LPN TORN TRRANSITIONS
6 TH EDITION
AUTHER(S)LORA CLAYWELL
TESTBANKS
1
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
A newly licensed RN previously worked as an LPN on a medical-
surgical unit. During orientation the RN-preceptor asks the
nurse to reflect on three clinical strengths to leverage as they
assume RN responsibilities. Which reflection should the nurse
prioritize when planning transition-focused learning goals?
A. “I can complete medication passes quickly.”
B. “I can independently manage complex patient assessments
and interpret findings.”
,C. “I follow orders reliably and document care as instructed.”
D. “I always arrive early for my shift and help with unit tasks.”
Correct Answer
B
Rationales
Correct (B): Prioritizing the ability to perform and interpret
comprehensive assessments reflects an RN-level responsibility;
planning learning to expand assessment and clinical judgment
aligns with transition goals and role expansion.
A: Speed of medication administration is valuable but
emphasizes task efficiency typical of LPN practice rather than
RN assessment and decision-making.
C: Following orders and documenting are important but
describe LPN-level reliability rather than RN accountability for
independent clinical judgment.
D: Punctuality and teamwork are professional traits but do not
target the RN’s expanded clinical responsibilities.
Teaching Point
Focus transition goals on expanded assessment and clinical
judgment responsibilities.
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 reviews past performance evaluations
and recognizes repeated comments about limited prioritization
during complex shifts. Which goal-setting statement best
demonstrates an RN-level, measurable plan to address this gap?
A. “I will be better at prioritizing patients.”
B. “I will read prioritization articles occasionally.”
C. “During clinicals this term I will use a written triage
worksheet to rank patient problems and justify priorities to my
preceptor weekly.”
D. “I will ask colleagues to tell me what to do when
overwhelmed.”
Correct Answer
C
Rationales
Correct (C): This option is specific, measurable, and ties to
supervised practice; it shows active skill development in RN-
level prioritization and accountability.
A: Vague and non-measurable; does not provide a plan for
achieving RN-level competence.
B: Passive learning without measurable application; insufficient
for clinical skill change.
D: Reliance on others for direction reflects LPN-level
dependency rather than RN autonomous decision-making.
, Teaching Point
Set specific, measurable learning activities tied to supervised
clinical practice.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
During a transition seminar, the faculty explains change theory
to a group of LPNs entering RN programs. One nurse asks how
change theory applies to their emotional response. Which
facilitator response best integrates change theory into an RN
transition plan?
A. “Change theory only applies to organizational leaders, not
individuals.”
B. “Recognize predictable stages—loss, resistance,
exploration—and plan small learning milestones to manage
them.”
C. “Ignore the feelings and focus strictly on academics.”
D. “You should avoid discussing emotions with peers to appear
professional.”
Correct Answer
B
6 TH EDITION
AUTHER(S)LORA CLAYWELL
TESTBANKS
1
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
A newly licensed RN previously worked as an LPN on a medical-
surgical unit. During orientation the RN-preceptor asks the
nurse to reflect on three clinical strengths to leverage as they
assume RN responsibilities. Which reflection should the nurse
prioritize when planning transition-focused learning goals?
A. “I can complete medication passes quickly.”
B. “I can independently manage complex patient assessments
and interpret findings.”
,C. “I follow orders reliably and document care as instructed.”
D. “I always arrive early for my shift and help with unit tasks.”
Correct Answer
B
Rationales
Correct (B): Prioritizing the ability to perform and interpret
comprehensive assessments reflects an RN-level responsibility;
planning learning to expand assessment and clinical judgment
aligns with transition goals and role expansion.
A: Speed of medication administration is valuable but
emphasizes task efficiency typical of LPN practice rather than
RN assessment and decision-making.
C: Following orders and documenting are important but
describe LPN-level reliability rather than RN accountability for
independent clinical judgment.
D: Punctuality and teamwork are professional traits but do not
target the RN’s expanded clinical responsibilities.
Teaching Point
Focus transition goals on expanded assessment and clinical
judgment responsibilities.
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 reviews past performance evaluations
and recognizes repeated comments about limited prioritization
during complex shifts. Which goal-setting statement best
demonstrates an RN-level, measurable plan to address this gap?
A. “I will be better at prioritizing patients.”
B. “I will read prioritization articles occasionally.”
C. “During clinicals this term I will use a written triage
worksheet to rank patient problems and justify priorities to my
preceptor weekly.”
D. “I will ask colleagues to tell me what to do when
overwhelmed.”
Correct Answer
C
Rationales
Correct (C): This option is specific, measurable, and ties to
supervised practice; it shows active skill development in RN-
level prioritization and accountability.
A: Vague and non-measurable; does not provide a plan for
achieving RN-level competence.
B: Passive learning without measurable application; insufficient
for clinical skill change.
D: Reliance on others for direction reflects LPN-level
dependency rather than RN autonomous decision-making.
, Teaching Point
Set specific, measurable learning activities tied to supervised
clinical practice.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
During a transition seminar, the faculty explains change theory
to a group of LPNs entering RN programs. One nurse asks how
change theory applies to their emotional response. Which
facilitator response best integrates change theory into an RN
transition plan?
A. “Change theory only applies to organizational leaders, not
individuals.”
B. “Recognize predictable stages—loss, resistance,
exploration—and plan small learning milestones to manage
them.”
C. “Ignore the feelings and focus strictly on academics.”
D. “You should avoid discussing emotions with peers to appear
professional.”
Correct Answer
B
