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 who previously worked as an LPN is
preparing a 6-month professional development plan. She lists
clinical skills she already performs well as an LPN, areas where
she needs RN-level knowledge, and learning activities that
match those gaps. Which action best reflects RN-level
professional planning and accountability?
A. Keep the LPN skills list unchanged and focus only on
advanced tasks you haven’t done.
,B. Prioritize learning activities that bridge LPN strengths to RN
responsibilities and set measurable outcomes.
C. Enroll in every available continuing-education course to cover
all potential gaps.
D. Ask the unit manager to assign you only LPN-level tasks until
you feel ready.
Correct Answer
B
Rationales
Correct (B): This option shows RN-level planning by integrating
past LPN strengths with RN expectations, creating targeted
learning, and defining measurable outcomes—demonstrating
accountability for role transition and professional growth. It
reflects deliberate goal setting and application of continuing-
education components to prepare for expanded assessment
and leadership responsibilities.
A: Keeping the LPN skills list unchanged ignores role expansion
and fails to plan for RN-level assessment and decision-making; it
reflects LPN-level complacency.
C: Enrolling in all courses is inefficient and may dilute focus; RN
planning requires selective, goal-directed learning rather than
quantity alone.
D: Requesting only LPN tasks abdicates responsibility for
acquiring RN competencies and delays necessary transition to
RN role.
,Teaching Point
Target learning to bridge LPN skills to RN responsibilities with
measurable goals.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
2
Reference
Ch. 1 — Reviewing the Past and Present
Stem
During a reflective exercise, an LPN-to-RN student writes about
past clinical strengths and common areas of uncertainty when
asked to perform RN assessments. Which reflective action most
effectively prepares her for RN role expansion?
A. Dwell on past mistakes to avoid repeating them.
B. Identify specific LPN strengths and link them to RN
assessment tasks to practice deliberately.
C. Assume previous LPN experience fully prepares you for all RN
responsibilities.
D. Rely on colleagues to tell you what you need to learn next.
Correct Answer
B
Rationales
Correct (B): Identifying transferable strengths and purposefully
, connecting them to RN assessment tasks is a deliberate,
reflective strategy that promotes skill transfer and targeted
practice—key elements of effective professional transition. It
demonstrates analysis of experience and planning for role
change.
A: Focusing only on mistakes leads to negative rumination
rather than constructive, goal-oriented learning.
C: Assuming full preparedness ignores the expanded scope and
critical thinking required of RNs; it risks unsafe practice.
D: Relying solely on others abdicates personal accountability for
self-directed professional growth required in RN practice.
Teaching Point
Use reflective identification of transferable skills to guide
targeted RN learning.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3
Reference
Ch. 1 — Setting Your Goals
Stem
An LPN-to-RN student writes a goal: “Become a better nurse.”
As an RN mentor, you are asked to help rewrite the goal so it
supports measurable progress. Which rewritten goal best
6 TH EDITION
AUTHER(S)LORA CLAYWELL
TESTBANKS
1
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
A newly licensed RN who previously worked as an LPN is
preparing a 6-month professional development plan. She lists
clinical skills she already performs well as an LPN, areas where
she needs RN-level knowledge, and learning activities that
match those gaps. Which action best reflects RN-level
professional planning and accountability?
A. Keep the LPN skills list unchanged and focus only on
advanced tasks you haven’t done.
,B. Prioritize learning activities that bridge LPN strengths to RN
responsibilities and set measurable outcomes.
C. Enroll in every available continuing-education course to cover
all potential gaps.
D. Ask the unit manager to assign you only LPN-level tasks until
you feel ready.
Correct Answer
B
Rationales
Correct (B): This option shows RN-level planning by integrating
past LPN strengths with RN expectations, creating targeted
learning, and defining measurable outcomes—demonstrating
accountability for role transition and professional growth. It
reflects deliberate goal setting and application of continuing-
education components to prepare for expanded assessment
and leadership responsibilities.
A: Keeping the LPN skills list unchanged ignores role expansion
and fails to plan for RN-level assessment and decision-making; it
reflects LPN-level complacency.
C: Enrolling in all courses is inefficient and may dilute focus; RN
planning requires selective, goal-directed learning rather than
quantity alone.
D: Requesting only LPN tasks abdicates responsibility for
acquiring RN competencies and delays necessary transition to
RN role.
,Teaching Point
Target learning to bridge LPN skills to RN responsibilities with
measurable goals.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
2
Reference
Ch. 1 — Reviewing the Past and Present
Stem
During a reflective exercise, an LPN-to-RN student writes about
past clinical strengths and common areas of uncertainty when
asked to perform RN assessments. Which reflective action most
effectively prepares her for RN role expansion?
A. Dwell on past mistakes to avoid repeating them.
B. Identify specific LPN strengths and link them to RN
assessment tasks to practice deliberately.
C. Assume previous LPN experience fully prepares you for all RN
responsibilities.
D. Rely on colleagues to tell you what you need to learn next.
Correct Answer
B
Rationales
Correct (B): Identifying transferable strengths and purposefully
, connecting them to RN assessment tasks is a deliberate,
reflective strategy that promotes skill transfer and targeted
practice—key elements of effective professional transition. It
demonstrates analysis of experience and planning for role
change.
A: Focusing only on mistakes leads to negative rumination
rather than constructive, goal-oriented learning.
C: Assuming full preparedness ignores the expanded scope and
critical thinking required of RNs; it risks unsafe practice.
D: Relying solely on others abdicates personal accountability for
self-directed professional growth required in RN practice.
Teaching Point
Use reflective identification of transferable skills to guide
targeted RN learning.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3
Reference
Ch. 1 — Setting Your Goals
Stem
An LPN-to-RN student writes a goal: “Become a better nurse.”
As an RN mentor, you are asked to help rewrite the goal so it
supports measurable progress. Which rewritten goal best
