LPN to RN Transitions
6th Edition
AUTHER(S)LORA CLAYWELL
TEST BANK
Ch. 1 — Honoring Your Past, Planning Your Future
1. A newly licensed RN who previously worked as an LPN
completes a reflective exercise about a difficult shift. She
identifies specific strengths (medication administration, patient
teaching) and limitations (comprehensive assessment, care
planning). Which next step best shows RN-level professional
development and supports safe delegation and accountability?
A. Continue practicing with the same responsibilities and rely
on experience to improve.
B. Create specific learning objectives to improve assessment
and care planning skills and enroll in targeted CE activities.
C. Request that the employer reassign patients requiring
complex assessments back to LPN-level tasks.
,D. Focus on polishing medication administration since it is
already a strength.
Correct answer: B
Rationale — Correct: Creating targeted learning objectives and
enrolling in continuing education demonstrates RN-level
responsibility for self-directed professional growth. It addresses
identified gaps in assessment and care planning, which are core
RN competencies, and thereby enhances safe delegation and
accountability. This approach aligns with planning the future
and components of continuing education discussed in Chapter
1.
Rationale — A: Relies on passive improvement and reflects
LPN-level expectation that experience alone suffices; it does not
demonstrate RN accountability for structured learning.
Rationale — C: Shifts responsibility away from the RN role and
fails to address the RN’s obligation to develop clinical decision-
making and assessment skills.
Rationale — D: Reinforces comfort-zone practice rather than
addressing high-priority RN role expansion; it neglects
necessary competence in comprehensive assessment.
Teaching point: Create targeted learning goals to address RN
scope-of-practice gaps.
Citation: Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch.
1.
,Ch. 1 — Honoring Your Past, Planning Your Future
2. An LPN-to-RN student is designing a 6-month development
plan after reviewing past performance reviews. Which plan
component best reflects effective goal-setting consistent with
RN role transition?
A. "Become better at assessments" with no timeline or
measurable criteria.
B. "Complete a course on head-to-toe assessment and practice
five complete assessments weekly; evaluate progress monthly."
C. "Ask coworkers to give feedback occasionally when they have
time."
D. "Avoid complex patients until preceptor says I'm ready."
Correct answer: B
Rationale — Correct: Option B specifies observable actions,
measurable frequency, and evaluation, reflecting strong goal-
setting aligned with RN professional accountability. It
operationalizes continuing education and self-assessment
components necessary for transition from LPN to RN.
Rationale — A: Vague and unmeasurable; resembles LPN-era
generalities rather than RN-level SMART goals.
Rationale — C: Passive and unstructured; lacks measurable
criteria and timeframe for RN competency development.
Rationale — D: Avoidance strategy that delays skill
development and abdicates RN responsibility for progressive
competency building.
, Teaching point: Use specific, measurable steps and timelines
when setting RN transition goals.
Citation: Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch.
1.
Ch. 1 — Honoring Your Past, Planning Your Future
3. During orientation the new RN is asked to prioritize
educational needs for the unit. Which choice best demonstrates
application of change theory to lead fellow staff through
practice changes?
A. Announce the change and expect staff to comply because it
is policy.
B. Assess staff readiness, present evidence, provide training,
and solicit feedback during implementation.
C. Delegate all education to the nurse educator without
participating.
D. Wait until several incidents occur before addressing the need
for change.
Correct answer: B
Rationale — Correct: Assessing readiness, presenting evidence,
providing training, and soliciting feedback applies principles of
change theory and adult learning—key steps for RN leadership.
This approach facilitates safe practice change, inclusive
communication, and accountable implementation.
Rationale — A: Top-down enforcement without assessment
6th Edition
AUTHER(S)LORA CLAYWELL
TEST BANK
Ch. 1 — Honoring Your Past, Planning Your Future
1. A newly licensed RN who previously worked as an LPN
completes a reflective exercise about a difficult shift. She
identifies specific strengths (medication administration, patient
teaching) and limitations (comprehensive assessment, care
planning). Which next step best shows RN-level professional
development and supports safe delegation and accountability?
A. Continue practicing with the same responsibilities and rely
on experience to improve.
B. Create specific learning objectives to improve assessment
and care planning skills and enroll in targeted CE activities.
C. Request that the employer reassign patients requiring
complex assessments back to LPN-level tasks.
,D. Focus on polishing medication administration since it is
already a strength.
Correct answer: B
Rationale — Correct: Creating targeted learning objectives and
enrolling in continuing education demonstrates RN-level
responsibility for self-directed professional growth. It addresses
identified gaps in assessment and care planning, which are core
RN competencies, and thereby enhances safe delegation and
accountability. This approach aligns with planning the future
and components of continuing education discussed in Chapter
1.
Rationale — A: Relies on passive improvement and reflects
LPN-level expectation that experience alone suffices; it does not
demonstrate RN accountability for structured learning.
Rationale — C: Shifts responsibility away from the RN role and
fails to address the RN’s obligation to develop clinical decision-
making and assessment skills.
Rationale — D: Reinforces comfort-zone practice rather than
addressing high-priority RN role expansion; it neglects
necessary competence in comprehensive assessment.
Teaching point: Create targeted learning goals to address RN
scope-of-practice gaps.
Citation: Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch.
1.
,Ch. 1 — Honoring Your Past, Planning Your Future
2. An LPN-to-RN student is designing a 6-month development
plan after reviewing past performance reviews. Which plan
component best reflects effective goal-setting consistent with
RN role transition?
A. "Become better at assessments" with no timeline or
measurable criteria.
B. "Complete a course on head-to-toe assessment and practice
five complete assessments weekly; evaluate progress monthly."
C. "Ask coworkers to give feedback occasionally when they have
time."
D. "Avoid complex patients until preceptor says I'm ready."
Correct answer: B
Rationale — Correct: Option B specifies observable actions,
measurable frequency, and evaluation, reflecting strong goal-
setting aligned with RN professional accountability. It
operationalizes continuing education and self-assessment
components necessary for transition from LPN to RN.
Rationale — A: Vague and unmeasurable; resembles LPN-era
generalities rather than RN-level SMART goals.
Rationale — C: Passive and unstructured; lacks measurable
criteria and timeframe for RN competency development.
Rationale — D: Avoidance strategy that delays skill
development and abdicates RN responsibility for progressive
competency building.
, Teaching point: Use specific, measurable steps and timelines
when setting RN transition goals.
Citation: Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch.
1.
Ch. 1 — Honoring Your Past, Planning Your Future
3. During orientation the new RN is asked to prioritize
educational needs for the unit. Which choice best demonstrates
application of change theory to lead fellow staff through
practice changes?
A. Announce the change and expect staff to comply because it
is policy.
B. Assess staff readiness, present evidence, provide training,
and solicit feedback during implementation.
C. Delegate all education to the nurse educator without
participating.
D. Wait until several incidents occur before addressing the need
for change.
Correct answer: B
Rationale — Correct: Assessing readiness, presenting evidence,
providing training, and soliciting feedback applies principles of
change theory and adult learning—key steps for RN leadership.
This approach facilitates safe practice change, inclusive
communication, and accountable implementation.
Rationale — A: Top-down enforcement without assessment
