LPN to RN Transitions
6th Edition
• Author(s)Lora Claywell
TEST BANK
Reference: Ch. 1, Section: Understanding Transition
Question Stem: A practical nurse returning to school for an RN
program feels torn between pride in prior skills and anxiety
about new responsibilities. Which description best
characterizes the transition experience?
A. A brief skill update that requires only technical review.
B. A developmental process involving identity change and new
role expectations.
C. A purely academic challenge unrelated to professional
identity.
D. A one-time administrative change in job description.
Correct Answer: B
Rationale (Correct): Transition is described as a developmental
process that includes changes in identity, responsibilities, and
expectations as the LPN becomes an RN. Claywell emphasizes
the psychological and role-based nature of transition. (2
sentences)
Rationale (Incorrect):
,A. Overly simplistic — transition involves more than technical
skills.
C. Incorrect — transition includes professional identity, not just
academics.
D. Incorrect — transition is not merely administrative; it is
adaptive and ongoing.
Teaching Point: Transition involves identity change, not just skill
updating.
Citation: Claywell, 2024, Ch. 1
2
Reference: Ch. 1, Section: Learning as an Adult (Andragogy)
Question Stem: An LPN student learns best when instructors
explain the rationale for tasks and connect new concepts to
prior experience. Which adult-learning principle does this
illustrate?
A. Learning is passive and teacher-directed.
B. Adults need immediate reward to learn.
C. Adults are motivated by understanding relevance and prior
experience.
D. Adults learn only through repetition.
Correct Answer: C
Rationale (Correct): Claywell outlines adult-learning principles:
adults are self-directed and learn best when content is relevant
and tied to their experience. (2 sentences)
Rationale (Incorrect):
,A. False — adult learning is active and self-directed.
B. Oversimplified; motivation is multifactorial, not just
immediate reward.
D. Repetition may help, but adults benefit most from relevance
and application.
Teaching Point: Relate new learning to students’ prior nursing
experience.
Citation: Claywell, 2024, Ch. 1
3
Reference: Ch. 1, Section: Reviewing the Past
Question Stem: During an advising session, a student proudly
recounts ten years of LPN practice in long-term care. How
should the RN-educator frame this history to support
transition?
A. Minimize past LPN work as irrelevant to RN practice.
B. Acknowledge strengths and map transferable skills to RN
roles.
C. Suggest the student forget old practices and relearn
everything.
D. Encourage the student to keep only clinical tasks and ignore
leadership development.
Correct Answer: B
Rationale (Correct): Claywell recommends honoring prior
experience and helping learners identify transferable skills
(clinical judgment, communication) that support RN role
, development. (2 sentences)
Rationale (Incorrect):
A. Demeaning and counterproductive.
C. Unrealistic — transition builds on, not erases, prior
experience.
D. Incomplete — leadership and expanded responsibilities are
essential RN competencies.
Teaching Point: Build on prior experience by identifying
transferable competencies.
Citation: Claywell, 2024, Ch. 1
4
Reference: Ch. 1, Section: Examining Where You Are Now
Question Stem: A student completes a self-assessment and
finds strong procedural skills but gaps in delegation and care
planning. Which next step best aligns with Claywell’s
recommended planning?
A. Ignore the gaps and focus only on strengths.
B. Set specific learning goals targeting delegation and planning.
C. Drop out because the gaps are too large to fix.
D. Expect clinical instructors to automatically teach everything
without a plan.
Correct Answer: B
Rationale (Correct): Claywell stresses realistic self-assessment
followed by targeted goal setting to address weaknesses while
leveraging strengths. (2 sentences)
6th Edition
• Author(s)Lora Claywell
TEST BANK
Reference: Ch. 1, Section: Understanding Transition
Question Stem: A practical nurse returning to school for an RN
program feels torn between pride in prior skills and anxiety
about new responsibilities. Which description best
characterizes the transition experience?
A. A brief skill update that requires only technical review.
B. A developmental process involving identity change and new
role expectations.
C. A purely academic challenge unrelated to professional
identity.
D. A one-time administrative change in job description.
Correct Answer: B
Rationale (Correct): Transition is described as a developmental
process that includes changes in identity, responsibilities, and
expectations as the LPN becomes an RN. Claywell emphasizes
the psychological and role-based nature of transition. (2
sentences)
Rationale (Incorrect):
,A. Overly simplistic — transition involves more than technical
skills.
C. Incorrect — transition includes professional identity, not just
academics.
D. Incorrect — transition is not merely administrative; it is
adaptive and ongoing.
Teaching Point: Transition involves identity change, not just skill
updating.
Citation: Claywell, 2024, Ch. 1
2
Reference: Ch. 1, Section: Learning as an Adult (Andragogy)
Question Stem: An LPN student learns best when instructors
explain the rationale for tasks and connect new concepts to
prior experience. Which adult-learning principle does this
illustrate?
A. Learning is passive and teacher-directed.
B. Adults need immediate reward to learn.
C. Adults are motivated by understanding relevance and prior
experience.
D. Adults learn only through repetition.
Correct Answer: C
Rationale (Correct): Claywell outlines adult-learning principles:
adults are self-directed and learn best when content is relevant
and tied to their experience. (2 sentences)
Rationale (Incorrect):
,A. False — adult learning is active and self-directed.
B. Oversimplified; motivation is multifactorial, not just
immediate reward.
D. Repetition may help, but adults benefit most from relevance
and application.
Teaching Point: Relate new learning to students’ prior nursing
experience.
Citation: Claywell, 2024, Ch. 1
3
Reference: Ch. 1, Section: Reviewing the Past
Question Stem: During an advising session, a student proudly
recounts ten years of LPN practice in long-term care. How
should the RN-educator frame this history to support
transition?
A. Minimize past LPN work as irrelevant to RN practice.
B. Acknowledge strengths and map transferable skills to RN
roles.
C. Suggest the student forget old practices and relearn
everything.
D. Encourage the student to keep only clinical tasks and ignore
leadership development.
Correct Answer: B
Rationale (Correct): Claywell recommends honoring prior
experience and helping learners identify transferable skills
(clinical judgment, communication) that support RN role
, development. (2 sentences)
Rationale (Incorrect):
A. Demeaning and counterproductive.
C. Unrealistic — transition builds on, not erases, prior
experience.
D. Incomplete — leadership and expanded responsibilities are
essential RN competencies.
Teaching Point: Build on prior experience by identifying
transferable competencies.
Citation: Claywell, 2024, Ch. 1
4
Reference: Ch. 1, Section: Examining Where You Are Now
Question Stem: A student completes a self-assessment and
finds strong procedural skills but gaps in delegation and care
planning. Which next step best aligns with Claywell’s
recommended planning?
A. Ignore the gaps and focus only on strengths.
B. Set specific learning goals targeting delegation and planning.
C. Drop out because the gaps are too large to fix.
D. Expect clinical instructors to automatically teach everything
without a plan.
Correct Answer: B
Rationale (Correct): Claywell stresses realistic self-assessment
followed by targeted goal setting to address weaknesses while
leveraging strengths. (2 sentences)
