LPN TORN TRRANSITIONS
6 TH EDITION
AUTHER(S)LORA CLAYWELL
TESTBANKS
1
Reference
Ch. 1 — Reviewing the Past and Present
Stem
A newly licensed RN who previously worked as an LPN is
preparing a professional development plan. She wants to use
her LPN strengths while addressing RN-level gaps. Which first
step best reflects RN-level judgment in planning professional
growth?
A. Choose the most advanced continuing-education (CE) course
available to “catch up” quickly.
B. Reflect on specific past clinical situations to identify strengths
and gaps, then prioritize learning objectives.
,C. Rely on past LPN evaluations to assume competence and
enroll in general CE modules.
D. Ask a coworker which classes they liked and copy that plan.
Correct answer
B
Rationales
Correct: Reflecting on past clinical situations to identify specific
strengths and gaps demonstrates analytical self-assessment and
allows targeted RN-level learning. This links prior experience to
measurable goals and supports safe, accountable practice.
A: Jumping to the most advanced course may skip foundational
gaps and risks superficial learning.
C: Past LPN evaluations are useful but insufficient for RN scope
expansion; assuming competence risks unmet learning needs.
D: Copying others’ plans ignores individualized assessment and
professional accountability.
Teaching point
Start transition plans by analyzing specific past performance to
set targeted RN learning goals.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
2
Reference
Ch. 1 — Setting Your Goals
,Stem
An LPN–to–RN student creates goals for the next six months.
Which goal is written with appropriate RN-level specificity and
measurable outcomes?
A. “Become better at critical thinking in nursing.”
B. “Complete one pediatric care CE course.”
C. “Improve IV assessment skills by completing a hospital IV
competency module and demonstrating correct technique on
three supervised patients.”
D. “Read more nursing textbooks.”
Correct answer
C
Rationales
Correct: The goal is specific, measurable, and linked to an RN
clinical competency (assessment and demonstration), aligning
with professional accountability.
A: Vague and not measurable; lacks action steps.
B: Completing a course is measurable but may not specify
clinical competence or demonstration.
D: Reading is vague and lacks criteria for evaluation or RN-
specific outcomes.
Teaching point
Goals must be specific, measurable, and tied to RN
competencies.
, Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3
Reference
Ch. 1 — Components of Continuing Education
Stem
An RN manager asks a transitioning nurse to select continuing-
education activities that support unit goals and maintain
competence. Which selection best demonstrates RN-level
integration of continuing education with workplace needs?
A. Choosing courses solely based on personal interest
regardless of unit priorities.
B. Selecting CE that aligns with unit trends, evidence-based
practice updates, and regulatory requirements.
C. Attending any CE that offers the most contact hours for
relicensure.
D. Repeating the same CE annually because it is familiar.
Correct answer
B
Rationales
Correct: Aligning CE with unit trends, evidence-based updates,
and regulatory needs demonstrates leadership, accountability,
and strategic professional development at the RN level.
A: Personal interest alone may not address unit gaps or patient
6 TH EDITION
AUTHER(S)LORA CLAYWELL
TESTBANKS
1
Reference
Ch. 1 — Reviewing the Past and Present
Stem
A newly licensed RN who previously worked as an LPN is
preparing a professional development plan. She wants to use
her LPN strengths while addressing RN-level gaps. Which first
step best reflects RN-level judgment in planning professional
growth?
A. Choose the most advanced continuing-education (CE) course
available to “catch up” quickly.
B. Reflect on specific past clinical situations to identify strengths
and gaps, then prioritize learning objectives.
,C. Rely on past LPN evaluations to assume competence and
enroll in general CE modules.
D. Ask a coworker which classes they liked and copy that plan.
Correct answer
B
Rationales
Correct: Reflecting on past clinical situations to identify specific
strengths and gaps demonstrates analytical self-assessment and
allows targeted RN-level learning. This links prior experience to
measurable goals and supports safe, accountable practice.
A: Jumping to the most advanced course may skip foundational
gaps and risks superficial learning.
C: Past LPN evaluations are useful but insufficient for RN scope
expansion; assuming competence risks unmet learning needs.
D: Copying others’ plans ignores individualized assessment and
professional accountability.
Teaching point
Start transition plans by analyzing specific past performance to
set targeted RN learning goals.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
2
Reference
Ch. 1 — Setting Your Goals
,Stem
An LPN–to–RN student creates goals for the next six months.
Which goal is written with appropriate RN-level specificity and
measurable outcomes?
A. “Become better at critical thinking in nursing.”
B. “Complete one pediatric care CE course.”
C. “Improve IV assessment skills by completing a hospital IV
competency module and demonstrating correct technique on
three supervised patients.”
D. “Read more nursing textbooks.”
Correct answer
C
Rationales
Correct: The goal is specific, measurable, and linked to an RN
clinical competency (assessment and demonstration), aligning
with professional accountability.
A: Vague and not measurable; lacks action steps.
B: Completing a course is measurable but may not specify
clinical competence or demonstration.
D: Reading is vague and lacks criteria for evaluation or RN-
specific outcomes.
Teaching point
Goals must be specific, measurable, and tied to RN
competencies.
, Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3
Reference
Ch. 1 — Components of Continuing Education
Stem
An RN manager asks a transitioning nurse to select continuing-
education activities that support unit goals and maintain
competence. Which selection best demonstrates RN-level
integration of continuing education with workplace needs?
A. Choosing courses solely based on personal interest
regardless of unit priorities.
B. Selecting CE that aligns with unit trends, evidence-based
practice updates, and regulatory requirements.
C. Attending any CE that offers the most contact hours for
relicensure.
D. Repeating the same CE annually because it is familiar.
Correct answer
B
Rationales
Correct: Aligning CE with unit trends, evidence-based updates,
and regulatory needs demonstrates leadership, accountability,
and strategic professional development at the RN level.
A: Personal interest alone may not address unit gaps or patient
