LPN to RN Transitions
6th Edition
AUTHER(S)LORA CLAYWELL
TEST BANK
Ch. 1 — Honoring Your Past, Planning Your Future
1) Stem: A newly licensed RN reflects on ten years of LPN
experience in long-term care as she prepares a
professional development plan. She lists clinical
strengths, gaps in leadership skills, and interests in
community nursing. Which goal-setting approach best
demonstrates RN-level planning that links past
experience to RN responsibilities?
A. Create a single long-term goal: “Become a community
nurse.”
B. Write three SMART goals detailing measurable steps
,and timelines linking competencies to RN responsibilities.
C. Focus only on taking a single continuing-education (CE)
course in community health.
D. Wait six months to see where clinical interests develop
before planning.
Correct Answer: B
Rationale — Correct: Writing SMART goals (Specific,
Measurable, Achievable, Relevant, Time-bound)
translates prior LPN skills into explicit RN-level objectives,
clarifies learning activities, and supports measurable
transition to expanded RN responsibilities such as
assessment and care planning. This method reflects
intentional career planning described in the chapter and
fosters accountability.
Rationale — A: A single vague long-term goal lacks
actionable steps and does not connect past
competencies to RN scope.
Rationale — C: Taking one CE course is a narrow tactic; it
does not constitute a comprehensive, measurable plan
aligned with RN role expansion.
Rationale — D: Indefinite delay is passive and
undermines proactive professional development
expected of an RN.
,Teaching Point: Use SMART goals to convert LPN
strengths into RN-level competencies.
Citation: Claywell, L. (2025). LPN to RN Transitions (6th
ed.). Ch. 1.
Ch. 1 — Honoring Your Past, Planning Your Future
2) Stem: During orientation, an LPN→RN transition
student is asked to prioritize continuing-education (CE)
activities for the next year. Which selection best reflects
components of effective CE that support clinical
judgment and RN role expansion?
A. Complete only employer-mandated skills checklists.
B. Combine formal coursework, supervised clinical
experiences, and reflective learning tied to RN
competencies.
C. Attend a single conference for continuing-education
hours.
D. Read nursing magazines monthly and log self-study
hours.
Correct Answer: B
Rationale — Correct: A balanced CE plan that includes
coursework, supervised practice, and reflective learning
aligns with chapter guidance: it develops higher-order
, clinical judgment, leadership, and assessment skills
crucial for RN responsibilities. Supervised experiences
translate knowledge into practice and support safe
transition.
Rationale — A: Employer checklists ensure baseline
competence but do not comprehensively develop RN
judgment or leadership skills.
Rationale — C: A single conference provides limited
depth and may not address specific skill gaps needed for
RN practice.
Rationale — D: Self-study is valuable but insufficient
alone to demonstrate applied RN competencies or
supervised practice.
Teaching Point: Combine coursework, supervised
practice, and reflection for effective RN continuing
education.
Citation: Claywell, L. (2025). LPN to RN Transitions (6th
ed.). Ch. 1.
Ch. 1 — Honoring Your Past, Planning Your Future
3) Stem: An LPN transitioning to RN is analyzing past
incidents where communication breakdowns caused
delays in care. As an RN, which action best demonstrates
6th Edition
AUTHER(S)LORA CLAYWELL
TEST BANK
Ch. 1 — Honoring Your Past, Planning Your Future
1) Stem: A newly licensed RN reflects on ten years of LPN
experience in long-term care as she prepares a
professional development plan. She lists clinical
strengths, gaps in leadership skills, and interests in
community nursing. Which goal-setting approach best
demonstrates RN-level planning that links past
experience to RN responsibilities?
A. Create a single long-term goal: “Become a community
nurse.”
B. Write three SMART goals detailing measurable steps
,and timelines linking competencies to RN responsibilities.
C. Focus only on taking a single continuing-education (CE)
course in community health.
D. Wait six months to see where clinical interests develop
before planning.
Correct Answer: B
Rationale — Correct: Writing SMART goals (Specific,
Measurable, Achievable, Relevant, Time-bound)
translates prior LPN skills into explicit RN-level objectives,
clarifies learning activities, and supports measurable
transition to expanded RN responsibilities such as
assessment and care planning. This method reflects
intentional career planning described in the chapter and
fosters accountability.
Rationale — A: A single vague long-term goal lacks
actionable steps and does not connect past
competencies to RN scope.
Rationale — C: Taking one CE course is a narrow tactic; it
does not constitute a comprehensive, measurable plan
aligned with RN role expansion.
Rationale — D: Indefinite delay is passive and
undermines proactive professional development
expected of an RN.
,Teaching Point: Use SMART goals to convert LPN
strengths into RN-level competencies.
Citation: Claywell, L. (2025). LPN to RN Transitions (6th
ed.). Ch. 1.
Ch. 1 — Honoring Your Past, Planning Your Future
2) Stem: During orientation, an LPN→RN transition
student is asked to prioritize continuing-education (CE)
activities for the next year. Which selection best reflects
components of effective CE that support clinical
judgment and RN role expansion?
A. Complete only employer-mandated skills checklists.
B. Combine formal coursework, supervised clinical
experiences, and reflective learning tied to RN
competencies.
C. Attend a single conference for continuing-education
hours.
D. Read nursing magazines monthly and log self-study
hours.
Correct Answer: B
Rationale — Correct: A balanced CE plan that includes
coursework, supervised practice, and reflective learning
aligns with chapter guidance: it develops higher-order
, clinical judgment, leadership, and assessment skills
crucial for RN responsibilities. Supervised experiences
translate knowledge into practice and support safe
transition.
Rationale — A: Employer checklists ensure baseline
competence but do not comprehensively develop RN
judgment or leadership skills.
Rationale — C: A single conference provides limited
depth and may not address specific skill gaps needed for
RN practice.
Rationale — D: Self-study is valuable but insufficient
alone to demonstrate applied RN competencies or
supervised practice.
Teaching Point: Combine coursework, supervised
practice, and reflection for effective RN continuing
education.
Citation: Claywell, L. (2025). LPN to RN Transitions (6th
ed.). Ch. 1.
Ch. 1 — Honoring Your Past, Planning Your Future
3) Stem: An LPN transitioning to RN is analyzing past
incidents where communication breakdowns caused
delays in care. As an RN, which action best demonstrates
