TEST BANK FOR LPN
TO RN TRANSITIONS
4TH EDITION CLAYWELL
QUESTIONS AND ACTUAL
ANSWERS UPDATED 2025
- 2026.
, TEST,BANK,FOR,LPN,TO,RN,TRANSITIONS,4TH,EDITION,BY,CLAYWELL
Chapter,01:,Honoring,Your,Past,,Planning,Your,Future,Claywell:,LPN,to,RN,Transiti
ons,,4th,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.,Whi
ch,statement,by,the,nursing,advisor,best,describes,her,understanding,of,the,effect,experience,ma
y,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,motivati
on,,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,librar
y,to,prepare,for,the,test.,Which,response,best,identifies,the,student’s,outcome,N,,,,,,,,,,,,,prio
rity?,
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,o
f,conditions,or,circumstances.
DIF: Cognitive,Level:,Application, ,
OBJ:
Identify,motivations,and,personal,outcome,priorities,for,returning,to,school.,TOP:,Motivat
ion,to,Learn,
3. A,nurse,who,has,been,an,LPN/LVN,for,10,years,is,meeting,with,an,advisor,to,discuss,the,possib
ility,of,taking,classes,to,become,an,RN.,The,advisor,interprets,which,statement,by,the,nurse,as,t
he,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.”,
TESTBANKWORLD.ORG
, TEST,BANK,FOR,LPN,TO,RN,TRANSITIONS,4TH,EDITION,BY,CLAYWELL
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,,w
hich,are,those,that,usually,present,a,challenge,that,needs,to,be,overcome,for,the,change,to,take,pl
ace,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:,Motivat
ions,for,Change
4. An,RN,is,caring,for,a,diabetic,patient.,The,patient,appears,interested,in,changing,her,lifestyle,an
d,has,been,asking,questions,about,eating,better.,The,nurse,can,interpret,this,behavior,as,which,s
tage,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,invo
lves,determining,that,a,change,needs,to,occur,and,deciding,to,take,action.,Moving,is,the,second,p
hase,and,involves,actively,planning,changes,and,taking,action,on,them.,Refreezing,is,the,last,sta
ge,,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:,Ch
ange,Theory,
5. An,LPN,is,talking,with,her,clinical,instructor,about,her,decision,to,return,to,school,to,become,a
n,RN.,The,clinical,instructor,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,ext
ernal,factors,,such,as,needing,to,better,a,financial,situation.,The,other,statements,indicate,reason
s,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,lik
ely,to,take?,
a. Does,nothing,to,obtain,the,position,
TESTBANKWORLD.ORG
, TEST,BANK,FOR,LPN,TO,RN,TRANSITIONS,4TH,EDITION,BY,CLAYWELL
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,pla
nning,and,action.,Moving,also,means,you,are,dealing,with,both,positive,and,negative,forces,as,th
ey,ebb,and,flow,,and,you,are,making,modifications,to,your,plan,as,needed.,Refreezing,occurs,aft
er,the,change,has,become,routine.
DIF: Cognitive,Level:,Application, ,
OBJ:,Understand,Change,Theory,and,how,it,applies,to,becoming,an,RN.,TOP:,Ch
ange,Theory,
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,a,telemetry,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,Practition
er.,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:,Setting,Goals,,
8. The,RN,is,talking,with,the,unit,manager,about,ways,to,improve,patient,care.,The,manager,intro
duces,the,concept,of,a,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,,a,team,is,a,group,linked,together,for,common,purposes,,and,a,unit,consists,of,gro
ups,or,individuals,that,make,up,a,whole.
DIF:,Cognitive,Level:,Evaluation, ,
OBJ:,Identify,how,experiences,influence,learning,in,adults., TOP:,Adult,Learning
TESTBANKWORLD.ORG
TO RN TRANSITIONS
4TH EDITION CLAYWELL
QUESTIONS AND ACTUAL
ANSWERS UPDATED 2025
- 2026.
, TEST,BANK,FOR,LPN,TO,RN,TRANSITIONS,4TH,EDITION,BY,CLAYWELL
Chapter,01:,Honoring,Your,Past,,Planning,Your,Future,Claywell:,LPN,to,RN,Transiti
ons,,4th,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.,Whi
ch,statement,by,the,nursing,advisor,best,describes,her,understanding,of,the,effect,experience,ma
y,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,motivati
on,,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,librar
y,to,prepare,for,the,test.,Which,response,best,identifies,the,student’s,outcome,N,,,,,,,,,,,,,prio
rity?,
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,o
f,conditions,or,circumstances.
DIF: Cognitive,Level:,Application, ,
OBJ:
Identify,motivations,and,personal,outcome,priorities,for,returning,to,school.,TOP:,Motivat
ion,to,Learn,
3. A,nurse,who,has,been,an,LPN/LVN,for,10,years,is,meeting,with,an,advisor,to,discuss,the,possib
ility,of,taking,classes,to,become,an,RN.,The,advisor,interprets,which,statement,by,the,nurse,as,t
he,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.”,
TESTBANKWORLD.ORG
, TEST,BANK,FOR,LPN,TO,RN,TRANSITIONS,4TH,EDITION,BY,CLAYWELL
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,,w
hich,are,those,that,usually,present,a,challenge,that,needs,to,be,overcome,for,the,change,to,take,pl
ace,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:,Motivat
ions,for,Change
4. An,RN,is,caring,for,a,diabetic,patient.,The,patient,appears,interested,in,changing,her,lifestyle,an
d,has,been,asking,questions,about,eating,better.,The,nurse,can,interpret,this,behavior,as,which,s
tage,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,invo
lves,determining,that,a,change,needs,to,occur,and,deciding,to,take,action.,Moving,is,the,second,p
hase,and,involves,actively,planning,changes,and,taking,action,on,them.,Refreezing,is,the,last,sta
ge,,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:,Ch
ange,Theory,
5. An,LPN,is,talking,with,her,clinical,instructor,about,her,decision,to,return,to,school,to,become,a
n,RN.,The,clinical,instructor,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,ext
ernal,factors,,such,as,needing,to,better,a,financial,situation.,The,other,statements,indicate,reason
s,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,lik
ely,to,take?,
a. Does,nothing,to,obtain,the,position,
TESTBANKWORLD.ORG
, TEST,BANK,FOR,LPN,TO,RN,TRANSITIONS,4TH,EDITION,BY,CLAYWELL
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,pla
nning,and,action.,Moving,also,means,you,are,dealing,with,both,positive,and,negative,forces,as,th
ey,ebb,and,flow,,and,you,are,making,modifications,to,your,plan,as,needed.,Refreezing,occurs,aft
er,the,change,has,become,routine.
DIF: Cognitive,Level:,Application, ,
OBJ:,Understand,Change,Theory,and,how,it,applies,to,becoming,an,RN.,TOP:,Ch
ange,Theory,
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,a,telemetry,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,Practition
er.,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:,Setting,Goals,,
8. The,RN,is,talking,with,the,unit,manager,about,ways,to,improve,patient,care.,The,manager,intro
duces,the,concept,of,a,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,,a,team,is,a,group,linked,together,for,common,purposes,,and,a,unit,consists,of,gro
ups,or,individuals,that,make,up,a,whole.
DIF:,Cognitive,Level:,Evaluation, ,
OBJ:,Identify,how,experiences,influence,learning,in,adults., TOP:,Adult,Learning
TESTBANKWORLD.ORG
