LPN to RN Transitions
6th Edition
AUTHER(S)LORA CLAYWELL
TEST BANK
Ch. 1 — Honoring Your Past, Planning Your Future
Q1 — Transition-focused goal selection
A newly admitted LPN-to-ADN student meets with an RN
academic advisor to design a learning plan. The student reports
two young children, a full-time evening job, and prior successful
experience as an LPN on a medical-surgical unit. As the RN
advisor, which response best reflects RN-level planning that
balances realistic goal-setting and professional accountability?
A. “Enroll in a full course load this semester—your clinical
experience will make it easy to pass.”
B. “List immediate personal and professional priorities; arrange
a reduced course load and a time-based study schedule.”
C. “Postpone school until your children are older so you can
focus fully on your studies.”
,D. “Apply for additional shifts to build financial reserves so you
won’t have to work during clinicals.”
Correct answer: B
Rationales
Correct (B): This response demonstrates RN-level responsibility
by integrating a realistic assessment of life factors, setting short-
term priorities, and creating a time-based plan—elements
integral to professional success and safe academic progression.
It reflects goal-setting and planning concepts from the chapter
and supports sustained learning while maintaining
accountability.
Incorrect (A): Encouraging a full load because of prior
experience assumes transferability without analysis; it risks
overload and reflects LPN-level optimism rather than RN-level
planning.
Incorrect (C): Suggesting postponement is an avoidance
strategy; it fails to apply change theory or problem-solving to
enable transition.
Incorrect (D): Recommending more work may jeopardize study
time and clinical performance and does not address
prioritization or workload management.
Teaching point: Set realistic, prioritized goals and structure time
for study and clinical responsibilities.
Citation (Simplified APA): Claywell, L. (2025). LPN to RN
Transitions (6th ed.). Ch. 1.
,Ch. 1 — Honoring Your Past, Planning Your Future
Q2 — Using prior LPN experience as a learning asset
An LPN entering an RN program believes their decade of
medication administration means they can skip basic skills
practice. As an RN clinical instructor overseeing orientation
exercises, which approach best models effective use of prior
experience for RN learning?
A. Permit the student to opt out of basic practice stations
because experience counts.
B. Require the student to complete the full skills checklist with
reflective documentation linking past practice to RN
expectations.
C. Allow the student to observe peers and sign off electronically
if they feel competent.
D. Assume competency if the student reports performing the
skills routinely in their LPN role.
Correct answer: B
Rationales
Correct (B): Requiring completion of skills with reflective
documentation aligns with RN standards: validating
competence, mapping prior experience to expanded RN
responsibilities, and promoting reflective learning—core
themes in “reviewing the past” and adult learning.
, Incorrect (A): Opting out ignores the RN responsibility to verify
competence and overlooks differences between LPN and RN
scope.
Incorrect (C): Observation without structured assessment risks
unverified competence and inadequate supervision.
Incorrect (D): Self-report alone is insufficient for RN
accountability and does not ensure patient safety.
Teaching point: Validate prior experience through structured
assessment and reflective mapping to RN practice.
Citation (Simplified APA): Claywell, L. (2025). LPN to RN
Transitions (6th ed.). Ch. 1.
Ch. 1 — Honoring Your Past, Planning Your Future
Q3 — Identifying barriers and enablers
During a planning session, an LPN-to-RN student lists
transportation issues, anxiety about tests, and strong family
support. Which action by the RN faculty best applies change
theory to support the student’s successful transition?
A. Tell the student to “push through” anxiety; most students
improve without accommodations.
B. Help the student identify concrete resources (ride options,
testing strategies) and set incremental goals.
C. Advise the student to test their limits by taking extra clinical
shifts to build resilience.
6th Edition
AUTHER(S)LORA CLAYWELL
TEST BANK
Ch. 1 — Honoring Your Past, Planning Your Future
Q1 — Transition-focused goal selection
A newly admitted LPN-to-ADN student meets with an RN
academic advisor to design a learning plan. The student reports
two young children, a full-time evening job, and prior successful
experience as an LPN on a medical-surgical unit. As the RN
advisor, which response best reflects RN-level planning that
balances realistic goal-setting and professional accountability?
A. “Enroll in a full course load this semester—your clinical
experience will make it easy to pass.”
B. “List immediate personal and professional priorities; arrange
a reduced course load and a time-based study schedule.”
C. “Postpone school until your children are older so you can
focus fully on your studies.”
,D. “Apply for additional shifts to build financial reserves so you
won’t have to work during clinicals.”
Correct answer: B
Rationales
Correct (B): This response demonstrates RN-level responsibility
by integrating a realistic assessment of life factors, setting short-
term priorities, and creating a time-based plan—elements
integral to professional success and safe academic progression.
It reflects goal-setting and planning concepts from the chapter
and supports sustained learning while maintaining
accountability.
Incorrect (A): Encouraging a full load because of prior
experience assumes transferability without analysis; it risks
overload and reflects LPN-level optimism rather than RN-level
planning.
Incorrect (C): Suggesting postponement is an avoidance
strategy; it fails to apply change theory or problem-solving to
enable transition.
Incorrect (D): Recommending more work may jeopardize study
time and clinical performance and does not address
prioritization or workload management.
Teaching point: Set realistic, prioritized goals and structure time
for study and clinical responsibilities.
Citation (Simplified APA): Claywell, L. (2025). LPN to RN
Transitions (6th ed.). Ch. 1.
,Ch. 1 — Honoring Your Past, Planning Your Future
Q2 — Using prior LPN experience as a learning asset
An LPN entering an RN program believes their decade of
medication administration means they can skip basic skills
practice. As an RN clinical instructor overseeing orientation
exercises, which approach best models effective use of prior
experience for RN learning?
A. Permit the student to opt out of basic practice stations
because experience counts.
B. Require the student to complete the full skills checklist with
reflective documentation linking past practice to RN
expectations.
C. Allow the student to observe peers and sign off electronically
if they feel competent.
D. Assume competency if the student reports performing the
skills routinely in their LPN role.
Correct answer: B
Rationales
Correct (B): Requiring completion of skills with reflective
documentation aligns with RN standards: validating
competence, mapping prior experience to expanded RN
responsibilities, and promoting reflective learning—core
themes in “reviewing the past” and adult learning.
, Incorrect (A): Opting out ignores the RN responsibility to verify
competence and overlooks differences between LPN and RN
scope.
Incorrect (C): Observation without structured assessment risks
unverified competence and inadequate supervision.
Incorrect (D): Self-report alone is insufficient for RN
accountability and does not ensure patient safety.
Teaching point: Validate prior experience through structured
assessment and reflective mapping to RN practice.
Citation (Simplified APA): Claywell, L. (2025). LPN to RN
Transitions (6th ed.). Ch. 1.
Ch. 1 — Honoring Your Past, Planning Your Future
Q3 — Identifying barriers and enablers
During a planning session, an LPN-to-RN student lists
transportation issues, anxiety about tests, and strong family
support. Which action by the RN faculty best applies change
theory to support the student’s successful transition?
A. Tell the student to “push through” anxiety; most students
improve without accommodations.
B. Help the student identify concrete resources (ride options,
testing strategies) and set incremental goals.
C. Advise the student to test their limits by taking extra clinical
shifts to build resilience.
