TEST BANK for
LPN to RN Transitions 6th Edition Latest
Version 2025/2026 [A+] All Chapters
Fully Covered
by Lora Claywell PhD MSN RN CNE (Author)
,TABLE OF CONTENTS
UNIT ONE ESSENTIAL SKILLS TO BEGIN YOUR TRANSITION
1. Honoring Your Past, Planning Your Future
2. Assessing Yourself and Designing Success
3. Study Habits and Test-Taking Skills
UNIT TWO THE PROFESSION AND DISCIPLINE OF REGISTERED
NURSING
4. Distinguishing the Role of the Registered Nurse
5. Using Nursing Theory to Guide Professional Practice
6. Providing Patient-Centered Care Through the Nursing Process
7. Critical and Diagnostic Thinking for Better Clinical Judgment
UNIT THREE THE RN AS A PROVIDER OF CARE
8. Practicing Evidence-Based Decision Making
9. Communicating With Patients and Coworkers
10. Teaching Patients and Their Families
11. The Nurses, Ideas, and Forces That Define the Profession
12. Upholding Legal and Ethical Principles
13. Care and Safety Standards, Competence, and Nurse Accountability
UNIT FOUR THE RN AS MANAGER OF CARE
14. Leading, Delegating, and Collaborating
15. Promoting Healthful Living in the Primary Care Setting
16. Managing Care in Secondary and Tertiary Health Care
UNIT FIVE PUTTING IT ALL TOGETHER
17. Reflecting on Your Transition
18. Passing the NCLEX-RN®
,Chapter 01: Honoring Your Past, Planning0Your Future Claywell: LPN To RN
Transitions, 6th Edition
MULTIPLECHOICE
1. A Nursing Advisor Is Meeting0with A Student Who Is Interested0in Earning Her RN Degree.
She0kn Ows That0licensed Practical Nurse/License Vocational Nurse (LPN/Lvns)0who Enter
Nursing0scho Ol To Become Rns Come Into The Learning0environment With Prior Knowledge And
Understandin
G. Which0statement0by The Nursing Advisor Best Describes0her Understanding Of The Effect Exper
Ience May Have On Learning?
A. ―Experience May Be0a Source Of Insight0and Motivation, Or A Barrier.‖
B. ―Experience Is0usually A Stumbling Block0for LPN/Lvns.‖
C. ―Experience Never Makes Learning More Difficult.‖
D. ―Once Something Is Learned, It Can Never Be Truly Modified.‖
ANSWER; A
Experience0accentuates Differences Among Learners And Serves As A0source Of Insight0and Motivati
On, But It Can0also Be A Barrier. Experience Can Serve As A Foundation For Defining The Self.
DIF: Cognitive Level: Application
OBJ: Identify How Experiences Influence Learningin Adults. TOP: Adult Learning
2. There Is A Test0on0the Cardiovascular System On Friday Morning, And It0is0now Wednesday
Night. The Student0has Already Taken A Vacation Day From Work Thursday Night0so That She Can Stay
Hom E And Study. She Is Considering Skipping0her Exercise Class0on Thursday Morning0to Go To The
Libr Ary To Prepare For The Test. Which Response Best Identifies0the Student‘S Outcome Priority?
A. Exercise Class
B. Going0to The Library
C. Avoiding Work By Taking A0vacation
D. Doing0well On The Test On Friday
ANSWER; D
The Outcome Priority Is The Essential Issue Or Need0to Be Addressed At Any Given0time Within0a0set
O F Conditions Or Circumstances.
, DIF: Cognitive Level: Application
OBJ: Identify Motivations And Personal Outcome Priorities For Returning0to School. TO P: Motivation To
Learn
3. A Nurse Who Has Been An LPN/LVN For 10 Years Is Meeting0with An Advisor To Discuss0the
Possi Bilityof Taking0classes To Become An RN. The Advisor Interprets Which Statement By The Nurse
As The Driving Force0for Returning0to 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 Advancement0into Administration.‖
ANSWER; D
Driving Forces Are Those That0push Toward Making The Change, As Opposed0to Restraining Forces, W
Hich Are Those That Usually Present A Challenge That Needs To0be Overcome For The Change To Take
Pl Ace Or Present A0negative Effect The Change May Initiate.
DIF: Cognitive Level: Application
OBJ: Identify Motivations And Personal Outcome Priorities For Returning0to School. TO P: Motivations
For Change
4. An RN Is Caring For A Diabetic Patient. The Patient Appears Interested In Changing0her Lifestyle
An D0has0been Asking0questions About Eating Better. The Nurse Can0interpret This Behavior As Which
St Age Of Lewin‘S Change Theory?
A. Moving
B. Unfreezing
C. Action
D. Refreezing
ANSWER; B
The Patient Is In The First0phase Of Lewin‘S Change Theory, Known As Unfreezing. This Phase Invo Lves
Determining That A Change Needs To Occur And Deciding To0take Action. Moving Is The Second P Hase
And Involves Actively Planning Changes And Taking0action On0them. Refreezing Is0the Last Stag E, And
It Occurs When The Change Has Become A0part Of The Person‘S Life.
DIF: Cognitive Level: Analysis
LPN to RN Transitions 6th Edition Latest
Version 2025/2026 [A+] All Chapters
Fully Covered
by Lora Claywell PhD MSN RN CNE (Author)
,TABLE OF CONTENTS
UNIT ONE ESSENTIAL SKILLS TO BEGIN YOUR TRANSITION
1. Honoring Your Past, Planning Your Future
2. Assessing Yourself and Designing Success
3. Study Habits and Test-Taking Skills
UNIT TWO THE PROFESSION AND DISCIPLINE OF REGISTERED
NURSING
4. Distinguishing the Role of the Registered Nurse
5. Using Nursing Theory to Guide Professional Practice
6. Providing Patient-Centered Care Through the Nursing Process
7. Critical and Diagnostic Thinking for Better Clinical Judgment
UNIT THREE THE RN AS A PROVIDER OF CARE
8. Practicing Evidence-Based Decision Making
9. Communicating With Patients and Coworkers
10. Teaching Patients and Their Families
11. The Nurses, Ideas, and Forces That Define the Profession
12. Upholding Legal and Ethical Principles
13. Care and Safety Standards, Competence, and Nurse Accountability
UNIT FOUR THE RN AS MANAGER OF CARE
14. Leading, Delegating, and Collaborating
15. Promoting Healthful Living in the Primary Care Setting
16. Managing Care in Secondary and Tertiary Health Care
UNIT FIVE PUTTING IT ALL TOGETHER
17. Reflecting on Your Transition
18. Passing the NCLEX-RN®
,Chapter 01: Honoring Your Past, Planning0Your Future Claywell: LPN To RN
Transitions, 6th Edition
MULTIPLECHOICE
1. A Nursing Advisor Is Meeting0with A Student Who Is Interested0in Earning Her RN Degree.
She0kn Ows That0licensed Practical Nurse/License Vocational Nurse (LPN/Lvns)0who Enter
Nursing0scho Ol To Become Rns Come Into The Learning0environment With Prior Knowledge And
Understandin
G. Which0statement0by The Nursing Advisor Best Describes0her Understanding Of The Effect Exper
Ience May Have On Learning?
A. ―Experience May Be0a Source Of Insight0and Motivation, Or A Barrier.‖
B. ―Experience Is0usually A Stumbling Block0for LPN/Lvns.‖
C. ―Experience Never Makes Learning More Difficult.‖
D. ―Once Something Is Learned, It Can Never Be Truly Modified.‖
ANSWER; A
Experience0accentuates Differences Among Learners And Serves As A0source Of Insight0and Motivati
On, But It Can0also Be A Barrier. Experience Can Serve As A Foundation For Defining The Self.
DIF: Cognitive Level: Application
OBJ: Identify How Experiences Influence Learningin Adults. TOP: Adult Learning
2. There Is A Test0on0the Cardiovascular System On Friday Morning, And It0is0now Wednesday
Night. The Student0has Already Taken A Vacation Day From Work Thursday Night0so That She Can Stay
Hom E And Study. She Is Considering Skipping0her Exercise Class0on Thursday Morning0to Go To The
Libr Ary To Prepare For The Test. Which Response Best Identifies0the Student‘S Outcome Priority?
A. Exercise Class
B. Going0to The Library
C. Avoiding Work By Taking A0vacation
D. Doing0well On The Test On Friday
ANSWER; D
The Outcome Priority Is The Essential Issue Or Need0to Be Addressed At Any Given0time Within0a0set
O F Conditions Or Circumstances.
, DIF: Cognitive Level: Application
OBJ: Identify Motivations And Personal Outcome Priorities For Returning0to School. TO P: Motivation To
Learn
3. A Nurse Who Has Been An LPN/LVN For 10 Years Is Meeting0with An Advisor To Discuss0the
Possi Bilityof Taking0classes To Become An RN. The Advisor Interprets Which Statement By The Nurse
As The Driving Force0for Returning0to 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 Advancement0into Administration.‖
ANSWER; D
Driving Forces Are Those That0push Toward Making The Change, As Opposed0to Restraining Forces, W
Hich Are Those That Usually Present A Challenge That Needs To0be Overcome For The Change To Take
Pl Ace Or Present A0negative Effect The Change May Initiate.
DIF: Cognitive Level: Application
OBJ: Identify Motivations And Personal Outcome Priorities For Returning0to School. TO P: Motivations
For Change
4. An RN Is Caring For A Diabetic Patient. The Patient Appears Interested In Changing0her Lifestyle
An D0has0been Asking0questions About Eating Better. The Nurse Can0interpret This Behavior As Which
St Age Of Lewin‘S Change Theory?
A. Moving
B. Unfreezing
C. Action
D. Refreezing
ANSWER; B
The Patient Is In The First0phase Of Lewin‘S Change Theory, Known As Unfreezing. This Phase Invo Lves
Determining That A Change Needs To Occur And Deciding To0take Action. Moving Is The Second P Hase
And Involves Actively Planning Changes And Taking0action On0them. Refreezing Is0the Last Stag E, And
It Occurs When The Change Has Become A0part Of The Person‘S Life.
DIF: Cognitive Level: Analysis
