1 l#of l#123
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, 2 l#of l#123
TEST BANK FOR LPN TORN TRANSITIONS 6TH
l# l# l# l# #
l l# l#
EDITION BY CLAYWELL
l# l# #
l
Chapter l#01: l#Honoring l#Your l#Past, l#Planning l#Your l#Future
MULTIPLE l#CHOICE
1. A l#nursing l#advisor l#is l#meeting l#with l#a l# student l#who l#is l#interested l#in l#earning l#her l#RN
ti ti ti ti
l#degree. l#She l#knows l#that l#licensedpractical l#nurse/license l#vocational l#nurse l#(LPN/LVNs)
l#who l#enter l#nursing l#school l#to l#become l#RNs l#come l#into l#the l#learning l#environment l#with
l#prior l#knowledge l#and l#understanding. l#Which l#statement l#by l#the l#nursing l#advisor l#best
l#describes l#her l#understanding l#of l#the l#effect l#experience l # may l#have l#on l#learning?
a. ―Experience l#may l#be l#a l#source l#of l#insight l#and l#motivation, l#or l#a l#barrier.‖
ti ti
b. ―Experience l#is l#usually l#a l#stumbling l#block l#for l#LPN/LVNs.‖
c. ―Experience l#never l # makes l#learning l#more l#difficult.‖
d. ―Once l#something l#is l#learned, l#it l#can l#never l#be l#truly l#modified.‖
ANS: l#A
Experience l#accentuates l#differences l#among l#learners l# and l#serves l#as l#a l# source l#of l#insight l#and l# motivation,
ti ti
l#but l#it l#can l#also l#bea l#barrier. l#Experience l#can l # serve l#as l#a l#foundation l#for l#defining l#the l#self.
ti
DIF: l#Cognitive l#Level: l#Application
OBJ: l#Identify l#howexperiences l#influence l#learning l#in l#adults. TOP: l#Adult l#Learning
2. There l#is l#a l# test l#on l#the l#cardiovascular l#system l#on l#Friday l#morning, l#and l#it l#is l#now
ti
l#Wednesday l#night. l#The l#student l#has l#already l#taken l# a l#vacation l#day l#from l#work l#Thursday
ti
l#night l#so l#that l#she l#can l#stay l#home l#and l#study. l#She l#is l#considering s kipping l# her l#exercise titi
l#class l#on l#Thursday l#morning l#to
N#l go l#to l#the l#library l#to l#prepare l#for l#the l#test. l#Which l#response l#best
l#identifies l#the
student‘s l#outcome l#priority?
a. Exercise l#class
b. Going l#to l#the l#library
c. Avoiding l#work l#by l#taking l#a l#vacation
d. Doing l#well l#on l#the l#test l#on l#Friday
ANS: l#D
The l#outcome l#priority l#is l#the l#essential l#issue l#or l#need l#to l#be l#addressed l#at l#any
l# given l# time l#within l#a set l#of l#conditions l#or l#circumstances.
ti titi
DIF: Cognitive l#Level: l#Application
OBJ: Identify l#motivations l#and l#personal l#outcome l#priorities l#for
l#returning l#to l#school. l#TOP: Motivation l# to l # Learn
titi
3. A l#nurse l#who l#has l#been l#an l#LPN/LVN l#for l#10 l#years l#is l#meeting l#with l # an l#advisor l#to ti
l#discuss l#the l#possibility l#of l#taking l#classes l#to l#become l#an l# RN. l#The l#advisor l#interprets l#which
ti
l#statement l#bythe l#nurse l#as l#the l#driving l#force l#for l#returning l#to school? l# a. l#―I‘ll l#need l#totiti
l#schedule l#time l#to l#attend l#classes.‖
b. ―I‘ll l#have l#to l#budget l#for l#paying l#tuition.‖
c. ―I‘ll l#have l#to l#rearranging l # my l#schedule.‖
d. ―There l#is l#a l#possibility l#of
ti
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ti
, 3 l#of l#123
advancement l#into l#administration.‖ANS:
l#
l# D
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, 4 l#of l#123
Driving l#forces l#are l#those l#that l#push l#toward l#making l# the l#change, l#as l#opposed l#to l#restraining
ti ti
l# forces, l#which l# are l#those l#thatusually l#present l#a l#challenge l#that l#needs l#to l#be l#overcome l#for l#the
ti
l#change l#to l#take l#place l#or l#present l#a l#negative l#effect l#the l#change l # may l#initiate.
DIF: Cognitive l#Level: l# Application
OBJ: Identify l#motivations l#and l#personal l#outcome l#priorities l#for
l#returning l#to l#school. l#TOP:Motivations l#for l#Change
4. An l# RN l#is l#caring l#for l#a l# diabetic l#patient. l#The l#patient l#appears l#interested l#in l#changing
ti ti
l#her l#lifestyle l#and l#has l#been l#askingquestions l#about l#eating l# better. l#The l#nurse l#can l#interpret
ti
l#this l#behavior l#as l#which l#stage l#of l#Lewin‘s l#Change l#Theory? l#a.
Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: l#B l#The l#patient l#is l#in l#the l#first l#phase l#of l#Lewin‘s l#Change l#Theory, l#known l#as l#unfreezing.
l#This l#phase l#involves l#determining l#that l#a l#change l#needs l#to l#occur l#and l#deciding l#to l#take l#action.
l#Moving l#is l#the l#second l#phase l#and l#involves l#activelyplanning l#changes l#and l#taking l#action l#on
l#them. l#Refreezing l#is l#the l#last l#stage, l#and l#it l#occurs l#when l#the l#change l#has l#become l#apart l#of l#the
l#person‘s l#life.
DIF: Cognitive l#Level: l# Analysis
OBJ: l#Understand l#Change l#Theory l#and l#how l#it l#applies l#to l#becoming l#an l# RN. l#TOP: l#ChangeTheory
ti
5. An l# LPN l#is l#talking l#with l#her l#clinical l#instructor l#about l#her l#decision l# to l#return l# to
ti ti ti
l#school l#to l#become l#an l#RN. l#The l#clinical instructor l# interprets l#the l#LPNs l#outcome
titi
l#priority l#based l#on l#which l # N l#statement?
a. ―My l#family l#wanted l#me l#to l#go l#back l#to l#school.‖
b. ―I l#want l#to l#better l#my l#financial l# situation.‖
c. ―I l#really l#enjoy l#school.‖
d. ―I l#would l#like l#to l#advance l#to l#a l#teaching l#role l#someday.‖
ANS: l#B
The l#outcome l#priorityl#is l#the l#essential l#need l#that l#must l#be l#addressed, l#determined l#byinternal l#and
l#external l#factors, l#such l#as needing l# to l#better l#a l# financial l#situation. l#The l#other l#statements l#indicate
titi ti
l#reasons l#for l#returning l#to l#school, l#but l#they l#are l#not l#essential l#needs l#or l#issues l#to l#be l#addressed.
DIF: l#Cognitive l#Level: l#Analysis OBJ: l#Identify l#how l#experiences l#influence
l#learning l#in l# adults. TOP: l# Adult l#Learning
titi
6. A l#nurse l#notices l# a l#posting l#for l#a l#management l#position l#for l#which l# she l#is l#qualified. l#If l#the
ti ti
l#nurse l#is l#in l#the l#moving l#phaseof l#Lewin‘s l#Change l#Theory, l#which l#statement l#reflects l#the
l#action l#she l#is l#most l#likely l#to l#take?
a. Does l#nothing l#to l#obtain l#the l#position
b. Applies l#for l#the l#position
c. Identifies l#that l#change l#is l#needed
d. Settles l#into l#the l#routine l#of l#her l#job
ti
ANS: l#B
Unfreezing l#begins l#when l#reasons l#for l#change l#are l#identified. l#The l#moving l#phase l#involves l#active
l#planning l#and l#action. l#Moving l# also l#means l#you l# are l#dealing l#with l#both l#positive l#and l#negative
ti ti
l#forces l#as l#theyebb l#and l#flow, l#and l#you l#are l#making modifications l# to l#your l#plan l#as l#needed.
titi
l#Refreezing l#occurs l#after l#the l#change l # has l#become l#routine.
ThisfilewasdownloadedfromStudyLast.com.Itis #lnot allowedl#topublish#litelsewhere.#lOnlythebuyer#lcan#luse#lthisfile.
ti
ThisfilewasdownloadedfromStudyLast.com.Itis #lnot allowedl#topublish#litelsewhere.#lOnlythebuyer#lcan#luse#lthisfile.
ti
, 2 l#of l#123
TEST BANK FOR LPN TORN TRANSITIONS 6TH
l# l# l# l# #
l l# l#
EDITION BY CLAYWELL
l# l# #
l
Chapter l#01: l#Honoring l#Your l#Past, l#Planning l#Your l#Future
MULTIPLE l#CHOICE
1. A l#nursing l#advisor l#is l#meeting l#with l#a l# student l#who l#is l#interested l#in l#earning l#her l#RN
ti ti ti ti
l#degree. l#She l#knows l#that l#licensedpractical l#nurse/license l#vocational l#nurse l#(LPN/LVNs)
l#who l#enter l#nursing l#school l#to l#become l#RNs l#come l#into l#the l#learning l#environment l#with
l#prior l#knowledge l#and l#understanding. l#Which l#statement l#by l#the l#nursing l#advisor l#best
l#describes l#her l#understanding l#of l#the l#effect l#experience l # may l#have l#on l#learning?
a. ―Experience l#may l#be l#a l#source l#of l#insight l#and l#motivation, l#or l#a l#barrier.‖
ti ti
b. ―Experience l#is l#usually l#a l#stumbling l#block l#for l#LPN/LVNs.‖
c. ―Experience l#never l # makes l#learning l#more l#difficult.‖
d. ―Once l#something l#is l#learned, l#it l#can l#never l#be l#truly l#modified.‖
ANS: l#A
Experience l#accentuates l#differences l#among l#learners l# and l#serves l#as l#a l# source l#of l#insight l#and l# motivation,
ti ti
l#but l#it l#can l#also l#bea l#barrier. l#Experience l#can l # serve l#as l#a l#foundation l#for l#defining l#the l#self.
ti
DIF: l#Cognitive l#Level: l#Application
OBJ: l#Identify l#howexperiences l#influence l#learning l#in l#adults. TOP: l#Adult l#Learning
2. There l#is l#a l# test l#on l#the l#cardiovascular l#system l#on l#Friday l#morning, l#and l#it l#is l#now
ti
l#Wednesday l#night. l#The l#student l#has l#already l#taken l# a l#vacation l#day l#from l#work l#Thursday
ti
l#night l#so l#that l#she l#can l#stay l#home l#and l#study. l#She l#is l#considering s kipping l# her l#exercise titi
l#class l#on l#Thursday l#morning l#to
N#l go l#to l#the l#library l#to l#prepare l#for l#the l#test. l#Which l#response l#best
l#identifies l#the
student‘s l#outcome l#priority?
a. Exercise l#class
b. Going l#to l#the l#library
c. Avoiding l#work l#by l#taking l#a l#vacation
d. Doing l#well l#on l#the l#test l#on l#Friday
ANS: l#D
The l#outcome l#priority l#is l#the l#essential l#issue l#or l#need l#to l#be l#addressed l#at l#any
l# given l# time l#within l#a set l#of l#conditions l#or l#circumstances.
ti titi
DIF: Cognitive l#Level: l#Application
OBJ: Identify l#motivations l#and l#personal l#outcome l#priorities l#for
l#returning l#to l#school. l#TOP: Motivation l# to l # Learn
titi
3. A l#nurse l#who l#has l#been l#an l#LPN/LVN l#for l#10 l#years l#is l#meeting l#with l # an l#advisor l#to ti
l#discuss l#the l#possibility l#of l#taking l#classes l#to l#become l#an l# RN. l#The l#advisor l#interprets l#which
ti
l#statement l#bythe l#nurse l#as l#the l#driving l#force l#for l#returning l#to school? l# a. l#―I‘ll l#need l#totiti
l#schedule l#time l#to l#attend l#classes.‖
b. ―I‘ll l#have l#to l#budget l#for l#paying l#tuition.‖
c. ―I‘ll l#have l#to l#rearranging l # my l#schedule.‖
d. ―There l#is l#a l#possibility l#of
ti
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ti
, 3 l#of l#123
advancement l#into l#administration.‖ANS:
l#
l# D
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ti
, 4 l#of l#123
Driving l#forces l#are l#those l#that l#push l#toward l#making l# the l#change, l#as l#opposed l#to l#restraining
ti ti
l# forces, l#which l# are l#those l#thatusually l#present l#a l#challenge l#that l#needs l#to l#be l#overcome l#for l#the
ti
l#change l#to l#take l#place l#or l#present l#a l#negative l#effect l#the l#change l # may l#initiate.
DIF: Cognitive l#Level: l# Application
OBJ: Identify l#motivations l#and l#personal l#outcome l#priorities l#for
l#returning l#to l#school. l#TOP:Motivations l#for l#Change
4. An l# RN l#is l#caring l#for l#a l# diabetic l#patient. l#The l#patient l#appears l#interested l#in l#changing
ti ti
l#her l#lifestyle l#and l#has l#been l#askingquestions l#about l#eating l# better. l#The l#nurse l#can l#interpret
ti
l#this l#behavior l#as l#which l#stage l#of l#Lewin‘s l#Change l#Theory? l#a.
Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: l#B l#The l#patient l#is l#in l#the l#first l#phase l#of l#Lewin‘s l#Change l#Theory, l#known l#as l#unfreezing.
l#This l#phase l#involves l#determining l#that l#a l#change l#needs l#to l#occur l#and l#deciding l#to l#take l#action.
l#Moving l#is l#the l#second l#phase l#and l#involves l#activelyplanning l#changes l#and l#taking l#action l#on
l#them. l#Refreezing l#is l#the l#last l#stage, l#and l#it l#occurs l#when l#the l#change l#has l#become l#apart l#of l#the
l#person‘s l#life.
DIF: Cognitive l#Level: l# Analysis
OBJ: l#Understand l#Change l#Theory l#and l#how l#it l#applies l#to l#becoming l#an l# RN. l#TOP: l#ChangeTheory
ti
5. An l# LPN l#is l#talking l#with l#her l#clinical l#instructor l#about l#her l#decision l# to l#return l# to
ti ti ti
l#school l#to l#become l#an l#RN. l#The l#clinical instructor l# interprets l#the l#LPNs l#outcome
titi
l#priority l#based l#on l#which l # N l#statement?
a. ―My l#family l#wanted l#me l#to l#go l#back l#to l#school.‖
b. ―I l#want l#to l#better l#my l#financial l# situation.‖
c. ―I l#really l#enjoy l#school.‖
d. ―I l#would l#like l#to l#advance l#to l#a l#teaching l#role l#someday.‖
ANS: l#B
The l#outcome l#priorityl#is l#the l#essential l#need l#that l#must l#be l#addressed, l#determined l#byinternal l#and
l#external l#factors, l#such l#as needing l# to l#better l#a l# financial l#situation. l#The l#other l#statements l#indicate
titi ti
l#reasons l#for l#returning l#to l#school, l#but l#they l#are l#not l#essential l#needs l#or l#issues l#to l#be l#addressed.
DIF: l#Cognitive l#Level: l#Analysis OBJ: l#Identify l#how l#experiences l#influence
l#learning l#in l# adults. TOP: l# Adult l#Learning
titi
6. A l#nurse l#notices l# a l#posting l#for l#a l#management l#position l#for l#which l# she l#is l#qualified. l#If l#the
ti ti
l#nurse l#is l#in l#the l#moving l#phaseof l#Lewin‘s l#Change l#Theory, l#which l#statement l#reflects l#the
l#action l#she l#is l#most l#likely l#to l#take?
a. Does l#nothing l#to l#obtain l#the l#position
b. Applies l#for l#the l#position
c. Identifies l#that l#change l#is l#needed
d. Settles l#into l#the l#routine l#of l#her l#job
ti
ANS: l#B
Unfreezing l#begins l#when l#reasons l#for l#change l#are l#identified. l#The l#moving l#phase l#involves l#active
l#planning l#and l#action. l#Moving l# also l#means l#you l# are l#dealing l#with l#both l#positive l#and l#negative
ti ti
l#forces l#as l#theyebb l#and l#flow, l#and l#you l#are l#making modifications l# to l#your l#plan l#as l#needed.
titi
l#Refreezing l#occurs l#after l#the l#change l # has l#become l#routine.
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