LPN to RN Transitions
6th Edition
• Author(s)Lora Claywell
TEST BANK
Reference: Ch. 1, Section: Understanding Transition
Question Stem: A 35-year-old LPN returning to school feels
guilty about leaving bedside care while studying. Which
instructor response best supports the student’s transition?
A. “Guilt is normal; drop the clinical course if it’s too hard.”
B. “Use your LPN strengths to set short-term goals and reframe
this as growth.”
C. “Ignore feelings of guilt and focus only on academics.”
D. “Compare yourself to classmates to see who’s coping best.”
Correct Answer: B
Rationale:
• Correct (B): Claywell emphasizes honoring prior
experience and reframing the transition as professional
growth; setting achievable short-term goals leverages LPN
strengths and reduces role conflict. Elsevier Health
Inspection Copies+1
• A: Encouraging withdrawal contradicts transition support;
the text promotes strategies to continue progression.
, • C: Suppressing emotions is not advised; Claywell supports
reflective processing of feelings during transition.
• D: Social comparison can increase anxiety; the book
recommends individualized goal setting instead.
Teaching Point: Reframe previous experience as an asset;
set short, achievable goals.
Citation: Claywell, 2024, Ch. 1. Elsevier Health Inspection
Copies+1
2)
Reference: Ch. 1, Section: Learning as an Adult
Question Stem: An LPN student who works nights struggles
with daytime classes. Which strategy best aligns with adult
learning principles?
A. Expect the instructor to repeat lectures at night.
B. Identify preferred learning modalities and schedule study
times around work.
C. Rely exclusively on passive reading without active review.
D. Stop working to attend classes full time immediately.
Correct Answer: B
Rationale:
• Correct (B): Adult learning theory in Claywell highlights
self-directedness and tailoring learning strategies to one’s
life—identifying learning modalities and schedule
, adjustments supports persistence. Elsevier Health
Inspection Copies+1
• A: Instructors cannot always accommodate shift schedules;
adult learners should develop self-management strategies.
• C: Passive reading contradicts evidence for active, self-
directed learning recommended in the chapter.
• D: Immediate cessation of work may be impractical; the
chapter favors realistic planning and balance.
Teaching Point: Use self-directed, practical study plans that
fit life demands.
Citation: Claywell, 2024, Ch. 1. Elsevier Health Inspection
Copies+1
3)
Reference: Ch. 1, Section: Reviewing the Past
Question Stem: During a portfolio review, a student lists years
of LPN leadership on a med-surg unit. How should they present
this in an experiential résumé for RN school applications?
A. Omit prior LPN duties to avoid bias.
B. List only technical tasks without outcomes.
C. Highlight responsibilities, leadership examples, and
measurable outcomes.
D. Exaggerate duties to appear more qualified.
Correct Answer: C
Rationale:
, • Correct (C): Claywell recommends documenting prior
experience with specific responsibilities and outcomes to
demonstrate transferable skills and professional growth.
Scribd+1
• A: Omitting experience wastes valuable evidence of
competence; the book advises honoring past practice.
• B: Listing tasks without outcomes misses opportunity to
show impact and critical thinking.
• D: Exaggeration is unethical and risks credibility; the
chapter emphasizes honest reflection.
Teaching Point: Present prior experience honestly, with
specific roles and outcomes.
Citation: Claywell, 2024, Ch. 1. Scribd+1
4)
Reference: Ch. 1, Section: Examining Where You Are Now
Question Stem: A student evaluates current obligations and
finds childcare will limit study time. Which first step reflects the
chapter’s recommended self-assessment?
A. Immediately enroll in more courses to finish faster.
B. Identify barriers and plan concrete strategies to address
them.
C. Assume barriers are insurmountable and quit.
D. Ignore the issue until it causes missed assignments.
6th Edition
• Author(s)Lora Claywell
TEST BANK
Reference: Ch. 1, Section: Understanding Transition
Question Stem: A 35-year-old LPN returning to school feels
guilty about leaving bedside care while studying. Which
instructor response best supports the student’s transition?
A. “Guilt is normal; drop the clinical course if it’s too hard.”
B. “Use your LPN strengths to set short-term goals and reframe
this as growth.”
C. “Ignore feelings of guilt and focus only on academics.”
D. “Compare yourself to classmates to see who’s coping best.”
Correct Answer: B
Rationale:
• Correct (B): Claywell emphasizes honoring prior
experience and reframing the transition as professional
growth; setting achievable short-term goals leverages LPN
strengths and reduces role conflict. Elsevier Health
Inspection Copies+1
• A: Encouraging withdrawal contradicts transition support;
the text promotes strategies to continue progression.
, • C: Suppressing emotions is not advised; Claywell supports
reflective processing of feelings during transition.
• D: Social comparison can increase anxiety; the book
recommends individualized goal setting instead.
Teaching Point: Reframe previous experience as an asset;
set short, achievable goals.
Citation: Claywell, 2024, Ch. 1. Elsevier Health Inspection
Copies+1
2)
Reference: Ch. 1, Section: Learning as an Adult
Question Stem: An LPN student who works nights struggles
with daytime classes. Which strategy best aligns with adult
learning principles?
A. Expect the instructor to repeat lectures at night.
B. Identify preferred learning modalities and schedule study
times around work.
C. Rely exclusively on passive reading without active review.
D. Stop working to attend classes full time immediately.
Correct Answer: B
Rationale:
• Correct (B): Adult learning theory in Claywell highlights
self-directedness and tailoring learning strategies to one’s
life—identifying learning modalities and schedule
, adjustments supports persistence. Elsevier Health
Inspection Copies+1
• A: Instructors cannot always accommodate shift schedules;
adult learners should develop self-management strategies.
• C: Passive reading contradicts evidence for active, self-
directed learning recommended in the chapter.
• D: Immediate cessation of work may be impractical; the
chapter favors realistic planning and balance.
Teaching Point: Use self-directed, practical study plans that
fit life demands.
Citation: Claywell, 2024, Ch. 1. Elsevier Health Inspection
Copies+1
3)
Reference: Ch. 1, Section: Reviewing the Past
Question Stem: During a portfolio review, a student lists years
of LPN leadership on a med-surg unit. How should they present
this in an experiential résumé for RN school applications?
A. Omit prior LPN duties to avoid bias.
B. List only technical tasks without outcomes.
C. Highlight responsibilities, leadership examples, and
measurable outcomes.
D. Exaggerate duties to appear more qualified.
Correct Answer: C
Rationale:
, • Correct (C): Claywell recommends documenting prior
experience with specific responsibilities and outcomes to
demonstrate transferable skills and professional growth.
Scribd+1
• A: Omitting experience wastes valuable evidence of
competence; the book advises honoring past practice.
• B: Listing tasks without outcomes misses opportunity to
show impact and critical thinking.
• D: Exaggeration is unethical and risks credibility; the
chapter emphasizes honest reflection.
Teaching Point: Present prior experience honestly, with
specific roles and outcomes.
Citation: Claywell, 2024, Ch. 1. Scribd+1
4)
Reference: Ch. 1, Section: Examining Where You Are Now
Question Stem: A student evaluates current obligations and
finds childcare will limit study time. Which first step reflects the
chapter’s recommended self-assessment?
A. Immediately enroll in more courses to finish faster.
B. Identify barriers and plan concrete strategies to address
them.
C. Assume barriers are insurmountable and quit.
D. Ignore the issue until it causes missed assignments.
