LPN to RN Transitions
6th Edition
• Author(s)Lora Claywell
TEST BANK
1. Reference: Ch. 1, Section: Reviewing the Past and Present
Question Stem: An LPN with 8 years of medical-surgical
experience is beginning an RN program. She feels confident in
her clinical skills but anxious about managing complex patient
loads. Which reflection demonstrates effective honoring of her
past experience?
Options:
A. "I should disregard my LPN experience to avoid developing
bad habits."
B. "My LPN experience provides a foundation, but I need to
develop broader clinical judgment skills."
C. "Since I already know how to provide patient care, this
program should be easy."
D. "I will rely solely on my past experience rather than
theoretical concepts."
Correct Answer: B
Rationales:
• Correct: This option acknowledges the value of past
experience while recognizing the need to develop new
competencies required for the RN role .
, • Incorrect A: Discarding valuable clinical experience is
counterproductive to the transition process.
• Incorrect C: Underestimating the expanded RN scope of
practice hinders professional growth.
• Incorrect D: RN practice requires integrating theoretical
knowledge with experience, not relying solely on either.
Teaching Point: Value past experience while embracing
new learning for successful role transition.
2. Reference: Ch. 1, Section: Change Theory and Learning
Question Stem: A nursing student is struggling with the
increased academic demands of an RN program. Using Lewin's
change theory, which action best represents the "moving"
phase of transitioning from LPN to RN?
Options:
A. Deciding to maintain her current LPN role due to comfort
B. Recognizing that RN practice requires different competencies
C. Actively developing new study habits and clinical reasoning
skills
D. Reflecting on her LPN experience as the sole preparation
Correct Answer: C
Rationales:
• Correct: The "moving" phase involves actively
implementing new behaviors and processes to facilitate
change.
, • Incorrect A: This represents resistance to change, not
progression through it.
• Incorrect B: This awareness aligns with the "unfreezing"
stage, not "moving."
• Incorrect D: This prevents growth beyond the comfort
zone of previous experience.
Teaching Point: Active skill development represents the
implementation phase of change.
3. Reference: Ch. 1, Section: Setting Your Goals
Question Stem: An LPN-to-RN student creates a development
plan with specific, measurable, and time-bound goals. Which
example best demonstrates an effective professional transition
goal?
Options:
A. "I will become a better nurse eventually."
B. "I will master delegation principles by clinical rotations."
C. "I might study more if I have time."
D. "I hope to understand nursing theory someday."
Correct Answer: B
Rationales:
• Correct: This goal is specific (delegation principles),
measurable (mastery demonstrated), and time-bound (by
clinical rotations) .
• Incorrect A: This vague goal lacks specificity and
measurable outcomes.
, • Incorrect C: This conditional statement lacks commitment
and clarity.
• Incorrect D: This indefinite goal has no timeline or
accountability.
Teaching Point: Effective goals are SMART: Specific,
Measurable, Achievable, Relevant, Time-bound.
4. Reference: Ch. 1, Section: Components of Continuing
Education
Question Stem: An LPN recognizes that pursuing an RN degree
represents which type of continuing education according to
professional standards?
Options:
A. Informal workplace learning
B. Formal academic advancement
C. Personal interest study
D. Mandatory competency training
Correct Answer: B
Rationales:
• Correct: LPN-to-RN transition involves structured, credit-
bearing education leading to expanded licensure .
• Incorrect A: This describes unstructured learning, not
degree pursuit.
• Incorrect C: Professional role transition extends beyond
personal interest.
6th Edition
• Author(s)Lora Claywell
TEST BANK
1. Reference: Ch. 1, Section: Reviewing the Past and Present
Question Stem: An LPN with 8 years of medical-surgical
experience is beginning an RN program. She feels confident in
her clinical skills but anxious about managing complex patient
loads. Which reflection demonstrates effective honoring of her
past experience?
Options:
A. "I should disregard my LPN experience to avoid developing
bad habits."
B. "My LPN experience provides a foundation, but I need to
develop broader clinical judgment skills."
C. "Since I already know how to provide patient care, this
program should be easy."
D. "I will rely solely on my past experience rather than
theoretical concepts."
Correct Answer: B
Rationales:
• Correct: This option acknowledges the value of past
experience while recognizing the need to develop new
competencies required for the RN role .
, • Incorrect A: Discarding valuable clinical experience is
counterproductive to the transition process.
• Incorrect C: Underestimating the expanded RN scope of
practice hinders professional growth.
• Incorrect D: RN practice requires integrating theoretical
knowledge with experience, not relying solely on either.
Teaching Point: Value past experience while embracing
new learning for successful role transition.
2. Reference: Ch. 1, Section: Change Theory and Learning
Question Stem: A nursing student is struggling with the
increased academic demands of an RN program. Using Lewin's
change theory, which action best represents the "moving"
phase of transitioning from LPN to RN?
Options:
A. Deciding to maintain her current LPN role due to comfort
B. Recognizing that RN practice requires different competencies
C. Actively developing new study habits and clinical reasoning
skills
D. Reflecting on her LPN experience as the sole preparation
Correct Answer: C
Rationales:
• Correct: The "moving" phase involves actively
implementing new behaviors and processes to facilitate
change.
, • Incorrect A: This represents resistance to change, not
progression through it.
• Incorrect B: This awareness aligns with the "unfreezing"
stage, not "moving."
• Incorrect D: This prevents growth beyond the comfort
zone of previous experience.
Teaching Point: Active skill development represents the
implementation phase of change.
3. Reference: Ch. 1, Section: Setting Your Goals
Question Stem: An LPN-to-RN student creates a development
plan with specific, measurable, and time-bound goals. Which
example best demonstrates an effective professional transition
goal?
Options:
A. "I will become a better nurse eventually."
B. "I will master delegation principles by clinical rotations."
C. "I might study more if I have time."
D. "I hope to understand nursing theory someday."
Correct Answer: B
Rationales:
• Correct: This goal is specific (delegation principles),
measurable (mastery demonstrated), and time-bound (by
clinical rotations) .
• Incorrect A: This vague goal lacks specificity and
measurable outcomes.
, • Incorrect C: This conditional statement lacks commitment
and clarity.
• Incorrect D: This indefinite goal has no timeline or
accountability.
Teaching Point: Effective goals are SMART: Specific,
Measurable, Achievable, Relevant, Time-bound.
4. Reference: Ch. 1, Section: Components of Continuing
Education
Question Stem: An LPN recognizes that pursuing an RN degree
represents which type of continuing education according to
professional standards?
Options:
A. Informal workplace learning
B. Formal academic advancement
C. Personal interest study
D. Mandatory competency training
Correct Answer: B
Rationales:
• Correct: LPN-to-RN transition involves structured, credit-
bearing education leading to expanded licensure .
• Incorrect A: This describes unstructured learning, not
degree pursuit.
• Incorrect C: Professional role transition extends beyond
personal interest.
