TEST BANK
LPN to RN Transitions, 5th Edition
(Claywell, 2022), Chapters 1 - 18 | All Chapters
,TABLE OF CONTENTS
,CHAPTER 01: HONORING YOUR PAST, PLANNING YOUR FUTURE
MULTIPLE CHOICE
1. 1. A student interested in becoming a registered nurse is meeting with a nursing advisor.
She is aware that students aspiring to become registered nurses (RNs) who are licensed
practical nurses or license vocational nurses (LPN/LVNs) bring past knowledge and
comprehension to the classroom. Which of the nursing advisor's statements best captures
her comprehension of the potential impact 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.”
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 the self.
DIF: Cognitive Level: Application
OBJ: Identify how experiences influence learning in adults. TOP: Adult Learning
2. It is currently Wednesday night, and on Friday morning there is a cardiovascular system
test. Thursday night, the student took a vacation day from work so she could remain home
and study. On Thursday morning, she might skip her exercise class and head to the library
to get ready for the test. Which answer best sums up the importance of the student's
outcome?
a. Exercise class
b. Going to the library
c. Avoiding work by taking a vacation
d. Doing well on the test on Friday
ANSWER: 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. 3. A nurse who has worked for ten years as an LPN/LVN is meeting with an advisor to talk
about the prospect of enrolling in programs to become an RN. Which of the nurse's
statements does the adviser interpret as the motivation behind going back 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.”
ANSWER: 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
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 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
become an 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.”
ANSWER: 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?
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
ANSWER: 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
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 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
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”.
ANSWER: 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”.
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. 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”.
ANSWER: 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 of the following are examples of cNhange processes? (Select all that apply.)
a. Coercive
b. Collaborative
c. Technocratic
d. Planned
e. Organized
ANSWER: A, C, D
Coercive is a type of change that is forced or pushed on another. A decision for
change made by the most knowledgeable person is known as technocratic. Planned
change involves careful thought 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
,Chapter 02: Assessing Yourself and Designing
Success Claywell: LPN to RN Transitions, 5th
Edition
MULTIPLE CHOICE
1. After a particularly challenging examination, a student is overheard in the hallway
exclaiming, “That instructor just grades too hard! She only gave me a B on the
test!” This student is exhibiting traits of a(n)
a. external locus of control.
b. internal locus of control.
c. perfectionist.
d. realist.
ANSWER: A
Persons with an external locus of control often do not take responsibility for what
happens to them. Persons with an internal locus of control take responsibility for
what happens to them. A perfectionist strives for perfection in all that he or she
does, which is a self-defeating behavior. A realist accepts the world as it is and
handles it accordingly.
DIF: Cognitive Level: Application
OBJ: Interpret the role of locus of control on personal
empowerment. TOP: Locus of Control
2. A student must come back to the learning laboratory to repeat the skills and check
for insertion of a nasogastric tube. The instructor overhears the student saying, “I
know I can do this, I know I can do this!” The instructor interprets this behavior as
a. a self-defeating behavior.
N
b. positive self-talk.
c. perfectionism.
d. blaming.
ANSWER: B
The student is expressing positive self-talk by telling herself, “I know I can do this.”
Stating “I can’t do this” is an example of a self-defeating behavior. A student expecting
to perform tasks perfectly is striving for perfectionism. Blaming is not occurring here
because the student is taking responsibility for his/her own actions.
DIF: Cognitive Level: Analysis OBJ: Explain the impact of positive self-
talk. TOP: Self-Talk
3. A clinical instructor notices that one of her students worries a lot, expects negative
outcomes for most situations, strives for perfection, and seems to look for the tiniest
faults in her work.
The clinical instructor interprets these behaviors as
a. commitment to learning.
b. assuming an external locus of control.
c. self-directedness.
d. self-defeating behaviors.
ANSWER: D
, The student may be committed to learning, but she is showing signs of self-
defeating behaviors. Self-defeating behaviors include pessimism, nit-picking,
worrying, perfectionism, and blaming. Assuming an external locus of control means
believing that action or inaction lies outside of oneself. Assuming ownership of
learning defines self-directedness.
DIF: Cognitive Level: Analysis OBJ: Describe self-defeating
behaviors. TOP: Self-Defeating Behaviors and Empowerment
4. A nursing professor is grading an assignment on self-defeating behavior. The
professor can expect to find which statement written by the student who has a
good understanding of perfectionism?
a. Perfection is impossible to attain, and therefore constantly falling
short of perfection leads to negative feelings and beliefs about
oneself.
b. Perfection is the ultimate goal, and it is not a self-defeating behavior to
demand it of oneself.
c. Perfectionism is the only means by which we can truly improve.
d. Perfectionism is a character flaw and cannot be addressed.
ANSWER: A
Perfection is impossible to obtain. Students who strive for perfection set
themselves up for negative feelings and beliefs about themselves.
DIF: Cognitive Level: Analysis OBJ: Describe self-defeating
behaviors. TOP: Self-Defeating Behaviors
5. The nurse understands that there are four key habits for managing the work of
success. Which action by the nurse demonstrates her understanding?
a. Participating in a yoga clasN
s
b. Analyzing case studies on her day off
c. Taking time at the beginning of the work shift to make a plan for her day
d. Setting short- and long-term goals
ANSWER: C
The nurse understands that there are four key habits of success when she makes a
plan for her day. Joining a yoga class, analyzing case studies, and setting short- and
long-term goals are not defined as one of the four key habits.
DIF: Cognitive Level: Application
OBJ: Explain four key work habits that contribute to
success. TOP: Managing the Work of Success
6. A student has a large reading assignment that must be completed in order to be
prepared for the next class. Which action by the student would be ineffective in the
planning process?
a. Put off the assignment until later so more content is remembered.
b. Examine your schedule to determine time frames for study sessions.
c. Determine a study environment fitting your learning style.
d. Divide the assignment into manageable chunks, and take notes as you read.
ANSWER: A
The time to begin to plan how to accomplish an assignment is the moment one is
made aware of the assignment.
, DIF: Cognitive Level: Application
OBJ: Explain four key work habits that contribute to
success. TOP: Managing the Work of Success
7. The roommate of a nursing student buys tickets to the student’s favorite play.
The student realizes that the play is the night before her final exam. When the
student turns down the tickets, the roommate interprets the student’s dedication
to school as
a. dedication to the plan until other mounting responsibilities interfere.
b. total dedication, even in the face of other attractive opportunities.
c. total dedication until resolve begins to wane.
d. discipline to change the plan as needed.
ANSWER: B
Commitment requires discipline to maintain resolve even when other
responsibilities or attractive opportunities begin to mount.
DIF: Cognitive Level: Analysis
OBJ: Explain four key work habits that contribute to
success. TOP: Managing the Work of Success
8. A nursing student is learning about effective time management in her first semester
of nursing school. Which action by the student indicates that she understands the first
critical step?
a. Setting goals based on the desired outcome
b. Prioritizing goals in order of simple to complex
c. Prioritizing tasks in chronological order
d. Assessing the reality of the complete situation
ANSWER: D N
Assessing the complete situation is the first step in time management. One must be clear
about
the reality of the current set of tasks and schedule in order to begin to manage
the time associated with the tasks.
DIF: Cognitive Level: Application
OBJ: Explain four key work habits that contribute to
success. TOP: Managing the Work of Success
9. Stress reduction while in nursing school is an important part of maintaining one’s
health. Holistic cognitive theory for stress reduction has four steps. The student
shows that he or she understands the first step to achieving awareness by doing
which of the following?
a. Becomes aware of the early physical signs of stress
b. Concentrates on placing himself or herself as the center of everything
c. Mentally filters perceptions
d. Disqualifies the positive in the experience
ANSWER: A
The awareness step is a time of understanding how the student feels under stress,
coming to know the symptoms, and taking steps to neutralize the symptoms.
DIF: Cognitive Level: Application OBJ: Identify steps that aid in stress
reduction. TOP: Stress Reduction
, 10. A student exclaims, “I have to make a 100% on this test because anything less is
just like failing in my book. I either know it or I don’t and if I don’t know it now, I
never will.” This student is obviously stressed, and the statements represent
a. awareness reduction.
b. cognitive distortions.
c. positive coping mechanisms.
d. acceptance of reality.
ANSWER: B
Cognitive distortions are illogical, irrational thoughts; those in this
question are “all-or-nothing thinking” and “emotional reasoning.”
DIF: Cognitive Level: Application OBJ: Identify steps that aid in stress
reduction. TOP: Stress Reduction
11. A lab instructor is observing placement of a Foley catheter by a senior nursing
student. If the student is in the active experimentation phase of Kolb’s Theory of
Experiential Learning, what action can the lab instructor expect from the student?
a. The student will need to observe placement before proceeding.
b. The student assists the instructor in placing the catheter.
c. The student places the Foley catheter without assistance.
d. The student verbalizes beginning to understand catheter placement.
ANSWER: C
According to Kolb’s Theory of Experiential Learning, the student is in the active
experimentation phase. When the student nurse places the Foley catheter, he or she
is actively involved in the experience. Concrete experience occurs when the student
is actively involved in a new experience. ReflectiveNobservation begins when the
student observes the experience. Abstract conceptualization occurs when the student
begins to understand the process of placing the Foley catheter.
DIF: Cognitive Level: Analysis
OBJ: Describe how learning style affects the learning process. TOP: Learning Style
12. A lab instructor is preparing to teach a group of students. After reading
questionnaires filled out by the students in her group, she notes that the students
would best learn by reflective observation. What activity should the instructor plan so
that the students have the best chance of success?
a. Set up stations so that the students can try to “figure it out for themselves.”
b. Allow the students to observe a presentation.
c. Present the information in a lecture while students take notes.
d. Present information and allow the students to be directly involved in a
hands-on setting.
ANSWER: B
Learning by observing is what Kolb terms reflective observation. Concrete
experience involves hands-on learning. In active experimentation, students learn by
trying to figure it out for themselves. Abstract conceptualization is the process of
learning through data collection, such as lecture.
DIF: Cognitive Level: Application
