Test Bank For LPN to RN Transitions 6th
Edition by Lora Claywell
,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.”
ANSWER: 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
ANSWER: 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.”ANSWER: 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
ANSWER: 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.”
ANSWER: 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
Edition by Lora Claywell
,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.”
ANSWER: 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
ANSWER: 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.”ANSWER: 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
ANSWER: 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.”
ANSWER: 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
