, TESTBANKFORLPNTORNTRANSITIONS4THEDITIONBYCLAYWELL
8
g 8
g 8
g 8
g 8
g 8
g 8
g 8
g 8
g 8
g
Chapter01:HonoringYourPast,PlanningYourFuture Claywell: LP
g8 g8 g8 g8 g8 g8 g8 g8 g8
N to RN Transitions, 6th Edition
g8 g8 g8 g8 g8
MULTIPLE CHOICE g8
1. A nursing advisor is meeting with a student whois interested in earning her RNdegree. She kno ws
g8 g8 g8 xv g8 g8 g8 xv g8 xv g8 g8 g8 g8 g8 g8 g8 g8 g8
that licensedpractical nurse/license vocational nurse(LPN/LVNs) whoenter nursing school to be
g8 g8 xv g8 g8 g8 g8 xv g8 g8
come RNs come into the learning environment with prior knowledge and understanding. Whic
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8
h statement by the nursing advisor best describes her understanding of the effect experie nce m
g8 g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8 g8 g8
ay have on learning?
g8 g8 xv
a. “Experience may be a source of insight and motivation, or a barrier.” g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8
b. “Experience is usually a stumbling block for LPN/LVNs.” g8 g8 g8 g8 g8 g8 g8
c. “Experiencenevermakes learning more difficult.” g8 g8 xv
d. “Oncesomething is learned, it can never be truly modified.” g8 g8 g8 xv g8 g8 g8 g8
ANS: g 8 g 8 A
Experience accentuates differences among learners and serves as a source of insight and motivat i
g8 g8 g8 g8 g8 g8 g8 g8 xv g8 g8 xv g8 g8
on, but it can also be a barrier. Experience can serve as afoundation fordefining the self.
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8
DIF: Cognitive Level: Application g8 g8
OBJ: Identify how experiences influence learning in adults. g8 g8 xv g8 g8 g8 TOP: Adult Learning xv
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday night. T
g8 g8 g8 xv xv g8 g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8
he student has already taken a vacation day from work Thursday night so that she can stay home a
g8 xv g8 g8 g8 g8 g8 g8 g8 g8 g8 xv xv g8 g8 g8 g8 g8
nd study. She is considering skipping her exercise class on Thursday morning to go to the libra ry
g8
N g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8
to prepare for the test. Which response best identifies the student’s outcome priority?
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8
a. Exerciseclass
b. Going to the library g8 g8 g8
c. Avoiding work by taking a vacation g8 g8 g8 g8 g8
d. Doing well on the test on Friday g8 g8 g8 g8 g8 g8
ANS: g 8 g 8 D
Theoutcomepriority is theessentialissueorneedtobeaddressed at any giventimewithina set of con
g8 g8 g8 xv g8 g8 g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8 xv g8
ditions or circumstances. g8 g8
DIF: Cognitive Level: Application g8 g8
OBJ:
Identify motivations and personal outcome priorities for returning to school. TO P:
g8 g8 g8 g8 g8 g8 g8 g8 xv g8 g8
Motivation to Learn g8 g8
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the possi
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 xv g8 g8
bility of taking classes to become an RN. The advisor interprets which statement by the nurse as t
g8 g8 g8 g8 xv g8 g8 g8 xv g8 g8 g8 xv g8 g8 g8 g8
he driving force for returning to school?
g8 g8 g8 g8 g8 g8
a. “I’ll need to schedule time to attend classes.”
g8 g8 g8 g8 xv xv g8
b. “I’ll have to budget for paying tuition.” g8 g8 g8 g8 g8 g8
c. “I’ll have to rearranging my schedule.” g8 g8 xv g8 g8
d. “There is a possibility of advancement into administration.” g8 xv g8 g8 xv g8 g8
ANS: g 8 g 8 D
TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS4THEDITIONBYCLAYWELL
8
g 8
g 8
g 8
g 8
g 8
g 8
g 8
g 8
g 8
g
Driving forces are those that push toward making thechange, as opposed to restraining forces, wh i
g8 g8 g8 g8 g8 xv xv g8 g8 g8 xv g8 g8 g8 g8
ch are those that usually present a challenge that needs to be overcome for the change to take pla c
g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8
e or present a negative effect the change may initiate.
g8 g8 g8 g8 g8 g8 g8 g8 g8
DIF: Cognitive Level: Application
g 8 g 8 g8 g8
OBJ:
Identify motivations and personal outcome priorities for returning to school. TO P:
g8 g8 g8 g8 g8 g8 g8 g8 xv g8 g8
Motivations for Change g8 g8
4. An RNiscaring for a diabetic patient. The patient appears interested in changing her lifestyle and
g8 g8 g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8 g8
has been asking questions about eating better. The nurse can interpret this behavior as which sta
xv g8 g8 g8 xv g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8
ge of Lewin’s Change Theory?
g8 g8 g8 g8
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: g 8 g 8 B
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This phase inv ol
g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8
ves determining that a change needs to occur and deciding to take action. Moving is the second ph
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8 g8
ase and involvesactively planning changesand takingaction on them.Refreezing is the last sta ge, a
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8
nd it occurs when the change has become a part of the person’s life.
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 xv
DIF: Cognitive Level: Analysis g8 g8
OBJ:
Understand Change Theory and how it applies to becoming an RN. T O g8 g8 g8 g8 g8 xv g8 g8 g8 xv g8 g8
P: Change Theory g8
5. An LPN is talking with her clinical instructor about her decision to return to school to become an R
g8 g8 g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8 g8 xv g8 g8
N. Theclinical instructor iN
g8 nterprets the LPNs outcome priority based on which statement? g8 g8 g8 g8 xv g8 g8 g8 g8 g8
a. “My family wanted me to go back to school.” g8 g8 g8 g8 g8 g8 g8 g8
b. “I want to better my financial situation.”
g8 g8 g8 g8 g8 g8
c. “I really enjoy school.” g8 g8 g8
d. “Iwould like to advance to a teaching role someday.”
g8 g8 g8 g8 g8 g8 g8 g8 g8
ANS: g 8 g 8 B
The outcome priority is the essential need that must beaddressed, determined by internal and exte r
g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8 g8 xv g8
nal factors, such as needing to better a financial situation. The other statements indicate reasons fo
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8
r returning to school, but they are not essential needs or issues to be addressed.
g8 g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8 g8
DIF: Cognitive Level: Analysis g8 g8
OBJ: Identify how experiences influence learning in adults. g8 g8 xv g8 g8 g8 TOP: Adult Learning xv
6. A nurse notices a posting for a management position for which she is qualified. If the nurse is in th
g8 xv g8 g8 g8 g8 xv xv g8 g8 g8 g8 xv g8 g8 g8 g8 g8 g8 g8
e moving phase of Lewin’s Change Theory, which statement reflects the action she is most likel
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 xv g8
y to take?
g8 g8
a. Does nothing to obtain the position g8 g8 g8 g8 g8
b. Applies for the position g8 g8 g8
c. Identifies that change is needed g8 xv g8 xv
d. Settles into the routine ofher job xv g8 g8 g8 g8 g8
ANS: g 8 g 8 B
TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS4THEDITIONBYCLAYWELL
8
g 8
g 8
g 8
g 8
g 8
g 8
g 8
g 8
g 8
g
Unfreezing begins when reasons for changeare identified. Themoving phase involves active plan ni
g8 g8 xv g8 g8 g8 g8 g8 xv xv g 8 g8
ng and action. Moving also means you are dealing with both positive and negative forces as the y
g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8 g8 g8 xv g8 g 8 g8
ebb and flow, and you are making modifications to your plan as needed.
g8 g8 g8 g8 g8 g8 g8 g8 xv g8 g8 g8
Refreezing occurs after the change has become routine. g8 g8 g8 g8 g8 xv g8
DIF: g 8 g 8 Cognitive Level: Application g8 g8
OBJ:
Understand Change Theory and how it applies to becoming an RN. T O g8 g8 g8 g8 g8 xv g8 g8 g8 xv g8 g8
P: Change Theory g8
7. AnOrthopedicNurseis contemplatingchangesinherprofessionallifeandidentifying goals. W hic
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8
h action should the nurse take if she is interested in pursuing a long-term goal?
g8 g8 g8 g8 g8 g8 g8 xv xv g8 g8 g8 g8 g8
a. Studies fora telemetry exam scheduled for next week g8 g8 xv g8 g8 xv g8 xv
b. Enrolls in a Nurse Practitioner program g8 g8 g8 g8 g8
c. Attends a seminar to become a charge nurse g8 g8 g8 g8 g8 g8 xv
d. Continues to work on the orthopedic floor full-time g8 g8 g8 g8 g8 g8 g8
ANS: g 8 g 8 B
A short-term goal is one that can be attained in a period of 6 months or less. Short-
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8
term goals includebecominga chargenurse and passingthetelemetryexam.A long-
xv g8 g8 xv g8 xv xv g8 g8 g8 g8 g8
term goalisattained in greater than 6 months and includes studying to become a Nurse Practition er.
g8 g8 g8 g8 g8 g8 g8 g8 xv g8 g8 g8 xv g8 g8 g8 g8
Continuing to work on the orthopedic floor does not represent either a short-term or a long-
g8 g8 g8 g8 g8 g8 g8 g8 g8 xv xv g8 g8 g8 g8 g8
term goal. g8
DIF:
Cognitive Level: Application g8 g8
OBJ: Identify both short- and long-
g8 g8 g8 g8 g8 g8
term personal and professional goals. TOP:
g8 g8 g8 g8 g8 Setting Goals g8
8. The RN is talking with the unit manager about ways to improve patient care. The manager intro d
g8 g8 g8 g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8 g8 g8
uces theconcept ofacoh No rt. Whichstatement bytheRNindicates thattheteachinghas been effec ti
xv xv g8 g8 g8 xv xv g8 g8 g8
ve?
a. “A cohort is a web of connections”. g8 g8 g8 g8 g8 g8
b. “A cohort is a group of people who share common experiences with each other”.
g8 xv xv g8 g8 g8 g8 xv xv g8 g8 g8 g8
c. “Acohort is a group linked togetherfor common purposes”.
g8 xv xv xv g8 g8 g8 g8 g8
d. “A cohort consists of groups ofindividuals that make up a whole”.
g8 g8 g8 g8 g8 g8 xv xv g8 g8 g8
ANS: g 8 g 8 B
A cohort is a group of people who share common experiences with each other. A schemeis a web o
g8 xv g8 g8 g8 g8 g8 g8 xv xv g8 g8 g8 g8 g8 g8 g8
f connections, a team is a group linked together for common purposes, and a unit consists of gro ups
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8
or individuals that make up a whole.
g8 g8 g8 g8 g8 g8 g8
DIF: Cognitive Level: Evaluation g8 g8
OBJ: Identify how experiences influence learning in adults. g8 g8 xv g8 g8 g8 TOP: Adult Learning xv
9. Thenurse educator is presenting alectureto agroup of newRNs. Which statement by oneof the R
g8 xv g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8 xv g8 g8 xv g8
Ns indicates that teaching has been effective?
g8 g8 g8 g8 g8 g8
a. “Experience is a stepping stone to new learning”. g8 g8 g8 g8 g8 g8 g8
b. “Experience can bea barrier to new learning”. g8 g8 g8 g8 g8 g8
c. “Experience can be an avenue to new learning”. g8 g8 g8 xv g8 g8 g8
d. “Experience can be a detour to new learning”. g8 g8 g8 g8 g8 g8 g8
ANS: g 8 g 8 B
Experience accentuates differences among learners, serves as a source of insight and motivation
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8
, can be a barrier to new learning, and serves as a foundation for defining the self.
g8 g8 xv xv g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8 g8
TESTBANKWORLD.ORG
8
g 8
g 8
g 8
g 8
g 8
g 8
g 8
g 8
g 8
g
Chapter01:HonoringYourPast,PlanningYourFuture Claywell: LP
g8 g8 g8 g8 g8 g8 g8 g8 g8
N to RN Transitions, 6th Edition
g8 g8 g8 g8 g8
MULTIPLE CHOICE g8
1. A nursing advisor is meeting with a student whois interested in earning her RNdegree. She kno ws
g8 g8 g8 xv g8 g8 g8 xv g8 xv g8 g8 g8 g8 g8 g8 g8 g8 g8
that licensedpractical nurse/license vocational nurse(LPN/LVNs) whoenter nursing school to be
g8 g8 xv g8 g8 g8 g8 xv g8 g8
come RNs come into the learning environment with prior knowledge and understanding. Whic
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8
h statement by the nursing advisor best describes her understanding of the effect experie nce m
g8 g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8 g8 g8
ay have on learning?
g8 g8 xv
a. “Experience may be a source of insight and motivation, or a barrier.” g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8
b. “Experience is usually a stumbling block for LPN/LVNs.” g8 g8 g8 g8 g8 g8 g8
c. “Experiencenevermakes learning more difficult.” g8 g8 xv
d. “Oncesomething is learned, it can never be truly modified.” g8 g8 g8 xv g8 g8 g8 g8
ANS: g 8 g 8 A
Experience accentuates differences among learners and serves as a source of insight and motivat i
g8 g8 g8 g8 g8 g8 g8 g8 xv g8 g8 xv g8 g8
on, but it can also be a barrier. Experience can serve as afoundation fordefining the self.
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8
DIF: Cognitive Level: Application g8 g8
OBJ: Identify how experiences influence learning in adults. g8 g8 xv g8 g8 g8 TOP: Adult Learning xv
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday night. T
g8 g8 g8 xv xv g8 g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8
he student has already taken a vacation day from work Thursday night so that she can stay home a
g8 xv g8 g8 g8 g8 g8 g8 g8 g8 g8 xv xv g8 g8 g8 g8 g8
nd study. She is considering skipping her exercise class on Thursday morning to go to the libra ry
g8
N g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8
to prepare for the test. Which response best identifies the student’s outcome priority?
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8
a. Exerciseclass
b. Going to the library g8 g8 g8
c. Avoiding work by taking a vacation g8 g8 g8 g8 g8
d. Doing well on the test on Friday g8 g8 g8 g8 g8 g8
ANS: g 8 g 8 D
Theoutcomepriority is theessentialissueorneedtobeaddressed at any giventimewithina set of con
g8 g8 g8 xv g8 g8 g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8 xv g8
ditions or circumstances. g8 g8
DIF: Cognitive Level: Application g8 g8
OBJ:
Identify motivations and personal outcome priorities for returning to school. TO P:
g8 g8 g8 g8 g8 g8 g8 g8 xv g8 g8
Motivation to Learn g8 g8
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the possi
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 xv g8 g8
bility of taking classes to become an RN. The advisor interprets which statement by the nurse as t
g8 g8 g8 g8 xv g8 g8 g8 xv g8 g8 g8 xv g8 g8 g8 g8
he driving force for returning to school?
g8 g8 g8 g8 g8 g8
a. “I’ll need to schedule time to attend classes.”
g8 g8 g8 g8 xv xv g8
b. “I’ll have to budget for paying tuition.” g8 g8 g8 g8 g8 g8
c. “I’ll have to rearranging my schedule.” g8 g8 xv g8 g8
d. “There is a possibility of advancement into administration.” g8 xv g8 g8 xv g8 g8
ANS: g 8 g 8 D
TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS4THEDITIONBYCLAYWELL
8
g 8
g 8
g 8
g 8
g 8
g 8
g 8
g 8
g 8
g
Driving forces are those that push toward making thechange, as opposed to restraining forces, wh i
g8 g8 g8 g8 g8 xv xv g8 g8 g8 xv g8 g8 g8 g8
ch are those that usually present a challenge that needs to be overcome for the change to take pla c
g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8
e or present a negative effect the change may initiate.
g8 g8 g8 g8 g8 g8 g8 g8 g8
DIF: Cognitive Level: Application
g 8 g 8 g8 g8
OBJ:
Identify motivations and personal outcome priorities for returning to school. TO P:
g8 g8 g8 g8 g8 g8 g8 g8 xv g8 g8
Motivations for Change g8 g8
4. An RNiscaring for a diabetic patient. The patient appears interested in changing her lifestyle and
g8 g8 g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8 g8
has been asking questions about eating better. The nurse can interpret this behavior as which sta
xv g8 g8 g8 xv g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8
ge of Lewin’s Change Theory?
g8 g8 g8 g8
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: g 8 g 8 B
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This phase inv ol
g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8
ves determining that a change needs to occur and deciding to take action. Moving is the second ph
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8 g8
ase and involvesactively planning changesand takingaction on them.Refreezing is the last sta ge, a
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8
nd it occurs when the change has become a part of the person’s life.
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 xv
DIF: Cognitive Level: Analysis g8 g8
OBJ:
Understand Change Theory and how it applies to becoming an RN. T O g8 g8 g8 g8 g8 xv g8 g8 g8 xv g8 g8
P: Change Theory g8
5. An LPN is talking with her clinical instructor about her decision to return to school to become an R
g8 g8 g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8 g8 xv g8 g8
N. Theclinical instructor iN
g8 nterprets the LPNs outcome priority based on which statement? g8 g8 g8 g8 xv g8 g8 g8 g8 g8
a. “My family wanted me to go back to school.” g8 g8 g8 g8 g8 g8 g8 g8
b. “I want to better my financial situation.”
g8 g8 g8 g8 g8 g8
c. “I really enjoy school.” g8 g8 g8
d. “Iwould like to advance to a teaching role someday.”
g8 g8 g8 g8 g8 g8 g8 g8 g8
ANS: g 8 g 8 B
The outcome priority is the essential need that must beaddressed, determined by internal and exte r
g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8 g8 xv g8
nal factors, such as needing to better a financial situation. The other statements indicate reasons fo
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8
r returning to school, but they are not essential needs or issues to be addressed.
g8 g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8 g8
DIF: Cognitive Level: Analysis g8 g8
OBJ: Identify how experiences influence learning in adults. g8 g8 xv g8 g8 g8 TOP: Adult Learning xv
6. A nurse notices a posting for a management position for which she is qualified. If the nurse is in th
g8 xv g8 g8 g8 g8 xv xv g8 g8 g8 g8 xv g8 g8 g8 g8 g8 g8 g8
e moving phase of Lewin’s Change Theory, which statement reflects the action she is most likel
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 xv g8
y to take?
g8 g8
a. Does nothing to obtain the position g8 g8 g8 g8 g8
b. Applies for the position g8 g8 g8
c. Identifies that change is needed g8 xv g8 xv
d. Settles into the routine ofher job xv g8 g8 g8 g8 g8
ANS: g 8 g 8 B
TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS4THEDITIONBYCLAYWELL
8
g 8
g 8
g 8
g 8
g 8
g 8
g 8
g 8
g 8
g
Unfreezing begins when reasons for changeare identified. Themoving phase involves active plan ni
g8 g8 xv g8 g8 g8 g8 g8 xv xv g 8 g8
ng and action. Moving also means you are dealing with both positive and negative forces as the y
g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8 g8 g8 xv g8 g 8 g8
ebb and flow, and you are making modifications to your plan as needed.
g8 g8 g8 g8 g8 g8 g8 g8 xv g8 g8 g8
Refreezing occurs after the change has become routine. g8 g8 g8 g8 g8 xv g8
DIF: g 8 g 8 Cognitive Level: Application g8 g8
OBJ:
Understand Change Theory and how it applies to becoming an RN. T O g8 g8 g8 g8 g8 xv g8 g8 g8 xv g8 g8
P: Change Theory g8
7. AnOrthopedicNurseis contemplatingchangesinherprofessionallifeandidentifying goals. W hic
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8
h action should the nurse take if she is interested in pursuing a long-term goal?
g8 g8 g8 g8 g8 g8 g8 xv xv g8 g8 g8 g8 g8
a. Studies fora telemetry exam scheduled for next week g8 g8 xv g8 g8 xv g8 xv
b. Enrolls in a Nurse Practitioner program g8 g8 g8 g8 g8
c. Attends a seminar to become a charge nurse g8 g8 g8 g8 g8 g8 xv
d. Continues to work on the orthopedic floor full-time g8 g8 g8 g8 g8 g8 g8
ANS: g 8 g 8 B
A short-term goal is one that can be attained in a period of 6 months or less. Short-
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8
term goals includebecominga chargenurse and passingthetelemetryexam.A long-
xv g8 g8 xv g8 xv xv g8 g8 g8 g8 g8
term goalisattained in greater than 6 months and includes studying to become a Nurse Practition er.
g8 g8 g8 g8 g8 g8 g8 g8 xv g8 g8 g8 xv g8 g8 g8 g8
Continuing to work on the orthopedic floor does not represent either a short-term or a long-
g8 g8 g8 g8 g8 g8 g8 g8 g8 xv xv g8 g8 g8 g8 g8
term goal. g8
DIF:
Cognitive Level: Application g8 g8
OBJ: Identify both short- and long-
g8 g8 g8 g8 g8 g8
term personal and professional goals. TOP:
g8 g8 g8 g8 g8 Setting Goals g8
8. The RN is talking with the unit manager about ways to improve patient care. The manager intro d
g8 g8 g8 g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8 g8 g8
uces theconcept ofacoh No rt. Whichstatement bytheRNindicates thattheteachinghas been effec ti
xv xv g8 g8 g8 xv xv g8 g8 g8
ve?
a. “A cohort is a web of connections”. g8 g8 g8 g8 g8 g8
b. “A cohort is a group of people who share common experiences with each other”.
g8 xv xv g8 g8 g8 g8 xv xv g8 g8 g8 g8
c. “Acohort is a group linked togetherfor common purposes”.
g8 xv xv xv g8 g8 g8 g8 g8
d. “A cohort consists of groups ofindividuals that make up a whole”.
g8 g8 g8 g8 g8 g8 xv xv g8 g8 g8
ANS: g 8 g 8 B
A cohort is a group of people who share common experiences with each other. A schemeis a web o
g8 xv g8 g8 g8 g8 g8 g8 xv xv g8 g8 g8 g8 g8 g8 g8
f connections, a team is a group linked together for common purposes, and a unit consists of gro ups
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8
or individuals that make up a whole.
g8 g8 g8 g8 g8 g8 g8
DIF: Cognitive Level: Evaluation g8 g8
OBJ: Identify how experiences influence learning in adults. g8 g8 xv g8 g8 g8 TOP: Adult Learning xv
9. Thenurse educator is presenting alectureto agroup of newRNs. Which statement by oneof the R
g8 xv g8 g8 g8 g8 g8 g8 xv g8 g8 g8 g8 xv g8 g8 xv g8
Ns indicates that teaching has been effective?
g8 g8 g8 g8 g8 g8
a. “Experience is a stepping stone to new learning”. g8 g8 g8 g8 g8 g8 g8
b. “Experience can bea barrier to new learning”. g8 g8 g8 g8 g8 g8
c. “Experience can be an avenue to new learning”. g8 g8 g8 xv g8 g8 g8
d. “Experience can be a detour to new learning”. g8 g8 g8 g8 g8 g8 g8
ANS: g 8 g 8 B
Experience accentuates differences among learners, serves as a source of insight and motivation
g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8 g8
, can be a barrier to new learning, and serves as a foundation for defining the self.
g8 g8 xv xv g8 g8 g8 g8 g8 xv g8 g8 g8 g8 g8 g8
TESTBANKWORLD.ORG
