Test Bank For LPN to RN Transitions 5th Edition By Lora Claywell 1. Honoring Your Past, Planning Your Future 2. Assessing Yourself and Designing Success 3. Study Habits and Test-Taking Skills 4. Distinguishing the RN Role from the LPN/LVN Role 5. Using Nursing Theory to Guide Professional Practice ...
1. A bnursing badvisor bis bmeeting bwith ba bstudent bwho bis binterested bin bearning bher bRN
bdegree. bShebknows bthat blicensed bpractical bnurse/license bvocational bnurse b(LPN/LVNs)
bwho benter bnursingbschool bto bbecome bRNs bcome binto bthe blearning benvironment bwith
bprior bknowledge band bunderstanding. bWhich bstatement bby bthe bnursing badvisor bbest
bdescribes bher bunderstanding bof bthe beffect bexperience bmay bhave bon blearning?
a. ―Experience bmay bbe ba bsource bof binsight band bmotivation, bor ba bbarrier.‖
b. ―Experience bis busually ba bstumbling bblock bfor bLPN/LVNs.‖
c. ―Experience bnever bmakes blearning bmore bdifficult.‖
d. ―Once bsomething bis blearned, bit bcan bnever bbe btruly bmodified.‖
SELECTED bANSWER:
bA
Experience baccentuates bdifferences bamong blearners band bserves bas ba bsource bof binsight
band bmotivation, bbut bit bcan balso bbe ba bbarrier. bExperience bcan bserve bas ba bfoundation
bfor bdefining bthebself.
DIF: Cognitive bLevel: bApplication
OBJ: b b b Identify bhow bexperiences binfluence blearning bin badults. TOPIC: b Adult bLearning
2. There bis ba btest bon bthe bcardiovascular bsystem bon bFriday bmorning, band bit bis bnow
bWednesday bnight. bThe bstudent bhas balready btaken ba bvacation bday bfrom bwork bThursday
bnight bso bthat bshe bcanbstay bhome band bstudy. bShe bis bconsidering bskipping bher bexercise
bclass bon bThursday bmorning bto bgo bto bthe blibrary bto bprepare bfor bthe btest. bWhich
bresponse bbest bidentifies bthe bstudent‘s boutcome bpriority?
a. Exercise bclass
b. Going bto bthe blibrary
c. Avoiding bwork bby btaking ba bvacation
d. Doing bwell bon bthe btest bon bFriday
SELECTED bANSWER:
bD
The boutcome bpriority bis bthe bessential bissue bor bneed bto bbe baddressed bat bany bgiven
btime bwithin babset bof bconditions bor bcircumstances.
DIF: Cognitive bLevel: bApplication
OBJ: bIdentify bmotivations band bpersonal boutcome bpriorities bfor breturning bto
bschool.bTOPIC: b Motivation bto bLearn
3. A bnurse bwho bhas bbeen ban bLPN/LVN bfor b10 byears bis bmeeting bwith ban badvisor bto
bdiscuss bthe bpossibility bof btaking bclasses bto bbecome ban bRN. bThe badvisor binterprets
bwhich bstatement bby bthebnurse bas bthe bdriving bforce bfor breturning bto bschool?
, TEST bBANK bFOR bLPN bTO bRN bTRANSITIONS b5TH bEDITION bBY
bCLAYWELL
a. ―I‘ll bneed bto bschedule btime bto battend bclasses.‖
b. ―I‘ll bhave bto bbudget bfor bpaying btuition.‖
c. ―I‘ll b have b to b rearranging b my b schedule.‖
d. ―There bis ba bpossibility bof badvancement binto badministration.‖
SELECTED
bANSWER:
bD
Driving bforces bare bthose bthat bpush btoward bmaking bthe bchange, bas bopposed bto
brestraining bforces,bwhich bare bthose bthat busually bpresent ba bchallenge bthat bneeds bto bbe
bovercome bfor bthe bchange bto btake bplace bor bpresent ba bnegative beffect bthe bchange bmay
binitiate.
DIF: Cognitive bLevel: bApplication
OBJ: bIdentify bmotivations band bpersonal boutcome bpriorities bfor breturning bto
bschool.bTOPIC: b Motivations bfor bChange
4. An bRN bis bcaring bfor ba bdiabetic bpatient. bThe bpatient bappears binterested bin bchanging bher
blifestyleband bhas bbeen basking bquestions babout beating bbetter. bThe bnurse bcan binterpret
bthis bbehavior bas bwhich bstage bof bLewin‘s bChange bTheory?
a. Moving
b. Unfreezing
c. Action
d. Refreezing
SELECTED bANSWER: b B
The bpatient bis bin bthe bfirst bphase bof bLewin‘s bChange bTheory, bknown bas bunfreezing.
bThis bphase binvolves bdetermining bthat ba bchange bneeds bto boccur band bdeciding bto btake
baction. bMoving bis bthe bsecond bphase band binvolves bactively bplanning bchanges band btaking
baction bon bthem. bRefreezing bisbthe blast bstage, band bit boccurs bwhen bthe bchange bhas
bbecome ba bpart bof bthe bperson‘s blife.
DIF: Cognitive bLevel: bAnalysis
OBJ: bUnderstand bChange bTheory band bhow bit bapplies bto bbecoming
ban bRN.bTOPIC: b Change bTheory
5. An bLPN bis btalking bwith bher bclinical binstructor babout bher bdecision bto breturn bto bschool
N
bto bbecomeban bRN. bThe bclinical binstructor binterprets bthe bLPNs boutcome bpriority bbased
bon bwhich bstatement?
a. ―My bfamily bwanted bme bto bgo bback bto bschool.‖
b. ―I bwant bto bbetter bmy bfinancial bsituation.‖
c. ―I breally benjoy bschool.‖
d. ―I bwould blike bto badvance bto ba bteaching brole bsomeday.‖
SELECTED bANSWER: b B
The boutcome bpriority bis bthe bessential bneed bthat bmust bbe baddressed, bdetermined bby
binternal bandbexternal bfactors, bsuch bas bneeding bto bbetter ba bfinancial bsituation. bThe bother
bstatements bindicate breasons bfor breturning bto bschool, bbut bthey bare bnot bessential bneeds
bor bissues bto bbe baddressed.
DIF: Cognitive bLevel: bAnalysis
OBJ: b b b Identify bhow bexperiences binfluence blearning bin badults. TOPIC: b Adult bLearning
6. A bnurse bnotices ba bposting bfor ba bmanagement bposition bfor bwhich bshe bis bqualified. bIf
bthe bnurse bisbin bthe bmoving bphase bof bLewin‘s bChange bTheory, bwhich bstatement breflects
bthe baction bshe bis bmost blikely bto btake?
a. Does bnothing bto bobtain bthe bposition
b. Applies bfor bthe bposition
c. Identifies bthat bchange bis bneeded
d. Settles binto bthe broutine bof bher bjob
SELECTED bANSWER: b B
Unfreezing bbegins bwhen breasons bfor bchange bare bidentified. bThe bmoving bphase binvolves
bactivebplanning band baction. bMoving balso bmeSELECTED bANSWER byou bare bdealing
bwith bboth bpositive band bnegative bforces bas bthey bebb band bflow, band byou bare bmaking
bmodifications bto byourbplan bas bneeded.
Refreezing boccurs bafter bthe bchange bhas bbecome broutine.
DIF: Cognitive bLevel: bApplication
OBJ: bUnderstand bChange bTheory band bhow bit bapplies bto bbecoming
ban bRN.bTOPIC: b Change bTheory
7. An bOrthopedic bNurse bis bcontemplating bchanges bin bher bprofessional blife band bidentifying
bgoals.bWhich baction bshould bthe bnurse btake bif bshe bis binterested bin bpursuing ba blong-
term bgoal?
a. Studies bfor ba btelemetry bexam bscheduled bfor bnext bweek
b. Enrolls bin ba bNurse bPractitioner bprogram
c. Attends ba bseminar bto bbecome ba bcharge bnurse
d. Continues bto bwork bon bthe borthopedic bfloor bfull-time
SELECTED bANSWER: b B
A bshort-term bgoal bis bone bthat bcan bbe battained bin ba bperiod bof b6 bmonths bor bless. bShort-
term bgoals binclude bbecoming ba bcharge bnurse band bpassing bthe btelemetry bexam. bA blong-
term bgoal bis battainedbin bgreater bthan b6 bmonths band bincludes bstudying bto bbecome ba
bNurse bPractitioner. bContinuing bto bwork bon bthe borthopedic bfloor bdoes bnot brepresent
beither ba bshort-term bor ba blong-term bgoal.
DIF: Cognitive bLevel: bApplication
OBJ: bIdentify bboth bshort- band blong-term bpersonal band bprofessional
bgoals.bTOPIC: b Setting bGoals
8. The bRN bis btalking bwith bthe bunit bmanager babout bways bto bimprove bpatient bcare. bThe
N
bmanager bintroduces bthe bconcept bof ba bcohort. bWhich bstatement bby bthe bRN bindicates
bthat bthe bteaching bhas bbeen beffective?
a. ―A bcohort bis ba bweb bof bconnections‖.
b. ―A bcohort bis ba bgroup bof bpeople bwho bshare bcommon bexperiences bwith beach bother‖.
c. ―A bcohort bis ba bgroup blinked btogether bfor bcommon bpurposes‖.
d. ―A bcohort bconsists bof bgroups bof bindividuals bthat bmake bup ba bwhole‖.
SELECTED bANSWER: b B
A bcohort bis ba bgroup bof bpeople bwho bshare bcommon bexperiences bwith beach bother. bA
bscheme bis babweb bof bconnections, ba bteam bis ba bgroup blinked btogether bfor bcommon
bpurposes, band ba bunit bconsists bof bgroups bor bindividuals bthat bmake bup ba bwhole.
DIF: Cognitive bLevel: bEvaluation
OBJ: b b b Identify bhow bexperiences binfluence blearning bin badults. TOPIC: b Adult bLearning
9. The bnurse beducator bis bpresenting ba blecture bto ba bgroup bof bnew bRNs. bWhich bstatement
bby bone bofbthe bRNs bindicates bthat bteaching bhas bbeen b effective?
a. ―Experience bis ba bstepping bstone bto bnew blearning‖.
b. ―Experience bcan bbe ba bbarrier bto bnew blearning‖.
c. ―Experience bcan bbe ban bavenue bto bnew blearning‖.
d. ―Experience bcan bbe ba bdetour bto bnew blearning‖.
SELECTED bANSWER: b B
Experience baccentuates bdifferences bamong blearners, bserves bas ba bsource bof binsight band
bmotivation, bcan bbe ba bbarrier bto bnew blearning, band bserves bas ba bfoundation bfor
bdefining bthe bself.
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 Prose1. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $15.49. You're not tied to anything after your purchase.
