Test Bank For LPN to RN Transitions Achieving Success in
your New Role 5th Edition By Nicki Harrington; Cynthia Lee
Terry
,Table of Contents
Chapter 01 Honoring Your Past, Planning Your Future 1
Chapter 02 Assessing Yourself and Designing Success 5
Chapter 03 Study Habits and Test-Taking Skills 12
Chapter 04 Distinguishing the RN Role from the LPN LVN Role 18
Chapter 05 Using Nursing Theory to Guide Professional Practice 26
Chapter 06 Providing Patient-Centered Care Through the Nursing Process
x x1 35
Chapter 07 Critical and Diagnostic Thinking for Better Clinical Judgment 45
Chapter 08 Practicing Evidence-Based Decision Making 54
Chapter 09 Communicating With Patients and Co-Workers
x1 65
Chapter 10 Teaching Patients and Their Families 74
Chapter 11 The Nurses, Ideas, and Forces That Define the Profession 83
Chapter 12 Upholding Legal and Ethical Principles
x1 88
Chapter 13 Care and Safety Standards, Competence, and Nurse Accountability 99
Chapter 14 Leading, Delegating, and Collaborating 106
Chapter 15 Promoting Healthful Living in the Primary Care Setting 116
Chapter 16 Managing Care in Secondary and Tertiary Health Care
x1 125
Chapter 17 Reflecting on Your Transition 132
Chapter 18 Prepare Now to Pass NCLEX-RN® 141
?
, Test Bank - LPN to RN Transitions, 5th Edition
x1
Chapter 01: Honoring Your Past, Planning Your Future x1
Claywell: LPN to RN Transitions, 5th Edition
MULTIPLE CHOICE
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She x1
knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nursing
school to become RNs come into the learning environment with prior knowledge and under
standing. Which statement by the nursing advisor best describes her understanding of the ef
fect experience may have on learning?
a. ―Experience may be a source of insight and motivation, or a barrier.‖
x1
b. ―Experience is usually a stumbling block for LPN/LVNs.‖
x1 x1 x1
c. ―Experience never makes learning more difficult.‖ x1 x1
d. ―Once something is learned, it can never be trulymodified.‖
x1
ANS: A
Experience accentuates differences among learners and serves as a source of insight and mo
tivation, but it can also be a barrier. Experience can serve as a foundation for defining the self
x1
.
DIF: Cognitive Level: Application
OBJ: Identifyhow 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 x1 x1
night. The student has already taken a vacation day from work Thursday night so that she
x1 x1
can stay home and study. She iW sW
coWn.
sidTeBriS
ngM.
skW
ipSping her exercise class on Thursday mor
x1
ning 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
x1
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
a set of conditions or circumstances.
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 p x1
ossibility of taking classes to become an RN. The advisor interprets which statement by the n
urse as the driving force for returning to school? x1
a. ―I‘ll need to schedule time to attend classes.‖
x1
b. ―I‘ll have to budget for paying tuition.‖ x1
c. ―I‘ll have to rearranging my schedule.‖
x1 x1
d. ―There is a possibility of advancement into administration.‖ x1
1|Page
ANS: D
?
, Driving forces are those that push toward making the change, as opposed to restraining forc
es, which are those that usually present a challenge that needs to be overcome for the change t
o 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 l
ifestyle and has been asking questions about eating better. The nurse can interpret this b
ehavior 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
x1
second phase and involves actively planning changes and taking action on them. Refreezing
is the 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.
x1
TOP: Change Theory
5. An LPN is talking with her clinical instructor about her decision to return to school to
become an RN. The clinical instructor interprets the LPNs outcome priority based on which stateme
nt?
a. ―Myfamily 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.‖
x1
ANS: B
The outcome priority is the essential need that must be addressed, determined by internal an
d external factors, such as needing to better a financial situation. The other statements indi
cate reasons for returning to school, but they are not essential needs or issues to be address
ed.
DIF: Cognitive Level: Analysis
OBJ: Identifyhow experiences influence learning in adults. TOP: Adult Learning
6. A nurse notices a posting for a management position for which she is qualified. If the nurse
is in the moving phase of Lewin‘s Change Theory, which statement reflects the action she is
x1
most likely to take?
a. Does nothing to obtain the position
b. Applies for the position
c. Identifies that change is needed
d. Settles into the routine of her job
ANS: B
Unfreezing begins when reasons for change are identified. The moving phase involves
active planning and action. Moving also means you are dealing with both positive and negat
your New Role 5th Edition By Nicki Harrington; Cynthia Lee
Terry
,Table of Contents
Chapter 01 Honoring Your Past, Planning Your Future 1
Chapter 02 Assessing Yourself and Designing Success 5
Chapter 03 Study Habits and Test-Taking Skills 12
Chapter 04 Distinguishing the RN Role from the LPN LVN Role 18
Chapter 05 Using Nursing Theory to Guide Professional Practice 26
Chapter 06 Providing Patient-Centered Care Through the Nursing Process
x x1 35
Chapter 07 Critical and Diagnostic Thinking for Better Clinical Judgment 45
Chapter 08 Practicing Evidence-Based Decision Making 54
Chapter 09 Communicating With Patients and Co-Workers
x1 65
Chapter 10 Teaching Patients and Their Families 74
Chapter 11 The Nurses, Ideas, and Forces That Define the Profession 83
Chapter 12 Upholding Legal and Ethical Principles
x1 88
Chapter 13 Care and Safety Standards, Competence, and Nurse Accountability 99
Chapter 14 Leading, Delegating, and Collaborating 106
Chapter 15 Promoting Healthful Living in the Primary Care Setting 116
Chapter 16 Managing Care in Secondary and Tertiary Health Care
x1 125
Chapter 17 Reflecting on Your Transition 132
Chapter 18 Prepare Now to Pass NCLEX-RN® 141
?
, Test Bank - LPN to RN Transitions, 5th Edition
x1
Chapter 01: Honoring Your Past, Planning Your Future x1
Claywell: LPN to RN Transitions, 5th Edition
MULTIPLE CHOICE
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She x1
knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nursing
school to become RNs come into the learning environment with prior knowledge and under
standing. Which statement by the nursing advisor best describes her understanding of the ef
fect experience may have on learning?
a. ―Experience may be a source of insight and motivation, or a barrier.‖
x1
b. ―Experience is usually a stumbling block for LPN/LVNs.‖
x1 x1 x1
c. ―Experience never makes learning more difficult.‖ x1 x1
d. ―Once something is learned, it can never be trulymodified.‖
x1
ANS: A
Experience accentuates differences among learners and serves as a source of insight and mo
tivation, but it can also be a barrier. Experience can serve as a foundation for defining the self
x1
.
DIF: Cognitive Level: Application
OBJ: Identifyhow 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 x1 x1
night. The student has already taken a vacation day from work Thursday night so that she
x1 x1
can stay home and study. She iW sW
coWn.
sidTeBriS
ngM.
skW
ipSping her exercise class on Thursday mor
x1
ning 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
x1
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
a set of conditions or circumstances.
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 p x1
ossibility of taking classes to become an RN. The advisor interprets which statement by the n
urse as the driving force for returning to school? x1
a. ―I‘ll need to schedule time to attend classes.‖
x1
b. ―I‘ll have to budget for paying tuition.‖ x1
c. ―I‘ll have to rearranging my schedule.‖
x1 x1
d. ―There is a possibility of advancement into administration.‖ x1
1|Page
ANS: D
?
, Driving forces are those that push toward making the change, as opposed to restraining forc
es, which are those that usually present a challenge that needs to be overcome for the change t
o 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 l
ifestyle and has been asking questions about eating better. The nurse can interpret this b
ehavior 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
x1
second phase and involves actively planning changes and taking action on them. Refreezing
is the 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.
x1
TOP: Change Theory
5. An LPN is talking with her clinical instructor about her decision to return to school to
become an RN. The clinical instructor interprets the LPNs outcome priority based on which stateme
nt?
a. ―Myfamily 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.‖
x1
ANS: B
The outcome priority is the essential need that must be addressed, determined by internal an
d external factors, such as needing to better a financial situation. The other statements indi
cate reasons for returning to school, but they are not essential needs or issues to be address
ed.
DIF: Cognitive Level: Analysis
OBJ: Identifyhow experiences influence learning in adults. TOP: Adult Learning
6. A nurse notices a posting for a management position for which she is qualified. If the nurse
is in the moving phase of Lewin‘s Change Theory, which statement reflects the action she is
x1
most likely to take?
a. Does nothing to obtain the position
b. Applies for the position
c. Identifies that change is needed
d. Settles into the routine of her job
ANS: B
Unfreezing begins when reasons for change are identified. The moving phase involves
active planning and action. Moving also means you are dealing with both positive and negat
