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LPN TO RN TRANSITIONS 4th EDITION BY CLAYWELL TEST BANK UPDATED 2025

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lpn to rn transitions
lpn to rn transitions 4th edition by claywell
lpn to rn transitions 4th edition
4th edition by claywell test

Institution LPN TO RN TRANSITIONS 4th EDITION BY CLAYWELL
Course LPN TO RN TRANSITIONS 4th EDITION BY CLAYWELL

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TEST BANK FOR LPN TO RN TRANSITIONS 4TH EDITION BY CLAYWELL

LPN TO RN TRANSITIONS 4th EDITION BY CLAYWELL
TEST BANK

Chapter 01: Honoring Your Past, Planning Your
FutureClaywell: LPN to RN Transitions, 4th
Edition

MULTIPLE
CHOICE

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 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.”

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 Thursday
night so that she canstay home
N 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.
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Driving forces are those that push toward making the change, as opposed to
DIF: Cognitive Level: Application restraining forces,which are those that usually present a challenge that needs to be
OBJ: Identify motivations and personal outcome priorities for overcome for the change to take place or present a negative effect the change may
returning to school. TOP: Motivation to Learn initiate.

3. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to DIF: Cognitive Level: Application
discuss the possibility of taking classes to become an RN. The advisor interprets OBJ: Identify motivations and personal outcome priorities for
which statement by thenurse as the driving force for returning to school? returning to school. TOP: Motivations for Change
a. “I’ll need to schedule time to attend classes.”
b. “I’ll have to budget for paying tuition.” 4. An RN is caring for a diabetic patient. The patient appears interested in changing her
c. “I’ll have to rearranging my schedule.” lifestyleand has been asking questions about eating better. The nurse can interpret
d. “There is a possibility of advancement into administration.” this behavior as which stage of Lewin’s Change Theory?
ANS: D 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 part
of 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 iN nterprets 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: B
The outcome priority is the essential need that must be addressed, determined by
internal and external factors, such as needing 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 isin the moving phase of Lewin’s Change Theory, which statement reflects the
action she is most likely to take?
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a. Does nothing to obtain the position Unfreezing begins when reasons for change are identified. The moving phase
b. Applies for the position involves activeplanning and action. Moving also means you are dealing with both
c. Identifies that change is needed positive and negative forces as they ebb and flow, and you are making modifications
d. Settles into the routine of her job to your plan as needed.
ANS: B 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 attainedin 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 aweb 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 ofthe RNs indicates that teaching has been effective?
a. “Experience is a stepping stone to new learning”.
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b. “Experience can be a barrier to new learning”.
c. “Experience can be an avenue to new learning”. DIF: Cognitive Level: Evaluation
d. “Experience can be a detour to new learning”. OBJ: Identify motivations and personal outcome priorities for
ANS: B returning to school. TOP: Adult Learning
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 10. The nurse educator is presenting a lecture on experience and learning to a group
defining the self. 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 ofthe 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 madeby the most knowledgeable person is known as technocratic. Planned
change involves carefulthought 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

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