LPN to RN Transitions
6th Edition
• Author(s)Lora Claywell
TEST BANK
1. Reference: Ch. 1, Section: Reviewing the Past and Present
Question Stem: An LPN with five years of experience in long-
term care is beginning an RN program. When creating an
experiential resume, what is the primary purpose of
documenting their past leadership experiences, such as
mentoring new LPNs?
Options:
A) To fulfill the application requirements for the nursing
program.
B) To provide a formal record for future employment interviews.
C) To identify and leverage transferable skills for the new RN
role.
D) To demonstrate compliance with continuing education
mandates.
Correct Answer: C
Rationale: An experiential resume is a concise list of
experiences and prior learning that helps students identify their
existing strengths and transferable skills, which is crucial for
planning their transition to the RN role. Option A
underestimates the personal strategic value of the exercise.
Option B confuses the experiential resume with a standard
,employment CV. Option D relates to licensure rather than role
transition.
Teaching Point: An experiential resume identifies transferable
skills for role advancement.
2. Reference: Ch. 1, Section: Setting Your Goals
Question Stem: A nursing student identifies that successfully
passing the first semester of the RN program is a primary
objective. According to the concept of "outcome priority," how
should this objective be defined?
Options:
A) A long-term career aspiration.
B) The essential issue or need to be addressed at the present
time.
C) A restraining force that limits personal time.
D) A secondary goal to be addressed after clinical rotations.
Correct Answer: B
Rationale: An outcome priority is defined as the essential issue
or need to be addressed at any given time within a set of
conditions or circumstances. Option A describes a career goal,
not an immediate priority. Option C mislabels the goal as a
barrier. Option D incorrectly deprioritizes the main academic
focus.
Teaching Point: Outcome priorities are the essential issues that
require immediate focus.
3. Reference: Ch. 1, Section: Change Theory and Learning
Question Stem: An LPN returning to school feels uncomfortable
,with the new expectations of the student role and misses the
comfort of being an expert in their previous position. According
to Kurt Lewin's change theory, in which phase of change is this
student?
Options:
A) Refreezing
B) Moving
C) Unfreezing
D) Restraining
Correct Answer: C
Rationale: Kurt Lewin's change theory involves three phases:
unfreezing, moving, and refreezing. The "unfreezing" phase is
characterized by discomfort as the individual lets go of old
patterns and becomes receptive to change. Option A is the final
phase where new behaviors are stabilized. Option B is the active
stage of learning and change. Option D is a type of force, not a
phase of change.
Teaching Point: Unfreezing involves leaving behind comfort
zones to become ready for change.
4. Reference: Ch. 1, Section: Reviewing the Past and Present
Question Stem: A nursing student makes a comprehensive list
of personal gifts and barriers and constructs a self-portrait.
What is the recommended next step for this student in the
planning process?
Options:
A) Perform a reflective observation of a clinical day.
B) Eliminate all identified self-defeating behaviors.
, C) Determine their preferred learning style.
D) Develop an outcome priority.
Correct Answer: D
Rationale: After self-assessment through tools like listing
strengths/barriers and creating a self-portrait, the logical next
step is to develop an outcome priority to focus efforts on the
most essential issue. Options A and C are other valuable
activities but are not the direct next step in this specific
sequence. Option B is an overwhelming and unrealistic goal to
achieve at once.
Teaching Point: Self-assessment should directly lead to
establishing focused outcome priorities.
5. Reference: Ch. 1, Section: Change Theory and Learning
Question Stem: An LPN/LVN is planning to return to school to
become an RN and completes the Gregorc Style Delineator,
which concludes that the student prefers a concrete random
learning style. What does this information suggest about this
student's likely study preferences?
Options:
A) Their study patterns are highly variable and may lack a fixed
structure.
B) Learning is best achieved through memorization and
repetition.
C) A highly structured and sequential study plan is important.
D) They prefer to study alone rather than in groups.
Correct Answer: D
Rationale: The search results indicate that a student with a
6th Edition
• Author(s)Lora Claywell
TEST BANK
1. Reference: Ch. 1, Section: Reviewing the Past and Present
Question Stem: An LPN with five years of experience in long-
term care is beginning an RN program. When creating an
experiential resume, what is the primary purpose of
documenting their past leadership experiences, such as
mentoring new LPNs?
Options:
A) To fulfill the application requirements for the nursing
program.
B) To provide a formal record for future employment interviews.
C) To identify and leverage transferable skills for the new RN
role.
D) To demonstrate compliance with continuing education
mandates.
Correct Answer: C
Rationale: An experiential resume is a concise list of
experiences and prior learning that helps students identify their
existing strengths and transferable skills, which is crucial for
planning their transition to the RN role. Option A
underestimates the personal strategic value of the exercise.
Option B confuses the experiential resume with a standard
,employment CV. Option D relates to licensure rather than role
transition.
Teaching Point: An experiential resume identifies transferable
skills for role advancement.
2. Reference: Ch. 1, Section: Setting Your Goals
Question Stem: A nursing student identifies that successfully
passing the first semester of the RN program is a primary
objective. According to the concept of "outcome priority," how
should this objective be defined?
Options:
A) A long-term career aspiration.
B) The essential issue or need to be addressed at the present
time.
C) A restraining force that limits personal time.
D) A secondary goal to be addressed after clinical rotations.
Correct Answer: B
Rationale: An outcome priority is defined as the essential issue
or need to be addressed at any given time within a set of
conditions or circumstances. Option A describes a career goal,
not an immediate priority. Option C mislabels the goal as a
barrier. Option D incorrectly deprioritizes the main academic
focus.
Teaching Point: Outcome priorities are the essential issues that
require immediate focus.
3. Reference: Ch. 1, Section: Change Theory and Learning
Question Stem: An LPN returning to school feels uncomfortable
,with the new expectations of the student role and misses the
comfort of being an expert in their previous position. According
to Kurt Lewin's change theory, in which phase of change is this
student?
Options:
A) Refreezing
B) Moving
C) Unfreezing
D) Restraining
Correct Answer: C
Rationale: Kurt Lewin's change theory involves three phases:
unfreezing, moving, and refreezing. The "unfreezing" phase is
characterized by discomfort as the individual lets go of old
patterns and becomes receptive to change. Option A is the final
phase where new behaviors are stabilized. Option B is the active
stage of learning and change. Option D is a type of force, not a
phase of change.
Teaching Point: Unfreezing involves leaving behind comfort
zones to become ready for change.
4. Reference: Ch. 1, Section: Reviewing the Past and Present
Question Stem: A nursing student makes a comprehensive list
of personal gifts and barriers and constructs a self-portrait.
What is the recommended next step for this student in the
planning process?
Options:
A) Perform a reflective observation of a clinical day.
B) Eliminate all identified self-defeating behaviors.
, C) Determine their preferred learning style.
D) Develop an outcome priority.
Correct Answer: D
Rationale: After self-assessment through tools like listing
strengths/barriers and creating a self-portrait, the logical next
step is to develop an outcome priority to focus efforts on the
most essential issue. Options A and C are other valuable
activities but are not the direct next step in this specific
sequence. Option B is an overwhelming and unrealistic goal to
achieve at once.
Teaching Point: Self-assessment should directly lead to
establishing focused outcome priorities.
5. Reference: Ch. 1, Section: Change Theory and Learning
Question Stem: An LPN/LVN is planning to return to school to
become an RN and completes the Gregorc Style Delineator,
which concludes that the student prefers a concrete random
learning style. What does this information suggest about this
student's likely study preferences?
Options:
A) Their study patterns are highly variable and may lack a fixed
structure.
B) Learning is best achieved through memorization and
repetition.
C) A highly structured and sequential study plan is important.
D) They prefer to study alone rather than in groups.
Correct Answer: D
Rationale: The search results indicate that a student with a
