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