LPN to RN Transitions
6th Edition
AUTHER(S)LORA CLAYWELL
TEST BANK
Ch. 1 — Honoring Your Past, Planning Your Future
1. A newly licensed LPN entering an RN bridge program
reflects on clinical experiences that gave them confidence
in wound care but limited exposure to care coordination
and discharge planning. They must create a professional
learning plan for the next 12 months. Which goal-best
aligns with RN-level role expansion and demonstrates
appropriate application of goal-setting principles?
A. Continue only wound-care continuing education to
become the unit’s wound-care expert.
B. Enroll in a course on care coordination and complete
,one clinical preceptorship focused on discharge planning.
C. Rely on occasional on-the-job learning about discharge
planning when opportunities arise.
D. Delegate learning about discharge planning to a
coworker and observe passively.
Correct answer: B
Rationale — Correct (B): Enrolling in targeted
coursework and arranging a clinical preceptorship
demonstrates proactive goal-setting tailored to RN scope
(care coordination, discharge planning). It applies
learning theory by combining formal education with
supervised clinical practice, increasing competence and
accountability for RN responsibilities.
Rationale — A: Focuses narrowly on an LPN-strength
area; does not expand RN role or prioritize broader
professional responsibilities.
Rationale — C: Passive, opportunistic learning is
inconsistent with RN-level planning and goal specificity.
Rationale — D: Delegating one’s own learning is
inappropriate; professional development is the RN’s
responsibility.
,Teaching point: Set specific, measurable goals that
expand RN scope through education and supervised
practice.
Citation: Claywell, L. (2025). LPN to RN Transitions (6th
ed.). Ch. 1.
Ch. 1 — Honoring Your Past, Planning Your Future
2. An LPN preparing to transition identifies anxiety about
increased responsibility and leadership. Using change
theory, which action should the nurse prioritize to
facilitate a successful transition to RN role?
A. Ignore feelings of anxiety and focus solely on technical
skills.
B. Identify specific fears, seek mentorship, and set
incremental learning objectives.
C. Wait until after licensure to address leadership skill
gaps.
D. Immediately request supervisory authority to
accelerate leadership experience.
Correct answer: B
Rationale — Correct (B): Change theory supports
acknowledging emotional responses, seeking social
, support (mentorship), and breaking change into
manageable steps. This approach facilitates adaptation to
role complexity and promotes safer assumption of RN
responsibilities.
Rationale — A: Suppressing emotions neglects the
psychological aspects of transition and can impair
learning and judgement.
Rationale — C: Postponing development delays essential
preparation for RN accountability.
Rationale — D: Requesting authority without readiness
could risk patient safety and exceed current competence.
Teaching point: Use mentorship and incremental goals to
manage transition-related change effectively.
Citation: Claywell, L. (2025). LPN to RN Transitions (6th
ed.). Ch. 1.
Ch. 1 — Honoring Your Past, Planning Your Future
3. During an RN orientation, a former LPN is assigned to
create a continuing education (CE) plan aligned with unit
needs and career goals. Which CE plan best
demonstrates alignment of personal goals, unit priorities,
and RN-level responsibilities?
A. Take random CE modules that are easy to complete
6th Edition
AUTHER(S)LORA CLAYWELL
TEST BANK
Ch. 1 — Honoring Your Past, Planning Your Future
1. A newly licensed LPN entering an RN bridge program
reflects on clinical experiences that gave them confidence
in wound care but limited exposure to care coordination
and discharge planning. They must create a professional
learning plan for the next 12 months. Which goal-best
aligns with RN-level role expansion and demonstrates
appropriate application of goal-setting principles?
A. Continue only wound-care continuing education to
become the unit’s wound-care expert.
B. Enroll in a course on care coordination and complete
,one clinical preceptorship focused on discharge planning.
C. Rely on occasional on-the-job learning about discharge
planning when opportunities arise.
D. Delegate learning about discharge planning to a
coworker and observe passively.
Correct answer: B
Rationale — Correct (B): Enrolling in targeted
coursework and arranging a clinical preceptorship
demonstrates proactive goal-setting tailored to RN scope
(care coordination, discharge planning). It applies
learning theory by combining formal education with
supervised clinical practice, increasing competence and
accountability for RN responsibilities.
Rationale — A: Focuses narrowly on an LPN-strength
area; does not expand RN role or prioritize broader
professional responsibilities.
Rationale — C: Passive, opportunistic learning is
inconsistent with RN-level planning and goal specificity.
Rationale — D: Delegating one’s own learning is
inappropriate; professional development is the RN’s
responsibility.
,Teaching point: Set specific, measurable goals that
expand RN scope through education and supervised
practice.
Citation: Claywell, L. (2025). LPN to RN Transitions (6th
ed.). Ch. 1.
Ch. 1 — Honoring Your Past, Planning Your Future
2. An LPN preparing to transition identifies anxiety about
increased responsibility and leadership. Using change
theory, which action should the nurse prioritize to
facilitate a successful transition to RN role?
A. Ignore feelings of anxiety and focus solely on technical
skills.
B. Identify specific fears, seek mentorship, and set
incremental learning objectives.
C. Wait until after licensure to address leadership skill
gaps.
D. Immediately request supervisory authority to
accelerate leadership experience.
Correct answer: B
Rationale — Correct (B): Change theory supports
acknowledging emotional responses, seeking social
, support (mentorship), and breaking change into
manageable steps. This approach facilitates adaptation to
role complexity and promotes safer assumption of RN
responsibilities.
Rationale — A: Suppressing emotions neglects the
psychological aspects of transition and can impair
learning and judgement.
Rationale — C: Postponing development delays essential
preparation for RN accountability.
Rationale — D: Requesting authority without readiness
could risk patient safety and exceed current competence.
Teaching point: Use mentorship and incremental goals to
manage transition-related change effectively.
Citation: Claywell, L. (2025). LPN to RN Transitions (6th
ed.). Ch. 1.
Ch. 1 — Honoring Your Past, Planning Your Future
3. During an RN orientation, a former LPN is assigned to
create a continuing education (CE) plan aligned with unit
needs and career goals. Which CE plan best
demonstrates alignment of personal goals, unit priorities,
and RN-level responsibilities?
A. Take random CE modules that are easy to complete
