TESTBANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
TESTBANK FOR LPN TO RN TRANSITIONS
6th EDITION BY CLAYWELL
,TESTBANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
Chapter 01: Honoring Your Past, Planning Your
Future Claywel l: LPN to RN Transitions, 6th Edition
MULTIPLE CHOICE
1. A nursing advisor is meeting with a student who is interested in earning
her RN degree. S he knows that licensed practical nurse/license vocational
nurse (LPN/LVNs) who enter nur sing school to become RNs come into
the learning environment with prior knowledge an d 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 mo tivation, but it can also be a barrier. Experience can serve as
a foundation for defining the sel f.
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 c an stay home and study. She is
considering skipping her exercise class on Thursday morni ng 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 th e 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
,TESTBANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
Driving forces are those that push toward making the change, as opposed to
restraining force s, 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 lifesty le 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 phas e 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. Refreezi ng 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 beco me an RN. The clinical instructor iN nt erprets the LPNs
outcome priority based on which state ment?
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 an d external factors, such as needing to better a
financial situation. The other statements indi cate reasons for returning to
school, but they are not essential needs or issues to be addres sed.
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
, TESTBANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
ANS: B
TESTBANK FOR LPN TO RN TRANSITIONS
6th EDITION BY CLAYWELL
,TESTBANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
Chapter 01: Honoring Your Past, Planning Your
Future Claywel l: LPN to RN Transitions, 6th Edition
MULTIPLE CHOICE
1. A nursing advisor is meeting with a student who is interested in earning
her RN degree. S he knows that licensed practical nurse/license vocational
nurse (LPN/LVNs) who enter nur sing school to become RNs come into
the learning environment with prior knowledge an d 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 mo tivation, but it can also be a barrier. Experience can serve as
a foundation for defining the sel f.
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 c an stay home and study. She is
considering skipping her exercise class on Thursday morni ng 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 th e 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
,TESTBANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
Driving forces are those that push toward making the change, as opposed to
restraining force s, 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 lifesty le 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 phas e 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. Refreezi ng 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 beco me an RN. The clinical instructor iN nt erprets the LPNs
outcome priority based on which state ment?
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 an d external factors, such as needing to better a
financial situation. The other statements indi cate reasons for returning to
school, but they are not essential needs or issues to be addres sed.
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
, TESTBANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
ANS: B
