Phelp LPNtoRN 6e

CHAPTER 3 • Adapting to Change 81

many issues that you encounter while in school. Some find that it helps to study together or to socialize away from school to adjust more effectively to the changes caused by returning to school. THINKING CRITICALLY In your return to school, consider the strategies that are useful for you as you adjust to the changes that school necessitates. Summarize methods that help you cope with change. Compare these methods with those of another nursing student and assess alternative methods you each could use. Successful coping depends on our perception of change (i.e., how we approach it will determine the amount of stress it poses), our flexibility, and our ability to adapt to change. The degree to which we have support structures in place will also influence our ability to adapt to change. For example, the returning student who forms relationships with their peers will find that those same peers can be a support to some of the change that student is experiencing. Likewise, family and other social systems to which we belong can have a positive or negative effect on our ability to adapt to change. Consider the situation of Deborah, from the case study at the beginning of this chapter. As Deborah continues her employment at the mental health unit where she has worked for many years, and shares her frustration and concerns with her coworkers, their response(s) may influence her either positively or negatively in her ability to cope with the change she is confronting. As discussed in previous chapters, there are also many support services at colleges today for students who are having difficulty with the return to school and the academic arena. Additionally, some nursing programs have established mentoring and “big brother/big sister” programs to support new students. William Bridges (2009, 2016) describes how individuals manage transitions as they move through three stages. In the first stage, that of “ending, losing, and letting go,” one lets go of the old ways and the old identity. In the second stage, which he describes as the “neutral zone,” “critical psychological realignments and repatternings take place.” In the third and final stage, “the new beginning” is established. He states, “This is when people develop the new identity, experience the new energy, and discover the new sense of purpose that make the change begin to work” (2009, pp. 4–5). It is at this time that you will experience positive outcomes of change. More information on Bridges’ three phases of transition are presented in Chapter 2. POSITIVE OUTCOMES OF CHANGE Change has the possibility of many positive outcomes. Within any change process, the positive aspects of the change should be visualized as you embrace the change process. This will assist you in aligning rational and emotional systems toward common goals. In examining positive outcomes of change, the following relates to your process of return

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ing to school and the changes that will occur. The possible positive outcomes are as follows:

1. You will acquire more education and knowledge. Although the educational process can be overwhelming or frustrating at times, the benefit will be an