Test Bank − Lpn To Rn Transitions 5th Edition By Lora Claywell –All
Chapters Covered| Guide With Verified Questions & 100% Correct
Answers With Rationales |Guaranteed pass
, TABLE OF CONTENTS
UNIT ONE: ESSENTIAL SKILLS TO BEGIN YOUR TRANSITION ...................................................................... 2
CHAPTER 01: HONORING YOUR PAST, PLANNING YOUR FUTURE ......................................................... 2
CHAPTER 02: ASSESSING YOURSELF AND DESIGNING SUCCESS ............................................................. 8
CHAPTER 03: STUDY HABITS AND TEST-TAKING SKILLS ........................................................................ 19
UNIT TWO: THE PROFESSION AND DISCIPLINE OF REGISTERED NURSING .............................................. 26
CHAPTER 04: DISTINGUISHING THE RN ROLE FROM THE LPN/LVN ROLE ............................................ 26
CHAPTER 05: USING NURSING THEORY TO GUIDE PROFESSIONAL PRACTICE ..................................... 38
CHAPTER 06: PROVIDING PATIENT-CENTERED CARE THROUGH THE NURSING PROCESS .................. 50
CHAPTER 07: CRITICAL AND DIAGNOSTIC THINKING FOR BETTER CLINICAL JUDGMENT ................... 65
UNIT THREE: THE RN AS A PROVIDER OF CARE ......................................................................................... 77
CHAPTER 08: PRACTICING EVIDENCE-BASED DECISION MAKING ........................................................ 77
CHAPTER 09: COMMUNICATING WITH PATIENTS AND CO-WORKERS ................................................ 92
CHAPTER 10: TEACHING PATIENTS AND THEIR FAMILIES ................................................................... 104
CHAPTER 11: THE NURSES, IDEAS, AND FORCES THAT DEFINE THE PROFESSION ............................. 117
CHAPTER 12: UPHOLDING LEGAL AND ETHICAL PRINCIPLES .............................................................. 124
CHAPTER 13: CARE AND SAFETY STANDARDS, COMPETENCE, AND NURSE ACCOUNTABILITY ........ 140
UNIT FOUR: THE RN AS MANAGER OF CARE ........................................................................................... 150
CHAPTER 14: LEADING, DELEGATING, AND COLLABORATING ........................................................... 150
CHAPTER 15: PROMOTING HEALTHFUL LIVING IN THE PRIMARY CARE SETTING ............................. 163
CHAPTER 16: MANAGING CARE IN SECONDARY AND TERTIARY HEALTH CARE ................................ 176
CHAPTER 17: REFLECTING ON YOUR TRANSITION .............................................................................. 185
CHAPTER 18: PASSING THE NCLEX-RN ................................................................................................ 198
UNIT ONE: ESSENTIAL SKILLS TO BEGIN YOUR TRANSITION
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.”
ANSWER: 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
ANSWER: 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.”
ANSWER: 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
ANSWER: 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
Chapters Covered| Guide With Verified Questions & 100% Correct
Answers With Rationales |Guaranteed pass
, TABLE OF CONTENTS
UNIT ONE: ESSENTIAL SKILLS TO BEGIN YOUR TRANSITION ...................................................................... 2
CHAPTER 01: HONORING YOUR PAST, PLANNING YOUR FUTURE ......................................................... 2
CHAPTER 02: ASSESSING YOURSELF AND DESIGNING SUCCESS ............................................................. 8
CHAPTER 03: STUDY HABITS AND TEST-TAKING SKILLS ........................................................................ 19
UNIT TWO: THE PROFESSION AND DISCIPLINE OF REGISTERED NURSING .............................................. 26
CHAPTER 04: DISTINGUISHING THE RN ROLE FROM THE LPN/LVN ROLE ............................................ 26
CHAPTER 05: USING NURSING THEORY TO GUIDE PROFESSIONAL PRACTICE ..................................... 38
CHAPTER 06: PROVIDING PATIENT-CENTERED CARE THROUGH THE NURSING PROCESS .................. 50
CHAPTER 07: CRITICAL AND DIAGNOSTIC THINKING FOR BETTER CLINICAL JUDGMENT ................... 65
UNIT THREE: THE RN AS A PROVIDER OF CARE ......................................................................................... 77
CHAPTER 08: PRACTICING EVIDENCE-BASED DECISION MAKING ........................................................ 77
CHAPTER 09: COMMUNICATING WITH PATIENTS AND CO-WORKERS ................................................ 92
CHAPTER 10: TEACHING PATIENTS AND THEIR FAMILIES ................................................................... 104
CHAPTER 11: THE NURSES, IDEAS, AND FORCES THAT DEFINE THE PROFESSION ............................. 117
CHAPTER 12: UPHOLDING LEGAL AND ETHICAL PRINCIPLES .............................................................. 124
CHAPTER 13: CARE AND SAFETY STANDARDS, COMPETENCE, AND NURSE ACCOUNTABILITY ........ 140
UNIT FOUR: THE RN AS MANAGER OF CARE ........................................................................................... 150
CHAPTER 14: LEADING, DELEGATING, AND COLLABORATING ........................................................... 150
CHAPTER 15: PROMOTING HEALTHFUL LIVING IN THE PRIMARY CARE SETTING ............................. 163
CHAPTER 16: MANAGING CARE IN SECONDARY AND TERTIARY HEALTH CARE ................................ 176
CHAPTER 17: REFLECTING ON YOUR TRANSITION .............................................................................. 185
CHAPTER 18: PASSING THE NCLEX-RN ................................................................................................ 198
UNIT ONE: ESSENTIAL SKILLS TO BEGIN YOUR TRANSITION
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.”
ANSWER: 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
ANSWER: 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.”
ANSWER: 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
ANSWER: 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
