TEST BANK FSOtuRviaL
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om hh hh eNtoSBI
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dNSS
hell BY CLAYWELL
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4TH EDITION
, TEST BANK FSOtuRviaL
.cPN- TThOe MRarNketpTlaRcA
om
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eNtoSBI
uyTaInO
dNSS
ell hh hh hh h
BY CLAYWELL hh
4TH EDITION
LPN TO RN TRANSITIONS 4th EDITION BY CLAYWELL
hh hh hh hh
h h
hh hh
TEST BANK hh
Chapter 01: Honoring Your Past, Planning Your
hh hh hh hh hh hh
FutureClaywell: LPN to RN Transitions, 4th
hh hh hh hh hh hh
Edition
hh
MULTIPLE
CHOICE
hh
1. A nursing advisor is meeting with a student who is interested in earning her
hh hh hh hh hh hh hh hh hh hh hh hh hh
RN degree. Sheknows that licensed practical nurse/license vocational nurse
hh hh hh hh hh hh hh hh hh
(LPN/LVNs) who enter nursingschool to become RNs come into the learning
hh hh hh hh hh hh hh hh hh hh hh
environment with prior knowledge and understanding. Which statement by the
hh hh hh hh hh hh hh hh hh hh
nursing advisor best describes her understanding of the effect experience may
hh hh hh hh hh hh hh hh hh hh hh
have on learning?
hh hh hh
a. ―Experience may be a source of insight and motivation, or a barrier.‖ hh hh hh hh hh hh hh hh hh hh hh
b. ―Experience is usually a stumbling block for LPN/LVNs.‖ hh hh hh hh hh hh hh
c. ―Experience never makes learning more difficult.‖ hh hh hh hh hh
d. ―Once something is learned, it can never be truly modified.‖
hh hh hh hh hh hh hh hh hh
ANS: A hh
Experience accentuates differences among learners and serves as a source of
hh hh hh hh hh hh hh hh hh hh
insight and motivation, but it can also be a barrier. Experience can serve as a
hh hh hh hh hh hh hh hh hh hh hh hh hh hh hh
foundation for defining theself.
hh hh hh hh
DIF: Cognitive Level: Application
h h hh hh
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
h h h h hh hh hh hh hh hh hh h h hh
2. There is a test on the cardiovascular system on Friday morning, and it is now
hh hh hh hh hh hh hh hh hh hh hh hh hh hh
Wednesday night. The student has already taken a vacation day from work
hh hh hh hh hh hh hh hh hh hh hh hh
Thursday night so that she canstay home and study. She is considering skipping
hh hh hh hh hh hh hh hh hh hh hh hh hh
her exercise class on Thursday morning to go to the library to prepare for the
hh hh hh hh hh hh hh hh hh hh hh hh hh hh hh
test. Which response best identifies the student‘s outcome priority?
hh hh hh hh hh hh hh hh hh
a. Exercise class hh
b. Going to the library hh hh hh
c. Avoiding work by taking a vacation hh hh hh hh hh
d. Doing well on the test on Friday hh hh hh hh hh hh
ANS: D hh
The outcome priority is the essential issue or need to be addressed at any given
hh hh hh hh hh hh hh hh hh hh hh hh hh hh
time within aset of conditions or circumstances.
hh hh hh hh hh hh hh
, TEST BANK FSOtuRviaL
.cPN- TThOe MRarNketpTlaRcA
om
hh
eNtoSBI
uyTaInO
dNSS
ell hh hh hh h
BY CLAYWELL
hh
4TH EDITION
DIF: Cognitive Level: Application
h h hh hh
OBJ: Identify motivations and personal outcome priorities for
hh hh hh hh hh hh hh
returning to school.TOP: Motivation to Learn
hh hh hh h h hh hh
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor
hh hh hh hh hh hh hh hh hh hh hh hh hh hh
to discuss the possibility of taking classes to become an RN. The advisor
hh hh hh hh hh hh hh hh hh hh hh hh hh
interprets which statement by thenurse as the driving force for returning to
hh hh hh hh hh hh hh hh hh hh hh hh
school?
hh
a. ―I‘ll need to schedule time to attend classes.‖
hh hh hh hh hh hh hh
b. ―I‘ll have to budget for paying tuition.‖
hh hh hh hh hh hh
c. ―I‘ll have to rearranging my schedule.‖
hh hh hh hh hh
d. ―There is a possibility of advancement into administration.‖
hh hh hh hh hh hh hh
hh ANS: D hh
, TEST BANK FSOtuRviaL
.cPN- TThOe MRarNketpTlaRcA
omhh
eNtoSBI
uyTaInO
dNSS
ell hh hh hh h
BY CLAYWELL hh
4TH EDITION
Driving forces are those that push toward making the change, as opposed to
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restraining forces,which are those that usually present a challenge that needs to be
hh hh hh hh hh hh hh hh hh hh hh hh hh
overcome for the change to take place or present a negative effect the change
hh hh hh hh hh hh hh hh hh hh hh hh hh hh
may initiate.
hh hh
DIF: Cognitive Level: Application
h h hh hh
OBJ: Identify motivations and personal outcome priorities for
hh hh hh hh hh hh hh
returning to school.TOP: Motivations for Change
hh hh hh h h hh hh
4. An RN is caring for a diabetic patient. The patient appears interested in changing
hh hh hh hh hh hh hh hh hh hh hh hh hh
her lifestyleand has been asking questions about eating better. The nurse can
hh hh hh hh hh hh hh hh hh hh hh hh
interpret this behavior as which stage of Lewin‘s Change Theory?
hh hh hh hh hh hh hh hh hh hh
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B hh
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing.
hh hh hh hh hh hh hh hh hh hh hh hh hh
This phase involves determining that a change needs to occur and deciding to
hh hh hh hh hh hh hh hh hh hh hh hh hh
take action. Moving is the second phase and involves actively planning changes
hh hh hh hh hh hh hh hh hh hh hh hh
and taking action on them. Refreezing isthe last stage, and it occurs when the
hh hh hh hh hh hh hh hh hh hh hh hh hh hh
change has become a part of the person‘s life.
hh hh hh hh hh hh hh hh hh
DIF: Cognitive Level: Analysis
h h hh hh
OBJ: Understand Change Theory and how it applies to
hh hh hh hh hh hh hh hh
becoming an RN.TOP: Change Theory
hh hh hh h h hh
5. An LPN is talking with her clinical instructor about her decision to return to school
hh hh hh hh hh hh hh hh hh hh hh hh hh hh
to becomean RN. The clinical instructor iNnt e r pret s the LPNs outcome priority
hh hh hh hh hh hh hh hh hh hh hh hh hh
based on which statement?
hh hh hh hh
a. ―My family wanted me to go back to school.‖
hh hh hh hh hh hh hh hh
b. ―I want to better my financial situation.‖
hh hh hh hh hh hh
c. ―I really enjoy school.‖
hh hh hh
d. ―I would like to advance to a teaching role someday.‖
hh hh hh hh hh hh hh hh hh
ANS: B hh
The outcome priority is the essential need that must be addressed, determined by
hh hh hh hh hh hh hh hh hh hh hh hh
internal andexternal factors, such as needing to better a financial situation. The
hh hh hh hh hh hh hh hh hh hh hh hh
other statements indicate reasons for returning to school, but they are not
hh hh hh hh hh hh hh hh hh hh hh hh
essential needs or issues to be addressed.
hh hh hh hh hh hh hh
DIF: h h Cognitive Level: Analysis hh hh
OBJ: h h Identify how experiences influence learning in adults. TOP: Adult Learning
h h hh hh hh hh hh hh hh h h hh
6. A nurse notices a posting for a management position for which she is qualified. If
hh hh hh hh hh hh hh hh hh hh hh hh hh hh
the nurse isin the moving phase of Lewin‘s Change Theory, which statement
hh hh hh hh hh hh hh hh hh hh hh hh
reflects the action she is most likely to take?
hh hh hh hh hh hh hh hh hh
hh
.cPN- TThOe MRarNketpTlaRcA
om hh hh eNtoSBI
hh uyTaInO
dNSS
hell BY CLAYWELL
hh
4TH EDITION
, TEST BANK FSOtuRviaL
.cPN- TThOe MRarNketpTlaRcA
om
hh
eNtoSBI
uyTaInO
dNSS
ell hh hh hh h
BY CLAYWELL hh
4TH EDITION
LPN TO RN TRANSITIONS 4th EDITION BY CLAYWELL
hh hh hh hh
h h
hh hh
TEST BANK hh
Chapter 01: Honoring Your Past, Planning Your
hh hh hh hh hh hh
FutureClaywell: LPN to RN Transitions, 4th
hh hh hh hh hh hh
Edition
hh
MULTIPLE
CHOICE
hh
1. A nursing advisor is meeting with a student who is interested in earning her
hh hh hh hh hh hh hh hh hh hh hh hh hh
RN degree. Sheknows that licensed practical nurse/license vocational nurse
hh hh hh hh hh hh hh hh hh
(LPN/LVNs) who enter nursingschool to become RNs come into the learning
hh hh hh hh hh hh hh hh hh hh hh
environment with prior knowledge and understanding. Which statement by the
hh hh hh hh hh hh hh hh hh hh
nursing advisor best describes her understanding of the effect experience may
hh hh hh hh hh hh hh hh hh hh hh
have on learning?
hh hh hh
a. ―Experience may be a source of insight and motivation, or a barrier.‖ hh hh hh hh hh hh hh hh hh hh hh
b. ―Experience is usually a stumbling block for LPN/LVNs.‖ hh hh hh hh hh hh hh
c. ―Experience never makes learning more difficult.‖ hh hh hh hh hh
d. ―Once something is learned, it can never be truly modified.‖
hh hh hh hh hh hh hh hh hh
ANS: A hh
Experience accentuates differences among learners and serves as a source of
hh hh hh hh hh hh hh hh hh hh
insight and motivation, but it can also be a barrier. Experience can serve as a
hh hh hh hh hh hh hh hh hh hh hh hh hh hh hh
foundation for defining theself.
hh hh hh hh
DIF: Cognitive Level: Application
h h hh hh
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
h h h h hh hh hh hh hh hh hh h h hh
2. There is a test on the cardiovascular system on Friday morning, and it is now
hh hh hh hh hh hh hh hh hh hh hh hh hh hh
Wednesday night. The student has already taken a vacation day from work
hh hh hh hh hh hh hh hh hh hh hh hh
Thursday night so that she canstay home and study. She is considering skipping
hh hh hh hh hh hh hh hh hh hh hh hh hh
her exercise class on Thursday morning to go to the library to prepare for the
hh hh hh hh hh hh hh hh hh hh hh hh hh hh hh
test. Which response best identifies the student‘s outcome priority?
hh hh hh hh hh hh hh hh hh
a. Exercise class hh
b. Going to the library hh hh hh
c. Avoiding work by taking a vacation hh hh hh hh hh
d. Doing well on the test on Friday hh hh hh hh hh hh
ANS: D hh
The outcome priority is the essential issue or need to be addressed at any given
hh hh hh hh hh hh hh hh hh hh hh hh hh hh
time within aset of conditions or circumstances.
hh hh hh hh hh hh hh
, TEST BANK FSOtuRviaL
.cPN- TThOe MRarNketpTlaRcA
om
hh
eNtoSBI
uyTaInO
dNSS
ell hh hh hh h
BY CLAYWELL
hh
4TH EDITION
DIF: Cognitive Level: Application
h h hh hh
OBJ: Identify motivations and personal outcome priorities for
hh hh hh hh hh hh hh
returning to school.TOP: Motivation to Learn
hh hh hh h h hh hh
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor
hh hh hh hh hh hh hh hh hh hh hh hh hh hh
to discuss the possibility of taking classes to become an RN. The advisor
hh hh hh hh hh hh hh hh hh hh hh hh hh
interprets which statement by thenurse as the driving force for returning to
hh hh hh hh hh hh hh hh hh hh hh hh
school?
hh
a. ―I‘ll need to schedule time to attend classes.‖
hh hh hh hh hh hh hh
b. ―I‘ll have to budget for paying tuition.‖
hh hh hh hh hh hh
c. ―I‘ll have to rearranging my schedule.‖
hh hh hh hh hh
d. ―There is a possibility of advancement into administration.‖
hh hh hh hh hh hh hh
hh ANS: D hh
, TEST BANK FSOtuRviaL
.cPN- TThOe MRarNketpTlaRcA
omhh
eNtoSBI
uyTaInO
dNSS
ell hh hh hh h
BY CLAYWELL hh
4TH EDITION
Driving forces are those that push toward making the change, as opposed to
hh hh hh hh hh hh hh hh hh hh hh hh
restraining forces,which are those that usually present a challenge that needs to be
hh hh hh hh hh hh hh hh hh hh hh hh hh
overcome for the change to take place or present a negative effect the change
hh hh hh hh hh hh hh hh hh hh hh hh hh hh
may initiate.
hh hh
DIF: Cognitive Level: Application
h h hh hh
OBJ: Identify motivations and personal outcome priorities for
hh hh hh hh hh hh hh
returning to school.TOP: Motivations for Change
hh hh hh h h hh hh
4. An RN is caring for a diabetic patient. The patient appears interested in changing
hh hh hh hh hh hh hh hh hh hh hh hh hh
her lifestyleand has been asking questions about eating better. The nurse can
hh hh hh hh hh hh hh hh hh hh hh hh
interpret this behavior as which stage of Lewin‘s Change Theory?
hh hh hh hh hh hh hh hh hh hh
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B hh
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing.
hh hh hh hh hh hh hh hh hh hh hh hh hh
This phase involves determining that a change needs to occur and deciding to
hh hh hh hh hh hh hh hh hh hh hh hh hh
take action. Moving is the second phase and involves actively planning changes
hh hh hh hh hh hh hh hh hh hh hh hh
and taking action on them. Refreezing isthe last stage, and it occurs when the
hh hh hh hh hh hh hh hh hh hh hh hh hh hh
change has become a part of the person‘s life.
hh hh hh hh hh hh hh hh hh
DIF: Cognitive Level: Analysis
h h hh hh
OBJ: Understand Change Theory and how it applies to
hh hh hh hh hh hh hh hh
becoming an RN.TOP: Change Theory
hh hh hh h h hh
5. An LPN is talking with her clinical instructor about her decision to return to school
hh hh hh hh hh hh hh hh hh hh hh hh hh hh
to becomean RN. The clinical instructor iNnt e r pret s the LPNs outcome priority
hh hh hh hh hh hh hh hh hh hh hh hh hh
based on which statement?
hh hh hh hh
a. ―My family wanted me to go back to school.‖
hh hh hh hh hh hh hh hh
b. ―I want to better my financial situation.‖
hh hh hh hh hh hh
c. ―I really enjoy school.‖
hh hh hh
d. ―I would like to advance to a teaching role someday.‖
hh hh hh hh hh hh hh hh hh
ANS: B hh
The outcome priority is the essential need that must be addressed, determined by
hh hh hh hh hh hh hh hh hh hh hh hh
internal andexternal factors, such as needing to better a financial situation. The
hh hh hh hh hh hh hh hh hh hh hh hh
other statements indicate reasons for returning to school, but they are not
hh hh hh hh hh hh hh hh hh hh hh hh
essential needs or issues to be addressed.
hh hh hh hh hh hh hh
DIF: h h Cognitive Level: Analysis hh hh
OBJ: h h Identify how experiences influence learning in adults. TOP: Adult Learning
h h hh hh hh hh hh hh hh h h hh
6. A nurse notices a posting for a management position for which she is qualified. If
hh hh hh hh hh hh hh hh hh hh hh hh hh hh
the nurse isin the moving phase of Lewin‘s Change Theory, which statement
hh hh hh hh hh hh hh hh hh hh hh hh
reflects the action she is most likely to take?
hh hh hh hh hh hh hh hh hh
