100% Zufriedenheitsgarantie Sofort verfügbar nach Zahlung Sowohl online als auch als PDF Du bist an nichts gebunden
logo-home
Vorher von dir gesucht
Vorher von dir gesucht
logo
Test Bank for LPN to RN Transitions 5th Edition by Lora Claywell 9780323697972 (Complete 18 Chapters). 17,08 €   In den Einkaufswagen
Navigiere schnell zu
Vorschau
  2.  
  3. LPN To RN Transitions 5th Edition
  4.  
  5. LPN To RN Transitions 5th Edition

Prüfung

Test Bank for LPN to RN Transitions 5th Edition by Lora Claywell 9780323697972 (Complete 18 Chapters).
 15 mal angesehen  0 mal verkauft
  • Kurs
  • LPN To RN Transitions 5th Edition
  • Hochschule
  • LPN To RN Transitions 5th Edition
  • Book
  • LPN to RN Transitions

Test Bank for LPN to RN Transitions 5th Edition by Lora Claywell 9780323697972 (Complete 18 Chapters). Test Bank for LPN to RN Transitions 5th Edition by Lora Claywell 9780323697972 (Complete 18 Chapters). Test Bank for LPN to RN Transitions 5th Edition by Lora Claywell 9780323697972 (Complete ...

[ Mehr anzeigen ]

vorschau 4 aus 143   Seiten

Dokument Information

  • 2. september 2024
  • 143
  • 2024/2025
  • Prüfung
  • Fragen & Antworten

Themen

  • test bank for lpn to rn transitions 5th edition by

Verknüpftes buch

book image

Buch Titel:

Autor(en):

  • Edition:
  • ISBN:
  • Ausgabe:

Weitere Zusammenfassungen für

  • Test Bank - LPN to RN Transitions 5th Edition By Lora Claywell
  • TESTBANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY CLAYWELL
  • TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION
Alles für dieses Buch (120)

Schule, Studium & Fach

  • LPN To RN Transitions 5th Edition
  • LPN To RN Transitions 5th Edition

Verkäufer

avatar-seller
Wisdoms

Deine Reviews

Inhaltsvorschau

Test Bank for LPN to RN Transitions 5th Edition by Lora
Claywell 9780323697972 (Complete 18 Chapters)

, TEST .BANK .FOR .LPN .TO .RN .TRANSITIONS .4TH .EDITION .BY
.CLAYWELL

Chapter .01: .Honoring .Your .Past, .Planning .Your
.Future.Claywell: .LPN .to .RN .Transitions, .4th .Edition



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 .be .a .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

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 .considering .skipping .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 .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
.the .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




TESTBANKWORLD.ORG

, TEST .BANK .FOR .LPN .TO .RN .TRANSITIONS .4TH .EDITION .BY
.CLAYWELL

Driving .forces .are .those .that .push .toward .making .the .change, .as .opposed .to .restraining
.forces,.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
.lifestyle.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
.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 .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
N
.become.an .RN. .The .clinical .instructor .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 .as .needing .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 .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




TESTBANKWORLD.ORG

, TEST .BANK .FOR .LPN .TO .RN .TRANSITIONS .4TH .EDITION .BY
.CLAYWELL

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 .making .modifications .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 .a .telemetry .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: . Setting .Goals


8. The .RN .is .talking .with .the .unit .manager .about .ways .to .improve .patient .care. .The
N
.manager .introduces .the .concept .of .a .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, .a .team .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 .that .teaching .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 .to .new .learning, .and .serves .as .a .foundation .for .defining .the
.self.


TESTBANKWORLD.ORG

Alle Vorteile der Zusammenfassungen von Stuvia auf einen Blick:

Garantiert gute Qualität durch Reviews

Garantiert gute Qualität durch Reviews

Stuvia Verkäufer haben mehr als 700.000 Zusammenfassungen beurteilt. Deshalb weißt du dass du das beste Dokument kaufst.

Schnell und einfach kaufen

Schnell und einfach kaufen

Man bezahlt schnell und einfach mit iDeal, Kreditkarte oder Stuvia-Kredit für die Zusammenfassungen. Man braucht keine Mitgliedschaft.

Konzentration auf den Kern der Sache

Konzentration auf den Kern der Sache

Deine Mitstudenten schreiben die Zusammenfassungen. Deshalb enthalten die Zusammenfassungen immer aktuelle, zuverlässige und up-to-date Informationen. Damit kommst du schnell zum Kern der Sache.

Häufig gestellte Fragen

Was bekomme ich, wenn ich dieses Dokument kaufe?

Du erhältst eine PDF-Datei, die sofort nach dem Kauf verfügbar ist. Das gekaufte Dokument ist jederzeit, überall und unbegrenzt über dein Profil zugänglich.

Zufriedenheitsgarantie: Wie funktioniert das?

Unsere Zufriedenheitsgarantie sorgt dafür, dass du immer eine Lernunterlage findest, die zu dir passt. Du füllst ein Formular aus und unser Kundendienstteam kümmert sich um den Rest.

Wem kaufe ich diese Zusammenfassung ab?

Stuvia ist ein Marktplatz, du kaufst dieses Dokument also nicht von uns, sondern vom Verkäufer Wisdoms. Stuvia erleichtert die Zahlung an den Verkäufer.

Werde ich an ein Abonnement gebunden sein?

Nein, du kaufst diese Zusammenfassung nur für 17,08 €. Du bist nach deinem Kauf an nichts gebunden.

Kann man Stuvia trauen?

4.6 Sterne auf Google & Trustpilot (+1000 reviews)

45.681 Zusammenfassungen wurden in den letzten 30 Tagen verkauft

Gegründet 2010, seit 14 Jahren die erste Adresse für Zusammenfassungen

Starte mit dem Verkauf

Kürzlich von dir angesehen

Prüfung ·

(0)

To help clarify and give an extra view of the test if you missed anything

Prüfung ·

(0)

asthma and copd exam questions & answers 2024

17,08 €
  • (0)
  Kaufen