Phelp LPNtoRN 6e

viii Preface

nursing is not an isolated one—it is shared by other students of all ages and life back grounds. Students may recognize their own experiences in one or more of these case studies and realize that others face similar challenges. Strategies used throughout the text to help the student with role transition to the ADN program include interactive student exercises and the development of a personal education plan based on the student’s own experience along with their program’s philosophy, curricular framework, and student learning objectives. The “Thinking Critically” feature provides students with opportunities to reflect on presented mate rial, to examine application of theoretical content to the clinical practice setting, and to share perspectives with peers and in a group setting. Other helpful features are learning outcomes, sample NCLEX-RN style questions, and “On the Web” boxes that refer read ers to useful resources. Each chapter employs evidence-based practice techniques to enhance clinical judgment and to foster success in the transition to the professional role. Updated resources, websites, case studies, and real-world examples provide students with the opportunity to further explore individual topics and to enhance their learning by incorporating the latest advancements, research findings, and educational meth odologies. These revisions ensure that the content is relevant, engaging, compre hensive, and aligned with the changing landscape of the nursing profession. This book serves as a dynamic platform for students to deepen their knowledge, to foster critical thinking skills, and to stay abreast of the evolving developments within nursing, ultimately preparing them for success in their academic and professional journeys. TEXT ORGANIZATION Unit I, The Transition Process, empowers learners with the knowledge and skills neces sary to navigate the transformative phase in their nursing careers from LPN/LVN to RN. Updated college success strategies address a more diverse, multicultural student population. Support and resource information is included for underrepresented com munities, individuals of color, men, LGBTQIA+ individuals, and students for whom English may not be their first language. Chapters 1 through 6 explore the significance of continuous learning in the evolv ing field of nursing. As aspiring RNs embark on this journey, understanding the intricacies of role development becomes paramount to their success in assuming the responsibilities and expectations of an RN. The text explains how students can assess their preferred learning styles and also covers emotional intelligence, study skills, and organizational skills. Recognizing that each individual’s journey is unique, each chapter equips students with the knowledge and skills essential for success in their educational pursuits and provides guidance on tailoring a plan that aligns with personal and profes sional goals.

The concepts of “role overload” and “role transition” are expanded to provide addi tional support for contemporary students experiencing financial difficulties, extended work commitments, and personal challenges exacerbated by the ongoing effects of the COVID-19 pandemic and the prevailing economic conditions. Support resources are included for students reentering academia who may face challenges navigating web pages and virtual learning spaces. Resources and coping strategies are explored for veterans pursuing nursing programs who may face additional challenges as they adjust to both the student role and civilian life. Copyright © 2025 Wolters Kluwer, Inc. Unauthorized reproduction of the content is prohibited.