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FULL TEST BANK Lpn To Rn Transitions: Achieving Success In Your New Role Sixth Edition By Linda Lee Phelps With 100% Verified Questions And Answers Graded A+ $20.48
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FULL TEST BANK Lpn To Rn Transitions: Achieving Success In Your New Role Sixth Edition By Linda Lee Phelps With 100% Verified Questions And Answers Graded A+
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Lpn To Rn Transitions
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Lpn To Rn Transitions
FULL TEST BANK
Lpn To Rn Transitions: Achieving Success In Your New Role Sixth Edition
By Linda Lee Phelps With 100% Verified Questions And Answers Graded A+
FULL TEST BANK
Lpn To Rn Transitions: Achieving Success In Your New Role Sixth Edition
By Linda Lee Phelps With 100% Verified Questions And Answers Graded A+
PRINTEND PDF|ORIGINAL DIRECT FROM PUBLISHER|100% VERIFIED
ANSWERS|DOWLOAD IMMEDIATELY AFTER THE ORDER
6TH EDITI
Complete Test Bank, All Chapter Are Included
For More Documents Search (Testbankproferssor.Stuvia)
, LPN TO RN TRANSITIONS 5TH EDITION BY 2 of 123
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 LICENSEDPRACTICAL 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 BEA 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
CONSIDERINGSKIPPING HER EXERCISE CLASS ON THURSDAY MORNING TO
N 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 ASET 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
TOSCHOOL? 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
, LPN TO RN TRANSITIONS 5TH EDITION BY 3 of 123
DRIVING FORCES ARE THOSE THAT PUSH TOWARD MAKING THE CHANGE, AS OPPOSED TO
RESTRAINING FORCES, WHICH ARE THOSE THATUSUALLY 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 ASKINGQUESTIONS 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 APART OF THE PERSON’S LIFE.
DIF: COGNITIVE LEVEL: ANALYSIS
OBJ: UNDERSTAND CHANGE THEORY AND HOW IT APPLIES TO BECOMING AN
RN. TOP: CHANGETHEORY
5. AN LPN IS TALKING WITH HER CLINICAL INSTRUCTOR ABOUT HER DECISION TO
RETURN TO SCHOOL TO BECOME AN RN. THE CLINICALINSTRUCTOR INTERPRETS THE
LPNS OUTCOME PRIORITY BASED ON WHICH N 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 ASNEEDING 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 PHASEOF 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 MAKINGMODIFICATIONS
, LPN TO RN TRANSITIONS 5TH EDITION BY 4 of 123
TO YOUR PLAN AS NEEDED. REFREEZING OCCURS AFTER THE CHANGE HAS BECOME ROUTINE.
DIF: COGNITIVE LEVEL: APPLICATION
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