LPN TORN TRRANSITIONS
6 TH EDITION
AUTHER(S)LORA CLAYWELL
TESTBANKS
1
Reference
Ch. 1 — Honoring Your Past, Planning Your Future (Reflective
Review)
Stem (RN-level)
An LPN recently promoted to an ADN program is conducting a
reflective review of prior clinical experience to prepare a
professional development plan. Which approach best
demonstrates RN-level transition thinking when integrating past
experience with future learning objectives?
A. List every task previously performed as an LPN and aim to
continue performing them unchanged.
,B. Identify strengths and gaps from LPN practice, then
formulate measurable learning goals that expand assessment
and decision-making skills.
C. Assume prior LPN responsibilities cover RN practice and focus
study only on new technical procedures.
D. Rely on preceptor demonstrations only and avoid
independent goal setting until orientation ends.
Correct Answer
B
Rationales
Correct (B): Identifying strengths and gaps and creating
measurable goals reflects RN-level accountability and
professional growth; it links past experience to expanded RN
assessment, judgment, and leadership roles. This approach
aligns with transition planning and continuing education
components.
Incorrect (A): Focuses on maintaining past task lists—an LPN-
level perspective that resists role enlargement and neglects RN
scope expansion.
Incorrect (C): Overlooks broader RN responsibilities (clinical
judgment, prioritization); concentrating only on procedures is a
narrow, unsafe strategy.
Incorrect (D): Passive reliance on preceptors delays RN
autonomy and responsibility for self-directed learning.
,Teaching Point
Use reflective gap analysis to set measurable RN development
goals.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
2
Reference
Ch. 1 — Components of Continuing Education
Stem (RN-level)
A transitioning LPN plans continuing education to meet RN
program expectations. Which continuing education plan best
demonstrates integration of RN responsibilities?
A. Enroll in multiple single-topic skill workshops without
aligning them to a career plan.
B. Choose a balanced plan including theory coursework, clinical
simulation, and reflective practice tied to competency goals.
C. Complete only the minimum required contact hours to meet
credentialing deadlines.
D. Prioritize doing extra clinical hours in the same LPN tasks to
gain familiarity.
Correct Answer
B
, Rationales
Correct (B): A balanced plan combining theory, simulation, and
reflection aligns with RN competencies—promoting clinical
judgment, leadership, and lifelong learning central to RN role
transition.
Incorrect (A): Disjointed workshops lack coherence and fail to
target expanded RN responsibilities; resembles LPN-level
continuing education.
Incorrect (C): Doing minimum hours is compliance-focused
rather than growth-oriented and neglects goal-directed RN
development.
Incorrect (D): Repeating LPN tasks reinforces previous scope
rather than expanding to RN assessment, delegation, and
leadership.
Teaching Point
Plan continuing education that links theory, practice, and
reflective goals.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3
Reference
Ch. 1 — Reviewing the Past and Present
Stem (RN-level)
During a skills remediation meeting, an LPN entering an RN
6 TH EDITION
AUTHER(S)LORA CLAYWELL
TESTBANKS
1
Reference
Ch. 1 — Honoring Your Past, Planning Your Future (Reflective
Review)
Stem (RN-level)
An LPN recently promoted to an ADN program is conducting a
reflective review of prior clinical experience to prepare a
professional development plan. Which approach best
demonstrates RN-level transition thinking when integrating past
experience with future learning objectives?
A. List every task previously performed as an LPN and aim to
continue performing them unchanged.
,B. Identify strengths and gaps from LPN practice, then
formulate measurable learning goals that expand assessment
and decision-making skills.
C. Assume prior LPN responsibilities cover RN practice and focus
study only on new technical procedures.
D. Rely on preceptor demonstrations only and avoid
independent goal setting until orientation ends.
Correct Answer
B
Rationales
Correct (B): Identifying strengths and gaps and creating
measurable goals reflects RN-level accountability and
professional growth; it links past experience to expanded RN
assessment, judgment, and leadership roles. This approach
aligns with transition planning and continuing education
components.
Incorrect (A): Focuses on maintaining past task lists—an LPN-
level perspective that resists role enlargement and neglects RN
scope expansion.
Incorrect (C): Overlooks broader RN responsibilities (clinical
judgment, prioritization); concentrating only on procedures is a
narrow, unsafe strategy.
Incorrect (D): Passive reliance on preceptors delays RN
autonomy and responsibility for self-directed learning.
,Teaching Point
Use reflective gap analysis to set measurable RN development
goals.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
2
Reference
Ch. 1 — Components of Continuing Education
Stem (RN-level)
A transitioning LPN plans continuing education to meet RN
program expectations. Which continuing education plan best
demonstrates integration of RN responsibilities?
A. Enroll in multiple single-topic skill workshops without
aligning them to a career plan.
B. Choose a balanced plan including theory coursework, clinical
simulation, and reflective practice tied to competency goals.
C. Complete only the minimum required contact hours to meet
credentialing deadlines.
D. Prioritize doing extra clinical hours in the same LPN tasks to
gain familiarity.
Correct Answer
B
, Rationales
Correct (B): A balanced plan combining theory, simulation, and
reflection aligns with RN competencies—promoting clinical
judgment, leadership, and lifelong learning central to RN role
transition.
Incorrect (A): Disjointed workshops lack coherence and fail to
target expanded RN responsibilities; resembles LPN-level
continuing education.
Incorrect (C): Doing minimum hours is compliance-focused
rather than growth-oriented and neglects goal-directed RN
development.
Incorrect (D): Repeating LPN tasks reinforces previous scope
rather than expanding to RN assessment, delegation, and
leadership.
Teaching Point
Plan continuing education that links theory, practice, and
reflective goals.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3
Reference
Ch. 1 — Reviewing the Past and Present
Stem (RN-level)
During a skills remediation meeting, an LPN entering an RN
