TEST BANK
LPN to RN Transitions
LORA CLAYWELL
6th Edition
, TEST BANK 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
1|Page
, TEST BANK 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 nterprets 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
ANS: B
2|Page
, TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
Unfreezing begins when reasons for change are identified. The moving phase involves
active planning and action. Moving also means you are dealing with both positive and
negative fo rces as they ebb and flow, and you are making modifications to your plan as
needed.
Refreezing occurs after the change has become routine.
DIF: Cognitive Level: Application
OBJ: Understand Change Theory and how it applies to becoming an RN.
TOP: Change Theory
7. The RN is talking with the unit manager about ways to improve patient care. The
manager introduces the concept of a co h No rt. Which statement by the RN indicates that
the teaching ha s been effective?
a. ―A cohort is a web of connections‖.
b. ―A cohort is a group of people who share common experiences with each other‖.
c. ―A cohort is a group linked together for common purposes‖.
d. ―A cohort consists of groups of individuals that make up a whole‖.
ANS: B
A cohort is a group of people who share common experiences with each other. A scheme
is a web of connections, a team is a group linked together for common purposes, and a
unit c onsists of groups or individuals that make up a whole.
DIF: Cognitive Level: Evaluation
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
8. An Orthopedic Nurse is contemplating changes in her professional life and identifying goal
s. Which action should the nurse take if she is interested in pursuing a long-term goal?
a. Studies for a telemetry exam scheduled for next week
b. Enrolls in a Nurse Practitioner program
c. Attends a seminar to become a charge nurse
d. Continues to work on the orthopedic floor full-time
ANS: B
A short-term goal is one that can be attained in a period of 6 months or less. Short-
term goals include becoming a charge nurse and passing the telemetry exam. A
long-
term goal is attained in greater than 6 months and includes studying to become a Nurse
Pra ctitioner. Continuing to work on the orthopedic floor does not represent either a
short- term or a long-term goal.
DIF: Cognitive Level: Application
OBJ: Identify both short- and long-
zx
term personal and professional goals. TOP: Setting Goals
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by
one of the RNs indicates that teaching has been effective?
a. ―Experience is a stepping stone to new learning‖.
b. ―Experience can be a barrier to new learning‖.
c. ―Experience can be an avenue to new learning‖.
d. ―Experience can be a detour to new learning‖.
ANS: B
Experience accentuates differences among learners, serves as a source of insight and
motiva tion, can be a barrier to new learning, and serves as a foundation for defining the
self.
3|Page
LPN to RN Transitions
LORA CLAYWELL
6th Edition
, TEST BANK 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
1|Page
, TEST BANK 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 nterprets 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
ANS: B
2|Page
, TEST BANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
Unfreezing begins when reasons for change are identified. The moving phase involves
active planning and action. Moving also means you are dealing with both positive and
negative fo rces as they ebb and flow, and you are making modifications to your plan as
needed.
Refreezing occurs after the change has become routine.
DIF: Cognitive Level: Application
OBJ: Understand Change Theory and how it applies to becoming an RN.
TOP: Change Theory
7. The RN is talking with the unit manager about ways to improve patient care. The
manager introduces the concept of a co h No rt. Which statement by the RN indicates that
the teaching ha s been effective?
a. ―A cohort is a web of connections‖.
b. ―A cohort is a group of people who share common experiences with each other‖.
c. ―A cohort is a group linked together for common purposes‖.
d. ―A cohort consists of groups of individuals that make up a whole‖.
ANS: B
A cohort is a group of people who share common experiences with each other. A scheme
is a web of connections, a team is a group linked together for common purposes, and a
unit c onsists of groups or individuals that make up a whole.
DIF: Cognitive Level: Evaluation
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
8. An Orthopedic Nurse is contemplating changes in her professional life and identifying goal
s. Which action should the nurse take if she is interested in pursuing a long-term goal?
a. Studies for a telemetry exam scheduled for next week
b. Enrolls in a Nurse Practitioner program
c. Attends a seminar to become a charge nurse
d. Continues to work on the orthopedic floor full-time
ANS: B
A short-term goal is one that can be attained in a period of 6 months or less. Short-
term goals include becoming a charge nurse and passing the telemetry exam. A
long-
term goal is attained in greater than 6 months and includes studying to become a Nurse
Pra ctitioner. Continuing to work on the orthopedic floor does not represent either a
short- term or a long-term goal.
DIF: Cognitive Level: Application
OBJ: Identify both short- and long-
zx
term personal and professional goals. TOP: Setting Goals
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by
one of the RNs indicates that teaching has been effective?
a. ―Experience is a stepping stone to new learning‖.
b. ―Experience can be a barrier to new learning‖.
c. ―Experience can be an avenue to new learning‖.
d. ―Experience can be a detour to new learning‖.
ANS: B
Experience accentuates differences among learners, serves as a source of insight and
motiva tion, can be a barrier to new learning, and serves as a foundation for defining the
self.
3|Page
