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