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 entering an RN program completes a reflective
exercise reviewing clinical strengths and gaps from prior
LPN practice. Which next step best demonstrates RN-
level professional growth planning that links past practice
to future RN responsibilities?
A. List the clinical tasks you enjoyed most and plan to
keep performing them the same way.
B. Identify three knowledge/skill gaps, set measurable
learning goals, and create a timeline to achieve them.
,C. Rely on preceptor direction during orientation to
reveal what you need to learn.
D. Assume existing LPN skills are sufficient and focus only
on passing the licensure exam.
Correct Answer
B
Rationales
Correct (B): Creating measurable learning goals and a
timeline demonstrates application of self-assessment to
RN role expansion, making learning accountable and
actionable. This reflects RN responsibility for professional
development and safe practice.
A: Keeps LPN habits without analysis; does not align with
RN goal setting or expansion of assessment/clinical
judgment.
C: Passive reliance on others delays self-directed RN
learning and shifts accountability away from the nurse.
D: Overlooks expanded RN scope (assessment, clinical
judgment); risky for patient safety and professional
accountability.
Teaching Point
Set measurable goals and timelines to bridge LPN
experience to RN responsibilities.
,Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
2
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
During orientation an LPN-to-RN recognizes they struggle
with complex medication calculations. Which action best
reflects application of components of continuing
education to remediate this gap?
A. Read a single calculation chapter the week before
starting RN duties.
B. Enroll in a short course with practice problems,
schedule deliberate practice sessions, and seek periodic
competency checks.
C. Ask a coworker to always double-check doses for
them.
D. Memorize common dose conversions without
practicing problem solving.
Correct Answer
B
, Rationales
Correct (B): Structured continuing education with
deliberate practice and competency checks aligns with
adult learning principles and RN accountability for safe
medication administration.
A: One-time reading is insufficient for skill acquisition and
does not ensure competence.
C: Delegating the safety responsibility to a coworker
demonstrates unsafe practice and abdicates RN
accountability.
D: Memorization without application fails to develop
calculation skills necessary for RN clinical judgment.
Teaching Point
Use structured education, deliberate practice, and
competency verification for clinical skill gaps.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
6th Edition
AUTHER(S)LORA CLAYWELL
TEST BANK
1
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
An LPN entering an RN program completes a reflective
exercise reviewing clinical strengths and gaps from prior
LPN practice. Which next step best demonstrates RN-
level professional growth planning that links past practice
to future RN responsibilities?
A. List the clinical tasks you enjoyed most and plan to
keep performing them the same way.
B. Identify three knowledge/skill gaps, set measurable
learning goals, and create a timeline to achieve them.
,C. Rely on preceptor direction during orientation to
reveal what you need to learn.
D. Assume existing LPN skills are sufficient and focus only
on passing the licensure exam.
Correct Answer
B
Rationales
Correct (B): Creating measurable learning goals and a
timeline demonstrates application of self-assessment to
RN role expansion, making learning accountable and
actionable. This reflects RN responsibility for professional
development and safe practice.
A: Keeps LPN habits without analysis; does not align with
RN goal setting or expansion of assessment/clinical
judgment.
C: Passive reliance on others delays self-directed RN
learning and shifts accountability away from the nurse.
D: Overlooks expanded RN scope (assessment, clinical
judgment); risky for patient safety and professional
accountability.
Teaching Point
Set measurable goals and timelines to bridge LPN
experience to RN responsibilities.
,Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
2
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
During orientation an LPN-to-RN recognizes they struggle
with complex medication calculations. Which action best
reflects application of components of continuing
education to remediate this gap?
A. Read a single calculation chapter the week before
starting RN duties.
B. Enroll in a short course with practice problems,
schedule deliberate practice sessions, and seek periodic
competency checks.
C. Ask a coworker to always double-check doses for
them.
D. Memorize common dose conversions without
practicing problem solving.
Correct Answer
B
, Rationales
Correct (B): Structured continuing education with
deliberate practice and competency checks aligns with
adult learning principles and RN accountability for safe
medication administration.
A: One-time reading is insufficient for skill acquisition and
does not ensure competence.
C: Delegating the safety responsibility to a coworker
demonstrates unsafe practice and abdicates RN
accountability.
D: Memorization without application fails to develop
calculation skills necessary for RN clinical judgment.
Teaching Point
Use structured education, deliberate practice, and
competency verification for clinical skill gaps.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
