TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY CLAYWELL
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TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY CLAYWELL
Table of Contents Chapter 01: Honoring Your Past, Planning Your Future ........................................................................... 2 Chapter 02: Assessing Yourself and Designing Success .......................................
TEST BANK FOR LPN TO RN TRANSITIONS 5TH EDITION BY
CLAYWELL
Table of Contents
Chapter 01: Honoring Your Past, Planning Your Future ........................................................................... 2
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 ........................................................... 15
Chapter 05: Using Nursing Theory to Guide Professional Practice ........................................................ 22
Chapter 06: Providing Patient-Centered Care Through the Nursing Process ......................................... 29
Chapter 07: Critical and Diagnostic Thinking for Better Clinical Judgment .............................................. 38
Chapter 08: Practicing Evidence-Based Decision Making ...................................................................... 46
Chapter 09: Communicating With Patients and Co-Workers................................................................... 54
Chapter 10: Teaching Patients and Their Families ................................................................................. 62
Chapter 11: The Nurses, Ideas, and Forces That Define the Profession ................................................ 69
Chapter 12: Upholding Legal and Ethical Principles ............................................................................... 73
Chapter 13: Care and Safety Standards, Competence, and Nurse Accountability .................................. 82
Chapter 14: Leading, Delegating, and Collaborating ............................................................................... 89
Chapter 15: Promoting Healthful Living in the Primary Care Setting ....................................................... 97
Chapter 16: Managing Care in Secondary and Tertiary Health Care .................................................... 104
Chapter 17: Reflecting on Your Trition ................................................................................................. 110
Chapter 18: Prepare Now to Pass NCLEX-RN® .................................................................................. 118
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, 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.
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.‖
SELECTED
ANSWER: 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. TOPIC: 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 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
SELECTED
ANSWER: D
The outcome priority is the essential issue or need to be addressed at any given time within
aset of conditions or circumstances.
DIF: Cognitive Level: Application
OBJ: Identify motivations and personal outcome priorities for returning to
school. TOPIC: 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
thenurse 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.‖
SELECTED
ANSWER:
D
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, 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. TOPIC: Motivations for Change
4. An RN is caring for a diabetic patient. The patient appears interested in changing her
lifestyleand 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
SELECTED ANSWER: 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. TOPIC: Change Theory
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.‖
SELECTED ANSWER: B
The outcome priority is the essential need that must be addressed, determined by internal
andexternal 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. TOPIC: 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?
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
SELECTED ANSWER: B
Unfreezing begins when reasons for change are identified. The moving phase involves
activeplanning and action. Moving also meSELECTED ANSWER you are dealing with both
positive and negative forces as they ebb and flow, and you are making modifications to
yourplan as needed.
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, Refreezing occurs after the change has become routine.
DIF: Cognitive Level: Application
OBJ: Understand Change Theory and how it applies to becoming
an RN. TOPIC: 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
SELECTED ANSWER: 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. TOPIC: 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‖.
SELECTED ANSWER: 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. TOPIC: 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‖.
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‖.
SELECTED ANSWER: 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. TOPIC: Adult Learning
10. The nurse educator is presenting a lecture on experience and learning to a group of
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