TEST BANK FOR LPNTO RN TRANSITIONS
5th EDITION CLAYWELL.
,Chapter 01: Honoring Your Past, Planning Your Future
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
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
understanding. Which statement by the nursing advisor best describes her understanding of
the effect experience may have on learning?
a. “Experience may be a source of insight and motivation, or a barrier.”
b. “Experience is usually a stumbling block for LPN/LVNs.”
c. “Experience never makes learning more difficult.”
d. “Once something is learned, it can never be truly modified.”
ANS: A
Experience accentuates differences among learners and serves as a source of insight and
motivation, but it can also be a barrier. Experience can serve as a foundation for defining the
self.
DIF: Cognitive Level: Application
OBJ: Identify how 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
night. The student has already taken a vacation day from work Thursday night so that she can
stay home and study. She is considering skipping her exercise class on Thursday morning 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
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
possibility of taking classes to become an RN. The advisor interprets which statement by the
nurse as the driving force for returning to school?
a. “I’ll need to schedule time to attend classes.”
b. “I’ll have to budget for paying tuition.”
c. “I’ll have to rearranging my schedule.”
d. “There is a possibility of advancement into administration.”
ANS: D
, Driving forces are those that push toward making the change, as opposed to restraining forces,
which are those that usually present a challenge that needs to be overcome for the change to
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 lifestyle
and has been asking questions about eating better. The nurse can interpret this behavior 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
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.
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 iN
nterprets the LPNs outcome priority based on which
statement?
a. “My family 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.”
ANS: B
The outcome priority is the essential need that must be addressed, determined by internal and
external factors, such as needing to better a financial situation. The other statements indicate
reasons for returning to school, but they are not essential needs or issues to be addressed.
DIF: Cognitive Level: Analysis
OBJ: Identify how 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
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 gbegins gwhen greasons gfor gchange gare gidentified. gThe gmoving gphase ginvolves gactive
gplanning gand gaction. gMoving galso gmeans gyou gare gdealing gwith gboth gpositive gand gnegative
gforces gas gthey gebb gand gflow, gand gyou gare gmaking gmodifications gto gyour gplan gas gneeded.
Refreezing goccurs gafter gthe gchange ghas gbecome groutine.
DIF: Cognitive gLevel: gApplication
OBJ: g Understand gChange gTheory gand ghow git gapplies gto gbecoming gan
gRN. gTOP: g Change gTheory
7. An gOrthopedic gNurse gis gcontemplating gchanges gin gher gprofessional glife gand gidentifying ggoals.
gWhich gaction gshould gthe gnurse gtake gif gshe gis ginterested gin gpursuing ga glong-term ggoal?
a. Studies gfor ga gtelemetry gexam gscheduled gfor gnext gweek
b. Enrolls gin ga gNurse gPractitioner gprogram
c. Attends ga gseminar gto gbecome ga gcharge gnurse
d. Continues gto gwork gon gthe gorthopedic gfloor gfull-time
ANS: g B
A gshort-term ggoal gis gone gthat gcan gbe gattained gin ga gperiod gof g6 gmonths gor gless. gShort-term
ggoals ginclude gbecoming ga gcharge gnurse gand gpassing gthe gtelemetry gexam. gA glong-term ggoal gis
gattained gin ggreater gthan g6 gmonths gand gincludes gstudying gto gbecome ga gNurse gPractitioner.
gContinuing gto gwork gon gthe gorthopedic gfloor gdoes gnot grepresent geither ga gshort-term gor ga
glong-term ggoal.
DIF: g g Cognitive gLevel: gApplication
OBJ: gIdentify gboth gshort- gand glong-term gpersonal gand gprofessional ggoals.
gTOP: g Setting gGoals
8. The gRN gis gtalking gwith gthe gunit gmanager gabout gways gto gimprove gpatient gcare. gThe
gmanager gintroduces gthegconcept gofgagcgoghNogrt. gWhichgstatement gby gthegRNgindicates gthat gthe
teaching ghas gbeen geffective?
g
a. “A gcohort gis ga gweb gof gconnections”.
b. “A gcohort gis ga ggroup gof gpeople gwho gshare gcommon gexperiences gwith geach gother”.
c. “A gcohort gis ga ggroup glinked gtogether gfor gcommon gpurposes”.
d. “A gcohort gconsists gof ggroups gof gindividuals gthat gmake gup ga gwhole”.
ANS: g B
A gcohort gis ga ggroup gof gpeople gwho gshare gcommon gexperiences gwith geach gother. gA gscheme gis ga
gweb gof gconnections, ga gteam gis ga ggroup glinked gtogether gfor gcommon gpurposes, gand ga gunit
gconsists gof ggroups gor gindividuals gthat gmake gup ga gwhole.
DIF: Cognitive gLevel: gEvaluation
OBJ: g Identify ghow gexperiences ginfluence glearning gin gadults. TOP: g Adult gLearning
9. The gnurse geducator gis gpresenting ga glecture gto ga ggroup gof gnew gRNs. gWhich gstatement gby gone
of gthe gRNs gindicates gthat gteaching ghas gbeen geffective?
g
a. “Experience gis ga gstepping gstone gto gnew glearning”.
b. “Experience gcan gbe ga gbarrier gto gnew glearning”.
c. “Experience gcan gbe gan gavenue gto gnew glearning”.
d. “Experience gcan gbe ga gdetour gto gnew glearning”.
ANS: g B
Experience gaccentuates gdifferences gamong glearners, gserves gas ga gsource gof ginsight gand
gmotivation, gcan gbe ga gbarrier gto gnew glearning, gand gserves gas ga gfoundation gfor gdefining gthe gself.
5th EDITION CLAYWELL.
,Chapter 01: Honoring Your Past, Planning Your Future
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
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
understanding. Which statement by the nursing advisor best describes her understanding of
the effect experience may have on learning?
a. “Experience may be a source of insight and motivation, or a barrier.”
b. “Experience is usually a stumbling block for LPN/LVNs.”
c. “Experience never makes learning more difficult.”
d. “Once something is learned, it can never be truly modified.”
ANS: A
Experience accentuates differences among learners and serves as a source of insight and
motivation, but it can also be a barrier. Experience can serve as a foundation for defining the
self.
DIF: Cognitive Level: Application
OBJ: Identify how 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
night. The student has already taken a vacation day from work Thursday night so that she can
stay home and study. She is considering skipping her exercise class on Thursday morning 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
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
possibility of taking classes to become an RN. The advisor interprets which statement by the
nurse as the driving force for returning to school?
a. “I’ll need to schedule time to attend classes.”
b. “I’ll have to budget for paying tuition.”
c. “I’ll have to rearranging my schedule.”
d. “There is a possibility of advancement into administration.”
ANS: D
, Driving forces are those that push toward making the change, as opposed to restraining forces,
which are those that usually present a challenge that needs to be overcome for the change to
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 lifestyle
and has been asking questions about eating better. The nurse can interpret this behavior 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
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.
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 iN
nterprets the LPNs outcome priority based on which
statement?
a. “My family 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.”
ANS: B
The outcome priority is the essential need that must be addressed, determined by internal and
external factors, such as needing to better a financial situation. The other statements indicate
reasons for returning to school, but they are not essential needs or issues to be addressed.
DIF: Cognitive Level: Analysis
OBJ: Identify how 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
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 gbegins gwhen greasons gfor gchange gare gidentified. gThe gmoving gphase ginvolves gactive
gplanning gand gaction. gMoving galso gmeans gyou gare gdealing gwith gboth gpositive gand gnegative
gforces gas gthey gebb gand gflow, gand gyou gare gmaking gmodifications gto gyour gplan gas gneeded.
Refreezing goccurs gafter gthe gchange ghas gbecome groutine.
DIF: Cognitive gLevel: gApplication
OBJ: g Understand gChange gTheory gand ghow git gapplies gto gbecoming gan
gRN. gTOP: g Change gTheory
7. An gOrthopedic gNurse gis gcontemplating gchanges gin gher gprofessional glife gand gidentifying ggoals.
gWhich gaction gshould gthe gnurse gtake gif gshe gis ginterested gin gpursuing ga glong-term ggoal?
a. Studies gfor ga gtelemetry gexam gscheduled gfor gnext gweek
b. Enrolls gin ga gNurse gPractitioner gprogram
c. Attends ga gseminar gto gbecome ga gcharge gnurse
d. Continues gto gwork gon gthe gorthopedic gfloor gfull-time
ANS: g B
A gshort-term ggoal gis gone gthat gcan gbe gattained gin ga gperiod gof g6 gmonths gor gless. gShort-term
ggoals ginclude gbecoming ga gcharge gnurse gand gpassing gthe gtelemetry gexam. gA glong-term ggoal gis
gattained gin ggreater gthan g6 gmonths gand gincludes gstudying gto gbecome ga gNurse gPractitioner.
gContinuing gto gwork gon gthe gorthopedic gfloor gdoes gnot grepresent geither ga gshort-term gor ga
glong-term ggoal.
DIF: g g Cognitive gLevel: gApplication
OBJ: gIdentify gboth gshort- gand glong-term gpersonal gand gprofessional ggoals.
gTOP: g Setting gGoals
8. The gRN gis gtalking gwith gthe gunit gmanager gabout gways gto gimprove gpatient gcare. gThe
gmanager gintroduces gthegconcept gofgagcgoghNogrt. gWhichgstatement gby gthegRNgindicates gthat gthe
teaching ghas gbeen geffective?
g
a. “A gcohort gis ga gweb gof gconnections”.
b. “A gcohort gis ga ggroup gof gpeople gwho gshare gcommon gexperiences gwith geach gother”.
c. “A gcohort gis ga ggroup glinked gtogether gfor gcommon gpurposes”.
d. “A gcohort gconsists gof ggroups gof gindividuals gthat gmake gup ga gwhole”.
ANS: g B
A gcohort gis ga ggroup gof gpeople gwho gshare gcommon gexperiences gwith geach gother. gA gscheme gis ga
gweb gof gconnections, ga gteam gis ga ggroup glinked gtogether gfor gcommon gpurposes, gand ga gunit
gconsists gof ggroups gor gindividuals gthat gmake gup ga gwhole.
DIF: Cognitive gLevel: gEvaluation
OBJ: g Identify ghow gexperiences ginfluence glearning gin gadults. TOP: g Adult gLearning
9. The gnurse geducator gis gpresenting ga glecture gto ga ggroup gof gnew gRNs. gWhich gstatement gby gone
of gthe gRNs gindicates gthat gteaching ghas gbeen geffective?
g
a. “Experience gis ga gstepping gstone gto gnew glearning”.
b. “Experience gcan gbe ga gbarrier gto gnew glearning”.
c. “Experience gcan gbe gan gavenue gto gnew glearning”.
d. “Experience gcan gbe ga gdetour gto gnew glearning”.
ANS: g B
Experience gaccentuates gdifferences gamong glearners, gserves gas ga gsource gof ginsight gand
gmotivation, gcan gbe ga gbarrier gto gnew glearning, gand gserves gas ga gfoundation gfor gdefining gthe gself.
