TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY
CLAYWELL ALBERTS ACADEMICS: QUESTIONS WITH CORRECT ANSWERS
,Contents
CHAPTER 01: HONOURING YOUR PAST, PLANNING YOUR FUTURE .................. 3
CHAPTER 02: ASSESSING YOURSELF AND DESIGNING SUCCESS ........................ 9
CHAPTER 03: STUDY HABITS AND TEST-TAKING SKILLS .................................. 21
CHAPTER 04: DISTINGUISHING THE RN ROLE FROM THE LPN/LVN ROLE ........ 29
CHAPTER 05: USING NURSING THEORY TO GUIDE PROFESSIONAL PRACTICE . 42
CHAPTER 06: PROVIDING PATIENT-CANTERED CARE THROUGH THE NURSING
PROCESS ........................................................................................................ 57
CHAPTER 07: CRITICAL AND DIAGNOSTIC THINKING FOR BETTER CLINICAL
JUDGMENT .................................................................................................... 76
CHAPTER 08: PRACTICING EVIDENCE-BASED DECISION MAKING .................... 91
CHAPTER 09: COMMUNICATING WITH PATIENTS AND CO-WORKERS .......... 109
CHAPTER 10: TEACHING PATIENTS AND THEIR FAMILIES.............................. 125
CHAPTER 11: THE NURSES, IDEAS, AND FORCES THAT DEFINE THE PROFESSION
.................................................................................................................... 142
CHAPTER 12: UPHOLDING LEGAL AND ETHICAL PRINCIPLES ......................... 149
CHAPTER 13: CARE AND SAFETY STANDARDS, COMPETENCE, AND NURSE
ACCOUNTABILITY ......................................................................................... 167
CHAPTER 14: LEADING, DELEGATING, AND COLLABORATING ....................... 179
CHAPTER 15: PROMOTING HEALTHFUL LIVING IN THE PRIMARY CARE SETTING
.................................................................................................................... 196
CHAPTER 16: MANAGING CARE IN SECONDARY AND TERTIARY HEALTH CARE
.................................................................................................................... 212
CHAPTER 17: REFLECTING ON YOUR TRANSITION ........................................ 224
CHAPTER 18: PREPARE NOW TO PASS NCLEX-RN® ....................................... 240
,CHAPTER 01: HONOURING 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 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. 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.”
ANS:A
EXPERIENCE ACCENTUATES DIFFERENCES AMONG LEARNERS AND SERVES AS A SOURCE OF INSIGHT
AND
MOTIVATION, 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
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
ANS:D
THE OUTCOME PRIORITY IS THE ESSENTIAL ISSUE OR NEED TO BE ADDRESSED AT ANY
GIVEN TIME WITHIN ASSET 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 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.”
D. “THERE IS A POSSIBILITY OF
ADVANCEMENT INTO ADMINISTRATION. “
ANS:D
TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY 2 OF 123
CLAYWELL
ALBERTS ACADEMICS: QUESTIONS WITH CORRECT
ANSWERS DRIVING FORCES ARE THOSE THAT PUSH TOWARD MAKING THE CHANGE, AS OPPOSED TO
RESTRAINING
FORCES, WHICH ARE THOSE THAT USUALLY 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 ASKING QUESTIONS ABOUT EATING BETTER. THE NURSE CAN INTERPRET THIS
CLAYWELL ALBERTS ACADEMICS: QUESTIONS WITH CORRECT ANSWERS
,Contents
CHAPTER 01: HONOURING YOUR PAST, PLANNING YOUR FUTURE .................. 3
CHAPTER 02: ASSESSING YOURSELF AND DESIGNING SUCCESS ........................ 9
CHAPTER 03: STUDY HABITS AND TEST-TAKING SKILLS .................................. 21
CHAPTER 04: DISTINGUISHING THE RN ROLE FROM THE LPN/LVN ROLE ........ 29
CHAPTER 05: USING NURSING THEORY TO GUIDE PROFESSIONAL PRACTICE . 42
CHAPTER 06: PROVIDING PATIENT-CANTERED CARE THROUGH THE NURSING
PROCESS ........................................................................................................ 57
CHAPTER 07: CRITICAL AND DIAGNOSTIC THINKING FOR BETTER CLINICAL
JUDGMENT .................................................................................................... 76
CHAPTER 08: PRACTICING EVIDENCE-BASED DECISION MAKING .................... 91
CHAPTER 09: COMMUNICATING WITH PATIENTS AND CO-WORKERS .......... 109
CHAPTER 10: TEACHING PATIENTS AND THEIR FAMILIES.............................. 125
CHAPTER 11: THE NURSES, IDEAS, AND FORCES THAT DEFINE THE PROFESSION
.................................................................................................................... 142
CHAPTER 12: UPHOLDING LEGAL AND ETHICAL PRINCIPLES ......................... 149
CHAPTER 13: CARE AND SAFETY STANDARDS, COMPETENCE, AND NURSE
ACCOUNTABILITY ......................................................................................... 167
CHAPTER 14: LEADING, DELEGATING, AND COLLABORATING ....................... 179
CHAPTER 15: PROMOTING HEALTHFUL LIVING IN THE PRIMARY CARE SETTING
.................................................................................................................... 196
CHAPTER 16: MANAGING CARE IN SECONDARY AND TERTIARY HEALTH CARE
.................................................................................................................... 212
CHAPTER 17: REFLECTING ON YOUR TRANSITION ........................................ 224
CHAPTER 18: PREPARE NOW TO PASS NCLEX-RN® ....................................... 240
,CHAPTER 01: HONOURING 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 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. 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.”
ANS:A
EXPERIENCE ACCENTUATES DIFFERENCES AMONG LEARNERS AND SERVES AS A SOURCE OF INSIGHT
AND
MOTIVATION, 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
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
ANS:D
THE OUTCOME PRIORITY IS THE ESSENTIAL ISSUE OR NEED TO BE ADDRESSED AT ANY
GIVEN TIME WITHIN ASSET 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 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.”
D. “THERE IS A POSSIBILITY OF
ADVANCEMENT INTO ADMINISTRATION. “
ANS:D
TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY 2 OF 123
CLAYWELL
ALBERTS ACADEMICS: QUESTIONS WITH CORRECT
ANSWERS DRIVING FORCES ARE THOSE THAT PUSH TOWARD MAKING THE CHANGE, AS OPPOSED TO
RESTRAINING
FORCES, WHICH ARE THOSE THAT USUALLY 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 ASKING QUESTIONS ABOUT EATING BETTER. THE NURSE CAN INTERPRET THIS
