TEST BANK
yu
,Chapter 01: Honoring Your Past, Planning Your Future
yu yu yu yu yu yu yu
Claywell: LPN to RN Transitions, 5th Edition
yu yu yu yu yu yu yu
MULTIPLE CHOICE yu
1. A nursing advisor is meeting with a student who is interested in earning her RN degree.
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
She knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter
yu yu yu yu yu yu yu yu yu yu yu
nursing school to become RNs come into the learning environment with prior
yu yu yu yu yu yu yu yu yu yu yu yu
knowledge and understanding. Which statement by the nursing advisor best describes
yu yu yu yu yu yu yu yu yu yu yu
her understanding of the effect experience may have on learning?
yu yu yu yu yu yu yu yu yu yu
a. “Experience may be a source of insight and motivation, or a barrier.” yu yu yu yu yu yu yu yu yu yu yu
b. “Experience is usually a stumbling block for LPN/LVNs.” yu yu yu yu yu yu yu
c. “Experience never makes learning more difficult.” yu yu yu yu yu
d. “Once something is learned, it can never be truly modified.”
yu yu yu yu yu yu yu yu yu
ANS: A yu
Experience accentuates differences among learners and serves as a source of insight and
yu yu yu yu yu yu yu yu yu yu yu yu
motivation, but it can also be a barrier. Experience can serve as a foundation for defining
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
the self.
yu yu
DIF: Cognitive Level: Application yu yu
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
y u y u yu yu yu yu yu yu y u yu
2. There is a test on the cardiovascular system on Friday morning, and it is now
yu yu yu yu yu yu yu yu yu yu yu yu yu yu
Wednesday night. The student has already taken a vacation day from work Thursday
yu yu yu yu yu yu yu yu yu yu yu yu yu
night so that she can stay home and study. She is considering skipping her exercise
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
class on Thursday morning to go to the library to prepare for the test. Which response
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
best identifies the student’s outcome priority?
yu yu yu yu yu yu
a. Exercise class yu
b. Going to the library yu yu yu
c. Avoiding work by taking a vacation yu yu yu yu yu
d. Doing well on the test on Friday yu yu yu yu yu yu
ANS: D yu
The outcome priority is the essential issue or need to be addressed at any given time
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
within a set of conditions or circumstances.
yu yu yu yu yu yu yu
DIF: Cognitive Level: Application yu yu
OBJ: Identify motivations and personal outcome priorities for returning to
yu yu yu yu yu yu yu yu yu
school. TOP: Motivation to Learn
yu yu y u yu yu
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
discuss the possibility of taking classes to become an RN. The advisor interprets which
yu yu yu yu yu yu yu yu yu yu yu yu yu yu
statement by the nurse as the driving force for returning to school?
yu yu yu yu yu yu yu yu yu yu yu yu
a. “I’ll need to schedule time to attend classes.”
yu yu yu yu yu yu yu
b. “I’ll have to budget for paying tuition.”
yu yu yu yu yu yu
c. “I’ll have to rearranging my schedule.”
yu yu yu yu yu
d. “There is a possibility of advancement into administration.”
yu yu yu yu yu yu yu
ANS: D yu
, Driving forces are those that push toward making the change, as opposed to restraining
yu yu yu yu yu yu yu yu yu yu yu yu yu
forces, which are those that usually present a challenge that needs to be overcome for
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
the change to take place or present a negative effect the change may initiate.
yu yu yu yu yu yu yu yu yu yu yu yu yu yu
DIF: Cognitive Level: Application yu yu
OBJ: Identify motivations and personal outcome priorities for returning to
yu yu yu yu yu yu yu yu yu
school. TOP: Motivations for Change
yu yu y u yu yu
4. An RN is caring for a diabetic patient. The patient appears interested in changing her
yu yu yu yu yu yu yu yu yu yu yu yu yu yu
lifestyle and has been asking questions about eating better. The nurse can interpret
yu yu yu yu yu yu yu yu yu yu yu yu yu
this behavior as
yu yu yu
which stage of Lewin’s Change Theory?
yu yu yu yu yu
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B yu
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This
yu yu yu yu yu yu yu yu yu yu yu yu yu yu
phase involves determining that a change needs to occur and deciding to take action.
yu yu yu yu yu yu yu yu yu yu yu yu yu yu
Moving is the second phase and involves actively planning changes and taking action on
yu yu yu yu yu yu yu yu yu yu yu yu yu yu
them. Refreezing is the last stage, and it occurs when the change has become a part of
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
the person’s life.
yu yu yu
DIF: Cognitive Level: Analysis
y u y u yu yu
OBJ: Understand Change Theory and how it applies to becoming an
yu yu yu yu yu yu yu yu yu yu
RN. TOP: Change Theory
yu yu y u yu
5. An LPN is talking with her clinical instructor about her decision to return to school to
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
become an RN. The clinical instructor iNnterprets the LPNs outcome priority based on
yu yu yu yu yu yu yu yu yu yu yu yu yu
which statement?
yu yu
a. “My family wanted me to go back to school.”
yu yu yu yu yu yu yu yu
b. “I want to better my financial situation.”
yu yu yu yu yu yu
c. “I really enjoy school.”
yu yu yu
d. “I would like to advance to a teaching role someday.”
yu yu yu yu yu yu yu yu yu
ANS: B yu
The outcome priority is the essential need that must be addressed, determined by internal
yu yu yu yu yu yu yu yu yu yu yu yu yu
and external factors, such as needing to better a financial situation. The other
yu yu yu yu yu yu yu yu yu yu yu yu yu
statements indicate reasons for returning to school, but they are not essential needs or
yu yu yu yu yu yu yu yu yu yu yu yu yu yu
issues to be addressed.
yu yu yu yu
DIF: y u Cognitive Level: Analysis yu yu
OBJ: y u Identify how experiences influence learning in adults.
y u yu yu yu yu yu yu y u y u y u TOP: y u Adult Learning yu
6. A nurse notices a posting for a management position for which she is qualified. If the
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
nurse is in the moving phase of Lewin’s Change Theory, which statement reflects the
yu yu yu yu yu yu yu yu yu yu yu yu yu yu
action she is most likely to take?
yu yu yu yu yu yu yu
a. Does nothing to obtain the position yu yu yu yu yu
b. Applies for the position yu yu yu
c. Identifies that change is needed yu yu yu yu
d. Settles into the routine of her job yu yu yu yu yu yu
ANS: B yu
, Unfreezing begins when reasons for change are identified. The moving phase involves
yu yu yu yu yu yu yu yu yu yu yu
active planning and action. Moving also means you are dealing with both positive and
yu yu yu yu yu yu yu yu yu yu yu yu yu yu
negative forces as they ebb and flow, and you are making modifications to your plan
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
as needed.
yu yu
Refreezing occurs after the change has become routine.
yu yu yu yu yu yu yu
DIF: Cognitive Level: Application yu yu
OBJ: Understand Change Theory and how it applies to becoming an
yu yu yu yu yu yu yu yu yu yu
RN. TOP: Change Theory
yu yu y u yu
7. An Orthopedic Nurse is contemplating changes in her professional life and identifying
yu yu yu yu yu yu yu yu yu yu yu
goals. Which action should the nurse take if she is interested in pursuing a long-term
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
goal?
yu
a. Studies for a telemetry exam scheduled for next week
yu yu yu yu yu yu yu yu
b. Enrolls in a Nurse Practitioner program yu yu yu yu yu
c. Attends a seminar to become a charge nurse yu yu yu yu yu yu yu
d. Continues to work on the orthopedic floor full-time yu yu yu yu yu yu yu
ANS: B yu
A short-term goal is one that can be attained in a period of 6 months or less. Short-
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
term goals include becoming a charge nurse and passing the telemetry exam. A long-term
yu yu yu yu yu yu yu yu yu yu yu yu yu
goal is attained in greater than 6 months and includes studying to become a Nurse
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
Practitioner. Continuing to work on the orthopedic floor does not represent either a
yu yu yu yu yu yu yu yu yu yu yu yu yu
short-term or a long-term goal.
yu yu yu yu yu
DIF: Cognitive Level: Application
y u yu yu
OBJ: Identify both short- and long-term personal and professional
yu yu yu yu yu yu yu yu
goals. TOP: Setting Goals
yu yu y u yu
8. The RN is talking with the unit manager about ways to improve patient care. The
yu yu yu yu yu yu yu yu yu yu yu yu yu yu
yu manager introduces the concept of a cohNo rt. Which statement by the RN indicates that
yu yu yu yu yu yu yu yu yu yu yu yu yu
the teaching has been effective?
yu yu yu yu yu
a. “A cohort is a web of connections”.
yu yu yu yu yu yu
b. “A cohort is a group of people who share common experiences with each other”.
yu yu yu yu yu yu yu yu yu yu yu yu yu
c. “A cohort is a group linked together for common purposes”.
yu yu yu yu yu yu yu yu yu
d. “A cohort consists of groups of individuals that make up a whole”.
yu yu yu yu yu yu yu yu yu yu yu
ANS: B yu
A cohort is a group of people who share common experiences with each other. A scheme
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
is a web of connections, a team is a group linked together for common purposes, and a
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
unit consists of groups or individuals that make up a whole.
yu yu yu yu yu yu yu yu yu yu yu
DIF: y u y uCognitive Level: Evaluation yu yu
OBJ: y u y u Identify how experiences influence learning in adults.
yu yu yu yu yu yu y u y u y u y u TOP: y u Adult Learning yu
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
one of the RNs indicates that teaching has been effective?
yu yu yu yu yu yu yu yu yu yu
a. “Experience is a stepping stone to new learning”. yu yu yu yu yu yu yu
b. “Experience can be a barrier to new learning”. yu yu yu yu yu yu yu
c. “Experience can be an avenue to new learning”. yu yu yu yu yu yu yu
d. “Experience can be a detour to new learning”. yu yu yu yu yu yu yu
ANS: B yu
Experience accentuates differences among learners, serves as a source of insight and
yu yu yu yu yu yu yu yu yu yu yu
motivation, can be a barrier to new learning, and serves as a foundation for defining the
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
self.
yu
yu
,Chapter 01: Honoring Your Past, Planning Your Future
yu yu yu yu yu yu yu
Claywell: LPN to RN Transitions, 5th Edition
yu yu yu yu yu yu yu
MULTIPLE CHOICE yu
1. A nursing advisor is meeting with a student who is interested in earning her RN degree.
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
She knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter
yu yu yu yu yu yu yu yu yu yu yu
nursing school to become RNs come into the learning environment with prior
yu yu yu yu yu yu yu yu yu yu yu yu
knowledge and understanding. Which statement by the nursing advisor best describes
yu yu yu yu yu yu yu yu yu yu yu
her understanding of the effect experience may have on learning?
yu yu yu yu yu yu yu yu yu yu
a. “Experience may be a source of insight and motivation, or a barrier.” yu yu yu yu yu yu yu yu yu yu yu
b. “Experience is usually a stumbling block for LPN/LVNs.” yu yu yu yu yu yu yu
c. “Experience never makes learning more difficult.” yu yu yu yu yu
d. “Once something is learned, it can never be truly modified.”
yu yu yu yu yu yu yu yu yu
ANS: A yu
Experience accentuates differences among learners and serves as a source of insight and
yu yu yu yu yu yu yu yu yu yu yu yu
motivation, but it can also be a barrier. Experience can serve as a foundation for defining
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
the self.
yu yu
DIF: Cognitive Level: Application yu yu
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
y u y u yu yu yu yu yu yu y u yu
2. There is a test on the cardiovascular system on Friday morning, and it is now
yu yu yu yu yu yu yu yu yu yu yu yu yu yu
Wednesday night. The student has already taken a vacation day from work Thursday
yu yu yu yu yu yu yu yu yu yu yu yu yu
night so that she can stay home and study. She is considering skipping her exercise
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
class on Thursday morning to go to the library to prepare for the test. Which response
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
best identifies the student’s outcome priority?
yu yu yu yu yu yu
a. Exercise class yu
b. Going to the library yu yu yu
c. Avoiding work by taking a vacation yu yu yu yu yu
d. Doing well on the test on Friday yu yu yu yu yu yu
ANS: D yu
The outcome priority is the essential issue or need to be addressed at any given time
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
within a set of conditions or circumstances.
yu yu yu yu yu yu yu
DIF: Cognitive Level: Application yu yu
OBJ: Identify motivations and personal outcome priorities for returning to
yu yu yu yu yu yu yu yu yu
school. TOP: Motivation to Learn
yu yu y u yu yu
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
discuss the possibility of taking classes to become an RN. The advisor interprets which
yu yu yu yu yu yu yu yu yu yu yu yu yu yu
statement by the nurse as the driving force for returning to school?
yu yu yu yu yu yu yu yu yu yu yu yu
a. “I’ll need to schedule time to attend classes.”
yu yu yu yu yu yu yu
b. “I’ll have to budget for paying tuition.”
yu yu yu yu yu yu
c. “I’ll have to rearranging my schedule.”
yu yu yu yu yu
d. “There is a possibility of advancement into administration.”
yu yu yu yu yu yu yu
ANS: D yu
, Driving forces are those that push toward making the change, as opposed to restraining
yu yu yu yu yu yu yu yu yu yu yu yu yu
forces, which are those that usually present a challenge that needs to be overcome for
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
the change to take place or present a negative effect the change may initiate.
yu yu yu yu yu yu yu yu yu yu yu yu yu yu
DIF: Cognitive Level: Application yu yu
OBJ: Identify motivations and personal outcome priorities for returning to
yu yu yu yu yu yu yu yu yu
school. TOP: Motivations for Change
yu yu y u yu yu
4. An RN is caring for a diabetic patient. The patient appears interested in changing her
yu yu yu yu yu yu yu yu yu yu yu yu yu yu
lifestyle and has been asking questions about eating better. The nurse can interpret
yu yu yu yu yu yu yu yu yu yu yu yu yu
this behavior as
yu yu yu
which stage of Lewin’s Change Theory?
yu yu yu yu yu
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B yu
The patient is in the first phase of Lewin’s Change Theory, known as unfreezing. This
yu yu yu yu yu yu yu yu yu yu yu yu yu yu
phase involves determining that a change needs to occur and deciding to take action.
yu yu yu yu yu yu yu yu yu yu yu yu yu yu
Moving is the second phase and involves actively planning changes and taking action on
yu yu yu yu yu yu yu yu yu yu yu yu yu yu
them. Refreezing is the last stage, and it occurs when the change has become a part of
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
the person’s life.
yu yu yu
DIF: Cognitive Level: Analysis
y u y u yu yu
OBJ: Understand Change Theory and how it applies to becoming an
yu yu yu yu yu yu yu yu yu yu
RN. TOP: Change Theory
yu yu y u yu
5. An LPN is talking with her clinical instructor about her decision to return to school to
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
become an RN. The clinical instructor iNnterprets the LPNs outcome priority based on
yu yu yu yu yu yu yu yu yu yu yu yu yu
which statement?
yu yu
a. “My family wanted me to go back to school.”
yu yu yu yu yu yu yu yu
b. “I want to better my financial situation.”
yu yu yu yu yu yu
c. “I really enjoy school.”
yu yu yu
d. “I would like to advance to a teaching role someday.”
yu yu yu yu yu yu yu yu yu
ANS: B yu
The outcome priority is the essential need that must be addressed, determined by internal
yu yu yu yu yu yu yu yu yu yu yu yu yu
and external factors, such as needing to better a financial situation. The other
yu yu yu yu yu yu yu yu yu yu yu yu yu
statements indicate reasons for returning to school, but they are not essential needs or
yu yu yu yu yu yu yu yu yu yu yu yu yu yu
issues to be addressed.
yu yu yu yu
DIF: y u Cognitive Level: Analysis yu yu
OBJ: y u Identify how experiences influence learning in adults.
y u yu yu yu yu yu yu y u y u y u TOP: y u Adult Learning yu
6. A nurse notices a posting for a management position for which she is qualified. If the
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
nurse is in the moving phase of Lewin’s Change Theory, which statement reflects the
yu yu yu yu yu yu yu yu yu yu yu yu yu yu
action she is most likely to take?
yu yu yu yu yu yu yu
a. Does nothing to obtain the position yu yu yu yu yu
b. Applies for the position yu yu yu
c. Identifies that change is needed yu yu yu yu
d. Settles into the routine of her job yu yu yu yu yu yu
ANS: B yu
, Unfreezing begins when reasons for change are identified. The moving phase involves
yu yu yu yu yu yu yu yu yu yu yu
active planning and action. Moving also means you are dealing with both positive and
yu yu yu yu yu yu yu yu yu yu yu yu yu yu
negative forces as they ebb and flow, and you are making modifications to your plan
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
as needed.
yu yu
Refreezing occurs after the change has become routine.
yu yu yu yu yu yu yu
DIF: Cognitive Level: Application yu yu
OBJ: Understand Change Theory and how it applies to becoming an
yu yu yu yu yu yu yu yu yu yu
RN. TOP: Change Theory
yu yu y u yu
7. An Orthopedic Nurse is contemplating changes in her professional life and identifying
yu yu yu yu yu yu yu yu yu yu yu
goals. Which action should the nurse take if she is interested in pursuing a long-term
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
goal?
yu
a. Studies for a telemetry exam scheduled for next week
yu yu yu yu yu yu yu yu
b. Enrolls in a Nurse Practitioner program yu yu yu yu yu
c. Attends a seminar to become a charge nurse yu yu yu yu yu yu yu
d. Continues to work on the orthopedic floor full-time yu yu yu yu yu yu yu
ANS: B yu
A short-term goal is one that can be attained in a period of 6 months or less. Short-
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
term goals include becoming a charge nurse and passing the telemetry exam. A long-term
yu yu yu yu yu yu yu yu yu yu yu yu yu
goal is attained in greater than 6 months and includes studying to become a Nurse
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
Practitioner. Continuing to work on the orthopedic floor does not represent either a
yu yu yu yu yu yu yu yu yu yu yu yu yu
short-term or a long-term goal.
yu yu yu yu yu
DIF: Cognitive Level: Application
y u yu yu
OBJ: Identify both short- and long-term personal and professional
yu yu yu yu yu yu yu yu
goals. TOP: Setting Goals
yu yu y u yu
8. The RN is talking with the unit manager about ways to improve patient care. The
yu yu yu yu yu yu yu yu yu yu yu yu yu yu
yu manager introduces the concept of a cohNo rt. Which statement by the RN indicates that
yu yu yu yu yu yu yu yu yu yu yu yu yu
the teaching has been effective?
yu yu yu yu yu
a. “A cohort is a web of connections”.
yu yu yu yu yu yu
b. “A cohort is a group of people who share common experiences with each other”.
yu yu yu yu yu yu yu yu yu yu yu yu yu
c. “A cohort is a group linked together for common purposes”.
yu yu yu yu yu yu yu yu yu
d. “A cohort consists of groups of individuals that make up a whole”.
yu yu yu yu yu yu yu yu yu yu yu
ANS: B yu
A cohort is a group of people who share common experiences with each other. A scheme
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
is a web of connections, a team is a group linked together for common purposes, and a
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
unit consists of groups or individuals that make up a whole.
yu yu yu yu yu yu yu yu yu yu yu
DIF: y u y uCognitive Level: Evaluation yu yu
OBJ: y u y u Identify how experiences influence learning in adults.
yu yu yu yu yu yu y u y u y u y u TOP: y u Adult Learning yu
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
one of the RNs indicates that teaching has been effective?
yu yu yu yu yu yu yu yu yu yu
a. “Experience is a stepping stone to new learning”. yu yu yu yu yu yu yu
b. “Experience can be a barrier to new learning”. yu yu yu yu yu yu yu
c. “Experience can be an avenue to new learning”. yu yu yu yu yu yu yu
d. “Experience can be a detour to new learning”. yu yu yu yu yu yu yu
ANS: B yu
Experience accentuates differences among learners, serves as a source of insight and
yu yu yu yu yu yu yu yu yu yu yu
motivation, can be a barrier to new learning, and serves as a foundation for defining the
yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu yu
self.
yu
