LPNtoRNTransitions5thEditionHarringt
onTestBankISBN:978-
1496382733|CompleteGuideA+|100%Cor
rectAnswers.
, TESTsBANKsFORsLPNsTOsRNsTRANSITIONSs5THsEDITIONsBYsCLAYWELL 1 lvof lv123
Chapter lv01: lvHonoring lvYour lvPast, lvPlanning lvYour lvFuture
MULTIPLE lvCHOICE
1. Asnursing lvadvisor lvis lvmeeting lvwith lva lvstudent lvwho lvis lvinterested lvin lvearning lvher lvRN lvdegree. lvShe
lvknowst lvhat lvlicensedpractical lvnurse/license lvvocational lvnurse lv(LPN/LVNs) lvwho lventer lvnursing
lvschool lvto lvbec lvome lvRNs lvcome lvinto lvthe lvlearning lvenvironment lvwith lvprior lvknowledge lvand
lvunderstanding. lvWhichstat lvementsby lvthe lvnursing lvadvisor lvbestsdescribes lvher lvunderstanding lvof
lvthe lveffect lvexperience lvmay lvhave lvon lvlearning?
a. “Experience lvmaylvbe lva lvsource lvof lvinsight lvand lvmotivation, lvor lva lvbarrier.”
b. “Experience lvis lvusually lva lvstumbling lvblock lvforsLPN/LVNs.”
c. “Experience lvnever lvmakes lvlearning lvmore lvdifficult.”
d. “Once lvsomething lvis lvlearned, lvit lvcan lvnever lvbe lvtruly lvmodified.”
ANS: lvA
Experience lvaccentuates lvdifferences lvamong lvlearners lvand lvserves lvas lva lvsource lvof lvinsight lvand
lvmotivation, lvbutists l v can lvalso lvbea lvbarrier. lvExperience lvcan lvserve lvas lva lvfoundation lvfor lvdefining lvthe
lvself.
DIF: lvCognitive lvLevel: lvApplication
OBJ: lvIdentify lvhow lvexperiences lvinfluence lvlearning lvin lvadults. TOP: lvAdult lvLearning
2. There lvis lva lvtest lvon lvthe lvcardiovascular lvsystem lvon lvFriday lvmorning, lvand lvit lvis lvnow lvWednesday
lvnight. lvThe lvstudentshas lvalready lvtaken lva lvvacation lvday lvfrom lvwork lvThursday lvnight lvso lvthat lvshe
lvcan lvstay lvhome lvands lvtudy. lvShe lvis lvconsideringskipping lvher lvexercise lvclass lvon lvThursday
lvmorning lvto
N lvgo lvto lvthe lvlibrary lvto lvprepare lvfor lvthe lvtest. lvWhich lvresponse lvbest
lvidentifiest lvhe
student’s lvoutcome lvpriority?
a. Exercise lvclass
b. Going lvto lvthe lvlibrary
c. Avoiding lvwork lvby lvtaking lva lvvacation
d. Doing lvwell lvon lvthe lvtest lvon lvFriday
ANS: lvD
The lvoutcome lvpriority lvis lvthe lvessential lvissue lvor lvneed lvto lvbe lvaddressed lvat lvany lvgiven
timeswit lvhin lvaset lvof lvconditions lvor lvcircumstances.
lv
DIF: Cognitive lvLevel:
lvApplication lvOBJ:
Identify lvmotivations lvand lvpersonal lvoutcome lvpriorities lvfor lvreturning
lvto lvschool. lvTOP:Motivation lvto lvLearn
3. A lvnurse lvwho lvhas lvbeen lvan lvLPN/LVN lvfor lv10 lvyears lvis lvmeeting lvwith lvan lvadvisor lvto lvdiscuss lvthe
lvpossibility lvoft lvaking lvclasses lvto lvbecome lvan lvRN. lvThe lvadvisor lvinterprets lvwhich lvstatementsbysthe
lvnurse lvas lvthe lvdriving lvfor lvce lvfor lvreturning lvtoschool? lva. lv“I’ll lvneed lvto lvschedule lvtime lvto lvattend
lvclasses.”
b. “I’ll lvhave lvto lvbudgetsfor lvpaying lvtuition.”
c. “I’ll lvhave lvto lvrearranging lvmy lvschedule.”
d. “There lvis lva lvpossibility lvof lvadvancement
into lvadministration.”ANS: lvD
lv
Alberts lvacademics: lvquestions lvwith lvcorrect
lvanswers
, TESTsBANKsFORsLPNsTOsRNsTRANSITIONSs5THsEDITIONsBYsCLAYWELL 2 lvof lv123
Driving lvforces lvare lvthose lvthat lvpush lvtoward lvmaking lvthe lvchange, lvas lvopposed lvto lvrestraining lvforces,
lvwhich lvare lvt lvhose lvthatusually lvpresent lva lvchallenge lvthat lvneeds lvto lvbe lvovercome lvfor lvthe lvchange lvto
lvtake lvplace lvor lvpresent lvan lvegative lveffect lvthe lvchange lvmay lvinitiate.
DIF: Cognitive lvLevel:
lvApplication lvOBJ:
Identify lvmotivations lvand lvpersonal lvoutcome lvpriorities lvfor lvreturning
lvto lvschool. lvTOP:Motivations lvfor lvChange
4. An lvRN lvis lvcaring lvfor lva lvdiabetic lvpatient. lvThe lvpatient lvappears lvinterested lvin lvchanging lvher lvlifestyle
lvand lvhasb lveen lvaskingquestions lvabout lveating lvbetter. lvThe lvnurse lvcan lvinterpretsthis lvbehavior lvas
lvwhich lvstage lvof lvLewi lvn’s lvChange lvTheory? lva.
Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: lvB lvThe lvpatientsis lvin lvthe lvfirstsphase lvof lvLewin’s lvChange lvTheory, lvknown lvas lvunfreezing. lvThis lvphase
lvinvolve lvs lvdetermining lvthat lva lvchange lvneeds lvto lvoccur lvand lvdeciding lvto lvtake lvaction. lvMoving lvis lvthe
lvsecond lvphaseand lvinv lvolves lvactively lvplanning lvchanges lvand lvtaking lvaction lvon lvthem. lvRefreezing lvis
lvthe lvlastsstage, lvand lvit lvoccurs lvwhen lvthe lvchange lvhas lvbecome lvapart lvof lvthe lvperson’s lvlife.
DIF: Cognitive lvLevel: lvAnalysis
OBJ: lvUnderstand lvChange lvTheory lvand lvhows lvit lvapplies lvto lvbecoming lvan lvRN.
lvTOP:ChangeT lvheory
5. An lvLPN lvis lvtalking lvwith lvher lvclinical lvinstructor lvabout lvher lvdecision lvto lvreturn lvto lvschool lvto lvbecome
lvan lvRN.T lvhe lvclinicalinstructor lvinterprets lvthe lvLPNs lvoutcome lvpriority lvbased lvon lvwhich lvN
lvstatement?
a. “Mylvfamily lvwanted lvme lvto lvgo lvbacksto lvschool.”
b. “I lvwantsto lvbetter lvmylvfinancial lvsituation.”
c. “I lvreally lvenjoy lvschool.”
d. “I lvwould lvlike lvto lvadvance lvto lva lvteaching lvrole lvsomeday.”
ANS: lvB
The lvoutcome lvpriority lvis lvthe lvessential lvneed lvthatsmust lvbe lvaddressed, lvdetermined lvby lvinternal lvand
lvexternal lvfactor lvs, lvsuch lvasneeding lvto lvbetter lva lvfinancial lvsituation. lvThe lvother lvstatements lvindicate lvreasons
lvforsreturning lvtoschool, lvbutsthey lvare lvnot lvessential lvneeds lvor lvissues lvto lvbe lvaddressed.
DIF: lvCognitive lvLevel:
OBJ: lvIdentify lvhow lvexperiences lvinfluence lvlearning lvin
Analysis lvadults.TOP:
lv
lv Adult lvLearning
6. A lvnurse lvnotices lva lvposting lvfor lva lvmanagementsposition lvfor lvwhich lvshe lvis lvqualified. lvIf lvthe lvnurse lvis
lvin lvthe lvmo lvving lvphaseof lvLewin’s lvChange lvTheory, lv which lvstatements lvreflects lvthe lvaction lvshe lviss
lvmost lvlikely lvto lvtake?
a. Does lvnothing lvto lvobtain lvthe lvposition
b. Applies lvfor lvthe lvposition
c. Identifies lvthat lvchange lvis lvneeded
d. Settles lvinto lvthe lvroutine lvof lvher lvjob
ANS: lvB
Unfreezing lvbegins lvwhen lvreasons lvfor lvchange lvare lvidentified. lvThe lvmoving lvphase lvinvolves lvactive lvplanning
lvandact lvion. lvMoving lvalso lvmeans lvyou lvaresdealing lvwith lvboth lvpositive lvand lvnegative lvforces lvas lvthey lvebb lvand
lvflow, lvandyou lvar lve lvmakingmodifications lvto lvyour lvplan lvas lvneeded. lvRefreezing lvoccurs lvafter lvthe lvchange
lvhas lvbecome lvroutine.
Alberts lvacademics: lvquestions lvwith lvcorrect
lvanswers
, TESTsBANKsFORsLPNsTOsRNsTRANSITIONSs5THsEDITIONsBYsCLAYWELL 3 lvof lv123
DIF: l v l v l v Cognitive lvLevel: lvApplication
Alberts lvacademics: lvquestions lvwith lvcorrect
lvanswers
onTestBankISBN:978-
1496382733|CompleteGuideA+|100%Cor
rectAnswers.
, TESTsBANKsFORsLPNsTOsRNsTRANSITIONSs5THsEDITIONsBYsCLAYWELL 1 lvof lv123
Chapter lv01: lvHonoring lvYour lvPast, lvPlanning lvYour lvFuture
MULTIPLE lvCHOICE
1. Asnursing lvadvisor lvis lvmeeting lvwith lva lvstudent lvwho lvis lvinterested lvin lvearning lvher lvRN lvdegree. lvShe
lvknowst lvhat lvlicensedpractical lvnurse/license lvvocational lvnurse lv(LPN/LVNs) lvwho lventer lvnursing
lvschool lvto lvbec lvome lvRNs lvcome lvinto lvthe lvlearning lvenvironment lvwith lvprior lvknowledge lvand
lvunderstanding. lvWhichstat lvementsby lvthe lvnursing lvadvisor lvbestsdescribes lvher lvunderstanding lvof
lvthe lveffect lvexperience lvmay lvhave lvon lvlearning?
a. “Experience lvmaylvbe lva lvsource lvof lvinsight lvand lvmotivation, lvor lva lvbarrier.”
b. “Experience lvis lvusually lva lvstumbling lvblock lvforsLPN/LVNs.”
c. “Experience lvnever lvmakes lvlearning lvmore lvdifficult.”
d. “Once lvsomething lvis lvlearned, lvit lvcan lvnever lvbe lvtruly lvmodified.”
ANS: lvA
Experience lvaccentuates lvdifferences lvamong lvlearners lvand lvserves lvas lva lvsource lvof lvinsight lvand
lvmotivation, lvbutists l v can lvalso lvbea lvbarrier. lvExperience lvcan lvserve lvas lva lvfoundation lvfor lvdefining lvthe
lvself.
DIF: lvCognitive lvLevel: lvApplication
OBJ: lvIdentify lvhow lvexperiences lvinfluence lvlearning lvin lvadults. TOP: lvAdult lvLearning
2. There lvis lva lvtest lvon lvthe lvcardiovascular lvsystem lvon lvFriday lvmorning, lvand lvit lvis lvnow lvWednesday
lvnight. lvThe lvstudentshas lvalready lvtaken lva lvvacation lvday lvfrom lvwork lvThursday lvnight lvso lvthat lvshe
lvcan lvstay lvhome lvands lvtudy. lvShe lvis lvconsideringskipping lvher lvexercise lvclass lvon lvThursday
lvmorning lvto
N lvgo lvto lvthe lvlibrary lvto lvprepare lvfor lvthe lvtest. lvWhich lvresponse lvbest
lvidentifiest lvhe
student’s lvoutcome lvpriority?
a. Exercise lvclass
b. Going lvto lvthe lvlibrary
c. Avoiding lvwork lvby lvtaking lva lvvacation
d. Doing lvwell lvon lvthe lvtest lvon lvFriday
ANS: lvD
The lvoutcome lvpriority lvis lvthe lvessential lvissue lvor lvneed lvto lvbe lvaddressed lvat lvany lvgiven
timeswit lvhin lvaset lvof lvconditions lvor lvcircumstances.
lv
DIF: Cognitive lvLevel:
lvApplication lvOBJ:
Identify lvmotivations lvand lvpersonal lvoutcome lvpriorities lvfor lvreturning
lvto lvschool. lvTOP:Motivation lvto lvLearn
3. A lvnurse lvwho lvhas lvbeen lvan lvLPN/LVN lvfor lv10 lvyears lvis lvmeeting lvwith lvan lvadvisor lvto lvdiscuss lvthe
lvpossibility lvoft lvaking lvclasses lvto lvbecome lvan lvRN. lvThe lvadvisor lvinterprets lvwhich lvstatementsbysthe
lvnurse lvas lvthe lvdriving lvfor lvce lvfor lvreturning lvtoschool? lva. lv“I’ll lvneed lvto lvschedule lvtime lvto lvattend
lvclasses.”
b. “I’ll lvhave lvto lvbudgetsfor lvpaying lvtuition.”
c. “I’ll lvhave lvto lvrearranging lvmy lvschedule.”
d. “There lvis lva lvpossibility lvof lvadvancement
into lvadministration.”ANS: lvD
lv
Alberts lvacademics: lvquestions lvwith lvcorrect
lvanswers
, TESTsBANKsFORsLPNsTOsRNsTRANSITIONSs5THsEDITIONsBYsCLAYWELL 2 lvof lv123
Driving lvforces lvare lvthose lvthat lvpush lvtoward lvmaking lvthe lvchange, lvas lvopposed lvto lvrestraining lvforces,
lvwhich lvare lvt lvhose lvthatusually lvpresent lva lvchallenge lvthat lvneeds lvto lvbe lvovercome lvfor lvthe lvchange lvto
lvtake lvplace lvor lvpresent lvan lvegative lveffect lvthe lvchange lvmay lvinitiate.
DIF: Cognitive lvLevel:
lvApplication lvOBJ:
Identify lvmotivations lvand lvpersonal lvoutcome lvpriorities lvfor lvreturning
lvto lvschool. lvTOP:Motivations lvfor lvChange
4. An lvRN lvis lvcaring lvfor lva lvdiabetic lvpatient. lvThe lvpatient lvappears lvinterested lvin lvchanging lvher lvlifestyle
lvand lvhasb lveen lvaskingquestions lvabout lveating lvbetter. lvThe lvnurse lvcan lvinterpretsthis lvbehavior lvas
lvwhich lvstage lvof lvLewi lvn’s lvChange lvTheory? lva.
Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: lvB lvThe lvpatientsis lvin lvthe lvfirstsphase lvof lvLewin’s lvChange lvTheory, lvknown lvas lvunfreezing. lvThis lvphase
lvinvolve lvs lvdetermining lvthat lva lvchange lvneeds lvto lvoccur lvand lvdeciding lvto lvtake lvaction. lvMoving lvis lvthe
lvsecond lvphaseand lvinv lvolves lvactively lvplanning lvchanges lvand lvtaking lvaction lvon lvthem. lvRefreezing lvis
lvthe lvlastsstage, lvand lvit lvoccurs lvwhen lvthe lvchange lvhas lvbecome lvapart lvof lvthe lvperson’s lvlife.
DIF: Cognitive lvLevel: lvAnalysis
OBJ: lvUnderstand lvChange lvTheory lvand lvhows lvit lvapplies lvto lvbecoming lvan lvRN.
lvTOP:ChangeT lvheory
5. An lvLPN lvis lvtalking lvwith lvher lvclinical lvinstructor lvabout lvher lvdecision lvto lvreturn lvto lvschool lvto lvbecome
lvan lvRN.T lvhe lvclinicalinstructor lvinterprets lvthe lvLPNs lvoutcome lvpriority lvbased lvon lvwhich lvN
lvstatement?
a. “Mylvfamily lvwanted lvme lvto lvgo lvbacksto lvschool.”
b. “I lvwantsto lvbetter lvmylvfinancial lvsituation.”
c. “I lvreally lvenjoy lvschool.”
d. “I lvwould lvlike lvto lvadvance lvto lva lvteaching lvrole lvsomeday.”
ANS: lvB
The lvoutcome lvpriority lvis lvthe lvessential lvneed lvthatsmust lvbe lvaddressed, lvdetermined lvby lvinternal lvand
lvexternal lvfactor lvs, lvsuch lvasneeding lvto lvbetter lva lvfinancial lvsituation. lvThe lvother lvstatements lvindicate lvreasons
lvforsreturning lvtoschool, lvbutsthey lvare lvnot lvessential lvneeds lvor lvissues lvto lvbe lvaddressed.
DIF: lvCognitive lvLevel:
OBJ: lvIdentify lvhow lvexperiences lvinfluence lvlearning lvin
Analysis lvadults.TOP:
lv
lv Adult lvLearning
6. A lvnurse lvnotices lva lvposting lvfor lva lvmanagementsposition lvfor lvwhich lvshe lvis lvqualified. lvIf lvthe lvnurse lvis
lvin lvthe lvmo lvving lvphaseof lvLewin’s lvChange lvTheory, lv which lvstatements lvreflects lvthe lvaction lvshe lviss
lvmost lvlikely lvto lvtake?
a. Does lvnothing lvto lvobtain lvthe lvposition
b. Applies lvfor lvthe lvposition
c. Identifies lvthat lvchange lvis lvneeded
d. Settles lvinto lvthe lvroutine lvof lvher lvjob
ANS: lvB
Unfreezing lvbegins lvwhen lvreasons lvfor lvchange lvare lvidentified. lvThe lvmoving lvphase lvinvolves lvactive lvplanning
lvandact lvion. lvMoving lvalso lvmeans lvyou lvaresdealing lvwith lvboth lvpositive lvand lvnegative lvforces lvas lvthey lvebb lvand
lvflow, lvandyou lvar lve lvmakingmodifications lvto lvyour lvplan lvas lvneeded. lvRefreezing lvoccurs lvafter lvthe lvchange
lvhas lvbecome lvroutine.
Alberts lvacademics: lvquestions lvwith lvcorrect
lvanswers
, TESTsBANKsFORsLPNsTOsRNsTRANSITIONSs5THsEDITIONsBYsCLAYWELL 3 lvof lv123
DIF: l v l v l v Cognitive lvLevel: lvApplication
Alberts lvacademics: lvquestions lvwith lvcorrect
lvanswers
