LPN TO RN TRANSITIONS 5TH EDITION
HARRINGTON TEST BANK ISBN-978-
1496382733 COMPLETE GUIDE A+ 100% CORRECT
ANSWERS 2025 ALL CHAPTERS AVAILABLE
, Chapter 01: Honoring Your Past, Planning Your Future
MULTIPLE CHOICE
1. A Nursing Advisor Is Meeting With A Student Who Is Interested In Earning Her RN Degree. She
Knows That Licensedpractical Nurse/License Vocational Nurse (LPN/Lvns) Who Enter Nursing
School To Become Rns Come Into The Learning Environment With Prior Knowledge And
Understanding. Which Statement By The Nursing Advisor Best Describes Her Understanding Of The
Effect Experience May Have On Learning?
a. “Experience May Be A Source Of Insight And Motivation, Or A Barrier.”
b. “Experience Is Usually A Stumbling Block For LPN/Lvns.”
c. “Experience Never Makes Learning More Difficult.”
d. “Once Something Is Learned, It Can Never Be Truly Modified.”
ANS: A
Experience Accentuates Differences Among Learners And Serves As A Source Of Insight And Motivation,
But It Can Also Bea Barrier. Experience Can Serve As A Foundation For Defining The Self.
DIF: Cognitive Level: Application
OBJ: Identify How Experiences Influence Learning In Adults. TOP: Adult Learning
2. There Is A Test On The Cardiovascular System On Friday Morning, And It Is Now Wednesday Night. The
Student Has Already Taken A Vacation Day From Work Thursday Night So That She Can Stay Home
And Study. She Is Consideringskipping Her Exercise Class On Thursday Morning To
N Go To The Library To Prepare For The Test. Which Response Best
Identifies The
Student’s Outcome Priority?
A. Exercise Class
b. Going To The Library
c. Avoiding Work By Taking A Vacation
d. Doing Well On The Test On Friday
ANS: D
The Outcome Priority Is The Essential Issue Or Need To Be Addressed At Any Given Time
Within Aset Of Conditions Or Circumstances.
DIF: Cognitive Level: Application
OBJ: Identify Motivations And Personal Outcome Priorities For Returning To School.
TOP:Motivation To Learn
3. A Nurse Who Has Been An LPN/LVN For 10 Years Is Meeting With An Advisor To Discuss The Possibility
Of Taking Classes To Become An RN. The Advisor Interprets Which Statement By The Nurse As The
Driving Force For Returning Toschool? A. “I’ll Need To Schedule Time To Attend Classes.”
b. “I’ll Have To Budget For Paying Tuition.”
c. “I’ll Have To Rearranging My Schedule.”
d. “There Is A Possibility Of Advancement Into Administration.”ANS: D
, Driving Forces Are Those That Push Toward Making The Change, As Opposed To Restraining Forces,
Which Are Those Thatusually Present A Challenge That Needs To Be Overcome For The Change To Take
Place Or Present A Negative Effect The Change May Initiate.
DIF: Cognitive Level: Application
OBJ: Identify Motivations And Personal Outcome Priorities For Returning To School.
TOP:Motivations For Change
4. An RN Is Caring For A Diabetic Patient. The Patient Appears Interested In Changing Her Lifestyle And
Has Been Askingquestions About Eating Better. The Nurse Can Interpret This Behavior As Which Stage
Of Lewin’s Change Theory? A.
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
Involves Determining That A Change Needs To Occur And Deciding To Take Action. Moving Is The Second
Phase And Involves Actively Planning Changes And Taking Action On Them. Refreezing Is The Last Stage,
And It Occurs When The Change Has Become Apart Of The Person’s Life.
DIF: Cognitive Level: Analysis
OBJ: Understand Change Theory And How It Applies To Becoming An RN. TOP:
Changetheory
5. An LPN Is Talking With Her Clinical Instructor About Her Decision To Return To School To Become An
RN. The Clinicalinstructor Interprets The Lpns Outcome Priority Based On Which N Statement?
a. “My Family Wanted Me To Go Back To School.”
b. “I Want To Better My Financial Situation.”
c. “I Really Enjoy School.”
d. “I Would Like To Advance To A Teaching Role Someday.”
ANS: B
The Outcome Priority Is The Essential Need That Must Be Addressed, Determined By Internal And External
Factors, Such Asneeding To Better A Financial Situation. The Other Statements Indicate Reasons For
Returning To School, But They Are Not Essential Needs Or Issues To Be Addressed.
DIF: Cognitive Level: Analysis OBJ: Identify How Experiences Influence Learning In Adults.TOP:
Adult Learning
6. A Nurse Notices A Posting For A Management Position For Which She Is Qualified. If The Nurse Is In
The Moving Phaseof Lewin’s Change Theory, Which Statement Reflects The Action She Is Most Likely
To Take? A. Does Nothing To Obtain The Position
b. Applies For The Position
c. Identifies That Change Is Needed
d. Settles Into The Routine Of Her Job
ANS: B
Unfreezing Begins When Reasons For Change Are Identified. The Moving Phase Involves Active Planning
And Action. Moving Also Means You Are Dealing With Both Positive And Negative Forces As They Ebb And
Flow, And You Are Makingmodifications To Your Plan As Needed. Refreezing Occurs After The Change Has
Become Routine.
DIF: Cognitive Level: Application
OBJ: Understand Change Theory And How It Applies To Becoming An RN. TOP:
Changetheory
, 7. An Orthopedic Nurse Is Contemplating Changes In Her Professional Life And Identifying Goals. Which
Action Should The Nurse Take If She Is Interested In Pursuing A Long-Term Goal? A. Studies For
Atelemetry Exam Scheduled For Next Week B. Enrolls In A Nurse Practitioner Program
c. Attends A Seminar To Become A Charge Nurse
d. Continues To Work On The Orthopedic Floor Full-Time
ANS: B
A Short-Term Goal Is One That Can Be Attained In A Period Of 6 Months Or Less. Short-Term Goals
Include Becoming A Charge Nurse And Passing The Telemetry Exam. A Long-Term Goal Is Attained In
Greater Than 6 Months And Includes Studying To Become A Nurse Practitioner. Continuing To Work On
The Orthopedic Floor Does Not Represent Either A Short-Term Or A Long-Term Goal.
DIF: Cognitive Level: Application
OBJ: Identify Both Short- And Long-Term Personal And Professional Goals. TOP:
Settinggoals
8. The RN Is Talking With The Unit Manager About Ways To Improve Patient Care. The Manager Introduces
The Concept Ofa Cohort. Which Statement By The RN Indicates That The Teaching Has N
Been Effective?
a. “A Cohort Is A Web Of Connections”.
b. “A Cohort Is A Group Of People Who Share Common Experiences With Each Other”.
c. “A Cohort Is A Group Linked Together For Common Purposes”.
d. “A Cohort Consists Of Groups Of Individuals That Make Up A Whole”.
ANS: B
A Cohort Is A Group Of People Who Share Common Experiences With Each Other. A Scheme Is A Web
Of Connections, Ateam Is A Group Linked Together For Common Purposes, And A Unit Consists Of
Groups Or Individuals That Make Up A Whole.
DIF: Cognitive Level: Evaluation
OBJ: Identify How Experiences Influence Learning In Adults. TOP: Adult Learning
9. The Nurse Educator Is Presenting A Lecture To A Group Of New Rns. Which Statement By One Of The
Rns Indicates Thatteaching Has Been Effective?
a. “Experience Is A Stepping Stone To New Learning”.
b. “Experience Can Be A Barrier To New Learning”.
c. “Experience Can Be An Avenue To New Learning”.
d. “Experience Can Be A Detour To New Learning”.
ANS: B
Experience Accentuates Differences Among Learners, Serves As A Source Of Insight And Motivation,
Can Be A Barrier Tonew Learning, And Serves As A Foundation For Defining The Self. DIF: Cognitive
Level: Evaluation
OBJ: Identify Motivations And Personal Outcome Priorities For Returning To School. TOP:
Adultlearning
10. The Nurse Educator Is Presenting A Lecture On Experience And Learning To A Group Of Rns.
Which Statement By One Of The Rns Indicates That Teaching Has Been Effective? A.
“Experiencesalways Help Educational Endeavors”.
b. “The Process Of Unlearning Is Easier Than The Initial Learning”.
c. “Learning Can Often Be More Difficult If Previous Knowledge Is Contradicted”.
d. “Experiences Rarely Serve The Student In The Learning Process”.
ANS: C
Experiences May Either Help Or Hinder Both Present And Future Educational Endeavors
(Knowles Et Al., 2015). Experience May Serve As A Chain To Which New Learning May Be Linked, Making
Concepts Understandable Within Your Personal Context. Conversely, Some Experiences Make Learning
More Difficult In That Newinformation May Contradict Previously Accepted Information And Make It
Necessary To Unlearn It. The Process Of Unlearning Is More Difficult Than Initial Learning.
HARRINGTON TEST BANK ISBN-978-
1496382733 COMPLETE GUIDE A+ 100% CORRECT
ANSWERS 2025 ALL CHAPTERS AVAILABLE
, Chapter 01: Honoring Your Past, Planning Your Future
MULTIPLE CHOICE
1. A Nursing Advisor Is Meeting With A Student Who Is Interested In Earning Her RN Degree. She
Knows That Licensedpractical Nurse/License Vocational Nurse (LPN/Lvns) Who Enter Nursing
School To Become Rns Come Into The Learning Environment With Prior Knowledge And
Understanding. Which Statement By The Nursing Advisor Best Describes Her Understanding Of The
Effect Experience May Have On Learning?
a. “Experience May Be A Source Of Insight And Motivation, Or A Barrier.”
b. “Experience Is Usually A Stumbling Block For LPN/Lvns.”
c. “Experience Never Makes Learning More Difficult.”
d. “Once Something Is Learned, It Can Never Be Truly Modified.”
ANS: A
Experience Accentuates Differences Among Learners And Serves As A Source Of Insight And Motivation,
But It Can Also Bea Barrier. Experience Can Serve As A Foundation For Defining The Self.
DIF: Cognitive Level: Application
OBJ: Identify How Experiences Influence Learning In Adults. TOP: Adult Learning
2. There Is A Test On The Cardiovascular System On Friday Morning, And It Is Now Wednesday Night. The
Student Has Already Taken A Vacation Day From Work Thursday Night So That She Can Stay Home
And Study. She Is Consideringskipping Her Exercise Class On Thursday Morning To
N Go To The Library To Prepare For The Test. Which Response Best
Identifies The
Student’s Outcome Priority?
A. Exercise Class
b. Going To The Library
c. Avoiding Work By Taking A Vacation
d. Doing Well On The Test On Friday
ANS: D
The Outcome Priority Is The Essential Issue Or Need To Be Addressed At Any Given Time
Within Aset Of Conditions Or Circumstances.
DIF: Cognitive Level: Application
OBJ: Identify Motivations And Personal Outcome Priorities For Returning To School.
TOP:Motivation To Learn
3. A Nurse Who Has Been An LPN/LVN For 10 Years Is Meeting With An Advisor To Discuss The Possibility
Of Taking Classes To Become An RN. The Advisor Interprets Which Statement By The Nurse As The
Driving Force For Returning Toschool? A. “I’ll Need To Schedule Time To Attend Classes.”
b. “I’ll Have To Budget For Paying Tuition.”
c. “I’ll Have To Rearranging My Schedule.”
d. “There Is A Possibility Of Advancement Into Administration.”ANS: D
, Driving Forces Are Those That Push Toward Making The Change, As Opposed To Restraining Forces,
Which Are Those Thatusually Present A Challenge That Needs To Be Overcome For The Change To Take
Place Or Present A Negative Effect The Change May Initiate.
DIF: Cognitive Level: Application
OBJ: Identify Motivations And Personal Outcome Priorities For Returning To School.
TOP:Motivations For Change
4. An RN Is Caring For A Diabetic Patient. The Patient Appears Interested In Changing Her Lifestyle And
Has Been Askingquestions About Eating Better. The Nurse Can Interpret This Behavior As Which Stage
Of Lewin’s Change Theory? A.
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
Involves Determining That A Change Needs To Occur And Deciding To Take Action. Moving Is The Second
Phase And Involves Actively Planning Changes And Taking Action On Them. Refreezing Is The Last Stage,
And It Occurs When The Change Has Become Apart Of The Person’s Life.
DIF: Cognitive Level: Analysis
OBJ: Understand Change Theory And How It Applies To Becoming An RN. TOP:
Changetheory
5. An LPN Is Talking With Her Clinical Instructor About Her Decision To Return To School To Become An
RN. The Clinicalinstructor Interprets The Lpns Outcome Priority Based On Which N Statement?
a. “My Family Wanted Me To Go Back To School.”
b. “I Want To Better My Financial Situation.”
c. “I Really Enjoy School.”
d. “I Would Like To Advance To A Teaching Role Someday.”
ANS: B
The Outcome Priority Is The Essential Need That Must Be Addressed, Determined By Internal And External
Factors, Such Asneeding To Better A Financial Situation. The Other Statements Indicate Reasons For
Returning To School, But They Are Not Essential Needs Or Issues To Be Addressed.
DIF: Cognitive Level: Analysis OBJ: Identify How Experiences Influence Learning In Adults.TOP:
Adult Learning
6. A Nurse Notices A Posting For A Management Position For Which She Is Qualified. If The Nurse Is In
The Moving Phaseof Lewin’s Change Theory, Which Statement Reflects The Action She Is Most Likely
To Take? A. Does Nothing To Obtain The Position
b. Applies For The Position
c. Identifies That Change Is Needed
d. Settles Into The Routine Of Her Job
ANS: B
Unfreezing Begins When Reasons For Change Are Identified. The Moving Phase Involves Active Planning
And Action. Moving Also Means You Are Dealing With Both Positive And Negative Forces As They Ebb And
Flow, And You Are Makingmodifications To Your Plan As Needed. Refreezing Occurs After The Change Has
Become Routine.
DIF: Cognitive Level: Application
OBJ: Understand Change Theory And How It Applies To Becoming An RN. TOP:
Changetheory
, 7. An Orthopedic Nurse Is Contemplating Changes In Her Professional Life And Identifying Goals. Which
Action Should The Nurse Take If She Is Interested In Pursuing A Long-Term Goal? A. Studies For
Atelemetry Exam Scheduled For Next Week B. Enrolls In A Nurse Practitioner Program
c. Attends A Seminar To Become A Charge Nurse
d. Continues To Work On The Orthopedic Floor Full-Time
ANS: B
A Short-Term Goal Is One That Can Be Attained In A Period Of 6 Months Or Less. Short-Term Goals
Include Becoming A Charge Nurse And Passing The Telemetry Exam. A Long-Term Goal Is Attained In
Greater Than 6 Months And Includes Studying To Become A Nurse Practitioner. Continuing To Work On
The Orthopedic Floor Does Not Represent Either A Short-Term Or A Long-Term Goal.
DIF: Cognitive Level: Application
OBJ: Identify Both Short- And Long-Term Personal And Professional Goals. TOP:
Settinggoals
8. The RN Is Talking With The Unit Manager About Ways To Improve Patient Care. The Manager Introduces
The Concept Ofa Cohort. Which Statement By The RN Indicates That The Teaching Has N
Been Effective?
a. “A Cohort Is A Web Of Connections”.
b. “A Cohort Is A Group Of People Who Share Common Experiences With Each Other”.
c. “A Cohort Is A Group Linked Together For Common Purposes”.
d. “A Cohort Consists Of Groups Of Individuals That Make Up A Whole”.
ANS: B
A Cohort Is A Group Of People Who Share Common Experiences With Each Other. A Scheme Is A Web
Of Connections, Ateam Is A Group Linked Together For Common Purposes, And A Unit Consists Of
Groups Or Individuals That Make Up A Whole.
DIF: Cognitive Level: Evaluation
OBJ: Identify How Experiences Influence Learning In Adults. TOP: Adult Learning
9. The Nurse Educator Is Presenting A Lecture To A Group Of New Rns. Which Statement By One Of The
Rns Indicates Thatteaching Has Been Effective?
a. “Experience Is A Stepping Stone To New Learning”.
b. “Experience Can Be A Barrier To New Learning”.
c. “Experience Can Be An Avenue To New Learning”.
d. “Experience Can Be A Detour To New Learning”.
ANS: B
Experience Accentuates Differences Among Learners, Serves As A Source Of Insight And Motivation,
Can Be A Barrier Tonew Learning, And Serves As A Foundation For Defining The Self. DIF: Cognitive
Level: Evaluation
OBJ: Identify Motivations And Personal Outcome Priorities For Returning To School. TOP:
Adultlearning
10. The Nurse Educator Is Presenting A Lecture On Experience And Learning To A Group Of Rns.
Which Statement By One Of The Rns Indicates That Teaching Has Been Effective? A.
“Experiencesalways Help Educational Endeavors”.
b. “The Process Of Unlearning Is Easier Than The Initial Learning”.
c. “Learning Can Often Be More Difficult If Previous Knowledge Is Contradicted”.
d. “Experiences Rarely Serve The Student In The Learning Process”.
ANS: C
Experiences May Either Help Or Hinder Both Present And Future Educational Endeavors
(Knowles Et Al., 2015). Experience May Serve As A Chain To Which New Learning May Be Linked, Making
Concepts Understandable Within Your Personal Context. Conversely, Some Experiences Make Learning
More Difficult In That Newinformation May Contradict Previously Accepted Information And Make It
Necessary To Unlearn It. The Process Of Unlearning Is More Difficult Than Initial Learning.
