Test Bank For Lpn To Rn Transitions, 6Th Edition By Lora Claywell || Isbn: 9780443122149 || Verified & Recently Updated Version

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
l i l i l i l i l i



lYour Future Claywell: LPN to RN
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lTransitions, 6th Edition
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MULTIPLE CHOICE

1. A l inursing advisor is meeting with a student who is interested l i l i l i l i l i l i l i l i l i



l i in earning her RN degree. She knows that licensed practical
l i l i l i l i l i l i l i l i l i



l i nurse/license vocational nurse (LPN/LVNs) who enter nursing school l i l i li l i l i l i l i



l i to become RNs come into the learning environment with prior
l i l i l i l i l i li l i l i l i



l i knowledge and understanding. Which statement by the nursing l i l i l i li l i l i l i



l i advisor best describes her understanding of the effect experience l i l i l i l i l i l i li l i



l i may have on learning? l i l i l i



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



barrier.‖
l i



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



c. ―Experience never makes learning more difficult.‖ l i l i l i l i l i l i l i l i l i



d. ―Once something is learned, it can never be truly modified.‖ l i l i l i l i l i l i l i l i l i l i l i l i l i l i l i




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



source of insight and motivation, but
l i l i li l i l i l i l i it can also be a barrier.
l i l i l i l i l i



Experience can serve as a foundation
l i l i l i l i l i li l i for defining the self. l i l i l i




DIF: Cognitive Level: Application l i l i l i l i



OBJ: Identify how experiences influence l i l i l i l i l i l i l i l i learning l i l i in l i l i adults. TOP: Adult li l i l i Learning

2. There is a test on the cardiovascular system on Friday morning,
l i l i l i l i l i l i l i l i l i l i



l i and it is now Wednesday night. The student has already
l i l i l i l i l i l i l i l i l i



l i taken a vacation day from work Thursday night so that she
l i l i l i l i l i l i l i l i l i l i



l i can stay home and study. She is considering skipping her
l i l i l i l i l i l i l i l i l i



l i exercise class on Thursday morning to go to the library to l i l i l i l i l i l i l i l i l i l i



l i prepare for the test. Which response best identifies the l i l i l i l i l i l i l i l i



l i student‘s outcome priority? l i l i



a. Exercise class l i l i



b. Going to the library l i l i l i l i



c. Avoiding work by taking a vacation l i l i l i l i l i l i l i l i



d. Doing well on the test on Friday l i l i l i l i l i l i l i l i




ANS: D
The outcome priority l i l i l i is the essential issue or need
l i l i l i l i l i l i to be addressed l i l i



at any given time
l i l i l i li l i within a set of conditions or l i l i l i l i l i l i circumstances.

DIF: Cognitive Level: Application l i l i l i l i



OBJ: Identify motivations and personal outcome priorities l i l i l i l i l i l i for
returning to school. TOP: Motivation to Learn
l i l i l i l i l i l i




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



with an advisor to discuss the possibility of taking classes to
l i l i l i li l i l i l i l i l i l i l i



become an RN. The advisor interprets which statement by the
l i l i l i l i l i l i l i l i l i l i



nurse as the driving force for returning to school?
l i l i l i l i l i l i l i l i l i



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



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



c. ―I‘ll have to rearranging my schedule.‖ l i l i l i l i l i l i l i l i l i l i

,d. ―There l i l i is l i l i a l i l i possibility l i l i of l i l i advancement l i l i into l i l i administration.‖
ANS: D

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



opposed to restraining forces, which are those that usually present a
l i l i li l i l i l i l i l i l i l i l i



challenge that needs to be
l i overcome for the change to take l i l i l i l i l i l i l i l i l i l i



place or present a negative effect the change may initiate.
l i l i l i l i l i l i l i li l i l i




DIF: Cognitive Level: Application l i l i l i



OBJ: Identify motivations and personal outcome priorities l i l i l i l i l i l i for
returning to school. TOP: Motivations for Change
l i l i l i l i l i l i




4. An RN is caring for a diabetic patient. The patient appears
l i l i l i l i l i l i l i l i l i l i



interested in changing her lifestyle and has been asking
l i l i l i l i l i l i l i l i l i



questions about eating better.
l i l i l i l i



The nurse can interpret this l i l i l i l i



l behavior as which stage of Lewin‘s
i l i li l i l i l i



l Change Theory?
i l i



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

ANS: B
The patient lis in
i the first phase of Lewin‘s Change Theory, l i l i l i l i l i l i l i l i l i



l i known as unfreezing. This phase involves determining that a change l i l i l i l i l i l i l i l i l i



l i needs to occur and deciding to take action. Moving is the second
l i l i l i li l i l i l i l i l i l i l i



l i phase and involves actively planning changes and taking action on
l i l i l i li l i l i l i l i l i



l i them. Refreezing is the last stage, and it occurs when the change
l i l i l i l i l i l i l i li l i l i l i



l i has become a part of the person‘s life.
l i l i l i l i l i l i l i




DIF: Cognitive Level: Analysis l i l i l i l i



OBJ: Understand Change Theory and how it l i l i l i l i l i



applies to becoming an RN. TOP:
l i Change l i li l i l i l i



Theory
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5. An LPN is
l italking with her clinical instructor about her l i l i l i l i l i l i l i l i



l i decision to return to school to become an RN. The clinical l i l i l i l i l i l i l i l i l i l i



l i instructor iNnterprets the LPNs outcome priority based on which l i l i l i li l i l i l i l i



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



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



c. ―I really enjoy school.‖
l i



d. ―I would like to advance to
l i a teaching role someday.‖ l i l i l i l i l i l i l i l i l i l i




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



internal and external factors, such as needing to better a financial
l i l i l i l i l i l i l i l i l i l i l i



situation.
l The other
i statements indicate reasons for returning to l i li l i l i l i l i l i l i



school, but they are not essential needs or issues to be addressed.
l i l i l i l i l i li l i l i l i l i l i l i




DIF: Cognitive l i Level: Analysis l i l i



OBJ: Identify how experiences influence learning in adults. TOP:
Adult Learning
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6. A l nurse notices a posting for a management
i l i l i l i l i l i l i l i position for which l i l i



l i she is qualified. If the nursel is in the
i li l i l i l i l i l i l i l i moving phase of l i l i



l i Lewin‘s Change Theory, which statement reflects l i l i li l i l i l i the action she is l i l i l i



l i most likely to take? l i l i l i