1
nlofn l 123
Test Bank for LPN to RN Transitions 5th Edition by Lora Claywell
nl nl nl nl nl nl nl nl nl nl nl
, All Chapters 1-18|Complete Guide A+
nl nl nl nl nl
•
TestBankfor L i i nli
PNtoRN Transi i i nli
tions5th Editio i nli
nbyLora Clay
i i nli
well|All Chapte i nli
rs,Year- i
2024|25
,2
nlofn l 123
, 3
nlofn l 123
Chaptern l 01:n l Honoringn l Yourn l Past,n l Planningn l Yourn l Future
MULTIPLEnlCHOICE
1. AnlnursingnladvisornlisnlmeetingnlwithnlanlstudentnlwhonlisnlinterestednlinnlearningnlhernlRNnldegree.nlS
henlknowsn l thatn l licensedpracticaln l nurse/licensen l vocationaln l nursen l (LPN/LVNs)n l whon l en
tern l nursingnlschoolnltonlbecomenlRNsnlcomenlintonlthenllearningnlenvironmentnlwithnlpriornlknowled
genlandnlunderstanding.nlWhichn l statementn l bynlthen l nursingn l advisorn l bestn l describesn l her
n l understandingnlofn l then l effectn l experiencen l mayn l haven l onn l learning?
a. ―Experiencenlmaynlbenl anlsourcen l ofnlinsightnl andn l motivation,nlornlan l barrier.‖
b. ―Experiencen l isn l usuallynlan l stumblingnl blockn l forn l LPN/LVNs.‖
c. ―Experiencen l nevern l makesnl learningn l morenl difficult.‖
d. ―Oncen l somethingn l isn l learned,n l itn l cann l nevern l ben l trulynlmodified.‖
ANS:n l A
Experiencenlnlaccentuatesn l differencesn l amongn l learnersn l andn l servesn l asn l an l sourcen l of insightn l andn l motiv
i`kr
ation,nlbutnlnlitnlnlcannlnlalsonlnlbeanlnlbarrier.nlnlExperiencenlnlcannlnlservenlnlasnlnlanlnlfoundationnlnlfor definingnlnlthenl
i`kr
nlself.
DIF:nlCognitiven l Level:n l Application
OBJ:nl Identifynlhownlexperiencesn l influencen l learningn l inn l adults. TOP:nl Adultn l Learning
2. Therenln l isnln l anlnltestnln l onnlnlthenlnl cardiovascularnln l systemnlnlnlonnlnl Fridaynl morning,nln l andnln l itnln l isnln l no
i`kr
wnlnlWednesdaynlnight.nlnlThenln l studentnln l hasnln l alreadyn l takennlnlanln l vacationnl dayn l fromnl worknlnlThu
i`kr i`kr
rsdaynlnlnightnlnlsonln l thatnlnlshenlcannlstaynlhomenlandnlstudy.n l Shen l isn l consideringskippingn l hern l
exercisen l classn l onn l Thursdaynlmorningn l to
Nnlgonltonlthenllibrarynltonlpreparenlfornlthenltest.nlWhichn l responsen l bestnli
dentifiesn l the
student‘snloutcomenlpriority
?
a. Exercisenlclass
b. Goingnlton l then l library
c. Avoidingn l workn l bynltakingn l an l vacation
d. Doingnlnlwelln l onn l then l testnl onnlFriday kr
ANS:nl D
Then l outcomen l prioritynl is thenlnlessentialn l issuenlnlornlnlneednlnltonlnlben l addressedn l atnlnlan
i`kr
ynl givennltimen l withinn l asetn l ofn l conditionsn l orn l circumstances.
DIF: CognitivenlLevel:n l Application
OBJ:
Identify motivationsn l andn l personaln l outcomenl prioritiesn l fornl retur
i`kr
ningnltonl̀ school. TOP:MotivationnlnltonlnlLearn
kr i`kr
3. A nurse whonlnlhasnlnlbeennlnlannlnlLPN/LVNn l fornlnl10nlnlyearsnlnlisnlnlm eetingnlnlwithnlnlann l advisornlnltonlnldiscus
i`kr i`kr
snlnlthenl possibilityn l ofnlnltakingnlnlclassesnlnltonlnlbecomenlnlannlnlRN.nlnlThenlnladvisornlnlinterpretsnlnlwhichnlnls
i`kr
tatementnlnlbynlnlthenlnursen l asn l then l drivingn l forcen l forn l returningn l toschool?n l a.n l ―I‘lln l needn l ton
l schedulen l timen l ton l attend
classes.‖
i`kr
b. ―I‘llnlhavenltonlbudgetnlfornlpayingnltuition.‖
c. ―I‘llnlhaven l to nlnlrearrangingn l mynlschedule.‖
i
d. ―Theren l isn l an l possibilitynlofn l advancementn
l intonladministration.‖ANS:n l D
, 4
nlofn l 123
Drivingn l forcesn l aren l thosen l thatn l pushn l towardn l makingn l then l change,n l asn l opposedn l ton l restrainingn l
forces,n l whichnlarenlthosenlthatusuallynlpresentnlanlchallengenlthatnlneedsnltonlbenlovercomenlfornlthenlchangenlto
nltaken l placen l ornlpresentn l an l negativen l effectn l then l changen l mayn l initiate.
DIF: Cognitivenl Level:n l Application
OBJ:
Identifynl motivationsn l andn l personaln l outcomen l prioritiesn l forn l retur
ningnlton l school.n l TOP:Motivationsn l forn l Change
4. Annl RNn l isn l caringn l forn l anl diabeticn l patient.n l Thenl patientn l appearsn l interestedn l innl changingn l hern l lif
estylen l andnlhasn l beenn l askingquestionsn l aboutn l eatingn l better.n l Then l nursen l cann l interpretn l thi
sn l behaviorn l asn l whichnlstagen l ofn l Lewin‘sn l Changen l Theory?n l a.
Moving
b. Unfreezing
c. Action
d. Refreezing
ANS:nln l Bnln l Thenln l patientnln l isnln l innln l thenln l firstnln l phasenln l ofnln l Lewin‘snln l Changenln l Theory,nln l knownnln l asnl
`kr
unfreezing.nln l Thisnlphasenln l involvesnln l determiningnlnlthatnlnlanlnlchangenlnlneedsnlnltonlnloccurnlnlandnlnldecidingnlnltonl i
nlnlnltakenl action.nlnlMovingnlnlis nlnlt henlsecondnlnlphasenlnlandnlnlinvolvesnlnlactivelynlnlplanningnlnlchangesnlnlandnlnltaki
i`kr
ngnlnlactionnl onnlnlthem.nlnlRefreezingnlnlisnlnlthenllastnlnlstage,nlnlandnlnlitnlnloccursnlnlwhennlnlthenlnlchangenlnlhasnlnlb
kr
ecomenlnlapartnlnlofnlnlthe person‘snlnllife. i`kr
DIF: CognitivenlLevel:n l Analysis
OBJ:n l Understandn l ChangenlnlTheorynlandnlnlhown l itn l appliesn l ton l becoming ann l RN.n l TO
i`kr
P:nlChangeTheory
5. AnnlnlLPNnlnlisn l talkingnlnlwithn l hernlnlclinicaln l instructorn l aboutnlnlhernlnldecision nlnlnlton l returnn l tonlnlschool
i
nlnltonlnlbecomenlann l RN.nlnlThenlnlclinicalinstructornlnlinterpretsnlnlthenlnlLPNs nl outcome prioritynlnlbased
i`kr i`kr
nlnlonnlnlwhichnlnlNnlstatement?
a. ―Mynlfamilyn l wantednlmen l ton l gon l backn l ton l school.‖
b. ―Inl wantnltonlbetternlmynlfinancialn l situation.‖
c. ―Inlreallynlenjoynlschool.‖
d. ―In l wouldn l likenl ton l advancen l tonlnlanl teaching rolen l someday.‖ i`kr
ANS:nl B
Thenlnloutcomenlnlprioritynlnlisnlnlthenlnlessential neednlnlthatnlnlmustnlnlbenlnladdressed,nlnldeterminednlnlbynlnlinternalnl
i`kr
nlandnlexternaln l factors,n l suchn l asneedingn l ton l bettern l an l financialn l situation.n l Then l othern l statementsn l in
dicaten l reasonsnlforn l returningnlnltonlnlschool,nl butnl̀ theynl̀ arenlnlnotnlnlessentialnlnlneedsnlnlornlnlissuesnlnltonlnlbenlnlad
kr kr kr
dressed.
DIF:n l Cognitiven l Level:n l Analysis
OBJ:nlIdentifynlhownlexperiencesn l influencen l learni
ngnlinnlnladults.TOP:nl AdultnlnlLearning kr
6. Anlnlnursenlnlnoticesnl a postingnlnlfornlnlanlnlmanagementnlnlpositionnlnlfornlnlwhichnlnlshenlnlisnlnlqualified.nlnlIfnlnlth
i `kr i`kr
enlnlnursenlnlisnlin the moving phaseofnlnlLewin‘snlnlChangenlnlT heory,nlnlwhichn l statementnlnlreflectsnlnlthen l a
i`kr i`kr i`kr
ctionn l shenlnlisn l most
likelynlto take?
i`kr i`kr
a. Doesnlnothingnlton l obtainn l thenl position
b. Applies nlnlfornlthenl position
i`
c. Identifiesnlthat nlchangen l isnlneeded
i`
d. Settlesnl intonlthen l routinen l ofn l hern l job
ANS:nl B
Unfreezingnlbeginsn l whenn l reasonsn l forn l changen l aren l identified.n l Then l movingn l phasen l involvesn l
activenlplanningnlandnlaction.nlMovingnlalson l meansn l youn l aren l dealingn l withnlbothnlpositiven l andn l nega
tiven l forcesn l asnltheynlebbnlandnl flow,nlandn l youn l aren l makingmodificationsn l ton l yourn l plann l asn l need
ed.n l Refreezingn l occursn l afternlthen l changen l hasn l becomen l routine.
nlofn l 123
Test Bank for LPN to RN Transitions 5th Edition by Lora Claywell
nl nl nl nl nl nl nl nl nl nl nl
, All Chapters 1-18|Complete Guide A+
nl nl nl nl nl
•
TestBankfor L i i nli
PNtoRN Transi i i nli
tions5th Editio i nli
nbyLora Clay
i i nli
well|All Chapte i nli
rs,Year- i
2024|25
,2
nlofn l 123
, 3
nlofn l 123
Chaptern l 01:n l Honoringn l Yourn l Past,n l Planningn l Yourn l Future
MULTIPLEnlCHOICE
1. AnlnursingnladvisornlisnlmeetingnlwithnlanlstudentnlwhonlisnlinterestednlinnlearningnlhernlRNnldegree.nlS
henlknowsn l thatn l licensedpracticaln l nurse/licensen l vocationaln l nursen l (LPN/LVNs)n l whon l en
tern l nursingnlschoolnltonlbecomenlRNsnlcomenlintonlthenllearningnlenvironmentnlwithnlpriornlknowled
genlandnlunderstanding.nlWhichn l statementn l bynlthen l nursingn l advisorn l bestn l describesn l her
n l understandingnlofn l then l effectn l experiencen l mayn l haven l onn l learning?
a. ―Experiencenlmaynlbenl anlsourcen l ofnlinsightnl andn l motivation,nlornlan l barrier.‖
b. ―Experiencen l isn l usuallynlan l stumblingnl blockn l forn l LPN/LVNs.‖
c. ―Experiencen l nevern l makesnl learningn l morenl difficult.‖
d. ―Oncen l somethingn l isn l learned,n l itn l cann l nevern l ben l trulynlmodified.‖
ANS:n l A
Experiencenlnlaccentuatesn l differencesn l amongn l learnersn l andn l servesn l asn l an l sourcen l of insightn l andn l motiv
i`kr
ation,nlbutnlnlitnlnlcannlnlalsonlnlbeanlnlbarrier.nlnlExperiencenlnlcannlnlservenlnlasnlnlanlnlfoundationnlnlfor definingnlnlthenl
i`kr
nlself.
DIF:nlCognitiven l Level:n l Application
OBJ:nl Identifynlhownlexperiencesn l influencen l learningn l inn l adults. TOP:nl Adultn l Learning
2. Therenln l isnln l anlnltestnln l onnlnlthenlnl cardiovascularnln l systemnlnlnlonnlnl Fridaynl morning,nln l andnln l itnln l isnln l no
i`kr
wnlnlWednesdaynlnight.nlnlThenln l studentnln l hasnln l alreadyn l takennlnlanln l vacationnl dayn l fromnl worknlnlThu
i`kr i`kr
rsdaynlnlnightnlnlsonln l thatnlnlshenlcannlstaynlhomenlandnlstudy.n l Shen l isn l consideringskippingn l hern l
exercisen l classn l onn l Thursdaynlmorningn l to
Nnlgonltonlthenllibrarynltonlpreparenlfornlthenltest.nlWhichn l responsen l bestnli
dentifiesn l the
student‘snloutcomenlpriority
?
a. Exercisenlclass
b. Goingnlton l then l library
c. Avoidingn l workn l bynltakingn l an l vacation
d. Doingnlnlwelln l onn l then l testnl onnlFriday kr
ANS:nl D
Then l outcomen l prioritynl is thenlnlessentialn l issuenlnlornlnlneednlnltonlnlben l addressedn l atnlnlan
i`kr
ynl givennltimen l withinn l asetn l ofn l conditionsn l orn l circumstances.
DIF: CognitivenlLevel:n l Application
OBJ:
Identify motivationsn l andn l personaln l outcomenl prioritiesn l fornl retur
i`kr
ningnltonl̀ school. TOP:MotivationnlnltonlnlLearn
kr i`kr
3. A nurse whonlnlhasnlnlbeennlnlannlnlLPN/LVNn l fornlnl10nlnlyearsnlnlisnlnlm eetingnlnlwithnlnlann l advisornlnltonlnldiscus
i`kr i`kr
snlnlthenl possibilityn l ofnlnltakingnlnlclassesnlnltonlnlbecomenlnlannlnlRN.nlnlThenlnladvisornlnlinterpretsnlnlwhichnlnls
i`kr
tatementnlnlbynlnlthenlnursen l asn l then l drivingn l forcen l forn l returningn l toschool?n l a.n l ―I‘lln l needn l ton
l schedulen l timen l ton l attend
classes.‖
i`kr
b. ―I‘llnlhavenltonlbudgetnlfornlpayingnltuition.‖
c. ―I‘llnlhaven l to nlnlrearrangingn l mynlschedule.‖
i
d. ―Theren l isn l an l possibilitynlofn l advancementn
l intonladministration.‖ANS:n l D
, 4
nlofn l 123
Drivingn l forcesn l aren l thosen l thatn l pushn l towardn l makingn l then l change,n l asn l opposedn l ton l restrainingn l
forces,n l whichnlarenlthosenlthatusuallynlpresentnlanlchallengenlthatnlneedsnltonlbenlovercomenlfornlthenlchangenlto
nltaken l placen l ornlpresentn l an l negativen l effectn l then l changen l mayn l initiate.
DIF: Cognitivenl Level:n l Application
OBJ:
Identifynl motivationsn l andn l personaln l outcomen l prioritiesn l forn l retur
ningnlton l school.n l TOP:Motivationsn l forn l Change
4. Annl RNn l isn l caringn l forn l anl diabeticn l patient.n l Thenl patientn l appearsn l interestedn l innl changingn l hern l lif
estylen l andnlhasn l beenn l askingquestionsn l aboutn l eatingn l better.n l Then l nursen l cann l interpretn l thi
sn l behaviorn l asn l whichnlstagen l ofn l Lewin‘sn l Changen l Theory?n l a.
Moving
b. Unfreezing
c. Action
d. Refreezing
ANS:nln l Bnln l Thenln l patientnln l isnln l innln l thenln l firstnln l phasenln l ofnln l Lewin‘snln l Changenln l Theory,nln l knownnln l asnl
`kr
unfreezing.nln l Thisnlphasenln l involvesnln l determiningnlnlthatnlnlanlnlchangenlnlneedsnlnltonlnloccurnlnlandnlnldecidingnlnltonl i
nlnlnltakenl action.nlnlMovingnlnlis nlnlt henlsecondnlnlphasenlnlandnlnlinvolvesnlnlactivelynlnlplanningnlnlchangesnlnlandnlnltaki
i`kr
ngnlnlactionnl onnlnlthem.nlnlRefreezingnlnlisnlnlthenllastnlnlstage,nlnlandnlnlitnlnloccursnlnlwhennlnlthenlnlchangenlnlhasnlnlb
kr
ecomenlnlapartnlnlofnlnlthe person‘snlnllife. i`kr
DIF: CognitivenlLevel:n l Analysis
OBJ:n l Understandn l ChangenlnlTheorynlandnlnlhown l itn l appliesn l ton l becoming ann l RN.n l TO
i`kr
P:nlChangeTheory
5. AnnlnlLPNnlnlisn l talkingnlnlwithn l hernlnlclinicaln l instructorn l aboutnlnlhernlnldecision nlnlnlton l returnn l tonlnlschool
i
nlnltonlnlbecomenlann l RN.nlnlThenlnlclinicalinstructornlnlinterpretsnlnlthenlnlLPNs nl outcome prioritynlnlbased
i`kr i`kr
nlnlonnlnlwhichnlnlNnlstatement?
a. ―Mynlfamilyn l wantednlmen l ton l gon l backn l ton l school.‖
b. ―Inl wantnltonlbetternlmynlfinancialn l situation.‖
c. ―Inlreallynlenjoynlschool.‖
d. ―In l wouldn l likenl ton l advancen l tonlnlanl teaching rolen l someday.‖ i`kr
ANS:nl B
Thenlnloutcomenlnlprioritynlnlisnlnlthenlnlessential neednlnlthatnlnlmustnlnlbenlnladdressed,nlnldeterminednlnlbynlnlinternalnl
i`kr
nlandnlexternaln l factors,n l suchn l asneedingn l ton l bettern l an l financialn l situation.n l Then l othern l statementsn l in
dicaten l reasonsnlforn l returningnlnltonlnlschool,nl butnl̀ theynl̀ arenlnlnotnlnlessentialnlnlneedsnlnlornlnlissuesnlnltonlnlbenlnlad
kr kr kr
dressed.
DIF:n l Cognitiven l Level:n l Analysis
OBJ:nlIdentifynlhownlexperiencesn l influencen l learni
ngnlinnlnladults.TOP:nl AdultnlnlLearning kr
6. Anlnlnursenlnlnoticesnl a postingnlnlfornlnlanlnlmanagementnlnlpositionnlnlfornlnlwhichnlnlshenlnlisnlnlqualified.nlnlIfnlnlth
i `kr i`kr
enlnlnursenlnlisnlin the moving phaseofnlnlLewin‘snlnlChangenlnlT heory,nlnlwhichn l statementnlnlreflectsnlnlthen l a
i`kr i`kr i`kr
ctionn l shenlnlisn l most
likelynlto take?
i`kr i`kr
a. Doesnlnothingnlton l obtainn l thenl position
b. Applies nlnlfornlthenl position
i`
c. Identifiesnlthat nlchangen l isnlneeded
i`
d. Settlesnl intonlthen l routinen l ofn l hern l job
ANS:nl B
Unfreezingnlbeginsn l whenn l reasonsn l forn l changen l aren l identified.n l Then l movingn l phasen l involvesn l
activenlplanningnlandnlaction.nlMovingnlalson l meansn l youn l aren l dealingn l withnlbothnlpositiven l andn l nega
tiven l forcesn l asnltheynlebbnlandnl flow,nlandn l youn l aren l makingmodificationsn l ton l yourn l plann l asn l need
ed.n l Refreezingn l occursn l afternlthen l changen l hasn l becomen l routine.
