,
,TABLE OF CONTENT z z
UNIT I: PROFESSIONAL GROWTH AND TRANSITION
z z z z z
1. Role Transitions
z z
2. Personal Management: Time and Self-Care Strategies
z z z z z z
3. Mentorship, Preceptorship, and Nurse Residency Programs
z z z z z z
4. Employment Considerations:Opportunities, Resumes, and Interviewing
z z z z z
5. NCLEX-RN Exam® and the New Graduate
z z z z z z
UNIT II: NURSING: A DEVELOPING PROFESSION
z z z z z
6. Historical Perspectives: Influences on the Present
z z z z z z
7. Nursing Education
z z
8. Nursing Theories
z z
9. Professional Image of Nursing
z z z z
UNIT III: NURSING MANAGEMENT
z z z
10. Challenges of Nursing Management and Leadership
z z z z z z
11. Building Nursing Management Skills
z z z z
12. Effective Communication, Team Building, and Interprofessional Practice
z z z z z z z
13. Conflict Management
z z
14. Delegation in the Clinical Setting
z z z z z
UNIT IV: CURRENT ISSUES IN HEALTH CARE
z z z z z z
15. The Health Care Organization and Patterns of Nursing Care Delivery
z z z z z z z z z z
16. Economics of the Health Care Delivery System
z z z z z z z
17. Political Action in Nursing, 397
z z z z z
18. Collective Bargaining: Traditional (Union) and Nontraditional Approaches
z z z z z z z
19. Ethical Issues
z z
20. Legal Issues
z z
UNIT V: CONTEMPORARY NURSING PRACTICE
z z z z
21. Cultural and Spiritual Awareness
z z z z
22. Quality Patient Care
z z z
23. Nursing Informatics
z z
24. Using Evidence-Based Practice and Nursing Research
z z z z z z
25. Workplace Issues
z z
26. Emergency Preparedness
z z
, Chapter 01: Role Transitions
z z z
MULTIPLE CHOICE z
1. A graduate nurse has been hired as a nurse at a local h os p iat bai lr b. . T
z z
c ohme/ t ens et w nurse is in the hon
z z z z z z z z z z
z
z z z z z
eymoon phase of role transition when making which of the following statements?
z z z z z z z z z z z
a. ―I am so nervous about being on my own as a nurse.‖
z z z z z z z z z z z
b. ―This will be a great learning experience.‖ z z z z z z
c. ―I can‘t wait to have a steady paycheck.‖
z z z z z z z
d. ―This job is perfect. I can finally do things my own way.‖
z z z z z z z z z z z
ANS: D z
The honeymoon phase is when the student nurse sees the world of nursing as quite rosy. Often, th
z z z z z z z z z z z z z z z z z
e new graduate is fascinated with the thrill of arriving in the profession. Reality shock occurs whe
z z z z z z z z z z z z z z z z
n one moves into the workforce after several years of educational preparation. Recovery and resolut
z z z z z z z z z z z z z z
ion occur when the gr a d aubai rtbe. c no mu /rt se es t is able to laugh at encountered situations. During this tim
z z z z
z
z z z z z z z z z
e, tension decreases, perception increases, and the nurse is able to grow as a person.
z z z z z z z z z z z z z z
PTS: 1 DIF: z
Cognitive Level: Application/Applying REF: Ta z z z z
ble 1.1 z OBJ: Identify the characteristics of reality shock. z z z z z z
TOP: Reality shock z MSC: NCLEX®: Safe and effective care environment
z z z z z z z
2. Which of the following actions by the graduate nurse is an inappropriate methodology to rec
z z z z z z z z z z z z z z
over from reality shock? z z z
a. Networking
b. Obtaining a mentor z z
c. Returning to school z z
d. Joining a support group z z z
ANS: C z
The transition period is successfully managed when the graduate is able to evaluate the work situ
z z z z z z z z z z z z z z z
ation objectively and predict effectively the actions and reactions of other staff. Nurturing the abil
z z z z z z z z z z z z z z
ity to see humor in a situation may be a first step. Ra bei tr bu. rc no mi n/ t ge s tt o school is a positive step after the gr
z z z z z z z z z z z z z z z z z z z z
aduate has worked through role transition, has some clinical experience, and is ready to focus on
z z z z z z z z z z z z z z z z
a new career objective. Networking, obtaining a mentor, and joining a
z z z z z z z z z z
support group would give the graduate nurse an opportuniatyb i rtbo.cot mal/ ktestto others experiencing the stre
z z z z z z z z z z z z
ss associated with reality shock. The nurse would benefit from ―talking through‖ issues and learn
z z z z z z z z z z z z z z
ing how to cope. z z z
PTS: 1 z z DIF: Cognitive Level: Application/Appalbyiribn.gcom/test z z
REF: p. 9 z z
OBJ: Describe methods to promote a successful transition. T
z z z z z z z z
OP: Reality shock z z
MSC: NCLEX®: Safe and effective care environment Not applicable
z z z z z z z z
3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achieve this
z z z z z z z z z z z z z z z z z z
?
a. Refusing to constantly work extra shifts z z z z z
b. Withdrawing from peer support group z z z z
,TABLE OF CONTENT z z
UNIT I: PROFESSIONAL GROWTH AND TRANSITION
z z z z z
1. Role Transitions
z z
2. Personal Management: Time and Self-Care Strategies
z z z z z z
3. Mentorship, Preceptorship, and Nurse Residency Programs
z z z z z z
4. Employment Considerations:Opportunities, Resumes, and Interviewing
z z z z z
5. NCLEX-RN Exam® and the New Graduate
z z z z z z
UNIT II: NURSING: A DEVELOPING PROFESSION
z z z z z
6. Historical Perspectives: Influences on the Present
z z z z z z
7. Nursing Education
z z
8. Nursing Theories
z z
9. Professional Image of Nursing
z z z z
UNIT III: NURSING MANAGEMENT
z z z
10. Challenges of Nursing Management and Leadership
z z z z z z
11. Building Nursing Management Skills
z z z z
12. Effective Communication, Team Building, and Interprofessional Practice
z z z z z z z
13. Conflict Management
z z
14. Delegation in the Clinical Setting
z z z z z
UNIT IV: CURRENT ISSUES IN HEALTH CARE
z z z z z z
15. The Health Care Organization and Patterns of Nursing Care Delivery
z z z z z z z z z z
16. Economics of the Health Care Delivery System
z z z z z z z
17. Political Action in Nursing, 397
z z z z z
18. Collective Bargaining: Traditional (Union) and Nontraditional Approaches
z z z z z z z
19. Ethical Issues
z z
20. Legal Issues
z z
UNIT V: CONTEMPORARY NURSING PRACTICE
z z z z
21. Cultural and Spiritual Awareness
z z z z
22. Quality Patient Care
z z z
23. Nursing Informatics
z z
24. Using Evidence-Based Practice and Nursing Research
z z z z z z
25. Workplace Issues
z z
26. Emergency Preparedness
z z
, Chapter 01: Role Transitions
z z z
MULTIPLE CHOICE z
1. A graduate nurse has been hired as a nurse at a local h os p iat bai lr b. . T
z z
c ohme/ t ens et w nurse is in the hon
z z z z z z z z z z
z
z z z z z
eymoon phase of role transition when making which of the following statements?
z z z z z z z z z z z
a. ―I am so nervous about being on my own as a nurse.‖
z z z z z z z z z z z
b. ―This will be a great learning experience.‖ z z z z z z
c. ―I can‘t wait to have a steady paycheck.‖
z z z z z z z
d. ―This job is perfect. I can finally do things my own way.‖
z z z z z z z z z z z
ANS: D z
The honeymoon phase is when the student nurse sees the world of nursing as quite rosy. Often, th
z z z z z z z z z z z z z z z z z
e new graduate is fascinated with the thrill of arriving in the profession. Reality shock occurs whe
z z z z z z z z z z z z z z z z
n one moves into the workforce after several years of educational preparation. Recovery and resolut
z z z z z z z z z z z z z z
ion occur when the gr a d aubai rtbe. c no mu /rt se es t is able to laugh at encountered situations. During this tim
z z z z
z
z z z z z z z z z
e, tension decreases, perception increases, and the nurse is able to grow as a person.
z z z z z z z z z z z z z z
PTS: 1 DIF: z
Cognitive Level: Application/Applying REF: Ta z z z z
ble 1.1 z OBJ: Identify the characteristics of reality shock. z z z z z z
TOP: Reality shock z MSC: NCLEX®: Safe and effective care environment
z z z z z z z
2. Which of the following actions by the graduate nurse is an inappropriate methodology to rec
z z z z z z z z z z z z z z
over from reality shock? z z z
a. Networking
b. Obtaining a mentor z z
c. Returning to school z z
d. Joining a support group z z z
ANS: C z
The transition period is successfully managed when the graduate is able to evaluate the work situ
z z z z z z z z z z z z z z z
ation objectively and predict effectively the actions and reactions of other staff. Nurturing the abil
z z z z z z z z z z z z z z
ity to see humor in a situation may be a first step. Ra bei tr bu. rc no mi n/ t ge s tt o school is a positive step after the gr
z z z z z z z z z z z z z z z z z z z z
aduate has worked through role transition, has some clinical experience, and is ready to focus on
z z z z z z z z z z z z z z z z
a new career objective. Networking, obtaining a mentor, and joining a
z z z z z z z z z z
support group would give the graduate nurse an opportuniatyb i rtbo.cot mal/ ktestto others experiencing the stre
z z z z z z z z z z z z
ss associated with reality shock. The nurse would benefit from ―talking through‖ issues and learn
z z z z z z z z z z z z z z
ing how to cope. z z z
PTS: 1 z z DIF: Cognitive Level: Application/Appalbyiribn.gcom/test z z
REF: p. 9 z z
OBJ: Describe methods to promote a successful transition. T
z z z z z z z z
OP: Reality shock z z
MSC: NCLEX®: Safe and effective care environment Not applicable
z z z z z z z z
3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achieve this
z z z z z z z z z z z z z z z z z z
?
a. Refusing to constantly work extra shifts z z z z z
b. Withdrawing from peer support group z z z z
