TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
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TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
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Chapter 01: Honoring Your Past, Planning Your Future Claywel
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l: LPN to RN Transitions, 6th Edition
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MULTIPLE CHOICE mf
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. S
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he knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nur
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sing school to become RNs come into the learning environment with prior knowledg
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e an d understanding. Which statement by the nursing advisor best describes her understan
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ding of the effect experience may have on learning?
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a. ―Experience may be a source of insight and motivation, or a barrier.‖ mf mf mf mf mf mf mf mf mf mf mf
b. ―Experience is usually a stumbling block for LPN/LVNs.‖ mf mf mf mf mf mf mf
c. ―Experience never makes learning more difficult.‖ mf mf mf mf mf
d. ―Once something is learned, it can never be truly modified.‖ mf mf mf mf mf mf mf mf mf
ANS: A m f
Experience accentuates differences among learners and serves as a source of insight and mo t
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ivation, but it can also be a barrier. Experience can serve as a foundation for defining the sel
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f.
DIF: m f m f Cognitive Level: Application mf mf
OBJ: m f m Identify how experiences influence learning in adults.
f mf mf mf mf mf mf m f m f m f TOP: m f Adult Learning mf
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday n
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ight. The student has already taken a vacation day from work Thursday night so that she c
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an stay home and study. She is considering skipping her exercise class on Thursday morni
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ng to go to the library to prepare for the test. Which response best identifies the student‘s
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outcome priority? mf
a. Exercise class mf
b. Going to the library mf mf mf
c. Avoiding work by taking a vacation mf mf mf mf mf
d. Doing well on the test on Friday mf mf mf mf mf mf
ANS: D m f
The outcome priority is the essential issue or need to be addressed at any given time withi
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n a set of conditions or circumstances.
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DIF: Cognitive Level: Application mf mf
OBJ: Identify motivations and personal outcome priorities for returning to school. T
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OP: Motivation to Learn
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3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discus
mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf
s th e possibility of taking classes to become an RN. The advisor interprets which stateme
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nt by the nurse as the driving force for returning to school?
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a. ―I‘ll need to schedule time to attend classes.‖ mf mf mf mf mf mf mf
b. ―I‘ll have to budget for paying tuition.‖ mf mf mf mf mf mf
c. ―I‘ll have to rearranging my schedule.‖ mf mf mf mf mf
d. ―There is a possibility of advancement into administration.‖ mf mf mf mf mf mf mf
ANS: D m f
TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
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Driving forces are those that push toward making the change, as opposed to restraining force
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s, which are those that usually present a challenge that needs to be overcome for the change
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m to take place or present a negative effect the change may initiate.
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DIF: Cognitive Level: Application
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OBJ: Identify motivations and personal outcome priorities for returning to school. T
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OP: Motivations for Change
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4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifesty
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le and has been asking questions about eating better. The nurse can interpret this behavi
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or as which stage of Lewin‘s Change Theory?
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a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B m f
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This p
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has e involves determining that a change needs to occur and deciding to take action. Moving
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is the second phase and involves actively planning changes and taking action on them. Refre
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ezi ng is the last stage, and it occurs when the change has become a part of the perso
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n‘s life. mf
DIF: Cognitive Level: Analysis mf mf
OBJ: Understand Change Theory and how it applies to becoming an RN.
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TOP: Change Theory
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5. An LPN is talking with her clinical instructor about her decision to return to school to beco
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me an RN. The clinical instructor iNnterprets the LPNs outcome priority based on which state
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ment?
a. ―My family wanted me to go back to school.‖ mf mf mf mf mf mf mf mf
b. ―I want to better my financial situation.‖
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c. ―I really enjoy school.‖ mf mf mf
d. ―I would like to advance to a teaching role someday.‖
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ANS: B m f
The outcome priority is the essential need that must be addressed, determined by internal a
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n d external factors, such as needing to better a financial situation. The other statements in
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di cate reasons for returning to school, but they are not essential needs or issues to be addre
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s sed.
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DIF: m f m f m f Cognitive Level: Analysis mf mf
OBJ: m f m f Identify how experiences influence learning in adults.
mf mf mf mf mf mf TOP: m fm f Adult Learning mf
6. A nurse notices a posting for a management position for which she is qualified. If the nurse
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is in the moving phase of Lewin‘s Change Theory, which statement reflects the action she
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is most likely to take?
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a. Does nothing to obtain the position mf mf mf mf mf
b. Applies for the position mf mf mf
c. Identifies that change is needed mf mf mf mf
d. Settles into the routine of her job mf mf mf mf mf mf
ANS: B m f
TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
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Unfreezing begins when reasons for change are identified. The moving phase involves active
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planning and action. Moving also means you are dealing with both positive and negative fo
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rces as they ebb and flow, and you are making modifications to your plan as needed.
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Refreezing occurs after the change has become routine. mf mf mf mf mf mf mf
DIF: Cognitive Level: Application
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OBJ: Understand Change Theory and how it applies to becoming an RN.
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TOP: Change Theory
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7. The RN is talking with the unit manager about ways to improve patient care. The manager i
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ntroduces the concept of a co h No rt. Which statement by the RN indicates that the teaching ha s
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been effective? mf
a. ―A cohort is a web of connections‖. mf mf mf mf mf mf
b. ―A cohort is a group of people who share common experiences with each other‖.
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c. ―A cohort is a group linked together for common purposes‖.
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d. ―A cohort consists of groups of individuals that make up a whole‖.
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ANS: B m f
A cohort is a group of people who share common experiences with each other. A scheme is
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a web of connections, a team is a group linked together for common purposes, and a unit c
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onsists of groups or individuals that make up a whole.
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DIF: m f m f Cognitive Level: Evaluation mf mf
OBJ: m f m Identify how experiences influence learning in adults.
f mf mf mf mf mf mf m f m f m f TOP: m f Adult Learning mf
8. An Orthopedic Nurse is contemplating changes in her professional life and identifying goal
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s. Which action should the nurse take if she is interested in pursuing a long-term goal?
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a. Studies for a telemetry exam scheduled for next week mf mf mf mf mf mf mf mf
b. Enrolls in a Nurse Practitioner program mf mf mf mf mf
c. Attends a seminar to become a charge nurse mf mf mf mf mf mf mf
d. Continues to work on the orthopedic floor full-time mf mf mf mf mf mf mf
ANS: B m f
A short-term goal is one that can be attained in a period of 6 months or less. Short-
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term goals include becoming a charge nurse and passing the telemetry exam. A lon
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g-
term goal is attained in greater than 6 months and includes studying to become a Nurse Pra
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ctitioner. Continuing to work on the orthopedic floor does not represent either a sho
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rt- term or a long-term goal.
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DIF:
Cognitive Level: Application mf mf
OBJ: Identify both short-
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and long-
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term personal and professional goals. TOP:
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9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by one
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of the RNs indicates that teaching has been effective?
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a. ―Experience is a stepping stone to new learning‖. mf mf mf mf mf mf mf
b. ―Experience can be a barrier to new learning‖. mf mf mf mf mf mf mf
c. ―Experience can be an avenue to new learning‖. mf mf mf mf mf mf mf
d. ―Experience can be a detour to new learning‖. mf mf mf mf mf mf mf
ANS: B m f
Experience accentuates differences among learners, serves as a source of insight and motiva
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TESTBANKWORLD.ORG
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TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
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Chapter 01: Honoring Your Past, Planning Your Future Claywel
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l: LPN to RN Transitions, 6th Edition
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MULTIPLE CHOICE mf
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. S
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he knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nur
mf mf mf mf mf mf mf mf mf mf mf
sing school to become RNs come into the learning environment with prior knowledg
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e an d understanding. Which statement by the nursing advisor best describes her understan
mf mf mf mf mf mf mf mf mf mf mf mf mf
ding of the effect experience may have on learning?
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a. ―Experience may be a source of insight and motivation, or a barrier.‖ mf mf mf mf mf mf mf mf mf mf mf
b. ―Experience is usually a stumbling block for LPN/LVNs.‖ mf mf mf mf mf mf mf
c. ―Experience never makes learning more difficult.‖ mf mf mf mf mf
d. ―Once something is learned, it can never be truly modified.‖ mf mf mf mf mf mf mf mf mf
ANS: A m f
Experience accentuates differences among learners and serves as a source of insight and mo t
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ivation, but it can also be a barrier. Experience can serve as a foundation for defining the sel
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f.
DIF: m f m f Cognitive Level: Application mf mf
OBJ: m f m Identify how experiences influence learning in adults.
f mf mf mf mf mf mf m f m f m f TOP: m f Adult Learning mf
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday n
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ight. The student has already taken a vacation day from work Thursday night so that she c
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an stay home and study. She is considering skipping her exercise class on Thursday morni
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ng to go to the library to prepare for the test. Which response best identifies the student‘s
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outcome priority? mf
a. Exercise class mf
b. Going to the library mf mf mf
c. Avoiding work by taking a vacation mf mf mf mf mf
d. Doing well on the test on Friday mf mf mf mf mf mf
ANS: D m f
The outcome priority is the essential issue or need to be addressed at any given time withi
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n a set of conditions or circumstances.
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DIF: Cognitive Level: Application mf mf
OBJ: Identify motivations and personal outcome priorities for returning to school. T
mf mf mf mf mf mf mf mf mf mf mf
OP: Motivation to Learn
m f mf mf
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discus
mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf
s th e possibility of taking classes to become an RN. The advisor interprets which stateme
mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf
nt by the nurse as the driving force for returning to school?
mf mf mf mf mf mf mf mf mf mf mf
a. ―I‘ll need to schedule time to attend classes.‖ mf mf mf mf mf mf mf
b. ―I‘ll have to budget for paying tuition.‖ mf mf mf mf mf mf
c. ―I‘ll have to rearranging my schedule.‖ mf mf mf mf mf
d. ―There is a possibility of advancement into administration.‖ mf mf mf mf mf mf mf
ANS: D m f
TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
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Driving forces are those that push toward making the change, as opposed to restraining force
mf mf mf mf mf mf mf mf mf mf mf mf mf mf
s, which are those that usually present a challenge that needs to be overcome for the change
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m to take place or present a negative effect the change may initiate.
f mf mf mf mf mf mf mf mf mf mf mf
DIF: Cognitive Level: Application
m f m f mf mf
OBJ: Identify motivations and personal outcome priorities for returning to school. T
mf mf mf mf mf mf mf mf mf mf mf
OP: Motivations for Change
m f mf mf
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifesty
mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf
le and has been asking questions about eating better. The nurse can interpret this behavi
mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf
or as which stage of Lewin‘s Change Theory?
mf mf mf mf mf mf mf
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B m f
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This p
mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf
has e involves determining that a change needs to occur and deciding to take action. Moving
mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf
is the second phase and involves actively planning changes and taking action on them. Refre
m f mf mf mf mf mf mf mf mf mf mf mf mf mf
ezi ng is the last stage, and it occurs when the change has become a part of the perso
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n‘s life. mf
DIF: Cognitive Level: Analysis mf mf
OBJ: Understand Change Theory and how it applies to becoming an RN.
mf mf mf mf mf mf mf mf mf mf mf
TOP: Change Theory
mf m f mf
5. An LPN is talking with her clinical instructor about her decision to return to school to beco
mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf
me an RN. The clinical instructor iNnterprets the LPNs outcome priority based on which state
mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf
ment?
a. ―My family wanted me to go back to school.‖ mf mf mf mf mf mf mf mf
b. ―I want to better my financial situation.‖
mf mf mf mf mf mf
c. ―I really enjoy school.‖ mf mf mf
d. ―I would like to advance to a teaching role someday.‖
mf mf mf mf mf mf mf mf mf
ANS: B m f
The outcome priority is the essential need that must be addressed, determined by internal a
mf mf mf mf mf mf mf mf mf mf mf mf mf mf
n d external factors, such as needing to better a financial situation. The other statements in
mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf
di cate reasons for returning to school, but they are not essential needs or issues to be addre
mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf
s sed.
m f
DIF: m f m f m f Cognitive Level: Analysis mf mf
OBJ: m f m f Identify how experiences influence learning in adults.
mf mf mf mf mf mf TOP: m fm f Adult Learning mf
6. A nurse notices a posting for a management position for which she is qualified. If the nurse
mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf m
is in the moving phase of Lewin‘s Change Theory, which statement reflects the action she
f mf mf mf mf mf mf mf mf mf mf mf mf mf mf
is most likely to take?
m f mf mf mf mf
a. Does nothing to obtain the position mf mf mf mf mf
b. Applies for the position mf mf mf
c. Identifies that change is needed mf mf mf mf
d. Settles into the routine of her job mf mf mf mf mf mf
ANS: B m f
TESTBANKWORLD.ORG
, TESTBANKFORLPNTORNTRANSITIONS6thEDITIONBYCLAYWELL
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m f
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m f
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m f
m
Unfreezing begins when reasons for change are identified. The moving phase involves active
mf mf mf mf mf mf mf mf mf mf mf mf
planning and action. Moving also means you are dealing with both positive and negative fo
mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf
rces as they ebb and flow, and you are making modifications to your plan as needed.
m f m f mf m f m f m f m f m f m f m f mf m f mf m f m f
Refreezing occurs after the change has become routine. mf mf mf mf mf mf mf
DIF: Cognitive Level: Application
m f m f mf mf
OBJ: Understand Change Theory and how it applies to becoming an RN.
mf mf mf mf mf mf mf mf mf mf mf
TOP: Change Theory
mf m f mf
7. The RN is talking with the unit manager about ways to improve patient care. The manager i
mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf
ntroduces the concept of a co h No rt. Which statement by the RN indicates that the teaching ha s
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been effective? mf
a. ―A cohort is a web of connections‖. mf mf mf mf mf mf
b. ―A cohort is a group of people who share common experiences with each other‖.
mf mf mf mf mf mf mf mf mf mf mf mf mf
c. ―A cohort is a group linked together for common purposes‖.
mf mf mf mf mf mf mf mf mf
d. ―A cohort consists of groups of individuals that make up a whole‖.
mf mf mf mf mf mf mf mf mf mf mf
ANS: B m f
A cohort is a group of people who share common experiences with each other. A scheme is
mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf
a web of connections, a team is a group linked together for common purposes, and a unit c
m f mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf
onsists of groups or individuals that make up a whole.
mf mf mf mf mf mf mf mf mf mf
DIF: m f m f Cognitive Level: Evaluation mf mf
OBJ: m f m Identify how experiences influence learning in adults.
f mf mf mf mf mf mf m f m f m f TOP: m f Adult Learning mf
8. An Orthopedic Nurse is contemplating changes in her professional life and identifying goal
mf mf mf mf mf mf mf mf mf mf mf mf
s. Which action should the nurse take if she is interested in pursuing a long-term goal?
mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf
a. Studies for a telemetry exam scheduled for next week mf mf mf mf mf mf mf mf
b. Enrolls in a Nurse Practitioner program mf mf mf mf mf
c. Attends a seminar to become a charge nurse mf mf mf mf mf mf mf
d. Continues to work on the orthopedic floor full-time mf mf mf mf mf mf mf
ANS: B m f
A short-term goal is one that can be attained in a period of 6 months or less. Short-
mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf
term goals include becoming a charge nurse and passing the telemetry exam. A lon
m f mf mf mf mf mf mf mf mf mf mf mf mf mf
g-
term goal is attained in greater than 6 months and includes studying to become a Nurse Pra
mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf mf
ctitioner. Continuing to work on the orthopedic floor does not represent either a sho
mf m f m f m f m f m f m f m f m f m f m f m f m f m f
rt- term or a long-term goal.
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DIF:
Cognitive Level: Application mf mf
OBJ: Identify both short-
mf mf mf mf
and long-
mf zx
term personal and professional goals. TOP:
mf mf mf mf mf m f Setting Goals mf
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by one
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of the RNs indicates that teaching has been effective?
mf mf mf mf mf mf mf mf
a. ―Experience is a stepping stone to new learning‖. mf mf mf mf mf mf mf
b. ―Experience can be a barrier to new learning‖. mf mf mf mf mf mf mf
c. ―Experience can be an avenue to new learning‖. mf mf mf mf mf mf mf
d. ―Experience can be a detour to new learning‖. mf mf mf mf mf mf mf
ANS: B m f
Experience accentuates differences among learners, serves as a source of insight and motiva
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