LPN to RN Transitions
6th Edition
AUTHER(S)LORA CLAYWELL
TEST BANK
1.
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
An LPN preparing for the first clinical rotation as an RN reflects
on prior LPN experience and writes a learning plan. Which
approach best demonstrates RN-level preparation that balances
honoring past experience with new RN responsibilities? (2–3
sentences)
Options
A. Use past LPN tasks as a checklist and focus learning on
performing those tasks faster.
B. Identify three clinical skills from LPN practice to delegate and
avoid developing further.
,C. Map prior LPN strengths to RN assessment and decision-
making goals, then schedule targeted learning activities.
D. Focus solely on memorizing RN policies and ignore reflection
on past strengths.
Correct answer
C
Rationale — Correct (3–4 sentences)
Mapping prior LPN strengths to RN assessment and decision-
making goals demonstrates synthesis of experience into higher-
level RN responsibilities. It shows accountability for expanded
assessment and clinical judgment rather than only technical skill
performance. Scheduling targeted learning activities reflects an
RN approach to professional development and safe practice.
Rationale — Incorrect
A. (1–2 sentences) Treating prior tasks as a speed checklist
emphasizes task performance and LPN-level thinking, not RN-
level assessment or judgment.
B. (1–2 sentences) Intentionally avoiding development of skills
to delegate is unsafe and misunderstands RN accountability for
supervision and competence.
D. (1–2 sentences) Memorization of policy without reflective
integration of past experience fails to develop applied clinical
judgment expected of RNs.
Teaching point (≤20 words)
Translate LPN strengths into RN assessment and decision-
making goals with structured learning activities.
,Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
2.
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
During a goal-setting workshop, an LPN-to-RN student writes “I
will become better at delegation.” Which revision best converts
this into an RN-appropriate, actionable goal? (2–3 sentences)
Options
A. I will practice delegation by asking coworkers to do tasks for
me.
B. I will complete a delegation learning module and apply
delegation principles during two supervised shifts.
C. I will stop delegating tasks because I am unsure of the RN
role.
D. I will read one article about delegation sometime soon.
Correct answer
B
Rationale — Correct (3–4 sentences)
Completing a delegation module and applying principles during
supervised shifts is specific, measurable, and directly targets RN
competencies in delegation and supervision. It links learning to
practice under oversight, which aligns with safe transition and
, accountability. This approach supports evaluation and
refinement of professional judgment.
Rationale — Incorrect
A. (1–2 sentences) Asking coworkers to do tasks for you
conflates delegation with abdication and ignores RN supervisory
responsibility.
C. (1 sentence) Avoidance undermines role transition and fails
to develop essential RN skills.
D. (1–2 sentences) Reading an article is vague and not
sufficiently measurable or applied to clinical practice.
Teaching point (≤20 words)
Set measurable, supervised practice goals to build safe
delegation and supervisory competence.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3.
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
A transitioning nurse notices resistance from a preceptor when
attempting to perform more complex assessments. Which RN
action best demonstrates application of change theory to this
learning barrier? (2–4 sentences)
6th Edition
AUTHER(S)LORA CLAYWELL
TEST BANK
1.
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
An LPN preparing for the first clinical rotation as an RN reflects
on prior LPN experience and writes a learning plan. Which
approach best demonstrates RN-level preparation that balances
honoring past experience with new RN responsibilities? (2–3
sentences)
Options
A. Use past LPN tasks as a checklist and focus learning on
performing those tasks faster.
B. Identify three clinical skills from LPN practice to delegate and
avoid developing further.
,C. Map prior LPN strengths to RN assessment and decision-
making goals, then schedule targeted learning activities.
D. Focus solely on memorizing RN policies and ignore reflection
on past strengths.
Correct answer
C
Rationale — Correct (3–4 sentences)
Mapping prior LPN strengths to RN assessment and decision-
making goals demonstrates synthesis of experience into higher-
level RN responsibilities. It shows accountability for expanded
assessment and clinical judgment rather than only technical skill
performance. Scheduling targeted learning activities reflects an
RN approach to professional development and safe practice.
Rationale — Incorrect
A. (1–2 sentences) Treating prior tasks as a speed checklist
emphasizes task performance and LPN-level thinking, not RN-
level assessment or judgment.
B. (1–2 sentences) Intentionally avoiding development of skills
to delegate is unsafe and misunderstands RN accountability for
supervision and competence.
D. (1–2 sentences) Memorization of policy without reflective
integration of past experience fails to develop applied clinical
judgment expected of RNs.
Teaching point (≤20 words)
Translate LPN strengths into RN assessment and decision-
making goals with structured learning activities.
,Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
2.
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
During a goal-setting workshop, an LPN-to-RN student writes “I
will become better at delegation.” Which revision best converts
this into an RN-appropriate, actionable goal? (2–3 sentences)
Options
A. I will practice delegation by asking coworkers to do tasks for
me.
B. I will complete a delegation learning module and apply
delegation principles during two supervised shifts.
C. I will stop delegating tasks because I am unsure of the RN
role.
D. I will read one article about delegation sometime soon.
Correct answer
B
Rationale — Correct (3–4 sentences)
Completing a delegation module and applying principles during
supervised shifts is specific, measurable, and directly targets RN
competencies in delegation and supervision. It links learning to
practice under oversight, which aligns with safe transition and
, accountability. This approach supports evaluation and
refinement of professional judgment.
Rationale — Incorrect
A. (1–2 sentences) Asking coworkers to do tasks for you
conflates delegation with abdication and ignores RN supervisory
responsibility.
C. (1 sentence) Avoidance undermines role transition and fails
to develop essential RN skills.
D. (1–2 sentences) Reading an article is vague and not
sufficiently measurable or applied to clinical practice.
Teaching point (≤20 words)
Set measurable, supervised practice goals to build safe
delegation and supervisory competence.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3.
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
A transitioning nurse notices resistance from a preceptor when
attempting to perform more complex assessments. Which RN
action best demonstrates application of change theory to this
learning barrier? (2–4 sentences)
