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Test bank for LPN to RN transitions4th edition_by_claywell
est_bank_for_lpn_to_rn_transitions_4th_edition_by_ Future Claywell: LPN to RN Transitions, 4th Edition
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TEST BANK, Chapter 01: Honoring Your Past, Planning Your
Future Claywell: LPN to RN Transitions, 4th Edition
Multiple choice questions
1. A nursing advisor is meeting with a student who is interested in earning her RN degree.
Sheknows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter
nursingschool 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 haveon 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
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 Thursdaynight so that she
canstay 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
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 interpretswhich
statement by thenurse 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
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 beovercome 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
lifestyleand 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
isthe last stage, and it occurs when the change has become a partof 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
becomean RN. The clinical instructor iNnterprets 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: l B
The loutcome lpriority lis lthe lessential lneed lthat lmust lbe laddressed, ldetermined lby linternal
landexternal lfactors, lsuch las lneeding lto lbetter la lfinancial lsituation. lThe lother lstatements
lindicate lreasons lfor lreturning lto lschool, lbut lthey lare lnot lessentialneeds lor lissues lto lbe
laddressed.
DIF: l Cognitive lLevel: lAnalysis
OBJ: l Identify lhow lexperiences linfluence llearning lin ladults. lTOP: l Adult lLearning
6. A lnurse lnotices la lposting lfor la lmanagement lposition lfor lwhich lshe lis lqualified. lIf lthenurse
isin lthe lmoving lphase lof lLewin’s lChange lTheory, lwhich lstatement lreflects lthe laction lshe
lis lmost llikely lto ltake?
a. Does lnothing lto lobtain lthe lposition
b. Applies lfor lthe lposition
c. Identifies lthat lchange lis lneeded
d. Settles linto lthe lroutine lof lher
ljob lANS: lB
Unfreezing lbegins lwhen lreasons lfor lchange lare lidentified. lThe lmoving lphase linvolves
lactiveplanning land laction. lMoving lalso lmeans lyou lare ldealing lwith lboth lpositive land
lnegative lforces las lthey lebb land lflow, land lyou lare lmaking lmodificationsto lyour lplan las
lneeded.
Refreezing loccurs lafter lthe lchange lhas lbecome lroutine.
DIF: l Cognitive lLevel: lApplication
OBJ: lUnderstand lChange lTheory land lhow lit lapplies lto
lbecoming lan lRN.TOP: l Change lTheory
7. An lOrthopedic lNurse lis lcontemplating lchanges lin lher lprofessional llife land
lidentifying lgoals.Which laction lshould lthe lnurse ltake lif lshe lis linterested lin lpursuinga
llong-term lgoal?
a. Studies lfor la ltelemetry lexam lscheduled lfor lnext lweek
b. Enrolls lin la lNurse lPractitioner lprogram
c. Attends la lseminar lto lbecome la lcharge lnurse
d. Continues lto lwork lon lthe lorthopedic lfloor lfull-time
ANS: l B
A lshort-term lgoal lis lone lthat lcan lbe lattained lin la lperiod lof l6 lmonths lor lless. lShort-
lterm lgoals linclude lbecoming la lcharge lnurse land lpassing lthe ltelemetry lexam. lA llong-
term lgoal lis lattainedin lgreater lthan l6 lmonths land lincludes lstudying lto lbecome la lNurse
lPractitioner.
Continuing lto lwork lon lthe lorthopedic lfloor ldoes lnot lrepresent leither la lshort-term lor la
llong- lterm lgoal.
DIF: l Cognitive lLevel: lApplication
OBJ: lIdentify lboth lshort- land llong-term lpersonal land
lprofessional lgoals.TOP: l Setting lGoals
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