LPN TORN TRRANSITIONS
6 TH EDITION
AUTHER(S)LORA CLAYWELL
TESTBANKS
1)
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem (RN-level)
An LPN entering an RN program reflects that they excel in
hands-on wound care but struggle with care planning and
delegation. During orientation, the new RN candidate must
create a professional development plan. Which initial action
best demonstrates RN-level transition thinking?
A. Schedule extra shifts in wound care to capitalize on a
strength.
B. Identify a measurable learning goal to improve care planning
,and set a timeline.
C. Continue working as before and rely on on-the-job learning
for delegation skills.
D. Ask the nurse manager to assign fewer delegation
responsibilities until confident.
Correct Answer
B
Rationale — Correct (3–4 sentences)
Identifying a measurable learning goal with a timeline
demonstrates RN-level self-assessment, planning, and
accountability. RNs are expected to evaluate practice gaps and
create targeted professional development (SMART goals) to
expand their scope. This aligns with planning your future and
change theory by intentionally moving from current to desired
competence.
Rationale — Incorrect
A. (1–2 sentences) Focusing only on current strengths avoids
addressing essential RN responsibilities like care planning and
delegation.
C. (1–2 sentences) Passive reliance on on-the-job learning
delays deliberate skill acquisition and lacks measurable
outcomes.
D. (1–2 sentences) Requesting reduced responsibilities defers
professional growth and avoids the leadership role expected of
RNs.
,Teaching Point (≤20 words)
Set measurable learning goals with timelines to bridge skill gaps
when transitioning to RN practice.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
2)
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem (RN-level)
During a reflection exercise, an LPN-to-RN student notes
frequent conflicts when supervising CNAs because they avoid
giving feedback. Which approach best reflects RN professional
accountability and effective leadership?
A. Avoid giving feedback to maintain good rapport with CNAs.
B. Provide specific, timely constructive feedback focused on
patient safety and role expectations.
C. Wait until the clinical instructor tells you to intervene.
D. Give only positive feedback to boost team morale, leaving
corrective issues undocumented.
Correct Answer
B
Rationale — Correct (3–4 sentences)
Providing specific, timely constructive feedback reflects RN
, accountability for patient safety and team performance. RNs
have a leadership role that includes coaching and supervising
delegated tasks; corrective feedback should be evidence-based
and focused on improving care. This aligns with transition goals
to adopt RN communication and supervisory responsibilities.
Rationale — Incorrect
A. (1–2 sentences) Avoiding feedback prioritizes social comfort
over patient safety and is inconsistent with RN accountability.
C. (1–2 sentences) Waiting for external direction abdicates the
RN’s responsibility to act within their scope.
D. (1–2 sentences) Only positive feedback fails to correct unsafe
practices and may risk patient harm.
Teaching Point (≤20 words)
RNs must give timely, specific feedback to ensure safe
delegation and team competence.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3)
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem (RN-level)
A newly graduated RN recalls that as an LPN they followed
standing orders closely. Now on the med-surg unit, a physician
asks the RN to change a patient’s telemetry monitoring to
6 TH EDITION
AUTHER(S)LORA CLAYWELL
TESTBANKS
1)
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem (RN-level)
An LPN entering an RN program reflects that they excel in
hands-on wound care but struggle with care planning and
delegation. During orientation, the new RN candidate must
create a professional development plan. Which initial action
best demonstrates RN-level transition thinking?
A. Schedule extra shifts in wound care to capitalize on a
strength.
B. Identify a measurable learning goal to improve care planning
,and set a timeline.
C. Continue working as before and rely on on-the-job learning
for delegation skills.
D. Ask the nurse manager to assign fewer delegation
responsibilities until confident.
Correct Answer
B
Rationale — Correct (3–4 sentences)
Identifying a measurable learning goal with a timeline
demonstrates RN-level self-assessment, planning, and
accountability. RNs are expected to evaluate practice gaps and
create targeted professional development (SMART goals) to
expand their scope. This aligns with planning your future and
change theory by intentionally moving from current to desired
competence.
Rationale — Incorrect
A. (1–2 sentences) Focusing only on current strengths avoids
addressing essential RN responsibilities like care planning and
delegation.
C. (1–2 sentences) Passive reliance on on-the-job learning
delays deliberate skill acquisition and lacks measurable
outcomes.
D. (1–2 sentences) Requesting reduced responsibilities defers
professional growth and avoids the leadership role expected of
RNs.
,Teaching Point (≤20 words)
Set measurable learning goals with timelines to bridge skill gaps
when transitioning to RN practice.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
2)
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem (RN-level)
During a reflection exercise, an LPN-to-RN student notes
frequent conflicts when supervising CNAs because they avoid
giving feedback. Which approach best reflects RN professional
accountability and effective leadership?
A. Avoid giving feedback to maintain good rapport with CNAs.
B. Provide specific, timely constructive feedback focused on
patient safety and role expectations.
C. Wait until the clinical instructor tells you to intervene.
D. Give only positive feedback to boost team morale, leaving
corrective issues undocumented.
Correct Answer
B
Rationale — Correct (3–4 sentences)
Providing specific, timely constructive feedback reflects RN
, accountability for patient safety and team performance. RNs
have a leadership role that includes coaching and supervising
delegated tasks; corrective feedback should be evidence-based
and focused on improving care. This aligns with transition goals
to adopt RN communication and supervisory responsibilities.
Rationale — Incorrect
A. (1–2 sentences) Avoiding feedback prioritizes social comfort
over patient safety and is inconsistent with RN accountability.
C. (1–2 sentences) Waiting for external direction abdicates the
RN’s responsibility to act within their scope.
D. (1–2 sentences) Only positive feedback fails to correct unsafe
practices and may risk patient harm.
Teaching Point (≤20 words)
RNs must give timely, specific feedback to ensure safe
delegation and team competence.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3)
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem (RN-level)
A newly graduated RN recalls that as an LPN they followed
standing orders closely. Now on the med-surg unit, a physician
asks the RN to change a patient’s telemetry monitoring to
