWn.
sidTeBriS
ngM.
skW
ipSping her exercise class on Thursday
morning to go to the library to prepare for the test. Which response best identifies the
student‘s outcome priority?
a. Exercise class
b. Going to the library
c. Avoiding work by taking a vacation
d. Doing well on the test on Friday
ANS: D
The outcome priority is the essential issue or need to be addressed at any given time within
a set of conditions or circumstances.
DIF: Cognitive Level: Application
OBJ: Identify motivations and personal outcome priorities for returning to school.
TOP: Motivation to Learn
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the
possibility of taking classes to become an RN. The advisor interprets which statement by the
nurse as the 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 rearranging my schedule.‖
d. —There is a possibility of advancement into administration.‖
1|Page
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ANS: D
Driving forces are those that push toward making the change, as opposed to restraining
forces, which are those that usually present a challenge that needs to be overcome for the
change to take place or present a negative effect the change may initiate.
DIF: Cognitive Level: Application
OBJ: Identify motivations and personal outcome priorities for returning to school.
TOP: Motivations for Change
4. An RN is caring for a diabetic patient. The patient appears interested in changing her
lifestyle and has been asking questions about eating better. The nurse can interpret this
behavior as which stage of Lewin‘s Change Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This phase
involves determining that a change needs to occur and deciding to take action. Moving is the
second phase and involves actively planning changes and taking action on them. Refreezing
is the last stage, and it occurs when the change has become a part of the person‘s life.
DIF: Cognitive Level: Analysis
OBJ: Understand Change Theory and how it applies to becoming an RN.
TOP: Change Theory
WWW.TBSM.WS
5. An LPN is talking with her clinical instructor about her decision to return to school to
become an RN. The clinical instructor interprets the LPNs 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.‖
ANS: B
The outcome priority is the essential need that must be addressed, determined by internal
and external factors, such as needing to better a financial situation. The other statements
indicate reasons for returning to school, but they are not essential needs or issues to be
addressed.
DIF: Cognitive Level: Analysis
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
6. A nurse 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 statement reflects the action she is
most likely to take?
a. Does nothing to obtain the position
b. Applies for the position
c. Identifies that change is needed
2|Page
TEST BANK
LPN to RN Transitions: Achieving Success in your New Role
LINDA LEE PHELPS & VIRGINIA N HOYT HARRINGTON
5th Edition
All Chapters Complete (Questions with Rationalized Answers)
,@ProfdocDigitalLibraries <Best Online Study Materials>
Table of Contents
Chapter 01 Honoring Your Past, Planning Your Future 1
Chapter 02 Assessing Yourself and Designing Success 5
Chapter 03 Study Habits and Test-Taking Skills 12
Chapter 04 Distinguishing the RN Role from the LPN LVN Role 18
Chapter 05 Using Nursing Theory to Guide Professional Practice 26
Chapter 06 Providing Patient-Centered Care Through the Nursing Process 35
Chapter 07 Critical and Diagnostic Thinking for Better Clinical Judgment 45
Chapter 08 Practicing Evidence-Based Decision Making 54
Chapter 09 Communicating With Patients and Co-Workers 65
Chapter 10 Teaching Patients and Their Families 74
Chapter 11 The Nurses, Ideas, and Forces That Define the Profession 83
Chapter 12 Upholding Legal and Ethical Principles 88
Chapter 13 Care and Safety Standards, Competence, and Nurse Accountability 99
Chapter 14 Leading, Delegating, and Collaborating 106
Chapter 15 Promoting Healthful Living in the Primary Care Setting 116
Chapter 16 Managing Care in Secondary and Tertiary Health Care 125
Chapter 17 Reflecting on Your Transition 132
Chapter 18 Prepare Now to Pass NCLEX-RN® 141
,@ProfdocDigitalLibraries <Best Online Study Materials>
Chapter 01: Honoring Your Past, Planning Your Future
MULTIPLE CHOICE
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She
knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nursing
school to become RNs come into the learning environment with prior knowledge and
understanding. Which statement by the nursing advisor best describes her understanding of
the effect experience may have on learning?
a. —Experience may be a source of insight and motivation, or a barrier.‖
b. —Experience is usually a stumbling block for LPN/LVNs.‖
c. —Experience never makes learning more difficult.‖
d. —Once something is learned, it can never be truly modified.‖
ANS: A
Experience accentuates differences among learners and serves as a source of insight and
motivation, but it can also be a barrier. Experience can serve as a foundation for defining the
self.
DIF: Cognitive Level: Application
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
night. The student has already taken a vacation day from work Thursday night so that she
can stay home and study. She iW sWcoWn.
sidTeBriS
ngM.
skW
ipSping her exercise class on Thursday
morning to go to the library to prepare for the test. Which response best identifies the
student‘s outcome priority?
a. Exercise class
b. Going to the library
c. Avoiding work by taking a vacation
d. Doing well on the test on Friday
ANS: D
The outcome priority is the essential issue or need to be addressed at any given time within
a set of conditions or circumstances.
DIF: Cognitive Level: Application
OBJ: Identify motivations and personal outcome priorities for returning to school.
TOP: Motivation to Learn
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the
possibility of taking classes to become an RN. The advisor interprets which statement by the
nurse as the 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 rearranging my schedule.‖
d. —There is a possibility of advancement into administration.‖
1|Page
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ANS: D
Driving forces are those that push toward making the change, as opposed to restraining
forces, which are those that usually present a challenge that needs to be overcome for the
change to take place or present a negative effect the change may initiate.
DIF: Cognitive Level: Application
OBJ: Identify motivations and personal outcome priorities for returning to school.
TOP: Motivations for Change
4. An RN is caring for a diabetic patient. The patient appears interested in changing her
lifestyle and has been asking questions about eating better. The nurse can interpret this
behavior as which stage of Lewin‘s Change Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This phase
involves determining that a change needs to occur and deciding to take action. Moving is the
second phase and involves actively planning changes and taking action on them. Refreezing
is the last stage, and it occurs when the change has become a part of the person‘s life.
DIF: Cognitive Level: Analysis
OBJ: Understand Change Theory and how it applies to becoming an RN.
TOP: Change Theory
WWW.TBSM.WS
5. An LPN is talking with her clinical instructor about her decision to return to school to
become an RN. The clinical instructor interprets the LPNs 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.‖
ANS: B
The outcome priority is the essential need that must be addressed, determined by internal
and external factors, such as needing to better a financial situation. The other statements
indicate reasons for returning to school, but they are not essential needs or issues to be
addressed.
DIF: Cognitive Level: Analysis
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
6. A nurse 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 statement reflects the action she is
most likely to take?
a. Does nothing to obtain the position
b. Applies for the position
c. Identifies that change is needed
2|Page
