LPN to RN Transitions
6th Edition
AUTHER(S)LORA CLAYWELL
TEST BANK
1
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
A newly licensed RN completed a self-review of clinical
strengths and gaps after finishing the LPN program. She must
now create a development plan that aligns with employer
expectations and RN scope. Which next step most appropriately
demonstrates RN-level professional planning and
accountability?
Options
A. Continue performing the same tasks she did as an LPN and
add a short note in her file about RN goals.
B. Develop a written SMART plan with measurable learning
,objectives, timeline, and evidence of competency.
C. Rely on the unit mentor to assign learning activities as time
allows without documenting goals.
D. Wait six months to see which clinical skills feel most
necessary before planning.
Correct Answer
B
Rationale — Correct (3–4 sentences)
Developing a written SMART plan with measurable objectives
and timelines demonstrates RN-level professional accountability
and proactive transition planning. It links self-review findings to
concrete learning activities and expected competency evidence,
which aligns with continuing education components.
Documenting goals ensures measurable progress and supports
safe, independent RN practice.
Rationale — Incorrect
A. (1–2 sentences) Passive continuation of LPN tasks without a
formal plan reflects LPN-level maintenance rather than RN role
advancement and lacks accountability.
C. (1–2 sentences) Relying solely on a mentor without
documentation fails to demonstrate RN leadership in
professional development and may create gaps in competency
evidence.
D. (1–2 sentences) Delaying planning postpones necessary skill
development and risks patient safety during the early transition
period.
,Teaching Point (≤20 words)
Write SMART, measurable learning goals tied to RN
competencies and timelines.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
2
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
An LPN transitioning to RN is reflecting on prior clinical
experiences and recognizes a comfort with medication
administration but limited practice in comprehensive
assessments. Which action best reflects application of review
and goal-setting principles?
Options
A. Focus solely on extra medication practice since that's already
comfortable.
B. Prioritize scheduled supervised comprehensive assessment
practice sessions and simulation.
C. Avoid assessment practice and ask coworkers to perform
assessments for her patients.
D. Wait for employer-required orientation to teach
comprehensive assessments informally.
, Correct Answer
B
Rationale — Correct (3–4 sentences)
Prioritizing supervised practice and simulation targets the
identified gap (comprehensive assessment) and aligns with
reflective review and goal-setting principles. This action
demonstrates RN-level responsibility to remediate deficits
proactively, uses appropriate learning modalities, and supports
safe assessment-driven care. Supervision ensures feedback and
measured competency.
Rationale — Incorrect
A. (1–2 sentences) Focusing only on strengths ignores identified
gaps; it’s LPN-level comfort maintenance, not RN advancement.
C. (1–2 sentences) Delegating assessments to others when it’s
the RN’s responsibility is unsafe and shifts accountability
inappropriately.
D. (1–2 sentences) Passive waiting delays competency
acquisition and neglects proactive professional development.
Teaching Point (≤20 words)
Target learning to gaps identified by reflection; use supervised
practice and simulation for assessment skills.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3
6th Edition
AUTHER(S)LORA CLAYWELL
TEST BANK
1
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
A newly licensed RN completed a self-review of clinical
strengths and gaps after finishing the LPN program. She must
now create a development plan that aligns with employer
expectations and RN scope. Which next step most appropriately
demonstrates RN-level professional planning and
accountability?
Options
A. Continue performing the same tasks she did as an LPN and
add a short note in her file about RN goals.
B. Develop a written SMART plan with measurable learning
,objectives, timeline, and evidence of competency.
C. Rely on the unit mentor to assign learning activities as time
allows without documenting goals.
D. Wait six months to see which clinical skills feel most
necessary before planning.
Correct Answer
B
Rationale — Correct (3–4 sentences)
Developing a written SMART plan with measurable objectives
and timelines demonstrates RN-level professional accountability
and proactive transition planning. It links self-review findings to
concrete learning activities and expected competency evidence,
which aligns with continuing education components.
Documenting goals ensures measurable progress and supports
safe, independent RN practice.
Rationale — Incorrect
A. (1–2 sentences) Passive continuation of LPN tasks without a
formal plan reflects LPN-level maintenance rather than RN role
advancement and lacks accountability.
C. (1–2 sentences) Relying solely on a mentor without
documentation fails to demonstrate RN leadership in
professional development and may create gaps in competency
evidence.
D. (1–2 sentences) Delaying planning postpones necessary skill
development and risks patient safety during the early transition
period.
,Teaching Point (≤20 words)
Write SMART, measurable learning goals tied to RN
competencies and timelines.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
2
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
An LPN transitioning to RN is reflecting on prior clinical
experiences and recognizes a comfort with medication
administration but limited practice in comprehensive
assessments. Which action best reflects application of review
and goal-setting principles?
Options
A. Focus solely on extra medication practice since that's already
comfortable.
B. Prioritize scheduled supervised comprehensive assessment
practice sessions and simulation.
C. Avoid assessment practice and ask coworkers to perform
assessments for her patients.
D. Wait for employer-required orientation to teach
comprehensive assessments informally.
, Correct Answer
B
Rationale — Correct (3–4 sentences)
Prioritizing supervised practice and simulation targets the
identified gap (comprehensive assessment) and aligns with
reflective review and goal-setting principles. This action
demonstrates RN-level responsibility to remediate deficits
proactively, uses appropriate learning modalities, and supports
safe assessment-driven care. Supervision ensures feedback and
measured competency.
Rationale — Incorrect
A. (1–2 sentences) Focusing only on strengths ignores identified
gaps; it’s LPN-level comfort maintenance, not RN advancement.
C. (1–2 sentences) Delegating assessments to others when it’s
the RN’s responsibility is unsafe and shifts accountability
inappropriately.
D. (1–2 sentences) Passive waiting delays competency
acquisition and neglects proactive professional development.
Teaching Point (≤20 words)
Target learning to gaps identified by reflection; use supervised
practice and simulation for assessment skills.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3
