1 of 123
`kr `kr
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
Test Bank for
LPN to RN
Transitions 5th
Edition by Lora
Claywell |All
Chapters, Year-
2024|25
, 2 of 123
`kr `kr
Chapter 01: Honoring Your Past, Planning Your Future `kr `kr `kr `kr `kr `kr `kr
MULTIPLE CHOICE `kr
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
knows that licensedpractical nurse/license vocational nurse (LPN/LVNs) who enter nursing
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
school to become RNs come into the learning environment with prior knowledge and
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
understanding. Which statement by the nursing advisor best describes her understanding of
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
the effect experience may have on learning?
`kr `kr `kr `kr `kr `kr `kr
a. ―Experience may be a source of insight and motivation, or a barrier.‖ `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
b. ―Experience is usually a stumbling block for LPN/LVNs.‖ `kr `kr `kr `kr `kr `kr `kr
c. ―Experience never makes learning more difficult.‖ `kr `kr `kr `kr `kr
d. ―Once something is learned, it can never be truly modified.‖ `kr `kr `kr `kr `kr `kr `kr `kr `kr
ANS: A `kr
Experience accentuates differences among learners and serves as a source of insight and motivation,
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
but it can also bea barrier. Experience can serve as a foundation for defining the self.
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
DIF: Cognitive Level: Application
`kr `kr `kr
OBJ: Identify how experiences influence learning in adults.
`kr `kr `kr `kr `kr `kr `kr TOP: Adult Learning `kr `kr
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday night.
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
The student has already taken a vacation day from work Thursday night so that she can stay
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
home and study. She is consideringskipping her exercise class on Thursday morning to
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
N go to the library to prepare for the test. W hich response best `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
identifies the `kr `kr
student‘s outcome priority? `kr `kr
a. Exercise class `kr
b. Going to the library `kr `kr `kr
c. Avoiding work by taking a vacation `kr `kr `kr `kr `kr
d. Doing well on the test on Friday `kr `kr `kr `kr `kr `kr
ANS: D `kr
The outcome priority is the essential issue or need to be addressed at any given
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
time within aset of conditions or circumstances.
`kr `kr `kr `kr `kr `kr `kr
DIF: Cognitive Level: Application `kr `kr
OBJ: Identify motivations and personal outcome priorities for returning `kr `kr `kr `kr `kr `kr `kr
to school. TOP:Motivation to Learn
`kr `kr `kr `kr `kr
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
possibility of taking classes to become an RN. The advisor interprets which statement by the
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
nurse as the driving force for returning toschool? a. ―I‘ll need to schedule time to attend
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
classes.‖
`kr
b. ―I‘ll have to budget for paying tuition.‖
`kr `kr `kr `kr `kr `kr
c. ―I‘ll have to rearranging my schedule.‖ `kr `kr `kr `kr `kr
d. ―There is a possibility of advancement into `kr `kr `kr `kr `kr `kr
`kr administration.‖ANS: D `kr
, 3 of 123
`kr `kr
Driving forces are those that push toward making the change, as opposed to restraining forces, which
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
are those thatusually present a challenge that needs to be overcome for the change to take place or
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
present a negative effect the change may initiate.
`kr `kr `kr `kr `kr `kr `kr `kr
DIF: Cognitive Level: Application `kr `kr
OBJ: Identify motivations and personal outcome priorities for returning `kr `kr `kr `kr `kr `kr `kr
to school. TOP:Motivations for Change
`kr `kr `kr `kr `kr
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyle and
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
has been askingquestions about eating better. The nurse can interpret this behavior as which
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
stage of Lewin‘s Change Theory? a.
`kr `kr `kr `kr `kr `kr
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 phase
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
involves determining that a change needs to occur and deciding to take action. Moving is the second
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
phase and involves actively planning changes and taking action on them. Refreezing is the last
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
stage, and it occurs when the change has become apart of the person‘s life.
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
DIF: Cognitive Level: Analysis `kr `kr
OBJ: Understand Change Theory and how it applies to becoming an RN. TOP:
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
ChangeTheory
`kr
5. An LPN is talking with her clinical instructor about her decision to return to school to become an
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
RN. The clinicalinstructor interprets the LPNs outcome priority based on which N statement?
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
a. ―My family wanted me to go back to school.‖
`kr `kr `kr `kr `kr `kr `kr `kr
b. ―I want to better my financial situation.‖
`kr `kr `kr `kr `kr `kr
c. ―I really enjoy school.‖ `kr `kr `kr
d. ―I would like to advance to a teaching role someday.‖
`kr `kr `kr `kr `kr `kr `kr `kr `kr
ANS: B `kr
The outcome priority is the essential need that must be addressed, determined by internal and external
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
factors, such asneeding to better a financial situation. The other statements indicate reasons for returning
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
to school, but they are not essential needs or issues to be addressed.
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
DIF: Cognitive Level: Analysis
`kr `kr `kr OBJ: Identify how experiences influence learning in
`kr `kr `kr `kr `kr `kr
adults.TOP: Adult Learning
`kr `kr `kr
6. A nurse notices a posting for a management position for which she is qualified. If the nurse is in
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
the moving phaseof Lewin‘s Change Theory, which statement reflects the action she is most likely
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
to take?
`kr `kr
a. Does nothing to obtain the position `kr `kr `kr `kr `kr
b. Applies for the position `kr `kr `kr
c. Identifies that change is needed `kr `kr `kr `kr
d. Settles into the routine of her job `kr `kr `kr `kr `kr `kr
ANS: B `kr
Unfreezing begins when reasons for change are identified. The moving phase involves active planning
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
and action. Moving also means you are dealing with both positive and negative forces as they ebb and
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
flow, and you are makingmodifications to your plan as needed. Refreezing occurs after the change
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
has become routine.
`kr `kr `kr
DIF: Cognitive Level: Application `kr `kr
, 4 of 123
`kr `kr
OBJ: Understand Change Theory and how it applies to becoming an RN. TOP:
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
ChangeTheory
`kr
7. An Orthopedic Nurse is contemplating changes in her professional life and
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
identifying goals. Which action should the nurse take if she is interested in
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
pursuing a long-term goal? a. Studies for atelemetry exam scheduled for next
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
week
`kr
b. Enrolls in a Nurse Practitioner program `kr `kr `kr `kr `kr
c. Attends a seminar to become a charge nurse `kr `kr `kr `kr `kr `kr `kr
d. Continues to work on the orthopedic floor full-time `kr `kr `kr `kr `kr `kr `kr
ANS: B `kr
A short-term goal is one that can be attained in a period of 6 months or less. Short-term goals
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
include becoming a charge nurse and passing the telemetry exam. A long-term goal is attained in
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
greater than 6 months and includes studying to become a Nurse Practitioner. Continuing to work on
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
the orthopedic floor does not represent either a short-term or a long-term goal.
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
DIF: Cognitive Level: Application `kr `kr
OBJ: Identify both short- and long-term personal and professional goals. TOP:
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
SettingGoals
`kr
8. The RN is talking with the unit manager about ways to improve patient care. The manager introduces
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
the concept ofa cohort. Which statement by the RN indicates that the teaching has N
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
been effective?
`kr
a. ―A cohort is a web of connections‖.
`kr `kr `kr `kr `kr `kr
b. ―A cohort is a group of people who share common experiences with each other‖.
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
c. ―A cohort is a group linked together for common purposes‖.
`kr `kr `kr `kr `kr `kr `kr `kr `kr
d. ―A cohort consists of groups of individuals that make up a whole‖.
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
ANS: B `kr
A cohort is a group of people who share common experiences with each other. A scheme is a
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
web of connections, ateam is a group linked together for common purposes, and a unit consists
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
of groups or individuals that make up a whole.
`kr `kr `kr `kr `kr `kr `kr `kr `kr
DIF: Cognitive Level: Evaluation
`kr `kr `kr
OBJ: Identify how experiences influence learning in adults.
`kr `kr `kr `kr `kr `kr `kr TOP: Adult Learning `kr `kr
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by one of the
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
RNs indicates thatteaching has been effective?
`kr `kr `kr `kr `kr `kr
a. ―Experience is a stepping stone to new learning‖. `kr `kr `kr `kr `kr `kr `kr
b. ―Experience can be a barrier to new learning‖. `kr `kr `kr `kr `kr `kr `kr
c. ―Experience can be an avenue to new learning‖. `kr `kr `kr `kr `kr `kr `kr
d. ―Experience can be a detour to new learning‖. `kr `kr `kr `kr `kr `kr `kr
ANS: B `kr
Experience accentuates differences among learners, serves as a source of insight and motivation,
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
can be a barrier tonew learning, and serves as a foundation for defining the self.
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
DIF: Cognitive Level: Evaluation `kr `kr
OBJ: Identify motivations and personal outcome priorities for returning to school. TOP:
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
AdultLearning
`kr
`kr `kr
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
Test Bank for
LPN to RN
Transitions 5th
Edition by Lora
Claywell |All
Chapters, Year-
2024|25
, 2 of 123
`kr `kr
Chapter 01: Honoring Your Past, Planning Your Future `kr `kr `kr `kr `kr `kr `kr
MULTIPLE CHOICE `kr
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
knows that licensedpractical nurse/license vocational nurse (LPN/LVNs) who enter nursing
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
school to become RNs come into the learning environment with prior knowledge and
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
understanding. Which statement by the nursing advisor best describes her understanding of
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
the effect experience may have on learning?
`kr `kr `kr `kr `kr `kr `kr
a. ―Experience may be a source of insight and motivation, or a barrier.‖ `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
b. ―Experience is usually a stumbling block for LPN/LVNs.‖ `kr `kr `kr `kr `kr `kr `kr
c. ―Experience never makes learning more difficult.‖ `kr `kr `kr `kr `kr
d. ―Once something is learned, it can never be truly modified.‖ `kr `kr `kr `kr `kr `kr `kr `kr `kr
ANS: A `kr
Experience accentuates differences among learners and serves as a source of insight and motivation,
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
but it can also bea barrier. Experience can serve as a foundation for defining the self.
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
DIF: Cognitive Level: Application
`kr `kr `kr
OBJ: Identify how experiences influence learning in adults.
`kr `kr `kr `kr `kr `kr `kr TOP: Adult Learning `kr `kr
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday night.
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
The student has already taken a vacation day from work Thursday night so that she can stay
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
home and study. She is consideringskipping her exercise class on Thursday morning to
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
N go to the library to prepare for the test. W hich response best `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
identifies the `kr `kr
student‘s outcome priority? `kr `kr
a. Exercise class `kr
b. Going to the library `kr `kr `kr
c. Avoiding work by taking a vacation `kr `kr `kr `kr `kr
d. Doing well on the test on Friday `kr `kr `kr `kr `kr `kr
ANS: D `kr
The outcome priority is the essential issue or need to be addressed at any given
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
time within aset of conditions or circumstances.
`kr `kr `kr `kr `kr `kr `kr
DIF: Cognitive Level: Application `kr `kr
OBJ: Identify motivations and personal outcome priorities for returning `kr `kr `kr `kr `kr `kr `kr
to school. TOP:Motivation to Learn
`kr `kr `kr `kr `kr
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
possibility of taking classes to become an RN. The advisor interprets which statement by the
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
nurse as the driving force for returning toschool? a. ―I‘ll need to schedule time to attend
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
classes.‖
`kr
b. ―I‘ll have to budget for paying tuition.‖
`kr `kr `kr `kr `kr `kr
c. ―I‘ll have to rearranging my schedule.‖ `kr `kr `kr `kr `kr
d. ―There is a possibility of advancement into `kr `kr `kr `kr `kr `kr
`kr administration.‖ANS: D `kr
, 3 of 123
`kr `kr
Driving forces are those that push toward making the change, as opposed to restraining forces, which
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
are those thatusually present a challenge that needs to be overcome for the change to take place or
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
present a negative effect the change may initiate.
`kr `kr `kr `kr `kr `kr `kr `kr
DIF: Cognitive Level: Application `kr `kr
OBJ: Identify motivations and personal outcome priorities for returning `kr `kr `kr `kr `kr `kr `kr
to school. TOP:Motivations for Change
`kr `kr `kr `kr `kr
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyle and
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
has been askingquestions about eating better. The nurse can interpret this behavior as which
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
stage of Lewin‘s Change Theory? a.
`kr `kr `kr `kr `kr `kr
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 phase
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
involves determining that a change needs to occur and deciding to take action. Moving is the second
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
phase and involves actively planning changes and taking action on them. Refreezing is the last
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
stage, and it occurs when the change has become apart of the person‘s life.
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
DIF: Cognitive Level: Analysis `kr `kr
OBJ: Understand Change Theory and how it applies to becoming an RN. TOP:
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
ChangeTheory
`kr
5. An LPN is talking with her clinical instructor about her decision to return to school to become an
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
RN. The clinicalinstructor interprets the LPNs outcome priority based on which N statement?
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
a. ―My family wanted me to go back to school.‖
`kr `kr `kr `kr `kr `kr `kr `kr
b. ―I want to better my financial situation.‖
`kr `kr `kr `kr `kr `kr
c. ―I really enjoy school.‖ `kr `kr `kr
d. ―I would like to advance to a teaching role someday.‖
`kr `kr `kr `kr `kr `kr `kr `kr `kr
ANS: B `kr
The outcome priority is the essential need that must be addressed, determined by internal and external
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
factors, such asneeding to better a financial situation. The other statements indicate reasons for returning
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
to school, but they are not essential needs or issues to be addressed.
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
DIF: Cognitive Level: Analysis
`kr `kr `kr OBJ: Identify how experiences influence learning in
`kr `kr `kr `kr `kr `kr
adults.TOP: Adult Learning
`kr `kr `kr
6. A nurse notices a posting for a management position for which she is qualified. If the nurse is in
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
the moving phaseof Lewin‘s Change Theory, which statement reflects the action she is most likely
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
to take?
`kr `kr
a. Does nothing to obtain the position `kr `kr `kr `kr `kr
b. Applies for the position `kr `kr `kr
c. Identifies that change is needed `kr `kr `kr `kr
d. Settles into the routine of her job `kr `kr `kr `kr `kr `kr
ANS: B `kr
Unfreezing begins when reasons for change are identified. The moving phase involves active planning
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
and action. Moving also means you are dealing with both positive and negative forces as they ebb and
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
flow, and you are makingmodifications to your plan as needed. Refreezing occurs after the change
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
has become routine.
`kr `kr `kr
DIF: Cognitive Level: Application `kr `kr
, 4 of 123
`kr `kr
OBJ: Understand Change Theory and how it applies to becoming an RN. TOP:
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
ChangeTheory
`kr
7. An Orthopedic Nurse is contemplating changes in her professional life and
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
identifying goals. Which action should the nurse take if she is interested in
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
pursuing a long-term goal? a. Studies for atelemetry exam scheduled for next
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
week
`kr
b. Enrolls in a Nurse Practitioner program `kr `kr `kr `kr `kr
c. Attends a seminar to become a charge nurse `kr `kr `kr `kr `kr `kr `kr
d. Continues to work on the orthopedic floor full-time `kr `kr `kr `kr `kr `kr `kr
ANS: B `kr
A short-term goal is one that can be attained in a period of 6 months or less. Short-term goals
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
include becoming a charge nurse and passing the telemetry exam. A long-term goal is attained in
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
greater than 6 months and includes studying to become a Nurse Practitioner. Continuing to work on
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
the orthopedic floor does not represent either a short-term or a long-term goal.
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
DIF: Cognitive Level: Application `kr `kr
OBJ: Identify both short- and long-term personal and professional goals. TOP:
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
SettingGoals
`kr
8. The RN is talking with the unit manager about ways to improve patient care. The manager introduces
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
the concept ofa cohort. Which statement by the RN indicates that the teaching has N
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
been effective?
`kr
a. ―A cohort is a web of connections‖.
`kr `kr `kr `kr `kr `kr
b. ―A cohort is a group of people who share common experiences with each other‖.
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
c. ―A cohort is a group linked together for common purposes‖.
`kr `kr `kr `kr `kr `kr `kr `kr `kr
d. ―A cohort consists of groups of individuals that make up a whole‖.
`kr `kr `kr `kr `kr `kr `kr `kr `kr `kr `kr
ANS: B `kr
A cohort is a group of people who share common experiences with each other. A scheme is a
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web of connections, ateam is a group linked together for common purposes, and a unit consists
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of groups or individuals that make up a whole.
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DIF: Cognitive Level: Evaluation
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OBJ: Identify how experiences influence learning in adults.
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9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by one of the
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RNs indicates thatteaching has been effective?
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a. ―Experience is a stepping stone to new learning‖. `kr `kr `kr `kr `kr `kr `kr
b. ―Experience can be a barrier to new learning‖. `kr `kr `kr `kr `kr `kr `kr
c. ―Experience can be an avenue to new learning‖. `kr `kr `kr `kr `kr `kr `kr
d. ―Experience can be a detour to new learning‖. `kr `kr `kr `kr `kr `kr `kr
ANS: B `kr
Experience accentuates differences among learners, serves as a source of insight and motivation,
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can be a barrier tonew learning, and serves as a foundation for defining the self.
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DIF: Cognitive Level: Evaluation `kr `kr
OBJ: Identify motivations and personal outcome priorities for returning to school. TOP:
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AdultLearning
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