TEST BANK #
l
LPN to RN Transitions
#
l l# #
l
Lora Claywell PhD MSN RN CNE
#
l #
l #
l #
l #
l
5th Edition
l#
,Table of Contents
l# l#
Chapter l#01 l#Honoring l#Your l#Past, l#Planning l#Your l#Future 1
Chapter l#02 l#Assessing l#Yourself l#and l#Designing l#Success 5
Chapter l#03 l#Study l#Habits l#and l#Test-Taking l#Skills 12
Chapter l#04 l#Distinguishing l#the l#RN l#Role l#from l#the l#LPN l#LVN l#Role 18
Chapter l#05 l#Using l#Nursing l#Theory l#to l#Guide l#Professional l#Practice 26
Chapter l#06 l#Providing l#Patient-Centered l#Care l#Through l#the l#Nursing l#Process 35
Chapter l#07 l#Critical l#and l#Diagnostic l#Thinking l#for l#Better l#Clinical l#Judgment 45
Chapter l#08 l#Practicing Evidence-Based l#Decision l#Making
D 54
Chapter l#09 l#Communicating l#With l#Patients l#and l#Co-Workers 65
Chapter l#10 l#Teaching Patients l#and l#Their l#Families
D 74
Chapter l#11 l#The l#Nurses, l#Ideas, l#and l#Forces l#That l#Define l#the l#Profession 83
Chapter l#12 l#Upholding l#Legal l#and l#Ethical l#Principles 88
Chapter l#13 l#Care and Safety l#Standards, l#Competence, l#and Nurse l#Accountability
D D D 99
Chapter l#14 l#Leading, l#Delegating, l#and l#Collaborating 106
Chapter l#15 l#Promoting l#Healthful l#Living l#in l#the l#Primary l#Care l#Setting 116
Chapter l#16 l#Managing Care l#in l#Secondary l#and l#Tertiary l#Health l#Care
D 125
Chapter l#17 l#Reflecting l#on l#Your l#Transition 132
Chapter l#18 l#Prepare l#Now l#to l#Pass l#NCLEX-RN® 141
,Chapter 01: Honoring Your Past, Planning Your
l# l# l# l# l# l#
Future Clay well: LPN to RN Transitions, 5th Edition
l# D l# l# l# l# l# l# l#
MULTIPLE l#CHOICE
1. A l#nursing l#advisor l#is l#meeting l#with l#a l#student l#who l#is l#interested l#in l#earning
l#her l#RN l#degree. l#She l#knows l#that l#licensed l#practical l#nurse/license l#vocational
l#nurse l#(LPN/LVNs) l#who l#enter l#nursing l#school l#to l#become l#RNs l#come l#into l#the
l#learning l#environment l#with l#prior l#knowledge l#and l#unders l#tanding. l#Which
l#statement l#by l#the l#nursing l#advisor l#best describes l#her l#understanding l#of l#the
D
l#eff l#ect l#experience l#may l#have l#on l#learning?
a. ―Experience l#may l#be l#a l#source l#of l#insight l#and l#motivation, l#or l#a l#barrier.‖
b. ―Experience l#is l#usually l#a l#stumbling l#block l#for l#LPN/LVNs.‖
c. ―Experience l#never l#makes l#learning l#more l#difficult.‖
d. ―Once l#something l#is l#learned, l#it l#can l#never l#be l#truly l#modified.‖
ANS: l # A
Experience l#accentuates l#differences l#among l#learners l#and l#serves l#as l#a l#source l#of
l#insight l#and l#motiv l#ation, l#but l#it l#can l#also l# be l#a l#barrier. l#Experience l#can l#serve l#as
l#a l#foundation l#for l#defining l#the l#self.
DIF: Cognitive l#Level: l#Application
OBJ: Identify l#how l#experiences l#influence l#learning l#in l#adults. TOP: Adult
l#Learning
2. There l#is l#a l#test l#on l#the l#cardiovascular l#system l#on l#Friday l#morning, l#and l#it l#is
l#now l#Wednesday l#night. l#The l#student l#has l#already l#taken l#a l#vacation l#day
l#from l#work l#Thursday l#night l#so l#that l#she l#can l#stay l#home l#and l#study. l#She
l#iWs cWoWn.sidTeBriS
D ngMs.kWipSping l # her l#exercise l#class l#on l#Thursday l#mor l#ning l#to
l#go l#to l#the l#library l#to l#prepare l#for l#the l#test. l#Which l#response l#best l#identifies
l#the l#student l#‘s l#outcome l#priority?
a. Exercise l#class
b. Going l#to l#the l#library
c. Avoiding l#work l#by l#taking l#a l#vacation
d. Doing l#well l#on l#the l#test l#on l#Friday
ANS: l # D
The l#outcome l#priority l#is l#the l#essential l#issue l#or l#need l#to l#be l#addressed l#at l#any
l#given l#time l#within l#a l#set l#of l#conditions l#or l# circumstances.
DIF: Cognitive l#Level:
l#Application l#OBJ:
Identify l#motivations l#and l#personal l#outcome l#priorities l#for l#returning l#to
l#school.
TOP: Motivation l#to l#Learn
3. A l#nurse l#who l#has l#been l#an LPN/LVN l#for l#10 l#years l#is l#meeting l#with l#an
D
l#advisor l#to l#discuss l#the l#p l#ossibility l#of l#taking l#classes l#to l#become l#an l#RN. l#The
l#advisor l#interprets l#which l#statement l#by l#the l#n l#urse l#as l#the l#driving l#force l#for
l#returning l#to l#school?
a. ―I‘ll l#need l#to l#schedule l#time l#to l#attend l#classes.‖
b. ―I‘ll l#have l#to l#budget l#for l#paying l#tuition.‖
c. ―I‘ll l#have l#to l#rearranging l#my l#schedule.‖
, d. ―There l#is l#a l#possibility l#of l#advancement l#into l#administration.‖
1 | l#P l#a l# g l#e
l
LPN to RN Transitions
#
l l# #
l
Lora Claywell PhD MSN RN CNE
#
l #
l #
l #
l #
l
5th Edition
l#
,Table of Contents
l# l#
Chapter l#01 l#Honoring l#Your l#Past, l#Planning l#Your l#Future 1
Chapter l#02 l#Assessing l#Yourself l#and l#Designing l#Success 5
Chapter l#03 l#Study l#Habits l#and l#Test-Taking l#Skills 12
Chapter l#04 l#Distinguishing l#the l#RN l#Role l#from l#the l#LPN l#LVN l#Role 18
Chapter l#05 l#Using l#Nursing l#Theory l#to l#Guide l#Professional l#Practice 26
Chapter l#06 l#Providing l#Patient-Centered l#Care l#Through l#the l#Nursing l#Process 35
Chapter l#07 l#Critical l#and l#Diagnostic l#Thinking l#for l#Better l#Clinical l#Judgment 45
Chapter l#08 l#Practicing Evidence-Based l#Decision l#Making
D 54
Chapter l#09 l#Communicating l#With l#Patients l#and l#Co-Workers 65
Chapter l#10 l#Teaching Patients l#and l#Their l#Families
D 74
Chapter l#11 l#The l#Nurses, l#Ideas, l#and l#Forces l#That l#Define l#the l#Profession 83
Chapter l#12 l#Upholding l#Legal l#and l#Ethical l#Principles 88
Chapter l#13 l#Care and Safety l#Standards, l#Competence, l#and Nurse l#Accountability
D D D 99
Chapter l#14 l#Leading, l#Delegating, l#and l#Collaborating 106
Chapter l#15 l#Promoting l#Healthful l#Living l#in l#the l#Primary l#Care l#Setting 116
Chapter l#16 l#Managing Care l#in l#Secondary l#and l#Tertiary l#Health l#Care
D 125
Chapter l#17 l#Reflecting l#on l#Your l#Transition 132
Chapter l#18 l#Prepare l#Now l#to l#Pass l#NCLEX-RN® 141
,Chapter 01: Honoring Your Past, Planning Your
l# l# l# l# l# l#
Future Clay well: LPN to RN Transitions, 5th Edition
l# D l# l# l# l# l# l# l#
MULTIPLE l#CHOICE
1. A l#nursing l#advisor l#is l#meeting l#with l#a l#student l#who l#is l#interested l#in l#earning
l#her l#RN l#degree. l#She l#knows l#that l#licensed l#practical l#nurse/license l#vocational
l#nurse l#(LPN/LVNs) l#who l#enter l#nursing l#school l#to l#become l#RNs l#come l#into l#the
l#learning l#environment l#with l#prior l#knowledge l#and l#unders l#tanding. l#Which
l#statement l#by l#the l#nursing l#advisor l#best describes l#her l#understanding l#of l#the
D
l#eff l#ect l#experience l#may l#have l#on l#learning?
a. ―Experience l#may l#be l#a l#source l#of l#insight l#and l#motivation, l#or l#a l#barrier.‖
b. ―Experience l#is l#usually l#a l#stumbling l#block l#for l#LPN/LVNs.‖
c. ―Experience l#never l#makes l#learning l#more l#difficult.‖
d. ―Once l#something l#is l#learned, l#it l#can l#never l#be l#truly l#modified.‖
ANS: l # A
Experience l#accentuates l#differences l#among l#learners l#and l#serves l#as l#a l#source l#of
l#insight l#and l#motiv l#ation, l#but l#it l#can l#also l# be l#a l#barrier. l#Experience l#can l#serve l#as
l#a l#foundation l#for l#defining l#the l#self.
DIF: Cognitive l#Level: l#Application
OBJ: Identify l#how l#experiences l#influence l#learning l#in l#adults. TOP: Adult
l#Learning
2. There l#is l#a l#test l#on l#the l#cardiovascular l#system l#on l#Friday l#morning, l#and l#it l#is
l#now l#Wednesday l#night. l#The l#student l#has l#already l#taken l#a l#vacation l#day
l#from l#work l#Thursday l#night l#so l#that l#she l#can l#stay l#home l#and l#study. l#She
l#iWs cWoWn.sidTeBriS
D ngMs.kWipSping l # her l#exercise l#class l#on l#Thursday l#mor l#ning l#to
l#go l#to l#the l#library l#to l#prepare l#for l#the l#test. l#Which l#response l#best l#identifies
l#the l#student l#‘s l#outcome l#priority?
a. Exercise l#class
b. Going l#to l#the l#library
c. Avoiding l#work l#by l#taking l#a l#vacation
d. Doing l#well l#on l#the l#test l#on l#Friday
ANS: l # D
The l#outcome l#priority l#is l#the l#essential l#issue l#or l#need l#to l#be l#addressed l#at l#any
l#given l#time l#within l#a l#set l#of l#conditions l#or l# circumstances.
DIF: Cognitive l#Level:
l#Application l#OBJ:
Identify l#motivations l#and l#personal l#outcome l#priorities l#for l#returning l#to
l#school.
TOP: Motivation l#to l#Learn
3. A l#nurse l#who l#has l#been l#an LPN/LVN l#for l#10 l#years l#is l#meeting l#with l#an
D
l#advisor l#to l#discuss l#the l#p l#ossibility l#of l#taking l#classes l#to l#become l#an l#RN. l#The
l#advisor l#interprets l#which l#statement l#by l#the l#n l#urse l#as l#the l#driving l#force l#for
l#returning l#to l#school?
a. ―I‘ll l#need l#to l#schedule l#time l#to l#attend l#classes.‖
b. ―I‘ll l#have l#to l#budget l#for l#paying l#tuition.‖
c. ―I‘ll l#have l#to l#rearranging l#my l#schedule.‖
, d. ―There l#is l#a l#possibility l#of l#advancement l#into l#administration.‖
1 | l#P l#a l# g l#e
