application. Students are encouraged to study theories and frameworks but also to keep up-to-date with current business trends. Case studies from leading businesses can be helpful, as they il
TEST BANK FOR
LPN to RN Transitions 5th Edition by Harrington
Chapter 1-18
Chapter 01: Honoring Your Past, Planning Your Future
MULTIPLE CHOICE
1. A nursing advisor is meeting with a student who is interested in earning her RN
degree. She knows that licensed practical nurse/license vocational nurse (LPN/LVNs)
who enter nursing school to become RNs come into the learning environment with
prior knowledge and 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
motivation, but it can also bea barrier. Experience can serve as a foundation for defining the
self.
DIF: Cognitive Level: Application
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
statutory law.Critical Thinking: Law students must think critically about the ethical implications of legal decisions and analyze the potential consequences of ls for applying theory
practical scenarios. Furthermore, students often practice writing answers to past exams under timed conditions to enhance their ability to structure responses effectively.___________
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 can stay home and study. She is consideringskipping her exercise
class on Thursday morning 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 aset 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 the
possibility of taking classes to become an RN. The advisor interprets which statement by
the nurse as the driving force for returning toschool? 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
forces, which are those thatusually 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
lifestyle and has been askingquestions 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
phase 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. Refreezing is the last stage, and it occurs when the change has become apart of the
person‘s life.
DIF: Cognitive Level: Analysis
OBJ: Understand Change Theory and how it applies to becoming an RN. TOP:
Change Theory
statutory law.Critical Thinking: Law students must think critically about the ethical implications of legal decisions and analyze the
application. Students are encouraged to study theories and frameworks but also to keep up-to-date with current business trends. Case
studies from leading businesses can be helpful, as they ilor applying theory to practical scenarios. Furthermore, students often practice
writing answers to past exams under timed conditions to enhance their ability to structure responses effectively._____________
5. An LPN is talking with her clinical instructor about her decision to return to school to
become an RN. The clinicalinstructor interprets the LPNs outcome priority based on
which statement?
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 and
external factors, such asneeding to better a financial situation. The other statements indicate
reasons for returning to school, but they are not essential needs or issues to be addressed.
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 phaseof 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
Unfreezing begins when reasons for change are identified. The moving phase involves active
planning and action. Moving also means you are dealing with both positive and negative forces
as they ebb and flow, and you are makingmodifications to your plan as needed. Refreezing
, occurs after the change has become routine.
DIF: Cognitive Level: Application
OBJ: Understand Change Theory and how it applies to becoming an RN. TOP:
Change Theory
7. An Orthopedic Nurse is contemplating changes in her professional life and
identifying goals. Which action should the nurse take if she is interested in
pursuing a long-term goal? a. Studies for atelemetry exam scheduled for
next week
b. Enrolls in a Nurse Practitioner program
c. Attends a seminar to become a charge nurse
d. Continues to work on the orthopedic floor full-time
ANS: B
A short-term goal is one that can be attained in a period of 6 months or less. Short-term
goals include becoming a charge nurse and passing the telemetry exam. A long-term goal is
attained in greater than 6 months and includes studying to become a Nurse Practitioner.
Continuing to work on the orthopedic floor does not represent either a short -term or a long-
term goal.
DIF: Cognitive Level: Application
OBJ: Identify both short- and long-term personal and professional goals.
TOP: SettingGoals application. Students are encouraged to study theories and frameworks but also to keep up-to-date with
current business trends. Case studies from leading businesses can be helpful, as they iltheory to practical scenarios. Furthermore, students
often practice writing answers to past exams under timed conditions to enhance their ability to structure responses
effectively._____________
8. The RN is talking with the unit manager about ways to improve patient care. The manager
introduces the concept ofa cohort. Which statement by the RN indicates that the teaching
has
been effective?
a. ―A cohort is a web of connections‖.
b. ―A cohort is a group of people who share common experiences with each other‖.
c. ―A cohort is a group linked together for common purposes‖.
d. ―A cohort consists of groups of individuals that make up a whole‖.
ANS: B
A cohort is a group of people who share common experiences with each other. A
scheme is a web of connections, ateam is a group linked together for common
purposes, and a unit consists of groups or individuals that make up a whole.
DIF: Cognitive Level: Evaluation
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by
one of the RNs indicates thatteaching has been effective?
a. ―Experience is a stepping stone to new learning‖.
b. ―Experience can be a barrier to new learning‖.
c. ―Experience can be an avenue to new learning‖.
d. ―Experience can be a detour to new learning‖.
ANS: B
Experience accentuates differences among learners, serves as a source of insight and
motivation, can be a barrier tonew learning, and serves as a foundation for defining the
self.
DIF: Cognitive Level: Evaluation
OBJ: Identify motivations and personal outcome priorities for returning to
school. TOP: AdultLearning
10. The nurse educator is presenting a lecture on experience and learning to a group of RNs.
, Which statement by one of the RNs indicates that teaching has been
effective? a. ―Experiencesalways help educational endeavors‖.
b. ―The process of unlearning is easier than the initial learning‖.
c. ―Learning can often be more difficult if previous knowledge is contradicted‖.
d. ―Experiences rarely serve the student in the learning process‖.
ANS: C
Experiences may either help or hinder both present and future educational endeavors
(Knowles et al., 2015). Experience may serve as a chain to which new learning may be linked,
making concepts understandable within your personal context. Conversely, some experiences
make learning more difficult in that newinformation may contradict previously accepted
information and make it necessary to unlearn it. The process of unlearning is more difficult
than initial learning.
DIF: Cognitive Level: Evaluation
OBJ: Delineate both positive and negative effect experiences. TOP: Adult Learning
application. Students are encouraged to study theories and frameworks but also to keep up-to-date with current business trends. Case studies from leading businesses can be helpful, as they ilFurthermore,
students often practice writing answers to past exams under timed conditions to enhance their ability to structure responses effectively._____________
MULTIPLE RESPONSE
1. A student nurse and the staff RN are discussing recent changes on the nursing unit. Which
of the following areexamples of change processes? ( Select all that apply.) a. Coercive
b. Collaborative
c. Technocratic
d. Planned
e. Organized
ANS: A, C, D
Coercive is a type of change that is forced or pushed on another. A decision for change
made by the most knowledgeable person is known as technocratic. Planned change
involves careful thought and decision-making.Collaborative and organized are not
considered to be types of change.
DIF: Cognitive Level: Application
OBJ: Understand Change Theory and how it applies to
becoming an RN.TOP: Change Theory
TEST BANK FOR
LPN to RN Transitions 5th Edition by Harrington
Chapter 1-18
Chapter 01: Honoring Your Past, Planning Your Future
MULTIPLE CHOICE
1. A nursing advisor is meeting with a student who is interested in earning her RN
degree. She knows that licensed practical nurse/license vocational nurse (LPN/LVNs)
who enter nursing school to become RNs come into the learning environment with
prior knowledge and 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
motivation, but it can also bea barrier. Experience can serve as a foundation for defining the
self.
DIF: Cognitive Level: Application
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
statutory law.Critical Thinking: Law students must think critically about the ethical implications of legal decisions and analyze the potential consequences of ls for applying theory
practical scenarios. Furthermore, students often practice writing answers to past exams under timed conditions to enhance their ability to structure responses effectively.___________
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 can stay home and study. She is consideringskipping her exercise
class on Thursday morning 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 aset 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 the
possibility of taking classes to become an RN. The advisor interprets which statement by
the nurse as the driving force for returning toschool? 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
forces, which are those thatusually 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
lifestyle and has been askingquestions 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
phase 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. Refreezing is the last stage, and it occurs when the change has become apart of the
person‘s life.
DIF: Cognitive Level: Analysis
OBJ: Understand Change Theory and how it applies to becoming an RN. TOP:
Change Theory
statutory law.Critical Thinking: Law students must think critically about the ethical implications of legal decisions and analyze the
application. Students are encouraged to study theories and frameworks but also to keep up-to-date with current business trends. Case
studies from leading businesses can be helpful, as they ilor applying theory to practical scenarios. Furthermore, students often practice
writing answers to past exams under timed conditions to enhance their ability to structure responses effectively._____________
5. An LPN is talking with her clinical instructor about her decision to return to school to
become an RN. The clinicalinstructor interprets the LPNs outcome priority based on
which statement?
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 and
external factors, such asneeding to better a financial situation. The other statements indicate
reasons for returning to school, but they are not essential needs or issues to be addressed.
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 phaseof 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
Unfreezing begins when reasons for change are identified. The moving phase involves active
planning and action. Moving also means you are dealing with both positive and negative forces
as they ebb and flow, and you are makingmodifications to your plan as needed. Refreezing
, occurs after the change has become routine.
DIF: Cognitive Level: Application
OBJ: Understand Change Theory and how it applies to becoming an RN. TOP:
Change Theory
7. An Orthopedic Nurse is contemplating changes in her professional life and
identifying goals. Which action should the nurse take if she is interested in
pursuing a long-term goal? a. Studies for atelemetry exam scheduled for
next week
b. Enrolls in a Nurse Practitioner program
c. Attends a seminar to become a charge nurse
d. Continues to work on the orthopedic floor full-time
ANS: B
A short-term goal is one that can be attained in a period of 6 months or less. Short-term
goals include becoming a charge nurse and passing the telemetry exam. A long-term goal is
attained in greater than 6 months and includes studying to become a Nurse Practitioner.
Continuing to work on the orthopedic floor does not represent either a short -term or a long-
term goal.
DIF: Cognitive Level: Application
OBJ: Identify both short- and long-term personal and professional goals.
TOP: SettingGoals application. Students are encouraged to study theories and frameworks but also to keep up-to-date with
current business trends. Case studies from leading businesses can be helpful, as they iltheory to practical scenarios. Furthermore, students
often practice writing answers to past exams under timed conditions to enhance their ability to structure responses
effectively._____________
8. The RN is talking with the unit manager about ways to improve patient care. The manager
introduces the concept ofa cohort. Which statement by the RN indicates that the teaching
has
been effective?
a. ―A cohort is a web of connections‖.
b. ―A cohort is a group of people who share common experiences with each other‖.
c. ―A cohort is a group linked together for common purposes‖.
d. ―A cohort consists of groups of individuals that make up a whole‖.
ANS: B
A cohort is a group of people who share common experiences with each other. A
scheme is a web of connections, ateam is a group linked together for common
purposes, and a unit consists of groups or individuals that make up a whole.
DIF: Cognitive Level: Evaluation
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by
one of the RNs indicates thatteaching has been effective?
a. ―Experience is a stepping stone to new learning‖.
b. ―Experience can be a barrier to new learning‖.
c. ―Experience can be an avenue to new learning‖.
d. ―Experience can be a detour to new learning‖.
ANS: B
Experience accentuates differences among learners, serves as a source of insight and
motivation, can be a barrier tonew learning, and serves as a foundation for defining the
self.
DIF: Cognitive Level: Evaluation
OBJ: Identify motivations and personal outcome priorities for returning to
school. TOP: AdultLearning
10. The nurse educator is presenting a lecture on experience and learning to a group of RNs.
, Which statement by one of the RNs indicates that teaching has been
effective? a. ―Experiencesalways help educational endeavors‖.
b. ―The process of unlearning is easier than the initial learning‖.
c. ―Learning can often be more difficult if previous knowledge is contradicted‖.
d. ―Experiences rarely serve the student in the learning process‖.
ANS: C
Experiences may either help or hinder both present and future educational endeavors
(Knowles et al., 2015). Experience may serve as a chain to which new learning may be linked,
making concepts understandable within your personal context. Conversely, some experiences
make learning more difficult in that newinformation may contradict previously accepted
information and make it necessary to unlearn it. The process of unlearning is more difficult
than initial learning.
DIF: Cognitive Level: Evaluation
OBJ: Delineate both positive and negative effect experiences. TOP: Adult Learning
application. Students are encouraged to study theories and frameworks but also to keep up-to-date with current business trends. Case studies from leading businesses can be helpful, as they ilFurthermore,
students often practice writing answers to past exams under timed conditions to enhance their ability to structure responses effectively._____________
MULTIPLE RESPONSE
1. A student nurse and the staff RN are discussing recent changes on the nursing unit. Which
of the following areexamples of change processes? ( Select all that apply.) a. Coercive
b. Collaborative
c. Technocratic
d. Planned
e. Organized
ANS: A, C, D
Coercive is a type of change that is forced or pushed on another. A decision for change
made by the most knowledgeable person is known as technocratic. Planned change
involves careful thought and decision-making.Collaborative and organized are not
considered to be types of change.
DIF: Cognitive Level: Application
OBJ: Understand Change Theory and how it applies to
becoming an RN.TOP: Change Theory
