Test Bank for LPN to RN Transitions 5th Edition by Lora Claywell, All Chapters 1-18|Complete Guide A+

--Test bank -practice Questions for LPN to RN Transitioning – Fourth Edition Overview by Claywell" **MULTIPLE CHOICE** 1. A nursing advisor is meeting with a student who wants to pursue an RN degree. The advisor recognizes that LPNs/LVNs entering RN programs have prior knowledge. Which statement best reflects the advisor's understanding of how experience influences learning? a. "Experience can be a source of insight and motivation, or it may act as a barrier." b. "Experience typically hinders LPNs/LVNs." c. "Experience does not complicate learning." d. "Once something is learned, it remains unchanged." **ANS: A** Experience can either enhance or obstruct learning, depending on the individual's prior knowledge and context. 2. A student has a test on the cardiovascular system scheduled for Friday morning and is considering skipping her Thursday morning exercise class to study. What is the student’s main priority? a. Exercise class b. Going to the library c. Taking a vacation day from work d. Performing well on the test **ANS: D** The primary focus is on achieving a successful outcome in the test. 3. An LPN with ten years of experience is considering returning to school to become an RN. What statement reflects her primary motivation for this decision? a. "I need to schedule time for classes." b. "I need to budget for tuition." c. "I need to adjust my schedule." d. "There is a chance for advancement into administration." **ANS: D** The desire for career advancement drives the decision to pursue further education. 4. An RN is working with a diabetic patient who shows interest in improving her lifestyle by asking questions about diet. What stage of Lewin’s Change Theory is this patient in? a. Moving b. Unfreezing c. Action d. Refreezing **ANS: B** The patient is in the unfreezing stage, recognizing the need for change and preparing to take action. 5. An LPN discusses her intention to return to school with her clinical instructor. Based on her statements, what reflects her primary outcome priority? a. "My family wants me to go back to school." b. "I want to improve my financial situation." c. "I enjoy school." d. "I want to eventually move into a teaching role." **ANS: B** The priority is to address the need for better financial stability. 6. A nurse notices a management position she qualifies for. If she is in the moving phase of Lewin’s Change Theory, what action is she likely to take? a. Takes no action b. Applies for the position c. Recognizes the need for change d. Sticks with her current routine **ANS: B** In the moving phase, the nurse actively engages in planning and taking steps towards the change. 7. An orthopedic nurse is setting long-term goals. Which action reflects a long-term goal? a. Preparing for a telemetry exam next week b. Enrolling in a Nurse Practitioner program c. Attending a seminar to become a charge nurse d. Continuing full-time work on the orthopedic floor **ANS: B** Pursuing a Nurse Practitioner program represents a long-term goal, while the other actions are short-term. 8. An RN is discussing patient care improvement with the unit manager and learns about a "cohort." Which statement indicates an understanding of this concept? a. "A cohort is a network of connections." b. "A cohort is a group with shared experiences." c. "A cohort is a group united for common purposes." d. "A cohort is a collection of groups that form a whole." **ANS: B** A cohort is defined as a group of individuals who share common experiences. 9. During a lecture on experience and learning, which statement by an RN shows an effective understanding? a. "Experience always facilitates learning." b. "Experience can be a hindrance to new learning." c. "Experience is a pathway to new learning." d. "Experience may act as a diversion to learning." **ANS: B** Experience can sometimes act as a barrier to new learning due to conflicting information. 10. A lecture on experience and learning covers how experience affects learning. Which statement shows a clear understanding? a. "Experiences always enhance educational endeavors." b. "Unlearning is generally easier than initial learning." c. "Learning can be more challenging when previous knowledge is contradicted." d. "Experiences seldom benefit the learning process." **ANS: C** Learning can become more challenging if new information conflicts with previously held beliefs. **MULTIPLE RESPONSE** 1. Which of the following are examples of change processes? a. Coercive b. Collaborative c. Technocratic d. Planned e. Organized **ANS: A, C, D** Coercive, technocratic, and planned changes are recognized processes, whereas collaborative and organized are not typically classified as change processes. 2. Which comments reflect automatic thoughts according to holistic cognitive theory for stress reduction? a. "My lab instructor dislikes me; I had to redo my cardiac assessment." b. "After extensive studying, I finally remembered the steps to insert a Foley catheter. I will use this method again." c. "My child’s behavioral issues in preschool are because I am in school." d. "I knew there were answers I should have changed on my test; I must have failed." e. "Everything in my life is falling apart. I shouldn’t have started school." **ANS: A, C, D, E** Automatic thoughts are immediate, negative, and irrational, often including words like "should" and "never." 3. Which actions can improve personal empowerment skills? a. Practice positive self-talk. b. Manage success effectively. c. Develop an external locus of control. d. Eliminate self-defeating behaviors. e. Maintain good health. **ANS: A, B, D, E** Positive self-talk, effective management of success, eliminating self-defeating behaviors, and maintaining health all contribute to improved personal empowerment. 4. Which statements about stress reduction and coping mechanisms indicate effective learning? a. "Relaxation is a positive coping mechanism." b. "Catharsis is a form of stress reduction." c. "Reframing helps in reducing stress." d. "Distraction is an effective stress reduction method." Here’s a modified version of the material with adjustments to avoid copyright infringement: --- **Chapter 03: Study Strategies and Exam Techniques** **MULTIPLE CHOICE** 1. A student in her first semester is facing difficulties in class and performed poorly on her recent exam. She identifies her challenge as ineffective note-taking. What approach can she use to improve her note-taking during lectures? - a. Concentrate on capturing essential terms and ideas. - b. Copy another student’s notes. - c. Record every word spoken. - d. Focus on memorization rather than taking notes. **Answer: A** To enhance note-taking, the student should focus on key terms and concepts. Simply copying notes, writing everything verbatim, or relying on memorization won't effectively improve her note-taking skills. **DIF: Cognitive Level: Application OBJ: Describe effective listening components. TOP: Note-Taking** 2. A student nurse is concerned about his reading proficiency. What step should he take to improve his reading skills? - a. Work on increasing reading speed. - b. Read the material slowly and thoroughly. - c. Have others read to him. - d. Read passively without active engagement. **Answer: A** Research links faster reading with better comprehension, so improving reading speed is beneficial for understanding the material. **DIF: Cognitive Level: Application OBJ: Describe how to enhance reading skills. TOP: Effective Reading** 3. A student repeatedly rereads paragraphs while studying and finds this hampers her comprehension. What suggestion might an instructor offer to help with this issue? - a. “Keep trying; rereading multiple times might help.” - b. “You might be studying too late; try studying earlier.” - c. “Use your finger to follow along with each word.” - d. “Study unfamiliar terms separately before reading them in context.” **Answer: D** Regression, or the need to reread, can be caused by stumbling over unfamiliar words. Studying these terms separately can help reduce this issue. **DIF: Cognitive Level: Application OBJ: Describe how to enhance reading skills. TOP: Effective Reading** 4. A student is learning about the SQRRR study method. Which statement shows that the student has grasped the concept? - a. “The correct order is to scan, skim, survey, read, recite, review.” - b. “The correct order is to scan, skim, read, recite, review, reread.” - c. “The correct order is to survey, question, read, recite, review.” - d. “The correct order is to survey, question, read, review, reread.” **Answer: C** The SQRRR method involves surveying, questioning, reading, reciting, and reviewing. **DIF: Cognitive Level: Evaluation OBJ: Prepare to study effectively using SQRRR. TOP: Improving Study Skills** 5. A nursing student is preparing for her first lecture. What should she do to maximize her chances of success? - a. Skip the first class and study the material independently. - b. Sit at the front of the room, away from distractions. - c. Take notes from the textbook during the lecture. - d. Sit at the back of the class with a friend. **Answer: B** For optimal learning, sitting at the front of the classroom minimizes distractions. **DIF: Cognitive Level: Application OBJ: Describe effective classroom strategies. TOP: General Classroom Behaviors** 6. A patient arrives at the emergency department with severe chest pain radiating down his left arm. While discussing his health history with the RN, he mentions he is recovering from a cold and has seasonal allergies and a peanut allergy. What is the primary detail the RN should focus on? - a. The patient's peanut allergy. - b. The severe chest pain. - c. The recent cold. - d. The seasonal allergies. **Answer: B** The primary concern is the severe chest pain, which is the reason for the emergency visit. **DIF: Cognitive Level: Analysis OBJ: Identify major vs. minor details. TOP: Major/Minor Details** 7. During an assessment, which patient statement should an RN interpret as a minor detail? - a. The patient has not urinated in 12 hours. - b. The patient ate 90% of his meal. - c. The patient cannot walk. - d. The patient was in a car accident two days ago. **Answer: B** Minor details provide additional context but do not impact the main focus of care. The amount of food eaten is less critical compared to the inability to walk or recent car accident. **DIF: Cognitive Level: Analysis OBJ: Relate details to main idea. TOP: Relating Details** 8. A student returning to education after a long break is worried about her ability to focus. What action would best help her improve her study focus? - a. Study for one hour each night. - b. Study in a noisy coffee shop. - c. Stay up all night before exams to review. - d. Study with the television off. **Answer: D** To improve focus, studying in a quiet environment with distractions like the TV off is most effective. **DIF: Cognitive Level: Application OBJ: Prepare to study effectively. TOP: More Study Strategies** 9. While preparing for an exam, a student highlights the text to review later. What is the best way for her to use highlighting effectively? - a. Highlight during the first reading. - b. Highlight no more than 20% of the material. - c. Use only one highlighting method. - d. Highlight the entire chapter. **Answer: B** Effective highlighting involves marking only key sections (up to 20% of the material) after initial reading to avoid overwhelming the material. **DIF: Cognitive Level: Application OBJ: Describe effective highlighting techniques. TOP: Highlighting Appropriately** 10. A student learns about effective study habits. Which statement shows that the student has understood the concept? - a. “I should study for 3 to 4 hours per class hour.” - b. “I should study for 2 to 3 hours per class hour.” - c. “I should study for 4 to 5 hours per class hour.” - d. “I should study for 5 to 6 hours per class hour.” **Answer: B** For effective studying, it is recommended to study for 2 to 3 hours for every hour of class. **DIF: Cognitive Level: Evaluation OBJ: Prepare to study effectively. TOP: Improving Study Skills** 11. In a lecture on test-taking strategies, which statement indicates a correct understanding? - a. “Multiple incorrect answers on a test are called stems.” - b. “Multiple incorrect answers on a test are called structured responses.” - c. “Multiple incorrect answers on a test are called distracters.” - d. “Multiple incorrect answers on a test are called negative indicators.” **Answer: C** Incorrect options in a test are known as distracters. **DIF: Cognitive Level: Evaluation OBJ: Enhance test-taking skills. TOP: Test-Taking Skills** **MULTIPLE RESPONSE** 1. To ensure effective listening, what actions should a nursing student take? (Select all that apply.) - a. Review the assigned material before class. - b. Go over the material after class. - c. No preparation needed. - d. Read during class. - e. Study alone during discussions. **Answer: A, B** Effective listening involves preparing before class, maintaining focus during class, and reviewing after class. **DIF: Cognitive Level: Application OBJ: Describe effective listening. TOP: Effective Listening** 2. As a first-semester nursing student, what should you do to prepare for class tomorrow? (Select all that apply.) - a. Read the assigned material tonight. - b. Review the main points before class. - c. Read the text during class. - d. Review notes right after class. - e. Avoid reviewing before class. **Answer: A, B, D** Preparation includes reading the material beforehand, scanning it before class, and reviewing notes after class. **DIF: Cognitive Level: Application OBJ: Describe effective listening. TOP: Effective Listening** 3. When preparing for an exam and using highlighting, which actions demonstrate effective highlighting? (Select all that apply.) - a. Highlight key words or phrases. - b. Mark important paragraphs with an asterisk. - c. Underline significant sentences. - d. Use squares around key words. - e. Mark sections with a star. **Answer: A, B, C, E** Effective highlighting includes marking key concepts, sentences, and important sections with symbols for easy reference. **DIF: Cognitive Level: Application OBJ: Describe effective highlighting. TOP: Highlighting** 4. After learning about effective study strategies, which actions indicate proper understanding? (Select all that apply.) - a. Study in the evening. - b. Start with the hardest subjects. - c. Create a good study environment. - d. Record lectures and listen to them later. - e. Begin studying only the day before an exam.