LPN to RN Transitions
6th Edition
AUTHER(S)LORA CLAYWELL
TEST BANK
1
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
An LPN entering your first RN cohort completes a skills gap self-
assessment and discovers strengths in medication
administration but identifies limited experience with
comprehensive nursing assessments and care planning. As their
RN mentor, which action best demonstrates RN-level
responsibility to support the transition while honoring the LPN's
prior skills?
A. Assign the LPN extra medication administration shifts to build
confidence.
,B. Create a structured learning plan with targeted objectives for
assessment and care planning, including supervised practice
and reflective checkpoints.
C. Advise the LPN to rely on on-shift RNs to complete
comprehensive assessments until they feel ready.
D. Suggest the LPN review textbook chapters on assessment
independently in their free time.
Correct Answer
B
Rationales
Correct (B): Designing a structured learning plan demonstrates
RN-level leadership and accountability for safe transition. It
links prior strengths to targeted development (assessment, care
planning), includes supervision and measurable checkpoints,
and respects adult learning principles.
A: Focuses only on past strengths and misses necessary
development in RN-level assessment, delaying safe role
expansion.
C: Shifts responsibility away from the transitioning nurse and
permits dependency, which is not aligned with RN
accountability.
D: Passive self-study alone lacks supervised application and
feedback required for safe RN competence.
Teaching Point
Create supervised, goal-directed learning plans with
measurable checkpoints.
,Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
2
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
A newly licensed RN previously practiced as an LPN on a long-
term care unit. They are overwhelmed by the RN role’s broader
responsibilities and consider abandoning RN study goals. Using
change theory, which faculty response best supports sustaining
the RN’s motivation to complete transition goals?
A. Emphasize the hardships of the RN role so the nurse knows
what to expect.
B. Facilitate “unfreezing” by helping the nurse reflect on prior
strengths and set a small, achievable RN-focused goal to build
momentum.
C. Recommend the nurse stop RN coursework and return to LPN
practice immediately.
D. Tell the nurse that motivation will improve spontaneously
with time.
Correct Answer
B
Rationales
Correct (B): Applying change theory’s “unfreeze” step supports
, readiness by validating past strengths and setting achievable
change goals; this fosters commitment and gradual role
adoption.
A: Emphasizing hardships can increase resistance and anxiety,
undermining change readiness.
C: Abandoning RN progression avoids addressing transition
challenges and is not supportive of professional development.
D: Passive waiting ignores structured change strategies and
places responsibility solely on time rather than active planning.
Teaching Point
Use change theory: start small, affirm strengths, and build
readiness for change.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
During a goal-setting workshop you observe a transitioning LPN
write the goal: “Become better at assessments.” As their
instructor, which revision best models a SMART goal aligned
with RN expectations?
A. “Work on assessments when I can.”
B. “Complete one comprehensive head-to-toe assessment on a
6th Edition
AUTHER(S)LORA CLAYWELL
TEST BANK
1
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
An LPN entering your first RN cohort completes a skills gap self-
assessment and discovers strengths in medication
administration but identifies limited experience with
comprehensive nursing assessments and care planning. As their
RN mentor, which action best demonstrates RN-level
responsibility to support the transition while honoring the LPN's
prior skills?
A. Assign the LPN extra medication administration shifts to build
confidence.
,B. Create a structured learning plan with targeted objectives for
assessment and care planning, including supervised practice
and reflective checkpoints.
C. Advise the LPN to rely on on-shift RNs to complete
comprehensive assessments until they feel ready.
D. Suggest the LPN review textbook chapters on assessment
independently in their free time.
Correct Answer
B
Rationales
Correct (B): Designing a structured learning plan demonstrates
RN-level leadership and accountability for safe transition. It
links prior strengths to targeted development (assessment, care
planning), includes supervision and measurable checkpoints,
and respects adult learning principles.
A: Focuses only on past strengths and misses necessary
development in RN-level assessment, delaying safe role
expansion.
C: Shifts responsibility away from the transitioning nurse and
permits dependency, which is not aligned with RN
accountability.
D: Passive self-study alone lacks supervised application and
feedback required for safe RN competence.
Teaching Point
Create supervised, goal-directed learning plans with
measurable checkpoints.
,Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
2
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
A newly licensed RN previously practiced as an LPN on a long-
term care unit. They are overwhelmed by the RN role’s broader
responsibilities and consider abandoning RN study goals. Using
change theory, which faculty response best supports sustaining
the RN’s motivation to complete transition goals?
A. Emphasize the hardships of the RN role so the nurse knows
what to expect.
B. Facilitate “unfreezing” by helping the nurse reflect on prior
strengths and set a small, achievable RN-focused goal to build
momentum.
C. Recommend the nurse stop RN coursework and return to LPN
practice immediately.
D. Tell the nurse that motivation will improve spontaneously
with time.
Correct Answer
B
Rationales
Correct (B): Applying change theory’s “unfreeze” step supports
, readiness by validating past strengths and setting achievable
change goals; this fosters commitment and gradual role
adoption.
A: Emphasizing hardships can increase resistance and anxiety,
undermining change readiness.
C: Abandoning RN progression avoids addressing transition
challenges and is not supportive of professional development.
D: Passive waiting ignores structured change strategies and
places responsibility solely on time rather than active planning.
Teaching Point
Use change theory: start small, affirm strengths, and build
readiness for change.
Citation
Claywell, L. (2025). LPN to RN Transitions (6th ed.). Ch. 1.
3
Reference
Ch. 1 — Honoring Your Past, Planning Your Future
Stem
During a goal-setting workshop you observe a transitioning LPN
write the goal: “Become better at assessments.” As their
instructor, which revision best models a SMART goal aligned
with RN expectations?
A. “Work on assessments when I can.”
B. “Complete one comprehensive head-to-toe assessment on a
