TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL

TEST BANK
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, Chapter 01: Honoring Your Past, Planning Your Future
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Claywell: LPN to RN Transitions, 4th Edition
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Multiple choice questions
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1. A nursing advisor is meeting with a student who is interested in earning her RN degree.
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Sheknows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter
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nursingschool to become RNs come into the learning environment with prior knowledge
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and understanding. Which statement by the nursing advisor best describes her
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understanding of the effect experience may haveon learning?
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a. “Experience may be a source of insight and motivation, or a barrier.” m m m m m m m m m m m




b. “Experience is usually a stumbling block for LPN/LVNs.” m m m m m m m




c. “Experience never makes learning more difficult.” m m m m m




d. “Once something is learned, it can never be truly modified.”
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ANS: A m




Experience accentuates differences among learners and serves as a source of insight and
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motivation, but it can also be a barrier. Experience can serve as a foundation for defining
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theself.
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DIF: Cognitive Level: Application
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OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
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2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday
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night. The student has already taken a vacation day from work Thursdaynight so that she
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canstay home and study. She is considering skipping her exercise class on Thursday
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morning to go to the library to prepare for the test. Which response best identifies the
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student’s outcome priority?
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a. Exercise class m




b. Going to the library m m m




c. Avoiding work by taking a vacation m m m m m




d. Doing well on the test on Friday m m m m m m




ANS: D m




The outcome priority is the essential issue or need to be addressed at any given time within aset
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of conditions or circumstances.
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, DIF: Cognitive Level: Application
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OBJ: Identify motivations and personal outcome priorities for
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returning to school.TOP: Motivation to Learn
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3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the
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possibility of taking classes to become an RN. The advisor interpretswhich statement by
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thenurse as the driving force for returning to school?
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a. “I’ll need to schedule time to attend classes.”
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b. “I’ll have to budget for paying tuition.”
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c. “I’ll have to rearranging my schedule.”
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d. “There is a possibility of advancement into administration.”
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ANS: D
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, Driving forces are those that push toward making the change, as opposed to restraining
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forces,which are those that usually present a challenge that needs to beovercome for the
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change to take place or present a negative effect the change may initiate.
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DIF: Cognitive Level: Application
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OBJ: Identify motivations and personal outcome priorities for
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returning to school.TOP: Motivations for Change
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4. An RN is caring for a diabetic patient. The patient appears interested in changing her
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lifestyleand has been asking questions about eating better. The nurse can interpret this
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behavior as which stage of Lewin’s Change Theory?
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a. Moving
b. Unfreezing
c. Action
d. Refreezing

ANS: B m




The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This phase
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involves determining that a change needs to occur and deciding to take action. Moving is the
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second phase and involves actively planning changes and taking action on them. Refreezing
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isthe last stage, and it occurs when the change has become a partof the person’s life.
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DIF: Cognitive Level: Analysis
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OBJ: Understand Change Theory and how it applies to
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becoming an RN.TOP: Change Theory
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5. An LPN is talking with her clinical instructor about her decision to return to school to
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becomean RN. The clinical instructor iN
m nterprets the LPNs outcome priority based on which
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statement?
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a. “My family wanted me to go back to school.”
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b. “I want to better my financial situation.”
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c. “I really enjoy school.”
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d. “I would like to advance to a teaching role someday.”
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ANS: B m




The outcome priority is the essential need that must be addressed, determined by internal
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andexternal factors, such as needing to better a financial situation. The other statements
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indicate reasons for returning to school, but they are not essentialneeds or issues to be
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addressed.
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DIF: Cognitive Level: Analysis
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OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
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6. A nurse notices a posting for a management position for which she is qualified. If thenurse
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isin the moving phase of Lewin’s Change Theory, which statement reflects the action she is
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most likely to take?
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