LPN TORN TRRANSITIONS
6 TH EDITION
AUTHER(S)LORA CLAYWELL
TESTBANKS
Q1
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
A newly licensed LPN preparing to begin an RN program reflects
on past clinical strengths and gaps and must create a learning
plan. Which approach best demonstrates RN-level professional
planning for the transition?
Options
A. Write five broad goals like “be a better nurse,” and revisit
them yearly.
B. Identify two specific clinical competencies to develop, set
,measurable objectives with deadlines, and schedule
coursework and clinical experiences accordingly.
C. Follow the exact study plan used by a coworker who recently
passed the RN program because it worked for them.
D. Delay planning until classes start so you can “see what’s
required” before making a plan.
Correct Answer
B
Rationales
Correct (B): This demonstrates RN-level self-directed
professional growth by translating reflection into SMART
(specific, measurable, attainable, relevant, time-bound)
objectives, aligning study and clinical experiences with
competency goals, and taking accountability for learning. It
reflects planning and role expansion expected of the RN.
Incorrect (A): Vague goals lack measurable outcomes and delay
accountability—more LPN-style reflection rather than RN-level
planning.
Incorrect (C): Copying another’s plan ignores individual learning
needs and accountability; RN practice requires tailoring goals to
one’s scope and gaps.
Incorrect (D): Procrastination defers professional responsibility
and reduces preparedness for higher-order RN tasks.
Teaching Point
Translate reflection into SMART goals and scheduled learning
aligned to RN competencies.
,Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
Q2
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
During an orientation, an LPN-to-RN student is asked to
document “transferable skills” from prior LPN work. Which
inclusion best reflects RN-level judgment about transferable
skills?
Options
A. Only list technical tasks previously performed (e.g., catheter
insertion).
B. Emphasize critical thinking, patient assessment habits,
therapeutic communication, and clinical skills, noting situations
where you led care.
C. State a preference to start fresh and not rely on prior
experience to avoid bias.
D. List only administrative tasks such as charting schedules and
medication logs.
Correct Answer
B
Rationales
Correct (B): RN-level transition includes recognizing both
, technical skills and higher-order abilities—critical thinking,
assessment, communication, leadership—that form the
foundation for expanded RN responsibilities. Documenting
leadership occasions shows readiness for RN role development.
Incorrect (A): Focusing solely on technical tasks diminishes
recognition of cognitive and relational skills that RNs must
cultivate.
Incorrect (C): Discarding prior experience ignores valuable
learning and reduces efficiency; RN practice builds on past
competence.
Incorrect (D): Listing only administrative tasks understates
clinical judgment and assessment skills central to RN practice.
Teaching Point
Recognize and articulate clinical judgment, assessment, and
leadership as transferable from LPN to RN.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
Q3
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
An LPN transitioning to RN is overwhelmed by competing
requirements: family, work, and an accelerated course load.
6 TH EDITION
AUTHER(S)LORA CLAYWELL
TESTBANKS
Q1
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
A newly licensed LPN preparing to begin an RN program reflects
on past clinical strengths and gaps and must create a learning
plan. Which approach best demonstrates RN-level professional
planning for the transition?
Options
A. Write five broad goals like “be a better nurse,” and revisit
them yearly.
B. Identify two specific clinical competencies to develop, set
,measurable objectives with deadlines, and schedule
coursework and clinical experiences accordingly.
C. Follow the exact study plan used by a coworker who recently
passed the RN program because it worked for them.
D. Delay planning until classes start so you can “see what’s
required” before making a plan.
Correct Answer
B
Rationales
Correct (B): This demonstrates RN-level self-directed
professional growth by translating reflection into SMART
(specific, measurable, attainable, relevant, time-bound)
objectives, aligning study and clinical experiences with
competency goals, and taking accountability for learning. It
reflects planning and role expansion expected of the RN.
Incorrect (A): Vague goals lack measurable outcomes and delay
accountability—more LPN-style reflection rather than RN-level
planning.
Incorrect (C): Copying another’s plan ignores individual learning
needs and accountability; RN practice requires tailoring goals to
one’s scope and gaps.
Incorrect (D): Procrastination defers professional responsibility
and reduces preparedness for higher-order RN tasks.
Teaching Point
Translate reflection into SMART goals and scheduled learning
aligned to RN competencies.
,Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
Q2
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
During an orientation, an LPN-to-RN student is asked to
document “transferable skills” from prior LPN work. Which
inclusion best reflects RN-level judgment about transferable
skills?
Options
A. Only list technical tasks previously performed (e.g., catheter
insertion).
B. Emphasize critical thinking, patient assessment habits,
therapeutic communication, and clinical skills, noting situations
where you led care.
C. State a preference to start fresh and not rely on prior
experience to avoid bias.
D. List only administrative tasks such as charting schedules and
medication logs.
Correct Answer
B
Rationales
Correct (B): RN-level transition includes recognizing both
, technical skills and higher-order abilities—critical thinking,
assessment, communication, leadership—that form the
foundation for expanded RN responsibilities. Documenting
leadership occasions shows readiness for RN role development.
Incorrect (A): Focusing solely on technical tasks diminishes
recognition of cognitive and relational skills that RNs must
cultivate.
Incorrect (C): Discarding prior experience ignores valuable
learning and reduces efficiency; RN practice builds on past
competence.
Incorrect (D): Listing only administrative tasks understates
clinical judgment and assessment skills central to RN practice.
Teaching Point
Recognize and articulate clinical judgment, assessment, and
leadership as transferable from LPN to RN.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
Q3
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
An LPN transitioning to RN is overwhelmed by competing
requirements: family, work, and an accelerated course load.
