FULL TEST BANK For LPN to RN Transitions 6th Edition by Lora Claywell PhD Latest Update Graded A+.| New Edition

Test Bank For LPN To RN Transitions
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6th Edition By Lora Claywell All
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Chapters
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||Complete A+ Guide
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,Chapter 01: Honoring Your Past, Planning
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g Your Future Claywell: LPN to RN
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g Transitions, 6th Edition
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MULTIPLE CHOICE

1. A nursing advisor is meeting with a student who is interested
g f g f g f g f g f g f g f g f g f g f



in earning her RN degree. She knows that licensed practical
g f g f g f g f g f g f g f g f g f g f



nurse/license vocational nurse (LPN/LVNs) who enter nursing
g f g f g f gf g f g f g f



school to become RNs come into the learning environment
g f g f g f g f g f g f g f gf g f



with prior knowledge and understanding. Which statement by
g f g f g f g f g f g f gf g f



the nursing advisor best describes her understanding of the
g f g f g f g f g f g f g f g f g f



effect experience may have on learning?
gf g f g f g f g f g f



a. ―Experience may be a source of insight and motivation, or g f g f g f g f g f g f g f g f g f g f g f g f g f g f g f g f g f g f g f a g f



barrier.‖ g f



b. ―Experience is usually a stumbling block for LPN/LVNs.‖ g f g f g f g f g f g f g f g f g f g f g f g f g f g f



c. ―Experience never makes learning more difficult.‖ g f g f g f g f g f g f g f g f g f



d. ―Once something is learned, it can never be truly modified.‖
g f g f g f g f g f g f g f g f g f g f g f gf g f g f g f




ANS: A
Experience accentuates differences among g f g f g f g f learners and serves as a g f g f g f g f



source of insight and motivation, but
g f g f gf g f g f g f g f it can also be a barrier.
g f g f g f g f g f



Experience can serve as a foundation
g f g f g f g f g f gf g f for defining the self. g f g f g f




DIF: Cognitive g f g f Level: Application g f g f



OBJ: Identify g f g f how experiences influence g f g f g f g f g f g f learning g f g f in g f g f adults. TOP: Adult gf g f g f Learning

2. There is a test on the cardiovascular system on Friday
g f g f g f g f g f g f g f g f g f



g f morning, and it is now Wednesday night. The student has g f g f g f g f g f g f g f g f g f



g f already taken a vacation day from work Thursday night so g f g f g f g f g f g f g f g f g f



g f that she can stay home and study. She is considering
g f g f g f g f g f g f g f g f g f



g f skipping her exercise class on Thursday morning to go to g f g f g f g f g f g f g f g f g f



g f the library to prepare for the test. Which response best
g f g f g f g f g f g f g f g f g f



g f identifies the student‘s outcome priority? g f g f g f g f



a. Exercise class g f g f



b. Going to the library g f g f g f g f



c. Avoiding work by taking a vacation g f g f g f g f g f g f g f g f



d. Doing well on the test on Friday g f g f g f g f g f g f g f g f




ANS: D
The outcome priority
g f g f g f is the essential g f g f g f issue or need to be g f g f g f g f



g f addressed at any g f g f g f given time within gf g f g f a set of conditions or
g f g f g f g f



g f circumstances.

DIF: Cognitive Level: Application g f g f g f g f



OBJ: Identify motivations and personal outcome priorities g f g f g f g f g f



for returning to school. TOP:
g f Motivation to Learn
g f g f g f g f g f g f




3. A nurse who has been an LPN/LVN for 10 years is meeting
g f g f g f g f g f g f g f g f g f g f g f



with an advisor to discuss the possibility of taking classes to
g f g f g f gf g f g f g f g f g f g f g f



become an RN. The advisor interprets which statement by the
g f g f g f g f g f g f g f g f g f g f



nurse as the driving force for returning to school?
g f g f g f g f g f g f g f g f g f



a. ―I‘ll need to schedule time to attend classes.‖
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b. ―I‘ll have to budget for paying tuition.‖ g f g f g f g f g f g f g f g f g f g f g f g f

,c. ―I‘ll have
g f g f g f g f to rearranging
g f my schedule.‖
g f g f g f g f g f



d. ―There is g f g f g f g f a possibility of advancement
g f g f g f g f into g f g f g f g f g f g f administration.‖
ANS: D

, Driving forces are those that push toward making the change, as
g f g f g f g f g f g f g f g f g f g f



opposed to restraining forces,
g f which are those that usually present g f gf g f g f g f g f g f g f g f



a challenge that needs to be overcome for the change to take
g f g f g f g f g f g f g f g f g f g f g f g f



place or present a negative effect the change may initiate.
g f g f g f g f g f g f g f gf g f g f




DIF: Cognitive Level: Application g f g f g f



OBJ: Identify motivations and personal outcome priorities g f g f g f g f g f



for returning to school. TOP:
g f Motivations for Change
g f g f g f g f g f g f




4. An RN is caring for a diabetic patient.
g f g f g f g f g f g f g f g f The patient appears g f g f



interested in changing her lifestyle and
g f g f g f g f g f g f g f has been asking g f g f



questions about eating better.
g f g f g f g f



The nurse can interpret this g f g f g f g f



g behavior as which stage of Lewin‘s
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g Change Theory?
f g f



a. Moving
b. Unfreezing
c. Action
d. Refreezing

ANS: B
The patient
g is f in the first phase of Lewin‘s Change Theory, g f g f g f g f g f g f g f g f g f



g f known as unfreezing. This phase involves determining thatg a f g f g f g f g f g f g f g f



g f change needs to occur and deciding to take action. gMoving f is g f g f g f gf g f g f g f g f g f



g f the second phase and involves actively planning changes and taking
g f g f g f g f g f gf g f g f g f



g f action on them. Refreezing is the last stage, and it occurs when
g f g f g f g f g f g f g f g f g f gf g f



g f the change has become a part of the person‘s life.
g f g f g f g f g f g f g f g f g f




DIF: Cognitive Level: Analysis g f g f g f g f



OBJ: Understand Change Theory g f g f g f and how it g f g f



applies to becoming an RN.
g f g f gf g f g f g f TOP: Change
Theory
g f




5. An LPN g isf talking with her clinical instructor about her g f g f g f g f g f g f g f g f



g f decision to return to school to become an RN. The clinical g f g f g f g f g f g f g f g f g f g f



g f instructor iNnterprets the LPNs outcome priority based on which g f g f g f gf g f g f g f g f



g f statement?
a. ―My family wanted me to go back to g f g fschool.‖ g f g f g f g f g f g f g f g f g f g f g f g f g f g f



b. ―I want to better my financial
g f situation.‖ g f g f g f g f g f g f g f g f



c. ―I really enjoy school.‖
g f



d. ―I would like to advance to
g f a teaching role someday.‖ g f g f g f g f g f g f g f g f g f g f




ANS: B
The outcome priority is the essential need that must be addressed, determined
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by internal
g f and external factors,
g suchf as needing to better a g f g f g f g f g f g f g f g f g f



financial situation. The other statements indicate reasons for returning
g f g f g f gf g f g f g f g f g f



to gschool, fbut they are not essential needs
g f or issues to be g f g f g f g f gf g f g f g f g f g f



addressed.
g f




DIF: Cognitive g f Level: Analysis g f g f



OBJ: Identify how experiences influence learning in adults. TOP:
Adult Learning
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6. A g fnurse notices a posting for a management position for which g f g f g f g f g f g f g f g f g f



g f she is qualified. If the nurse g is in
f the moving phase of gf g f g f g f g f g f g f g f g f g f



g f Lewin‘s Change Theory, which statement reflects the action she g f g f gf g f g f g f g f g f