Test Bank For LPN to RN Transitions 6th Edition by Lora Claywell all chapters included graded A+ [2025!!]

TEST BANK for LPN to RN Transitions 6th
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Edition by Lora Claywell
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ALL CHAPTERS 1-18 WITH RATIONALES| A+ PASS
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1|P a g e
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, Chapter 01: Honoring Your Past, Planning Your Future v v v v v v v




v MULTIPLE CHOICE v




1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She knows
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that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nursing school to become
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RNs come into the learning environment with prior knowledge and understanding. Which statement by
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the nursing advisor best describes her understanding 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.‖
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b. ―Experience is usually a stumbling block for LPN/LVNs.‖ v v v v v v v




c. ―Experience never makes learning more difficult.‖ v v v v v




d. ―Once something is learned, it can never be truly modified.‖
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ANS: A v




Experience accentuates differences among learners and serves as a source of insight and motivation, but it
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can also be a barrier. Experience can serve as a foundation for defining the self.
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DIF: Cognitive Level: Application v v




OBJ: Identify how experiences influence learning in adults.
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2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday night. The
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student has already taken a vacation day from work Thursday night so that she can stay home and
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study. She is considering skipping her exercise class on Thursday morning to go to the library to prepare
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for the test. Which response best identifies the student‘s outcome priority?
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a. Exercise class v




b. Going to the library v v v




c. Avoiding work by taking a vacation v v v v v




d. Doing well on the test on Friday ANS: D
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The outcome priority is the essential issue or need to be addressed at any given time within a set of
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conditions or circumstances.
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DIF: Cognitive Level: Application v v




OBJ: Identify motivations and personal outcome priorities for returning to school. TOP: Motivation to
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Learn
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2|P a g e
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,3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the possibility
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of taking classes to become an RN. The advisor interprets which statement by the nurse as the driving
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force for returning to school?
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a. ―I‘ll need to schedule time to attend classes.‖
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b. ―I‘ll have to budget for paying tuition.‖
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c. ―I‘ll have to rearranging my schedule.‖
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d. ―There is a possibility of advancement into administration.‖
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ANS: D v




Driving forces are those that push toward making the change, as opposed to restraining forces, which are
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those that usually present a challenge that needs to be overcome for the change to take place or present
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a negative effect the change may initiate.
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DIF: Cognitive Level: Application v v




OBJ: Identify motivations and personal outcome priorities for returning to school. TOP: Motivations for
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Change
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4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyle and has
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been asking questions about eating better. The nurse can interpret this behavior as which stage of
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Lewin‘s Change Theory?
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a. Moving

b. Unfreezing

c. Action

d. Refreezing ANS: B v v




The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This phase involves
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determining that a change needs to occur and deciding to take action. Moving is the second phase and
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involves actively planning changes and taking action on them. Refreezing is the last stage, and it occurs
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when the change has become a part of the person‘s life.
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DIF: Cognitive Level: Analysis v v




OBJ: Understand Change Theory and how it applies to becoming an RN. TOP: Change Theory
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3|P a g e
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, 5. An LPN is talking with her clinical instructor about her decision to return to school to become an
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RN. The clinical instructor interprets the LPNs outcome priority based on which statement?
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a. ―My family wanted me to go back to school.‖
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b. ―I want to better my financial situation.‖
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c. ―I really enjoy school.‖
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d. ―I would like to advance to a teaching role someday.‖
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ANS: B v




The outcome priority is the essential need that must be addressed, determined by internal and external
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factors, such as needing to better a financial situation. The other statements indicate reasons for returning
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to school, but they are not essential needs or issues to be addressed.
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DIF: Cognitive Level: Analysis v v




OBJ: Identify how experiences influence learning in adults.
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6. A nurse notices a posting for a management position for which she is qualified. If the nurse is in the
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moving phase of Lewin‘s Change Theory, which statement reflects the action she is most likely to take?
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a. Does nothing to obtain the position
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b. Applies for the position v v v




c. Identifies that change is needed v v v v




d. Settles into the routine of her job ANS: B
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Unfreezing begins when reasons for change are identified. The moving phase involves active planning
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and action. Moving also means you are dealing with both positive and negative forces as they ebb
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and flow, and you are making modifications to your plan as needed.
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Refreezing occurs after the change has become routine.
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DIF:
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OBJ: Understand Change Theory and how it applies to becoming an RN. TOP: Change Theory
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7. An Orthopedic Nurse is contemplating changes in her professional life and identifying goals. Which
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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
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4|P a g e
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