TEST BANKS FOR LPN TO RN TRANSITION BY LORA CLAYWELL 4TH EDITION
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Cours
Health Care
Établissement
Chamberlian School Of Nursing
TEST BANKS FOR LPN TO RN TRANSITION BY LORA CLAYWELL 4TH EDITIONTable of Contents Chapter 01: Honoring Your Past, Planning Your Future ............................................................ 1 Chapter 02: Assessing Yourself and Designing Success .................................................
Table of Contents
Chapter 01: Honoring Your Past, Planning Your Future ............................................................1
Chapter 02: Assessing Yourself and Designing Success ..........................................................5
Chapter 03: Study Habits and Test-Taking Skills ....................................................................11
Chapter 04: Distinguishing the RN Role from the LPN/LVN Role ............................................16
Chapter 05: Using Nursing Theory to Guide Professional Practice .........................................23
Chapter 06: Providing Patient-Centered Care Through the Nursing Process ..........................31
Chapter 07: Critical and Diagnostic Thinking for Better Clinical Judgment ..............................41
Chapter 08: Practicing Evidence-Based Decision Making .......................................................49
Chapter 09: Communicating With Patients and Co-Workers ...................................................59
Chapter 10: Teaching Patients and Their Families ..................................................................67
Chapter 11: The Nurses, Ideas, and Forces That Define the Profession.................................76
Chapter 12: Upholding Legal and Ethical Principles ................................................................80
Chapter 13: Care and Safety Standards, Competence, and Nurse Accountability ..................90
Chapter 14: Leading, Delegating, and Collaborating ...............................................................97
Chapter 15: Promoting Healthful Living in the Primary Care Setting .....................................105
Chapter 16: Managing Care in Secondary and Tertiary Health Care ....................................113
Chapter 17: Reflecting on Your Transition ............................................................................119
Chapter 18: Prepare Now to Pass NCLEX-RN® ...................................................................128
Chapter 01: Honoring Your Past, Planning Your Future
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
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, 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
N
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
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
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, 5. An LPN is talking with her clinical instructor about her decision to return to school to
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
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
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, 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 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.
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
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