Test bank-Nursing Today
Transition And Trends 9th
Edition Zerwekh -All
chapters-2022-2023
,ed.C
, Chapter.01:.Reality.Shock.MULTIP
LE.CHOICE
1. A.graduate.nurse.has.been.hired.as.a.nurse.at.a.local.hospital..The.new.nurse.is.in.the.honeymoon.phase.of.rol
e.transition.when.making.which.of.the.following.statements?
a. ―I.am.so.nervous.about.being.on.my.own.as.a.nurse.ǁ
b. ―This.will.be.a.great.learning.experience.ǁ
c. ―I.can‘t.wait.to.have.a.steady.paycheck.ǁ
d. ―This.job.is.perfect..I.can.finally.do.things.my.own.way.ǁ
ANS:.D
The.honeymoon.phase.is.when.the.student.nurse.sees.the.world.of.nursing.as.quite.rosy..Often,.the.new.graduate.i
s.fascinated.with.the.thrill.of.arriving.in.the.profession..Reality.shock.occurs.when.one.moves.into.the.workforce.
after.several.years.of.educational.preparation..Recovery.and.resolution.occur.when.the.graduate.nurse.is.able.to.la
ugh.at.encountered.situations..During.this.time,.tension.decreases,.perception.increases,.and.the.nurse.is.able.to.g
row.as.a.person.
PTS:.1.DIF:.Cognitive.Level:.Application.REF:.p..7
OBJ:.Identify.the.characteristics.of.reality.s h o Nc kU. .RTSOIP
N:GRTeBa.lC
itO
y.M
shock
MSC:.NCLEX®:.Safe.and.effective.care.environment—management.of.care
2. Which.of.the.following.actions.by.the.graduate.nurse.is.an.inappropriate.methodology.to.recover.from.re
ality.shock?
a. Networking c. Returning.to.school
b. Obtaining.a.mentor d. Joining.a.support.group
ANS:.C
The.transition.period.is.successfully.managed.when.the.graduate.is.able.to.evaluate.the.work.situation.objectivel
y.and.predict.effectively.the.actions.and.reactions.of.other.staff..Nurturing.the.ability.to.see.humor.in.a.situation.
may.be.a.first.step..Returning.to.school.is.a.positive.step.after.the.graduate.has.worked.through.role.transition,.ha
s.some.clinical.experience,.and.is.ready.to.focus.on.a.new.career.objective..Networking,.obtaining.a.mentor,.and.j
oining.a.support.group.would.give.the.graduate.nurse.an.opportunity.to.talk.to.others.experiencing.the.stress.asso
ciated.with.reality.shock..The.nurse.would.benefit.from.‗talking.through‘.issues.and.learning.how.to.cope.
PTS:.1.DIF:.Cognitive.Level:.Application.REF:.p..8
OBJ:.Describe.four.possible.resolutions.for.reality.shock..TOP:.Reality.shock.MS
C:.NCLEX®:.Safe.and.effective.care.environment—management.of.care
ed.C
, 3. A.nurse.is.trying.to.avoid.burnout..Which.of.the.following.actions.is.a.valid.way.to.achieve.this?
a. Refusing.to.constantly.work.extra.shifts
b. Withdrawing.from.peer.support.group
c. ―Going. nativeǁ
d. Changing.jobs.every.6.to.12.months
ANS:.A
One.of.the.quickest.ways.to.experience.burnout.is.to.―overwork.the.overtime.ǁ.Set.priorities.with.your.mental.an
d.physical.health.being.the.highest.priority..Learning.to.say.―noǁ.to.extra.shifts.is.a.positive.means.of.coping.of.av
oiding.burnout..―Going.nativeǁ.is.the.term.that.describes.how.recent.graduates.begin.to.copy.and.identify.the.real
ity.of.their.role.transition.experience.by.rejecting.the.values.from.nursing.school.and.functioning.more.like.a.tea
m.member.at.their.place.of.employment..Withdrawing.from.peer.support.groups,.―going.native,ǁ.and.changing.j
obs.every.6.to.12.months.would.increase.the.chance.of.the.nurse.experiencing.burnout..The.nurse.should.instead.
focus.on.his/her.practice.and.seek.out.support.from.other.nurses.
PTS:.1.DIF:.Cognitive.Level:.Application.REF:.p..9
OBJ:.Describe.four.possible.resolutions.for.reality.shock..TOP:.Reality.shock.MS
C:.NCLEX®:.Safe.and.effective.care.environment—management.of.care
M
4..Which.of.the.following.statements.by.an.undergraduate.nurse.describes.understanding.of.reality.shock.as.it.applies.to.nu
rsing?
a. ―.Reality.shock.is.the.period.when.a.person.moves.from.school.into.the.workforce.
b. ―Reality.shock.is.the.realization.that.practice.and.education.are.not.the.same.ǁ
c. ―Reality.shock.is.the.period.from.graduation.to.becoming.an.experienced.nurse.ǁ
d. ―Reality.shock.is.a.transition.phase.that.new.graduates.go.through.before.changing.jobs.ǁ
ANS:.A
―Reality.shockǁ.is.a.term.often.used.to.describe.the.reaction.experienced.when.one.moves.into.the.workforce.aft
er.several.years.of.educational.preparation..The.new.graduate.is.caught.in.the.situation.of.moving.from.a.familiar
,.comfortable.educational.environment.into.a.new.role.in.the.workforce.where.the.expectations.are.not.clearly.def
ined.or.may.not.even.be.realistic..The.realization.that.practice.and.nursing.school.are.not.the.same.is.often.associa
ted.with.―going.native.ǁ.When.nurses.move.from.one.position.to.another,.they.have.already.experienced.reality.
shock..Becoming.an.experienced.nurse.takes.time.and.is.not.part.of.the.definition.of.reality.shock.
PTS:.1.DIF:.Cognitive.Level:.Application.REF:.p..6
OBJ:.Compare.and.contrast.the.phases.of.reality.shock..TOP:.Reality.shock.MSC
:.NCLEX®:.Not.applicable
Med.C
Transition And Trends 9th
Edition Zerwekh -All
chapters-2022-2023
,ed.C
, Chapter.01:.Reality.Shock.MULTIP
LE.CHOICE
1. A.graduate.nurse.has.been.hired.as.a.nurse.at.a.local.hospital..The.new.nurse.is.in.the.honeymoon.phase.of.rol
e.transition.when.making.which.of.the.following.statements?
a. ―I.am.so.nervous.about.being.on.my.own.as.a.nurse.ǁ
b. ―This.will.be.a.great.learning.experience.ǁ
c. ―I.can‘t.wait.to.have.a.steady.paycheck.ǁ
d. ―This.job.is.perfect..I.can.finally.do.things.my.own.way.ǁ
ANS:.D
The.honeymoon.phase.is.when.the.student.nurse.sees.the.world.of.nursing.as.quite.rosy..Often,.the.new.graduate.i
s.fascinated.with.the.thrill.of.arriving.in.the.profession..Reality.shock.occurs.when.one.moves.into.the.workforce.
after.several.years.of.educational.preparation..Recovery.and.resolution.occur.when.the.graduate.nurse.is.able.to.la
ugh.at.encountered.situations..During.this.time,.tension.decreases,.perception.increases,.and.the.nurse.is.able.to.g
row.as.a.person.
PTS:.1.DIF:.Cognitive.Level:.Application.REF:.p..7
OBJ:.Identify.the.characteristics.of.reality.s h o Nc kU. .RTSOIP
N:GRTeBa.lC
itO
y.M
shock
MSC:.NCLEX®:.Safe.and.effective.care.environment—management.of.care
2. Which.of.the.following.actions.by.the.graduate.nurse.is.an.inappropriate.methodology.to.recover.from.re
ality.shock?
a. Networking c. Returning.to.school
b. Obtaining.a.mentor d. Joining.a.support.group
ANS:.C
The.transition.period.is.successfully.managed.when.the.graduate.is.able.to.evaluate.the.work.situation.objectivel
y.and.predict.effectively.the.actions.and.reactions.of.other.staff..Nurturing.the.ability.to.see.humor.in.a.situation.
may.be.a.first.step..Returning.to.school.is.a.positive.step.after.the.graduate.has.worked.through.role.transition,.ha
s.some.clinical.experience,.and.is.ready.to.focus.on.a.new.career.objective..Networking,.obtaining.a.mentor,.and.j
oining.a.support.group.would.give.the.graduate.nurse.an.opportunity.to.talk.to.others.experiencing.the.stress.asso
ciated.with.reality.shock..The.nurse.would.benefit.from.‗talking.through‘.issues.and.learning.how.to.cope.
PTS:.1.DIF:.Cognitive.Level:.Application.REF:.p..8
OBJ:.Describe.four.possible.resolutions.for.reality.shock..TOP:.Reality.shock.MS
C:.NCLEX®:.Safe.and.effective.care.environment—management.of.care
ed.C
, 3. A.nurse.is.trying.to.avoid.burnout..Which.of.the.following.actions.is.a.valid.way.to.achieve.this?
a. Refusing.to.constantly.work.extra.shifts
b. Withdrawing.from.peer.support.group
c. ―Going. nativeǁ
d. Changing.jobs.every.6.to.12.months
ANS:.A
One.of.the.quickest.ways.to.experience.burnout.is.to.―overwork.the.overtime.ǁ.Set.priorities.with.your.mental.an
d.physical.health.being.the.highest.priority..Learning.to.say.―noǁ.to.extra.shifts.is.a.positive.means.of.coping.of.av
oiding.burnout..―Going.nativeǁ.is.the.term.that.describes.how.recent.graduates.begin.to.copy.and.identify.the.real
ity.of.their.role.transition.experience.by.rejecting.the.values.from.nursing.school.and.functioning.more.like.a.tea
m.member.at.their.place.of.employment..Withdrawing.from.peer.support.groups,.―going.native,ǁ.and.changing.j
obs.every.6.to.12.months.would.increase.the.chance.of.the.nurse.experiencing.burnout..The.nurse.should.instead.
focus.on.his/her.practice.and.seek.out.support.from.other.nurses.
PTS:.1.DIF:.Cognitive.Level:.Application.REF:.p..9
OBJ:.Describe.four.possible.resolutions.for.reality.shock..TOP:.Reality.shock.MS
C:.NCLEX®:.Safe.and.effective.care.environment—management.of.care
M
4..Which.of.the.following.statements.by.an.undergraduate.nurse.describes.understanding.of.reality.shock.as.it.applies.to.nu
rsing?
a. ―.Reality.shock.is.the.period.when.a.person.moves.from.school.into.the.workforce.
b. ―Reality.shock.is.the.realization.that.practice.and.education.are.not.the.same.ǁ
c. ―Reality.shock.is.the.period.from.graduation.to.becoming.an.experienced.nurse.ǁ
d. ―Reality.shock.is.a.transition.phase.that.new.graduates.go.through.before.changing.jobs.ǁ
ANS:.A
―Reality.shockǁ.is.a.term.often.used.to.describe.the.reaction.experienced.when.one.moves.into.the.workforce.aft
er.several.years.of.educational.preparation..The.new.graduate.is.caught.in.the.situation.of.moving.from.a.familiar
,.comfortable.educational.environment.into.a.new.role.in.the.workforce.where.the.expectations.are.not.clearly.def
ined.or.may.not.even.be.realistic..The.realization.that.practice.and.nursing.school.are.not.the.same.is.often.associa
ted.with.―going.native.ǁ.When.nurses.move.from.one.position.to.another,.they.have.already.experienced.reality.
shock..Becoming.an.experienced.nurse.takes.time.and.is.not.part.of.the.definition.of.reality.shock.
PTS:.1.DIF:.Cognitive.Level:.Application.REF:.p..6
OBJ:.Compare.and.contrast.the.phases.of.reality.shock..TOP:.Reality.shock.MSC
:.NCLEX®:.Not.applicable
Med.C
