Exam (elaborations)

Test Bank for LPN to RN Transitions 5th Edition by Lora Claywell 9780323697972 (Complete 18 Chapters).

14 views 0 purchase

Course
LPN To RN Transitions 5th Edition

Institution
LPN To RN Transitions 5th Edition

Book
LPN to RN Transitions

Test Bank for LPN to RN Transitions 5th Edition by Lora Claywell 9780323697972 (Complete 18 Chapters). Test Bank for LPN to RN Transitions 5th Edition by Lora Claywell 9780323697972 (Complete 18 Chapters). Test Bank for LPN to RN Transitions 5th Edition by Lora Claywell 9780323697972 (Complete ...

[Show more]

Preview 4 out of 143 pages

View example

Uploaded on September 2, 2024
Number of pages 143
Written in 2024/2025
Type Exam (elaborations)
Contains Questions & answers

test bank for lpn to rn transitions 5th edition by

Institution LPN To RN Transitions 5th Edition
Course LPN To RN Transitions 5th Edition

Wisdoms Member since 9 months 111 documents sold

190

$17.49

Added

Add to cart Add to wishlist

100% satisfaction guarantee
Immediately available after payment
Both online and in PDF
No strings attached

Test Bank for LPN to RN Transitions 5th Edition by Lora
Claywell 9780323697972 (Complete 18 Chapters)

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

Chapter .01: .Honoring .Your .Past, .Planning .Your
.Future.Claywell: .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.
.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?
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
.the.self.

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
.can.stay .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 .a.set .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 .interprets .which .statement
.by .the.nurse .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

TESTBANKWORLD.ORG

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

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 .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
.lifestyle.and .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 .is.the .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
N
.become.an .RN. .The .clinical .instructor .interprets .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 .is.in .the .moving .phase .of .Lewin‘s .Change .Theory, .which .statement .reflects .the
.action .she .is .most .likely .to .take?
a. Does .nothing .to .obtain .the .position
b. Applies .for .the .position
c. Identifies .that .change .is .needed
d. Settles .into .the .routine .of .her .job
ANS: . B

TESTBANKWORLD.ORG

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

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
N
.manager .introduces .the .concept .of .a .cohort. .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
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.

TESTBANKWORLD.ORG

The benefits of buying summaries with Stuvia:

Guaranteed quality through customer reviews

Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.

Quick and easy check-out

You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.

Focus on what matters

Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!

Frequently asked questions

What do I get when I buy this document?

You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.

Satisfaction guarantee: how does it work?

Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.

Who am I buying these notes from?

Stuvia is a marketplace, so you are not buying this document from us, but from seller Wisdoms. Stuvia facilitates payment to the seller.

Will I be stuck with a subscription?

No, you only buy these notes for $17.49. You're not tied to anything after your purchase.

Can Stuvia be trusted?

4.6 stars on Google & Trustpilot (+1000 reviews)

84251 documents were sold in the last 30 days

Founded in 2010, the go-to place to buy study notes for 14 years now

Start selling

Popular Universities in the United States

Popular books

Find notes and summaries for these qualifications

Exam (elaborations)

Test Bank for LPN to RN Transitions 5th Edition by Lora Claywell 9780323697972 (Complete 18 Chapters).

Document information

Subjects

Connected book

More summaries for

Written for

Seller

Reviews received

Content preview