Chapter 01: Honoring Your Past, Planning Your Future

Chapter 01: Honoring Your Past, Planning Your Future

Complete Chapter Questions With Answers

Sample Questions Are Posted Below

MULTIPLE CHOICE

1. A nursing advisor is meeting with a student who is interested in earning her RN degree. She knows that 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?

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           REF:   Page 3

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?

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:   Page 2

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?

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 for the change to take place or present a negative effect the change may initiate.

DIF:    Cognitive Level: Application           REF:   Page 8

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?

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                REF:   Page 8

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 interprets the LPNs outcome priority based on which statement?

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                REF:   Page 2

OBJ:   Identify how experiences influence learning in adults.        TOP:   Adult Learning