,
, TESTBANK FOR LPN TO RN TRANSITIONS 6TH EDITION BY CLAYWELLx1 x1 x1 x1 x1 x1 x1 x1 x1
Chapter 01: Honoring Your Past, Planning Your Future Claywel
x1 x1 x1 x1 x1 x1 x1 x1
l: LPN to RN Transitions, 6th Edition
x1 x1 x1 x1 x1 x1
MULTIPLE CHOICE x1
1. A nursing advisor is meeting with a student who is interested in earning her RN degree.
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
She knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter n
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
ursing school to become RNs come into the learning environment with prior knowledge
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
and understanding. Which statement by the nursing advisor best describes her understand
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
ing of the effect experience may have on learning?
x1 x1 x1 x1 x1 x1 x1 x1
a. “Experience may be a source of insight and motivation, or a barrier.” x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
b. “Experience is usually a stumbling block for LPN/LVNs.” x1 x1 x1 x1 x1 x1 x1
c. “Experience never makes learning more difficult.” x1 x1 x1 x1 x1
d. “Once something is learned, it can never be truly modified.”
x1 x1 x1 x1 x1 x1 x1 x1 x1
ANS: A x1
Experience accentuates differences among learners and serves as a source of insight and m
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
otivation, but it can also be a barrier. Experience can serve as a foundation for defining the
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
self.
DIF: Cognitive Level: Application x1 x1
OBJ: Identify how experiences influence learning in adults.
x1x1 x1 x1 x1 x1 x1 x1 TOP: Adult Learning x 1 x1
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
night. The student has already taken a vacation day from work Thursday night so that she c
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
an stay home and study. She is considering skipping her exercise class on Thursday morni
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
ng to go to the library to prepare for the test. Which response best identifies the student’s
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
outcome priority? x1
a. Exercise class x1
b. Going to the library x1 x1 x1
c. Avoiding work by taking a vacation x1 x1 x1 x1 x1
d. Doing well on the test on Friday x1 x1 x1 x1 x1 x1
ANS: D x1
The outcome priority is the essential issue or need to be addressed at any given time within
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
a set of conditions or circumstances.
x1 x1 x1 x1 x1
DIF: Cognitive Level: Application x1 x1
OBJ: Identify motivations and personal outcome priorities for returning to school.
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x
TOP: Motivation to Learn
1 x 1 x1 x1
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss th
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
e possibility of taking classes to become an RN. The advisor interprets which statement b
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
y the nurse as the driving force for returning to school?
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
a. “I’ll need to schedule time to attend classes.”
x1 x1 x1 x1 x1 x1 x1
b. “I’ll have to budget for paying tuition.”
x1 x1 x1 x1 x1 x1
c. “I’ll have to rearranging my schedule.”
x1 x1 x1 x1 x1
d. “There is a possibility of advancement into administration.”
x1 x1 x1 x1 x1 x1 x1
ANS: D x1
, Driving forces are those that push toward making the change, as opposed to restraining forc
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
es, which are those that usually present a challenge that needs to be overcome for the chan
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
ge to take place or present a negative effect the change may initiate.
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
DIF: Cognitive Level: Application x1 x1
OBJ: Identify motivations and personal outcome priorities for returning to school.
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x
TOP: Motivations for Change
1 x 1 x1 x1
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifest
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
yle and has been asking questions about eating better. The nurse can interpret this behavio
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
r as which stage of Lewin’s Change Theory?
x1 x1 x1 x1 x1 x1 x1
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B x1
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This pha
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
se involves determining that a change needs to occur and deciding to take action. Moving i
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
s the second phase and involves actively planning changes and taking action on them. Refre
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
ezing is the last stage, and it occurs when the change has become a part of the person’s life
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
.
DIF: Cognitive Level: Analysis x1 x1
OBJ: Understand Change Theory and how it applies to becoming an RN
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
. TOP: Change Theory
x1 x 1 x1
5. An LPN is talking with her clinical instructor about her decision to return to school to beco
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
me an RN. The clinical instructor iN
x1 x1 nterprets the LPNs outcome priority based on which state
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
ment?
a. “My family wanted me to go back to school.”
x1 x1 x1 x1 x1 x1 x1 x1
b. “I want to better my financial situation.”
x1 x1 x1 x1 x1 x1
c. “I really enjoy school.” x1 x1 x1
d. “I would like to advance to a teaching role someday.”
x1 x1 x1 x1 x1 x1 x1 x1 x1
ANS: B x1
The outcome priority is the essential need that must be addressed, determined by internal a
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
nd external factors, such as needing to better a financial situation. The other statements in
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
dicate reasons for returning to school, but they are not essential needs or issues to be addr
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
essed.
DIF: x 1 x 1 Cognitive Level: Analysis x1 x1
OBJ: x1x1 Identify how experiences influence learning in adults.
x1 x1 x1 x1 x1 x1 x 1 x 1 x 1 x 1 TOP: Adult Learning x 1 x1
6. A nurse notices a posting for a management position for which she is qualified. If the nurs
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
e is in the moving phase of Lewin’s Change Theory, which statement reflects the action s
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
he is most likely to take?
x1 x1 x1 x1 x1
a. Does nothing to obtain the position x1 x1 x1 x1 x1
b. Applies for the position x1 x1 x1
c. Identifies that change is needed x1 x1 x1 x1
d. Settles into the routine of her job x1 x1 x1 x1 x1 x1
ANS: B x1
, TESTBANK FOR LPN TO RN TRANSITIONS 6TH EDITION BY CLAYWELLx1 x1 x1 x1 x1 x1 x1 x1 x1
Chapter 01: Honoring Your Past, Planning Your Future Claywel
x1 x1 x1 x1 x1 x1 x1 x1
l: LPN to RN Transitions, 6th Edition
x1 x1 x1 x1 x1 x1
MULTIPLE CHOICE x1
1. A nursing advisor is meeting with a student who is interested in earning her RN degree.
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
She knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter n
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
ursing school to become RNs come into the learning environment with prior knowledge
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
and understanding. Which statement by the nursing advisor best describes her understand
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
ing of the effect experience may have on learning?
x1 x1 x1 x1 x1 x1 x1 x1
a. “Experience may be a source of insight and motivation, or a barrier.” x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
b. “Experience is usually a stumbling block for LPN/LVNs.” x1 x1 x1 x1 x1 x1 x1
c. “Experience never makes learning more difficult.” x1 x1 x1 x1 x1
d. “Once something is learned, it can never be truly modified.”
x1 x1 x1 x1 x1 x1 x1 x1 x1
ANS: A x1
Experience accentuates differences among learners and serves as a source of insight and m
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
otivation, but it can also be a barrier. Experience can serve as a foundation for defining the
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
self.
DIF: Cognitive Level: Application x1 x1
OBJ: Identify how experiences influence learning in adults.
x1x1 x1 x1 x1 x1 x1 x1 TOP: Adult Learning x 1 x1
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
night. The student has already taken a vacation day from work Thursday night so that she c
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
an stay home and study. She is considering skipping her exercise class on Thursday morni
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
ng to go to the library to prepare for the test. Which response best identifies the student’s
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
outcome priority? x1
a. Exercise class x1
b. Going to the library x1 x1 x1
c. Avoiding work by taking a vacation x1 x1 x1 x1 x1
d. Doing well on the test on Friday x1 x1 x1 x1 x1 x1
ANS: D x1
The outcome priority is the essential issue or need to be addressed at any given time within
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
a set of conditions or circumstances.
x1 x1 x1 x1 x1
DIF: Cognitive Level: Application x1 x1
OBJ: Identify motivations and personal outcome priorities for returning to school.
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x
TOP: Motivation to Learn
1 x 1 x1 x1
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss th
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
e possibility of taking classes to become an RN. The advisor interprets which statement b
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
y the nurse as the driving force for returning to school?
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
a. “I’ll need to schedule time to attend classes.”
x1 x1 x1 x1 x1 x1 x1
b. “I’ll have to budget for paying tuition.”
x1 x1 x1 x1 x1 x1
c. “I’ll have to rearranging my schedule.”
x1 x1 x1 x1 x1
d. “There is a possibility of advancement into administration.”
x1 x1 x1 x1 x1 x1 x1
ANS: D x1
, Driving forces are those that push toward making the change, as opposed to restraining forc
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
es, which are those that usually present a challenge that needs to be overcome for the chan
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
ge to take place or present a negative effect the change may initiate.
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
DIF: Cognitive Level: Application x1 x1
OBJ: Identify motivations and personal outcome priorities for returning to school.
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x
TOP: Motivations for Change
1 x 1 x1 x1
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifest
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
yle and has been asking questions about eating better. The nurse can interpret this behavio
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
r as which stage of Lewin’s Change Theory?
x1 x1 x1 x1 x1 x1 x1
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B x1
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This pha
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
se involves determining that a change needs to occur and deciding to take action. Moving i
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
s the second phase and involves actively planning changes and taking action on them. Refre
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
ezing is the last stage, and it occurs when the change has become a part of the person’s life
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
.
DIF: Cognitive Level: Analysis x1 x1
OBJ: Understand Change Theory and how it applies to becoming an RN
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
. TOP: Change Theory
x1 x 1 x1
5. An LPN is talking with her clinical instructor about her decision to return to school to beco
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
me an RN. The clinical instructor iN
x1 x1 nterprets the LPNs outcome priority based on which state
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
ment?
a. “My family wanted me to go back to school.”
x1 x1 x1 x1 x1 x1 x1 x1
b. “I want to better my financial situation.”
x1 x1 x1 x1 x1 x1
c. “I really enjoy school.” x1 x1 x1
d. “I would like to advance to a teaching role someday.”
x1 x1 x1 x1 x1 x1 x1 x1 x1
ANS: B x1
The outcome priority is the essential need that must be addressed, determined by internal a
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
nd external factors, such as needing to better a financial situation. The other statements in
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
dicate reasons for returning to school, but they are not essential needs or issues to be addr
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
essed.
DIF: x 1 x 1 Cognitive Level: Analysis x1 x1
OBJ: x1x1 Identify how experiences influence learning in adults.
x1 x1 x1 x1 x1 x1 x 1 x 1 x 1 x 1 TOP: Adult Learning x 1 x1
6. A nurse notices a posting for a management position for which she is qualified. If the nurs
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
e is in the moving phase of Lewin’s Change Theory, which statement reflects the action s
x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1 x1
he is most likely to take?
x1 x1 x1 x1 x1
a. Does nothing to obtain the position x1 x1 x1 x1 x1
b. Applies for the position x1 x1 x1
c. Identifies that change is needed x1 x1 x1 x1
d. Settles into the routine of her job x1 x1 x1 x1 x1 x1
ANS: B x1
