TEST BANK
|
, Chapter |01: |Honoring |Your |Past, |Planning |Your |Future
|Claywell: |LPN |to |RN |Transitions, |4th |Edition
Multiple |choice |questions
1. A |nursing |advisor |is |meeting |with |a |student |who |is |interested |in |earning |her |RN |degree.
|Sheknows |that |licensed |practical |nurse/license |vocational |nurse |(LPN/LVNs) |who |enter
|nursingschool |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 |haveon |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
|theself.
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 |Thursdaynight |so |that |she
|canstay |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
|aset |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 |interpretswhich
|statement |by |thenurse |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 |beovercome |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
|lifestyleand |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
|isthe |last |stage, |and |it |occurs |when |the |change |has |become |a |partof |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
|becomean |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
|andexternal |factors, |such |as |needing |to |better |a |financial |situation. |The |other |statements
|indicate |reasons |for |returning |to |school, |but |they |are |not |essentialneeds |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 |thenurse
isin |the |moving |phase |of |Lewin’s |Change |Theory, |which |statement |reflects |the |action |she |is
|most |likely |to |take?
|
, Chapter |01: |Honoring |Your |Past, |Planning |Your |Future
|Claywell: |LPN |to |RN |Transitions, |4th |Edition
Multiple |choice |questions
1. A |nursing |advisor |is |meeting |with |a |student |who |is |interested |in |earning |her |RN |degree.
|Sheknows |that |licensed |practical |nurse/license |vocational |nurse |(LPN/LVNs) |who |enter
|nursingschool |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 |haveon |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
|theself.
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 |Thursdaynight |so |that |she
|canstay |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
|aset |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 |interpretswhich
|statement |by |thenurse |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 |beovercome |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
|lifestyleand |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
|isthe |last |stage, |and |it |occurs |when |the |change |has |become |a |partof |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
|becomean |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
|andexternal |factors, |such |as |needing |to |better |a |financial |situation. |The |other |statements
|indicate |reasons |for |returning |to |school, |but |they |are |not |essentialneeds |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 |thenurse
isin |the |moving |phase |of |Lewin’s |Change |Theory, |which |statement |reflects |the |action |she |is
|most |likely |to |take?
