1
TEST BANK COMPLETE_
LPN TO RN TRANSITIONS 6TH EDITION, FOR THE ACADEMIC YEAR 2025/2026
BY LORA CLAYWELL
ALL CHAPTERS 1-18| 5 UNITS| LATEST VERSION WITH WELL DETAILED ANSWERS| GRADE A+
,2
unit one: essential skills to begin your transition ----------------------------------- 3
chapter 01: honoring your past, planning your future ------------------------------------------------------------- 3
chapter 02: assessing yourself and designing success ------------------------------------------------------------- 11
chapter 03: study habits and test-taking skills ---------------------------------------------------------------------- 23
unit two: the profession and discipline of registered nursing -------------- 32
chapter 04: distinguishing the role of the registered nurse ------------------------------------------------------ 32
chapter 05: using nursing theory to guide professional practice ----------------------------------------------- 44
chapter 06: providing patient-centered care through the nursing process ---------------------------------- 59
chapter 07: critical and diagnostic thinking for better clinical judgment ------------------------------------ 76
unit three: the rn as a provider of care -------------------------------------------------- 90
chapter 08: practicing evidence-based decision making ---------------------------------------------------------- 90
chapter 09: communicating with patients and coworkers ----------------------------------------------------- 108
chapter 10: teaching patients and their families------------------------------------------------------------------ 123
chapter 11: the nurses, ideas, and forces that define the profession --------------------------------------- 137
chapter 12: upholding legal and ethical principles --------------------------------------------------------------- 145
chapter 13: care and safety standards, competence, and nurse accountability ------------------------- 164
unit four: the rn as manager of care----------------------------------------------------- 176
chapter 14: leading, delegating, and collaborating--------------------------------------------------------------- 176
chapter 15: promoting healthful living in the primary care setting ------------------------------------------ 192
chapter 16: managing care in secondary and tertiary health care ------------------------------------------- 206
unit five: putting it all together ------------------------------------------------------------ 218
chapter 17: reflecting on your transition---------------------------------------------------------------------------- 218
chapter 18: prepare now to pass nclex- rn® ------------------------------------------------------------------------ 233
,3
unit one: essential skills to begin your transition
chapter 01: honoring your past, planning your future
lora claywell: lpn to rn transitions 6th edition, (2025) test bank
multiple choice
1. a nursing advisor is meeting with a student who is interested in earning her rn degree.
she knows that licensed practical nurse/license vocational nurse (lpn/lvns) who enter
nursing school to become rns come into the learning environment with prior knowledge
and understanding. which statement by the nursing advisor best describes her
understanding of the effect experience may have on learning?
a. “experience may be a source of insight and motivation, or a barrier.”
b. “experience is usually a stumbling block for lpn/lvns.”
c. “experience never makes learning more difficult.”
d. “once something is learned, it can never be truly modified.”
ans>> a
experience accentuates differences among learners and serves as a source of insight and
motivation, but it can also be a barrier. experience can serve as a foundation for defining
the self.
option b: while experience can present challenges, it is not “usually” a stumbling block;
it often enhances learning.
option c: experience can sometimes make learning harder if old habits conflict with new
ideas.
option d: learning is dynamic—prior knowledge can be modified and expanded with new
experiences
dif: cognitive level: application
obj: identify how experiences influence learning in adults.
top: adult learning
, 4
2. there is a test on the cardiovascular system on friday morning, and it is now wednesday
night. the student has already taken a vacation day from work thursday night so that she
can stay home and study. she is considering skipping her exercise class on thursday
morning to go to the library to prepare for the test. which response best identifies the
student’s outcome priority?
a. exercise class
b. going to the library
c. avoiding work by taking a vacation
d. doing well on the test on friday
ans>> d
the outcome priority is the essential issue or need to be addressed at any given time
within aset of conditions or circumstances.
option a: exercise is valuable but secondary to the main academic goal in this context.
option b: going to the library is a means to an end, not the end goal itself.
option c: taking a vacation day is a supportive action, not the ultimate outcome priority.
dif: cognitive level: application
obj: identify motivations and personal outcome priorities for returning to school.
top: motivation to learn
3. a nurse who has been an lpn/lvn for 10 years is meeting with an advisor to discuss the
possibility of taking classes to become an rn. the advisor interprets which statement by
the nurse as the driving force for returning to school?
a. “i’ll need to schedule time to attend classes.”
b. “i’ll have to budget for paying tuition.”
c. “i’ll have to rearranging my schedule.”
d. “there is a possibility of advancement into administration.”
ans>> d
TEST BANK COMPLETE_
LPN TO RN TRANSITIONS 6TH EDITION, FOR THE ACADEMIC YEAR 2025/2026
BY LORA CLAYWELL
ALL CHAPTERS 1-18| 5 UNITS| LATEST VERSION WITH WELL DETAILED ANSWERS| GRADE A+
,2
unit one: essential skills to begin your transition ----------------------------------- 3
chapter 01: honoring your past, planning your future ------------------------------------------------------------- 3
chapter 02: assessing yourself and designing success ------------------------------------------------------------- 11
chapter 03: study habits and test-taking skills ---------------------------------------------------------------------- 23
unit two: the profession and discipline of registered nursing -------------- 32
chapter 04: distinguishing the role of the registered nurse ------------------------------------------------------ 32
chapter 05: using nursing theory to guide professional practice ----------------------------------------------- 44
chapter 06: providing patient-centered care through the nursing process ---------------------------------- 59
chapter 07: critical and diagnostic thinking for better clinical judgment ------------------------------------ 76
unit three: the rn as a provider of care -------------------------------------------------- 90
chapter 08: practicing evidence-based decision making ---------------------------------------------------------- 90
chapter 09: communicating with patients and coworkers ----------------------------------------------------- 108
chapter 10: teaching patients and their families------------------------------------------------------------------ 123
chapter 11: the nurses, ideas, and forces that define the profession --------------------------------------- 137
chapter 12: upholding legal and ethical principles --------------------------------------------------------------- 145
chapter 13: care and safety standards, competence, and nurse accountability ------------------------- 164
unit four: the rn as manager of care----------------------------------------------------- 176
chapter 14: leading, delegating, and collaborating--------------------------------------------------------------- 176
chapter 15: promoting healthful living in the primary care setting ------------------------------------------ 192
chapter 16: managing care in secondary and tertiary health care ------------------------------------------- 206
unit five: putting it all together ------------------------------------------------------------ 218
chapter 17: reflecting on your transition---------------------------------------------------------------------------- 218
chapter 18: prepare now to pass nclex- rn® ------------------------------------------------------------------------ 233
,3
unit one: essential skills to begin your transition
chapter 01: honoring your past, planning your future
lora claywell: lpn to rn transitions 6th edition, (2025) test bank
multiple choice
1. a nursing advisor is meeting with a student who is interested in earning her rn degree.
she knows that licensed practical nurse/license vocational nurse (lpn/lvns) who enter
nursing school to become rns come into the learning environment with prior knowledge
and understanding. which statement by the nursing advisor best describes her
understanding of the effect experience may have on learning?
a. “experience may be a source of insight and motivation, or a barrier.”
b. “experience is usually a stumbling block for lpn/lvns.”
c. “experience never makes learning more difficult.”
d. “once something is learned, it can never be truly modified.”
ans>> a
experience accentuates differences among learners and serves as a source of insight and
motivation, but it can also be a barrier. experience can serve as a foundation for defining
the self.
option b: while experience can present challenges, it is not “usually” a stumbling block;
it often enhances learning.
option c: experience can sometimes make learning harder if old habits conflict with new
ideas.
option d: learning is dynamic—prior knowledge can be modified and expanded with new
experiences
dif: cognitive level: application
obj: identify how experiences influence learning in adults.
top: adult learning
, 4
2. there is a test on the cardiovascular system on friday morning, and it is now wednesday
night. the student has already taken a vacation day from work thursday night so that she
can stay home and study. she is considering skipping her exercise class on thursday
morning to go to the library to prepare for the test. which response best identifies the
student’s outcome priority?
a. exercise class
b. going to the library
c. avoiding work by taking a vacation
d. doing well on the test on friday
ans>> d
the outcome priority is the essential issue or need to be addressed at any given time
within aset of conditions or circumstances.
option a: exercise is valuable but secondary to the main academic goal in this context.
option b: going to the library is a means to an end, not the end goal itself.
option c: taking a vacation day is a supportive action, not the ultimate outcome priority.
dif: cognitive level: application
obj: identify motivations and personal outcome priorities for returning to school.
top: motivation to learn
3. a nurse who has been an lpn/lvn for 10 years is meeting with an advisor to discuss the
possibility of taking classes to become an rn. the advisor interprets which statement by
the nurse as the driving force for returning to school?
a. “i’ll need to schedule time to attend classes.”
b. “i’ll have to budget for paying tuition.”
c. “i’ll have to rearranging my schedule.”
d. “there is a possibility of advancement into administration.”
ans>> d
