Making The Transition From LPN To RN, 1st Edition Class Notes
Prepare for exams with Making The Transition From LPN To RN, 1st Edition Class Notes, offering detailed chapter summaries and key points to reinforce your learning.
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Chapter 1 Multiple Roles
In Chapter 1, students are challenged to consider the multiple roles they play during the pursuit
of the degree. Returning to school is not an easy decision, and strategies for success in the
daunting process of returning to the student role are reviewed.
Chapter Objectives
1. Evaluate your reasons for continuing your nursing education.
2. Examine the multiple and sometimes competing roles of the adult returning to school.
3. Evaluate your knowledge, skills, and abilities.
4. Identify your learning style and the strategies to best address your individual learning
preferences.
5. Evaluate your personal and collegial resources to assist with your success.
Key Terms
Transition the psychological processes in three phases—Ending, Losing, Letting Go; The
Neutral Zone; The New Beginning—where people must “come to terms with the
details of the new situation that the change brings about” (Bridges, 2003, p. 3).
Transformative
learning
adult development and education described by Mezirow (2000), who proposes that
adults learn in one of four ways:
1. by elaborating existing frames of reference,
2. by learning new frames of reference,
3. by transforming points of view, or
4. by transforming habits of mind (Mezirow, 2000, p. 19).
Roles organized behavioral patterns and expectations for a given position and which
accompany a specific situation or circumstance (Bailey & Yost, 2004, p. 1).
Learning the perception and assimilation of the information presented to us in a variety of
ways.
Knowledge the accumulation of the appropriate information through learning and experience.
Skill the ability to retrieve this knowledge through mental and psychomotor activities
and apply it appropriately to the situation.
Ability competence and proficiency in the demonstration of the knowledge and skill.
Learning style or preference is simply the way you best perceive, think, organize, use, and retain
knowledge.
Resources tools or means of support.
Key Points
• In the process of change, Bridges (2003) looks at the psychological processes in three phases
of transition where people must “come to terms with the details of the new situation that the
change brings about” (p. 3).
• Mezirow (2000) views adult development and education as transformative learning and
proposes that adults learn in one of four ways:
By elaborating existing frames of reference
By learning new frames of reference
By transforming points of view, or
By transforming habits of mind (Mezirow, 2000, p. 19).
• Roles are organized behavioral patterns and expectations for a given position and accompany
a specific situation or circumstance (Bailey & Yost, 2004, p. 1).
• Learning is the perception and assimilation of the information presented to us in a variety of
ways.
In Chapter 1, students are challenged to consider the multiple roles they play during the pursuit
of the degree. Returning to school is not an easy decision, and strategies for success in the
daunting process of returning to the student role are reviewed.
Chapter Objectives
1. Evaluate your reasons for continuing your nursing education.
2. Examine the multiple and sometimes competing roles of the adult returning to school.
3. Evaluate your knowledge, skills, and abilities.
4. Identify your learning style and the strategies to best address your individual learning
preferences.
5. Evaluate your personal and collegial resources to assist with your success.
Key Terms
Transition the psychological processes in three phases—Ending, Losing, Letting Go; The
Neutral Zone; The New Beginning—where people must “come to terms with the
details of the new situation that the change brings about” (Bridges, 2003, p. 3).
Transformative
learning
adult development and education described by Mezirow (2000), who proposes that
adults learn in one of four ways:
1. by elaborating existing frames of reference,
2. by learning new frames of reference,
3. by transforming points of view, or
4. by transforming habits of mind (Mezirow, 2000, p. 19).
Roles organized behavioral patterns and expectations for a given position and which
accompany a specific situation or circumstance (Bailey & Yost, 2004, p. 1).
Learning the perception and assimilation of the information presented to us in a variety of
ways.
Knowledge the accumulation of the appropriate information through learning and experience.
Skill the ability to retrieve this knowledge through mental and psychomotor activities
and apply it appropriately to the situation.
Ability competence and proficiency in the demonstration of the knowledge and skill.
Learning style or preference is simply the way you best perceive, think, organize, use, and retain
knowledge.
Resources tools or means of support.
Key Points
• In the process of change, Bridges (2003) looks at the psychological processes in three phases
of transition where people must “come to terms with the details of the new situation that the
change brings about” (p. 3).
• Mezirow (2000) views adult development and education as transformative learning and
proposes that adults learn in one of four ways:
By elaborating existing frames of reference
By learning new frames of reference
By transforming points of view, or
By transforming habits of mind (Mezirow, 2000, p. 19).
• Roles are organized behavioral patterns and expectations for a given position and accompany
a specific situation or circumstance (Bailey & Yost, 2004, p. 1).
• Learning is the perception and assimilation of the information presented to us in a variety of
ways.
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