TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY
CLAYWELL COMPLETE GUIDE 2025
,Chapter 01: Honoring 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
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 a
set 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
, 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 behavior as
which stage of Lewin’s Change Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This phase
involves determining that a change needs to occur and deciding to take action. Moving is the
second phase and involves actively planning changes and taking action on them. Refreezing is
the last stage, and it occurs when the change has become a part of the person’s life.
DIF: Cognitive Level: Analysis
OBJ: Understand Change Theory and how it applies to becoming an RN.
TOP: Change Theory
5. An LPN is talking with her clinical instructor about her decision to return to school to become
an RN. The clinical instructor iNnterprets the LPNs outcome priority based on which
statement?
a. “My family wanted me to go back to school.”
b. “I want to better my financial situation.”
c. “I really enjoy school.”
d. “I would like to advance to a teaching role someday.”
ANS: B
The outcome priority is the essential need that must be addressed, determined by internal and
external factors, such as needing to better a financial situation. The other statements indicate
reasons for returning to school, but they are not essential needs or issues to be addressed.
DIF: Cognitive Level: Analysis
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
6. A nurse notices a posting for a management position for which she is qualified. If the nurse is
in the moving phase of Lewin’s Change Theory, which statement reflects the action she is
most likely to take?
a. Does nothing to obtain the position
b. Applies for the position
c. Identifies that change is needed
d. Settles into the routine of her job
ANS: B
, Unfreezing sbegins swhen sreasons sfor schange sare sidentified. sThe smoving sphase sinvolves
sactive splanning sand saction. sMoving salso smeans syou sare sdealing swith sboth spositive sand
snegative sforces sas sthey sebb sand sflow, sand syou sare smaking smodifications sto syour splan
sas sneeded.
Refreezing soccurs safter sthe schange shas sbecome sroutine.
DIF: Cognitive sLevel: sApplication
OBJ: s Understand sChange sTheory sand show sit sapplies sto sbecoming san
sRN. sTOP: s Change sTheory
7. An sOrthopedic sNurse sis scontemplating schanges sin sher sprofessional slife sand sidentifying
sgoals. sWhich saction sshould sthe snurse stake sif sshe sis sinterested sin spursuing sa slong-term
sgoal?
a. Studies sfor sa stelemetry sexam sscheduled sfor snext sweek
b. Enrolls sin sa sNurse sPractitioner sprogram
c. Attends sa sseminar sto sbecome sa scharge snurse
d. Continues sto swork son sthe sorthopedic sfloor sfull-time
ANS: s B
A sshort-term sgoal sis sone sthat scan sbe sattained sin sa speriod sof s6 smonths sor sless. sShort-
term sgoals sinclude sbecoming sa scharge snurse sand spassing sthe stelemetry sexam. sA slong-
term sgoal sis sattained sin sgreater sthan s6 smonths sand sincludes sstudying sto sbecome sa sNurse
sPractitioner. sContinuing sto swork son sthe sorthopedic sfloor sdoes snot srepresent seither sa
sshort-term sor sa slong-term sgoal.
DIF: Cognitive sLevel: sApplication
OBJ: sIdentify sboth sshort- sand slong-term spersonal sand sprofessional
sgoals. sTOP: s Setting sGoals
8. The sRN sis stalking swith sthe sunit smanager sabout sways sto simprove spatient scare. sThe
N
smanager sintroduces sthe sconcept sof sa scoh ort. sWhich sstatement sby sthe sRN sindicates sthat
sthe steaching shas sbeen seffective?
a. “A scohort sis sa sweb sof sconnections”.
b. “A scohort sis sa sgroup sof speople swho sshare scommon sexperiences swith seach sother”.
c. “A scohort sis sa sgroup slinked stogether sfor scommon spurposes”.
d. “A scohort sconsists sof sgroups sof sindividuals sthat smake sup sa swhole”.
ANS: s B
A scohort sis sa sgroup sof speople swho sshare scommon sexperiences swith seach sother. sA
sscheme sis sa sweb sof sconnections, sa steam sis sa sgroup slinked stogether sfor scommon
spurposes, sand sa sunit sconsists sof sgroups sor sindividuals sthat smake sup sa swhole.
DIF: Cognitive sLevel: sEvaluation
OBJ: s s Identify show sexperiences sinfluence slearning sin sadults. TOP: s Adult sLearning
9. The snurse seducator sis spresenting sa slecture sto sa sgroup sof snew sRNs. sWhich sstatement sby
sone sof sthe sRNs sindicates sthat steaching shas sbeen seffective?
a. “Experience sis sa sstepping sstone sto snew slearning”.
b. “Experience scan sbe sa sbarrier sto snew slearning”.
c. “Experience scan sbe san savenue sto snew slearning”.
d. “Experience scan sbe sa sdetour sto snew slearning”.
CLAYWELL COMPLETE GUIDE 2025
,Chapter 01: Honoring 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
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 a
set 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
, 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 behavior as
which stage of Lewin’s Change Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This phase
involves determining that a change needs to occur and deciding to take action. Moving is the
second phase and involves actively planning changes and taking action on them. Refreezing is
the last stage, and it occurs when the change has become a part of the person’s life.
DIF: Cognitive Level: Analysis
OBJ: Understand Change Theory and how it applies to becoming an RN.
TOP: Change Theory
5. An LPN is talking with her clinical instructor about her decision to return to school to become
an RN. The clinical instructor iNnterprets the LPNs outcome priority based on which
statement?
a. “My family wanted me to go back to school.”
b. “I want to better my financial situation.”
c. “I really enjoy school.”
d. “I would like to advance to a teaching role someday.”
ANS: B
The outcome priority is the essential need that must be addressed, determined by internal and
external factors, such as needing to better a financial situation. The other statements indicate
reasons for returning to school, but they are not essential needs or issues to be addressed.
DIF: Cognitive Level: Analysis
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
6. A nurse notices a posting for a management position for which she is qualified. If the nurse is
in the moving phase of Lewin’s Change Theory, which statement reflects the action she is
most likely to take?
a. Does nothing to obtain the position
b. Applies for the position
c. Identifies that change is needed
d. Settles into the routine of her job
ANS: B
, Unfreezing sbegins swhen sreasons sfor schange sare sidentified. sThe smoving sphase sinvolves
sactive splanning sand saction. sMoving salso smeans syou sare sdealing swith sboth spositive sand
snegative sforces sas sthey sebb sand sflow, sand syou sare smaking smodifications sto syour splan
sas sneeded.
Refreezing soccurs safter sthe schange shas sbecome sroutine.
DIF: Cognitive sLevel: sApplication
OBJ: s Understand sChange sTheory sand show sit sapplies sto sbecoming san
sRN. sTOP: s Change sTheory
7. An sOrthopedic sNurse sis scontemplating schanges sin sher sprofessional slife sand sidentifying
sgoals. sWhich saction sshould sthe snurse stake sif sshe sis sinterested sin spursuing sa slong-term
sgoal?
a. Studies sfor sa stelemetry sexam sscheduled sfor snext sweek
b. Enrolls sin sa sNurse sPractitioner sprogram
c. Attends sa sseminar sto sbecome sa scharge snurse
d. Continues sto swork son sthe sorthopedic sfloor sfull-time
ANS: s B
A sshort-term sgoal sis sone sthat scan sbe sattained sin sa speriod sof s6 smonths sor sless. sShort-
term sgoals sinclude sbecoming sa scharge snurse sand spassing sthe stelemetry sexam. sA slong-
term sgoal sis sattained sin sgreater sthan s6 smonths sand sincludes sstudying sto sbecome sa sNurse
sPractitioner. sContinuing sto swork son sthe sorthopedic sfloor sdoes snot srepresent seither sa
sshort-term sor sa slong-term sgoal.
DIF: Cognitive sLevel: sApplication
OBJ: sIdentify sboth sshort- sand slong-term spersonal sand sprofessional
sgoals. sTOP: s Setting sGoals
8. The sRN sis stalking swith sthe sunit smanager sabout sways sto simprove spatient scare. sThe
N
smanager sintroduces sthe sconcept sof sa scoh ort. sWhich sstatement sby sthe sRN sindicates sthat
sthe steaching shas sbeen seffective?
a. “A scohort sis sa sweb sof sconnections”.
b. “A scohort sis sa sgroup sof speople swho sshare scommon sexperiences swith seach sother”.
c. “A scohort sis sa sgroup slinked stogether sfor scommon spurposes”.
d. “A scohort sconsists sof sgroups sof sindividuals sthat smake sup sa swhole”.
ANS: s B
A scohort sis sa sgroup sof speople swho sshare scommon sexperiences swith seach sother. sA
sscheme sis sa sweb sof sconnections, sa steam sis sa sgroup slinked stogether sfor scommon
spurposes, sand sa sunit sconsists sof sgroups sor sindividuals sthat smake sup sa swhole.
DIF: Cognitive sLevel: sEvaluation
OBJ: s s Identify show sexperiences sinfluence slearning sin sadults. TOP: s Adult sLearning
9. The snurse seducator sis spresenting sa slecture sto sa sgroup sof snew sRNs. sWhich sstatement sby
sone sof sthe sRNs sindicates sthat steaching shas sbeen seffective?
a. “Experience sis sa sstepping sstone sto snew slearning”.
b. “Experience scan sbe sa sbarrier sto snew slearning”.
c. “Experience scan sbe san savenue sto snew slearning”.
d. “Experience scan sbe sa sdetour sto snew slearning”.
