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 RN bridge program completes a self-
reflection exercise comparing past clinical tasks with the RN
role. The student identifies strong technical skills but less
experience with comprehensive assessment and care planning.
Which next step best demonstrates RN-level professional
judgment during transition planning?
Options
A. Continue practicing the same technical tasks until the RN
,program begins to avoid skill loss.
B. Identify specific assessment and care-planning learning
objectives and enroll in targeted continuing-education modules.
C. Assume the RN program will teach everything and defer
planning until coursework starts.
D. Rely on a preceptor to assign learning tasks during clinical
rotation without setting personal goals.
Correct Answer
B
Rationales
Correct Option (B): Selecting targeted continuing-education
objectives shows proactive, RN-level planning and self-directed
learning. It aligns with adult learning principles and links prior
experience to the broader RN scope of assessment, planning,
and accountability.
Incorrect Option (A): Focuses narrowly on technical skill
maintenance without addressing expanded RN responsibilities;
reflects LPN-level comfort zone.
Incorrect Option (C): Passive deferral undermines professional
accountability and readiness; not consistent with effective
transition planning.
Incorrect Option (D): Over-reliance on others for direction
reduces self-management; RN role requires setting and
pursuing learning goals.
,Teaching Point
Define specific learning objectives to bridge skills to RN
assessment and care planning.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
2.
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
During orientation, an LPN-to-RN student must create a 6-
month professional development plan. The student is unsure
how to measure progress. Which component should the
student include to make goals measurable and demonstrable to
faculty and employers?
Options
A. A list of desirable qualities to develop (e.g., "be more
confident").
B. Specific, observable objectives with completion dates and
evidence (e.g., complete two assessment workshops by June).
C. A general timeline stating "improve assessment skills over
time" without deliverables.
D. A commitment to "learn on the job" and ask supervisors for
feedback as available.
, Correct Answer
B
Rationales
Correct Option (B): Measurable objectives with dates and
evidence reflect SMART goal principles and allow clear
evaluation of progress—an RN-level approach to professional
accountability.
Incorrect Option (A): Vague traits are not measurable and
impede assessment of competency.
Incorrect Option (C): Ambiguous timelines without deliverables
fail to support evaluative feedback.
Incorrect Option (D): Passive reliance on occasionally available
feedback is unreliable and does not demonstrate structured
planning.
Teaching Point
Use measurable objectives and evidence to track transition
progress.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3.
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
A newly admitted RN candidate reflects on past successes as an
6 TH EDITION
AUTHER(S)LORA CLAYWELL
TESTBANKS
1.
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
An LPN entering an RN bridge program completes a self-
reflection exercise comparing past clinical tasks with the RN
role. The student identifies strong technical skills but less
experience with comprehensive assessment and care planning.
Which next step best demonstrates RN-level professional
judgment during transition planning?
Options
A. Continue practicing the same technical tasks until the RN
,program begins to avoid skill loss.
B. Identify specific assessment and care-planning learning
objectives and enroll in targeted continuing-education modules.
C. Assume the RN program will teach everything and defer
planning until coursework starts.
D. Rely on a preceptor to assign learning tasks during clinical
rotation without setting personal goals.
Correct Answer
B
Rationales
Correct Option (B): Selecting targeted continuing-education
objectives shows proactive, RN-level planning and self-directed
learning. It aligns with adult learning principles and links prior
experience to the broader RN scope of assessment, planning,
and accountability.
Incorrect Option (A): Focuses narrowly on technical skill
maintenance without addressing expanded RN responsibilities;
reflects LPN-level comfort zone.
Incorrect Option (C): Passive deferral undermines professional
accountability and readiness; not consistent with effective
transition planning.
Incorrect Option (D): Over-reliance on others for direction
reduces self-management; RN role requires setting and
pursuing learning goals.
,Teaching Point
Define specific learning objectives to bridge skills to RN
assessment and care planning.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
2.
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
During orientation, an LPN-to-RN student must create a 6-
month professional development plan. The student is unsure
how to measure progress. Which component should the
student include to make goals measurable and demonstrable to
faculty and employers?
Options
A. A list of desirable qualities to develop (e.g., "be more
confident").
B. Specific, observable objectives with completion dates and
evidence (e.g., complete two assessment workshops by June).
C. A general timeline stating "improve assessment skills over
time" without deliverables.
D. A commitment to "learn on the job" and ask supervisors for
feedback as available.
, Correct Answer
B
Rationales
Correct Option (B): Measurable objectives with dates and
evidence reflect SMART goal principles and allow clear
evaluation of progress—an RN-level approach to professional
accountability.
Incorrect Option (A): Vague traits are not measurable and
impede assessment of competency.
Incorrect Option (C): Ambiguous timelines without deliverables
fail to support evaluative feedback.
Incorrect Option (D): Passive reliance on occasionally available
feedback is unreliable and does not demonstrate structured
planning.
Teaching Point
Use measurable objectives and evidence to track transition
progress.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3.
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
A newly admitted RN candidate reflects on past successes as an
