TEST bBANK bFOR bLPN bTO bRN bTRANSITIONS b5TH bEDITION bBY
bCLAYWELL
TESTBANK bFOR bLPN bTO bRN bTRANSITIONS b5TH bEDITION bBY
bCLAYWELL
Chapter b01: bHonoring bYour bPast, bPlanning bYour
bFuturebClaywell: bLPN bto bRN bTransitions, b5th
bEdition
MULTIPLE
bCHOICE
1. A bnursing badvisor bis bmeeting bwith ba bstudent bwho bis binterested bin bearning bher
bRN bdegree. bShebknows bthat blicensed bpractical bnurse/license bvocational bnurse
b(LPN/LVNs) bwho benter bnursingbschool bto bbecome bRNs bcome binto bthe blearning
benvironment bwith bprior bknowledge band bunderstanding. bWhich bstatement bby bthe
bnursing badvisor bbest bdescribes bher bunderstanding bof bthe beffect bexperience bmay
bhave bon blearning?
a. “Experience bmay bbe ba bsource bof binsight band bmotivation, bor ba bbarrier.”
b. “Experience bis busually ba bstumbling bblock bfor bLPN/LVNs.”
c. “Experience bnever bmakes blearning bmore bdifficult.”
d. “Once bsomething bis blearned, bit bcan bnever bbe btruly bmodified.”
ANS: bA
Experience baccentuates bdifferences bamong blearners band bserves bas ba bsource bof
binsight band bmotivation, bbut bit bcan balso bbe ba bbarrier. bExperience bcan bserve bas
ba bfoundation bfor bdefining bthebself.
DIF: Cognitive bLevel: bApplication
OBJ: b b bIdentify bhow bexperiences binfluence blearning bin badults. TOP: b Adult bLearning
2. There bis ba btest bon bthe bcardiovascular bsystem bon bFriday bmorning, band bit bis
bnow bWednesday bnight. bThe bstudent bhas balready btaken ba bvacation bday bfrom
bwork bThursday bnight bso bthat bshe bcanbstay bhome band bstudy. bShe bis bconsidering
bskipping bher bexercise bclass bon bThursday bmorning bto bgo bto bthe blibrary bto
bprepare bfor bthe btest. bWhich bresponse bbest bidentifies bthe bstudent’s boutcome
bpriority?
a. Exercise bclass
b. Going bto bthe blibrary
c. Avoiding bwork bby btaking ba bvacation
d. Doing bwell bon bthe btest bon bFriday
ANS: bD
The boutcome bpriority bis bthe bessential bissue bor bneed bto bbe baddressed bat bany
bgiven btime bwithin babset bof bconditions bor bcircumstances.
DIF: Cognitive bLevel: bApplication
OBJ: bIdentify bmotivations band bpersonal boutcome bpriorities bfor breturning
bto bschool.bTOP: b Motivation bto bLearn
3. A bnurse bwho bhas bbeen ban bLPN/LVN bfor b10 byears bis bmeeting bwith ban
badvisor bto bdiscuss bthe bpossibility bof btaking bclasses bto bbecome ban bRN. bThe
badvisor binterprets bwhich bstatement bby bthebnurse bas bthe bdriving bforce bfor
breturning bto bschool?
a. “I’ll bneed bto bschedule btime bto battend bclasses.”
b. “I’ll bhave bto bbudget bfor bpaying btuition.”
TESTBANKWORLD.ORG
, TEST bBANK bFOR bLPN bTO bRN bTRANSITIONS b5TH bEDITION bBY
bCLAYWELL
c. “I’ll bhave bto brearranging bmy bschedule.”
d. “There bis ba bpossibility bof badvancement binto badministration.”
ANS: bD
TESTBANKWORLD.ORG
, TEST bBANK bFOR bLPN bTO bRN bTRANSITIONS b5TH bEDITION bBY
bCLAYWELL
Driving bforces bare bthose bthat bpush btoward bmaking bthe bchange, bas bopposed bto
brestraining bforces,bwhich bare bthose bthat busually bpresent ba bchallenge bthat bneeds
bto bbe bovercome bfor bthe bchange bto btake bplace bor bpresent ba bnegative beffect bthe
bchange bmay binitiate.
DIF: Cognitive bLevel: bApplication
OBJ: bIdentify bmotivations band bpersonal boutcome bpriorities bfor breturning
bto bschool.bTOP: b Motivations bfor bChange
4. An bRN bis bcaring bfor ba bdiabetic bpatient. bThe bpatient bappears binterested bin
bchanging bher blifestyleband bhas bbeen basking bquestions babout beating bbetter. bThe
bnurse bcan binterpret bthis bbehavior bas bwhich bstage bof bLewin’s bChange bTheory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: bB
The bpatient bis bin bthe bfirst bphase bof bLewin’s bChange bTheory, bknown bas
bunfreezing. bThis bphase binvolves bdetermining bthat ba bchange bneeds bto boccur band
bdeciding bto btake baction. bMoving bis bthe bsecond bphase band binvolves bactively
bplanning bchanges band btaking baction bon bthem. bRefreezing bisbthe blast bstage, band
bit boccurs bwhen bthe bchange bhas bbecome ba bpart bof bthe bperson’s blife.
DIF: Cognitive bLevel: bAnalysis
OBJ: bUnderstand bChange bTheory band bhow bit bapplies bto
bbecoming ban bRN.bTOP: b Change bTheory
5. An bLPN bis btalking bwith bher bclinical binstructor babout bher bdecision bto breturn bto
bschool bto bbecomeban bRN. bThe bclinical binstructor biN
nterprets bthe bLPNs boutcome
bpriority bbased bon bwhich bstatement?
a. “My bfamily bwanted bme bto bgo bback bto bschool.”
b. “I bwant bto bbetter bmy bfinancial bsituation.”
c. “I breally benjoy bschool.”
d. “I bwould blike bto badvance bto ba bteaching brole bsomeday.”
ANS: bB
The boutcome bpriority bis bthe bessential bneed bthat bmust bbe baddressed, bdetermined
bby binternal band bexternal bfactors, bsuch bas bneeding bto bbetter ba bfinancial bsituation.
bThe bother bstatements bindicate breasons bfor breturning bto bschool, bbut bthey bare
bnot bessential bneeds bor bissues bto bbe baddressed.
DIF: b Cognitive bLevel: bAnalysis
OBJ: b b bIdentify bhow bexperiences binfluence blearning bin badults. b b b b b b b bTOP: b Adult
bLearning
6. A bnurse bnotices ba bposting bfor ba bmanagement bposition bfor bwhich bshe bis
bqualified. bIf bthe bnurse bisbin bthe bmoving bphase bof bLewin’s bChange bTheory,
bwhich bstatement breflects bthe baction bshe bis bmost blikely bto btake?
a. Does bnothing bto bobtain bthe bposition
b. Applies bfor bthe bposition
c. Identifies bthat bchange bis bneeded
d. Settles binto bthe broutine bof bher bjob
ANS: bB
TESTBANKWORLD.ORG
, TEST bBANK bFOR bLPN bTO bRN bTRANSITIONS b5TH bEDITION bBY
bCLAYWELL
Unfreezing bbegins bwhen breasons bfor bchange bare bidentified. bThe bmoving bphase
binvolves bactivebplanning band baction. bMoving balso bmeans byou bare bdealing bwith
bboth bpositive band bnegative bforces bas bthey bebb band bflow, band byou bare bmaking
bmodifications bto byour bplan bas bneeded.
Refreezing boccurs bafter bthe bchange bhas bbecome broutine.
DIF: Cognitive bLevel: bApplication
OBJ: bUnderstand bChange bTheory band bhow bit bapplies bto
bbecoming ban bRN.bTOP: b Change bTheory
7. The bRN bis btalking bwith bthe bunit bmanager babout bways bto bimprove bpatient bcare.
bThe bmanager bintroduces bthe bconcept bof ba bcohN ort. bWhich bstatement bby bthe bRN
bindicates bthat bthe bteaching bhas bbeen beffective?
a. “A bcohort bis ba bweb bof bconnections”.
b. “A bcohort bis ba bgroup bof bpeople bwho bshare bcommon bexperiences bwith beach
bother”.
c. “A bcohort bis ba bgroup blinked btogether bfor bcommon bpurposes”.
d. “A bcohort bconsists bof bgroups bof bindividuals bthat bmake bup ba bwhole”.
ANS: bB
A bcohort bis ba bgroup bof bpeople bwho bshare bcommon bexperiences bwith beach
bother. bA bscheme bis babweb bof bconnections, ba bteam bis ba bgroup blinked btogether
bfor bcommon bpurposes, band ba bunit bconsists bof bgroups bor bindividuals bthat bmake
bup ba bwhole.
DIF: Cognitive bLevel: bEvaluation
OBJ: b b bIdentify bhow bexperiences binfluence blearning bin badults. TOP: b Adult bLearning
8. An bOrthopedic bNurse bis bcontemplating bchanges bin bher bprofessional blife band
bidentifying bgoals.bWhich baction bshould bthe bnurse btake bif bshe bis binterested bin
bpursuing ba blong-term bgoal?
a. Studies bfor ba btelemetry bexam bscheduled bfor bnext bweek
b. Enrolls bin ba bNurse bPractitioner bprogram
c. Attends ba bseminar bto bbecome ba bcharge bnurse
d. Continues bto bwork bon bthe borthopedic bfloor bfull-time
ANS: bB
A bshort-term bgoal bis bone bthat bcan bbe battained bin ba bperiod bof b6 bmonths bor
bless. bShort-term bgoals binclude bbecoming ba bcharge bnurse band bpassing bthe
btelemetry bexam. bA blong-term bgoal bis battainedbin bgreater bthan b6 bmonths band
bincludes bstudying bto bbecome ba bNurse bPractitioner. bContinuing bto bwork bon bthe
borthopedic bfloor bdoes bnot brepresent beither ba bshort-term bor ba blong-term bgoal.
DIF: Cognitive bLevel: bApplication
OBJ: bIdentify bboth bshort- band blong-term bpersonal band
bprofessional bgoals.bTOP: b Setting bGoals
9. The bnurse beducator bis bpresenting ba blecture bto ba bgroup bof bnew bRNs. bWhich
bstatement bby bone bofbthe bRNs bindicates bthat bteaching bhas bbeen beffective?
a. “Experience bis ba bstepping bstone bto bnew blearning”.
b. “Experience bcan bbe ba bbarrier bto bnew blearning”.
c. “Experience bcan bbe ban bavenue bto bnew blearning”.
d. “Experience bcan bbe ba bdetour bto bnew blearning”.
ANS: bB
TESTBANKWORLD.ORG
bCLAYWELL
TESTBANK bFOR bLPN bTO bRN bTRANSITIONS b5TH bEDITION bBY
bCLAYWELL
Chapter b01: bHonoring bYour bPast, bPlanning bYour
bFuturebClaywell: bLPN bto bRN bTransitions, b5th
bEdition
MULTIPLE
bCHOICE
1. A bnursing badvisor bis bmeeting bwith ba bstudent bwho bis binterested bin bearning bher
bRN bdegree. bShebknows bthat blicensed bpractical bnurse/license bvocational bnurse
b(LPN/LVNs) bwho benter bnursingbschool bto bbecome bRNs bcome binto bthe blearning
benvironment bwith bprior bknowledge band bunderstanding. bWhich bstatement bby bthe
bnursing badvisor bbest bdescribes bher bunderstanding bof bthe beffect bexperience bmay
bhave bon blearning?
a. “Experience bmay bbe ba bsource bof binsight band bmotivation, bor ba bbarrier.”
b. “Experience bis busually ba bstumbling bblock bfor bLPN/LVNs.”
c. “Experience bnever bmakes blearning bmore bdifficult.”
d. “Once bsomething bis blearned, bit bcan bnever bbe btruly bmodified.”
ANS: bA
Experience baccentuates bdifferences bamong blearners band bserves bas ba bsource bof
binsight band bmotivation, bbut bit bcan balso bbe ba bbarrier. bExperience bcan bserve bas
ba bfoundation bfor bdefining bthebself.
DIF: Cognitive bLevel: bApplication
OBJ: b b bIdentify bhow bexperiences binfluence blearning bin badults. TOP: b Adult bLearning
2. There bis ba btest bon bthe bcardiovascular bsystem bon bFriday bmorning, band bit bis
bnow bWednesday bnight. bThe bstudent bhas balready btaken ba bvacation bday bfrom
bwork bThursday bnight bso bthat bshe bcanbstay bhome band bstudy. bShe bis bconsidering
bskipping bher bexercise bclass bon bThursday bmorning bto bgo bto bthe blibrary bto
bprepare bfor bthe btest. bWhich bresponse bbest bidentifies bthe bstudent’s boutcome
bpriority?
a. Exercise bclass
b. Going bto bthe blibrary
c. Avoiding bwork bby btaking ba bvacation
d. Doing bwell bon bthe btest bon bFriday
ANS: bD
The boutcome bpriority bis bthe bessential bissue bor bneed bto bbe baddressed bat bany
bgiven btime bwithin babset bof bconditions bor bcircumstances.
DIF: Cognitive bLevel: bApplication
OBJ: bIdentify bmotivations band bpersonal boutcome bpriorities bfor breturning
bto bschool.bTOP: b Motivation bto bLearn
3. A bnurse bwho bhas bbeen ban bLPN/LVN bfor b10 byears bis bmeeting bwith ban
badvisor bto bdiscuss bthe bpossibility bof btaking bclasses bto bbecome ban bRN. bThe
badvisor binterprets bwhich bstatement bby bthebnurse bas bthe bdriving bforce bfor
breturning bto bschool?
a. “I’ll bneed bto bschedule btime bto battend bclasses.”
b. “I’ll bhave bto bbudget bfor bpaying btuition.”
TESTBANKWORLD.ORG
, TEST bBANK bFOR bLPN bTO bRN bTRANSITIONS b5TH bEDITION bBY
bCLAYWELL
c. “I’ll bhave bto brearranging bmy bschedule.”
d. “There bis ba bpossibility bof badvancement binto badministration.”
ANS: bD
TESTBANKWORLD.ORG
, TEST bBANK bFOR bLPN bTO bRN bTRANSITIONS b5TH bEDITION bBY
bCLAYWELL
Driving bforces bare bthose bthat bpush btoward bmaking bthe bchange, bas bopposed bto
brestraining bforces,bwhich bare bthose bthat busually bpresent ba bchallenge bthat bneeds
bto bbe bovercome bfor bthe bchange bto btake bplace bor bpresent ba bnegative beffect bthe
bchange bmay binitiate.
DIF: Cognitive bLevel: bApplication
OBJ: bIdentify bmotivations band bpersonal boutcome bpriorities bfor breturning
bto bschool.bTOP: b Motivations bfor bChange
4. An bRN bis bcaring bfor ba bdiabetic bpatient. bThe bpatient bappears binterested bin
bchanging bher blifestyleband bhas bbeen basking bquestions babout beating bbetter. bThe
bnurse bcan binterpret bthis bbehavior bas bwhich bstage bof bLewin’s bChange bTheory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: bB
The bpatient bis bin bthe bfirst bphase bof bLewin’s bChange bTheory, bknown bas
bunfreezing. bThis bphase binvolves bdetermining bthat ba bchange bneeds bto boccur band
bdeciding bto btake baction. bMoving bis bthe bsecond bphase band binvolves bactively
bplanning bchanges band btaking baction bon bthem. bRefreezing bisbthe blast bstage, band
bit boccurs bwhen bthe bchange bhas bbecome ba bpart bof bthe bperson’s blife.
DIF: Cognitive bLevel: bAnalysis
OBJ: bUnderstand bChange bTheory band bhow bit bapplies bto
bbecoming ban bRN.bTOP: b Change bTheory
5. An bLPN bis btalking bwith bher bclinical binstructor babout bher bdecision bto breturn bto
bschool bto bbecomeban bRN. bThe bclinical binstructor biN
nterprets bthe bLPNs boutcome
bpriority bbased bon bwhich bstatement?
a. “My bfamily bwanted bme bto bgo bback bto bschool.”
b. “I bwant bto bbetter bmy bfinancial bsituation.”
c. “I breally benjoy bschool.”
d. “I bwould blike bto badvance bto ba bteaching brole bsomeday.”
ANS: bB
The boutcome bpriority bis bthe bessential bneed bthat bmust bbe baddressed, bdetermined
bby binternal band bexternal bfactors, bsuch bas bneeding bto bbetter ba bfinancial bsituation.
bThe bother bstatements bindicate breasons bfor breturning bto bschool, bbut bthey bare
bnot bessential bneeds bor bissues bto bbe baddressed.
DIF: b Cognitive bLevel: bAnalysis
OBJ: b b bIdentify bhow bexperiences binfluence blearning bin badults. b b b b b b b bTOP: b Adult
bLearning
6. A bnurse bnotices ba bposting bfor ba bmanagement bposition bfor bwhich bshe bis
bqualified. bIf bthe bnurse bisbin bthe bmoving bphase bof bLewin’s bChange bTheory,
bwhich bstatement breflects bthe baction bshe bis bmost blikely bto btake?
a. Does bnothing bto bobtain bthe bposition
b. Applies bfor bthe bposition
c. Identifies bthat bchange bis bneeded
d. Settles binto bthe broutine bof bher bjob
ANS: bB
TESTBANKWORLD.ORG
, TEST bBANK bFOR bLPN bTO bRN bTRANSITIONS b5TH bEDITION bBY
bCLAYWELL
Unfreezing bbegins bwhen breasons bfor bchange bare bidentified. bThe bmoving bphase
binvolves bactivebplanning band baction. bMoving balso bmeans byou bare bdealing bwith
bboth bpositive band bnegative bforces bas bthey bebb band bflow, band byou bare bmaking
bmodifications bto byour bplan bas bneeded.
Refreezing boccurs bafter bthe bchange bhas bbecome broutine.
DIF: Cognitive bLevel: bApplication
OBJ: bUnderstand bChange bTheory band bhow bit bapplies bto
bbecoming ban bRN.bTOP: b Change bTheory
7. The bRN bis btalking bwith bthe bunit bmanager babout bways bto bimprove bpatient bcare.
bThe bmanager bintroduces bthe bconcept bof ba bcohN ort. bWhich bstatement bby bthe bRN
bindicates bthat bthe bteaching bhas bbeen beffective?
a. “A bcohort bis ba bweb bof bconnections”.
b. “A bcohort bis ba bgroup bof bpeople bwho bshare bcommon bexperiences bwith beach
bother”.
c. “A bcohort bis ba bgroup blinked btogether bfor bcommon bpurposes”.
d. “A bcohort bconsists bof bgroups bof bindividuals bthat bmake bup ba bwhole”.
ANS: bB
A bcohort bis ba bgroup bof bpeople bwho bshare bcommon bexperiences bwith beach
bother. bA bscheme bis babweb bof bconnections, ba bteam bis ba bgroup blinked btogether
bfor bcommon bpurposes, band ba bunit bconsists bof bgroups bor bindividuals bthat bmake
bup ba bwhole.
DIF: Cognitive bLevel: bEvaluation
OBJ: b b bIdentify bhow bexperiences binfluence blearning bin badults. TOP: b Adult bLearning
8. An bOrthopedic bNurse bis bcontemplating bchanges bin bher bprofessional blife band
bidentifying bgoals.bWhich baction bshould bthe bnurse btake bif bshe bis binterested bin
bpursuing ba blong-term bgoal?
a. Studies bfor ba btelemetry bexam bscheduled bfor bnext bweek
b. Enrolls bin ba bNurse bPractitioner bprogram
c. Attends ba bseminar bto bbecome ba bcharge bnurse
d. Continues bto bwork bon bthe borthopedic bfloor bfull-time
ANS: bB
A bshort-term bgoal bis bone bthat bcan bbe battained bin ba bperiod bof b6 bmonths bor
bless. bShort-term bgoals binclude bbecoming ba bcharge bnurse band bpassing bthe
btelemetry bexam. bA blong-term bgoal bis battainedbin bgreater bthan b6 bmonths band
bincludes bstudying bto bbecome ba bNurse bPractitioner. bContinuing bto bwork bon bthe
borthopedic bfloor bdoes bnot brepresent beither ba bshort-term bor ba blong-term bgoal.
DIF: Cognitive bLevel: bApplication
OBJ: bIdentify bboth bshort- band blong-term bpersonal band
bprofessional bgoals.bTOP: b Setting bGoals
9. The bnurse beducator bis bpresenting ba blecture bto ba bgroup bof bnew bRNs. bWhich
bstatement bby bone bofbthe bRNs bindicates bthat bteaching bhas bbeen beffective?
a. “Experience bis ba bstepping bstone bto bnew blearning”.
b. “Experience bcan bbe ba bbarrier bto bnew blearning”.
c. “Experience bcan bbe ban bavenue bto bnew blearning”.
d. “Experience bcan bbe ba bdetour bto bnew blearning”.
ANS: bB
TESTBANKWORLD.ORG
