Test Bank For LPN To RN Transitions 5th Edition By Lora Claywell
(ALL CHAPTERS COVERED)
, 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 Licensedpractical 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.”
ANSWER: 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 TheSelf.
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 Consideringskipping
Her Exercise Class On Thursday Morning To
N 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
ANSWER: 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
ForReturning 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.”ANSWER: 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
TheChange To Take Place Or Present A Negative Effect The Change May Initiate.
DIF: Cognitive Level: Application
OBJ: Identify Motivations And Personal Outcome Priorities
ForReturning 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 ThisBehavior As Which Stage Of Lewin’s Change Theory? A.
Moving
b. Unfreezing
c. Action
d. Refreezing
ANSWER: 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: Changetheory
5. An LPN Is Talking With Her Clinical Instructor About Her Decision To Return To School
ToBecome An RN. The Clinicalinstructor Interprets The Lpns Outcome Priority Based
On Which N 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.”
ANSWER: B
The Outcome Priority Is The Essential Need That Must Be Addressed, Determined By Internal
AndExternal 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
ANSWER: 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: Changetheory
7. An Orthopedic Nurse Is Contemplating Changes In Her Professional Life
AndIdentifying 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
ANSWER: 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
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 N
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”.
ANSWER: 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”.
ANSWER: 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 TheSelf.
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.
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