TESTq2BANKq2FORq2LPNq2TOq2RNq2TRANSITIONSq26thq2EDITIONq2BYq2CLAYWELL
TESTBANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
zx zx zx zx zx zx zx zx zx
TESTBANKWORLD.ORG
, TESTq2BANKq2FORq2LPNq2TOq2RNq2TRANSITIONSq26thq2EDITIONq2BYq2CLAYWELL
Chapterq201:q2Honoringq2Yourq2Past,q2Planningq2Yourq2Futureq2Clay
welq2l:q2LPNq2toq2RNq2Transitions,q26thq2Edition
MULTIPLEq2CHOICE
1. Aq2nursingq2advisorq2isq2meetingq2withq2aq2studentq2whoq2isq2interestedq2inq2earningq2herq2RNq2de
gree.q2Sq2heq2knowsq2thatq2licensedq2practicalq2nurse/licenseq2vocationalq2nurseq2(LPN/LVNs)q2
whoq2enterq2nurq2singq 2 schoolq 2 toq 2 becomeq 2 RNsq 2 comeq 2 intoq 2 theq 2 learningq 2 environmentq 2
withq 2 priorq 2 knowledgeq 2 anq2dq2understanding.q2Whichq2statementq2byq2theq2nursingq2advisorq2
bestq2describesq2herq2understandingq2ofq2theq2effectq2experienceq2mayq2haveq2onq2learning?
a. ―Experienceq2mayq2beq2aq2sourceq2ofq2insightq2andq2motivation,q2orq2aq2barrier.‖
b. ―Experienceq2isq2usuallyq2aq2stumblingq2blockq2forq2LPN/LVNs.‖
c. ―Experienceq2neverq2makesq2learningq2moreq2difficult.‖
d. ―Onceq2somethingq2isq2learned,q2itq2canq2neverq2beq2trulyq2modified.‖
ANS:q 2 A
Experienceq2accentuatesq2differencesq2amongq2learnersq2andq2servesq2asq2aq2sourceq2ofq2insightq2a
ndq2moq2tivation,q2butq2itq2canq2alsoq2beq2aq2barrier.q2Experienceq2canq2serveq2asq2aq2foundationq2forq
2definingq2theq2 selq2f.
DIF:q 2 q 2 Cognitiveq2Level:q2Application
OBJ:q 2 q 2 Identifyq2howq2experiencesq2influenceq2learningq2inq 2 adults.q 2 q 2 q 2 TOP:q 2 Adultq2 Learning
2. Thereq2isq2aq2testq2onq2theq2cardiovascularq2systemq2onq2Fridayq2morning,q2andq2itq2isq2nowq2Wed
nesdayq2night.q2Theq2studentq2hasq2alreadyq2takenq2aq2vacationq2dayq2fromq2workq2Thursdayq2nig
htq2soq2thatq2sheq2cq2anq2stayq2homeq2andq2study.q2Sheq2isq2consideringq2skippingq2herq2exerciseq2c
lassq2onq2Thursdayq2morniq2ngq2toq2goq2toq2theq2libraryq2toq2prepareq2forq2theq2test.q2Whichq2respo
nseq2bestq2identifiesq2theq2student‘sq 2 outcomeq2priority?
a. Exerciseq2class
b. Goingq2 toq2 theq2 library
c. Avoidingq2workq 2 byq2 takingq 2 aq 2 vacation
d. Doingq2 wellq 2 onq2 theq2 testq2 onq 2 Friday
ANS:q 2 D
Theq2outcomeq2priorityq2isq2theq2essentialq 2 issueq2orq2needq 2 toq2beq2addressedq2atq2anyq2givenq2ti
meq2withinq 2 aq2setq2ofq2conditionsq2orq2circumstances.
DIF: Cognitiveq2Level:q2Application
OBJ:q2Identifyq2motivationsq2andq2personalq2outcomeq2prioritiesq2forq2returningq2toq2sch
ool.q2TOP:q 2 Motivationq2toq2Learn
3. Aq2 nurseq 2 whoq2 hasq 2 beenq 2 anq 2 LPN/LVNq 2 forq 2 10q 2 yearsq 2 isq 2 meetingq 2 withq 2 anq 2 advisorq 2 t
oq 2 discussq 2 thq2eq2possibilityq2ofq2takingq2classesq2toq2becomeq2anq2RN.q2Theq2advisorq2interpret
sq2whichq2statementq2byq2theq2nurseq2asq2theq2drivingq2forceq2forq2returningq2toq2school?
a. ―I‘llq2needq2toq2scheduleq2timeq2toq2attendq2classes.‖
b. ―I‘llq2haveq2toq2budgetq2forq2payingq2tuition.‖
c. ―I‘llq2haveq2toq2rearrangingq2myq2schedule.‖
d. ―Thereq2isq2aq2possibilityq2ofq2advancementq2intoq2administration.‖
ANS:q 2 D
TESTBANKWORLD.ORG
, TESTq2BANKq2FORq2LPNq2TOq2RNq2TRANSITIONSq26thq2EDITIONq2BYq2CLAYWELL
Drivingq2forcesq2areq2thoseq2thatq2pushq2towardq2makingq2theq2change,q2asq2opposedq2toq2restrainin
gq2forceq2s,q2whichq2areq2thoseq2thatq2usuallyq2presentq2aq2challengeq2thatq2needsq2toq2beq2overcome
q2forq2theq2changeq 2 toq2takeq2placeq2orq2presentq2aq2negativeq2effectq2theq2changeq2mayq2initiate.
DIF:q 2 q 2 Cognitiveq2Level:q2Application
OBJ:q2Identifyq2motivationsq2andq2personalq2outcomeq2prioritiesq2forq2returningq2toq2sch
ool.q2TOP:q 2 Motivationsq2forq2Change
4. Anq2RNq2isq2caringq2forq2aq2diabeticq2patient.q2Theq2patientq2appearsq2interestedq2inq2changingq2he
rq2lifestyq2leq2andq 2 hasq2beenq 2 askingq2questionsq 2 aboutq2eatingq 2 better.q2Theq 2 nurseq2canq2interp
retq 2 thisq2behaviorq2asq2whichq2stageq2ofq2Lewin‘sq2Changeq2Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS:q 2 B
Theq2 patientq 2 isq 2 inq 2 theq 2 firstq 2 phaseq 2 ofq 2 Lewin‘sq 2 Changeq 2 Theory,q 2 knownq 2 asq 2 unfreezing.q
2 Thisq 2 phasq2eq2involvesq2determiningq2thatq2aq2changeq2needsq2toq2occurq2andq2decidingq2toq2takeq2
action.q2Movingq2isq 2 theq2secondq2phaseq2andq2involvesq2activelyq2planningq2changesq2andq2takin
gq2actionq2onq2them.q2Refreeziq2ngq2isq 2 theq 2 lastq 2 stage,q 2 andq 2 itq 2 occursq 2 whenq 2 theq 2 changeq 2 h
asq 2 becomeq 2 aq 2 partq 2 ofq 2 theq 2 person‘sq 2 life.
DIF: Cognitiveq2Level:q2Analysis
OBJ:q2Understandq2Changeq2Theoryq2andq2howq2itq2appliesq2toq2becomingq2a
nq2RN.q2TOP:q 2 Changeq2Theory
5. Anq2LPNq2isq2talkingq2withq2herq2clinicalq2instructorq2aboutq2herq2decisionq2toq2returnq2toq2schoolq2
toq2becoq2meq2anq2RN.q2Theq2clinicalq2instructorq2iNnterpretsq2theq2LPNsq2outcomeq2priorityq2based
q2onq2whichq2stateq2ment?
a. ―Myq2familyq2wantedq2meq2toq2goq2backq2toq2school.‖
b. ―Iq2wantq2toq2betterq2myq2financialq2situation.‖
c. ―Iq2reallyq 2 enjoyq2 school.‖
d. ―Iq2wouldq2likeq2toq2advanceq2toq2aq2teachingq2roleq2someday.‖
ANS:q 2 B
Theq2outcomeq2priorityq2isq2theq2essentialq2needq2thatq2mustq2beq2addressed,q2determinedq2byq2int
ernalq2anq2dq2externalq2factors,q2suchq2asq2needingq2toq2betterq2aq2financialq2situation.q2Theq2other
q2statementsq2indiq2cateq2reasonsq2forq2returningq2toq2school,q2butq2theyq2areq2notq2essentialq2need
sq2orq2issuesq2toq2beq2addresq 2 sed.
DIF:q 2 q 2 q 2 Cognitiveq2Level:q2 Analysis
OBJ:q 2 q 2 Identifyq2howq2experiencesq2influenceq2learningq2inq2 adults. TOP:q 2 q 2 Adultq2 Learning
6. Aq2nurseq2noticesq2aq2postingq2forq2aq2managementq2positionq2forq2whichq2sheq2isq2qualified.q2Ifq2t
heq2nurseq2isq2inq2theq2movingq2phaseq2ofq2Lewin‘sq2Changeq2Theory,q 2 whichq2statementq2reflect
sq2theq2actionq2sheq 2 isq2mostq2likelyq2toq2take?
a. Doesq2 nothingq2toq 2 obtainq 2 theq 2 position
b. Appliesq2 forq2 theq2 position
c. Identifiesq2 thatq2 changeq2 isq2 needed
d. Settlesq2intoq2 theq2 routineq2 ofq2 herq 2 job
ANS:q 2 B
TESTBANKWORLD.ORG
, TESTq2BANKq2FORq2LPNq2TOq2RNq2TRANSITIONSq26thq2EDITIONq2BYq2CLAYWELL
Unfreezingq2beginsq2whenq2reasonsq2forq2changeq2areq2identified.q2Theq2movingq2phaseq2involvesq
2activeq2planningq2andq2action.q2Movingq2alsoq2meansq2youq2areq2dealingq2withq2bothq2positiveq2an
dq2negativeq2foq2rcesq 2 asq 2 theyq2ebbq 2 andq 2 flow,q 2 andq 2 youq 2 areq 2 makingq 2 modificationsq2toq 2 y
ourq2planq 2 asq 2 needed.
Refreezingq2occursq 2 afterq2 theq2changeq 2 hasq 2 becomeq 2 routine.
DIF:q 2 q 2 Cognitiveq2Level:q2Application
OBJ:q2Understandq2Changeq2Theoryq2andq2howq2itq2appliesq2toq2becomingq2a
nq2RN.q2TOP:q 2 Changeq2Theory
7. Theq2RNq2isq2talkingq2withq2theq2unitq2managerq2aboutq2waysq2toq2improveq2patientq2care.q2Theq2
managerq2introducesq2theq2conceptq2ofq2aq2coq2h No q2rt.q2Whichq2statementq2byq2theq2RNq2indicatesq2th
atq2theq2teachingq2haq2sq2beenq2effective?
a. ―Aq2cohortq2isq2aq2webq2ofq2connections‖.
b. ―Aq2cohortq2isq2aq2groupq2ofq2peopleq2whoq2shareq2commonq2experiencesq2withq2eachq2other‖.
c. ―Aq2cohortq2isq2aq2groupq2linkedq2togetherq2forq2commonq2purposes‖.
d. ―Aq2cohortq2consistsq2ofq2groupsq2ofq2individualsq2thatq2makeq2upq2aq2whole‖.
ANS:q 2 B
Aq2cohortq2isq2aq 2 groupq2ofq2peopleq2whoq2shareq2commonq2experiencesq2withq2eachq2other.q 2 Aq2s
chemeq2isq 2 aq2webq2ofq2connections,q2aq2teamq2isq2aq2groupq2linkedq2togetherq2forq2commonq2purp
oses,q2andq2aq2unitq2cq2onsistsq2ofq2groupsq2orq2individualsq2thatq2makeq2upq2aq2whole.
DIF:q 2 q 2 Cognitiveq2Level:q2Evaluation
OBJ:q 2 q 2 Identifyq2howq2experiencesq2influenceq2learningq2inq2adults.q 2 q 2 q 2 TOP:q 2 Adultq2 Learning
8. Anq2 Orthopedicq2Nurseq2 isq2contemplatingq2 changesq2 inq2herq2professionalq 2 lifeq2andq2identifyingq2 go
al
s.q2 Whichq 2 actionq 2 shouldq 2 theq 2 nurseq 2 takeq 2 ifq 2 sheq 2 isq 2 interestedq 2 inq 2 pursuingq 2 aq 2 long-
termq 2 goal?
a. Studiesq2forq2 aq2 telemetryq2 examq 2 scheduledq 2 forq 2 nextq2 week
b. Enrollsq2inq2 aq2 Nurseq2 Practitionerq2 program
c. Attendsq2aq2 seminarq2 toq2 becomeq 2 aq 2 chargeq 2 nurse
d. Continuesq2toq 2 workq 2 onq2 theq2 orthopedicq 2 floorq 2 full-time
ANS:q 2 B
Aq2short-
termq2goalq2isq2oneq2thatq2canq2beq2attainedq2inq2aq2periodq2ofq26q2monthsq2orq2less.q2Short-
q 2 termq 2 goalsq2includeq2becomingq2aq2chargeq2nurseq2andq2passingq2theq2telemetryq2exam.q
2Aq2long-
termq2goalq2isq2attainedq2inq2greaterq2thanq26q2monthsq2andq2includesq2studyingq2toq2becomeq2aq2N
urseq2Praq2ctitioner.q 2 Continuingq 2 toq 2 workq 2 onq 2 theq 2 orthopedicq 2 floorq 2 doesq 2 notq 2 represe
ntq 2 eitherq 2 aq 2 short-q2termq2orq2aq2long-termq2goal.
DIF:
Cognitiveq2Level:q2Applicatio
nq2OBJ:q 2 Identifyq2bothq2 short-
q2and long-
zx
termq2personalq2andq2professionalq2 goals.q 2 TOP:q 2 Settingq 2 Goals
9. Theq2nurseq2educatorq2isq2presentingq2aq2lectureq2toq2aq2groupq2ofq2newq2RNs.q2Whichq2statement
q2byq2oneq2ofq2theq2RNsq2indicatesq2thatq2teachingq2hasq2beenq2effective?
a. ―Experienceq2isq2aq2steppingq2stoneq2toq2newq2learning‖.
b. ―Experienceq2canq2beq2aq2barrierq2toq2newq2learning‖.
c. ―Experienceq2canq2beq2anq2avenueq2toq2newq2learning‖.
TESTBANKWORLD.ORG
TESTBANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
zx zx zx zx zx zx zx zx zx
TESTBANKWORLD.ORG
, TESTq2BANKq2FORq2LPNq2TOq2RNq2TRANSITIONSq26thq2EDITIONq2BYq2CLAYWELL
Chapterq201:q2Honoringq2Yourq2Past,q2Planningq2Yourq2Futureq2Clay
welq2l:q2LPNq2toq2RNq2Transitions,q26thq2Edition
MULTIPLEq2CHOICE
1. Aq2nursingq2advisorq2isq2meetingq2withq2aq2studentq2whoq2isq2interestedq2inq2earningq2herq2RNq2de
gree.q2Sq2heq2knowsq2thatq2licensedq2practicalq2nurse/licenseq2vocationalq2nurseq2(LPN/LVNs)q2
whoq2enterq2nurq2singq 2 schoolq 2 toq 2 becomeq 2 RNsq 2 comeq 2 intoq 2 theq 2 learningq 2 environmentq 2
withq 2 priorq 2 knowledgeq 2 anq2dq2understanding.q2Whichq2statementq2byq2theq2nursingq2advisorq2
bestq2describesq2herq2understandingq2ofq2theq2effectq2experienceq2mayq2haveq2onq2learning?
a. ―Experienceq2mayq2beq2aq2sourceq2ofq2insightq2andq2motivation,q2orq2aq2barrier.‖
b. ―Experienceq2isq2usuallyq2aq2stumblingq2blockq2forq2LPN/LVNs.‖
c. ―Experienceq2neverq2makesq2learningq2moreq2difficult.‖
d. ―Onceq2somethingq2isq2learned,q2itq2canq2neverq2beq2trulyq2modified.‖
ANS:q 2 A
Experienceq2accentuatesq2differencesq2amongq2learnersq2andq2servesq2asq2aq2sourceq2ofq2insightq2a
ndq2moq2tivation,q2butq2itq2canq2alsoq2beq2aq2barrier.q2Experienceq2canq2serveq2asq2aq2foundationq2forq
2definingq2theq2 selq2f.
DIF:q 2 q 2 Cognitiveq2Level:q2Application
OBJ:q 2 q 2 Identifyq2howq2experiencesq2influenceq2learningq2inq 2 adults.q 2 q 2 q 2 TOP:q 2 Adultq2 Learning
2. Thereq2isq2aq2testq2onq2theq2cardiovascularq2systemq2onq2Fridayq2morning,q2andq2itq2isq2nowq2Wed
nesdayq2night.q2Theq2studentq2hasq2alreadyq2takenq2aq2vacationq2dayq2fromq2workq2Thursdayq2nig
htq2soq2thatq2sheq2cq2anq2stayq2homeq2andq2study.q2Sheq2isq2consideringq2skippingq2herq2exerciseq2c
lassq2onq2Thursdayq2morniq2ngq2toq2goq2toq2theq2libraryq2toq2prepareq2forq2theq2test.q2Whichq2respo
nseq2bestq2identifiesq2theq2student‘sq 2 outcomeq2priority?
a. Exerciseq2class
b. Goingq2 toq2 theq2 library
c. Avoidingq2workq 2 byq2 takingq 2 aq 2 vacation
d. Doingq2 wellq 2 onq2 theq2 testq2 onq 2 Friday
ANS:q 2 D
Theq2outcomeq2priorityq2isq2theq2essentialq 2 issueq2orq2needq 2 toq2beq2addressedq2atq2anyq2givenq2ti
meq2withinq 2 aq2setq2ofq2conditionsq2orq2circumstances.
DIF: Cognitiveq2Level:q2Application
OBJ:q2Identifyq2motivationsq2andq2personalq2outcomeq2prioritiesq2forq2returningq2toq2sch
ool.q2TOP:q 2 Motivationq2toq2Learn
3. Aq2 nurseq 2 whoq2 hasq 2 beenq 2 anq 2 LPN/LVNq 2 forq 2 10q 2 yearsq 2 isq 2 meetingq 2 withq 2 anq 2 advisorq 2 t
oq 2 discussq 2 thq2eq2possibilityq2ofq2takingq2classesq2toq2becomeq2anq2RN.q2Theq2advisorq2interpret
sq2whichq2statementq2byq2theq2nurseq2asq2theq2drivingq2forceq2forq2returningq2toq2school?
a. ―I‘llq2needq2toq2scheduleq2timeq2toq2attendq2classes.‖
b. ―I‘llq2haveq2toq2budgetq2forq2payingq2tuition.‖
c. ―I‘llq2haveq2toq2rearrangingq2myq2schedule.‖
d. ―Thereq2isq2aq2possibilityq2ofq2advancementq2intoq2administration.‖
ANS:q 2 D
TESTBANKWORLD.ORG
, TESTq2BANKq2FORq2LPNq2TOq2RNq2TRANSITIONSq26thq2EDITIONq2BYq2CLAYWELL
Drivingq2forcesq2areq2thoseq2thatq2pushq2towardq2makingq2theq2change,q2asq2opposedq2toq2restrainin
gq2forceq2s,q2whichq2areq2thoseq2thatq2usuallyq2presentq2aq2challengeq2thatq2needsq2toq2beq2overcome
q2forq2theq2changeq 2 toq2takeq2placeq2orq2presentq2aq2negativeq2effectq2theq2changeq2mayq2initiate.
DIF:q 2 q 2 Cognitiveq2Level:q2Application
OBJ:q2Identifyq2motivationsq2andq2personalq2outcomeq2prioritiesq2forq2returningq2toq2sch
ool.q2TOP:q 2 Motivationsq2forq2Change
4. Anq2RNq2isq2caringq2forq2aq2diabeticq2patient.q2Theq2patientq2appearsq2interestedq2inq2changingq2he
rq2lifestyq2leq2andq 2 hasq2beenq 2 askingq2questionsq 2 aboutq2eatingq 2 better.q2Theq 2 nurseq2canq2interp
retq 2 thisq2behaviorq2asq2whichq2stageq2ofq2Lewin‘sq2Changeq2Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS:q 2 B
Theq2 patientq 2 isq 2 inq 2 theq 2 firstq 2 phaseq 2 ofq 2 Lewin‘sq 2 Changeq 2 Theory,q 2 knownq 2 asq 2 unfreezing.q
2 Thisq 2 phasq2eq2involvesq2determiningq2thatq2aq2changeq2needsq2toq2occurq2andq2decidingq2toq2takeq2
action.q2Movingq2isq 2 theq2secondq2phaseq2andq2involvesq2activelyq2planningq2changesq2andq2takin
gq2actionq2onq2them.q2Refreeziq2ngq2isq 2 theq 2 lastq 2 stage,q 2 andq 2 itq 2 occursq 2 whenq 2 theq 2 changeq 2 h
asq 2 becomeq 2 aq 2 partq 2 ofq 2 theq 2 person‘sq 2 life.
DIF: Cognitiveq2Level:q2Analysis
OBJ:q2Understandq2Changeq2Theoryq2andq2howq2itq2appliesq2toq2becomingq2a
nq2RN.q2TOP:q 2 Changeq2Theory
5. Anq2LPNq2isq2talkingq2withq2herq2clinicalq2instructorq2aboutq2herq2decisionq2toq2returnq2toq2schoolq2
toq2becoq2meq2anq2RN.q2Theq2clinicalq2instructorq2iNnterpretsq2theq2LPNsq2outcomeq2priorityq2based
q2onq2whichq2stateq2ment?
a. ―Myq2familyq2wantedq2meq2toq2goq2backq2toq2school.‖
b. ―Iq2wantq2toq2betterq2myq2financialq2situation.‖
c. ―Iq2reallyq 2 enjoyq2 school.‖
d. ―Iq2wouldq2likeq2toq2advanceq2toq2aq2teachingq2roleq2someday.‖
ANS:q 2 B
Theq2outcomeq2priorityq2isq2theq2essentialq2needq2thatq2mustq2beq2addressed,q2determinedq2byq2int
ernalq2anq2dq2externalq2factors,q2suchq2asq2needingq2toq2betterq2aq2financialq2situation.q2Theq2other
q2statementsq2indiq2cateq2reasonsq2forq2returningq2toq2school,q2butq2theyq2areq2notq2essentialq2need
sq2orq2issuesq2toq2beq2addresq 2 sed.
DIF:q 2 q 2 q 2 Cognitiveq2Level:q2 Analysis
OBJ:q 2 q 2 Identifyq2howq2experiencesq2influenceq2learningq2inq2 adults. TOP:q 2 q 2 Adultq2 Learning
6. Aq2nurseq2noticesq2aq2postingq2forq2aq2managementq2positionq2forq2whichq2sheq2isq2qualified.q2Ifq2t
heq2nurseq2isq2inq2theq2movingq2phaseq2ofq2Lewin‘sq2Changeq2Theory,q 2 whichq2statementq2reflect
sq2theq2actionq2sheq 2 isq2mostq2likelyq2toq2take?
a. Doesq2 nothingq2toq 2 obtainq 2 theq 2 position
b. Appliesq2 forq2 theq2 position
c. Identifiesq2 thatq2 changeq2 isq2 needed
d. Settlesq2intoq2 theq2 routineq2 ofq2 herq 2 job
ANS:q 2 B
TESTBANKWORLD.ORG
, TESTq2BANKq2FORq2LPNq2TOq2RNq2TRANSITIONSq26thq2EDITIONq2BYq2CLAYWELL
Unfreezingq2beginsq2whenq2reasonsq2forq2changeq2areq2identified.q2Theq2movingq2phaseq2involvesq
2activeq2planningq2andq2action.q2Movingq2alsoq2meansq2youq2areq2dealingq2withq2bothq2positiveq2an
dq2negativeq2foq2rcesq 2 asq 2 theyq2ebbq 2 andq 2 flow,q 2 andq 2 youq 2 areq 2 makingq 2 modificationsq2toq 2 y
ourq2planq 2 asq 2 needed.
Refreezingq2occursq 2 afterq2 theq2changeq 2 hasq 2 becomeq 2 routine.
DIF:q 2 q 2 Cognitiveq2Level:q2Application
OBJ:q2Understandq2Changeq2Theoryq2andq2howq2itq2appliesq2toq2becomingq2a
nq2RN.q2TOP:q 2 Changeq2Theory
7. Theq2RNq2isq2talkingq2withq2theq2unitq2managerq2aboutq2waysq2toq2improveq2patientq2care.q2Theq2
managerq2introducesq2theq2conceptq2ofq2aq2coq2h No q2rt.q2Whichq2statementq2byq2theq2RNq2indicatesq2th
atq2theq2teachingq2haq2sq2beenq2effective?
a. ―Aq2cohortq2isq2aq2webq2ofq2connections‖.
b. ―Aq2cohortq2isq2aq2groupq2ofq2peopleq2whoq2shareq2commonq2experiencesq2withq2eachq2other‖.
c. ―Aq2cohortq2isq2aq2groupq2linkedq2togetherq2forq2commonq2purposes‖.
d. ―Aq2cohortq2consistsq2ofq2groupsq2ofq2individualsq2thatq2makeq2upq2aq2whole‖.
ANS:q 2 B
Aq2cohortq2isq2aq 2 groupq2ofq2peopleq2whoq2shareq2commonq2experiencesq2withq2eachq2other.q 2 Aq2s
chemeq2isq 2 aq2webq2ofq2connections,q2aq2teamq2isq2aq2groupq2linkedq2togetherq2forq2commonq2purp
oses,q2andq2aq2unitq2cq2onsistsq2ofq2groupsq2orq2individualsq2thatq2makeq2upq2aq2whole.
DIF:q 2 q 2 Cognitiveq2Level:q2Evaluation
OBJ:q 2 q 2 Identifyq2howq2experiencesq2influenceq2learningq2inq2adults.q 2 q 2 q 2 TOP:q 2 Adultq2 Learning
8. Anq2 Orthopedicq2Nurseq2 isq2contemplatingq2 changesq2 inq2herq2professionalq 2 lifeq2andq2identifyingq2 go
al
s.q2 Whichq 2 actionq 2 shouldq 2 theq 2 nurseq 2 takeq 2 ifq 2 sheq 2 isq 2 interestedq 2 inq 2 pursuingq 2 aq 2 long-
termq 2 goal?
a. Studiesq2forq2 aq2 telemetryq2 examq 2 scheduledq 2 forq 2 nextq2 week
b. Enrollsq2inq2 aq2 Nurseq2 Practitionerq2 program
c. Attendsq2aq2 seminarq2 toq2 becomeq 2 aq 2 chargeq 2 nurse
d. Continuesq2toq 2 workq 2 onq2 theq2 orthopedicq 2 floorq 2 full-time
ANS:q 2 B
Aq2short-
termq2goalq2isq2oneq2thatq2canq2beq2attainedq2inq2aq2periodq2ofq26q2monthsq2orq2less.q2Short-
q 2 termq 2 goalsq2includeq2becomingq2aq2chargeq2nurseq2andq2passingq2theq2telemetryq2exam.q
2Aq2long-
termq2goalq2isq2attainedq2inq2greaterq2thanq26q2monthsq2andq2includesq2studyingq2toq2becomeq2aq2N
urseq2Praq2ctitioner.q 2 Continuingq 2 toq 2 workq 2 onq 2 theq 2 orthopedicq 2 floorq 2 doesq 2 notq 2 represe
ntq 2 eitherq 2 aq 2 short-q2termq2orq2aq2long-termq2goal.
DIF:
Cognitiveq2Level:q2Applicatio
nq2OBJ:q 2 Identifyq2bothq2 short-
q2and long-
zx
termq2personalq2andq2professionalq2 goals.q 2 TOP:q 2 Settingq 2 Goals
9. Theq2nurseq2educatorq2isq2presentingq2aq2lectureq2toq2aq2groupq2ofq2newq2RNs.q2Whichq2statement
q2byq2oneq2ofq2theq2RNsq2indicatesq2thatq2teachingq2hasq2beenq2effective?
a. ―Experienceq2isq2aq2steppingq2stoneq2toq2newq2learning‖.
b. ―Experienceq2canq2beq2aq2barrierq2toq2newq2learning‖.
c. ―Experienceq2canq2beq2anq2avenueq2toq2newq2learning‖.
TESTBANKWORLD.ORG
