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Test Bank For LPN To RN Transitions 6th Edition By Lora Claywell All Chapters ||Complete A+ Guide
Test Bank For LPN To RN Transitions 6th Edition By Lora Claywell All Chapters ||Complete A+ Guide
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Test Bank For LPN To RN Transitions 6thEdition By Lora Claywell All Chapters
||Complete A+ Guide
,Chapter r01: rHonoring rYour rPast, rPlanning rYour rFuture
rClaywell: rLPN rto rRN rTransitions, r6th rEdition
MULTIPLE rCHOICE
1. A rnursing radvisor ris rmeeting rwith ra rstudent rwho ris rinterested rin rearning rher rRN rdegree.
rShe rknows rthat rlicensed rpractical rnurse/license rvocational rnurse r(LPN/LVNs) rwho renter
rnursing rschool rto rbecome rRNs rcome rinto rthe rlearning renvironment rwith rprior rknowledge
rand runderstanding. rWhich rstatement rby rthe rnursing radvisor rbest rdescribes rher
runderstanding rof rthe reffect rexperience rmay rhave ron rlearning?
a. “Experience rmay rbe ra rsource rof rinsight rand rmotivation, ror ra rbarrier.”
b. “Experience ris rusually ra rstumbling rblock rfor rLPN/LVNs.”
c. “Experience rnever rmakes rlearning rmore rdifficult.”
d. “Once rsomething ris rlearned, rit rcan rnever rbe rtruly rmodified.”
ANS: r A
Experience raccentuates rdifferences ramong rlearners rand rserves ras ra rsource rof rinsight rand
rmotivation, rbut rit rcan ralso rbe ra rbarrier. rExperience rcan rserve ras ra rfoundation rfor rdefining rthe
rself.
DIF: Cognitive rLevel: rApplication
OBJ: r r Identify rhow rexperiences rinfluence rlearning rin radults. TOP: r Adult rLearning
2. There ris ra rtest ron rthe rcardiovascular rsystem ron rFriday rmorning, rand rit ris rnow rWednesday
rnight. rThe rstudent rhas ralready rtaken ra rvacation rday rfrom rwork rThursday rnight rso rthat rshe
rcan rstay rhome rand rstudy. rShe ris rconsidering rskipping rher rexercise rclass ron rThursday
N
rmorning rto rgo rto rthe rlibrary rto rprepare rfor rthe rtest. rWhich rresponse rbest ridentifies rthe
rstudent’s routcome rpriority?
a. Exercise rclass
b. Going rto rthe rlibrary
c. Avoiding rwork rby rtaking ra rvacation
d. Doing rwell ron rthe rtest ron rFriday
ANS: r D
The routcome rpriority ris rthe ressential rissue ror rneed rto rbe raddressed rat rany rgiven rtime rwithin ra
rset rof rconditions ror rcircumstances.
DIF: Cognitive rLevel: rApplication
OBJ: r Identify rmotivations rand rpersonal routcome rpriorities rfor rreturning rto rschool.
rTOP: r Motivation rto rLearn
3. A rnurse rwho rhas rbeen ran rLPN/LVN rfor r10 ryears ris rmeeting rwith ran radvisor rto rdiscuss rthe
rpossibility rof rtaking rclasses rto rbecome ran rRN. rThe radvisor rinterprets rwhich rstatement rby
rthe rnurse ras rthe rdriving rforce rfor rreturning rto rschool?
a. “I’ll rneed rto rschedule rtime rto rattend rclasses.”
b. “I’ll rhave rto rbudget rfor rpaying rtuition.”
c. “I’ll rhave rto rrearranging rmy rschedule.”
d. “There ris ra rpossibility rof radvancement rinto radministration.”
ANS: r D
, Driving rforces rare rthose rthat rpush rtoward rmaking rthe rchange, ras ropposed rto rrestraining rforces,
rwhich rare rthose rthat rusually rpresent ra rchallenge rthat rneeds rto rbe rovercome rfor rthe rchange rto
rtake rplace ror rpresent ra rnegative reffect rthe rchange rmay rinitiate.
DIF: Cognitive rLevel: rApplication
OBJ: r Identify rmotivations rand rpersonal routcome rpriorities rfor rreturning rto rschool.
rTOP: r Motivations rfor rChange
4. An rRN ris rcaring rfor ra rdiabetic rpatient. rThe rpatient rappears rinterested rin rchanging rher
lifestyle rand rhas rbeen rasking rquestions rabout reating rbetter. rThe rnurse rcan rinterpret rthis
r
behavior ras
r
which rstage rof rLewin’s rChange rTheory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
ANS: r B
The rpatient ris rin rthe rfirst rphase rof rLewin’s rChange rTheory, rknown ras runfreezing. rThis rphase
rinvolves rdetermining rthat ra rchange rneeds rto roccur rand rdeciding rto rtake raction. rMoving ris rthe
rsecond rphase rand rinvolves ractively rplanning rchanges rand rtaking raction ron rthem. rRefreezing ris
rthe rlast rstage, rand rit roccurs rwhen rthe rchange rhas rbecome ra rpart rof rthe rperson’s rlife.
DIF: Cognitive rLevel: rAnalysis
OBJ: r Understand rChange rTheory rand rhow rit rapplies rto rbecoming ran
rRN. rTOP: r Change rTheory
5. An rLPN ris rtalking rwith rher rclinical rinstructor rabout rher rdecision rto rreturn rto rschool rto
rbecome ran rRN. rThe rclinical rinstructor riNnterprets rthe rLPNs routcome rpriority rbased ron
rwhich rstatement?
a. “My rfamily rwanted rme rto rgo rback rto rschool.”
b. “I rwant rto rbetter rmy rfinancial rsituation.”
c. “I rreally renjoy rschool.”
d. “I rwould rlike rto radvance rto ra rteaching rrole rsomeday.”
ANS: r B
The routcome rpriority ris rthe ressential rneed rthat rmust rbe raddressed, rdetermined rby rinternal rand
rexternal rfactors, rsuch ras rneeding rto rbetter ra rfinancial rsituation. rThe rother rstatements rindicate
rreasons rfor rreturning rto rschool, rbut rthey rare rnot ressential rneeds ror rissues rto rbe raddressed.
DIF: Cognitive rLevel: rAnalysis
OBJ: r r Identify rhow rexperiences rinfluence rlearning rin radults. TOP: r Adult rLearning
6. A rnurse rnotices ra rposting rfor ra rmanagement rposition rfor rwhich rshe ris rqualified. rIf rthe rnurse
ris rin rthe rmoving rphase rof rLewin’s rChange rTheory, rwhich rstatement rreflects rthe raction rshe
ris rmost rlikely rto rtake?
a. Does rnothing rto robtain rthe rposition
b. Applies rfor rthe rposition
c. Identifies rthat rchange ris rneeded
d. Settles rinto rthe rroutine rof rher rjob
ANS: r B
, Unfreezing rbegins rwhen rreasons rfor rchange rare ridentified. rThe rmoving rphase rinvolves ractive
rplanning rand raction. rMoving ralso rmeans ryou rare rdealing rwith rboth rpositive rand rnegative
rforces ras rthey rebb rand rflow, rand ryou rare rmaking rmodifications rto ryour rplan ras rneeded.
Refreezing roccurs rafter rthe rchange rhas rbecome rroutine.
DIF: Cognitive rLevel: rApplication
OBJ: r Understand rChange rTheory rand rhow rit rapplies rto rbecoming ran
rRN. rTOP: r Change rTheory
7. An rOrthopedic rNurse ris rcontemplating rchanges rin rher rprofessional rlife rand ridentifying
goals. rWhich raction rshould rthe rnurse rtake rif rshe ris rinterested rin rpursuing ra rlong-term rgoal?
r
a. Studies rfor ra rtelemetry rexam rscheduled rfor rnext rweek
b. Enrolls rin ra rNurse rPractitioner rprogram
c. Attends ra rseminar rto rbecome ra rcharge rnurse
d. Continues rto rwork ron rthe rorthopedic rfloor rfull-time
ANS: r B
A rshort-term rgoal ris rone rthat rcan rbe rattained rin ra rperiod rof r6 rmonths ror rless. rShort-term
rgoals rinclude rbecoming ra rcharge rnurse rand rpassing rthe rtelemetry rexam. rA rlong-term rgoal ris
rattained rin rgreater rthan r6 rmonths rand rincludes rstudying rto rbecome ra rNurse rPractitioner.
rContinuing rto rwork ron rthe rorthopedic rfloor rdoes rnot rrepresent reither ra rshort-term ror ra rlong-
term rgoal.
DIF: Cognitive rLevel: rApplication
OBJ: r Identify rboth rshort- rand rlong-term rpersonal rand rprofessional
rgoals. rTOP: r Setting rGoals
8. The rRN ris rtalking rwith rthe runit rmanager rabout rways rto rimprove rpatient rcare. rThe rmanager
rintroduces rthe rconcept rof ra rcohNort. rWhich rstatement rby rthe rRN rindicates rthat rthe rteaching rhas
rbeen reffective?
a. “A rcohort ris ra rweb rof rconnections”.
b. “A rcohort ris ra rgroup rof rpeople rwho rshare rcommon rexperiences rwith reach rother”.
c. “A rcohort ris ra rgroup rlinked rtogether rfor rcommon rpurposes”.
d. “A rcohort rconsists rof rgroups rof rindividuals rthat rmake rup ra rwhole”.
ANS: r B
A rcohort ris ra rgroup rof rpeople rwho rshare rcommon rexperiences rwith reach rother. rA rscheme ris ra
rweb rof rconnections, ra rteam ris ra rgroup rlinked rtogether rfor rcommon rpurposes, rand ra runit
rconsists rof rgroups ror rindividuals rthat rmake rup ra rwhole.
DIF: Cognitive rLevel: rEvaluation
OBJ: r r Identify rhow rexperiences rinfluence rlearning rin radults. TOP: r Adult rLearning
9. The rnurse reducator ris rpresenting ra rlecture rto ra rgroup rof rnew rRNs. rWhich rstatement rby rone
of rthe rRNs rindicates rthat rteaching rhas rbeen reffective?
r
a. “Experience ris ra rstepping rstone rto rnew rlearning”.
b. “Experience rcan rbe ra rbarrier rto rnew rlearning”.
c. “Experience rcan rbe ran ravenue rto rnew rlearning”.
d. “Experience rcan rbe ra rdetour rto rnew rlearning”.
ANS: r B
Experience raccentuates rdifferences ramong rlearners, rserves ras ra rsource rof rinsight rand
rmotivation, rcan rbe ra rbarrier rto rnew rlearning, rand rserves ras ra rfoundation rfor rdefining rthe rself.
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