LPN TORN TRRANSITIONS
6 TH EDITION
AUTHER(S)LORA CLAYWELL
TESTBANKS
1
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
An LPN entering an ADN program completes a reflective
exercise about past successes and failures in clinical practice.
She must create a learning plan that prepares her for expanded
RN responsibilities. Which initial action best demonstrates RN-
level professional planning?
A. Schedule the required clinical hours first and fit learning
objectives around those dates.
B. Identify three specific clinical judgment skills to develop and
,align coursework and CE activities to those goals.
C. Rely on past LPN strengths and expect clinical preceptors to
identify RN learning needs during rotations.
D. Prioritize finishing assignments quickly to maintain work–life
balance, then address gaps later.
Correct Answer
B
Rationales
Correct (B): Identifying specific clinical judgment skills and
aligning coursework and continuing education demonstrates
proactive RN-level planning, accountability, and targeted
professional growth. It reflects application of goal-setting and
links learning activities to expanded RN scope.
A: Scheduling hours before defining objectives is task-focused
rather than goal-directed; it reflects procedural thinking more
common to LPN routines.
C: Relying on preceptors to identify needs is passive; RN
transition requires self-directed assessment and planning.
D: Prioritizing speed over deliberate skill acquisition delays
necessary competence development and undermines RN
accountability.
Teaching Point
Set specific learning objectives and align activities to RN role
expectations.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
,2
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
A newly enrolled RN student recognizes anxiety about changing
roles and finds herself resisting new responsibilities. Using
change theory, which response by the student best indicates
adaptive progress through transition?
A. Ignoring discomfort and proceeding as if nothing has
changed.
B. Reflecting on feelings about role change, identifying barriers,
and seeking a mentor for support.
C. Expecting immediate competence and judging herself harshly
when tasks are unfamiliar.
D. Waiting until clinical instructors assign tasks before
attempting new responsibilities.
Correct Answer
B
Rationales
Correct (B): Reflection, barrier identification, and seeking
mentorship are active strategies consistent with change theory
stages — acknowledging ambivalence, planning, and seeking
support — and show adaptive transition to RN role.
A: Ignoring discomfort is avoidance and stalls progression
, through change; it is not a constructive RN strategy.
C: Unrealistic expectations and self-criticism increase distress
and impede learning; they reflect maladaptive response.
D: Waiting passively for assignments delays intentional skill
development and fails to show RN-level initiative.
Teaching Point
Use reflective practice and mentorship to move through role-
change stages.
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 LPN-to-RN student must set SMART goals
for the semester. Which goal statement is best aligned with
effective RN transition planning?
A. “I will be better at clinical judgment this semester.”
B. “I will improve clinical judgment by completing three case-
study analyses and obtaining preceptor feedback by midterm.”
C. “I hope to manage time like experienced RNs.”
D. “I will read extra textbooks when I’m not busy.”
6 TH EDITION
AUTHER(S)LORA CLAYWELL
TESTBANKS
1
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
An LPN entering an ADN program completes a reflective
exercise about past successes and failures in clinical practice.
She must create a learning plan that prepares her for expanded
RN responsibilities. Which initial action best demonstrates RN-
level professional planning?
A. Schedule the required clinical hours first and fit learning
objectives around those dates.
B. Identify three specific clinical judgment skills to develop and
,align coursework and CE activities to those goals.
C. Rely on past LPN strengths and expect clinical preceptors to
identify RN learning needs during rotations.
D. Prioritize finishing assignments quickly to maintain work–life
balance, then address gaps later.
Correct Answer
B
Rationales
Correct (B): Identifying specific clinical judgment skills and
aligning coursework and continuing education demonstrates
proactive RN-level planning, accountability, and targeted
professional growth. It reflects application of goal-setting and
links learning activities to expanded RN scope.
A: Scheduling hours before defining objectives is task-focused
rather than goal-directed; it reflects procedural thinking more
common to LPN routines.
C: Relying on preceptors to identify needs is passive; RN
transition requires self-directed assessment and planning.
D: Prioritizing speed over deliberate skill acquisition delays
necessary competence development and undermines RN
accountability.
Teaching Point
Set specific learning objectives and align activities to RN role
expectations.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
,2
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
A newly enrolled RN student recognizes anxiety about changing
roles and finds herself resisting new responsibilities. Using
change theory, which response by the student best indicates
adaptive progress through transition?
A. Ignoring discomfort and proceeding as if nothing has
changed.
B. Reflecting on feelings about role change, identifying barriers,
and seeking a mentor for support.
C. Expecting immediate competence and judging herself harshly
when tasks are unfamiliar.
D. Waiting until clinical instructors assign tasks before
attempting new responsibilities.
Correct Answer
B
Rationales
Correct (B): Reflection, barrier identification, and seeking
mentorship are active strategies consistent with change theory
stages — acknowledging ambivalence, planning, and seeking
support — and show adaptive transition to RN role.
A: Ignoring discomfort is avoidance and stalls progression
, through change; it is not a constructive RN strategy.
C: Unrealistic expectations and self-criticism increase distress
and impede learning; they reflect maladaptive response.
D: Waiting passively for assignments delays intentional skill
development and fails to show RN-level initiative.
Teaching Point
Use reflective practice and mentorship to move through role-
change stages.
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 LPN-to-RN student must set SMART goals
for the semester. Which goal statement is best aligned with
effective RN transition planning?
A. “I will be better at clinical judgment this semester.”
B. “I will improve clinical judgment by completing three case-
study analyses and obtaining preceptor feedback by midterm.”
C. “I hope to manage time like experienced RNs.”
D. “I will read extra textbooks when I’m not busy.”
