LPN to RN Transitions
6th Edition
AUTHER(S)LORA CLAYWELL
TEST BANK
Ch. 1 — Honoring Your Past, Planning Your Future
1. A newly graduated RN who previously worked as an
LPN is creating a professional development plan. She lists
clinical skills she already performs confidently and then
adds RN-only competencies she needs to develop. Which
approach best demonstrates effective goal-setting for the
RN transition?
A. Keep a long list of every possible RN skill and plan to
learn them all within the first month.
B. Prioritize 2–3 RN-level competencies, set measurable
targets and timelines, and identify resources and
preceptors.
,C. Rely on general experience and wait until problems
arise to seek learning opportunities.
D. Focus only on advanced technical procedures,
assuming leadership skills will develop naturally.
Correct answer: B
Rationale — Correct (B): Prioritizing a small number of
RN-level competencies with measurable targets,
timelines, and identified supports reflects intentional
goal-setting and realistic planning during role transition.
It aligns with the chapter emphasis on reviewing past
strengths, setting goals, and using continuing education
components to fill gaps. This approach promotes
actionable progress and accountability.
Rationale — Incorrect:
A. Unrealistic breadth and timeline reduce effectiveness
and increase burnout risk.
C. Passive, reactive learning delays competence and risks
patient safety.
D. Neglects equally important RN responsibilities like
leadership, delegation, and clinical judgment.
Teaching point: Set measurable, prioritized RN transition
goals with supports and timelines.
,Citation: Claywell, L. (2025). LPN to RN Transitions (6th
ed.). Ch. 1.
Ch. 1 — Honoring Your Past, Planning Your Future
2. An LPN-to-RN student summarizes past clinical roles in
a portfolio. The program faculty asks for reflection on
how those LPN experiences shape RN judgment. Which
entry best demonstrates an RN-level reflective analysis?
A. “I gave meds as an LPN and I’m good at injections.”
B. “I administered meds as LPN; as an RN I will evaluate
medication effects, anticipate complications, and
communicate changes to the team.”
C. “My years as LPN make me better than classmates
without experience.”
D. “I’ll continue to do the same tasks; RN role is mostly
the same.”
Correct answer: B
Rationale — Correct (B): This response moves beyond
task-based description to articulate expanded RN
responsibilities — evaluation, anticipation of
complications, and interprofessional communication —
reflecting reflective analysis of past experience applied to
, RN practice. It aligns with chapter themes of honoring
past practice while planning for expanded scope.
Rationale — Incorrect:
A. Task-focused and lacks RN-level analysis or planning.
C. Comparisons undermine professional humility and do
not show development planning.
D. Incorrectly assumes no role change; ignores RN scope
expansion and accountability.
Teaching point: Reflective entries must connect past skills
to expanded RN accountability.
Citation: Claywell, L. (2025). LPN to RN Transitions (6th
ed.). Ch. 1.
Ch. 1 — Honoring Your Past, Planning Your Future
3. During orientation, an RN preceptor asks a
transitioning LPN about continuing education plans. The
LPN says she prefers only online modules without clinical
practice because she’s short on time. As an RN
responsible for professional development planning, what
is the best response from the transitioning nurse?
A. Agree and complete only online modules since they’re
faster.
6th Edition
AUTHER(S)LORA CLAYWELL
TEST BANK
Ch. 1 — Honoring Your Past, Planning Your Future
1. A newly graduated RN who previously worked as an
LPN is creating a professional development plan. She lists
clinical skills she already performs confidently and then
adds RN-only competencies she needs to develop. Which
approach best demonstrates effective goal-setting for the
RN transition?
A. Keep a long list of every possible RN skill and plan to
learn them all within the first month.
B. Prioritize 2–3 RN-level competencies, set measurable
targets and timelines, and identify resources and
preceptors.
,C. Rely on general experience and wait until problems
arise to seek learning opportunities.
D. Focus only on advanced technical procedures,
assuming leadership skills will develop naturally.
Correct answer: B
Rationale — Correct (B): Prioritizing a small number of
RN-level competencies with measurable targets,
timelines, and identified supports reflects intentional
goal-setting and realistic planning during role transition.
It aligns with the chapter emphasis on reviewing past
strengths, setting goals, and using continuing education
components to fill gaps. This approach promotes
actionable progress and accountability.
Rationale — Incorrect:
A. Unrealistic breadth and timeline reduce effectiveness
and increase burnout risk.
C. Passive, reactive learning delays competence and risks
patient safety.
D. Neglects equally important RN responsibilities like
leadership, delegation, and clinical judgment.
Teaching point: Set measurable, prioritized RN transition
goals with supports and timelines.
,Citation: Claywell, L. (2025). LPN to RN Transitions (6th
ed.). Ch. 1.
Ch. 1 — Honoring Your Past, Planning Your Future
2. An LPN-to-RN student summarizes past clinical roles in
a portfolio. The program faculty asks for reflection on
how those LPN experiences shape RN judgment. Which
entry best demonstrates an RN-level reflective analysis?
A. “I gave meds as an LPN and I’m good at injections.”
B. “I administered meds as LPN; as an RN I will evaluate
medication effects, anticipate complications, and
communicate changes to the team.”
C. “My years as LPN make me better than classmates
without experience.”
D. “I’ll continue to do the same tasks; RN role is mostly
the same.”
Correct answer: B
Rationale — Correct (B): This response moves beyond
task-based description to articulate expanded RN
responsibilities — evaluation, anticipation of
complications, and interprofessional communication —
reflecting reflective analysis of past experience applied to
, RN practice. It aligns with chapter themes of honoring
past practice while planning for expanded scope.
Rationale — Incorrect:
A. Task-focused and lacks RN-level analysis or planning.
C. Comparisons undermine professional humility and do
not show development planning.
D. Incorrectly assumes no role change; ignores RN scope
expansion and accountability.
Teaching point: Reflective entries must connect past skills
to expanded RN accountability.
Citation: Claywell, L. (2025). LPN to RN Transitions (6th
ed.). Ch. 1.
Ch. 1 — Honoring Your Past, Planning Your Future
3. During orientation, an RN preceptor asks a
transitioning LPN about continuing education plans. The
LPN says she prefers only online modules without clinical
practice because she’s short on time. As an RN
responsible for professional development planning, what
is the best response from the transitioning nurse?
A. Agree and complete only online modules since they’re
faster.
