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 preparing to begin the RN program completes a
reflective assignment comparing past clinical strengths and
gaps. They must now create a learning plan that prioritizes
competencies needed for RN assessment and delegation. Which
approach best demonstrates RN-level application of reviewing
past experience to plan future learning?
,A. List past skills, then enroll in every available continuing
education course relevant to those topics.
B. Identify 2–3 transferrable strengths and 2–3 RN-specific gaps,
align goals to program outcomes, and select targeted CE.
C. Rely on preceptor guidance only and postpone goal-setting
until clinical rotations begin.
D. Focus only on improving technical skills previously performed
as an LPN.
Correct Answer
B
Rationale — Correct
Selecting 2–3 strengths and gaps and aligning goals with RN
program outcomes reflects deliberate analysis and
prioritization, linking past experience to RN-level responsibilities
such as comprehensive assessment and delegation. Targeted
continuing education (CE) maximizes learning efficiency and
prepares the learner for RN practice expectations and
accountability.
Rationale — Incorrect
A. Enrolling in every course is unfocused and risks superficial
learning; it lacks prioritization expected of RN-level planning.
C. Deferring goal-setting relinquishes self-directed professional
responsibility and delays readiness for expanded RN role
functions.
D. Focusing only on technical skills neglects RN-level
,competencies like critical thinking, leadership, and clinical
judgment.
Teaching Point
Align goals to RN competencies; prioritize targeted learning
over unfocused CE.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
2
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
A newly enrolled RN student feels conflicted about leaving
routine LPN tasks to focus on RN-level assessment and care
planning. Using change theory, which initial strategy should the
student use to successfully adopt the RN identity?
A. Immediately stop performing any tasks they used to do as an
LPN to force role change.
B. Reflect on past successes, set small measurable RN-specific
goals, and seek mentorship to reinforce new behaviors.
C. Continue current LPN routines and expect role identity to
shift naturally over time.
D. Avoid reflecting on past experience to prevent bias toward
LPN practice.
, Correct Answer
B
Rationale — Correct
Change theory supports incremental behavior change;
reflecting on strengths, setting measurable goals, and using
mentorship fosters self-efficacy and gradual adoption of RN
identity—essential for transitioning responsibilities like
assessment, delegation, and leadership.
Rationale — Incorrect
A. Abruptly abandoning prior tasks is unrealistic and may
compromise patient care and professional relationships.
C. Passive expectation of change ignores the active learning and
identity development required for RN-level practice.
D. Ignoring past experience forfeits valuable insight that guides
targeted growth.
Teaching Point
Use incremental goal-setting and mentorship to enact role
transition effectively.
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 preparing to begin the RN program completes a
reflective assignment comparing past clinical strengths and
gaps. They must now create a learning plan that prioritizes
competencies needed for RN assessment and delegation. Which
approach best demonstrates RN-level application of reviewing
past experience to plan future learning?
,A. List past skills, then enroll in every available continuing
education course relevant to those topics.
B. Identify 2–3 transferrable strengths and 2–3 RN-specific gaps,
align goals to program outcomes, and select targeted CE.
C. Rely on preceptor guidance only and postpone goal-setting
until clinical rotations begin.
D. Focus only on improving technical skills previously performed
as an LPN.
Correct Answer
B
Rationale — Correct
Selecting 2–3 strengths and gaps and aligning goals with RN
program outcomes reflects deliberate analysis and
prioritization, linking past experience to RN-level responsibilities
such as comprehensive assessment and delegation. Targeted
continuing education (CE) maximizes learning efficiency and
prepares the learner for RN practice expectations and
accountability.
Rationale — Incorrect
A. Enrolling in every course is unfocused and risks superficial
learning; it lacks prioritization expected of RN-level planning.
C. Deferring goal-setting relinquishes self-directed professional
responsibility and delays readiness for expanded RN role
functions.
D. Focusing only on technical skills neglects RN-level
,competencies like critical thinking, leadership, and clinical
judgment.
Teaching Point
Align goals to RN competencies; prioritize targeted learning
over unfocused CE.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
2
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
A newly enrolled RN student feels conflicted about leaving
routine LPN tasks to focus on RN-level assessment and care
planning. Using change theory, which initial strategy should the
student use to successfully adopt the RN identity?
A. Immediately stop performing any tasks they used to do as an
LPN to force role change.
B. Reflect on past successes, set small measurable RN-specific
goals, and seek mentorship to reinforce new behaviors.
C. Continue current LPN routines and expect role identity to
shift naturally over time.
D. Avoid reflecting on past experience to prevent bias toward
LPN practice.
, Correct Answer
B
Rationale — Correct
Change theory supports incremental behavior change;
reflecting on strengths, setting measurable goals, and using
mentorship fosters self-efficacy and gradual adoption of RN
identity—essential for transitioning responsibilities like
assessment, delegation, and leadership.
Rationale — Incorrect
A. Abruptly abandoning prior tasks is unrealistic and may
compromise patient care and professional relationships.
C. Passive expectation of change ignores the active learning and
identity development required for RN-level practice.
D. Ignoring past experience forfeits valuable insight that guides
targeted growth.
Teaching Point
Use incremental goal-setting and mentorship to enact role
transition effectively.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
