Claywell: LPN to RN Transitions, 2nd Edition 

Test Bank

Chapter 1: Past, Present, and Future: Assessing Your Accomplishments

	MULTIPLE CHOICE

	1.	LPN/LVNs who enter nursing school to become RNs come into the learning environment with prior knowledge and understanding. Which of the following best describes the effect experience may have on learning?
a.	Experience may be a source of insight 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, serves as a source of insight and motivation, can be a barrier, and will serve as a foundation for defining the self.

DIF:	Cognitive Level: Comprehension	REF:	2	
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 and is considering skipping her exercise class on Thursday morning to put in more time at the library to study for the test. Given this situation, which do you consider to be 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 most important goal, and other tasks are prioritized in order based on their importance toward meeting the identified goal.

DIF:	Cognitive Level: Application	REF:	7	
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 has started to consider what it may be like to become an RN and what that may mean personally and professionally. First, there is the flexibility in choosing where to work; there is likely a pay increase, as well as the opportunity to advance into administration. Becoming an RN also includes at least 2 more years of school, making tuition payments, and rearranging an already full schedule. Which of the following choices is likely to be the driving force in this scenario?
a.	Attending classes for 2 years	
b.	Paying tuition	
c.	Rearranging the schedule	
d.	Advancing into administration	

ANS:	D
Driving forces are those that tend to lead toward making the change, as opposed to restraining forces, which are those that usually present a challenge that needs to be overcome in order for the change to take place or present a negative effect the change may initiate.

DIF:	Cognitive Level: Comprehension	REF:	7	
OBJ:	Identify motivations and personal outcome priorities for returning to school.
TOP:	Motivations for Change

	4.	Lewin’s change theory includes the following components, in order:
a.	moving, unfreezing, molding.	
b.	unfreezing, moving, refreezing.	
c.	unfreezing, action, remolding.	
d.	unmolding, moving, remolding.	

ANS:	B
The order of Lewin’s change theory is unfreezing, moving, and refreezing.

DIF:	Cognitive Level: Comprehension	REF:	10	
OBJ:	Understand change theory and how it applies to becoming an RN.	
TOP:	Change Theory	

	TRUE/FALSE

	1.	Although experience may be a source of motivation for the adult learner, it may also serve as a barrier against new learning.

ANS:	T
Experience accentuates differences among learners, serves as a source of insight and motivation, can be a barrier, and will serve as a foundation for defining the self.

DIF:	Cognitive Level: Comprehension	REF:	7	
OBJ:	Identify motivations and personal outcome priorities for returning to school.
TOP:	Adult Learning	

	2.	A positive effect experience is one in which the result moved the learner in a direction that was constructive toward the desired outcome.

ANS:	T
Experiences may be either positive or negative in effect based on the influence on the ultimate outcome.

DIF:	Cognitive Level: Knowledge	REF:	5	
OBJ:	Delineate both positive and negative effect experiences.	TOP:	Adult Learning