TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION B CLAYWELL TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION B CLAYWELL
Chapter 01: Honoring Your Past, Planning Your Future Chapter 01: Honoring Your Past, Planning Your Future
Claywell: LPN to RN Transitions, 4th Edition Claywell: LPN to RN Transitions, 4th Edition
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
MULTIPLE CHOICE take place or present a negative effect the change may initiate.
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She DIF: Cognitive Level: Application
knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nursing OBJ: Identify motivations and personal outcome priorities for returning to school.
school to become RNs come into the learning environment with prior knowledge and TOP: Motivations for Change
understanding. Which statement by the nursing advisor best describes her understanding of
the effect experience may have on learning? 4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyle
a. “Experience may be a source of insight and motivation, or a barrier.” and has been asking questions about eating better. The nurse can interpret this behavior as
b. “Experience is usually a stumbling block for LPN/LVNs.” which stage of Lewin’s Change Theory?
c. “Experience never makes learning more difficult.” a. Moving
d. “Once something is learned, it can never be truly modified.” b. Unfreezing
c. Action
ANS: A d. Refreezing
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 ANS: B
self. 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
DIF: Cognitive Level: Application second phase and involves actively planning changes and taking action on them. Refreezing is
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning the last stage, and it occurs when the change has become a part of the person’s life.
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday DIF: Cognitive Level: Analysis
night. The student has already taken a vacation day from work Thursday night so that she can OBJ: Understand Change Theory and how it applies to becoming an RN.
stay home and study. She is considering skipping her exercise class on Thursday morning to TOP: Change Theory
N
go to the library to prepare for the test. Which response best identifies the student’s outcome
priority? 5. An LPN is talking with her clinical instructor about her decision to return to school to become
a. Exercise class an RN. The clinical instructor iN
nterprets the LPNs outcome priority based on which
b. Going to the library statement?
c. Avoiding work by taking a vacation a. “My family wanted me to go back to school.”
d. Doing well on the test on Friday b. “I want to better my financial situation.”
c. “I really enjoy school.”
ANS: D d. “I would like to advance to a teaching role someday.”
The outcome priority is the essential issue or need to be addressed at any given time within a
set of conditions or circumstances. ANS: B
The outcome priority is the essential need that must be addressed, determined by internal and
DIF: Cognitive Level: Application external factors, such as needing to better a financial situation. The other statements indicate
OBJ: Identify motivations and personal outcome priorities for returning to school. reasons for returning to school, but they are not essential needs or issues to be addressed.
TOP: Motivation to Learn
DIF: Cognitive Level: Analysis
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
possibility of taking classes to become an RN. The advisor interprets which statement by the
nurse as the driving force for returning to school? 6. A nurse notices a posting for a management position for which she is qualified. If the nurse is
a. “I’ll need to schedule time to attend classes.” in the moving phase of Lewin’s Change Theory, which statement reflects the action she is
b. “I’ll have to budget for paying tuition.” most likely to take?
c. “I’ll have to rearranging my schedule.” a. Does nothing to obtain the position
d. “There is a possibility of advancement into administration.” b. Applies for the position
c. Identifies that change is needed
ANS: D d. Settles into the routine of her job
,TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION B CLAYWELL TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION B CLAYWELL
Chapter 01: Honoring Your Past, Planning Your Future Chapter 01: Honoring Your Past, Planning Your Future
Claywell: LPN to RN Transitions, 4th Edition Claywell: LPN to RN Transitions, 4th Edition
ANS: 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 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 manager
introduces the concept of a cohN
ort. 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
,TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION B CLAYWELL TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION B CLAYWELL
Chapter 01: Honoring Your Past, Planning Your Future Chapter 01: Honoring Your Past, Planning Your Future
Claywell: LPN to RN Transitions, 4th Edition Claywell: LPN to RN Transitions, 4th Edition
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. DIF: Cognitive Level: Evaluation
OBJ: Identify motivations and personal outcome priorities for returning to school.
TOP: Adult Learning
10. The nurse educator is presenting a lecture on experience and learning to a group of RNs.
Which statement by one of the RNs indicates that teaching has been effective?
a. “Experiences always help educational endeavors”.
b. “The process of unlearning is easier than the initial learning”.
c. “Learning can often be more difficult if previous knowledge is contradicted”.
d. “Experiences rarely serve the student in the learning process”.
ANS: C
Experiences may either help or hinder both present and future educational endeavors
(Knowles et al., 2015). Experience may serve as a chain to which new learning may be linked,
making concepts understandable within your personal context. Conversely, some experiences
make learning more difficult in that new information may contradict previously accepted
information and make it necessary to unlearn it. The process of unlearning is more difficult
than initial learning.
DIF: Cognitive Level: Evaluation
OBJ: Delineate both positive and negative effect experiences. TOP: Adult Learning
MULTIPLE RESPONSE
1. A student nurse and the staff RN are discussing recent changes on the nursing unit. Which of
the following are examples of cNhange processes? (Select all that apply.)
a. Coercive
b. Collaborative
c. Technocratic
d. Planned
e. Organized
ANS: A, C, D
Coercive is a type of change that is forced or pushed on another. A decision for change made
by the most knowledgeable person is known as technocratic. Planned change involves careful
thought and decision-making. Collaborative and organized are not considered to be types of
change.
DIF: Cognitive Level: Application
OBJ: Understand Change Theory and how it applies to becoming an RN.
TOP: Change Theory
, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION B CLAYWELL TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION B CLAYWELL
Chapter 01: Honoring Your Past, Planning Your Future Chapter 01: Honoring Your Past, Planning Your Future
Claywell: LPN to RN Transitions, 4th Edition Claywell: LPN to RN Transitions, 4th Edition
ANS: D
Chapter 02: Assessing Yourself and Designing Success
Claywell: LPN to RN Transitions, 4th Edition
MULTIPLE CHOICE
1. After a particularly challenging examination, a student is overheard in the hallway
exclaiming, “That instructor just grades too hard! She only gave me a B on the test!” This
student is exhibiting traits of a(n)
a. external locus of control.
b. internal locus of control.
c. perfectionist.
d. realist.
ANS: A
Persons with an external locus of control often do not take responsibility for what happens to
them. Persons with an internal locus of control take responsibility for what happens to them.
A perfectionist strives for perfection in all that he or she does, which is a self-defeating
behavior. A realist accepts the world as it is and handles it accordingly.
DIF: Cognitive Level: Application
OBJ: Interpret the role of locus of control on personal empowerment.
TOP: Locus of Control
2. A student must come back to the learning laboratory to repeat the skills and check for
insertion of a nasogastric tube. The instructor overhears the student saying, “I know I can do
this, I know I can do this!” The instructor interprets this behavior as
a. a self-defeating behavior.
N
b. positive self-talk.
c. perfectionism.
d. blaming.
ANS: B
The student is expressing positive self-talk by telling herself, “I know I can do this.” Stating “I
can’t do this” is an example of a self-defeating behavior. A student expecting to perform tasks
perfectly is striving for perfectionism. Blaming is not occurring here because the student is
taking responsibility for his/her own actions.
DIF: Cognitive Level: Analysis OBJ: Explain the impact of positive self-talk.
TOP: Self-Talk
3. A clinical instructor notices that one of her students worries a lot, expects negative outcomes
for most situations, strives for perfection, and seems to look for the tiniest faults in her work.
The clinical instructor interprets these behaviors as
a. commitment to learning.
b. assuming an external locus of control.
c. self-directedness.
d. self-defeating behaviors.
Chapter 01: Honoring Your Past, Planning Your Future Chapter 01: Honoring Your Past, Planning Your Future
Claywell: LPN to RN Transitions, 4th Edition Claywell: LPN to RN Transitions, 4th Edition
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
MULTIPLE CHOICE take place or present a negative effect the change may initiate.
1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She DIF: Cognitive Level: Application
knows that licensed practical nurse/license vocational nurse (LPN/LVNs) who enter nursing OBJ: Identify motivations and personal outcome priorities for returning to school.
school to become RNs come into the learning environment with prior knowledge and TOP: Motivations for Change
understanding. Which statement by the nursing advisor best describes her understanding of
the effect experience may have on learning? 4. An RN is caring for a diabetic patient. The patient appears interested in changing her lifestyle
a. “Experience may be a source of insight and motivation, or a barrier.” and has been asking questions about eating better. The nurse can interpret this behavior as
b. “Experience is usually a stumbling block for LPN/LVNs.” which stage of Lewin’s Change Theory?
c. “Experience never makes learning more difficult.” a. Moving
d. “Once something is learned, it can never be truly modified.” b. Unfreezing
c. Action
ANS: A d. Refreezing
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 ANS: B
self. 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
DIF: Cognitive Level: Application second phase and involves actively planning changes and taking action on them. Refreezing is
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning the last stage, and it occurs when the change has become a part of the person’s life.
2. There is a test on the cardiovascular system on Friday morning, and it is now Wednesday DIF: Cognitive Level: Analysis
night. The student has already taken a vacation day from work Thursday night so that she can OBJ: Understand Change Theory and how it applies to becoming an RN.
stay home and study. She is considering skipping her exercise class on Thursday morning to TOP: Change Theory
N
go to the library to prepare for the test. Which response best identifies the student’s outcome
priority? 5. An LPN is talking with her clinical instructor about her decision to return to school to become
a. Exercise class an RN. The clinical instructor iN
nterprets the LPNs outcome priority based on which
b. Going to the library statement?
c. Avoiding work by taking a vacation a. “My family wanted me to go back to school.”
d. Doing well on the test on Friday b. “I want to better my financial situation.”
c. “I really enjoy school.”
ANS: D d. “I would like to advance to a teaching role someday.”
The outcome priority is the essential issue or need to be addressed at any given time within a
set of conditions or circumstances. ANS: B
The outcome priority is the essential need that must be addressed, determined by internal and
DIF: Cognitive Level: Application external factors, such as needing to better a financial situation. The other statements indicate
OBJ: Identify motivations and personal outcome priorities for returning to school. reasons for returning to school, but they are not essential needs or issues to be addressed.
TOP: Motivation to Learn
DIF: Cognitive Level: Analysis
3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to discuss the OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
possibility of taking classes to become an RN. The advisor interprets which statement by the
nurse as the driving force for returning to school? 6. A nurse notices a posting for a management position for which she is qualified. If the nurse is
a. “I’ll need to schedule time to attend classes.” in the moving phase of Lewin’s Change Theory, which statement reflects the action she is
b. “I’ll have to budget for paying tuition.” most likely to take?
c. “I’ll have to rearranging my schedule.” a. Does nothing to obtain the position
d. “There is a possibility of advancement into administration.” b. Applies for the position
c. Identifies that change is needed
ANS: D d. Settles into the routine of her job
,TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION B CLAYWELL TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION B CLAYWELL
Chapter 01: Honoring Your Past, Planning Your Future Chapter 01: Honoring Your Past, Planning Your Future
Claywell: LPN to RN Transitions, 4th Edition Claywell: LPN to RN Transitions, 4th Edition
ANS: 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 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 manager
introduces the concept of a cohN
ort. 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
,TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION B CLAYWELL TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION B CLAYWELL
Chapter 01: Honoring Your Past, Planning Your Future Chapter 01: Honoring Your Past, Planning Your Future
Claywell: LPN to RN Transitions, 4th Edition Claywell: LPN to RN Transitions, 4th Edition
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. DIF: Cognitive Level: Evaluation
OBJ: Identify motivations and personal outcome priorities for returning to school.
TOP: Adult Learning
10. The nurse educator is presenting a lecture on experience and learning to a group of RNs.
Which statement by one of the RNs indicates that teaching has been effective?
a. “Experiences always help educational endeavors”.
b. “The process of unlearning is easier than the initial learning”.
c. “Learning can often be more difficult if previous knowledge is contradicted”.
d. “Experiences rarely serve the student in the learning process”.
ANS: C
Experiences may either help or hinder both present and future educational endeavors
(Knowles et al., 2015). Experience may serve as a chain to which new learning may be linked,
making concepts understandable within your personal context. Conversely, some experiences
make learning more difficult in that new information may contradict previously accepted
information and make it necessary to unlearn it. The process of unlearning is more difficult
than initial learning.
DIF: Cognitive Level: Evaluation
OBJ: Delineate both positive and negative effect experiences. TOP: Adult Learning
MULTIPLE RESPONSE
1. A student nurse and the staff RN are discussing recent changes on the nursing unit. Which of
the following are examples of cNhange processes? (Select all that apply.)
a. Coercive
b. Collaborative
c. Technocratic
d. Planned
e. Organized
ANS: A, C, D
Coercive is a type of change that is forced or pushed on another. A decision for change made
by the most knowledgeable person is known as technocratic. Planned change involves careful
thought and decision-making. Collaborative and organized are not considered to be types of
change.
DIF: Cognitive Level: Application
OBJ: Understand Change Theory and how it applies to becoming an RN.
TOP: Change Theory
, TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION B CLAYWELL TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION B CLAYWELL
Chapter 01: Honoring Your Past, Planning Your Future Chapter 01: Honoring Your Past, Planning Your Future
Claywell: LPN to RN Transitions, 4th Edition Claywell: LPN to RN Transitions, 4th Edition
ANS: D
Chapter 02: Assessing Yourself and Designing Success
Claywell: LPN to RN Transitions, 4th Edition
MULTIPLE CHOICE
1. After a particularly challenging examination, a student is overheard in the hallway
exclaiming, “That instructor just grades too hard! She only gave me a B on the test!” This
student is exhibiting traits of a(n)
a. external locus of control.
b. internal locus of control.
c. perfectionist.
d. realist.
ANS: A
Persons with an external locus of control often do not take responsibility for what happens to
them. Persons with an internal locus of control take responsibility for what happens to them.
A perfectionist strives for perfection in all that he or she does, which is a self-defeating
behavior. A realist accepts the world as it is and handles it accordingly.
DIF: Cognitive Level: Application
OBJ: Interpret the role of locus of control on personal empowerment.
TOP: Locus of Control
2. A student must come back to the learning laboratory to repeat the skills and check for
insertion of a nasogastric tube. The instructor overhears the student saying, “I know I can do
this, I know I can do this!” The instructor interprets this behavior as
a. a self-defeating behavior.
N
b. positive self-talk.
c. perfectionism.
d. blaming.
ANS: B
The student is expressing positive self-talk by telling herself, “I know I can do this.” Stating “I
can’t do this” is an example of a self-defeating behavior. A student expecting to perform tasks
perfectly is striving for perfectionism. Blaming is not occurring here because the student is
taking responsibility for his/her own actions.
DIF: Cognitive Level: Analysis OBJ: Explain the impact of positive self-talk.
TOP: Self-Talk
3. A clinical instructor notices that one of her students worries a lot, expects negative outcomes
for most situations, strives for perfection, and seems to look for the tiniest faults in her work.
The clinical instructor interprets these behaviors as
a. commitment to learning.
b. assuming an external locus of control.
c. self-directedness.
d. self-defeating behaviors.
