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Test Bank - LPN to RN Transitions 5th Edition By Lora Claywell
Test Bank - LPN to RN Transitions 5th Edition By Lora Claywell
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TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY CLAYWELLTESTBANK FOR LNP TO RN TRANSITION 5TH EDITION
LNP TO
BYRN TRANSITION
CLAYWELL 5TH EDITION
LATEST BY CLAYWELL
2023 GRADED A+ WITHLATEST 2024
GRADED A+ WITH EXPLANATION
EXPLANATION
Chapter 01: Honoring Your Past, Planning Your Future
Claywell: LPN to RN Transitions, 5th 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? g: g: g: g:
a. ―Experience may be a source of insight and motivation, or a barrier.‖ g: g: g: g: g: g: g: g: g: g: g:
b. ―Experience is usually a stumbling block for LPN/LVNs.‖ g: g: g: g: g: g: g:
c. ―Experience never makes learning more difficult.‖ g: g: g: g: g:
d. ―Once something is learned, it can never be truly modified.‖
g: g: g: g: g: g: g: g: g:
SELECTED ANSWER: g: g:
A
Experience accentuates differences among learners and serves as a source of insight and moti
g: g: g: g: g: g: g: g: g: g: g: g: g:
vation, but it can also be a barrier. Experience can serve as a foundation for defining the self.
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
DIF: Cognitive Level: Application g: g:
OBJ: Identify how experiences influence learning in adults.
g:g: g: g: g: g: g: g: TOPIC: Adult Learning g : g:
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday ni
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
ght. The student has already taken a vacation day from work Thursday night so that she can st
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
ay home and study. She is considering skipping her exercise class on Thursday morning to g
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
o to the library to prepare for the test. Which response best identifies the student‘s outcome p
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
riority?
a. Exercise class g:
b. Going to the library g: g: g:
c. Avoiding work by taking a vacation g: g: g: g: g:
d. Doing well on the test on Friday g: g: g: g: g: g:
SELECTED ANSWER: g: g:
D
The outcome priority is the essential issue or need to be addressed at any given time within a s
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
et of conditions or circumstances.
g: g: g: g:
DIF: Cognitive Level: Application g: g:
OBJ: Identify motivations and personal outcome priorities for returning to school. T
g: g: g: g: g: g: g: g: g: g: g:
OPIC: Motivation to Learn
g : g: g:
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the p
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
ossibility of taking classes to become an RN. The advisor interprets which statement by the n
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
urse as the driving force for returning to school?
g: g: g: g: g: g: g: g:
, TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY CLAYWELL
g: g: g: g: g: g: g: g: g: g:
a. ―I‘ll need to schedule time to attend classes.‖
g: g: g: g: g: g: g:
b. ―I‘ll have to budget for paying tuition.‖
g: g: g: g: g: g:
c. ―I‘ll have to rearranging my schedule.‖
g: g: g: g: g:
d. ―There is a possibility of advancement into administration.‖
g: g: g: g: g: g: g:
SELECTED ANSWER:
g:
D g:
, TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY CLAYWELL
g: g: g: g: g: g: g: g: g: g:
Driving forces are those that push toward making the change, as opposed to restraining forces,
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
which are those that usually present a challenge that needs to be overcome for the change to t
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
ake place or present a negative effect the change may initiate.
g: g: g: g: g: g: g: g: g: g:
DIF: Cognitive Level: Application g: g:
OBJ: Identify motivations and personal outcome priorities for returning to school. T
g: g: g: g: g: g: g: g: g: g: g:
OPIC: Motivations for Change
g : g: g:
4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyle
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
and has been asking questions about eating better. The nurse can interpret this behavior as w
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
hich stage of Lewin‘s Change Theory?
g: g: g: g: g:
a. Moving
b. Unfreezing
c. Action
d. Refreezing
SELECTED ANSWER: B g: g:
The patient is in the first phase of Lewin‘s Change Theory, known as unfreezing. This phase i
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
nvolves determining that a change needs to occur and deciding to take action. Moving is the s
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
econd phase and involves actively planning changes and taking action on them. Refreezing is t
g: g: g: g: g: g: g: g: g: g: g: g: g: g:
he last stage, and it occurs when the change has become a part of the person‘s life.
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
DIF: Cognitive Level: Analysis g: g:
OBJ: Understand Change Theory and how it applies to becoming an RN.
g: g: g: g: g: g: g: g: g: g: g: g:
TOPIC: Change Theory g : g:
5. An LPN is talking with her clinical instructor about her decision to return to school to become
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g
an RN. The clinical instructor iNnterprets the LPNs outcome priority based on which statemen
: g: g: g: g: g: g: g: g: g: g: g: g: g:
t?
a. ―My family wanted me to go back to school.‖
g: g: g: g: g: g: g: g:
b. ―I want to better my financial situation.‖
g: g: g: g: g: g:
c. ―I really enjoy school.‖
g: g: g:
d. ―I would like to advance to a teaching role someday.‖
g: g: g: g: g: g: g: g: g:
SELECTED ANSWER: B g: g:
The outcome priority is the essential need that must be addressed, determined by internal and e
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
xternal factors, such as needing to better a financial situation. The other statements indicate re
g: g: g: g: g: g: g: g: g: g: g: g: g: g:
asons for returning to school, but they are not essential needs or issues to be addressed.
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
DIF: Cognitive Level: Analysis g: g:
OBJ: Identify how experiences influence learning in adults.
g:g: g: g: g: g: g: g: TOPIC: Adult Learning g : g:
6. A nurse notices a posting for a management position for which she is qualified. If the nurse is
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
in the moving phase of Lewin‘s Change Theory, which statement reflects the action she is m
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
ost likely to take?
g: g: g:
a. Does nothing to obtain the position g: g: g: g: g:
b. Applies for the position g: g: g:
c. Identifies that change is needed g: g: g: g:
d. Settles into the routine of her job g: g: g: g: g: g:
SELECTED ANSWER: B g: g:
, TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY CLAYWELL
g: g: g: g: g: g: g: g: g: g:
Unfreezing begins when reasons for change are identified. The moving phase involves active p
g: g: g: g: g: g: g: g: g: g: g: g: g:
lanning and action. Moving also meSELECTED ANSWER you are dealing with both positive
g: g: g: g: g: g: g: g: g: g: g: g:
and negative forces as they ebb and flow, and you are making modifications to your plan as n
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
eeded.
Refreezing occurs after the change has become routine. g: g: g: g: g: g: g:
DIF: Cognitive Level: Application g: g:
OBJ: Understand Change Theory and how it applies to becoming an RN.
g: g: g: g: g: g: g: g: g: g: g: g:
TOPIC: Change Theory g : g:
7. An Orthopedic Nurse is contemplating changes in her professional life and identifying goals.
g: g: g: g: g: g: g: g: g: g: g: g: g:
Which action should the nurse take if she is interested in pursuing a long-term goal?
g: g: g: g: g: g: g: g: g: g: g: g: g: g:
a. Studies for a telemetry exam scheduled for next week g: g: g: g: g: g: g: g:
b. Enrolls in a Nurse Practitioner program g: g: g: g: g:
c. Attends a seminar to become a charge nurse g: g: g: g: g: g: g:
d. Continues to work on the orthopedic floor full-time g: g: g: g: g: g: g:
SELECTED ANSWER: B g: g:
A short-term goal is one that can be attained in a period of 6 months or less. Short-
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
term goals include becoming a charge nurse and passing the telemetry exam. A long-
g: g: g: g: g: g: g: g: g: g: g: g: g:
term goal is attained in greater than 6 months and includes studying to become a Nurse Practit
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
ioner. Continuing to work on the orthopedic floor does not represent either a short-
g: g: g: g: g: g: g: g: g: g: g: g: g:
term or a long-term goal.
g: g: g: g:
DIF: Cognitive Level: Application g: g:
OBJ: Identify both short- and long-
g: g: g: g: g:
term personal and professional goals. TOPIC: Setting Goals
g: g: g: g: g: g : g:
8. The RN is talking with the unit manager about ways to improve patient care. The manager in
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
troduces the concept of a c ohNort. Which statement by the RN indicates that the teaching has bee
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
n effective?
g:
a. ―A cohort is a web of connections‖.
g: g: g: g: g: g:
b. ―A cohort is a group of people who share common experiences with each other‖.
g: g: g: g: g: g: g: g: g: g: g: g: g:
c. ―A cohort is a group linked together for common purposes‖.
g: g: g: g: g: g: g: g: g:
d. ―A cohort consists of groups of individuals that make up a whole‖.
g: g: g: g: g: g: g: g: g: g: g:
SELECTED ANSWER: B g: g:
A cohort is a group of people who share common experiences with each other. A scheme is a
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
web of connections, a team is a group linked together for common purposes, and a unit consis
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
ts of groups or individuals that make up a whole.
g: g: g: g: g: g: g: g: g:
DIF: Cognitive Level: Evaluation g: g:
OBJ: Identify how experiences influence learning in adults.
g:g: g: g: g: g: g: g: TOPIC: Adult Learning g : g:
9. The nurse educator is presenting a lecture to a group of new RNs. Which statement by one of
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g
the RNs indicates that teaching has been effective?
: g: g: g: g: g: g: g:
a. ―Experience is a stepping stone to new learning‖. g: g: g: g: g: g: g:
b. ―Experience can be a barrier to new learning‖. g: g: g: g: g: g: g:
c. ―Experience can be an avenue to new learning‖. g: g: g: g: g: g: g:
d. ―Experience can be a detour to new learning‖. g: g: g: g: g: g: g:
SELECTED ANSWER: B g: g:
Experience accentuates differences among learners, serves as a source of insight and motivati
g: g: g: g: g: g: g: g: g: g: g: g:
on, can be a barrier to new learning, and serves as a foundation for defining the self.
g: g: g: g: g: g: g: g: g: g: g: g: g: g: g: g:
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