TEST BANK FSOtuRviaL
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4TH EDITION
, TEST BANK FSOtuRviaL
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dNSS
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BY CLAYWELL ss
4TH EDITION
LPN TO RN TRANSITIONS 4th EDITION BY CLAYWELL
ss ss ss ss
s s
ss ss
TEST BANK ss
Chapter 01: Honoring Your Past, Planning Your
ss ss ss ss ss ss
FutureClaywell: LPN to RN Transitions, 4th
ss ss ss ss ss ss
Edition
ss
MULTIPLE
CHOICE
ss
1. A nursing advisor is meeting with a student who is interested in earning her RN
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
degree. Sheknows that licensed practical nurse/license vocational nurse
ss ss ss ss ss ss ss ss
(LPN/LVNs) who enter nursingschool to become RNs come into the learning
ss ss ss ss ss ss ss ss ss ss ss
environment with prior knowledge and understanding. Which statement by the
ss ss ss ss ss ss ss ss ss ss
nursing advisor best describes her understanding of the effect experience may have
ss ss ss ss ss ss ss ss ss ss ss ss
on learning?
ss ss
a. ―Experience may be a source of insight and motivation, or a barrier.‖ ss ss ss ss ss ss ss ss ss ss ss
b. ―Experience is usually a stumbling block for LPN/LVNs.‖ ss ss ss ss ss ss ss
c. ―Experience never makes learning more difficult.‖ ss ss ss ss ss
d. ―Once something is learned, it can never be truly modified.‖
ss ss ss ss ss ss ss ss ss
ANS: A ss
Experience accentuates differences among learners and serves as a source of insight
ss ss ss ss ss ss ss ss ss ss ss
and motivation, but it can also be a barrier. Experience can serve as a foundation
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
for defining theself.
ss ss ss
DIF: Cognitive Level: Application
s s ss ss
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
s s s s ss ss ss ss ss ss ss s s ss
2. There is a test on the cardiovascular system on Friday morning, and it is now
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
Wednesday night. The student has already taken a vacation day from work Thursday
ss ss ss ss ss ss ss ss ss ss ss ss ss
night so that she canstay home and study. She is considering skipping her exercise
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
class on Thursday morning to go to the library to prepare for the test. Which
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
response best identifies the student‘s outcome priority?
ss ss ss ss ss ss ss
a. Exercise class ss
b. Going to the library ss ss ss
c. Avoiding work by taking a vacation ss ss ss ss ss
d. Doing well on the test on Friday ss ss ss ss ss ss
ANS: D ss
The outcome priority is the essential issue or need to be addressed at any given time
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
within aset of conditions or circumstances.
ss ss ss ss ss ss
, TEST BANK FSOtuRviaL
ss
.cPN- TThOe MRarNketpTlaRcA
om eNtoSBI
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dNSS
ell ss ss ss s
BY CLAYWELL
ss
4TH EDITION
DIF: Cognitive Level: Application
s s ss ss
OBJ: Identify motivations and personal outcome priorities for
ss ss ss ss ss ss ss
returning to school.TOP: Motivation to Learn
ss ss ss s s ss ss
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
discuss the possibility of taking classes to become an RN. The advisor interprets
ss ss ss ss ss ss ss ss ss ss ss ss ss
which statement by thenurse as the driving force for returning to school?
ss ss ss ss ss ss ss ss ss ss ss ss
a. ―I‘ll need to schedule time to attend classes.‖
ss ss ss ss ss ss ss
b. ―I‘ll have to budget for paying tuition.‖
ss ss ss ss ss ss
c. ―I‘ll have to rearranging my schedule.‖
ss ss ss ss ss
d. ―There is a possibility of advancement into administration.‖
ss ss ss ss ss ss ss
ss ANS: D ss
, TEST BANK FSOtuRviaL
.cPN- TThOe MRarNketpTlaRcA
om ss
eNtoSBI
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dNSS
ell ss ss ss s
BY CLAYWELL ss
4TH EDITION
Stuvia.com - The Marketplace to Buy and Sell ss ss ss ss ss ss ss ss your Study Material
ss ss
Driving forces are those that push toward making the change, as opposed to
ss ss ss ss ss ss ss ss ss ss ss ss
restraining forces,which are those that usually present a challenge that needs to be
ss ss ss ss ss ss ss ss ss ss ss ss ss
overcome for the change to take place or present a negative effect the change may
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
initiate.
ss
DIF: Cognitive Level: Application
s s ss ss
OBJ: Identify motivations and personal outcome priorities for
ss ss ss ss ss ss ss
returning to school.TOP: Motivations for Change
ss ss ss s s ss ss
4. An RN is caring for a diabetic patient. The patient appears interested in changing her
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
lifestyleand has been asking questions about eating better. The nurse can interpret
ss ss ss ss ss ss ss ss ss ss ss ss
this behavior as which stage of Lewin‘s Change Theory?
ss ss ss ss ss ss ss ss ss
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B ss
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
phase involves determining that a change needs to occur and deciding to take
ss ss ss ss ss ss ss ss ss ss ss ss ss
action. Moving is the second phase and involves actively planning changes and
ss ss ss ss ss ss ss ss ss ss ss ss
taking action on them. Refreezing isthe last stage, and it occurs when the change has
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
become a part of the person‘s life.
ss ss ss ss ss ss ss
DIF: Cognitive Level: Analysis s s ss ss
OBJ: Understand Change Theory and how it applies to
ss ss ss ss ss ss ss ss
becoming an RN.TOP: Change Theory
ss ss ss s s ss
5. An LPN is talking with her clinical instructor about her decision to return to school to
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
becomean RN. The clinical instructor iNnt e r pret s the LPNs outcome priority based on
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
which statement?
ss ss
a. ―My family wanted me to go back to school.‖ ss ss ss ss ss ss ss ss
b. ―I want to better my financial situation.‖
ss ss ss ss ss ss
c. ―I really enjoy school.‖
ss ss ss
d. ―I would like to advance to a teaching role someday.‖
ss ss ss ss ss ss ss ss ss
ANS: B ss
The outcome priority is the essential need that must be addressed, determined by
ss ss ss ss ss ss ss ss ss ss ss ss
internal andexternal factors, such as needing to better a financial situation. The
ss ss ss ss ss ss ss ss ss ss ss ss
other statements indicate reasons for returning to school, but they are not essential
ss ss ss ss ss ss ss ss ss ss ss ss ss
needs or issues to be addressed.
ss ss ss ss ss ss
DIF: s s Cognitive Level: Analysis ss ss
OBJ: s s s s Identify how experiences influence learning in adults. TOP: Adult Learning
ss ss ss ss ss ss ss s s ss
6. A nurse notices a posting for a management position for which she is qualified. If the
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
ss nurse isin the moving phase of Lewin‘s Change Theory, which statement reflects
ss ss ss ss ss ss ss ss ss ss ss
ss the action she is most likely to take?
ss ss ss ss ss ss ss
ss
.cPN- TThOe MRarNketpTlaRcA
om ss ss eNtoSBI
ss uyTaInO
dNSS
sell BY CLAYWELL
ss
4TH EDITION
, TEST BANK FSOtuRviaL
.cPN- TThOe MRarNketpTlaRcA
om ss
eNtoSBI
uyTaInO
dNSS
ell ss ss ss s
BY CLAYWELL ss
4TH EDITION
LPN TO RN TRANSITIONS 4th EDITION BY CLAYWELL
ss ss ss ss
s s
ss ss
TEST BANK ss
Chapter 01: Honoring Your Past, Planning Your
ss ss ss ss ss ss
FutureClaywell: LPN to RN Transitions, 4th
ss ss ss ss ss ss
Edition
ss
MULTIPLE
CHOICE
ss
1. A nursing advisor is meeting with a student who is interested in earning her RN
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
degree. Sheknows that licensed practical nurse/license vocational nurse
ss ss ss ss ss ss ss ss
(LPN/LVNs) who enter nursingschool to become RNs come into the learning
ss ss ss ss ss ss ss ss ss ss ss
environment with prior knowledge and understanding. Which statement by the
ss ss ss ss ss ss ss ss ss ss
nursing advisor best describes her understanding of the effect experience may have
ss ss ss ss ss ss ss ss ss ss ss ss
on learning?
ss ss
a. ―Experience may be a source of insight and motivation, or a barrier.‖ ss ss ss ss ss ss ss ss ss ss ss
b. ―Experience is usually a stumbling block for LPN/LVNs.‖ ss ss ss ss ss ss ss
c. ―Experience never makes learning more difficult.‖ ss ss ss ss ss
d. ―Once something is learned, it can never be truly modified.‖
ss ss ss ss ss ss ss ss ss
ANS: A ss
Experience accentuates differences among learners and serves as a source of insight
ss ss ss ss ss ss ss ss ss ss ss
and motivation, but it can also be a barrier. Experience can serve as a foundation
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
for defining theself.
ss ss ss
DIF: Cognitive Level: Application
s s ss ss
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
s s s s ss ss ss ss ss ss ss s s ss
2. There is a test on the cardiovascular system on Friday morning, and it is now
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
Wednesday night. The student has already taken a vacation day from work Thursday
ss ss ss ss ss ss ss ss ss ss ss ss ss
night so that she canstay home and study. She is considering skipping her exercise
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
class on Thursday morning to go to the library to prepare for the test. Which
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
response best identifies the student‘s outcome priority?
ss ss ss ss ss ss ss
a. Exercise class ss
b. Going to the library ss ss ss
c. Avoiding work by taking a vacation ss ss ss ss ss
d. Doing well on the test on Friday ss ss ss ss ss ss
ANS: D ss
The outcome priority is the essential issue or need to be addressed at any given time
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
within aset of conditions or circumstances.
ss ss ss ss ss ss
, TEST BANK FSOtuRviaL
ss
.cPN- TThOe MRarNketpTlaRcA
om eNtoSBI
uyTaInO
dNSS
ell ss ss ss s
BY CLAYWELL
ss
4TH EDITION
DIF: Cognitive Level: Application
s s ss ss
OBJ: Identify motivations and personal outcome priorities for
ss ss ss ss ss ss ss
returning to school.TOP: Motivation to Learn
ss ss ss s s ss ss
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
discuss the possibility of taking classes to become an RN. The advisor interprets
ss ss ss ss ss ss ss ss ss ss ss ss ss
which statement by thenurse as the driving force for returning to school?
ss ss ss ss ss ss ss ss ss ss ss ss
a. ―I‘ll need to schedule time to attend classes.‖
ss ss ss ss ss ss ss
b. ―I‘ll have to budget for paying tuition.‖
ss ss ss ss ss ss
c. ―I‘ll have to rearranging my schedule.‖
ss ss ss ss ss
d. ―There is a possibility of advancement into administration.‖
ss ss ss ss ss ss ss
ss ANS: D ss
, TEST BANK FSOtuRviaL
.cPN- TThOe MRarNketpTlaRcA
om ss
eNtoSBI
uyTaInO
dNSS
ell ss ss ss s
BY CLAYWELL ss
4TH EDITION
Stuvia.com - The Marketplace to Buy and Sell ss ss ss ss ss ss ss ss your Study Material
ss ss
Driving forces are those that push toward making the change, as opposed to
ss ss ss ss ss ss ss ss ss ss ss ss
restraining forces,which are those that usually present a challenge that needs to be
ss ss ss ss ss ss ss ss ss ss ss ss ss
overcome for the change to take place or present a negative effect the change may
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
initiate.
ss
DIF: Cognitive Level: Application
s s ss ss
OBJ: Identify motivations and personal outcome priorities for
ss ss ss ss ss ss ss
returning to school.TOP: Motivations for Change
ss ss ss s s ss ss
4. An RN is caring for a diabetic patient. The patient appears interested in changing her
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
lifestyleand has been asking questions about eating better. The nurse can interpret
ss ss ss ss ss ss ss ss ss ss ss ss
this behavior as which stage of Lewin‘s Change Theory?
ss ss ss ss ss ss ss ss ss
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: B ss
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
phase involves determining that a change needs to occur and deciding to take
ss ss ss ss ss ss ss ss ss ss ss ss ss
action. Moving is the second phase and involves actively planning changes and
ss ss ss ss ss ss ss ss ss ss ss ss
taking action on them. Refreezing isthe last stage, and it occurs when the change has
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
become a part of the person‘s life.
ss ss ss ss ss ss ss
DIF: Cognitive Level: Analysis s s ss ss
OBJ: Understand Change Theory and how it applies to
ss ss ss ss ss ss ss ss
becoming an RN.TOP: Change Theory
ss ss ss s s ss
5. An LPN is talking with her clinical instructor about her decision to return to school to
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
becomean RN. The clinical instructor iNnt e r pret s the LPNs outcome priority based on
ss ss ss ss ss ss ss ss ss ss ss ss ss ss
which statement?
ss ss
a. ―My family wanted me to go back to school.‖ ss ss ss ss ss ss ss ss
b. ―I want to better my financial situation.‖
ss ss ss ss ss ss
c. ―I really enjoy school.‖
ss ss ss
d. ―I would like to advance to a teaching role someday.‖
ss ss ss ss ss ss ss ss ss
ANS: B ss
The outcome priority is the essential need that must be addressed, determined by
ss ss ss ss ss ss ss ss ss ss ss ss
internal andexternal factors, such as needing to better a financial situation. The
ss ss ss ss ss ss ss ss ss ss ss ss
other statements indicate reasons for returning to school, but they are not essential
ss ss ss ss ss ss ss ss ss ss ss ss ss
needs or issues to be addressed.
ss ss ss ss ss ss
DIF: s s Cognitive Level: Analysis ss ss
OBJ: s s s s Identify how experiences influence learning in adults. TOP: Adult Learning
ss ss ss ss ss ss ss s s ss
6. A nurse notices a posting for a management position for which she is qualified. If the
ss ss ss ss ss ss ss ss ss ss ss ss ss ss ss
ss nurse isin the moving phase of Lewin‘s Change Theory, which statement reflects
ss ss ss ss ss ss ss ss ss ss ss
ss the action she is most likely to take?
ss ss ss ss ss ss ss
