, TESTBANK FOR LPNTO RN TRANSITIONS4THEDITIONBYCLAYWELL d* d* d* d*
Chapter01:HonoringYourPast,PlanningYourFuture Claywell: LP *
d *
d *
d s& s& s&
N to RN Transitions, 6th Edition
s& s& s& s& s&
MULTIPLE CHOICE s&
1. Anursingadvisoris meetingwithastudent who is interested in earningherRNdegree.Shekno ws s& xv d* s& d* d* s& s
that licensedpracticalnurse/license vocational nurse(LPN/LVNs) whoenternursing school tobe
& d* s& d* d* s& s& s &
come RNs comeintothelearning environment with prior knowledge and understanding. Whic
&
s s& s& &
s d* s& d* s& s& s&
h statement by the nursing advisor best describes her understanding ofthe effect experie nce m
d* &
s s& &
s s& &
s s& xv s& d* s& s& s& s& s&
ay have on learning?
s& s& s&
a. “Experiencemaybea source of insight and motivation, or a barrier.” d* &
s s& &
s d* d* s& &
s d*
b. “Experience is usually a stumbling block for LPN/LVNs.” d* d* s& d* d* s& s&
c. “Experiencenevermakes learning more difficult.” s& s& &
s
d. “Oncesomethingis learned,it canneverbetrulymodified.” d* xs &
ANS: A
Experienceaccentuates differences among learners and serves as a sourceofinsight andmotivat i s& s& d* s& s& s& d* s& s& s & s &
on,but itcan also bea barrier. Experiencecanserveas afoundation fordefining the self.
d* s& d* d* &
s &
s d* d* s&
DIF: Cognitive Level: Application s& s&
OBJ: Identify how experiences influence learning in adults. s& s& xv s& d* s& TOP: Adult Learning s&
2. Thereis a test on the cardiovascular system on Friday morning, and it is now Wednesday night. T
s& d* xv s& s& &
s s& d* &
s s& d* xs & s& s& &
s s& s&
he student has already taken a vacation day from work Thursday night so that she can stay home
s& x s& s& s& s& s& s& s& s& s& s& &
s x s& s& s& s& s&
a nd study. She is considering skipping her exercise class on Thursday morning to go to the libra r
s& s& d* &
s &
s s& s& s& &
s d* s& d* &
s s& &
s d* d* &
s s&
y to prepare for the test. Which response best identifies the student’s outcome priority?
s& s& s& s& s& s& s& s& s& s& s& s& s&
a. Exerciseclass
b. Going to thelibrary d* d*
c. Avoidingwork bytaking a vacation d* d* d*
d. Doing well on thetest onFriday d* &
s s&
ANS: D
Theoutcomepriorityis theessentialissueorneedtobeaddressedat anygiventimewithina set of con
d* xs & d* d* d* s& d* d* d* s& s&
ditions or circumstances.
s& s& s&
DIF:
Cognitive Level: Application s& s& s
&OBJ:
Identifymotivations and personal outcome priorities for returning to school. TO P: s& &
s s& s& s& &
s d* s& &
s s & s&
Motivation to Learn s& s&
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the possi
s& s& s& s& s& s& s& s& s& s& s& s& s& s& s& s& s& s& s
&bility of taking classes to become an RN. The advisor interprets which statement by the nurse as
s& s& s& s& s& s& s& s& s& s& s& s& xs& s& s& s& s&
t he driving force for returning to school?
s& s& s& s& s& s& s&
a. “I’ll need to schedule time to attend classes.”
s& &
s d* s& xs& s& s&
b. “I’llhavetobudget forpaying tuition.” d* d*
c. “I’ll have to rearranging my schedule.”
&
s d* s& s& s&
d. “Thereis a possibility ofadvancement into administration.”
&
s &
s s& s& s& s&
ANS: D
TESTBANKWORLD.ORG
, TESTBANK FOR LPNTO RN TRANSITIONS4THEDITIONBYCLAYWELL d* d* d* d*
Driving forces are those that push toward making thechange, as opposed to restraining forces, w
s& s& s& s& d* s& xs& s& s& s& xs& s& s& s&
h i ch are those that usually present a challenge that needs to be overcome for the change to take p
s& s& s& s& s& s& s& s& s& s& s& s& s& s& s& s& s& s& s& s&
la c e or present a negative effect the change may initiate.
s& s& s& s& s& s& s& s& s& s& s&
DIF:
Cognitive Level: Application &
s s& s
&OBJ:
Identifymotivations and personal outcome priorities for returning to school. TO P: M &
s &
s &
s &
s &
s &
s &
s s& &
s s& s&
otivations for Change s& s&
4. An RNiscaring for a diabetic patient. The patient appears interested in changing her lifestyle and
s& s& s& s& s& s& s& s& s& s& s& s& s& s& s
has been asking questions about eating better. The nurse can interpret this behavior as which st
& s& s& s& s& s& s& s& s& s& s& s& s& s& s& s&
a ge of Lewin’s Change Theory?
s& s& s& s& s&
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 phaseinv
s& d* d* s& s& xs & s& s& s& s& s& d* s& s& s& s &
ol ves determining that a change needs to occur and deciding to take action. Moving is the second
s& s& s& d* s& s& d* s& s& d* s& s& s& s& s& s& s& d*
ph ase andinvolvesactivelyplanningchangesandtakingactiononthem.Refreezingis thelast sta g
s& d* d* d* d* d* s& d* s&
e, a nd it occurs when the change has become a part of the person’s life.
s& s& s& s& s& s& s& s& s& s& s& d* s& s& xs &
DIF:
Cognitive Level: Analysis s& s& s
&OBJ:
Understand Change Theoryand howit applies tobecoming an RN. T d* &
s d* xv d* d* xs & &
s s&
O P: Change Theory
s& &
s
5. An LPNistalkingwithherclinical instructorabout herdecisionto return to school tobecome an R
&
s d* s& s& d* s& s& s& s& s&
N.Theclinical instructor iN
nterprets theLPNs outcomeprioritybasedon which statement?
s& s& s& s& s& s&
a. “Myfamilywantedmeto go back to school.” d* d* &
s d* d*
b. “I want to bettermyfinancial situation.”
d* s& d* s&
c. “Ireallyenjoy school.” d* &
s
d. “Iwould liketo advance to a teaching rolesomeday.”
d* &
s &
s s& d* d* &
s
ANS: s & s & B
The outcome priority is the essential need that must beaddressed, determined by internal and exte r
s& s& s& s& s& s& s& s& d* s& s& s& s& s& s&
nal factors, such as needing to better a financial situation. The other statements indicate reasons f
s& s& s& s& s& s& s& s& d* s& s& s& s& s& s& s&
o r returning to school, but they are not essential needs or issues to be addressed.
s& s& s& s& s& d* s& s& s& s& s& s& s& s& s&
DIF: s & s & Cognitive Level: Analysis s& s&
OBJ: s & Identify how experiences influence learning in adults.
&
s &
s xv s& d* &
s TOP: s & s & Adult Learning s&
6. A nurse notices a posting for a management position for which she is qualified. If the nurse is in t
s& s& s& s& s& s& xv x s& s& s& s& s& s& s& s& s& s& s & s&
h e moving phase of Lewin’s Change Theory, which statement reflects the action she is most lik
s& s& s& s& s& s& s& s& d* s& s& d* d* s& s& s&
el y to take?
s& s& s&
a. Does nothing to obtainthe position s& d* s& d*
b. Appliesforthe position s&
c. Identifies that change is needed s& xs& s& s&
d. Settles intotheroutineofherjob s&
ANS: s & s & B
TESTBANKWORLD.ORG
, TESTBANK FOR LPNTO RN TRANSITIONS4THEDITIONBYCLAYWELL d* d* d* d*
Unfreezing begins when reasons for changeare identified. Themoving phase involves active plan ni
s& s& xv s& s& s& s& s& xv s & s&
ng and action. Moving also means you are dealing with both positive and negative forces as the
s& s& d* s& s& s& s& xs & s& s& s& s& s& s& s& s& s& s
&y ebb and flow, and you are making modifications to your plan as needed.
s& s& s& s& s& s& s& s& s& s& s& s& s&
Refreezingoccurs after thechange has become routine. d* s& s& xs & s&
DIF:
Cognitive Level: Application &
s s& s
&OBJ:
Understand Change Theoryand howit applies tobecoming an RN. T d* &
s d* xv d* d* xs & &
s s&
O P: Change Theory
s& &
s
7. AnOrthopedicNurseiscontemplatingchangesinherprofessionallifeandidentifyinggoals. W hic
d* d* d* d* d* d* d* d* &
s s& s
h action should the nurse take if she is interested in pursuing a long-term goal?
& s& s& s& s& s& s& s& s& s& s& s& s& s& s&
a. Studiesfora telemetry exam s cheduled fornext week s& d* xv xs &
b. Enrolls ina Nurse Practitioner program d* &
s &
s s&
c. Attendsaseminartobecomeacharge nurse s&
d. Continues to work ontheorthopedicfloor full-time s& &
s d* d* s&
ANS: B
A short-term goal is one that can be attained in a period of 6 months or less. Short-
s& s& s& s& s& s& s& s& s& s& d* xs & s& s& &
s s& s&
term goalsincludebecominga chargenurse and passingthetelemetryexam.Along-
s & s& xv s& d* d*
term goalisattained ingreaterthan 6months and includes studying to becomea NursePractition er.
d* d* d* &
s &
s s& s& &
s d* xs & s& s& s
&Continuing to work on the orthopedic floor does not represent either a short-term or a long-
s& s& s& d* s& s& s& s& s& xv s& s& s& s& s&
term goal. d*
DIF:
Cognitive Level: Application s& s&
OBJ: Identify both short- and long-
s & s& d* &
s s&
term personal and professional goals. TOP:
d* s& d* s& s& s & s & Setting Goals s&
8. The RNis talking with theunitmanager aboutways to improve patientcare. The manager intro d
s& d* s& s& s& s& d* s& s& s& s& s & s&
ucestheconceptofacoh No rt. Whichstatement bytheRNindicatesthattheteachinghas been effec ti s& s& s& xv s& d* s & s&
ve?
a. “Acohort is a web ofconnections”. d* d* d* &
s
b. “Acohort is a group of people who share common experiences with each other”.
s& xv s& d* d* s& xs & xv s& s& s& d*
c. “Acohort is a group linkedtogetherforcommon purposes”. xs & xv s & d* d*
d. “Acohort consistsofgroupsofindividuals that make up a whole”. d* s& xv d* d*
ANS: s & s & B
A cohort is a group ofpeople who sharecommon experiences with each other. A schemeis a web
s& xs & s& d* s& s& s& s& s& d* s& s& s& d* s & s
&o f connections, a team is a group linked together forcommon purposes, and a unit consists of gro
s& s& s& d* s& d* d* d* d* s& s& s& d* d* s& s& s& s &
ups or individuals that make up a whole.
s& s& s& s& s& s& s&
DIF: s & s & Cognitive Level: Evaluation s& s&
OBJ: s & Identify how experiences influence learning in adults.
&
s &
s xv s& d* &
s TOP: s & s & Adult Learning xs &
9. Thenurse educatorispresenting a lecturetoa group ofnewRNs.Whichstatement byoneof the R
s& d* d* d* s& s& s& s & s &
Ns indicates that teaching has been effective?
s& s& s& s& s& s&
a. “Experience is a stepping stone to newlearning”. d* s& d* d* d* &
s
b. “Experiencecanbeabarriertonewlearning”. d*
c. “Experience can bean avenue to newlearning”. d* d* s& &
s &
s
d. “Experiencecan be a detourto newlearning”. d* s& d* d* s&
ANS: s & s & B
Experience accentuates differences among learners, serves as a source of insight and motivation
s& s& d* s& s& s& s& d* s& s& s& s&
, can beabarrierto newlearning, andserves asafoundationfordefiningtheself.
&
s s& s& &
s s&
TESTBANKWORLD.ORG
Chapter01:HonoringYourPast,PlanningYourFuture Claywell: LP *
d *
d *
d s& s& s&
N to RN Transitions, 6th Edition
s& s& s& s& s&
MULTIPLE CHOICE s&
1. Anursingadvisoris meetingwithastudent who is interested in earningherRNdegree.Shekno ws s& xv d* s& d* d* s& s
that licensedpracticalnurse/license vocational nurse(LPN/LVNs) whoenternursing school tobe
& d* s& d* d* s& s& s &
come RNs comeintothelearning environment with prior knowledge and understanding. Whic
&
s s& s& &
s d* s& d* s& s& s&
h statement by the nursing advisor best describes her understanding ofthe effect experie nce m
d* &
s s& &
s s& &
s s& xv s& d* s& s& s& s& s&
ay have on learning?
s& s& s&
a. “Experiencemaybea source of insight and motivation, or a barrier.” d* &
s s& &
s d* d* s& &
s d*
b. “Experience is usually a stumbling block for LPN/LVNs.” d* d* s& d* d* s& s&
c. “Experiencenevermakes learning more difficult.” s& s& &
s
d. “Oncesomethingis learned,it canneverbetrulymodified.” d* xs &
ANS: A
Experienceaccentuates differences among learners and serves as a sourceofinsight andmotivat i s& s& d* s& s& s& d* s& s& s & s &
on,but itcan also bea barrier. Experiencecanserveas afoundation fordefining the self.
d* s& d* d* &
s &
s d* d* s&
DIF: Cognitive Level: Application s& s&
OBJ: Identify how experiences influence learning in adults. s& s& xv s& d* s& TOP: Adult Learning s&
2. Thereis a test on the cardiovascular system on Friday morning, and it is now Wednesday night. T
s& d* xv s& s& &
s s& d* &
s s& d* xs & s& s& &
s s& s&
he student has already taken a vacation day from work Thursday night so that she can stay home
s& x s& s& s& s& s& s& s& s& s& s& &
s x s& s& s& s& s&
a nd study. She is considering skipping her exercise class on Thursday morning to go to the libra r
s& s& d* &
s &
s s& s& s& &
s d* s& d* &
s s& &
s d* d* &
s s&
y to prepare for the test. Which response best identifies the student’s outcome priority?
s& s& s& s& s& s& s& s& s& s& s& s& s&
a. Exerciseclass
b. Going to thelibrary d* d*
c. Avoidingwork bytaking a vacation d* d* d*
d. Doing well on thetest onFriday d* &
s s&
ANS: D
Theoutcomepriorityis theessentialissueorneedtobeaddressedat anygiventimewithina set of con
d* xs & d* d* d* s& d* d* d* s& s&
ditions or circumstances.
s& s& s&
DIF:
Cognitive Level: Application s& s& s
&OBJ:
Identifymotivations and personal outcome priorities for returning to school. TO P: s& &
s s& s& s& &
s d* s& &
s s & s&
Motivation to Learn s& s&
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the possi
s& s& s& s& s& s& s& s& s& s& s& s& s& s& s& s& s& s& s
&bility of taking classes to become an RN. The advisor interprets which statement by the nurse as
s& s& s& s& s& s& s& s& s& s& s& s& xs& s& s& s& s&
t he driving force for returning to school?
s& s& s& s& s& s& s&
a. “I’ll need to schedule time to attend classes.”
s& &
s d* s& xs& s& s&
b. “I’llhavetobudget forpaying tuition.” d* d*
c. “I’ll have to rearranging my schedule.”
&
s d* s& s& s&
d. “Thereis a possibility ofadvancement into administration.”
&
s &
s s& s& s& s&
ANS: D
TESTBANKWORLD.ORG
, TESTBANK FOR LPNTO RN TRANSITIONS4THEDITIONBYCLAYWELL d* d* d* d*
Driving forces are those that push toward making thechange, as opposed to restraining forces, w
s& s& s& s& d* s& xs& s& s& s& xs& s& s& s&
h i ch are those that usually present a challenge that needs to be overcome for the change to take p
s& s& s& s& s& s& s& s& s& s& s& s& s& s& s& s& s& s& s& s&
la c e or present a negative effect the change may initiate.
s& s& s& s& s& s& s& s& s& s& s&
DIF:
Cognitive Level: Application &
s s& s
&OBJ:
Identifymotivations and personal outcome priorities for returning to school. TO P: M &
s &
s &
s &
s &
s &
s &
s s& &
s s& s&
otivations for Change s& s&
4. An RNiscaring for a diabetic patient. The patient appears interested in changing her lifestyle and
s& s& s& s& s& s& s& s& s& s& s& s& s& s& s
has been asking questions about eating better. The nurse can interpret this behavior as which st
& s& s& s& s& s& s& s& s& s& s& s& s& s& s& s&
a ge of Lewin’s Change Theory?
s& s& s& s& s&
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 phaseinv
s& d* d* s& s& xs & s& s& s& s& s& d* s& s& s& s &
ol ves determining that a change needs to occur and deciding to take action. Moving is the second
s& s& s& d* s& s& d* s& s& d* s& s& s& s& s& s& s& d*
ph ase andinvolvesactivelyplanningchangesandtakingactiononthem.Refreezingis thelast sta g
s& d* d* d* d* d* s& d* s&
e, a nd it occurs when the change has become a part of the person’s life.
s& s& s& s& s& s& s& s& s& s& s& d* s& s& xs &
DIF:
Cognitive Level: Analysis s& s& s
&OBJ:
Understand Change Theoryand howit applies tobecoming an RN. T d* &
s d* xv d* d* xs & &
s s&
O P: Change Theory
s& &
s
5. An LPNistalkingwithherclinical instructorabout herdecisionto return to school tobecome an R
&
s d* s& s& d* s& s& s& s& s&
N.Theclinical instructor iN
nterprets theLPNs outcomeprioritybasedon which statement?
s& s& s& s& s& s&
a. “Myfamilywantedmeto go back to school.” d* d* &
s d* d*
b. “I want to bettermyfinancial situation.”
d* s& d* s&
c. “Ireallyenjoy school.” d* &
s
d. “Iwould liketo advance to a teaching rolesomeday.”
d* &
s &
s s& d* d* &
s
ANS: s & s & B
The outcome priority is the essential need that must beaddressed, determined by internal and exte r
s& s& s& s& s& s& s& s& d* s& s& s& s& s& s&
nal factors, such as needing to better a financial situation. The other statements indicate reasons f
s& s& s& s& s& s& s& s& d* s& s& s& s& s& s& s&
o r returning to school, but they are not essential needs or issues to be addressed.
s& s& s& s& s& d* s& s& s& s& s& s& s& s& s&
DIF: s & s & Cognitive Level: Analysis s& s&
OBJ: s & Identify how experiences influence learning in adults.
&
s &
s xv s& d* &
s TOP: s & s & Adult Learning s&
6. A nurse notices a posting for a management position for which she is qualified. If the nurse is in t
s& s& s& s& s& s& xv x s& s& s& s& s& s& s& s& s& s& s & s&
h e moving phase of Lewin’s Change Theory, which statement reflects the action she is most lik
s& s& s& s& s& s& s& s& d* s& s& d* d* s& s& s&
el y to take?
s& s& s&
a. Does nothing to obtainthe position s& d* s& d*
b. Appliesforthe position s&
c. Identifies that change is needed s& xs& s& s&
d. Settles intotheroutineofherjob s&
ANS: s & s & B
TESTBANKWORLD.ORG
, TESTBANK FOR LPNTO RN TRANSITIONS4THEDITIONBYCLAYWELL d* d* d* d*
Unfreezing begins when reasons for changeare identified. Themoving phase involves active plan ni
s& s& xv s& s& s& s& s& xv s & s&
ng and action. Moving also means you are dealing with both positive and negative forces as the
s& s& d* s& s& s& s& xs & s& s& s& s& s& s& s& s& s& s
&y ebb and flow, and you are making modifications to your plan as needed.
s& s& s& s& s& s& s& s& s& s& s& s& s&
Refreezingoccurs after thechange has become routine. d* s& s& xs & s&
DIF:
Cognitive Level: Application &
s s& s
&OBJ:
Understand Change Theoryand howit applies tobecoming an RN. T d* &
s d* xv d* d* xs & &
s s&
O P: Change Theory
s& &
s
7. AnOrthopedicNurseiscontemplatingchangesinherprofessionallifeandidentifyinggoals. W hic
d* d* d* d* d* d* d* d* &
s s& s
h action should the nurse take if she is interested in pursuing a long-term goal?
& s& s& s& s& s& s& s& s& s& s& s& s& s& s&
a. Studiesfora telemetry exam s cheduled fornext week s& d* xv xs &
b. Enrolls ina Nurse Practitioner program d* &
s &
s s&
c. Attendsaseminartobecomeacharge nurse s&
d. Continues to work ontheorthopedicfloor full-time s& &
s d* d* s&
ANS: B
A short-term goal is one that can be attained in a period of 6 months or less. Short-
s& s& s& s& s& s& s& s& s& s& d* xs & s& s& &
s s& s&
term goalsincludebecominga chargenurse and passingthetelemetryexam.Along-
s & s& xv s& d* d*
term goalisattained ingreaterthan 6months and includes studying to becomea NursePractition er.
d* d* d* &
s &
s s& s& &
s d* xs & s& s& s
&Continuing to work on the orthopedic floor does not represent either a short-term or a long-
s& s& s& d* s& s& s& s& s& xv s& s& s& s& s&
term goal. d*
DIF:
Cognitive Level: Application s& s&
OBJ: Identify both short- and long-
s & s& d* &
s s&
term personal and professional goals. TOP:
d* s& d* s& s& s & s & Setting Goals s&
8. The RNis talking with theunitmanager aboutways to improve patientcare. The manager intro d
s& d* s& s& s& s& d* s& s& s& s& s & s&
ucestheconceptofacoh No rt. Whichstatement bytheRNindicatesthattheteachinghas been effec ti s& s& s& xv s& d* s & s&
ve?
a. “Acohort is a web ofconnections”. d* d* d* &
s
b. “Acohort is a group of people who share common experiences with each other”.
s& xv s& d* d* s& xs & xv s& s& s& d*
c. “Acohort is a group linkedtogetherforcommon purposes”. xs & xv s & d* d*
d. “Acohort consistsofgroupsofindividuals that make up a whole”. d* s& xv d* d*
ANS: s & s & B
A cohort is a group ofpeople who sharecommon experiences with each other. A schemeis a web
s& xs & s& d* s& s& s& s& s& d* s& s& s& d* s & s
&o f connections, a team is a group linked together forcommon purposes, and a unit consists of gro
s& s& s& d* s& d* d* d* d* s& s& s& d* d* s& s& s& s &
ups or individuals that make up a whole.
s& s& s& s& s& s& s&
DIF: s & s & Cognitive Level: Evaluation s& s&
OBJ: s & Identify how experiences influence learning in adults.
&
s &
s xv s& d* &
s TOP: s & s & Adult Learning xs &
9. Thenurse educatorispresenting a lecturetoa group ofnewRNs.Whichstatement byoneof the R
s& d* d* d* s& s& s& s & s &
Ns indicates that teaching has been effective?
s& s& s& s& s& s&
a. “Experience is a stepping stone to newlearning”. d* s& d* d* d* &
s
b. “Experiencecanbeabarriertonewlearning”. d*
c. “Experience can bean avenue to newlearning”. d* d* s& &
s &
s
d. “Experiencecan be a detourto newlearning”. d* s& d* d* s&
ANS: s & s & B
Experience accentuates differences among learners, serves as a source of insight and motivation
s& s& d* s& s& s& s& d* s& s& s& s&
, can beabarrierto newlearning, andserves asafoundationfordefiningtheself.
&
s s& s& &
s s&
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