Test Bank
LPN To RN Transitions
By Lora Claywell
6th Edition
,Table Of Content
Unit One Essential Skills To Begin Your Transition
1. Honoring Your Past, Planning Your Future
2. Assessing Yourself And Designing Success
3. Study Habits And Test-Taking Skills
Unit Two The Profession And Discipline Of Registered Nursing
4. Distinguishing The Role Of The Registered Nurse
5. Using Nursing Theory To Guide Professional Practice
6. Providing Patient-Centered Care Through The Nursing Process
7. Critical And Diagnostic Thinking For Better Clinical Judgment
Unit Three The Rn As A Provider Of Care
8. Practicing Evidence-Based Decision Making
9. Communicating With Patients And Coworkers
10. Teaching Patients And Their Families
11. The Nurses, Ideas, And Forces That Define The Profession
12. Upholding Legal And Ethical Principles
13. Care And Safety Standards, Competence, And Nurse Accountability
Unit Four The Rn As Manager Of Care
14. Leading, Delegating, And Collaborating
15. Promoting Healthful Living In The Primary Care Setting
16. Managing Care In Secondary And Tertiary Health Care
Unit Five Putting It All Together
17. Reflecting On Your Transition
18. Passing The Nclex-Rn®
,Chapter 01: Honoring Your Past, Planning Your Future Claywel
L: LPN To RN Transitions, 6th Edition
Multiple choice
1. A nursing advisor is meeting with a student who is interested in earning her rn degree. S he
knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nur
sing school to become rns come into the learning environment with prior knowledge an d
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 mo
tivation, but it can also be a barrier. Experience can serve as a foundation for defining the sel
f.
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 c
an stay home and study. She is considering skipping her exercise class on thursday morni ng
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 th
e 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 forces are those that push toward making the change, as opposed to restraining force
s, which are those that usually present a challenge that needs to be overcome for the change
to take place or present a negative effect the change may initiate.
Dif: cognitive level: application
Obj: identify motivations and personal outcome priorities for returning to school.
Top: motivations for change
4. An rn is caring for a diabetic patient. The patient appears interested in changing her lifesty le
and has been asking questions about eating better. The nurse can interpret this behavior as
which stage of lewin‘s change theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: b
The patient is in the first phase of lewin‘s change theory, known as unfreezing. This phas e
involves determining that a change needs to occur and deciding to take action. Moving is the
second phase and involves actively planning changes and taking action on them. Refreezi ng
is the last stage, and it occurs when the change has become a part of the person‘s life.
Dif: cognitive level: analysis
Obj: understand change theory and how it applies to becoming an rn. Top:
change theory
5. An LPN is talking with her clinical instructor about her decision to return to school to beco
me an rn. The clinical instructor innterprets the LPNs outcome priority based on which state
ment?
a. ―my family wanted me to go back to school.‖
b. ―i want to better my financial situation.‖
c. ―i really enjoy school.‖
d. ―i would like to advance to a teaching role someday.‖
ANS: b
The outcome priority is the essential need that must be addressed, determined by internal an
d external factors, such as needing to better a financial situation. The other statements indi
cate reasons for returning to school, but they are not essential needs or issues to be addres
sed.
Dif: cognitive level: analysis
Obj: identify how experiences influence learning in adults. Top: adult learning
6. A nurse notices a posting for a management position for which she is qualified. If the nurse
is in the moving phase of lewin‘s change theory, which statement reflects the action she is
most likely to take?
a. Does nothing to obtain the position
b. Applies for the position
c. Identifies that change is needed
d. Settles into the routine of her job
ANS: b
LPN To RN Transitions
By Lora Claywell
6th Edition
,Table Of Content
Unit One Essential Skills To Begin Your Transition
1. Honoring Your Past, Planning Your Future
2. Assessing Yourself And Designing Success
3. Study Habits And Test-Taking Skills
Unit Two The Profession And Discipline Of Registered Nursing
4. Distinguishing The Role Of The Registered Nurse
5. Using Nursing Theory To Guide Professional Practice
6. Providing Patient-Centered Care Through The Nursing Process
7. Critical And Diagnostic Thinking For Better Clinical Judgment
Unit Three The Rn As A Provider Of Care
8. Practicing Evidence-Based Decision Making
9. Communicating With Patients And Coworkers
10. Teaching Patients And Their Families
11. The Nurses, Ideas, And Forces That Define The Profession
12. Upholding Legal And Ethical Principles
13. Care And Safety Standards, Competence, And Nurse Accountability
Unit Four The Rn As Manager Of Care
14. Leading, Delegating, And Collaborating
15. Promoting Healthful Living In The Primary Care Setting
16. Managing Care In Secondary And Tertiary Health Care
Unit Five Putting It All Together
17. Reflecting On Your Transition
18. Passing The Nclex-Rn®
,Chapter 01: Honoring Your Past, Planning Your Future Claywel
L: LPN To RN Transitions, 6th Edition
Multiple choice
1. A nursing advisor is meeting with a student who is interested in earning her rn degree. S he
knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nur
sing school to become rns come into the learning environment with prior knowledge an d
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 mo
tivation, but it can also be a barrier. Experience can serve as a foundation for defining the sel
f.
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 c
an stay home and study. She is considering skipping her exercise class on thursday morni ng
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 th
e 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 forces are those that push toward making the change, as opposed to restraining force
s, which are those that usually present a challenge that needs to be overcome for the change
to take place or present a negative effect the change may initiate.
Dif: cognitive level: application
Obj: identify motivations and personal outcome priorities for returning to school.
Top: motivations for change
4. An rn is caring for a diabetic patient. The patient appears interested in changing her lifesty le
and has been asking questions about eating better. The nurse can interpret this behavior as
which stage of lewin‘s change theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: b
The patient is in the first phase of lewin‘s change theory, known as unfreezing. This phas e
involves determining that a change needs to occur and deciding to take action. Moving is the
second phase and involves actively planning changes and taking action on them. Refreezi ng
is the last stage, and it occurs when the change has become a part of the person‘s life.
Dif: cognitive level: analysis
Obj: understand change theory and how it applies to becoming an rn. Top:
change theory
5. An LPN is talking with her clinical instructor about her decision to return to school to beco
me an rn. The clinical instructor innterprets the LPNs outcome priority based on which state
ment?
a. ―my family wanted me to go back to school.‖
b. ―i want to better my financial situation.‖
c. ―i really enjoy school.‖
d. ―i would like to advance to a teaching role someday.‖
ANS: b
The outcome priority is the essential need that must be addressed, determined by internal an
d external factors, such as needing to better a financial situation. The other statements indi
cate reasons for returning to school, but they are not essential needs or issues to be addres
sed.
Dif: cognitive level: analysis
Obj: identify how experiences influence learning in adults. Top: adult learning
6. A nurse notices a posting for a management position for which she is qualified. If the nurse
is in the moving phase of lewin‘s change theory, which statement reflects the action she is
most likely to take?
a. Does nothing to obtain the position
b. Applies for the position
c. Identifies that change is needed
d. Settles into the routine of her job
ANS: b
