, TEST gtBANK gtFOR gtLPN gtTO gtRN gtTRANSITIONS gt4TH gtEDITION gtBY
CLAYWELL
Chapter 01: Honoring Your Past, Planning Your Future
gt gt gt gt gt gt gt
Claywell: LPN to RN Transitions, 4th Edition
gt gt gt gt gt gt gt
MULTIPLE gtCHOICE
1. A gtnursing gtadvisor gtis gtmeeting gtwith gta gtstudent gtwho gtis gtinterested gtin gtearning gther gtRN
gtdegree. gtShe gtknows gtthat gtlicensed gtpractical gtnurse/license gtvocational gtnurse gt(LPN/LVNs)
gtwho gtenter gtnursing gtschool gtto gtbecome gtRNs gtcome gtinto gtthe gtlearning gtenvironment gtwith
gtprior gtknowledge gtand gtunderstanding. gtWhich gtstatement gtby gtthe gtnursing gtadvisor gtbest
gtdescribes gther gtunderstanding gtof gtthe gteffect gtexperience gtmay gthave gton gtlearning?
a. ―Experience gtmay gtbe gta gtsource gtof gtinsight gtand gtmotivation, gtor gta gtbarrier.‖
b. ―Experience gtis gtusually gta gtstumbling gtblock gtfor gtLPN/LVNs.‖
c. ―Experience gtnever gtmakes gtlearning gtmore gtdifficult.‖
d. ―Once gtsomething gtis gtlearned, gtit gtcan gtnever gtbe gttruly gtmodified.‖
ANS: g t A
Experience gtaccentuates gtdifferences gtamong gtlearners gtand gtserves gtas gta gtsource gtof gtinsight gtand
gtmotivation, gtbut gtit gtcan gtalso gtbe gta gtbarrier. gtExperience gtcan gtserve gtas gta gtfoundation gtfor gtdefining
gtthe gtself.
DIF: Cognitive gtLevel: gtApplication
OBJ: g t g t Identify gthow gtexperiences gtinfluence gtlearning gtin gtadults. TOP: g t Adult gtLearning
2. There gtis gta gttest gton gtthe gtcardiovascular gtsystem gton gtFriday gtmorning, gtand gtit gtis gtnow
gtWednesday gtnight. gtThe gtstudent gthas gtalready gttaken gta gtvacation gtday gtfrom gtwork gtThursday
gtnight gtso gtthat gtshe gtcan gtstay gthome gtand gtstudy. gtShe gtis gtconsidering gtskipping gther gtexercise
N
gtclass gton gtThursday gtmorning gtto gtgo gtto gtthe gtlibrary gtto gtprepare gtfor gtthe gttest. gtWhich gtresponse
gtbest gtidentifies gtthe gtstudent‘s gtoutcome gtpriority?
a. Exercise gtclass
b. Going gtto gtthe gtlibrary
c. Avoiding gtwork gtby gttaking gta gtvacation
d. Doing gtwell gton gtthe gttest gton gtFriday
ANS: g t D
The gtoutcome gtpriority gtis gtthe gtessential gtissue gtor gtneed gtto gtbe gtaddressed gtat gtany gtgiven gttime
gtwithin gta gtset gtof gtconditions gtor gtcircumstances.
DIF: Cognitive gtLevel: gtApplication
OBJ: g t Identify gtmotivations gtand gtpersonal gtoutcome gtpriorities gtfor gtreturning gtto
gtschool. gtTOP: g t Motivation gtto gtLearn
3. A gtnurse gtwho gthas gtbeen gtan gtLPN/LVN gtfor gt10 gtyears gtis gtmeeting gtwith gtan gtadvisor gtto
gtdiscuss gtthe gtpossibility gtof gttaking gtclasses gtto gtbecome gtan gtRN. gtThe gtadvisor gtinterprets gtwhich
gtstatement gtby gtthe gtnurse gtas gtthe gtdriving gtforce gtfor gtreturning gtto gtschool?
a. ―I‘ll gtneed gtto gtschedule gttime gtto gtattend gtclasses.‖
b. ―I‘ll gthave gtto gtbudget gtfor gtpaying gttuition.‖
c. ―I‘ll gthave gtto gtrearranging gtmy gtschedule.‖
d. ―There gtis gta gtpossibility gtof gtadvancement gtinto gtadministration.‖
ANS: g t D
TESTBANKWORLD.ORG
, TEST gtBANK gtFOR gtLPN gtTO gtRN gtTRANSITIONS gt4TH gtEDITION gtBY
CLAYWELL
Driving gtforces gtare gtthose gtthat gtpush gttoward gtmaking gtthe gtchange, gtas gtopposed gtto gtrestraining
gtforces, gtwhich gtare gtthose gtthat gtusually gtpresent gta gtchallenge gtthat gtneeds gtto gtbe gtovercome gtfor
gtthe gtchange gtto gttake gtplace gtor gtpresent gta gtnegative gteffect gtthe gtchange gtmay gtinitiate.
DIF: Cognitive gtLevel: gtApplication
OBJ: g t Identify gtmotivations gtand gtpersonal gtoutcome gtpriorities gtfor gtreturning gtto
gtschool. gtTOP: g t Motivations gtfor gtChange
4. An gtRN gtis gtcaring gtfor gta gtdiabetic gtpatient. gtThe gtpatient gtappears gtinterested gtin gtchanging gther
lifestyle gtand gthas gtbeen gtasking gtquestions gtabout gteating gtbetter. gtThe gtnurse gtcan gtinterpret gtthis
gt
behavior gtas
gt
which gtstage gtof gtLewin‘s gtChange gtTheory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: g t B
The gtpatient gtis gtin gtthe gtfirst gtphase gtof gtLewin‘s gtChange gtTheory, gtknown gtas gtunfreezing. gtThis
gtphase gtinvolves gtdetermining gtthat gta gtchange gtneeds gtto gtoccur gtand gtdeciding gtto gttake gtaction.
gtMoving gtis gtthe gtsecond gtphase gtand gtinvolves gtactively gtplanning gtchanges gtand gttaking gtaction gton
gtthem. gtRefreezing gtis gtthe gtlast gtstage, gtand gtit gtoccurs gtwhen gtthe gtchange gthas gtbecome gta gtpart gtof
gtthe gtperson‘s gtlife.
DIF: Cognitive gtLevel: gtAnalysis
OBJ: g t Understand gtChange gtTheory gtand gthow gtit gtapplies gtto gtbecoming
gtan gtRN. gtTOP: g t Change gtTheory
5. An gtLPN gtis gttalking gtwith gther gtclinical gtinstructor gtabout gther gtdecision gtto gtreturn gtto gtschool gtto
gtbecome gtan gtRN. gtThe gtclinical gtinstructor gtiNnterprets gtthe gtLPNs gtoutcome gtpriority gtbased gton
gtwhich gtstatement?
a. ―My gtfamily gtwanted gtme gtto gtgo gtback gtto gtschool.‖
b. ―I gtwant gtto gtbetter gtmy gtfinancial gtsituation.‖
c. ―I gtreally gtenjoy gtschool.‖
d. ―I gtwould gtlike gtto gtadvance gtto gta gtteaching gtrole gtsomeday.‖
ANS: g t B
The gtoutcome gtpriority gtis gtthe gtessential gtneed gtthat gtmust gtbe gtaddressed, gtdetermined gtby gtinternal
gtand gtexternal gtfactors, gtsuch gtas gtneeding gtto gtbetter gta gtfinancial gtsituation. gtThe gtother
gtstatements gtindicate gtreasons gtfor gtreturning gtto gtschool, gtbut gtthey gtare gtnot gtessential gtneeds gtor
gtissues gtto gtbe gtaddressed.
DIF: Cognitive gtLevel: gtAnalysis
OBJ: g t g t Identify gthow gtexperiences gtinfluence gtlearning gtin gtadults. TOP: g t Adult gtLearning
6. A gtnurse gtnotices gta gtposting gtfor gta gtmanagement gtposition gtfor gtwhich gtshe gtis gtqualified. gtIf gtthe
gtnurse gtis gtin gtthe gtmoving gtphase gtof gtLewin‘s gtChange gtTheory, gtwhich gtstatement gtreflects gtthe
gtaction gtshe gtis gtmost gtlikely gtto gttake?
a. Does gtnothing gtto gtobtain gtthe gtposition
b. Applies gtfor gtthe gtposition
c. Identifies gtthat gtchange gtis gtneeded
d. Settles gtinto gtthe gtroutine gtof gther gtjob
ANS: g t B
TESTBANKWORLD.ORG
, TEST gtBANK gtFOR gtLPN gtTO gtRN gtTRANSITIONS gt4TH gtEDITION gtBY
CLAYWELL
Unfreezing gtbegins gtwhen gtreasons gtfor gtchange gtare gtidentified. gtThe gtmoving gtphase gtinvolves
gtactive gtplanning gtand gtaction. gtMoving gtalso gtmeans gt you gtare gtdealing gtwith gtboth gtpositive gtand
gtnegative gtforces gtas gtthey gtebb gtand gtflow, gtand gt you gtare gtmaking gtmodifications gtto gt your gtplan
gtas gtneeded.
Refreezing gtoccurs gtafter gtthe gtchange gthas gtbecome gtroutine.
DIF: Cognitive gtLevel: gtApplication
OBJ: g t Understand gtChange gtTheory gtand gthow gtit gtapplies gtto gtbecoming
gtan gtRN. gtTOP: g t Change gtTheory
7. An gtOrthopedic gtNurse gtis gtcontemplating gtchanges gtin gther gtprofessional gtlife gtand gtidentifying
gtgoals. gtWhich gtaction gtshould gtthe gtnurse gttake gtif gtshe gtis gtinterested gtin gtpursuing gta gtlong-term
gtgoal?
a. Studies gtfor gta gttelemetry gtexam gtscheduled gtfor gtnext gtweek
b. Enrolls gtin gta gtNurse gtPractitioner gtprogram
c. Attends gta gtseminar gtto gtbecome gta gtcharge gtnurse
d. Continues gtto gtwork gton gtthe gtorthopedic gtfloor gtfull-time
ANS: g t B
A gtshort-term gtgoal gtis gtone gtthat gtcan gtbe gtattained gtin gta gtperiod gtof gt6 gtmonths gtor gtless. gtShort-
term gtgoals gtinclude gtbecoming gta gtcharge gtnurse gtand gtpassing gtthe gttelemetry gtexam. gtA gtlong-term
gtgoal gtis gtattained gtin gtgreater gtthan gt6 gtmonths gtand gtincludes gtstudying gtto gtbecome gta gtNurse
gtPractitioner. gtContinuing gtto gtwork gton gtthe gtorthopedic gtfloor gtdoes gtnot gtrepresent gteither gta
gtshort-term gtor gta gtlong-term gtgoal.
DIF: Cognitive gtLevel: gtApplication
OBJ: g t Identify gtboth gtshort- gtand gtlong-term gtpersonal gtand gtprofessional
gtgoals. gtTOP: g t Setting gtGoals
8. The gtRN gtis gttalking gtwith gtthe gtunit gtmanager gtabout gtways gtto gtimprove gtpatient gtcare. gtThe
manager gtintroduces gtthe gtconcept gtof gta gtcohNort. gtWhich gtstatement gtbygtthe gtRN gtindicates gtthat gtthe
gt
teaching gthas gtbeen gteffective?
gt
a. ―A gtcohort gtis gta gtweb gtof gtconnections‖.
b. ―A gtcohort gtis gta gtgroup gtof gtpeople gtwho gtshare gtcommon gtexperiences gtwith gteach gtother‖.
c. ―A gtcohort gtis gta gtgroup gtlinked gttogether gtfor gtcommon gtpurposes‖.
d. ―A gtcohort gtconsists gtof gtgroups gtof gtindividuals gtthat gtmake gtup gta gtwhole‖.
ANS: g t B
A gtcohort gtis gta gtgroup gtof gtpeople gtwho gtshare gtcommon gtexperiences gtwith gteach gtother. gtA gtscheme
gtis gta gtweb gtof gtconnections, gta gtteam gtis gta gtgroup gtlinked gttogether gtfor gtcommon gtpurposes, gtand gta
gtunit gtconsists gtof gtgroups gtor gtindividuals gtthat gtmake gtup gta gtwhole.
DIF: Cognitive gtLevel: gtEvaluation
OBJ: g t g t Identify gthow gtexperiences gtinfluence gtlearning gtin gtadults. TOP: g t Adult gtLearning
9. The gtnurse gteducator gtis gtpresenting gta gtlecture gtto gta gtgroup gtof gtnew gtRNs. gtWhich gtstatement gtby
one gtof gtthe gtRNs gtindicates gtthat gtteaching gthas gtbeen gteffective?
gt
a. ―Experience gtis gta gtstepping gtstone gtto gtnew gtlearning‖.
b. ―Experience gtcan gtbe gta gtbarrier gtto gtnew gtlearning‖.
c. ―Experience gtcan gtbe gtan gtavenue gtto gtnew gtlearning‖.
d. ―Experience gtcan gtbe gta gtdetour gtto gtnew gtlearning‖.
ANS: g t B
Experience gtaccentuates gtdifferences gtamong gtlearners, gtserves gtas gta gtsource gtof gtinsight gtand
gtmotivation, gtcan gtbe gta gtbarrier gtto gtnew gtlearning, gtand gtserves gtas gta gtfoundation gtfor gtdefining gtthe
gtself.
TESTBANKWORLD.ORG
CLAYWELL
Chapter 01: Honoring Your Past, Planning Your Future
gt gt gt gt gt gt gt
Claywell: LPN to RN Transitions, 4th Edition
gt gt gt gt gt gt gt
MULTIPLE gtCHOICE
1. A gtnursing gtadvisor gtis gtmeeting gtwith gta gtstudent gtwho gtis gtinterested gtin gtearning gther gtRN
gtdegree. gtShe gtknows gtthat gtlicensed gtpractical gtnurse/license gtvocational gtnurse gt(LPN/LVNs)
gtwho gtenter gtnursing gtschool gtto gtbecome gtRNs gtcome gtinto gtthe gtlearning gtenvironment gtwith
gtprior gtknowledge gtand gtunderstanding. gtWhich gtstatement gtby gtthe gtnursing gtadvisor gtbest
gtdescribes gther gtunderstanding gtof gtthe gteffect gtexperience gtmay gthave gton gtlearning?
a. ―Experience gtmay gtbe gta gtsource gtof gtinsight gtand gtmotivation, gtor gta gtbarrier.‖
b. ―Experience gtis gtusually gta gtstumbling gtblock gtfor gtLPN/LVNs.‖
c. ―Experience gtnever gtmakes gtlearning gtmore gtdifficult.‖
d. ―Once gtsomething gtis gtlearned, gtit gtcan gtnever gtbe gttruly gtmodified.‖
ANS: g t A
Experience gtaccentuates gtdifferences gtamong gtlearners gtand gtserves gtas gta gtsource gtof gtinsight gtand
gtmotivation, gtbut gtit gtcan gtalso gtbe gta gtbarrier. gtExperience gtcan gtserve gtas gta gtfoundation gtfor gtdefining
gtthe gtself.
DIF: Cognitive gtLevel: gtApplication
OBJ: g t g t Identify gthow gtexperiences gtinfluence gtlearning gtin gtadults. TOP: g t Adult gtLearning
2. There gtis gta gttest gton gtthe gtcardiovascular gtsystem gton gtFriday gtmorning, gtand gtit gtis gtnow
gtWednesday gtnight. gtThe gtstudent gthas gtalready gttaken gta gtvacation gtday gtfrom gtwork gtThursday
gtnight gtso gtthat gtshe gtcan gtstay gthome gtand gtstudy. gtShe gtis gtconsidering gtskipping gther gtexercise
N
gtclass gton gtThursday gtmorning gtto gtgo gtto gtthe gtlibrary gtto gtprepare gtfor gtthe gttest. gtWhich gtresponse
gtbest gtidentifies gtthe gtstudent‘s gtoutcome gtpriority?
a. Exercise gtclass
b. Going gtto gtthe gtlibrary
c. Avoiding gtwork gtby gttaking gta gtvacation
d. Doing gtwell gton gtthe gttest gton gtFriday
ANS: g t D
The gtoutcome gtpriority gtis gtthe gtessential gtissue gtor gtneed gtto gtbe gtaddressed gtat gtany gtgiven gttime
gtwithin gta gtset gtof gtconditions gtor gtcircumstances.
DIF: Cognitive gtLevel: gtApplication
OBJ: g t Identify gtmotivations gtand gtpersonal gtoutcome gtpriorities gtfor gtreturning gtto
gtschool. gtTOP: g t Motivation gtto gtLearn
3. A gtnurse gtwho gthas gtbeen gtan gtLPN/LVN gtfor gt10 gtyears gtis gtmeeting gtwith gtan gtadvisor gtto
gtdiscuss gtthe gtpossibility gtof gttaking gtclasses gtto gtbecome gtan gtRN. gtThe gtadvisor gtinterprets gtwhich
gtstatement gtby gtthe gtnurse gtas gtthe gtdriving gtforce gtfor gtreturning gtto gtschool?
a. ―I‘ll gtneed gtto gtschedule gttime gtto gtattend gtclasses.‖
b. ―I‘ll gthave gtto gtbudget gtfor gtpaying gttuition.‖
c. ―I‘ll gthave gtto gtrearranging gtmy gtschedule.‖
d. ―There gtis gta gtpossibility gtof gtadvancement gtinto gtadministration.‖
ANS: g t D
TESTBANKWORLD.ORG
, TEST gtBANK gtFOR gtLPN gtTO gtRN gtTRANSITIONS gt4TH gtEDITION gtBY
CLAYWELL
Driving gtforces gtare gtthose gtthat gtpush gttoward gtmaking gtthe gtchange, gtas gtopposed gtto gtrestraining
gtforces, gtwhich gtare gtthose gtthat gtusually gtpresent gta gtchallenge gtthat gtneeds gtto gtbe gtovercome gtfor
gtthe gtchange gtto gttake gtplace gtor gtpresent gta gtnegative gteffect gtthe gtchange gtmay gtinitiate.
DIF: Cognitive gtLevel: gtApplication
OBJ: g t Identify gtmotivations gtand gtpersonal gtoutcome gtpriorities gtfor gtreturning gtto
gtschool. gtTOP: g t Motivations gtfor gtChange
4. An gtRN gtis gtcaring gtfor gta gtdiabetic gtpatient. gtThe gtpatient gtappears gtinterested gtin gtchanging gther
lifestyle gtand gthas gtbeen gtasking gtquestions gtabout gteating gtbetter. gtThe gtnurse gtcan gtinterpret gtthis
gt
behavior gtas
gt
which gtstage gtof gtLewin‘s gtChange gtTheory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: g t B
The gtpatient gtis gtin gtthe gtfirst gtphase gtof gtLewin‘s gtChange gtTheory, gtknown gtas gtunfreezing. gtThis
gtphase gtinvolves gtdetermining gtthat gta gtchange gtneeds gtto gtoccur gtand gtdeciding gtto gttake gtaction.
gtMoving gtis gtthe gtsecond gtphase gtand gtinvolves gtactively gtplanning gtchanges gtand gttaking gtaction gton
gtthem. gtRefreezing gtis gtthe gtlast gtstage, gtand gtit gtoccurs gtwhen gtthe gtchange gthas gtbecome gta gtpart gtof
gtthe gtperson‘s gtlife.
DIF: Cognitive gtLevel: gtAnalysis
OBJ: g t Understand gtChange gtTheory gtand gthow gtit gtapplies gtto gtbecoming
gtan gtRN. gtTOP: g t Change gtTheory
5. An gtLPN gtis gttalking gtwith gther gtclinical gtinstructor gtabout gther gtdecision gtto gtreturn gtto gtschool gtto
gtbecome gtan gtRN. gtThe gtclinical gtinstructor gtiNnterprets gtthe gtLPNs gtoutcome gtpriority gtbased gton
gtwhich gtstatement?
a. ―My gtfamily gtwanted gtme gtto gtgo gtback gtto gtschool.‖
b. ―I gtwant gtto gtbetter gtmy gtfinancial gtsituation.‖
c. ―I gtreally gtenjoy gtschool.‖
d. ―I gtwould gtlike gtto gtadvance gtto gta gtteaching gtrole gtsomeday.‖
ANS: g t B
The gtoutcome gtpriority gtis gtthe gtessential gtneed gtthat gtmust gtbe gtaddressed, gtdetermined gtby gtinternal
gtand gtexternal gtfactors, gtsuch gtas gtneeding gtto gtbetter gta gtfinancial gtsituation. gtThe gtother
gtstatements gtindicate gtreasons gtfor gtreturning gtto gtschool, gtbut gtthey gtare gtnot gtessential gtneeds gtor
gtissues gtto gtbe gtaddressed.
DIF: Cognitive gtLevel: gtAnalysis
OBJ: g t g t Identify gthow gtexperiences gtinfluence gtlearning gtin gtadults. TOP: g t Adult gtLearning
6. A gtnurse gtnotices gta gtposting gtfor gta gtmanagement gtposition gtfor gtwhich gtshe gtis gtqualified. gtIf gtthe
gtnurse gtis gtin gtthe gtmoving gtphase gtof gtLewin‘s gtChange gtTheory, gtwhich gtstatement gtreflects gtthe
gtaction gtshe gtis gtmost gtlikely gtto gttake?
a. Does gtnothing gtto gtobtain gtthe gtposition
b. Applies gtfor gtthe gtposition
c. Identifies gtthat gtchange gtis gtneeded
d. Settles gtinto gtthe gtroutine gtof gther gtjob
ANS: g t B
TESTBANKWORLD.ORG
, TEST gtBANK gtFOR gtLPN gtTO gtRN gtTRANSITIONS gt4TH gtEDITION gtBY
CLAYWELL
Unfreezing gtbegins gtwhen gtreasons gtfor gtchange gtare gtidentified. gtThe gtmoving gtphase gtinvolves
gtactive gtplanning gtand gtaction. gtMoving gtalso gtmeans gt you gtare gtdealing gtwith gtboth gtpositive gtand
gtnegative gtforces gtas gtthey gtebb gtand gtflow, gtand gt you gtare gtmaking gtmodifications gtto gt your gtplan
gtas gtneeded.
Refreezing gtoccurs gtafter gtthe gtchange gthas gtbecome gtroutine.
DIF: Cognitive gtLevel: gtApplication
OBJ: g t Understand gtChange gtTheory gtand gthow gtit gtapplies gtto gtbecoming
gtan gtRN. gtTOP: g t Change gtTheory
7. An gtOrthopedic gtNurse gtis gtcontemplating gtchanges gtin gther gtprofessional gtlife gtand gtidentifying
gtgoals. gtWhich gtaction gtshould gtthe gtnurse gttake gtif gtshe gtis gtinterested gtin gtpursuing gta gtlong-term
gtgoal?
a. Studies gtfor gta gttelemetry gtexam gtscheduled gtfor gtnext gtweek
b. Enrolls gtin gta gtNurse gtPractitioner gtprogram
c. Attends gta gtseminar gtto gtbecome gta gtcharge gtnurse
d. Continues gtto gtwork gton gtthe gtorthopedic gtfloor gtfull-time
ANS: g t B
A gtshort-term gtgoal gtis gtone gtthat gtcan gtbe gtattained gtin gta gtperiod gtof gt6 gtmonths gtor gtless. gtShort-
term gtgoals gtinclude gtbecoming gta gtcharge gtnurse gtand gtpassing gtthe gttelemetry gtexam. gtA gtlong-term
gtgoal gtis gtattained gtin gtgreater gtthan gt6 gtmonths gtand gtincludes gtstudying gtto gtbecome gta gtNurse
gtPractitioner. gtContinuing gtto gtwork gton gtthe gtorthopedic gtfloor gtdoes gtnot gtrepresent gteither gta
gtshort-term gtor gta gtlong-term gtgoal.
DIF: Cognitive gtLevel: gtApplication
OBJ: g t Identify gtboth gtshort- gtand gtlong-term gtpersonal gtand gtprofessional
gtgoals. gtTOP: g t Setting gtGoals
8. The gtRN gtis gttalking gtwith gtthe gtunit gtmanager gtabout gtways gtto gtimprove gtpatient gtcare. gtThe
manager gtintroduces gtthe gtconcept gtof gta gtcohNort. gtWhich gtstatement gtbygtthe gtRN gtindicates gtthat gtthe
gt
teaching gthas gtbeen gteffective?
gt
a. ―A gtcohort gtis gta gtweb gtof gtconnections‖.
b. ―A gtcohort gtis gta gtgroup gtof gtpeople gtwho gtshare gtcommon gtexperiences gtwith gteach gtother‖.
c. ―A gtcohort gtis gta gtgroup gtlinked gttogether gtfor gtcommon gtpurposes‖.
d. ―A gtcohort gtconsists gtof gtgroups gtof gtindividuals gtthat gtmake gtup gta gtwhole‖.
ANS: g t B
A gtcohort gtis gta gtgroup gtof gtpeople gtwho gtshare gtcommon gtexperiences gtwith gteach gtother. gtA gtscheme
gtis gta gtweb gtof gtconnections, gta gtteam gtis gta gtgroup gtlinked gttogether gtfor gtcommon gtpurposes, gtand gta
gtunit gtconsists gtof gtgroups gtor gtindividuals gtthat gtmake gtup gta gtwhole.
DIF: Cognitive gtLevel: gtEvaluation
OBJ: g t g t Identify gthow gtexperiences gtinfluence gtlearning gtin gtadults. TOP: g t Adult gtLearning
9. The gtnurse gteducator gtis gtpresenting gta gtlecture gtto gta gtgroup gtof gtnew gtRNs. gtWhich gtstatement gtby
one gtof gtthe gtRNs gtindicates gtthat gtteaching gthas gtbeen gteffective?
gt
a. ―Experience gtis gta gtstepping gtstone gtto gtnew gtlearning‖.
b. ―Experience gtcan gtbe gta gtbarrier gtto gtnew gtlearning‖.
c. ―Experience gtcan gtbe gtan gtavenue gtto gtnew gtlearning‖.
d. ―Experience gtcan gtbe gta gtdetour gtto gtnew gtlearning‖.
ANS: g t B
Experience gtaccentuates gtdifferences gtamong gtlearners, gtserves gtas gta gtsource gtof gtinsight gtand
gtmotivation, gtcan gtbe gta gtbarrier gtto gtnew gtlearning, gtand gtserves gtas gta gtfoundation gtfor gtdefining gtthe
gtself.
TESTBANKWORLD.ORG
