Test Bank For LPN to RN Transitions Achieving Success in yo
ur New Role 5th Edition By Nicki Harrington; Cynthia Lee Te
rry
,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
x 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
x 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
?
, Test Bank -
Chapter 01: Honoring Your Past, Planning Your Future Clay
w ell: LPN to RN Transitions, 5th Edition
MULTIPLE CHOICE
1. A nursingrradvisor is meeting with a student who is interested in earning her RN degree. S
x
he knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nur
sing school to become RNs come into the learning environment with prior knowledge an
d under standing. Which statement by the nursing advisor best describes her understandin
g of the ef fect experience may have on learning?
a. —Experience may be a source of insight and motivation, or a barrier.‖
b. —Experience is usuallyrra stumbling block forrrLPN/LVNs.‖
x x
c. —Experienceneverrrmakes learning more difficult.‖
d. —Once something is learned, itrrcanrrneverrrberrtrulymodified.‖
x
ANS: A
Experience accentuates differences among learners and serves as a source of insight and mo tivat
ion, but it can also be a barrier. Experience can serve as a foundation for definingrrthe self
.
DIF: Cognitiver Level: Application
OBJ: Identifyhow experiences influence learningrrin adults. TOP: Adult Learning
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesd
x x
ay night. The student has already taken a vacation day from work Thursday night so tha
x x
t she can stay home and study. She iW sWcoWn.
sidTeBriS
x1 ngM.
skW
ipSping her exercise class on Thurs
day mor ning to go to the library to prepare forrrthe test. Which response best identifies
the student ‘s outcome priority?
a. Exercise class
b. Going to the library
x
c. Avoiding work bytakingrra vacation
d. Doingrrwell on the test on Friday
ANS: D
The outcome priority is the essential issue orrrneed to be addressed at any given time withi
n a set of conditions or circumstances.
DIF:
Cognitive Level: Application
OBJ:
Identifymotivations and personal outcome priorities forrrreturning to school.
TOP: Motivation to Learn
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisorrrto discuss th
x
e p ossibility of taking classes to become an RN. The advisorrrinterprets which statement by
the n urse as the driving force for returning to school?
x
a. —I‘ll need to schedule time to attend classes.‖
b. —I‘ll have to budgetrrfor paying tuition.‖
x1
c. —I‘ll have to rearranging my schedule.‖
x1
d. —There is a possibilityrrof advancement into administration.‖
1 |P a g e
?
, ?
ur New Role 5th Edition By Nicki Harrington; Cynthia Lee Te
rry
,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
x 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
x 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
?
, Test Bank -
Chapter 01: Honoring Your Past, Planning Your Future Clay
w ell: LPN to RN Transitions, 5th Edition
MULTIPLE CHOICE
1. A nursingrradvisor is meeting with a student who is interested in earning her RN degree. S
x
he knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nur
sing school to become RNs come into the learning environment with prior knowledge an
d under standing. Which statement by the nursing advisor best describes her understandin
g of the ef fect experience may have on learning?
a. —Experience may be a source of insight and motivation, or a barrier.‖
b. —Experience is usuallyrra stumbling block forrrLPN/LVNs.‖
x x
c. —Experienceneverrrmakes learning more difficult.‖
d. —Once something is learned, itrrcanrrneverrrberrtrulymodified.‖
x
ANS: A
Experience accentuates differences among learners and serves as a source of insight and mo tivat
ion, but it can also be a barrier. Experience can serve as a foundation for definingrrthe self
.
DIF: Cognitiver Level: Application
OBJ: Identifyhow experiences influence learningrrin adults. TOP: Adult Learning
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesd
x x
ay night. The student has already taken a vacation day from work Thursday night so tha
x x
t she can stay home and study. She iW sWcoWn.
sidTeBriS
x1 ngM.
skW
ipSping her exercise class on Thurs
day mor ning to go to the library to prepare forrrthe test. Which response best identifies
the student ‘s outcome priority?
a. Exercise class
b. Going to the library
x
c. Avoiding work bytakingrra vacation
d. Doingrrwell on the test on Friday
ANS: D
The outcome priority is the essential issue orrrneed to be addressed at any given time withi
n a set of conditions or circumstances.
DIF:
Cognitive Level: Application
OBJ:
Identifymotivations and personal outcome priorities forrrreturning to school.
TOP: Motivation to Learn
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisorrrto discuss th
x
e p ossibility of taking classes to become an RN. The advisorrrinterprets which statement by
the n urse as the driving force for returning to school?
x
a. —I‘ll need to schedule time to attend classes.‖
b. —I‘ll have to budgetrrfor paying tuition.‖
x1
c. —I‘ll have to rearranging my schedule.‖
x1
d. —There is a possibilityrrof advancement into administration.‖
1 |P a g e
?
, ?
