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Test Bank for LPN to RN Transitions 5th Edition by Lora Claywell 9780323697972 (Complete 18 Chapters). Test Bank for LPN to RN Transitions 5th Edition by Lora Claywell 9780323697972 (Complete 18 Chapters). Test Bank for LPN to RN Transitions 5th Edition by Lora Claywell 9780323697972 (Complete ...

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Test Bank for LPN to RN Transitions 5th Edition by Lora
Claywell 9780323697972 (Complete 18 Chapters)

, TEST .BANK .FOR .LPN .TO .RN .TRANSITIONS .4TH .EDITION .BY
.CLAYWELL

Chapter .01: .Honoring .Your .Past, .Planning .Your
.Future.Claywell: .LPN .to .RN .Transitions, .4th .Edition



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

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 .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




TESTBANKWORLD.ORG

, TEST .BANK .FOR .LPN .TO .RN .TRANSITIONS .4TH .EDITION .BY
.CLAYWELL

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


5. An .LPN .is .talking .with .her .clinical .instructor .about .her .decision .to .return .to .school .to
N
.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




TESTBANKWORLD.ORG

, TEST .BANK .FOR .LPN .TO .RN .TRANSITIONS .4TH .EDITION .BY
.CLAYWELL

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 .professional
.goals..TOP: . Setting .Goals


8. The .RN .is .talking .with .the .unit .manager .about .ways .to .improve .patient .care. .The
N
.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.


TESTBANKWORLD.ORG

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