@PROFDOCDIGITALLIBRARIES
TEST BANK
Test Bank for LPN to RN Transitions
Lora Claywell
6th Edition
PR
O
FD
O
C
LPN to RN Transitions, 6e Test Bank
,@PROFDOCDIGITALLIBRARIES
Claywell: LPN to RN Transitions, 6e Test Bank
Chapter 01: Honoring Your Past, Planning Your
Future
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?
PR
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
O
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
FD
defining the self.
DIF: Cognitive Level: Application
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
O
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
C
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 aset of conditions or circumstances.
LPN to RN Transitions, 6e Test Bank
,@PROFDOCDIGITALLIBRARIES
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 thenurse 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
PR
O
FD
O
C
LPN to RN Transitions, 6e Test Bank
, @PROFDOCDIGITALLIBRARIES
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
lifestyleand 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
PR
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
O
on them. Refreezing isthe last stage, and it occurs when the change has become a part
of the person’s life.
FD
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
O
becomean RN. The clinical instructor iN nterprets the LPNs outcome priority based on
which statement?
C
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 andexternal 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 isin the moving phase of Lewin’s Change Theory, which statement reflects the
LPN to RN Transitions, 6e Test Bank
TEST BANK
Test Bank for LPN to RN Transitions
Lora Claywell
6th Edition
PR
O
FD
O
C
LPN to RN Transitions, 6e Test Bank
,@PROFDOCDIGITALLIBRARIES
Claywell: LPN to RN Transitions, 6e Test Bank
Chapter 01: Honoring Your Past, Planning Your
Future
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?
PR
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
O
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
FD
defining the self.
DIF: Cognitive Level: Application
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
O
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
C
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 aset of conditions or circumstances.
LPN to RN Transitions, 6e Test Bank
,@PROFDOCDIGITALLIBRARIES
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 thenurse 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
PR
O
FD
O
C
LPN to RN Transitions, 6e Test Bank
, @PROFDOCDIGITALLIBRARIES
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
lifestyleand 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
PR
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
O
on them. Refreezing isthe last stage, and it occurs when the change has become a part
of the person’s life.
FD
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
O
becomean RN. The clinical instructor iN nterprets the LPNs outcome priority based on
which statement?
C
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 andexternal 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 isin the moving phase of Lewin’s Change Theory, which statement reflects the
LPN to RN Transitions, 6e Test Bank
