Phelp LPNtoRN 6e

64 Unit I • The Transition Process

CHANGE DEFINED Merriam-Webster (n.d.) defines change as “to undergo transformation, transition, or substitution.” William Bridges (2001, 2009, 2016), a leading author on change and tran sitions whose concepts were presented in the previous chapter, identified several change paradoxes that define its dynamic state (Box 3.1). A paradox is a statement that seems absurd or contradictory but is based on fact (Box 3.1). Change can be planned or unplanned, but it is ever present in our daily lives. With change, each person, group, or organization has the opportunity to develop, grow, and ADVISOR TERCHA: Yes, you will have to complete the clinical rotations of the Bridge Program, but the student learning outcomes you will be achieving are at a different practice level. I can assure you that others feel this way too and the change is uncomfortable. However, in time, you will become more at ease, and even though you cannot see the relevance of what you are learning, it is part of the bigger picture of not only bringing currency to your practice but also helping you to develop a lens for professional nursing practice. This includes helping you see the larger context of your clients, applying new theoretical concepts, and thinking critically to diagnose and design comprehensive care plans as a registered nurse, licensed to practice in a variety of settings. Change is difficult, and you are experiencing a necessary step in your development as a professional nurse. Let’s discuss what specific difficulties you are having and apply the change theory you are learning in class to your own situation to help you through the transition process in this first clinical rotation. Paradoxes of Change •• To achieve continuity, we have to be willing to change. •• Change is the only way to protect whatever exists; without continuous readjustments, the present cannot continue. •• The very things we now wish that we could hold onto and keep safe from change were themselves originally produced by change. BOX 3.1 DEBORAH: I feel so inadequate! I remember being in the hospital setting years ago, but why do I need to go through all this again when there is a job opening where I have worked for 25 years? I just need to upgrade my license to the RN level. I’m not even going to work in a medical-surgical area, and I don’t see why I should have to repeat all these basic procedures again. What “RN level work” am I learning by doing total care for a bedridden congestive heart failure patient? I just feel like I’m jumping through hoops! ADVISOR TERCHA: I hear what you’re saying, and I understand. It is often very uncomfortable for returning adult students to be in a new environment, and return ing to school and being in the student role again is a big change. It sounds as if you feel frustrated and you’re not seeing how your clinical rotation is applicable to your future professional work. DEBORAH: Exactly! Do I really have to do all of this? I feel like I’m starting over. I already learned all this many years ago in LPN training, and I don’t even use it where I work.

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