FULL TEST BANK For LPN to RN Transitions 5th Edition by Lora Claywell PhD Latest Update Graded A+

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, Test Bank - LPN to RN Transitions, 5th Edition
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Chapter 01: Honoring Your Past, Planning Your Future Clay
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well: LPN to RN Transitions, 5th Edition
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MULTIPLE CHOICE by




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 under
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standing. Which statement by the nursing advisor best describes her understanding of the ef
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fect experience may have on learning?
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a. ―Experience may be a source of insight and motivation, or a barrier.‖ by by by by by by by by by by by



b. ―Experience is usually a stumbling block for LPN/LVNs.‖ by by by by by by by



c. ―Experience never makes learning more difficult.‖ by by by by by



d. ―Once something is learned, it can never be truly modified.‖ by by by by by by by by by




ANS: A b y



Experience accentuates differences among learners and serves as a source of insight and mo
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tivation, but it can also be a barrier. Experience can serve as a foundation for defining the self
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.

DIF: Cognitive Level: Application by by



OBJ: Identify how experiences influence learning in adults.
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2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
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night. The student has already taken a vacation day from work Thursday night so that she
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can stay home and study. She iW
by sW
coWn.
sidTeBriS
ngM.
skW
byipSping her exercise class on Thursday mor
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ning to go to the library to prepare for the test. Which response best identifies the student
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‘s outcome priority?
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a. Exercise class by



b. Going to the library by by by



c. Avoiding work by taking a vacation by by by by by



d. Doing well on the test on Friday by by by by by by




ANS: D b y



The outcome priority is the essential issue or need to be addressed at any given time within
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a set of conditions or circumstances.
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DIF: Cognitive Level: Application by by



OBJ:
Identify motivations and personal outcome priorities for returning to school. by by by by by by by by by by



TOP: Motivation to Learn by by




3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the p
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ossibility of taking classes to become an RN. The advisor interprets which statement by the n
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urse as the driving force for returning to school?
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a. ―I‘ll need to schedule time to attend classes.‖ by by by by by by by



b. ―I‘ll have to budget for paying tuition.‖ by by by by by by



c. ―I‘ll have to rearranging my schedule.‖ by by by by by



d. ―There is a possibility of advancement into administration.‖ by by by by by by by




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Test Bank - LPN to RN Transitions, 5th Edition (Claywell, 2022)
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ANS: D b y



Driving forces are those that push toward making the change, as opposed to restraining forc
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es, which are those that usually present a challenge that needs to be overcome for the change t
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o take place or present a negative effect the change may initiate.
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DIF: Cognitive Level: Application by by



OBJ:
Identify motivations and personal outcome priorities for returning to school. by by by by by by by by by by



TOP: Motivations for Change by by




4. An RN is caring for a diabetic patient. The patient appears interested in changing her l
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ifestyle and has been asking questions about eating better. The nurse can interpret this b
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ehavior as which stage of Lewin‘s Change Theory?
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a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B b y



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
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is 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 by by



OBJ:
Understand Change Theory and how it applies to becoming an RN. by by by by by by by by by by by



TOP: Change Theory by



WWW.TBSM.WS
5. An LPN is talking with her clinical instructor about her decision to return to school to
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become an RN. The clinical instructor interprets the LPNs outcome priority based on which stateme
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nt?
a. ―My family wanted me to go back to school.‖ by by by by by by by by



b. ―I want to better my financial situation.‖
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c. ―I really enjoy school.‖ by by by



d. ―I would like to advance to a teaching role someday.‖
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ANS: B b y



The outcome priority is the essential need that must be addressed, determined by internal an
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d external factors, such as needing to better a financial situation. The other statements indi
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cate reasons for returning to school, but they are not essential needs or issues to be address
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ed.

DIF: Cognitive Level: Analysis by by



OBJ: Identify how experiences influence learning in adults.
by by by by by by TOP: Adult Learning by




6. A nurse notices a posting for a management position for which she is qualified. If the nurse
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is in the moving phase of Lewin‘s Change Theory, which statement reflects the action she is
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most likely to take?
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a. Does nothing to obtain the position by by by by by



b. Applies for the position by by by



c. Identifies that change is needed by by by by




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