LPN to RN Transitions
6th Edition
• Author(s)Lora Claywell
TEST BANK
Reference: Ch. 1, Section: Overview / Understanding Transition
Question Stem: A longtime LPN begins an RN bridge program
feeling proud of prior experience but anxious about new
responsibilities. Which initial approach best honors that LPN’s
past while preparing them for the RN role?
A. Remind them that LPN experience is irrelevant to RN practice
and start fresh.
B. Encourage reflection on past skills, identify transferable
strengths, then set RN-specific learning goals.
C. Focus solely on content gaps on exams without discussing
past clinical strengths.
D. Ask the learner to avoid comparing past practice to new
expectations to prevent confusion.
Correct Answer: B
Rationales:
• Correct (B): Claywell emphasizes honoring prior
experience while designing a plan that translates existing
, skills into RN competencies and targeted goals. This affirms
identity and guides focused learning. (2 sentences)
• A: Dismisses prior learning and undermines learner
confidence; Claywell advises recognition of prior
experience.
• C: Narrowly exam-focused strategies ignore strengths and
motivation from past practice.
• D: Avoiding comparison blocks integration of useful skills;
guided reflection is preferred.
Teaching Point: Build on prior strengths and set RN-
focused goals.
Citation: Claywell, 2024, Ch. 1
2)
Reference: Ch. 1, Section: Learning as an Adult (Knowles’
principles)
Question Stem: An LPN student returning to school complains,
“Why do I have to learn this theory now?” Which faculty
response best reflects adult learning principles?
A. “You must memorize it because faculty require it.”
B. “Theory links to decisions you’ll make as an RN; we’ll show
practical examples.”
C. “Theory isn’t important—focus only on skills.”
D. “We cover theory because accreditation demands it, not
because it helps you.”
,Correct Answer: B
Rationales:
• Correct (B): Knowles’ adult learning principles emphasize
relevance and problem-centered learning; Claywell
recommends linking theory to real clinical decisions.
• A: Commanding memorization ignores adult learners’ need
for relevance and autonomy.
• C: Dismissing theory undermines clinical judgment
development expected of RNs.
• D: Framing learning as bureaucratic fails to motivate adult
learners who need meaningful application.
Teaching Point: Connect content to real clinical problems
for adult learners.
Citation: Claywell, 2024, Ch. 1
3)
Reference: Ch. 1, Section: Reviewing the Past and Present
Question Stem: During a self-assessment, a candidate marks
“excellent” for medication administration but “needs
improvement” in nursing assessment. According to Claywell’s
approach to reviewing past practice, what is the best next step?
A. Ignore the assessment; focus on passing tests.
B. Create a learning plan emphasizing assessment skills while
maintaining medication proficiency.
C. Stop practicing medication administration to avoid
, complacency.
D. Delegate assessment learning to a peer and concentrate on
familiar tasks.
Correct Answer: B
Rationales:
• Correct (B): Claywell recommends evaluating strengths
and gaps, then designing targeted learning plans that
preserve strengths while addressing deficits.
• A: Ignoring assessment undermines safe transition to RN
responsibilities.
• C: Unnecessarily abandoning strengths wastes
opportunity; refinement is better.
• D: Relying on peers avoids accountability and hampers self-
directed learning.
Teaching Point: Use self-assessment to target learning
while maintaining strengths.
Citation: Claywell, 2024, Ch. 1
4)
Reference: Ch. 1, Section: Setting Your Goals (SMART principles)
Question Stem: An LPN-to-RN student writes a goal: “Become a
better RN.” How should the student revise this into a SMART
goal?
A. “Improve sometime soon.”
B. “Demonstrate competency in head-to-toe assessments on 5
6th Edition
• Author(s)Lora Claywell
TEST BANK
Reference: Ch. 1, Section: Overview / Understanding Transition
Question Stem: A longtime LPN begins an RN bridge program
feeling proud of prior experience but anxious about new
responsibilities. Which initial approach best honors that LPN’s
past while preparing them for the RN role?
A. Remind them that LPN experience is irrelevant to RN practice
and start fresh.
B. Encourage reflection on past skills, identify transferable
strengths, then set RN-specific learning goals.
C. Focus solely on content gaps on exams without discussing
past clinical strengths.
D. Ask the learner to avoid comparing past practice to new
expectations to prevent confusion.
Correct Answer: B
Rationales:
• Correct (B): Claywell emphasizes honoring prior
experience while designing a plan that translates existing
, skills into RN competencies and targeted goals. This affirms
identity and guides focused learning. (2 sentences)
• A: Dismisses prior learning and undermines learner
confidence; Claywell advises recognition of prior
experience.
• C: Narrowly exam-focused strategies ignore strengths and
motivation from past practice.
• D: Avoiding comparison blocks integration of useful skills;
guided reflection is preferred.
Teaching Point: Build on prior strengths and set RN-
focused goals.
Citation: Claywell, 2024, Ch. 1
2)
Reference: Ch. 1, Section: Learning as an Adult (Knowles’
principles)
Question Stem: An LPN student returning to school complains,
“Why do I have to learn this theory now?” Which faculty
response best reflects adult learning principles?
A. “You must memorize it because faculty require it.”
B. “Theory links to decisions you’ll make as an RN; we’ll show
practical examples.”
C. “Theory isn’t important—focus only on skills.”
D. “We cover theory because accreditation demands it, not
because it helps you.”
,Correct Answer: B
Rationales:
• Correct (B): Knowles’ adult learning principles emphasize
relevance and problem-centered learning; Claywell
recommends linking theory to real clinical decisions.
• A: Commanding memorization ignores adult learners’ need
for relevance and autonomy.
• C: Dismissing theory undermines clinical judgment
development expected of RNs.
• D: Framing learning as bureaucratic fails to motivate adult
learners who need meaningful application.
Teaching Point: Connect content to real clinical problems
for adult learners.
Citation: Claywell, 2024, Ch. 1
3)
Reference: Ch. 1, Section: Reviewing the Past and Present
Question Stem: During a self-assessment, a candidate marks
“excellent” for medication administration but “needs
improvement” in nursing assessment. According to Claywell’s
approach to reviewing past practice, what is the best next step?
A. Ignore the assessment; focus on passing tests.
B. Create a learning plan emphasizing assessment skills while
maintaining medication proficiency.
C. Stop practicing medication administration to avoid
, complacency.
D. Delegate assessment learning to a peer and concentrate on
familiar tasks.
Correct Answer: B
Rationales:
• Correct (B): Claywell recommends evaluating strengths
and gaps, then designing targeted learning plans that
preserve strengths while addressing deficits.
• A: Ignoring assessment undermines safe transition to RN
responsibilities.
• C: Unnecessarily abandoning strengths wastes
opportunity; refinement is better.
• D: Relying on peers avoids accountability and hampers self-
directed learning.
Teaching Point: Use self-assessment to target learning
while maintaining strengths.
Citation: Claywell, 2024, Ch. 1
4)
Reference: Ch. 1, Section: Setting Your Goals (SMART principles)
Question Stem: An LPN-to-RN student writes a goal: “Become a
better RN.” How should the student revise this into a SMART
goal?
A. “Improve sometime soon.”
B. “Demonstrate competency in head-to-toe assessments on 5
