LPN TORN TRRANSITIONS
6 TH EDITION
AUTHER(S)LORA CLAYWELL
TESTBANKS
1
Reference
Ch. 1 — Reviewing the Past and Present
Stem
A recently licensed LPN preparing to begin an RN program
completes a reflective inventory of clinical experiences and
realizes much of their prior care focused on technical skills.
Which action best demonstrates RN-level transition planning
that honors past experience while addressing expanded RN
responsibilities?
A. Continue focusing on technical skills during the RN program
because they form the core of nursing care.
,B. Identify three clinical situations demonstrating nursing
judgment gaps and create targeted learning objectives to
address them.
C. Rely on the RN program to teach all necessary leadership and
assessment skills without preplanning.
D. Request assignments that replicate prior LPN duties to build
confidence before trying new RN tasks.
Correct answer
B
Rationale — Correct (3–4 sentences)
Option B uses reflection to identify specific gaps in nursing
judgment and creates targeted objectives, which aligns with
RN-level planning. It shows active self-assessment and goal
setting to expand scope from task performance to clinical
decision-making and leadership. This approach honors past
strengths while deliberately preparing for added RN
responsibilities.
Rationales — Incorrect
A. Focuses narrowly on technical skills and ignores the RN’s
broader responsibilities for assessment, planning, and
leadership.
C. Passive reliance on the program delays professional
accountability and intentional learning.
D. Seeking only familiar tasks avoids necessary growth into RN
roles and may limit readiness for expanded scope.
,Teaching point
Use reflection to target learning needs that expand judgment
and leadership.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
2
Reference
Ch. 1 — Setting Your Goals
Stem
An LPN transitioning to an RN establishes goals for the first
semester: "Improve assessment skills" and "learn delegation
principles." Which refinement converts these into effective
SMART goals that support RN accountability?
A. "Get better at assessments and delegation sometime during
school."
B. "Complete 10 focused head-to-toe assessments with an RN
preceptor and pass the delegation module quiz with ≥90% by
semester end."
C. "Watch videos on assessments and delegation whenever free
time permits."
D. "Be able to delegate tasks appropriately by graduation."
Correct answer
B
, Rationale — Correct (3–4 sentences)
Option B specifies measurable actions, a timeframe, and clear
performance criteria—hallmarks of SMART goals. It links
learning activities (preceptor-supervised assessments; module
quiz) to RN-level competencies and accountability. This clarity
facilitates progress monitoring and professional responsibility
during transition.
Rationales — Incorrect
A. Vague and lacks timeframe or measures; not actionable for
RN transition.
C. Passive and unscheduled; unlikely to ensure competency
attainment.
D. Vague endpoint and lacks interim measurable milestones
critical for RN accountability.
Teaching point
Convert ambitions into SMART goals with measurable outcomes
and deadlines.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3
Reference
Ch. 1 — Components of Continuing Education
Stem
A transitioning LPN plans continuing education (CE) to support
6 TH EDITION
AUTHER(S)LORA CLAYWELL
TESTBANKS
1
Reference
Ch. 1 — Reviewing the Past and Present
Stem
A recently licensed LPN preparing to begin an RN program
completes a reflective inventory of clinical experiences and
realizes much of their prior care focused on technical skills.
Which action best demonstrates RN-level transition planning
that honors past experience while addressing expanded RN
responsibilities?
A. Continue focusing on technical skills during the RN program
because they form the core of nursing care.
,B. Identify three clinical situations demonstrating nursing
judgment gaps and create targeted learning objectives to
address them.
C. Rely on the RN program to teach all necessary leadership and
assessment skills without preplanning.
D. Request assignments that replicate prior LPN duties to build
confidence before trying new RN tasks.
Correct answer
B
Rationale — Correct (3–4 sentences)
Option B uses reflection to identify specific gaps in nursing
judgment and creates targeted objectives, which aligns with
RN-level planning. It shows active self-assessment and goal
setting to expand scope from task performance to clinical
decision-making and leadership. This approach honors past
strengths while deliberately preparing for added RN
responsibilities.
Rationales — Incorrect
A. Focuses narrowly on technical skills and ignores the RN’s
broader responsibilities for assessment, planning, and
leadership.
C. Passive reliance on the program delays professional
accountability and intentional learning.
D. Seeking only familiar tasks avoids necessary growth into RN
roles and may limit readiness for expanded scope.
,Teaching point
Use reflection to target learning needs that expand judgment
and leadership.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
2
Reference
Ch. 1 — Setting Your Goals
Stem
An LPN transitioning to an RN establishes goals for the first
semester: "Improve assessment skills" and "learn delegation
principles." Which refinement converts these into effective
SMART goals that support RN accountability?
A. "Get better at assessments and delegation sometime during
school."
B. "Complete 10 focused head-to-toe assessments with an RN
preceptor and pass the delegation module quiz with ≥90% by
semester end."
C. "Watch videos on assessments and delegation whenever free
time permits."
D. "Be able to delegate tasks appropriately by graduation."
Correct answer
B
, Rationale — Correct (3–4 sentences)
Option B specifies measurable actions, a timeframe, and clear
performance criteria—hallmarks of SMART goals. It links
learning activities (preceptor-supervised assessments; module
quiz) to RN-level competencies and accountability. This clarity
facilitates progress monitoring and professional responsibility
during transition.
Rationales — Incorrect
A. Vague and lacks timeframe or measures; not actionable for
RN transition.
C. Passive and unscheduled; unlikely to ensure competency
attainment.
D. Vague endpoint and lacks interim measurable milestones
critical for RN accountability.
Teaching point
Convert ambitions into SMART goals with measurable outcomes
and deadlines.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3
Reference
Ch. 1 — Components of Continuing Education
Stem
A transitioning LPN plans continuing education (CE) to support
