Test Bank For LPN to RN Transitions 4th Edition
Test Bank For LPN to RN Transitions 4th
Edition By Lora Claywell | Complete Study
Guide | All Chapters Coved | Graded A+
1
,Test Bank For LPN to RN Transitions 4th Edition
LPN TO RN TRANSITIONS 4th EDITION BY CLAYWELL
TEST BANK
Chapter 01: Honoring Your Past, Planning Your
FutureClaywell: LPN to RN Transitions, 4th Edition
MULTIPLE CHOICE
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
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 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
Thursday night 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.
2
,Test Bank For LPN to RN Transitions 4th Edition
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 interprets
which 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 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
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 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 becomean RN. The clinical instructor iNnterprets the LPNs outcome priority based
on which statement?
3
, Test Bank For LPN to RN Transitions 4th Edition
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.”
4
Test Bank For LPN to RN Transitions 4th
Edition By Lora Claywell | Complete Study
Guide | All Chapters Coved | Graded A+
1
,Test Bank For LPN to RN Transitions 4th Edition
LPN TO RN TRANSITIONS 4th EDITION BY CLAYWELL
TEST BANK
Chapter 01: Honoring Your Past, Planning Your
FutureClaywell: LPN to RN Transitions, 4th Edition
MULTIPLE CHOICE
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
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 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
Thursday night 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.
2
,Test Bank For LPN to RN Transitions 4th Edition
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 interprets
which 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 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
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 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 becomean RN. The clinical instructor iNnterprets the LPNs outcome priority based
on which statement?
3
, Test Bank For LPN to RN Transitions 4th Edition
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.”
4
