LPN to RN Transitions
6th Edition
AUTHER(S)LORA CLAYWELL
TEST BANK
Ch. 1 — Honoring Your Past, Planning Your Future
1. A newly licensed RN who previously worked as an LPN
completes a self-review of clinical skills and identifies
heavy competency in medication administration but
limited experience in comprehensive assessment and
care planning. Which action best demonstrates RN-level
professional responsibility during the transition?
A. Continue to accept medication administration
assignments while waiting for a formal orientation to
focus on assessments later.
B. Ask the unit manager to assign a preceptor for
structured supervised practice in comprehensive
,assessment and care planning.
C. Limit patient assignments to those requiring primarily
medication tasks until comfortable with assessments.
D. Rely on refresher online modules only and return to
full independent RN practice immediately after
completing them.
Correct answer: B
Rationale — Correct (B): Requesting a preceptor for
supervised, structured practice aligns with RN
accountability for safe, competent care and recognizes
the RN’s expanded assessment and planning role. It
demonstrates proactive goal-setting and use of
continuing-education components
(mentorship/preceptorship) to close practice gaps. This
action balances patient safety with professional
development during role transition.
Rationale — Incorrect (A): Waiting passively until
orientation defers RN accountability and risks patients
receiving care beyond the nurse’s assessed competence.
Rationale — Incorrect (C): Limiting assignments avoids
necessary skill development and may reflect LPN-level
role restriction rather than RN growth.
Rationale — Incorrect (D): Relying solely on self-study
ignores supervised clinical practice needs; online
,modules alone may not ensure safe independent RN
practice.
Teaching point: Seek supervised practice (preceptorship)
to bridge competency gaps during transition.
Citation: Claywell, L. (2025). LPN to RN Transitions (6th
ed.). Ch. 1.
Ch. 1 — Honoring Your Past, Planning Your Future
2. During an RN orientation planning meeting, an LPN-to-
RN student proposes a goal to “become better at
leadership.” Which SMART goal revision best converts
this into an actionable plan that reflects RN role
expectations?
A. “I will read leadership articles whenever I have time.”
B. “Within 8 weeks I will co-lead daily huddles twice
weekly with my preceptor and solicit feedback after each
session.”
C. “I plan to be seen as a leader by my team by the end of
orientation.”
D. “I will try to delegate tasks when appropriate to
improve leadership skills.”
Correct answer: B
, Rationale — Correct (B): This option is specific,
measurable, time-bound, achievable, and relevant to RN
responsibilities (communication, coordination). Co-
leading huddles with feedback supports skill application
and evaluation—core goals from change theory and adult
learning.
Rationale — Incorrect (A): Vague and unscheduled
reading lacks measurement and clinical application;
insufficient for RN competence.
Rationale — Incorrect (C): Outcome (“be seen as a
leader”) is subjective and not actionable or measurable.
Rationale — Incorrect (D): “Try” is vague and lacks
structure; delegation requires clear skill practice,
supervision, and feedback.
Teaching point: Convert aspirations into SMART goals
with measurable clinical activities.
Citation: Claywell, L. (2025). LPN to RN Transitions (6th
ed.). Ch. 1.
Ch. 1 — Honoring Your Past, Planning Your Future
3. An LPN transitioning to RN is frustrated by slow
progress in skill acquisition and is considering
abandoning the RN program. According to change theory
6th Edition
AUTHER(S)LORA CLAYWELL
TEST BANK
Ch. 1 — Honoring Your Past, Planning Your Future
1. A newly licensed RN who previously worked as an LPN
completes a self-review of clinical skills and identifies
heavy competency in medication administration but
limited experience in comprehensive assessment and
care planning. Which action best demonstrates RN-level
professional responsibility during the transition?
A. Continue to accept medication administration
assignments while waiting for a formal orientation to
focus on assessments later.
B. Ask the unit manager to assign a preceptor for
structured supervised practice in comprehensive
,assessment and care planning.
C. Limit patient assignments to those requiring primarily
medication tasks until comfortable with assessments.
D. Rely on refresher online modules only and return to
full independent RN practice immediately after
completing them.
Correct answer: B
Rationale — Correct (B): Requesting a preceptor for
supervised, structured practice aligns with RN
accountability for safe, competent care and recognizes
the RN’s expanded assessment and planning role. It
demonstrates proactive goal-setting and use of
continuing-education components
(mentorship/preceptorship) to close practice gaps. This
action balances patient safety with professional
development during role transition.
Rationale — Incorrect (A): Waiting passively until
orientation defers RN accountability and risks patients
receiving care beyond the nurse’s assessed competence.
Rationale — Incorrect (C): Limiting assignments avoids
necessary skill development and may reflect LPN-level
role restriction rather than RN growth.
Rationale — Incorrect (D): Relying solely on self-study
ignores supervised clinical practice needs; online
,modules alone may not ensure safe independent RN
practice.
Teaching point: Seek supervised practice (preceptorship)
to bridge competency gaps during transition.
Citation: Claywell, L. (2025). LPN to RN Transitions (6th
ed.). Ch. 1.
Ch. 1 — Honoring Your Past, Planning Your Future
2. During an RN orientation planning meeting, an LPN-to-
RN student proposes a goal to “become better at
leadership.” Which SMART goal revision best converts
this into an actionable plan that reflects RN role
expectations?
A. “I will read leadership articles whenever I have time.”
B. “Within 8 weeks I will co-lead daily huddles twice
weekly with my preceptor and solicit feedback after each
session.”
C. “I plan to be seen as a leader by my team by the end of
orientation.”
D. “I will try to delegate tasks when appropriate to
improve leadership skills.”
Correct answer: B
, Rationale — Correct (B): This option is specific,
measurable, time-bound, achievable, and relevant to RN
responsibilities (communication, coordination). Co-
leading huddles with feedback supports skill application
and evaluation—core goals from change theory and adult
learning.
Rationale — Incorrect (A): Vague and unscheduled
reading lacks measurement and clinical application;
insufficient for RN competence.
Rationale — Incorrect (C): Outcome (“be seen as a
leader”) is subjective and not actionable or measurable.
Rationale — Incorrect (D): “Try” is vague and lacks
structure; delegation requires clear skill practice,
supervision, and feedback.
Teaching point: Convert aspirations into SMART goals
with measurable clinical activities.
Citation: Claywell, L. (2025). LPN to RN Transitions (6th
ed.). Ch. 1.
Ch. 1 — Honoring Your Past, Planning Your Future
3. An LPN transitioning to RN is frustrated by slow
progress in skill acquisition and is considering
abandoning the RN program. According to change theory
