TEST n3BANK n3FOR n3LPN n3TO n3RN n3TRANSITIONS n36th n3EDITION n3BY n3CLAYWELL
TESTBANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
zx zx zx zx zx zx zx zx zx
TESTBANKWORLD.ORG
, TEST n3BANK n3FOR n3LPN n3TO n3RN n3TRANSITIONS n36th n3EDITION n3BY n3CLAYWELL
Chapter n301: n3Honoring n3Your n3Past, n3Planning n3Your n3Future
n3Claywel n3l: n3LPN n3to n3RN n3Transitions, n36th n3Edition
MULTIPLE n3CHOICE
1. A n3nursing n3advisor n3is n3meeting n3with n3a n3student n3who n3is n3interested n3in n3earning n3her
n3 RN n3degree. n3S n3he n3knows n3that n3licensed n3practical n3nurse/license n3vocational n3nurse
n3(LPN/LVNs) n3who n3enter n3nur n3sing n 3 school n 3 to n 3 become n 3 RNs n 3 come n 3 into n 3 the
n 3 learning n 3 environment n 3 with n 3 prior n 3 knowledge n 3 an n3d n3understanding. n3Which
n3statement n3by n3the n3nursing n3advisor n3best n3describes n3her n3understanding n3of n3the n3effect
n3experience n3may n3have n3on n3learning?
a. ―Experience n3may n3be n3a n3source n3of n3insight n3and n3motivation, n3or n3a n3barrier.‖
b. ―Experience n3is n3usually n3a n3stumbling n3block n3for n3LPN/LVNs.‖
c. ―Experience n3never n3makes n3learning n3more n3difficult.‖
d. ―Once n3something n3is n3learned, n3it n3can n3never n3be n3truly n3modified.‖
ANS: n3 A
Experience n3accentuates n3differences n3among n3learners n3and n3serves n3as n3a n3source n3of n3insight
n3and n3mo n3tivation, n3but n3it n3can n3also n3be n3a n3barrier. n3Experience n3can n3serve n3as n3a
n3foundation n3for n3defining n3the n3 sel n3f.
DIF: n 3 n 3 Cognitive n3Level: n3Application
OBJ: n 3 n 3 Identify n3how n3experiences n3 influence n3learning n3in n3 adults. n 3 n 3 n 3 TOP: n 3 Adult
n3 Learning
2. There n3is n3a n3test n3on n3the n3cardiovascular n3system n3on n3Friday n3morning, n3and n3it n3is n3now
n3Wednesday n3night. n3The n3student n3has n3already n3taken n3a n3vacation n3day n3from n3work
n3Thursday n3night n3so n3that n3she n3c n3an n3stay n3home n3and n3study. n3She n3is n3considering
n3skipping n3her n3exercise n3class n3on n3Thursday n3morni n3ng n3to n3go n3to n3the n3library n3to
n3prepare n3for n3the n3test. n3Which n3response n3best n3identifies n3the n3student‘s n 3 outcome
n3priority?
a. Exercise n3class
b. Going n3 to n3 the n3 library
c. Avoiding n3work n3 by n3 taking n 3 a n 3 vacation
d. Doing n3 well n3 on n3 the n3 test n3 on n 3 Friday
ANS: n3 D
The n3outcome n3priority n3is n3the n3essential n3 issue n3or n3need n3 to n3be n3addressed n3at n3any
n3given n3time n3within n 3 a n3set n3of n3conditions n3or n3circumstances.
DIF: Cognitive n3Level: n3Application
OBJ: n3Identify n3motivations n3and n3personal n3outcome n3priorities n3for n3returning n3to
n3school. n3TOP: n 3 Motivation n3to n3Learn
3. A nurse n3 who n3 has n3 been n 3 an n 3 LPN/LVN n 3 for n 3 10 n 3 years n 3 is n 3 meeting n3 with n 3 an
n3
n 3 advisor n3 to n 3 discuss n3 th n3e n3possibility n3of n3taking n3classes n3to n3become n3an n3RN. n3The
n3advisor n3interprets n3which n3statement n3by n3the n3nurse n3as n3the n3driving n3force n3for
n3returning n3to n3school?
a. ―I‘ll n3need n3to n3schedule n3time n3to n3attend n3classes.‖
b. ―I‘ll n3have n3to n3budget n3for n3paying n3tuition.‖
c. ―I‘ll n3have n3to n3rearranging n3my n3schedule.‖
d. ―There n3is n3a n3possibility n3of n3advancement n3into n3administration.‖
ANS: n3 D
TESTBANKWORLD.ORG
, TEST n3BANK n3FOR n3LPN n3TO n3RN n3TRANSITIONS n36th n3EDITION n3BY n3CLAYWELL
Driving n3forces n3are n3those n3that n3push n3toward n3making n3the n3change, n3as n3opposed n3to
n3restraining n3force n3s, n3which n3are n3those n3that n3usually n3present n3a n3challenge n3that n3needs n3to
n3be n3overcome n3for n3the n3change n 3 to n3take n3place n3or n3present n3a n3negative n3effect n3the
n3change n3may n3initiate.
DIF: n 3 n 3 Cognitive n3Level: n3Application
OBJ: n3Identify n3motivations n3and n3personal n3outcome n3priorities n3for n3returning n3to
n3school. n3TOP: n 3 Motivations n3for n3Change
4. An n3RN n3is n3caring n3for n3a n3diabetic n3patient. n3The n3patient n3appears n3interested n3in
changing n3her n3lifesty n3le n3and n 3 has n3been n 3 asking n3questions n 3 about n3eating n 3 better. n3The
n3
n3nurse n3can n3interpret n 3 this n3behavior n3as n3which n3stage n3of n3Lewin‘s n3Change n3Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: n3 B
The n 3 patient n 3 is n3 in n3 the n 3 first n 3 phase n 3 of n 3 Lewin‘s n 3 Change n 3 Theory, n 3 known n 3 as
n 3 unfreezing. n 3 This n3 phas n3e n3involves n3determining n3that n3a n3change n3needs n3to n3occur n3and
n3deciding n3to n3take n3action. n3Moving n3is n 3 the n3second n3phase n3and n3involves n3actively
n3planning n3changes n3and n3taking n3action n3on n3them. n3Refreezi n3ng n3is n 3 the n 3 last n 3 stage, n 3 and
n 3 it n 3 occurs n 3 when n 3 the n 3 change n 3 has n 3 become n 3 a n 3 part n 3 of n 3 the n 3 person‘s n 3 life.
DIF: Cognitive n3Level: n3Analysis
OBJ: n3Understand n3Change n3Theory n3and n3how n3it n3applies n3to
n3becoming n3an n3RN. n3TOP: n 3 Change n3Theory
5. An n3LPN n3is n3talking n3with n3her n3clinical n3instructor n3about n3her n3decision n3to n3return n3to
n3school n3to n3beco n3me n3an n3RN. n3The n3clinical n3instructor n3iNnterprets n3the n3LPNs n3outcome
n3priority n3based n3on n3which n3state n3ment?
a. ―My n3family n3wanted n3me n3to n3go n3back n3to n3school.‖
b. ―I n3want n3to n3better n3my n3financial n3situation.‖
c. ―I n3really n3 enjoy n3 school.‖
d. ―I n3would n3like n3to n3advance n3to n3a n3teaching n3role n3someday.‖
ANS: n3 B
The n3outcome n3priority n3is n3the n3essential n3need n3that n3must n3be n3addressed, n3determined n3by
n3internal n3an n3d n3external n3factors, n3such n3as n3needing n3to n3better n3a n3financial n3situation.
n3The n3other n3statements n3indi n3cate n3reasons n3for n3returning n3to n3school, n3but n3they n3are n3not
n3essential n3needs n3or n3issues n3to n3be n3addres n 3 sed.
DIF: n 3 n 3 Cognitive n3Level: n3 Analysis
n 3
OBJ: n 3 n 3 Identify n3how n3experiences n3influence n3learning n3in n3 adults. TOP: n 3 n3 Adult n3 Learning
6. A n3nurse n3notices n3a n3posting n3for n3a n3management n3position n3for n3which n3she n3is n3qualified.
n3If n3the n3nurse n3is n3in n3the n3moving n3phase n3of n3Lewin‘s n3Change n3Theory, n3 which
n3statement n3reflects n3the n3action n3she n 3 is n3most n3likely n3to n3take?
a. Does n3 nothing n3to n 3 obtain n3 the n3 position
b. Applies n3 for n3 the n3 position
c. Identifies n3 that n3 change n3 is n3 needed
d. Settles n3into n3 the n3 routine n3 of n3 her n3 job
ANS: n3 B
TESTBANKWORLD.ORG
, TEST n3BANK n3FOR n3LPN n3TO n3RN n3TRANSITIONS n36th n3EDITION n3BY n3CLAYWELL
Unfreezing n3begins n3when n3reasons n3for n3change n3are n3identified. n3The n3moving n3phase
n3involves n3active n3planning n3and n3action. n3Moving n3also n3means n3 you n3are n3dealing n3with
n3both n3positive n3and n3negative n3fo n3rces n 3 as n 3 they n3ebb n 3 and n 3 flow, n 3 and n 3 you n 3 are
n 3 making n 3 modifications n3to n 3 your n3plan n 3 as n 3 needed.
Refreezing n3occurs n 3 after n3the n3change n 3 has n3 become n 3 routine.
DIF: n 3 n 3 Cognitive n3Level: n3Application
OBJ: n3Understand n3Change n3Theory n3and n3how n3it n3applies n3to
n3becoming n3an n3RN. n3TOP: n 3 Change n3Theory
7. The n3RN n3is n3talking n3with n3the n3unit n3manager n3about n3ways n3to n3improve n3patient n3care.
The n3manager n3introduces n3the n3concept n3of n3a n3co n3h No n3rt. n3Which n3statement n3by n3the n3RN
n3
indicates n3that n3the n3teaching n3ha n3s n3been n3effective?
n3
a. ―A n3cohort n3is n3a n3web n3of n3connections‖.
b. ―A n3cohort n3is n3a n3group n3of n3people n3who n3share n3common n3experiences n3with n3each n3other‖.
c. ―A n3cohort n3is n3a n3group n3linked n3together n3for n3common n3purposes‖.
d. ―A n3cohort n3consists n3of n3groups n3of n3individuals n3that n3make n3up n3a n3whole‖.
ANS: n3 B
A n3cohort n3is n3a n3 group n3of n3people n3who n3share n3common n3experiences n3with n3each n3other.
n3 A n3scheme n3is n 3 a n3web n3of n3connections, n3a n3team n3is n3a n3group n3linked n3together n3for
n3common n3purposes, n3and n3a n3unit n3c n3onsists n3of n3groups n3or n3individuals n3that n3make n3up n3a
n3whole.
DIF: n 3 n 3 Cognitive n3Level: n3Evaluation
OBJ: n 3 n 3 Identify n3how n3experiences n3influence n3learning n3in n3adults. n 3 n 3 n 3 TOP: n 3 Adult
n3 Learning
8. An n3 Orthopedic n3Nurse n3 is n3contemplating n3 changes n3 in n3her n3professional n3 life n3and n3identifying
n3goal
s. n3 Which n 3 action n3 should n3 the n 3 nurse n 3 take n3 if n 3 she n 3 is n 3 interested n 3 in n 3 pursuing n 3 a n 3 long-
term n 3 goal?
a. Studies n3for n3 a n3 telemetry n3 exam n 3 scheduled n 3 for n3 next n3 week
b. Enrolls n3in n3 a n3 Nurse n3 Practitioner n3 program
c. Attends n3a n3 seminar n3 to n3 become n 3 a n3 charge n3 nurse
d. Continues n3to n3 work n3 on n3 the n3 orthopedic n3 floor n 3 full-time
ANS: n3 B
A n3short-term n3goal n3is n3one n3that n3can n3be n3attained n3in n3a n3period n3of n36 n3months n3or
n3less. n3Short- n 3 term n 3 goals n3include n3becoming n3a n3charge n3nurse n3and n3passing n3the
n3telemetry n3exam. n3A n3long-
term n3goal n3is n3attained n3in n3greater n3than n36 n3months n3and n3includes n3studying n3to n3become
n3a n3Nurse n3Pra n3ctitioner. n 3 Continuing n 3 to n 3 work n 3 on n 3 the n 3 orthopedic n 3 floor n 3 does
n 3 not n 3 represent n 3 either n 3 a n 3 short- n3term n3or n3a n3long-term n3goal.
DIF: Cognitive n3Level:
n3Application n3OBJ: n 3 Identify n3both
n3 short- n3and long-
zx
term n3personal n3and n3professional n3 goals. n 3 TOP: n 3 Setting n 3 Goals
9. The n3nurse n3educator n3is n3presenting n3a n3lecture n3to n3a n3group n3of n3new n3RNs. n3Which
n3 statement n3by n3one n3of n3the n3RNs n3indicates n3that n3teaching n3has n3been n3effective?
a. ―Experience n3is n3a n3stepping n3stone n3to n3new n3learning‖.
b. ―Experience n3can n3be n3a n3barrier n3to n3new n3learning‖.
c. ―Experience n3can n3be n3an n3avenue n3to n3new n3learning‖.
TESTBANKWORLD.ORG
TESTBANK FOR LPN TO RN TRANSITIONS 6th EDITION BY CLAYWELL
zx zx zx zx zx zx zx zx zx
TESTBANKWORLD.ORG
, TEST n3BANK n3FOR n3LPN n3TO n3RN n3TRANSITIONS n36th n3EDITION n3BY n3CLAYWELL
Chapter n301: n3Honoring n3Your n3Past, n3Planning n3Your n3Future
n3Claywel n3l: n3LPN n3to n3RN n3Transitions, n36th n3Edition
MULTIPLE n3CHOICE
1. A n3nursing n3advisor n3is n3meeting n3with n3a n3student n3who n3is n3interested n3in n3earning n3her
n3 RN n3degree. n3S n3he n3knows n3that n3licensed n3practical n3nurse/license n3vocational n3nurse
n3(LPN/LVNs) n3who n3enter n3nur n3sing n 3 school n 3 to n 3 become n 3 RNs n 3 come n 3 into n 3 the
n 3 learning n 3 environment n 3 with n 3 prior n 3 knowledge n 3 an n3d n3understanding. n3Which
n3statement n3by n3the n3nursing n3advisor n3best n3describes n3her n3understanding n3of n3the n3effect
n3experience n3may n3have n3on n3learning?
a. ―Experience n3may n3be n3a n3source n3of n3insight n3and n3motivation, n3or n3a n3barrier.‖
b. ―Experience n3is n3usually n3a n3stumbling n3block n3for n3LPN/LVNs.‖
c. ―Experience n3never n3makes n3learning n3more n3difficult.‖
d. ―Once n3something n3is n3learned, n3it n3can n3never n3be n3truly n3modified.‖
ANS: n3 A
Experience n3accentuates n3differences n3among n3learners n3and n3serves n3as n3a n3source n3of n3insight
n3and n3mo n3tivation, n3but n3it n3can n3also n3be n3a n3barrier. n3Experience n3can n3serve n3as n3a
n3foundation n3for n3defining n3the n3 sel n3f.
DIF: n 3 n 3 Cognitive n3Level: n3Application
OBJ: n 3 n 3 Identify n3how n3experiences n3 influence n3learning n3in n3 adults. n 3 n 3 n 3 TOP: n 3 Adult
n3 Learning
2. There n3is n3a n3test n3on n3the n3cardiovascular n3system n3on n3Friday n3morning, n3and n3it n3is n3now
n3Wednesday n3night. n3The n3student n3has n3already n3taken n3a n3vacation n3day n3from n3work
n3Thursday n3night n3so n3that n3she n3c n3an n3stay n3home n3and n3study. n3She n3is n3considering
n3skipping n3her n3exercise n3class n3on n3Thursday n3morni n3ng n3to n3go n3to n3the n3library n3to
n3prepare n3for n3the n3test. n3Which n3response n3best n3identifies n3the n3student‘s n 3 outcome
n3priority?
a. Exercise n3class
b. Going n3 to n3 the n3 library
c. Avoiding n3work n3 by n3 taking n 3 a n 3 vacation
d. Doing n3 well n3 on n3 the n3 test n3 on n 3 Friday
ANS: n3 D
The n3outcome n3priority n3is n3the n3essential n3 issue n3or n3need n3 to n3be n3addressed n3at n3any
n3given n3time n3within n 3 a n3set n3of n3conditions n3or n3circumstances.
DIF: Cognitive n3Level: n3Application
OBJ: n3Identify n3motivations n3and n3personal n3outcome n3priorities n3for n3returning n3to
n3school. n3TOP: n 3 Motivation n3to n3Learn
3. A nurse n3 who n3 has n3 been n 3 an n 3 LPN/LVN n 3 for n 3 10 n 3 years n 3 is n 3 meeting n3 with n 3 an
n3
n 3 advisor n3 to n 3 discuss n3 th n3e n3possibility n3of n3taking n3classes n3to n3become n3an n3RN. n3The
n3advisor n3interprets n3which n3statement n3by n3the n3nurse n3as n3the n3driving n3force n3for
n3returning n3to n3school?
a. ―I‘ll n3need n3to n3schedule n3time n3to n3attend n3classes.‖
b. ―I‘ll n3have n3to n3budget n3for n3paying n3tuition.‖
c. ―I‘ll n3have n3to n3rearranging n3my n3schedule.‖
d. ―There n3is n3a n3possibility n3of n3advancement n3into n3administration.‖
ANS: n3 D
TESTBANKWORLD.ORG
, TEST n3BANK n3FOR n3LPN n3TO n3RN n3TRANSITIONS n36th n3EDITION n3BY n3CLAYWELL
Driving n3forces n3are n3those n3that n3push n3toward n3making n3the n3change, n3as n3opposed n3to
n3restraining n3force n3s, n3which n3are n3those n3that n3usually n3present n3a n3challenge n3that n3needs n3to
n3be n3overcome n3for n3the n3change n 3 to n3take n3place n3or n3present n3a n3negative n3effect n3the
n3change n3may n3initiate.
DIF: n 3 n 3 Cognitive n3Level: n3Application
OBJ: n3Identify n3motivations n3and n3personal n3outcome n3priorities n3for n3returning n3to
n3school. n3TOP: n 3 Motivations n3for n3Change
4. An n3RN n3is n3caring n3for n3a n3diabetic n3patient. n3The n3patient n3appears n3interested n3in
changing n3her n3lifesty n3le n3and n 3 has n3been n 3 asking n3questions n 3 about n3eating n 3 better. n3The
n3
n3nurse n3can n3interpret n 3 this n3behavior n3as n3which n3stage n3of n3Lewin‘s n3Change n3Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: n3 B
The n 3 patient n 3 is n3 in n3 the n 3 first n 3 phase n 3 of n 3 Lewin‘s n 3 Change n 3 Theory, n 3 known n 3 as
n 3 unfreezing. n 3 This n3 phas n3e n3involves n3determining n3that n3a n3change n3needs n3to n3occur n3and
n3deciding n3to n3take n3action. n3Moving n3is n 3 the n3second n3phase n3and n3involves n3actively
n3planning n3changes n3and n3taking n3action n3on n3them. n3Refreezi n3ng n3is n 3 the n 3 last n 3 stage, n 3 and
n 3 it n 3 occurs n 3 when n 3 the n 3 change n 3 has n 3 become n 3 a n 3 part n 3 of n 3 the n 3 person‘s n 3 life.
DIF: Cognitive n3Level: n3Analysis
OBJ: n3Understand n3Change n3Theory n3and n3how n3it n3applies n3to
n3becoming n3an n3RN. n3TOP: n 3 Change n3Theory
5. An n3LPN n3is n3talking n3with n3her n3clinical n3instructor n3about n3her n3decision n3to n3return n3to
n3school n3to n3beco n3me n3an n3RN. n3The n3clinical n3instructor n3iNnterprets n3the n3LPNs n3outcome
n3priority n3based n3on n3which n3state n3ment?
a. ―My n3family n3wanted n3me n3to n3go n3back n3to n3school.‖
b. ―I n3want n3to n3better n3my n3financial n3situation.‖
c. ―I n3really n3 enjoy n3 school.‖
d. ―I n3would n3like n3to n3advance n3to n3a n3teaching n3role n3someday.‖
ANS: n3 B
The n3outcome n3priority n3is n3the n3essential n3need n3that n3must n3be n3addressed, n3determined n3by
n3internal n3an n3d n3external n3factors, n3such n3as n3needing n3to n3better n3a n3financial n3situation.
n3The n3other n3statements n3indi n3cate n3reasons n3for n3returning n3to n3school, n3but n3they n3are n3not
n3essential n3needs n3or n3issues n3to n3be n3addres n 3 sed.
DIF: n 3 n 3 Cognitive n3Level: n3 Analysis
n 3
OBJ: n 3 n 3 Identify n3how n3experiences n3influence n3learning n3in n3 adults. TOP: n 3 n3 Adult n3 Learning
6. A n3nurse n3notices n3a n3posting n3for n3a n3management n3position n3for n3which n3she n3is n3qualified.
n3If n3the n3nurse n3is n3in n3the n3moving n3phase n3of n3Lewin‘s n3Change n3Theory, n3 which
n3statement n3reflects n3the n3action n3she n 3 is n3most n3likely n3to n3take?
a. Does n3 nothing n3to n 3 obtain n3 the n3 position
b. Applies n3 for n3 the n3 position
c. Identifies n3 that n3 change n3 is n3 needed
d. Settles n3into n3 the n3 routine n3 of n3 her n3 job
ANS: n3 B
TESTBANKWORLD.ORG
, TEST n3BANK n3FOR n3LPN n3TO n3RN n3TRANSITIONS n36th n3EDITION n3BY n3CLAYWELL
Unfreezing n3begins n3when n3reasons n3for n3change n3are n3identified. n3The n3moving n3phase
n3involves n3active n3planning n3and n3action. n3Moving n3also n3means n3 you n3are n3dealing n3with
n3both n3positive n3and n3negative n3fo n3rces n 3 as n 3 they n3ebb n 3 and n 3 flow, n 3 and n 3 you n 3 are
n 3 making n 3 modifications n3to n 3 your n3plan n 3 as n 3 needed.
Refreezing n3occurs n 3 after n3the n3change n 3 has n3 become n 3 routine.
DIF: n 3 n 3 Cognitive n3Level: n3Application
OBJ: n3Understand n3Change n3Theory n3and n3how n3it n3applies n3to
n3becoming n3an n3RN. n3TOP: n 3 Change n3Theory
7. The n3RN n3is n3talking n3with n3the n3unit n3manager n3about n3ways n3to n3improve n3patient n3care.
The n3manager n3introduces n3the n3concept n3of n3a n3co n3h No n3rt. n3Which n3statement n3by n3the n3RN
n3
indicates n3that n3the n3teaching n3ha n3s n3been n3effective?
n3
a. ―A n3cohort n3is n3a n3web n3of n3connections‖.
b. ―A n3cohort n3is n3a n3group n3of n3people n3who n3share n3common n3experiences n3with n3each n3other‖.
c. ―A n3cohort n3is n3a n3group n3linked n3together n3for n3common n3purposes‖.
d. ―A n3cohort n3consists n3of n3groups n3of n3individuals n3that n3make n3up n3a n3whole‖.
ANS: n3 B
A n3cohort n3is n3a n3 group n3of n3people n3who n3share n3common n3experiences n3with n3each n3other.
n3 A n3scheme n3is n 3 a n3web n3of n3connections, n3a n3team n3is n3a n3group n3linked n3together n3for
n3common n3purposes, n3and n3a n3unit n3c n3onsists n3of n3groups n3or n3individuals n3that n3make n3up n3a
n3whole.
DIF: n 3 n 3 Cognitive n3Level: n3Evaluation
OBJ: n 3 n 3 Identify n3how n3experiences n3influence n3learning n3in n3adults. n 3 n 3 n 3 TOP: n 3 Adult
n3 Learning
8. An n3 Orthopedic n3Nurse n3 is n3contemplating n3 changes n3 in n3her n3professional n3 life n3and n3identifying
n3goal
s. n3 Which n 3 action n3 should n3 the n 3 nurse n 3 take n3 if n 3 she n 3 is n 3 interested n 3 in n 3 pursuing n 3 a n 3 long-
term n 3 goal?
a. Studies n3for n3 a n3 telemetry n3 exam n 3 scheduled n 3 for n3 next n3 week
b. Enrolls n3in n3 a n3 Nurse n3 Practitioner n3 program
c. Attends n3a n3 seminar n3 to n3 become n 3 a n3 charge n3 nurse
d. Continues n3to n3 work n3 on n3 the n3 orthopedic n3 floor n 3 full-time
ANS: n3 B
A n3short-term n3goal n3is n3one n3that n3can n3be n3attained n3in n3a n3period n3of n36 n3months n3or
n3less. n3Short- n 3 term n 3 goals n3include n3becoming n3a n3charge n3nurse n3and n3passing n3the
n3telemetry n3exam. n3A n3long-
term n3goal n3is n3attained n3in n3greater n3than n36 n3months n3and n3includes n3studying n3to n3become
n3a n3Nurse n3Pra n3ctitioner. n 3 Continuing n 3 to n 3 work n 3 on n 3 the n 3 orthopedic n 3 floor n 3 does
n 3 not n 3 represent n 3 either n 3 a n 3 short- n3term n3or n3a n3long-term n3goal.
DIF: Cognitive n3Level:
n3Application n3OBJ: n 3 Identify n3both
n3 short- n3and long-
zx
term n3personal n3and n3professional n3 goals. n 3 TOP: n 3 Setting n 3 Goals
9. The n3nurse n3educator n3is n3presenting n3a n3lecture n3to n3a n3group n3of n3new n3RNs. n3Which
n3 statement n3by n3one n3of n3the n3RNs n3indicates n3that n3teaching n3has n3been n3effective?
a. ―Experience n3is n3a n3stepping n3stone n3to n3new n3learning‖.
b. ―Experience n3can n3be n3a n3barrier n3to n3new n3learning‖.
c. ―Experience n3can n3be n3an n3avenue n3to n3new n3learning‖.
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