LPN TO RN TRANSITIONS
6TH EDITION
• AUTHOR(S)LORA CLAYWELL
TEST BANK
1
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
A recently licensed RN candidate who previously worked as an
LPN is creating a 12-month professional development plan. She
lists clinical skills refreshers, leadership workshops, and a plan
to mentor LPNs on her unit. Which action best demonstrates
RN-level professional planning?
A. Schedule only clinical skills refreshers to ensure technical
competency.
B. Prioritize leadership workshops and craft measurable
mentoring goals for supervising LPNs.
C. Keep the plan identical to her LPN continuing-education log
,because it worked before.
D. Delay leadership training until after 2 years of bedside
practice.
Correct answer
B
Rationale — Correct (3–4 sentences)
Prioritizing leadership workshops and creating measurable
mentoring goals reflects RN responsibility for supervision,
delegation, and team leadership. It shows forward planning that
expands beyond task competence to include professional role
transition. Measurable goals allow assessment of progression
toward RN scope-of-practice expectations.
Rationale — Incorrect
A. (1–2 sentences) Focusing solely on technical skills misses
leadership and accountability expectations of the RN role.
C. (1–2 sentences) Replicating an LPN plan ignores expanded RN
responsibilities and is not individualized for transition.
D. (1–2 sentences) Delaying leadership learning postpones
essential competencies RNs must develop early when assuming
supervisory tasks.
Teaching point
Include measurable leadership goals in RN development plans.
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-to-RN student reflects on past strengths and gaps
before starting clinical courses. She identifies excellent
medication administration but limited experience with care
planning and delegation. Which reflection-based goal is most
appropriate for an RN transition plan?
A. Continue practicing medication administration only because
it’s a strength.
B. Set a goal to lead three supervised care-planning sessions
and practice delegation with feedback.
C. Focus only on passing the next clinical skills check-off.
D. Avoid delegation practice until licensed as an RN.
Correct answer
B
Rationale — Correct (3–4 sentences)
Leading supervised care-planning sessions and practicing
delegation with feedback targets RN-level responsibilities—care
coordination and delegation. This goal converts past experience
into leadership growth while addressing identified gaps.
Supervision and feedback ensure safe skill development during
transition.
, Rationale — Incorrect
A. (1–2 sentences) Relying solely on strengths neglects required
RN competencies and gaps in care coordination.
C. (1–2 sentences) Passing check-offs is necessary but
insufficient for developing professional judgment and
delegation skills.
D. (1–2 sentences) Avoiding delegation practice delays acquiring
a core RN function and increases future risk when supervising
others.
Teaching point
Turn self-reflection into measurable practice goals that expand
RN responsibilities.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
During orientation, an RN educator explains change theory to a
cohort of former LPNs. One student believes change must
happen all at once; another wants gradual steps. Which
approach best reflects application of change theory for personal
learning?
6TH EDITION
• AUTHOR(S)LORA CLAYWELL
TEST BANK
1
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
A recently licensed RN candidate who previously worked as an
LPN is creating a 12-month professional development plan. She
lists clinical skills refreshers, leadership workshops, and a plan
to mentor LPNs on her unit. Which action best demonstrates
RN-level professional planning?
A. Schedule only clinical skills refreshers to ensure technical
competency.
B. Prioritize leadership workshops and craft measurable
mentoring goals for supervising LPNs.
C. Keep the plan identical to her LPN continuing-education log
,because it worked before.
D. Delay leadership training until after 2 years of bedside
practice.
Correct answer
B
Rationale — Correct (3–4 sentences)
Prioritizing leadership workshops and creating measurable
mentoring goals reflects RN responsibility for supervision,
delegation, and team leadership. It shows forward planning that
expands beyond task competence to include professional role
transition. Measurable goals allow assessment of progression
toward RN scope-of-practice expectations.
Rationale — Incorrect
A. (1–2 sentences) Focusing solely on technical skills misses
leadership and accountability expectations of the RN role.
C. (1–2 sentences) Replicating an LPN plan ignores expanded RN
responsibilities and is not individualized for transition.
D. (1–2 sentences) Delaying leadership learning postpones
essential competencies RNs must develop early when assuming
supervisory tasks.
Teaching point
Include measurable leadership goals in RN development plans.
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-to-RN student reflects on past strengths and gaps
before starting clinical courses. She identifies excellent
medication administration but limited experience with care
planning and delegation. Which reflection-based goal is most
appropriate for an RN transition plan?
A. Continue practicing medication administration only because
it’s a strength.
B. Set a goal to lead three supervised care-planning sessions
and practice delegation with feedback.
C. Focus only on passing the next clinical skills check-off.
D. Avoid delegation practice until licensed as an RN.
Correct answer
B
Rationale — Correct (3–4 sentences)
Leading supervised care-planning sessions and practicing
delegation with feedback targets RN-level responsibilities—care
coordination and delegation. This goal converts past experience
into leadership growth while addressing identified gaps.
Supervision and feedback ensure safe skill development during
transition.
, Rationale — Incorrect
A. (1–2 sentences) Relying solely on strengths neglects required
RN competencies and gaps in care coordination.
C. (1–2 sentences) Passing check-offs is necessary but
insufficient for developing professional judgment and
delegation skills.
D. (1–2 sentences) Avoiding delegation practice delays acquiring
a core RN function and increases future risk when supervising
others.
Teaching point
Turn self-reflection into measurable practice goals that expand
RN responsibilities.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
During orientation, an RN educator explains change theory to a
cohort of former LPNs. One student believes change must
happen all at once; another wants gradual steps. Which
approach best reflects application of change theory for personal
learning?
