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COMPLETE TEST BANK:
LPN TO RN TRANSITIONS 4TH EDITION
BY LORA CLAYWELL PHD MSN RN CNE (AUTHOR)
,chapter 01: honoring your past, planning your futuremultiple
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
onlearning?
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 preparefor 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
ofconditions 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
asthe 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
stageof lewin’s change theory?
a. moving
b. unfreezing
c. action
COMPLETE TEST BANK:
LPN TO RN TRANSITIONS 4TH EDITION
BY LORA CLAYWELL PHD MSN RN CNE (AUTHOR)
,chapter 01: honoring your past, planning your futuremultiple
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
onlearning?
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 preparefor 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
ofconditions 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
asthe 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
stageof lewin’s change theory?
a. moving
b. unfreezing
c. action
