1 of 123
TestBank for L
i i 3fi
, 2 of 123
PNtoRN Transi
i i 3fi
tions5th Editio i 3fi
nbyLora Clay
i i 3fi
well|All Chapte i 3fi
rs, Year-
i
2024|25
, 3 of 123
Chapter3 f 01:3 f Honoring3 f Your3 f Past,3 f Planning3 f Your3 f Future
MULTIPLE CHOICE oi
1. A3fnursing3fadvisor3fis3fmeeting3fwith3fa3fstudent3fwho3fis3finterested3fin3fearning3fher3fRN3fdegree.3fS
he3fknows3fthat3 f licensedpractical3 f nurse/license3 f vocational3 f nurse3 f (LPN/LVNs)3 f w
ho3 f enter3 f nursings chool 3fto3fbecome3fRNs3fcome3finto3fthe3flearning3fenvironment3fwith3fpri
oi
or3fknowledge3fand3funderstanding.3fWhich statement by3fthe nursing
advisor best describes
her3funderstanding3fof3 f the3 f effect3 f experience3 f may3 f have
3 f on3 f learning?
a. ―Experience3fmay3fbe3f a3fsource3 f of3finsight3f and3 f motivation,3f or3fa3f barrier.‖
b. ―Experience3 f is3 f usually3fa3 f stumbling3fblock3 f for3 f LPN/LVNs.‖
c. ―Experience3 f never3 f makes3flearning3 f more3fdifficult.‖
d. ―Once3 f something3 f is3 f learned,3 f it3 f can3 f never3 f be3 f truly3fmodified.‖
ANS:3 f A
Experience3faccentuates3 f differences3 f among3flearners3 f and3 f serves3 f as3 f a3fsource3 f of insight3 f and3 f i`kr
motivation,3fbut3fit3fcan3falso3fbea3fbarrier.3fExperience3fcan3fserve3 f as3fa3ffoundation3ffor3 f defining3fthe3
fself.
DIF:3fCognitive3 f Level: Application
OBJ:3f Identify3fhow3fexperiences3 f influence3 f 3 f learning3 f in3 f adults. TOP: 3fAdult3
oi f Learning
2. There3 f is3 f a3 f test3 f on3 f the3 f cardiovascular3 f system3 f on3 f Friday morning,3 f and3 f it3 f is3 f now oii `kr
3fWednesday3fnight.3 f The3 f student3 f has3 f already3 f taken3fa3 f vacation day3 f from work3 f Thur oii`kr oii `kr
sday3fnight3fso3 f that3 f she3fcan3 f stay3 f home3 f and3 f study.3 f 3 f She3 f 3 f is3 f 3 f consideringskippi
ng3 f 3 f her3 f 3 f exercise3 f 3 f class3 f 3 f on3 f Thursday3fmorning3 f to
N3fgo3fto3fthe3flibrary3fto3fprepare3ffor3fthe3ftest.3fWhich
response
3fbesti dentifies3 f the oi
student‘s3foutcomepriority? oi
a. Exercise class oi
b. Going3fto3 f the3 f library
c. Avoiding3 f work3 f by3ftaking3 f a vacation
d. Doing3fwell3 f on3 f the3 f test on 3fFriday ok
i r
ANS:3f D
The3f outcome3 f priority3fis the3fessential3 f issue3for3fneed3fto3fbe3 f addressed3 f at3fa
i`kr
ny3fgiven3ftime3 f within3 f aset3f 3 f 3 f of3f 3 f 3 f conditions3
o i o i f or3 f circumstances.
DIF: Cognitive3fLevel:3 f Application
OBJ: Identify motivations3 f and3 f personal3f outcome3f priorities3f for
i`kr
3freturning to 3f school.3 f TOP:Motivation3 f to3 f Learn
oi oi `oik
3. A3fnurse who3fhas3fbeen3fan3fLPN/LVN3 f for3f103f years3fis3fmeeting3fwith3fan3 f advisor3fto3fdiscuss3fthe
i`kr
3 f possibility3 f of3ftaking3fclasses3fto3fbecome3fan3fRN.3fThe3fadvisor3finterprets3 f which3 f statement
oii`
3fby3fthe3fnurse3 f 3 f as3 f 3 f the3 f 3 f driving3 f 3 f force3 f 3 f for3 f 3 f returning3 f 3 f toschool?3 f 3 f a.3 f 3 f ―I‘ll3 f 3
f need3 f 3 f to3 f 3 f schedule3 f 3 f time3 f to3f 3 f 3 f attend o i
classes.‖
b. ―I‘ll have3fto budget3ffor3fpaying3ftuition.‖
oi oi
c. ―I‘ll3fhave3f to3 f rearranging3f myschedule.‖
d. ―There3 f is3 f a3f possibility3fof3 f advance
ment3fintoadministration.‖ANS:3 f D
oi
, 4 of 123
Driving3 f forces3 f are3 f those3 f that3 f push3 f toward3 f making3 f the3 f change,3 f as3 f oppos
ed3 f to3 f restraining3fforces,3 f whicha re 3fthose3fthatusually3fpresent3fa3fchallenge3fthat3fneeds3fto3fbe3f
oi
overcome3ffor3fthe3fchange3fto3ftake3fplace
orpresent3 f a3 f negative3 f effect3 f the3 f change3 f may3 f initiate.
DIF: Cognitive3fLevel:3fApplication
OBJ:
Identify3fmotivations3fand3 f personal3 f outcome3 f prioritie
s3 f for3freturningt o 3 f school.3 f TOP:Motivations3 f for3 f Chan
oi
ge
4. An3fRN3 f is3 f caring3 f for3 f a3 f diabetic3 f patient.3 f The3fpatient3 f appears3 f interested3 f in3 f chang
ing3 f her3flifestyle3 f andh as 3 f been3 f askingquestions3 f about3 f eating3 f better.3 f The
oi
3 f nurse3 f can3 f interpret3fthis3 f behavior3 f as3 f which3fstage3 f of3 f 3 f Lewin‘s3 f 3 f Cha
nge3 f Theory?3 f a.
Moving
b. Unfreezing
c. Action
d. Refreezing
ANS:3 f B3 f The3 f patient3 f is3 f in3 f the3 f first3 f phase3 f of3 f Lewin‘s3 f Change3 f Theory,3f 3 f 3f oi o i
3f known 3 f 3f 3f as3 f unfreezing.3fThis3fphase3 f involves3 f determining3fthat3fa3fchange3fneeds3fto3foccur3fand
oi o i
3fdeciding3fto 3 f take action. 3fMoving3fis3fthe3fsecond3fphase3fand3finvolves3factively3fplanning3fchanges3fa
oi oii`kr
nd3ftaking3faction3f on 3f them.3fRefreezing3fis3fthe3flast3fstage,3fand3fit3foccurs3 f when3fthe3fchange3fhas3fbe
kr oi oi
come3fapart3fof3fthe3 f person‘s 3f life. oi oi
DIF: Cognitive3fLevel:3fAnalysis
OBJ:3 f Understand3 f Change3fTheoryand3fhow3fit3 f applies3 f to3 f becoming an3 f R i`kr
N.3 f TOP:3fChangeTheory
5. An3fLPN3fis3 f talking3fwith3 f her3fclinical3 f instructor3 f about3fher3fdecision3 f 3f to3 f return3 f to3fscho oi oi
ol3fto3fbecome3fan3fRN.3fThe3fclinicalinstructor3finterprets3fthe3fLPNs 3 f outcome priority3fbase oi i`kr
d3fon3fwhich3fN3fstatement?
a. ―Myfamily3 f wanted3fme3 f to3 f go3 f 3 f back3 f 3 f to3 f school.‖
b. ―I3f want3fto3fbetter3f myfinancial3 f situation.‖
c. ―I3freallyenjoy3fschool.‖
d. ―I3f would3f like3fto3fadvance3fto3fa3fteaching role3fsomeday.‖ i`kr
ANS:3f B
The3foutcome3fpriority3fis3fthe3fessential need3fthat3fmust3fbe3faddressed,3fdetermined3fby3finternal3fand3
i`kr
fexternal3ffactors,3 f such3 f asneeding3f 3f 3f to3 f better3f 3 f 3 f a3 f financial3 f situation.3 f The3 f other3 f sta
o i o i
tements3 f indicate3freasonsf or3 f returning3fto3fschool,3 f but they 3fare3fnot3fessential3fneeds3for3fissue
oi o`i k r
s3fto3fbe3faddressed.
DIF:3 f Cognitive3 f Level:3f 3f 3 f Analysis3fOBJ:3fIdentify3fhow3fexperiences3 f influen
o i
ce3flearningin3fadults.TOP:3 f Adult3fLearning
6. A3fnurse3fnotices a3f posting3ffor3fa3fmanagement3fposition3ffor3fwhich3fshe3fis3fqualified.3fIf3fthe3fnurse3fis
oi` kr i`kr
in3f the3f moving 3fphaseof3fLewin‘s3fChange3fTheory,3fwhich3 f statement3freflects3fthe3 f action3 f she3fis3 f most
i`kr i`k
likelyto take?
`kr i`kr
a. Does3fnothing3fto3 f obtain3 f the3f position
b. Applies3 f for3fthe3f position
c. Identifies3fthat 3f change3f is3fneeded
i
d. Settles3f into3f the3 f routine3 f of3 f her3 f job
ANS:3f B
Unfreezing3fbegins when reasons for change 3fare identified. The moving phase
involves3factive3fplanning3fand3faction.3fMoving3falso3 f means you 3fare dealing
with3fboth3fpositive and3fnegative 3fforces as3fthey3febb3fand3 f flow,3fand3 f you
are makingmodifications to your plan as3fneeded. Refreezing occurs
TestBank for L
i i 3fi
, 2 of 123
PNtoRN Transi
i i 3fi
tions5th Editio i 3fi
nbyLora Clay
i i 3fi
well|All Chapte i 3fi
rs, Year-
i
2024|25
, 3 of 123
Chapter3 f 01:3 f Honoring3 f Your3 f Past,3 f Planning3 f Your3 f Future
MULTIPLE CHOICE oi
1. A3fnursing3fadvisor3fis3fmeeting3fwith3fa3fstudent3fwho3fis3finterested3fin3fearning3fher3fRN3fdegree.3fS
he3fknows3fthat3 f licensedpractical3 f nurse/license3 f vocational3 f nurse3 f (LPN/LVNs)3 f w
ho3 f enter3 f nursings chool 3fto3fbecome3fRNs3fcome3finto3fthe3flearning3fenvironment3fwith3fpri
oi
or3fknowledge3fand3funderstanding.3fWhich statement by3fthe nursing
advisor best describes
her3funderstanding3fof3 f the3 f effect3 f experience3 f may3 f have
3 f on3 f learning?
a. ―Experience3fmay3fbe3f a3fsource3 f of3finsight3f and3 f motivation,3f or3fa3f barrier.‖
b. ―Experience3 f is3 f usually3fa3 f stumbling3fblock3 f for3 f LPN/LVNs.‖
c. ―Experience3 f never3 f makes3flearning3 f more3fdifficult.‖
d. ―Once3 f something3 f is3 f learned,3 f it3 f can3 f never3 f be3 f truly3fmodified.‖
ANS:3 f A
Experience3faccentuates3 f differences3 f among3flearners3 f and3 f serves3 f as3 f a3fsource3 f of insight3 f and3 f i`kr
motivation,3fbut3fit3fcan3falso3fbea3fbarrier.3fExperience3fcan3fserve3 f as3fa3ffoundation3ffor3 f defining3fthe3
fself.
DIF:3fCognitive3 f Level: Application
OBJ:3f Identify3fhow3fexperiences3 f influence3 f 3 f learning3 f in3 f adults. TOP: 3fAdult3
oi f Learning
2. There3 f is3 f a3 f test3 f on3 f the3 f cardiovascular3 f system3 f on3 f Friday morning,3 f and3 f it3 f is3 f now oii `kr
3fWednesday3fnight.3 f The3 f student3 f has3 f already3 f taken3fa3 f vacation day3 f from work3 f Thur oii`kr oii `kr
sday3fnight3fso3 f that3 f she3fcan3 f stay3 f home3 f and3 f study.3 f 3 f She3 f 3 f is3 f 3 f consideringskippi
ng3 f 3 f her3 f 3 f exercise3 f 3 f class3 f 3 f on3 f Thursday3fmorning3 f to
N3fgo3fto3fthe3flibrary3fto3fprepare3ffor3fthe3ftest.3fWhich
response
3fbesti dentifies3 f the oi
student‘s3foutcomepriority? oi
a. Exercise class oi
b. Going3fto3 f the3 f library
c. Avoiding3 f work3 f by3ftaking3 f a vacation
d. Doing3fwell3 f on3 f the3 f test on 3fFriday ok
i r
ANS:3f D
The3f outcome3 f priority3fis the3fessential3 f issue3for3fneed3fto3fbe3 f addressed3 f at3fa
i`kr
ny3fgiven3ftime3 f within3 f aset3f 3 f 3 f of3f 3 f 3 f conditions3
o i o i f or3 f circumstances.
DIF: Cognitive3fLevel:3 f Application
OBJ: Identify motivations3 f and3 f personal3f outcome3f priorities3f for
i`kr
3freturning to 3f school.3 f TOP:Motivation3 f to3 f Learn
oi oi `oik
3. A3fnurse who3fhas3fbeen3fan3fLPN/LVN3 f for3f103f years3fis3fmeeting3fwith3fan3 f advisor3fto3fdiscuss3fthe
i`kr
3 f possibility3 f of3ftaking3fclasses3fto3fbecome3fan3fRN.3fThe3fadvisor3finterprets3 f which3 f statement
oii`
3fby3fthe3fnurse3 f 3 f as3 f 3 f the3 f 3 f driving3 f 3 f force3 f 3 f for3 f 3 f returning3 f 3 f toschool?3 f 3 f a.3 f 3 f ―I‘ll3 f 3
f need3 f 3 f to3 f 3 f schedule3 f 3 f time3 f to3f 3 f 3 f attend o i
classes.‖
b. ―I‘ll have3fto budget3ffor3fpaying3ftuition.‖
oi oi
c. ―I‘ll3fhave3f to3 f rearranging3f myschedule.‖
d. ―There3 f is3 f a3f possibility3fof3 f advance
ment3fintoadministration.‖ANS:3 f D
oi
, 4 of 123
Driving3 f forces3 f are3 f those3 f that3 f push3 f toward3 f making3 f the3 f change,3 f as3 f oppos
ed3 f to3 f restraining3fforces,3 f whicha re 3fthose3fthatusually3fpresent3fa3fchallenge3fthat3fneeds3fto3fbe3f
oi
overcome3ffor3fthe3fchange3fto3ftake3fplace
orpresent3 f a3 f negative3 f effect3 f the3 f change3 f may3 f initiate.
DIF: Cognitive3fLevel:3fApplication
OBJ:
Identify3fmotivations3fand3 f personal3 f outcome3 f prioritie
s3 f for3freturningt o 3 f school.3 f TOP:Motivations3 f for3 f Chan
oi
ge
4. An3fRN3 f is3 f caring3 f for3 f a3 f diabetic3 f patient.3 f The3fpatient3 f appears3 f interested3 f in3 f chang
ing3 f her3flifestyle3 f andh as 3 f been3 f askingquestions3 f about3 f eating3 f better.3 f The
oi
3 f nurse3 f can3 f interpret3fthis3 f behavior3 f as3 f which3fstage3 f of3 f 3 f Lewin‘s3 f 3 f Cha
nge3 f Theory?3 f a.
Moving
b. Unfreezing
c. Action
d. Refreezing
ANS:3 f B3 f The3 f patient3 f is3 f in3 f the3 f first3 f phase3 f of3 f Lewin‘s3 f Change3 f Theory,3f 3 f 3f oi o i
3f known 3 f 3f 3f as3 f unfreezing.3fThis3fphase3 f involves3 f determining3fthat3fa3fchange3fneeds3fto3foccur3fand
oi o i
3fdeciding3fto 3 f take action. 3fMoving3fis3fthe3fsecond3fphase3fand3finvolves3factively3fplanning3fchanges3fa
oi oii`kr
nd3ftaking3faction3f on 3f them.3fRefreezing3fis3fthe3flast3fstage,3fand3fit3foccurs3 f when3fthe3fchange3fhas3fbe
kr oi oi
come3fapart3fof3fthe3 f person‘s 3f life. oi oi
DIF: Cognitive3fLevel:3fAnalysis
OBJ:3 f Understand3 f Change3fTheoryand3fhow3fit3 f applies3 f to3 f becoming an3 f R i`kr
N.3 f TOP:3fChangeTheory
5. An3fLPN3fis3 f talking3fwith3 f her3fclinical3 f instructor3 f about3fher3fdecision3 f 3f to3 f return3 f to3fscho oi oi
ol3fto3fbecome3fan3fRN.3fThe3fclinicalinstructor3finterprets3fthe3fLPNs 3 f outcome priority3fbase oi i`kr
d3fon3fwhich3fN3fstatement?
a. ―Myfamily3 f wanted3fme3 f to3 f go3 f 3 f back3 f 3 f to3 f school.‖
b. ―I3f want3fto3fbetter3f myfinancial3 f situation.‖
c. ―I3freallyenjoy3fschool.‖
d. ―I3f would3f like3fto3fadvance3fto3fa3fteaching role3fsomeday.‖ i`kr
ANS:3f B
The3foutcome3fpriority3fis3fthe3fessential need3fthat3fmust3fbe3faddressed,3fdetermined3fby3finternal3fand3
i`kr
fexternal3ffactors,3 f such3 f asneeding3f 3f 3f to3 f better3f 3 f 3 f a3 f financial3 f situation.3 f The3 f other3 f sta
o i o i
tements3 f indicate3freasonsf or3 f returning3fto3fschool,3 f but they 3fare3fnot3fessential3fneeds3for3fissue
oi o`i k r
s3fto3fbe3faddressed.
DIF:3 f Cognitive3 f Level:3f 3f 3 f Analysis3fOBJ:3fIdentify3fhow3fexperiences3 f influen
o i
ce3flearningin3fadults.TOP:3 f Adult3fLearning
6. A3fnurse3fnotices a3f posting3ffor3fa3fmanagement3fposition3ffor3fwhich3fshe3fis3fqualified.3fIf3fthe3fnurse3fis
oi` kr i`kr
in3f the3f moving 3fphaseof3fLewin‘s3fChange3fTheory,3fwhich3 f statement3freflects3fthe3 f action3 f she3fis3 f most
i`kr i`k
likelyto take?
`kr i`kr
a. Does3fnothing3fto3 f obtain3 f the3f position
b. Applies3 f for3fthe3f position
c. Identifies3fthat 3f change3f is3fneeded
i
d. Settles3f into3f the3 f routine3 f of3 f her3 f job
ANS:3f B
Unfreezing3fbegins when reasons for change 3fare identified. The moving phase
involves3factive3fplanning3fand3faction.3fMoving3falso3 f means you 3fare dealing
with3fboth3fpositive and3fnegative 3fforces as3fthey3febb3fand3 f flow,3fand3 f you
are makingmodifications to your plan as3fneeded. Refreezing occurs
