Test Bank - LPN to RN Transitions 5th Edition By Lora Claywell Test Bank For LPN to RN Transitions 5th Edition By Lora Claywell 1. Honoring Your Past, Planning Your Future 2. Assessing Yourself and Designing Success 3. Study Habits and Test-Taking Skills 4. Distinguishing the RN Role from the LPN/L...
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Chapter w 01: w Honoring w Your w Past, w Planning w Your
w FuturewClaywell: w LPN w to w RN w Transitions, w 5th
w Edition
MULTIPLE w CHOICE
1. A wnursing wadvisor wis wmeeting wwith wa wstudent wwho is w interested w in wyearning
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wyher w RN wdegree. w She w knows w that w licensed w practical w nurse/license
w vocational w nurse w(LPN/LVNs) wwho wenter wnursing wschool wto wbecome wRNs
wcome winto wthe wylearning wenvironment wwith wprior wknowledge w and
w understanding. wyWhich wystatement wyby w the wnursing wadvisor wbest wdescribes wher
w understanding wyof wythe wyeffect wyexperience w may whavewon w learning?
a. ―Experience w wmay w wbe w wa w wsource w wof w winsight wyand w wmotivation, w wor wya wybarrier.‖
b. ―Experience w wis w wusually w wa w wstumbling w wblock w wfor w wLPN/LVNs.‖
c. ―Experience w wnever w wmakes w wlearning w wmore wydifficult.‖
d. ―Once w wsomething w wis w wlearned, w wit wycan wynever wybe wytruly w wmodified.‖
SELECTED
wANSWER:wA
Experience w accentuates w differences w among w learners w and w serves w as w a
w source w of w winsight wand wmotivation, wbut wit wycan walso wbe wya w barrier.
wyExperience w can wserve w as w a wfoundation wforwdefining w the w self.
DIF: Cognitive wLevel: w Application
OBJ: Identify w how wyexperiences w influence w learning w in w adults. TOPIC: w Adult
w Learning
2. There wis wya wytest won wthe wycardiovascular wsystem won wFriday wmorning, and w it w is w
w now wWednesday wynight. wThe wstudent whas walready wtaken wa wvacation w day w from
w work w Thursday wnight wyso wthat wyshe wcan wystay whome wand wstudy. wShe wis
w considering w skipping w her w exercise wyclass won wyThursday wymorning wto wgo wto
w the w library w to w prepare w for w the w test. w Which wyresponse w best w identifies wthe
w student‘s w woutcome w priority?
a. Exercise w class
b. Going w to wthe w library
c. Avoiding w work wby w taking w a w vacation
d. Doing w well w on wthe w wtest w on w Friday
SELECTED
wANSWER:wD
The woutcome wpriority wis wthe wessential wissue wor wneed wto wbe w addressed w at w any
w given w timewwithin w a w set w of w conditions w or wcircumstances.
DIF: Cognitive wLevel: w Application
OBJ: w Identify wmotivations wand wpersonal woutcome wpriorities wfor
wreturning wtowschool. w TOPIC: w Motivation w to wLearn
3. A wnurse wwho whas wbeen wan wLPN/LVN wfor w10 wyears wis w meeting w with w an
w advisor w to wdiscuss wthe wpossibility wof wtaking wclasses wto wbecome wan wRN.
w The w advisor w interpretswwhich wstatement wby wthe w nurse w as wthe w driving
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TEST w BANK w FOR w LPN w TO w RN w TRANSITIONS 5TH
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w force w wfor w returning w to w school? w 301 380 4
w EDITION w BY
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TEST w BANK w FOR w LPN w TO w RN w w TRANSITIONS w 5TH
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301 380 4
w EDITION w BY
a. ―I‘ll w wneed w wto w wschedule w wtime w wto w wattend w wclasses.‖
b. ―I‘ll w whave w wto w wbudget w wfor w wpaying w wtuition.‖
c. ―I‘ll whave w to w rearranging w my wschedule.‖
d. ―There w wis w wa w wpossibility w wof w wadvancement w winto w wadministration.‖
SELECTED
ANSWER:
wD
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TEST w BANK w FOR w LPN w TO w RN TRANSITIONS 5TH
cP S D|
w 301 380 4
w w
w EDITION w BY
Driving wforces ware wthose w that w push w toward w making w the w change, w as
w opposed w to wrestraining wforces, wwhich ware wthose wthat wusually wpresent wa
wchallenge wthat wneeds wto wbewovercome wfor wthe wchange wto wtake wplace wor wpresent
wa wnegative weffect w the w change w maywinitiate.
DIF: Cognitive wLevel: w Application
OBJ: w Identify wmotivations wand wpersonal woutcome wpriorities wfor
wreturning wtowschool. wTOPIC: w Motivations w for wChange
4. An wRN wis wcaring wfor wa diabetic w patient. w The w patient w appears w interested
w
w in w changingwher wlifestyle wand whas wbeen wasking wquestions wabout w eating
w better. w The w nurse w can winterpret wthis w behavior was w which w wstage w of
wLewin‘s w Change w Theory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
SELECTED wANSWER: w B
The wpatient wis win w the w first w phase w of w Lewin‘s w Change w Theory, w known
w as wyunfreezing. wThis wphase winvolves wdetermining w that wa wchange w needs wyto
woccur w and wdeciding w to wtakewaction. wMoving wis wthe w second w phase w and
w involves wyactively w planning w changes w and wtaking waction won wthem. w Refreezing
w is wthe w last w stage, w and wyit wyoccurs wywhen w the w changewhas wbecome w a w part
w of wthe w person‘s wlife.
DIF: Cognitive wLevel: w Analysis
OBJ: w Understand w Change wTheory w and w how w it wyapplies w to
w becomingwan w RN. w TOPIC: w Change w Theory
5. An wLPN wis wtalking w with w her w clinical wyinstructor w about w her w decision w to
w return w to w school wto wbecome w wan w wRN. w wThe w wclinical wyinstructor w wiN
nterprets w
wthe w wLPNs w woutcome w wpriority w wbased won wwhich wstatement?
a. ―My w wfamily w wwanted wyme wyto wygo wyback w wto wyschool.‖
b. ―I w want w to w better w my wyfinancialysituation.‖
c. ―I w really w enjoy w school.‖
d. ―I w would w like wyto wyadvance w to wya w teaching w role wsomeday.‖
SELECTED wANSWER: wyB
The woutcome wpriority wis wthe w essential w need w that w must w be w addressed,
w determined w by winternal w and wyexternal wyfactors, w such w as w needing w to w better
w a w financial w w wsituation. w w wThe wother wystatements windicate wreasons wfor wreturning
wto w school, w but w they w are w not w essential wyneeds w or wyissues wyto wybe w addressed.
DIF: wyCognitive wyLevel: w Analysis
OBJ: wyIdentify whow w experiences w influence w learning w in w adults. w TOPIC: w Adult
w Learning
6. A wnurse wynotices wa wposting wfor w a w management w position w for w which w she
w is w qualified. w Ifwthe wnurse wis win wthe w moving w phase w of w Lewin‘s w Change
w Theory, w which w statement wreflects wthe w action w she w is w most wlikely w to
w take?
a. Does w nothing w to w obtain w the w position
b. Applies w for w the w position
c. Identifies w that w change w is w needed
d. Settles w into w the wroutine w of w her w job
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