1 of 123
txtiti txtiti
, 2 of 123
txtiti txtiti
txti TEST BANK FOR LPN TO RN TRANSITIONS 6TH
txti ti txti ti txti ti txti ti txti txti ti txtiti
ti
txti EDITION BY CLAYWELL txti ti txti t
Chapter 01: Honoring Your Past, Planning Your Future
txtiti txtiti txtiti txtiti txtiti txtiti txtiti
MULTIPLE CHOICE txtiti
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She knows that
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
licensedpractical nurse/license vocational nurse (LPN/LVNs) who enter nursing school to become RNs
txtiti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
come into the learning environment with prior knowledge and understanding. Which statement by the
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
nursing advisor best describes her understanding of the effect experience may have on learning?
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
a. ―Experience may be a source of insight and motivation, or a barrier.‖ txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
b. ―Experience is usually a stumbling block for LPN/LVNs.‖ txtiti txtiti txtiti txtiti txtiti txtiti txtiti
c. ―Experience never makes learning more difficult.‖ txtiti txtiti txtiti txtiti txtiti
d. ―Once something is learned, it can never be truly modified.‖ txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
ANS: A txtiti
Experience accentuates differences among learners and serves as a source of insight and motivation, but it can
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
also bea barrier. Experience can serve as a foundation for defining the self.
txtiti txtiti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
DIF: Cognitive Level: Application txtiti txtiti txtiti
OBJ: Identify how experiences influence learning in adults. txtiti txtiti txtiti txtiti txtiti txtiti txtiti TOP: Adult Learning txtiti txtiti
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday night. The
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
student has already taken a vacation day from work Thursday night so that she can stay home and study.
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
She is consideringskipping her exercise class on Thursday morning to
txtiti txtiti txtiti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti
N go to the library to prepare for the test. Which response best identifies the txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
student‘s outcome priority? txtiti txtiti
a. Exercise class txtiti
b. Going to the library txtiti txtiti txtiti
c. Avoiding work by taking a vacation txtiti txtiti txtiti txtiti txtiti
d. Doing well on the test on Friday txtiti txtiti txtiti txtiti txtiti txtiti
ANS: D txtiti
The outcome priority is the essential issue or need to be addressed at any given time
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
txtiti within aset of conditions or circumstances. txtiti tix txtiti txtiti txtiti txtiti
DIF: Cognitive Level: Application txtiti txtiti
OBJ: Identify motivations and personal outcome priorities for returning to school. txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
TOP:Motivation to Learn
txtiti tix txtiti txtiti
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the possibility of
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
taking classes to become an RN. The advisor interprets which statement by the nurse as the driving force
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
for returning toschool? a. ―I‘ll need to schedule time to attend classes.‖
txtiti txtiti txtiti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
b. ―I‘ll have to budget for paying tuition.‖ txtiti txtiti txtiti txtiti txtiti txtiti
c. ―I‘ll have to rearranging my schedule.‖ txtiti txtiti txtiti txtiti txtiti
d. ―There is a possibility of advancement into txtiti txtiti txtiti txtiti txtiti txtiti
txtiti administration.‖ANS: D tix txtiti
, 3 of 123 txtiti txtiti
Driving forces are those that push toward making the change, as opposed to restraining forces, which are those
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
thatusually present a challenge that needs to be overcome for the change to take place or present a negative
txtiti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
effect the change may initiate.
txtiti txtiti txtiti txtiti txtiti
DIF: Cognitive Level: Application txtiti txtiti
OBJ: Identify motivations and personal outcome priorities for returning to school. txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
TOP:Motivations for Change
txtiti tix txtiti txtiti
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyle and has been
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
askingquestions about eating better. The nurse can interpret this behavior as which stage of Lewin‘s Change
txtiti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
Theory? a.
txtiti txtiti
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
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
involves determining that a change needs to occur and deciding to take action. Moving is the second phase and involves
txtiti txtiti txtit txtiti txtiti txtiti txtit txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
actively planning changes and taking action on them. Refreezing is the last stage, and it occurs when the
txti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
change has become apart of the person‘s life.
txtiti txtiti txtiti txtiti tix txtiti txtiti txtiti txtiti
DIF: Cognitive Level: Analysis txtiti txtiti
OBJ: Understand Change Theory and how it applies to becoming an RN. TOP:
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
ChangeTheory
txtiti tix
5. An LPN is talking with her clinical instructor about her decision to return to school to become an RN. The
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
clinicalinstructor interprets the LPNs outcome priority based on which N statement?
txtiti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti t xtiti txtiti
a. ―My family wanted me to go back to school.‖ txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
b. ―I want to better my financial situation.‖ txtiti txtiti txtiti txtiti txtiti txtiti
c. ―I really enjoy school.‖ txtiti txtiti txtiti
d. ―I would like to advance to a teaching role someday.‖ txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
ANS: B txtiti
The outcome priority is the essential need that must be addressed, determined by internal and external factors, such
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
asneeding to better a financial situation. The other statements indicate reasons for returning to school, but they
txtiti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
are not essential needs or issues to be addressed.
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
DIF: Cognitive Level: Analysis txtiti txtiti txtiti OBJ: Identify how experiences influence learning in
txtiti txtiti txtiti txtiti txtiti txtiti
adults.TOP: Adult Learning
txtiti tix txtiti txtiti
6. A nurse notices a posting for a management position for which she is qualified. If the nurse is in the moving
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
phaseof Lewin‘s Change Theory, which statement reflects the action she is most likely to take?
txtiti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
a. Does nothing to obtain the position txtiti txtiti txtiti txtiti txtiti
b. Applies for the position txtiti txtiti txtiti
c. Identifies that change is needed txtiti txtiti txtiti txtiti
d. Settles into the routine of her job txtiti txtiti txtiti txtiti txtiti txtiti
ANS: B txtiti
Unfreezing begins when reasons for change are identified. The moving phase involves active planning and txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
action. Moving also means you are dealing with both positive and negative forces as they ebb and flow, and you
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
are makingmodifications to your plan as needed. Refreezing occurs after the change has become routine.
txtiti txtiti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
DIF: Cognitive Level: Application txtiti txtiti
, 4 of 123
txtiti txtiti
OBJ: Understand Change Theory and how it applies to becoming an RN. TOP:
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
ChangeTheory
txtiti tix
7. An Orthopedic Nurse is contemplating changes in her professional life and identifying
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
goals. Which action should the nurse take if she is interested in pursuing a long-term goal? a.
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
Studies for atelemetry exam scheduled for next week
txtiti txtiti txtiti tix txtiti txtiti t xtiti txtiti t xti ti
b. Enrolls in a Nurse Practitioner program txtiti txtiti txtiti txtiti txtiti
c. Attends a seminar to become a charge nurse txtiti txtiti txtiti txtiti txtiti txtiti txtiti
d. Continues to work on the orthopedic floor full-time txtiti txtiti txtiti txtiti txtiti txtiti txtiti
ANS: B txtiti
A short-term goal is one that can be attained in a period of 6 months or less. Short-term goals include
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
becoming a charge nurse and passing the telemetry exam. A long-term goal is attained in greater than 6
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
months and includes studying to become a Nurse Practitioner. Continuing to work on the orthopedic floor
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
does not represent either a short-term or a long-term goal.
txtiti txtiti txtiti txtiti txtiti txtiti tix txtiti txtiti txtiti txtiti
DIF: Cognitive Level: Application txtiti txtiti
OBJ: Identify both short- and long-term personal and professional goals. TOP:
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
SettingGoals
txtiti tix
8. The RN is talking with the unit manager about ways to improve patient care. The manager introduces the
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
concept ofa cohort. Which statement by the RN indicates that the teaching has N
txtiti txtiti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti t xtiti
been effective?
txtiti
a. ―A cohort is a web of connections‖. txtiti txtiti txtiti txtiti txtiti txtiti
b. ―A cohort is a group of people who share common experiences with each other‖.
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
c. ―A cohort is a group linked together for common purposes‖.
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
d. ―A cohort consists of groups of individuals that make up a whole‖.
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
ANS: B txtiti
A cohort is a group of people who share common experiences with each other. A scheme is a web of
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
connections, ateam is a group linked together for common purposes, and a unit consists of groups or
txtiti txtiti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
individuals that make up a whole.
txtiti txtiti txtiti txtiti txtiti txtiti
DIF: Cognitive Level: Evaluation
txtiti txtiti txtiti
OBJ: Identify how experiences influence learning in adults.
txtiti txtiti txtiti txtiti txtiti txtiti txtiti TOP: Adult Learning txtiti txtiti
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by one of the RNs
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
indicates thatteaching has been effective?
txtiti txtiti tix txtiti txtiti txtiti
a. ―Experience is a stepping stone to new learning‖. txtiti txtiti txtiti txtiti txtiti txtiti txtiti
b. ―Experience can be a barrier to new learning‖. txtiti txtiti txtiti txtiti txtiti txtiti txtiti
c. ―Experience can be an avenue to new learning‖. txtiti txtiti txtiti txtiti txtiti txtiti txtiti
d. ―Experience can be a detour to new learning‖. txtiti txtiti txtiti txtiti txtiti txtiti txtiti
ANS: B txtiti
Experience accentuates differences among learners, serves as a source of insight and motivation, can be a
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
barrier tonew learning, and serves as a foundation for defining the self.
txtiti txtiti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
DIF: Cognitive Level: Evaluation txtiti txtiti
OBJ: Identify motivations and personal outcome priorities for returning to school. TOP:
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
AdultLearning
txtiti tix
10. The nurse educator is presenting a lecture on experience and learning to a group of RNs.
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
txtiti txtiti
, 2 of 123
txtiti txtiti
txti TEST BANK FOR LPN TO RN TRANSITIONS 6TH
txti ti txti ti txti ti txti ti txti txti ti txtiti
ti
txti EDITION BY CLAYWELL txti ti txti t
Chapter 01: Honoring Your Past, Planning Your Future
txtiti txtiti txtiti txtiti txtiti txtiti txtiti
MULTIPLE CHOICE txtiti
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She knows that
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
licensedpractical nurse/license vocational nurse (LPN/LVNs) who enter nursing school to become RNs
txtiti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
come into the learning environment with prior knowledge and understanding. Which statement by the
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
nursing advisor best describes her understanding of the effect experience may have on learning?
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
a. ―Experience may be a source of insight and motivation, or a barrier.‖ txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
b. ―Experience is usually a stumbling block for LPN/LVNs.‖ txtiti txtiti txtiti txtiti txtiti txtiti txtiti
c. ―Experience never makes learning more difficult.‖ txtiti txtiti txtiti txtiti txtiti
d. ―Once something is learned, it can never be truly modified.‖ txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
ANS: A txtiti
Experience accentuates differences among learners and serves as a source of insight and motivation, but it can
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
also bea barrier. Experience can serve as a foundation for defining the self.
txtiti txtiti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
DIF: Cognitive Level: Application txtiti txtiti txtiti
OBJ: Identify how experiences influence learning in adults. txtiti txtiti txtiti txtiti txtiti txtiti txtiti TOP: Adult Learning txtiti txtiti
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday night. The
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
student has already taken a vacation day from work Thursday night so that she can stay home and study.
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
She is consideringskipping her exercise class on Thursday morning to
txtiti txtiti txtiti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti
N go to the library to prepare for the test. Which response best identifies the txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
student‘s outcome priority? txtiti txtiti
a. Exercise class txtiti
b. Going to the library txtiti txtiti txtiti
c. Avoiding work by taking a vacation txtiti txtiti txtiti txtiti txtiti
d. Doing well on the test on Friday txtiti txtiti txtiti txtiti txtiti txtiti
ANS: D txtiti
The outcome priority is the essential issue or need to be addressed at any given time
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
txtiti within aset of conditions or circumstances. txtiti tix txtiti txtiti txtiti txtiti
DIF: Cognitive Level: Application txtiti txtiti
OBJ: Identify motivations and personal outcome priorities for returning to school. txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
TOP:Motivation to Learn
txtiti tix txtiti txtiti
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the possibility of
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
taking classes to become an RN. The advisor interprets which statement by the nurse as the driving force
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
for returning toschool? a. ―I‘ll need to schedule time to attend classes.‖
txtiti txtiti txtiti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
b. ―I‘ll have to budget for paying tuition.‖ txtiti txtiti txtiti txtiti txtiti txtiti
c. ―I‘ll have to rearranging my schedule.‖ txtiti txtiti txtiti txtiti txtiti
d. ―There is a possibility of advancement into txtiti txtiti txtiti txtiti txtiti txtiti
txtiti administration.‖ANS: D tix txtiti
, 3 of 123 txtiti txtiti
Driving forces are those that push toward making the change, as opposed to restraining forces, which are those
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
thatusually present a challenge that needs to be overcome for the change to take place or present a negative
txtiti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
effect the change may initiate.
txtiti txtiti txtiti txtiti txtiti
DIF: Cognitive Level: Application txtiti txtiti
OBJ: Identify motivations and personal outcome priorities for returning to school. txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
TOP:Motivations for Change
txtiti tix txtiti txtiti
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyle and has been
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
askingquestions about eating better. The nurse can interpret this behavior as which stage of Lewin‘s Change
txtiti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
Theory? a.
txtiti txtiti
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
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
involves determining that a change needs to occur and deciding to take action. Moving is the second phase and involves
txtiti txtiti txtit txtiti txtiti txtiti txtit txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
actively planning changes and taking action on them. Refreezing is the last stage, and it occurs when the
txti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
change has become apart of the person‘s life.
txtiti txtiti txtiti txtiti tix txtiti txtiti txtiti txtiti
DIF: Cognitive Level: Analysis txtiti txtiti
OBJ: Understand Change Theory and how it applies to becoming an RN. TOP:
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
ChangeTheory
txtiti tix
5. An LPN is talking with her clinical instructor about her decision to return to school to become an RN. The
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
clinicalinstructor interprets the LPNs outcome priority based on which N statement?
txtiti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti t xtiti txtiti
a. ―My family wanted me to go back to school.‖ txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
b. ―I want to better my financial situation.‖ txtiti txtiti txtiti txtiti txtiti txtiti
c. ―I really enjoy school.‖ txtiti txtiti txtiti
d. ―I would like to advance to a teaching role someday.‖ txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
ANS: B txtiti
The outcome priority is the essential need that must be addressed, determined by internal and external factors, such
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
asneeding to better a financial situation. The other statements indicate reasons for returning to school, but they
txtiti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
are not essential needs or issues to be addressed.
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
DIF: Cognitive Level: Analysis txtiti txtiti txtiti OBJ: Identify how experiences influence learning in
txtiti txtiti txtiti txtiti txtiti txtiti
adults.TOP: Adult Learning
txtiti tix txtiti txtiti
6. A nurse notices a posting for a management position for which she is qualified. If the nurse is in the moving
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
phaseof Lewin‘s Change Theory, which statement reflects the action she is most likely to take?
txtiti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
a. Does nothing to obtain the position txtiti txtiti txtiti txtiti txtiti
b. Applies for the position txtiti txtiti txtiti
c. Identifies that change is needed txtiti txtiti txtiti txtiti
d. Settles into the routine of her job txtiti txtiti txtiti txtiti txtiti txtiti
ANS: B txtiti
Unfreezing begins when reasons for change are identified. The moving phase involves active planning and txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
action. Moving also means you are dealing with both positive and negative forces as they ebb and flow, and you
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
are makingmodifications to your plan as needed. Refreezing occurs after the change has become routine.
txtiti txtiti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
DIF: Cognitive Level: Application txtiti txtiti
, 4 of 123
txtiti txtiti
OBJ: Understand Change Theory and how it applies to becoming an RN. TOP:
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
ChangeTheory
txtiti tix
7. An Orthopedic Nurse is contemplating changes in her professional life and identifying
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
goals. Which action should the nurse take if she is interested in pursuing a long-term goal? a.
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
Studies for atelemetry exam scheduled for next week
txtiti txtiti txtiti tix txtiti txtiti t xtiti txtiti t xti ti
b. Enrolls in a Nurse Practitioner program txtiti txtiti txtiti txtiti txtiti
c. Attends a seminar to become a charge nurse txtiti txtiti txtiti txtiti txtiti txtiti txtiti
d. Continues to work on the orthopedic floor full-time txtiti txtiti txtiti txtiti txtiti txtiti txtiti
ANS: B txtiti
A short-term goal is one that can be attained in a period of 6 months or less. Short-term goals include
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
becoming a charge nurse and passing the telemetry exam. A long-term goal is attained in greater than 6
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
months and includes studying to become a Nurse Practitioner. Continuing to work on the orthopedic floor
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
does not represent either a short-term or a long-term goal.
txtiti txtiti txtiti txtiti txtiti txtiti tix txtiti txtiti txtiti txtiti
DIF: Cognitive Level: Application txtiti txtiti
OBJ: Identify both short- and long-term personal and professional goals. TOP:
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
SettingGoals
txtiti tix
8. The RN is talking with the unit manager about ways to improve patient care. The manager introduces the
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
concept ofa cohort. Which statement by the RN indicates that the teaching has N
txtiti txtiti tix txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti t xtiti
been effective?
txtiti
a. ―A cohort is a web of connections‖. txtiti txtiti txtiti txtiti txtiti txtiti
b. ―A cohort is a group of people who share common experiences with each other‖.
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
c. ―A cohort is a group linked together for common purposes‖.
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
d. ―A cohort consists of groups of individuals that make up a whole‖.
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
ANS: B txtiti
A cohort is a group of people who share common experiences with each other. A scheme is a web of
txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti txtiti
connections, ateam is a group linked together for common purposes, and a unit consists of groups or
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individuals that make up a whole.
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DIF: Cognitive Level: Evaluation
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OBJ: Identify how experiences influence learning in adults.
txtiti txtiti txtiti txtiti txtiti txtiti txtiti TOP: Adult Learning txtiti txtiti
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by one of the RNs
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indicates thatteaching has been effective?
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a. ―Experience is a stepping stone to new learning‖. txtiti txtiti txtiti txtiti txtiti txtiti txtiti
b. ―Experience can be a barrier to new learning‖. txtiti txtiti txtiti txtiti txtiti txtiti txtiti
c. ―Experience can be an avenue to new learning‖. txtiti txtiti txtiti txtiti txtiti txtiti txtiti
d. ―Experience can be a detour to new learning‖. txtiti txtiti txtiti txtiti txtiti txtiti txtiti
ANS: B txtiti
Experience accentuates differences among learners, serves as a source of insight and motivation, can be a
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barrier tonew learning, and serves as a foundation for defining the self.
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DIF: Cognitive Level: Evaluation txtiti txtiti
OBJ: Identify motivations and personal outcome priorities for returning to school. TOP:
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AdultLearning
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10. The nurse educator is presenting a lecture on experience and learning to a group of RNs.
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