LPN to RN Transitions
6th Edition
• Author(s)Lora Claywell
TEST BANK
Reference: Ch. 1, Section: Reviewing the Past and Present
Question Stem: A newly licensed RN who was an LPN reflects
on past strengths and gaps to prepare for RN responsibilities.
Which action best demonstrates clinically relevant self-
assessment during this transition?
Options:
A. Listing tasks previously performed as an LPN without
evaluating outcomes.
B. Comparing personal practice against RN entry-level
competencies and identifying learning needs.
C. Relying on memory of a single excellent preceptor experience
as guidance.
D. Assuming previous LPN experience eliminates the need for
formal RN orientation.
Correct Answer: B
Rationales:
, • Correct (B): Comparing past practice with RN entry-level
competencies is a focused, evidence-based way to identify
specific learning needs and bridge practice gaps during
transition.
• Incorrect (A): Simply listing tasks is descriptive but does
not evaluate competence or direct targeted learning.
• Incorrect (C): One preceptor experience is anecdotal and
may not represent consistent competence or breadth of
RN expectations.
• Incorrect (D): Prior LPN experience is valuable but does
not substitute for RN orientation or formal skill acquisition.
Teaching Point: Map past skills to RN competencies to
identify learning goals.
Citation: Claywell, 2022, Ch. 1
2.
Reference: Ch. 1, Section: Setting Your Goals
Question Stem: An LPN–RN transition student writes three
professional goals for the next 6 months. Which goal is most
consistent with SMART principles described for career
planning?
Options:
A. “Become better at delegation.”
B. “Complete a 6-week leadership course and lead one
interdisciplinary handoff by March.”
,C. “Get more experience in critical care.”
D. “Try to be more confident at work.”
Correct Answer: B
Rationales:
• Correct (B): This goal is specific, measurable, achievable,
relevant, and time-bound (SMART), aligning with effective
career planning.
• Incorrect (A): Vague and not time-bound or measurable.
• Incorrect (C): Desires more experience but lacks specificity
and timeline.
• Incorrect (D): Subjective and not measurable or time-
limited.
Teaching Point: Use SMART goals to create actionable
professional plans.
Citation: Claywell, 2022, Ch. 1
3.
Reference: Ch. 1, Section: Components of Continuing Education
Question Stem: As an RN transitioning from LPN roles, which
continuing-education activity best supports development of
professional decision-making?
Options:
A. Attending a 2-hour vendor demo of new wound dressings.
B. Completing an evidence-based practice (EBP) workshop
focused on clinical appraisal and implementation.
, C. Watching a recorded lecture on hospital history.
D. Reading only manufacturer instructions for equipment.
Correct Answer: B
Rationales:
• Correct (B): An EBP workshop enhances skills in appraising
evidence and applying findings to clinical decisions—key
for RN professional development.
• Incorrect (A): Useful for product knowledge but limited in
developing decision-making or critical appraisal skills.
• Incorrect (C): Historical overview may be informative but
not targeted to clinical decision-making.
• Incorrect (D): Manufacturer instructions are task-specific
and don’t build broader clinical judgment.
Teaching Point: Prioritize CE that builds critical appraisal
and EBP skills.
Citation: Claywell, 2022, Ch. 1
4.
Reference: Ch. 1, Section: Change Theory and Learning
Question Stem: A nursing manager uses Lewin’s change theory
to support LPNs becoming RNs. Which manager action reflects
the “unfreezing” stage?
Options:
A. Reinforcing new RN responsibilities after implementation.
B. Communicating rationale for change and exploring staff
6th Edition
• Author(s)Lora Claywell
TEST BANK
Reference: Ch. 1, Section: Reviewing the Past and Present
Question Stem: A newly licensed RN who was an LPN reflects
on past strengths and gaps to prepare for RN responsibilities.
Which action best demonstrates clinically relevant self-
assessment during this transition?
Options:
A. Listing tasks previously performed as an LPN without
evaluating outcomes.
B. Comparing personal practice against RN entry-level
competencies and identifying learning needs.
C. Relying on memory of a single excellent preceptor experience
as guidance.
D. Assuming previous LPN experience eliminates the need for
formal RN orientation.
Correct Answer: B
Rationales:
, • Correct (B): Comparing past practice with RN entry-level
competencies is a focused, evidence-based way to identify
specific learning needs and bridge practice gaps during
transition.
• Incorrect (A): Simply listing tasks is descriptive but does
not evaluate competence or direct targeted learning.
• Incorrect (C): One preceptor experience is anecdotal and
may not represent consistent competence or breadth of
RN expectations.
• Incorrect (D): Prior LPN experience is valuable but does
not substitute for RN orientation or formal skill acquisition.
Teaching Point: Map past skills to RN competencies to
identify learning goals.
Citation: Claywell, 2022, Ch. 1
2.
Reference: Ch. 1, Section: Setting Your Goals
Question Stem: An LPN–RN transition student writes three
professional goals for the next 6 months. Which goal is most
consistent with SMART principles described for career
planning?
Options:
A. “Become better at delegation.”
B. “Complete a 6-week leadership course and lead one
interdisciplinary handoff by March.”
,C. “Get more experience in critical care.”
D. “Try to be more confident at work.”
Correct Answer: B
Rationales:
• Correct (B): This goal is specific, measurable, achievable,
relevant, and time-bound (SMART), aligning with effective
career planning.
• Incorrect (A): Vague and not time-bound or measurable.
• Incorrect (C): Desires more experience but lacks specificity
and timeline.
• Incorrect (D): Subjective and not measurable or time-
limited.
Teaching Point: Use SMART goals to create actionable
professional plans.
Citation: Claywell, 2022, Ch. 1
3.
Reference: Ch. 1, Section: Components of Continuing Education
Question Stem: As an RN transitioning from LPN roles, which
continuing-education activity best supports development of
professional decision-making?
Options:
A. Attending a 2-hour vendor demo of new wound dressings.
B. Completing an evidence-based practice (EBP) workshop
focused on clinical appraisal and implementation.
, C. Watching a recorded lecture on hospital history.
D. Reading only manufacturer instructions for equipment.
Correct Answer: B
Rationales:
• Correct (B): An EBP workshop enhances skills in appraising
evidence and applying findings to clinical decisions—key
for RN professional development.
• Incorrect (A): Useful for product knowledge but limited in
developing decision-making or critical appraisal skills.
• Incorrect (C): Historical overview may be informative but
not targeted to clinical decision-making.
• Incorrect (D): Manufacturer instructions are task-specific
and don’t build broader clinical judgment.
Teaching Point: Prioritize CE that builds critical appraisal
and EBP skills.
Citation: Claywell, 2022, Ch. 1
4.
Reference: Ch. 1, Section: Change Theory and Learning
Question Stem: A nursing manager uses Lewin’s change theory
to support LPNs becoming RNs. Which manager action reflects
the “unfreezing” stage?
Options:
A. Reinforcing new RN responsibilities after implementation.
B. Communicating rationale for change and exploring staff
