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LPN TO RN TRANSITIONS (6TH EDITION) QUESTIONS 2026 EXAM LATEST VERSION
SOLVED QUESTIONS & ANSWERS VERIFIED 100 %
LPN to RN Transitions (6th Edition) –Questions with Detailed Rationales
Q1. A newly licensed RN who previously worked as an LPN completes a self-review
of clinical skills and identifies heavy competency in medication administration but
limited experience in comprehensive assessment and care planning. Which action
best demonstrates RN-level professional responsibility during the transition?
A) Continue to accept medication administration assignments while waiting for a formal
orientation to focus on assessments later.
B) Ask the unit manager to assign a preceptor for structured supervised practice in
comprehensive assessment and care planning.
C) Limit patient assignments to those requiring primarily medication tasks until
comfortable with assessments.
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D) Rely on refresher online modules only and return to full independent RN practice
immediately after completing them.
Correct Answer: B
Rationale: Requesting a preceptor for supervised, structured practice aligns with RN
accountability for safe, competent care and recognizes the RN's expanded assessment
and planning role. It demonstrates proactive goal-setting and use of continuing-
education components (mentorship/preceptorship) to close practice gaps. This action
balances patient safety with professional development during role transition.
Q2. During an RN orientation planning meeting, an LPN-to-RN student proposes a
goal to "become better at leadership." Which SMART goal revision best converts
this into an actionable plan that reflects RN role expectations?
A) "I will read leadership articles whenever I have time."
B) "Within 8 weeks I will co-lead daily huddles twice weekly with my preceptor and
solicit feedback after each session."
C) "I plan to be seen as a leader by my team by the end of orientation."
D) "I will try to delegate tasks when appropriate to improve leadership skills."
Correct Answer: B
Rationale: This option is specific, measurable, time-bound, achievable, and relevant to
RN responsibilities (communication, coordination). Co-leading huddles with feedback
supports skill application and evaluation—core goals from change theory and adult
learning.
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Q3. A nursing advisor is meeting with a student who is interested in earning her RN
degree. She knows that LPN/LVNs who enter nursing school to become RNs come
into the learning environment with prior knowledge and understanding. Which
statement by the nursing advisor best describes her understanding of the effect
experience may have on learning?
A) "Experience may be a source of insight and motivation, or a barrier."
B) "Experience is usually a stumbling block for LPN/LVNs."
C) "Experience never makes learning more difficult."
D) "Once something is learned, it can never be truly modified."
Correct Answer: A
Rationale: Experience accentuates differences among learners and serves as a source
of insight and motivation, but it can also be a barrier. Experience can serve as a
foundation for defining the self.
Q4. There is a test on the cardiovascular system on Friday morning, and it is now
Wednesday night. The student has already taken a vacation day from work
Thursday night so that she can stay home and study. She is considering skipping
her exercise class on Thursday morning to go to the library to prepare for the test.
Which response best identifies the student's outcome priority?
A) Exercise class
B) Going to the library
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C) Avoiding work by taking a vacation
D) Doing well on the test on Friday
Correct Answer: D
Rationale: The outcome priority is the essential issue or need to be addressed at any
given time within a set of conditions or circumstances. In this scenario, preparing for
and doing well on the test is the most immediate priority.
Q5. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to
discuss the possibility of taking classes to become an RN. The advisor interprets
which statement by the nurse as the driving force for returning to school?
A) "I'll need to schedule time to attend classes."
B) "I'll have to budget for paying tuition."
C) "I'll have to rearrange my schedule."
D) "There is a possibility of advancement into administration."
Correct Answer: D
Rationale: Driving forces are those that push toward making the change, as opposed to
restraining forces, which present challenges that need to be overcome. The possibility
of advancement is a driving force.
Q6. An RN is caring for a diabetic patient. The patient appears interested in
changing her lifestyle and has been asking questions about eating better. The nurse
can interpret this behavior as which stage of Lewin's Change Theory?
LPN TO RN TRANSITIONS (6TH EDITION) QUESTIONS 2026 EXAM LATEST VERSION
SOLVED QUESTIONS & ANSWERS VERIFIED 100 %
LPN to RN Transitions (6th Edition) –Questions with Detailed Rationales
Q1. A newly licensed RN who previously worked as an LPN completes a self-review
of clinical skills and identifies heavy competency in medication administration but
limited experience in comprehensive assessment and care planning. Which action
best demonstrates RN-level professional responsibility during the transition?
A) Continue to accept medication administration assignments while waiting for a formal
orientation to focus on assessments later.
B) Ask the unit manager to assign a preceptor for structured supervised practice in
comprehensive assessment and care planning.
C) Limit patient assignments to those requiring primarily medication tasks until
comfortable with assessments.
, Page 2 of 138
D) Rely on refresher online modules only and return to full independent RN practice
immediately after completing them.
Correct Answer: B
Rationale: Requesting a preceptor for supervised, structured practice aligns with RN
accountability for safe, competent care and recognizes the RN's expanded assessment
and planning role. It demonstrates proactive goal-setting and use of continuing-
education components (mentorship/preceptorship) to close practice gaps. This action
balances patient safety with professional development during role transition.
Q2. During an RN orientation planning meeting, an LPN-to-RN student proposes a
goal to "become better at leadership." Which SMART goal revision best converts
this into an actionable plan that reflects RN role expectations?
A) "I will read leadership articles whenever I have time."
B) "Within 8 weeks I will co-lead daily huddles twice weekly with my preceptor and
solicit feedback after each session."
C) "I plan to be seen as a leader by my team by the end of orientation."
D) "I will try to delegate tasks when appropriate to improve leadership skills."
Correct Answer: B
Rationale: This option is specific, measurable, time-bound, achievable, and relevant to
RN responsibilities (communication, coordination). Co-leading huddles with feedback
supports skill application and evaluation—core goals from change theory and adult
learning.
, Page 3 of 138
Q3. A nursing advisor is meeting with a student who is interested in earning her RN
degree. She knows that LPN/LVNs who enter nursing school to become RNs come
into the learning environment with prior knowledge and understanding. Which
statement by the nursing advisor best describes her understanding of the effect
experience may have on learning?
A) "Experience may be a source of insight and motivation, or a barrier."
B) "Experience is usually a stumbling block for LPN/LVNs."
C) "Experience never makes learning more difficult."
D) "Once something is learned, it can never be truly modified."
Correct Answer: A
Rationale: Experience accentuates differences among learners and serves as a source
of insight and motivation, but it can also be a barrier. Experience can serve as a
foundation for defining the self.
Q4. There is a test on the cardiovascular system on Friday morning, and it is now
Wednesday night. The student has already taken a vacation day from work
Thursday night so that she can stay home and study. She is considering skipping
her exercise class on Thursday morning to go to the library to prepare for the test.
Which response best identifies the student's outcome priority?
A) Exercise class
B) Going to the library
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C) Avoiding work by taking a vacation
D) Doing well on the test on Friday
Correct Answer: D
Rationale: The outcome priority is the essential issue or need to be addressed at any
given time within a set of conditions or circumstances. In this scenario, preparing for
and doing well on the test is the most immediate priority.
Q5. A nurse who has been an LPN/LVN for 10 years is meeting with an advisor to
discuss the possibility of taking classes to become an RN. The advisor interprets
which statement by the nurse as the driving force for returning to school?
A) "I'll need to schedule time to attend classes."
B) "I'll have to budget for paying tuition."
C) "I'll have to rearrange my schedule."
D) "There is a possibility of advancement into administration."
Correct Answer: D
Rationale: Driving forces are those that push toward making the change, as opposed to
restraining forces, which present challenges that need to be overcome. The possibility
of advancement is a driving force.
Q6. An RN is caring for a diabetic patient. The patient appears interested in
changing her lifestyle and has been asking questions about eating better. The nurse
can interpret this behavior as which stage of Lewin's Change Theory?
