TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY CLAYWELL
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TESTBANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY CLAYWELL f f f f f f f f f
Chapter 01: Honoring Your Past, Planning Your Future Claywell:
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LPN to RN Transitions, 5th Edition
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MULTIPLE CHOICE f
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She
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knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nursing
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school to become RNs come into the learning environment with prior knowledge and
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understanding. Which statement by the nursing advisor best describes her understanding of
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the effect experience may have on learning?
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a. ―Experience may be a source of insight and motivation, or a barrier.‖ f f f f f f f f f f f
b. ―Experience is usually a stumbling block for LPN/LVNs.‖ f f f f f f f
c. ―Experience never makes learning more difficult.‖ f f f f f
d. ―Once something is learned, it can never be truly modified.‖ f f f f f f f f f
ANS: A f
Experience accentuates differences among learners and serves as a source of insight and
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motivation, but it can also be a barrier. Experience can serve as a foundation for defining the self.
f f f f f f f f f f f f f f f f f f
DIF: Cognitive Level: Application f f
OBJ: Identify how experiences influence learning in adults.
f f f f f f f f TOP: Adult Learning f f
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
f f f f f f f f f f f f f f f
night. The student has already taken a vacation day from work Thursday night so that she can
f f f f f f f f f f f f f f f f f
stay home and study. She is considering skipping her exercise class on Thursday morning to
f f f f f f f f f f f f f f f
go to the library to prepare for the test. Which response best identifies the student‘s outcome
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priority?
f
a. Exercise class f
b. Going to the library f f f
c. Avoiding work by taking a vacation f f f f f
d. Doing well on the test on Friday f f f f f f
ANS: D f
The outcome priority is the essential issue or need to be addressed at any given time within a set
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of conditions or circumstances.
f f f f
DIF: Cognitive Level: Application f f
OBJ: Identify motivations and personal outcome priorities for returning to school.
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TOP: Motivation to Learn
f f f f
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the
f f f f f f f f f f f f f f f f f
possibility of taking classes to become an RN. The advisor interprets which statement by the
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nurse as the driving force for returning to school?
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a. ―I‘ll need to schedule time to attend classes.‖ f f f f f f f
b. ―I‘ll have to budget for paying tuition.‖ f f f f f f
c. ―I‘ll have to rearranging my schedule.‖ f f f f f
d. ―There is a possibility of advancement into administration.‖ f f f f f f f
ANS: D f
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY CLAYWELL
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Driving forces are those that push toward making the change, as opposed to restraining forces,
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which are those that usually present a challenge that needs to be overcome for the change to
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take place or present a negative effect the change may initiate.
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DIF: Cognitive Level: Application f f
OBJ: Identify motivations and personal outcome priorities for returning to school.
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TOP: Motivations for Change
f f f f
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyle
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and has been asking questions about eating better. The nurse can interpret this behavior as
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which stage of Lewin‘s Change Theory?
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a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B f
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This phase
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involves determining that a change needs to occur and deciding to take action. Moving is the
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second phase and involves actively planning changes and taking action on them. Refreezing is
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the last stage, and it occurs when the change has become a part of the person‘s life.
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DIF: Cognitive Level: Analysis f f
OBJ: Understand Change Theory and how it applies to becoming an RN.
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TOP: Change Theory
f f f
5. An LPN is talking with her clinical instructor about her decision to return to school to become an
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RN. The clinical instructor iN
f f nterprets the LPNs outcome priority based on which statement?
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a. ―My family wanted me to go back to school.‖ f f f f f f f f
b. ―I want to better my financial situation.‖
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c. ―I really enjoy school.‖
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d. ―I would like to advance to a teaching role someday.‖
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ANS: B f
The outcome priority is the essential need that must be addressed, determined by internal and
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external factors, such as needing to better a financial situation. The other statements indicate
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reasons for returning to school, but they are not essential needs or issues to be addressed.
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DIF: Cognitive Level: Analysis
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OBJ: Identify how experiences influence learning in adults.
f f f f f f f f f f f f TOP: Adult Learning f f
6. A nurse notices a posting for a management position for which she is qualified. If the nurse is in
f f f f f f f f f f f f f f f f f f
the moving phase of Lewin‘s Change Theory, which statement reflects the action she is most
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likely to take?
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a. Does nothing to obtain the position f f f f f
b. Applies for the position f f f
c. Identifies that change is needed f f f f
d. Settles into the routine of her job f f f f f f
ANS: B f
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY CLAYWELL
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Unfreezing begins when reasons for change are identified. The moving phase involves active
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planning and action. Moving also means you are dealing with both positive and negative forces
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as they ebb and flow, and you are making modifications to your plan as needed.
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Refreezing occurs after the change has become routine. f f f f f f f
DIF: Cognitive Level: Application f f
OBJ: Understand Change Theory and how it applies to becoming an RN.
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TOP: Change Theory
f f f
7. The RN is talking with the unit manager about ways to improve patient care. The manager
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introduces the concept of a cohNo rt. Which statement by the RN indicates that the teaching has
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been effective?
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a. ―A cohort is a web of connections‖. f f f f f f
b. ―A cohort is a group of people who share common experiences with each other‖.
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c. ―A cohort is a group linked together for common purposes‖.
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d. ―A cohort consists of groups of individuals that make up a whole‖.
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ANS: B f
A cohort is a group of people who share common experiences with each other. A scheme is a web
f f f f f f f f f f f f f f f f f f
of connections, a team is a group linked together for common purposes, and a unit consists of
f f f f f f f f f f f f f f f f f
groups or individuals that make up a whole.
f f f f f f f f
DIF: Cognitive Level: Evaluation f f
OBJ: Identify how experiences influence learning in adults.
f f f f f f f f TOP: Adult Learning f f
8. An Orthopedic Nurse is contemplating changes in her professional life and identifying goals.
f f f f f f f f f f f f
Which action should the nurse take if she is interested in pursuing a long-term goal?
f f f f f f f f f f f f f f f
a. Studies for a telemetry exam scheduled for next week f f f f f f f f
b. Enrolls in a Nurse Practitioner program f f f f f
c. Attends a seminar to become a charge nurse f f f f f f f
d. Continues to work on the orthopedic floor full-time f f f f f f f
ANS: B f
A short-term goal is one that can be attained in a period of 6 months or less. Short-term goals
f f f f f f f f f f f f f f f f f f
include becoming a charge nurse and passing the telemetry exam. A long-term goal is attained in
f f f f f f f f f f f f f f f f
greater than 6 months and includes studying to become a Nurse Practitioner. Continuing to
f f f f f f f f f f f f f f
work on the orthopedic floor does not represent either a short-term or a long-term goal.
f f f f f f f f f f f f f f f
DIF: Cognitive Level: Application f f
OBJ: Identify both short- and long-term personal and professional goals.
f f f f f f f f f
TOP: Setting Goals
f f f
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by one of
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the RNs indicates that teaching has been effective?
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a. ―Experience is a stepping stone to new learning‖. f f f f f f f
b. ―Experience can be a barrier to new learning‖. f f f f f f f
c. ―Experience can be an avenue to new learning‖. f f f f f f f
d. ―Experience can be a detour to new learning‖. f f f f f f f
ANS: B f
Experience accentuates differences among learners, serves as a source of insight andf f f f f f f f f f f
motivation, can be a barrier to new learning, and serves as a foundation for defining the self.
f f f f f f f f f f f f f f f f f
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY CLAYWELL
f f f f f f f f f f
DIF: Cognitive Level: Evaluation f f
OBJ: Identify motivations and personal outcome priorities for returning to school.
f f f f f f f f f f
TOP: Adult Learning
f f f
10. The nurse educator is presenting a lecture on experience and learning to a group of RNs.
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Which statement by one of the RNs indicates that teaching has been effective?
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a. ―Experiences always help educational endeavors‖. f f f f
b. ―The process of unlearning is easier than the initial learning‖.
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c. ―Learning can often be more difficult if previous knowledge is contradicted‖. f f f f f f f f f f
d. ―Experiences rarely serve the student in the learning process‖. f f f f f f f f
ANS: C f
Experiences may either help or hinder both present and future educational endeavors (Knowles
f f f f f f f f f f f f
et al., 2015). Experience may serve as a chain to which new learning may be linked, making
f f f f f f f f f f f f f f f f f
concepts understandable within your personal context. Conversely, some experiences make
f f f f f f f f f f
learning more difficult in that new information may contradict previously accepted information
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and make it necessary to unlearn it. The process of unlearning is more difficult than initial
f f f f f f f f f f f f f f f f
learning.
f
DIF: Cognitive Level: Evaluation f f
OBJ: Delineate both positive and negative effect experiences.
f f f f f f f TOP: Adult Learning f f
MULTIPLE RESPONSE f
1. A student nurse and the staff RN are discussing recent changes on the nursing unit. Which of
f f f f f f f f f f f f f f f f
fthe following are examples of cNhange processes? (Select all that apply.)
f f f f f f f f f f
a. Coercive
b. Collaborative
c. Technocratic
d. Planned
e. Organized
ANS: A, C, D f f f
Coercive is a type of change that is forced or pushed on another. A decision for change made by
f f f f f f f f f f f f f f f f f f
the most knowledgeable person is known as technocratic. Planned change involves careful
f f f f f f f f f f f f
thought and decision-making. Collaborative and organized are not considered to be types of
f f f f f f f f f f f f f
change.
f
DIF: Cognitive Level: Application f f
OBJ: Understand Change Theory and how it applies to becoming an RN.
f f f f f f f f f f f
TOP: Change Theory
f f f
TESTBANKWORLD.ORG
f f f f f f f f f f
TESTBANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY CLAYWELL f f f f f f f f f
Chapter 01: Honoring Your Past, Planning Your Future Claywell:
f f f f f f f f
LPN to RN Transitions, 5th Edition
f f f f f f
MULTIPLE CHOICE f
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She
f f f f f f f f f f f f f f f f
knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nursing
f f f f f f f f f f f
school to become RNs come into the learning environment with prior knowledge and
f f f f f f f f f f f f f
understanding. Which statement by the nursing advisor best describes her understanding of
f f f f f f f f f f f f
the effect experience may have on learning?
f f f f f f f
a. ―Experience may be a source of insight and motivation, or a barrier.‖ f f f f f f f f f f f
b. ―Experience is usually a stumbling block for LPN/LVNs.‖ f f f f f f f
c. ―Experience never makes learning more difficult.‖ f f f f f
d. ―Once something is learned, it can never be truly modified.‖ f f f f f f f f f
ANS: A f
Experience accentuates differences among learners and serves as a source of insight and
f f f f f f f f f f f f
motivation, but it can also be a barrier. Experience can serve as a foundation for defining the self.
f f f f f f f f f f f f f f f f f f
DIF: Cognitive Level: Application f f
OBJ: Identify how experiences influence learning in adults.
f f f f f f f f TOP: Adult Learning f f
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
f f f f f f f f f f f f f f f
night. The student has already taken a vacation day from work Thursday night so that she can
f f f f f f f f f f f f f f f f f
stay home and study. She is considering skipping her exercise class on Thursday morning to
f f f f f f f f f f f f f f f
go to the library to prepare for the test. Which response best identifies the student‘s outcome
f f f f f f f f f f f f f f f f
priority?
f
a. Exercise class f
b. Going to the library f f f
c. Avoiding work by taking a vacation f f f f f
d. Doing well on the test on Friday f f f f f f
ANS: D f
The outcome priority is the essential issue or need to be addressed at any given time within a set
f f f f f f f f f f f f f f f f f f
of conditions or circumstances.
f f f f
DIF: Cognitive Level: Application f f
OBJ: Identify motivations and personal outcome priorities for returning to school.
f f f f f f f f f f
TOP: Motivation to Learn
f f f f
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the
f f f f f f f f f f f f f f f f f
possibility of taking classes to become an RN. The advisor interprets which statement by the
f f f f f f f f f f f f f f f
nurse as the driving force for returning to school?
f f f f f f f f f
a. ―I‘ll need to schedule time to attend classes.‖ f f f f f f f
b. ―I‘ll have to budget for paying tuition.‖ f f f f f f
c. ―I‘ll have to rearranging my schedule.‖ f f f f f
d. ―There is a possibility of advancement into administration.‖ f f f f f f f
ANS: D f
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY CLAYWELL
f f f f f f f f f f
Driving forces are those that push toward making the change, as opposed to restraining forces,
f f f f f f f f f f f f f f
which are those that usually present a challenge that needs to be overcome for the change to
f f f f f f f f f f f f f f f f f
take place or present a negative effect the change may initiate.
f f f f f f f f f f f
DIF: Cognitive Level: Application f f
OBJ: Identify motivations and personal outcome priorities for returning to school.
f f f f f f f f f f
TOP: Motivations for Change
f f f f
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyle
f f f f f f f f f f f f f f f
and has been asking questions about eating better. The nurse can interpret this behavior as
f f f f f f f f f f f f f f f
which stage of Lewin‘s Change Theory?
f f f f f f
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B f
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This phase
f f f f f f f f f f f f f f f
involves determining that a change needs to occur and deciding to take action. Moving is the
f f f f f f f f f f f f f f f f
second phase and involves actively planning changes and taking action on them. Refreezing is
f f f f f f f f f f f f f f
the last stage, and it occurs when the change has become a part of the person‘s life.
f f f f f f f f f f f f f f f f f
DIF: Cognitive Level: Analysis f f
OBJ: Understand Change Theory and how it applies to becoming an RN.
f f f f f f f f f f f
TOP: Change Theory
f f f
5. An LPN is talking with her clinical instructor about her decision to return to school to become an
f f f f f f f f f f f f f f f f f
RN. The clinical instructor iN
f f nterprets the LPNs outcome priority based on which statement?
f f f f f f f f f f f
a. ―My family wanted me to go back to school.‖ f f f f f f f f
b. ―I want to better my financial situation.‖
f f f f f f
c. ―I really enjoy school.‖
f f f
d. ―I would like to advance to a teaching role someday.‖
f f f f f f f f f
ANS: B f
The outcome priority is the essential need that must be addressed, determined by internal and
f f f f f f f f f f f f f f
external factors, such as needing to better a financial situation. The other statements indicate
f f f f f f f f f f f f f f
reasons for returning to school, but they are not essential needs or issues to be addressed.
f f f f f f f f f f f f f f f f
DIF: Cognitive Level: Analysis
f f f f
OBJ: Identify how experiences influence learning in adults.
f f f f f f f f f f f f TOP: Adult Learning f f
6. A nurse notices a posting for a management position for which she is qualified. If the nurse is in
f f f f f f f f f f f f f f f f f f
the moving phase of Lewin‘s Change Theory, which statement reflects the action she is most
f f f f f f f f f f f f f f f
likely to take?
f f f
a. Does nothing to obtain the position f f f f f
b. Applies for the position f f f
c. Identifies that change is needed f f f f
d. Settles into the routine of her job f f f f f f
ANS: B f
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY CLAYWELL
f f f f f f f f f f
Unfreezing begins when reasons for change are identified. The moving phase involves active
f f f f f f f f f f f f
planning and action. Moving also means you are dealing with both positive and negative forces
f f f f f f f f f f f f f f f
as they ebb and flow, and you are making modifications to your plan as needed.
f f f f f f f f f f f f f f f
Refreezing occurs after the change has become routine. f f f f f f f
DIF: Cognitive Level: Application f f
OBJ: Understand Change Theory and how it applies to becoming an RN.
f f f f f f f f f f f
TOP: Change Theory
f f f
7. The RN is talking with the unit manager about ways to improve patient care. The manager
f f f f f f f f f f f f f f f
introduces the concept of a cohNo rt. Which statement by the RN indicates that the teaching has
f f f f f f f f f f f f f f f f
been effective?
f f
a. ―A cohort is a web of connections‖. f f f f f f
b. ―A cohort is a group of people who share common experiences with each other‖.
f f f f f f f f f f f f f
c. ―A cohort is a group linked together for common purposes‖.
f f f f f f f f f
d. ―A cohort consists of groups of individuals that make up a whole‖.
f f f f f f f f f f f
ANS: B f
A cohort is a group of people who share common experiences with each other. A scheme is a web
f f f f f f f f f f f f f f f f f f
of connections, a team is a group linked together for common purposes, and a unit consists of
f f f f f f f f f f f f f f f f f
groups or individuals that make up a whole.
f f f f f f f f
DIF: Cognitive Level: Evaluation f f
OBJ: Identify how experiences influence learning in adults.
f f f f f f f f TOP: Adult Learning f f
8. An Orthopedic Nurse is contemplating changes in her professional life and identifying goals.
f f f f f f f f f f f f
Which action should the nurse take if she is interested in pursuing a long-term goal?
f f f f f f f f f f f f f f f
a. Studies for a telemetry exam scheduled for next week f f f f f f f f
b. Enrolls in a Nurse Practitioner program f f f f f
c. Attends a seminar to become a charge nurse f f f f f f f
d. Continues to work on the orthopedic floor full-time f f f f f f f
ANS: B f
A short-term goal is one that can be attained in a period of 6 months or less. Short-term goals
f f f f f f f f f f f f f f f f f f
include becoming a charge nurse and passing the telemetry exam. A long-term goal is attained in
f f f f f f f f f f f f f f f f
greater than 6 months and includes studying to become a Nurse Practitioner. Continuing to
f f f f f f f f f f f f f f
work on the orthopedic floor does not represent either a short-term or a long-term goal.
f f f f f f f f f f f f f f f
DIF: Cognitive Level: Application f f
OBJ: Identify both short- and long-term personal and professional goals.
f f f f f f f f f
TOP: Setting Goals
f f f
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by one of
f f f f f f f f f f f f f f f f f
the RNs indicates that teaching has been effective?
f f f f f f f f
a. ―Experience is a stepping stone to new learning‖. f f f f f f f
b. ―Experience can be a barrier to new learning‖. f f f f f f f
c. ―Experience can be an avenue to new learning‖. f f f f f f f
d. ―Experience can be a detour to new learning‖. f f f f f f f
ANS: B f
Experience accentuates differences among learners, serves as a source of insight andf f f f f f f f f f f
motivation, can be a barrier to new learning, and serves as a foundation for defining the self.
f f f f f f f f f f f f f f f f f
TESTBANKWORLD.ORG
, TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY CLAYWELL
f f f f f f f f f f
DIF: Cognitive Level: Evaluation f f
OBJ: Identify motivations and personal outcome priorities for returning to school.
f f f f f f f f f f
TOP: Adult Learning
f f f
10. The nurse educator is presenting a lecture on experience and learning to a group of RNs.
f f f f f f f f f f f f f f f
Which statement by one of the RNs indicates that teaching has been effective?
f f f f f f f f f f f f f
a. ―Experiences always help educational endeavors‖. f f f f
b. ―The process of unlearning is easier than the initial learning‖.
f f f f f f f f f
c. ―Learning can often be more difficult if previous knowledge is contradicted‖. f f f f f f f f f f
d. ―Experiences rarely serve the student in the learning process‖. f f f f f f f f
ANS: C f
Experiences may either help or hinder both present and future educational endeavors (Knowles
f f f f f f f f f f f f
et al., 2015). Experience may serve as a chain to which new learning may be linked, making
f f f f f f f f f f f f f f f f f
concepts understandable within your personal context. Conversely, some experiences make
f f f f f f f f f f
learning more difficult in that new information may contradict previously accepted information
f f f f f f f f f f f f
and make it necessary to unlearn it. The process of unlearning is more difficult than initial
f f f f f f f f f f f f f f f f
learning.
f
DIF: Cognitive Level: Evaluation f f
OBJ: Delineate both positive and negative effect experiences.
f f f f f f f TOP: Adult Learning f f
MULTIPLE RESPONSE f
1. A student nurse and the staff RN are discussing recent changes on the nursing unit. Which of
f f f f f f f f f f f f f f f f
fthe following are examples of cNhange processes? (Select all that apply.)
f f f f f f f f f f
a. Coercive
b. Collaborative
c. Technocratic
d. Planned
e. Organized
ANS: A, C, D f f f
Coercive is a type of change that is forced or pushed on another. A decision for change made by
f f f f f f f f f f f f f f f f f f
the most knowledgeable person is known as technocratic. Planned change involves careful
f f f f f f f f f f f f
thought and decision-making. Collaborative and organized are not considered to be types of
f f f f f f f f f f f f f
change.
f
DIF: Cognitive Level: Application f f
OBJ: Understand Change Theory and how it applies to becoming an RN.
f f f f f f f f f f f
TOP: Change Theory
f f f
TESTBANKWORLD.ORG
