TEST BANK
https://www.stuvia.com/user/angelinas
, Chapter 01: Honoring Your Past, Planning Your Future
Claywell: LPN to RN Transitions, 5th Edition
MULTIPLE CHOICE
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She
knows that licensed practical 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 be a 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 considering skipping her exercise class on Thursday morning to
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 a
set 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 to school?
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
https://www.stuvia.com/user/angelinas
, Driving forces are those that push toward making the change, as opposed to restraining forces,
which are those that usually 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 asking questions 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 a part of the person’s life.
DIF: Cognitive Level: Analysis
OBJ: Understand Change Theory and how it applies to becoming an RN.
TOP: Change Theory
5. An LPN is talking with her clinical instructor about her decision to return to school to become
an RN. The clinical instructor iN
nterprets the LPNs outcome priority based on which
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 as needing 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 phase of 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
https://www.stuvia.com/user/angelinas
, Unfreezing ibegins iwhen ireasons ifor ichange iare iidentified. iThe imoving iphase iinvolves iactive
iplanning iand iaction. iMoving ialso imeans iyou iare idealing iwith iboth ipositive iand inegative
iforces ias ithey iebb iand iflow, iand iyou iare imaking imodifications ito iyour iplan ias ineeded.
Refreezing ioccurs iafter ithe ichange ihas ibecome iroutine.
DIF: Cognitive iLevel: iApplication
OBJ: i Understand iChange iTheory iand ihow iit iapplies ito ibecoming ian
iRN. iTOP: i Change iTheory
7. An iOrthopedic iNurse iis icontemplating ichanges iin iher iprofessional ilife iand iidentifying
igoals. iWhich iaction ishould ithe inurse itake iif ishe iis iinterested iin ipursuing ia ilong-term
igoal?
a. Studies ifor ia itelemetry iexam ischeduled ifor inext iweek
b. Enrolls iin ia iNurse iPractitioner iprogram
c. Attends ia iseminar ito ibecome ia icharge inurse
d. Continues ito iwork ion ithe iorthopedic ifloor ifull-time
ANS: i B
A ishort-term igoal iis ione ithat ican ibe iattained iin ia iperiod iof i6 imonths ior iless. iShort-term
igoals iinclude ibecoming ia icharge inurse iand ipassing ithe itelemetry iexam. iA ilong-term igoal
iis iattained iin igreater ithan i6 imonths iand iincludes istudying ito ibecome ia iNurse iPractitioner.
iContinuing ito iwork ion ithe iorthopedic ifloor idoes inot irepresent ieither ia ishort-term ior ia
ilong-term igoal.
DIF: i Cognitive iLevel: iApplication
OBJ: iIdentify iboth ishort- iand ilong-term ipersonal iand iprofessional
igoals. iTOP: i Setting iGoals
8. The iRN iis italking iwith ithe iunit imanager iabout iways ito iimprove ipatient icare. iThe
N
imanager iintroduces ithe iconcept iof ia icoh ort. i Which istatement iby ithe iRN iindicates ithat ithe
iteaching ihas ibeen ieffective?
a. “A icohort iis ia iweb iof iconnections”.
b. “A icohort iis ia igroup iof ipeople iwho ishare icommon iexperiences iwith ieach iother”.
c. “A icohort iis ia igroup ilinked itogether ifor icommon ipurposes”.
d. “A icohort iconsists iof igroups iof iindividuals ithat imake iup ia iwhole”.
ANS: i B
A icohort iis ia igroup iof ipeople iwho ishare icommon iexperiences iwith ieach iother. iA ischeme iis
ia iweb iof iconnections, ia iteam iis ia igroup ilinked itogether ifor icommon ipurposes, iand ia iunit
iconsists iof igroups ior iindividuals ithat imake iup ia iwhole.
DIF: i i Cognitive iLevel: iEvaluation
OBJ: i i Identify ihow iexperiences iinfluence ilearning iin iadults. i i i i TOP: i Adult iLearning
9. The inurse ieducator iis ipresenting ia ilecture ito ia igroup iof inew iRNs. iWhich istatement iby ione
iof ithe iRNs iindicates ithat iteaching ihas ibeen ieffective?
a. “Experience iis ia istepping istone ito inew ilearning”.
b. “Experience ican ibe ia ibarrier ito inew ilearning”.
c. “Experience ican ibe ian iavenue ito inew ilearning”.
d. “Experience ican ibe ia idetour ito inew ilearning”.
ANS: i B
Experience iaccentuates idifferences iamong ilearners, iserves ias ia isource iof iinsight iand
imotivation, ican ibe ia ibarrier ito inew ilearning, iand iserves ias ia ifoundation ifor idefining ithe iself.
https://www.stuvia.com/user/angelinas
https://www.stuvia.com/user/angelinas
, Chapter 01: Honoring Your Past, Planning Your Future
Claywell: LPN to RN Transitions, 5th Edition
MULTIPLE CHOICE
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She
knows that licensed practical 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 be a 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 considering skipping her exercise class on Thursday morning to
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 a
set 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 to school?
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
https://www.stuvia.com/user/angelinas
, Driving forces are those that push toward making the change, as opposed to restraining forces,
which are those that usually 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 asking questions 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 a part of the person’s life.
DIF: Cognitive Level: Analysis
OBJ: Understand Change Theory and how it applies to becoming an RN.
TOP: Change Theory
5. An LPN is talking with her clinical instructor about her decision to return to school to become
an RN. The clinical instructor iN
nterprets the LPNs outcome priority based on which
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 as needing 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 phase of 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
https://www.stuvia.com/user/angelinas
, Unfreezing ibegins iwhen ireasons ifor ichange iare iidentified. iThe imoving iphase iinvolves iactive
iplanning iand iaction. iMoving ialso imeans iyou iare idealing iwith iboth ipositive iand inegative
iforces ias ithey iebb iand iflow, iand iyou iare imaking imodifications ito iyour iplan ias ineeded.
Refreezing ioccurs iafter ithe ichange ihas ibecome iroutine.
DIF: Cognitive iLevel: iApplication
OBJ: i Understand iChange iTheory iand ihow iit iapplies ito ibecoming ian
iRN. iTOP: i Change iTheory
7. An iOrthopedic iNurse iis icontemplating ichanges iin iher iprofessional ilife iand iidentifying
igoals. iWhich iaction ishould ithe inurse itake iif ishe iis iinterested iin ipursuing ia ilong-term
igoal?
a. Studies ifor ia itelemetry iexam ischeduled ifor inext iweek
b. Enrolls iin ia iNurse iPractitioner iprogram
c. Attends ia iseminar ito ibecome ia icharge inurse
d. Continues ito iwork ion ithe iorthopedic ifloor ifull-time
ANS: i B
A ishort-term igoal iis ione ithat ican ibe iattained iin ia iperiod iof i6 imonths ior iless. iShort-term
igoals iinclude ibecoming ia icharge inurse iand ipassing ithe itelemetry iexam. iA ilong-term igoal
iis iattained iin igreater ithan i6 imonths iand iincludes istudying ito ibecome ia iNurse iPractitioner.
iContinuing ito iwork ion ithe iorthopedic ifloor idoes inot irepresent ieither ia ishort-term ior ia
ilong-term igoal.
DIF: i Cognitive iLevel: iApplication
OBJ: iIdentify iboth ishort- iand ilong-term ipersonal iand iprofessional
igoals. iTOP: i Setting iGoals
8. The iRN iis italking iwith ithe iunit imanager iabout iways ito iimprove ipatient icare. iThe
N
imanager iintroduces ithe iconcept iof ia icoh ort. i Which istatement iby ithe iRN iindicates ithat ithe
iteaching ihas ibeen ieffective?
a. “A icohort iis ia iweb iof iconnections”.
b. “A icohort iis ia igroup iof ipeople iwho ishare icommon iexperiences iwith ieach iother”.
c. “A icohort iis ia igroup ilinked itogether ifor icommon ipurposes”.
d. “A icohort iconsists iof igroups iof iindividuals ithat imake iup ia iwhole”.
ANS: i B
A icohort iis ia igroup iof ipeople iwho ishare icommon iexperiences iwith ieach iother. iA ischeme iis
ia iweb iof iconnections, ia iteam iis ia igroup ilinked itogether ifor icommon ipurposes, iand ia iunit
iconsists iof igroups ior iindividuals ithat imake iup ia iwhole.
DIF: i i Cognitive iLevel: iEvaluation
OBJ: i i Identify ihow iexperiences iinfluence ilearning iin iadults. i i i i TOP: i Adult iLearning
9. The inurse ieducator iis ipresenting ia ilecture ito ia igroup iof inew iRNs. iWhich istatement iby ione
iof ithe iRNs iindicates ithat iteaching ihas ibeen ieffective?
a. “Experience iis ia istepping istone ito inew ilearning”.
b. “Experience ican ibe ia ibarrier ito inew ilearning”.
c. “Experience ican ibe ian iavenue ito inew ilearning”.
d. “Experience ican ibe ia idetour ito inew ilearning”.
ANS: i B
Experience iaccentuates idifferences iamong ilearners, iserves ias ia isource iof iinsight iand
imotivation, ican ibe ia ibarrier ito inew ilearning, iand iserves ias ia ifoundation ifor idefining ithe iself.
https://www.stuvia.com/user/angelinas
