LPN TORN TRRANSITIONS
6 TH EDITION
AUTHER(S)LORA CLAYWELL
TESTBANKS
1.
Reference
Ch. 1 — Reviewing the Past and Present
Stem
An LPN entering an RN program completes a reflective portfolio
documenting prior clinical experiences and procedures
mastered. As the new RN role requires broader assessment and
clinical judgement, which next step best demonstrates RN-level
planning for learning and patient safety?
Options
A. Continue performing only procedures you mastered as an
LPN until a supervisor approves new tasks.
,B. Create a prioritized learning plan linking identified knowledge
gaps to specific RN learning objectives and supervised practice
opportunities.
C. Rely on on-the-job exposure and learn new RN tasks as they
appear in clinical practice.
D. Ask a peer RN to observe your practice informally and give
feedback when convenient.
Correct answer
B
Rationales
Correct (B): Developing a prioritized learning plan ties past
experience to RN competencies, sets measurable goals, and
arranges supervised practice—demonstrating proactive RN
accountability for safe skill expansion. It reflects application of
reviewing past/present experience to plan future learning.
Incorrect (A): Passive waiting for approval reflects LPN-level
deference and delays purposeful development; RN role requires
proactive planning and accountability.
Incorrect (C): Relying solely on opportunistic learning risks gaps
and unsafe practice; RN preparation requires structured
objectives.
Incorrect (D): Informal peer observation may help but lacks the
prioritized objectives and supervised practice needed for RN
competency validation.
,Teaching point
Translate prior experience into a structured, prioritized RN
learning plan.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
2.
Reference
Ch. 1 — Setting Your Goals
Stem
A transitioning nurse sets three professional goals: pass the RN
licensure exam, master central line care, and improve time
management. Which goal statement best follows SMART
principles to support measurable progress during the
transition?
Options
A. “I will be better at time management in clinical shifts.”
B. “I will complete a time-management workshop and apply
two strategies daily on every shift for six weeks.”
C. “I will try to manage time more efficiently when possible.”
D. “I will ask coworkers how they manage time and copy their
methods.”
Correct answer
B
, Rationales
Correct (B): This statement is specific, measurable, achievable,
relevant, and time-bound (SMART), linking education to
observable practice—appropriate for RN transition planning.
Incorrect (A): Vague and non-measurable; does not support
evaluation or accountability.
Incorrect (C): Non-specific and passive; lacks actionable steps
and timeline.
Incorrect (D): Imitative rather than individualized and lacks
measurable application or evaluation—insufficient for RN
professional development.
Teaching point
Use SMART goals to translate objectives into measurable RN
transition actions.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3.
Reference
Ch. 1 — Components of Continuing Education
Stem
During orientation, an RN faculty member recommends
continuing education options. An LPN-to-RN student must
choose between a brief procedural skills module and a course
6 TH EDITION
AUTHER(S)LORA CLAYWELL
TESTBANKS
1.
Reference
Ch. 1 — Reviewing the Past and Present
Stem
An LPN entering an RN program completes a reflective portfolio
documenting prior clinical experiences and procedures
mastered. As the new RN role requires broader assessment and
clinical judgement, which next step best demonstrates RN-level
planning for learning and patient safety?
Options
A. Continue performing only procedures you mastered as an
LPN until a supervisor approves new tasks.
,B. Create a prioritized learning plan linking identified knowledge
gaps to specific RN learning objectives and supervised practice
opportunities.
C. Rely on on-the-job exposure and learn new RN tasks as they
appear in clinical practice.
D. Ask a peer RN to observe your practice informally and give
feedback when convenient.
Correct answer
B
Rationales
Correct (B): Developing a prioritized learning plan ties past
experience to RN competencies, sets measurable goals, and
arranges supervised practice—demonstrating proactive RN
accountability for safe skill expansion. It reflects application of
reviewing past/present experience to plan future learning.
Incorrect (A): Passive waiting for approval reflects LPN-level
deference and delays purposeful development; RN role requires
proactive planning and accountability.
Incorrect (C): Relying solely on opportunistic learning risks gaps
and unsafe practice; RN preparation requires structured
objectives.
Incorrect (D): Informal peer observation may help but lacks the
prioritized objectives and supervised practice needed for RN
competency validation.
,Teaching point
Translate prior experience into a structured, prioritized RN
learning plan.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
2.
Reference
Ch. 1 — Setting Your Goals
Stem
A transitioning nurse sets three professional goals: pass the RN
licensure exam, master central line care, and improve time
management. Which goal statement best follows SMART
principles to support measurable progress during the
transition?
Options
A. “I will be better at time management in clinical shifts.”
B. “I will complete a time-management workshop and apply
two strategies daily on every shift for six weeks.”
C. “I will try to manage time more efficiently when possible.”
D. “I will ask coworkers how they manage time and copy their
methods.”
Correct answer
B
, Rationales
Correct (B): This statement is specific, measurable, achievable,
relevant, and time-bound (SMART), linking education to
observable practice—appropriate for RN transition planning.
Incorrect (A): Vague and non-measurable; does not support
evaluation or accountability.
Incorrect (C): Non-specific and passive; lacks actionable steps
and timeline.
Incorrect (D): Imitative rather than individualized and lacks
measurable application or evaluation—insufficient for RN
professional development.
Teaching point
Use SMART goals to translate objectives into measurable RN
transition actions.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3.
Reference
Ch. 1 — Components of Continuing Education
Stem
During orientation, an RN faculty member recommends
continuing education options. An LPN-to-RN student must
choose between a brief procedural skills module and a course
