,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 @duforces @duare @duthose @duthat @dupush @dutoward @dumaking @duthe @duchange, @duas @duopposed @duto
@durestraining @duforces, @duwhich @duare @duthose @duthat @duusually @dupresent @dua @duchallenge @duthat
@duneeds @duto @dube @duovercome @dufor @duthe @duchange @duto @dutake @duplace @duor @dupresent @dua @dunegative
@dueffect @duthe @duchange @dumay @duinitiate.
DIF: Cognitive @duLevel: @duApplication
OBJ: @duIdentify @dumotivations @duand @dupersonal @duoutcome @dupriorities @dufor
@dureturning @duto @duschool. @duTOP: @ d u Motivations @dufor @duChange
4. An @duRN @duis @ducaring @dufor @dua @dudiabetic @dupatient. @duThe @dupatient @duappears @duinterested @duin
@duchanging @duher @dulifestyle @duand @duhas @dubeen @duasking @duquestions @duabout @dueating @dubetter.
@duThe @dunurse @ducan @duinterpret @duthis @dubehavior @duas @duwhich @dustage @duof @duLewin’s @duChange
@duTheory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: @ d u B
The @dupatient @duis @duin @duthe @dufirst @duphase @duof @duLewin’s @duChange @duTheory, @duknown @duas
@duunfreezing. @duThis @duphase @duinvolves @dudetermining @duthat @dua @duchange @duneeds @duto @duoccur
@duand @dudeciding @duto @dutake @duaction. @duMoving @duis @duthe @dusecond @duphase @duand @duinvolves
@duactively @duplanning @duchanges @duand @dutaking @duaction @duon @duthem. @duRefreezing @duis @duthe @dulast
@dustage, @duand @duit @duoccurs @duwhen @duthe @duchange @duhas @dubecome @dua @dupart @duof @duthe @duperson’s
@dulife.
DIF: Cognitive @duLevel: @duAnalysis
OBJ: @ d u Understand @duChange @duTheory @duand @duhow @duit @duapplies @duto
@dubecoming @duan @duRN. @duTOP: @ d u Change @duTheory
5. An @duLPN @duis @dutalking @duwith @duher @duclinical @duinstructor @duabout @duher @dudecision @duto @dureturn
@duto @duschool @duto @dubecome @duan @duRN. @duThe @duclinical @duinstructor @duiN
nterprets @duthe @duLPNs
@duoutcome @dupriority @dubased @duon @duwhich @dustatement?
a. “My @dufamily @duwanted @dume @duto @dugo @duback @duto @duschool.”
b. “I @duwant @duto @dubetter @dumy @dufinancial @dusituation.”
c. “I @dureally @duenjoy @duschool.”
d. “I@duwould @dulike @duto @duadvance @duto @dua @duteaching @durole @dusomeday.”
ANS: @ d u B
The @duoutcome @dupriority @duis @duthe @duessential @duneed @duthat @dumust @dube @duaddressed, @dudetermined
@duby @duinternal @duand @duexternal @dufactors, @dusuch @duas @duneeding @duto @dubetter @dua @dufinancial
@dusituation. @duThe @duother @dustatements @duindicate @dureasons @dufor @dureturning @duto @duschool,
@dubut @duthey @duare @dunot @duessential @duneeds @duor @duissues @duto @dube @duaddressed.
DIF: @ d u Cognitive @duLevel: @duAnalysis
OBJ: @ d u @ d u Identify @duhow @duexperiences @duinfluence @dulearning @duin @duadults. @ d u @ d u @ d u TOP:
@ d u Adult @duLearning
6. A @dunurse @dunotices @dua @duposting @dufor @dua @dumanagement @duposition @dufor @duwhich @dushe @duis
@duqualified. @duIf @duthe @dunurse @duis @duin @duthe @dumoving @duphase @duof @duLewin’s @duChange
@duTheory, @duwhich @dustatement @dureflects @duthe @duaction @dushe @duis @dumost @dulikely @duto @dutake?
a. Does @dunothing @duto @duobtain @duthe @duposition
b. Applies @dufor @duthe @duposition
c. Identifies @duthat @duchange @duis @duneeded
d. Settles @duinto @duthe @duroutine @duof @duher @dujob
, ANS: @ d u B
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 @duforces @duare @duthose @duthat @dupush @dutoward @dumaking @duthe @duchange, @duas @duopposed @duto
@durestraining @duforces, @duwhich @duare @duthose @duthat @duusually @dupresent @dua @duchallenge @duthat
@duneeds @duto @dube @duovercome @dufor @duthe @duchange @duto @dutake @duplace @duor @dupresent @dua @dunegative
@dueffect @duthe @duchange @dumay @duinitiate.
DIF: Cognitive @duLevel: @duApplication
OBJ: @duIdentify @dumotivations @duand @dupersonal @duoutcome @dupriorities @dufor
@dureturning @duto @duschool. @duTOP: @ d u Motivations @dufor @duChange
4. An @duRN @duis @ducaring @dufor @dua @dudiabetic @dupatient. @duThe @dupatient @duappears @duinterested @duin
@duchanging @duher @dulifestyle @duand @duhas @dubeen @duasking @duquestions @duabout @dueating @dubetter.
@duThe @dunurse @ducan @duinterpret @duthis @dubehavior @duas @duwhich @dustage @duof @duLewin’s @duChange
@duTheory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: @ d u B
The @dupatient @duis @duin @duthe @dufirst @duphase @duof @duLewin’s @duChange @duTheory, @duknown @duas
@duunfreezing. @duThis @duphase @duinvolves @dudetermining @duthat @dua @duchange @duneeds @duto @duoccur
@duand @dudeciding @duto @dutake @duaction. @duMoving @duis @duthe @dusecond @duphase @duand @duinvolves
@duactively @duplanning @duchanges @duand @dutaking @duaction @duon @duthem. @duRefreezing @duis @duthe @dulast
@dustage, @duand @duit @duoccurs @duwhen @duthe @duchange @duhas @dubecome @dua @dupart @duof @duthe @duperson’s
@dulife.
DIF: Cognitive @duLevel: @duAnalysis
OBJ: @ d u Understand @duChange @duTheory @duand @duhow @duit @duapplies @duto
@dubecoming @duan @duRN. @duTOP: @ d u Change @duTheory
5. An @duLPN @duis @dutalking @duwith @duher @duclinical @duinstructor @duabout @duher @dudecision @duto @dureturn
@duto @duschool @duto @dubecome @duan @duRN. @duThe @duclinical @duinstructor @duiN
nterprets @duthe @duLPNs
@duoutcome @dupriority @dubased @duon @duwhich @dustatement?
a. “My @dufamily @duwanted @dume @duto @dugo @duback @duto @duschool.”
b. “I @duwant @duto @dubetter @dumy @dufinancial @dusituation.”
c. “I @dureally @duenjoy @duschool.”
d. “I@duwould @dulike @duto @duadvance @duto @dua @duteaching @durole @dusomeday.”
ANS: @ d u B
The @duoutcome @dupriority @duis @duthe @duessential @duneed @duthat @dumust @dube @duaddressed, @dudetermined
@duby @duinternal @duand @duexternal @dufactors, @dusuch @duas @duneeding @duto @dubetter @dua @dufinancial
@dusituation. @duThe @duother @dustatements @duindicate @dureasons @dufor @dureturning @duto @duschool,
@dubut @duthey @duare @dunot @duessential @duneeds @duor @duissues @duto @dube @duaddressed.
DIF: @ d u Cognitive @duLevel: @duAnalysis
OBJ: @ d u @ d u Identify @duhow @duexperiences @duinfluence @dulearning @duin @duadults. @ d u @ d u @ d u TOP:
@ d u Adult @duLearning
6. A @dunurse @dunotices @dua @duposting @dufor @dua @dumanagement @duposition @dufor @duwhich @dushe @duis
@duqualified. @duIf @duthe @dunurse @duis @duin @duthe @dumoving @duphase @duof @duLewin’s @duChange
@duTheory, @duwhich @dustatement @dureflects @duthe @duaction @dushe @duis @dumost @dulikely @duto @dutake?
a. Does @dunothing @duto @duobtain @duthe @duposition
b. Applies @dufor @duthe @duposition
c. Identifies @duthat @duchange @duis @duneeded
d. Settles @duinto @duthe @duroutine @duof @duher @dujob
, ANS: @ d u B
