TEST BANK
Nursing Today: Transition and Trends 11th Edition by JoAnn
Zerwekh and Ashley Zerwekh Garneau
,Table of content
Chapter 01: Role Transitions ............................................................................................................................... 3
Chapter 02: Personal Management: Time and Self-Care Strategies ................................................................. 12
Chapter 03: Mentorship, Preceptorship, and Nurse Residency Programs ........................................................ 22
Chapter 04: Employment Considerations: Opportunities, Resumes, and Interviewing ................................... 30
Chapter 05: NCLEX-RN® Exam and the New Graduate ................................................................................ 40
Chapter 06: Historical Perspectives: Influences on the Present ........................................................................ 51
Chapter 07: Nursing Education .......................................................................................................................... 60
Chapter 08: Nursing Theories ............................................................................................................................ 70
Chapter 09: Professional Image of Nursing ....................................................................................................... 79
Chapter 10: Challenges of Nursing Management and Leadership ................................................................... 85
Chapter 11: Building Nursing Management Skills ............................................................................................ 97
Chapter 12: Effective Communication, Team Building, and Interprofessional Practice ............................... 108
Chapter 13: Conflict Management ................................................................................................................... 118
Chapter 14: Delegation in the Clinical Setting ................................................................................................ 128
Chapter 15: The Health Care Organization and Patterns of Nursing Care Delivery ...................................... 141
Chapter 16: Economics of the Health Care Delivery System ......................................................................... 151
Chapter 17: Political Action in Nursing........................................................................................................... 161
Chapter 18: Collective Bargaining: Traditional (Union) and Nontraditional Approaches .............................. 172
Chapter 19: Ethical Issues ................................................................................................................................ 182
Chapter 20: Legal Issues .................................................................................................................................. 192
Chapter 21: Cultural and Spiritual Awareness................................................................................................. 205
Chapter 22: Quality Patient Care ..................................................................................................................... 215
Chapter 23: Nursing Informatics ..................................................................................................................... 226
Chapter 24: Using Evidence-Based Practice and Nursing Research .............................................................. 235
Chapter 25: Workplace Issues ......................................................................................................................... 244
Chapter 26: Emergency Preparedness ............................................................................................................. 254
,Chapter 01: Role Transitions
Zerwekh: Nursing Today: Transition and Trends, 11th Edition
MULTIPLE CHOICE
1. A graduate nurse has been hired as a nurse at a local hospital. The new nurse is in the
honeymoon phase of role transition when making which of the following statements?
a. “I am so nervous about being on my own as a nurse.”
b. “This will be a great learning experience.”
c. “I can‘t wait to have a steady paycheck.”
d. “This job is perfect. I can finally do things my own way.”
ANS: D
The honeymoon phase is when the student nurse sees the world of nursing as quite rosy.
Often, the new graduate is 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 laugh at
encountered situations. During this time, tension decreases, perception increases, and the
nurse is able to grow as a person.
DIF: Cognitive Level: Application/Applying
OBJ: Identify the characteristics of transition shock. TOP: Reality shock
MSC: NCLEX®: Safe and effective care environment
2. Which of the following actions by the graduate nurse is an inappropriate methodology to
recover from transition shock?
a. Networking
b. Obtaining a mentor
c. Returning to school
d. Joining a support group
ANS: C
The transition period is successfully managed when the graduate is able to evaluate the work
situation objectively and effectively predict the actions and reactions of other staff. Nurturing
the ability to see the humor in a situation may be a first step. Returning to school is a positive
step after the graduate has worked through role transition, has some clinical experience, and is
ready to focus on a new career objective. Networking, obtaining a mentor, and joining a
support group would give the graduate nurse an opportunity to talk to others experiencing the
stress associated with reality shock. The nurse would benefit from “talking through” issues
and learning how to cope.
DIF: Cognitive Level: Application/Applying
OBJ: Describe methods to promote a successful transition. TOP: Transition shock
MSC: NCLEX®: Safe and effective care environment—not applicable
3. A new nurse who has been off orientation for 4 months now 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 native”
, d. Changing jobs every 6 to 12 months
ANS: A
At this phase of the nurse‘s career, he or she is in the Doing Stage of Transition. One common
characteristic of this phase is the inability to set reasonable boundaries related to work.
Constantly working overtime will lead the new nurse to burnout. “Going native” is the term
that describes how recent graduates begin to copy and identify the reality of their
role-transition experience by rejecting the values from nursing school and functioning more
like a team member at their place of employment. Withdrawing from peer support groups,
“going native,” and changing jobs 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.
DIF: Cognitive Level: Application/Applying
OBJ: Describe methods to promote a successful transition. TOP: Reality shock
MSC: NCLEX®: Safe and effective care environment—not applicable
4. Which of the following statements by the graduate nurse shows an understanding of reality
shock as it applies to nursing?
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.”
c. “Reality shock is the period from graduation to becoming an experienced nurse.”
d. “Reality shock is a transition phase that new graduates go through before changing
jobs.”
ANS: A
“Reality shock” is a term often used to describe the reaction experienced when one moves into
the workforce after 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 defined or may not even be realistic. The
realization that practice and nursing school are not the same is often associated with “going
native.” 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.
DIF: Cognitive Level: Application/Applying
OBJ: Identify the characteristics of reality shock. TOP: Reality shock
MSC: NCLEX®: Not applicable
5. A student in the last semester of nursing school has established a goal of making a successful
role transition to graduate nurse. Which statement by the student indicates his/her
understanding of how to achieve this goal?
a. “I should care for increased number of patients to enhance work organization
skills.”
b. “I will observe staff nurses as they perform nursing procedures to refine
technique.”
c. “I should seek increasingly close guidance from the nursing instructor to reduce
errors.”
d. “I will evaluate my progress every 7 weeks or more to allow time for growth.”
Nursing Today: Transition and Trends 11th Edition by JoAnn
Zerwekh and Ashley Zerwekh Garneau
,Table of content
Chapter 01: Role Transitions ............................................................................................................................... 3
Chapter 02: Personal Management: Time and Self-Care Strategies ................................................................. 12
Chapter 03: Mentorship, Preceptorship, and Nurse Residency Programs ........................................................ 22
Chapter 04: Employment Considerations: Opportunities, Resumes, and Interviewing ................................... 30
Chapter 05: NCLEX-RN® Exam and the New Graduate ................................................................................ 40
Chapter 06: Historical Perspectives: Influences on the Present ........................................................................ 51
Chapter 07: Nursing Education .......................................................................................................................... 60
Chapter 08: Nursing Theories ............................................................................................................................ 70
Chapter 09: Professional Image of Nursing ....................................................................................................... 79
Chapter 10: Challenges of Nursing Management and Leadership ................................................................... 85
Chapter 11: Building Nursing Management Skills ............................................................................................ 97
Chapter 12: Effective Communication, Team Building, and Interprofessional Practice ............................... 108
Chapter 13: Conflict Management ................................................................................................................... 118
Chapter 14: Delegation in the Clinical Setting ................................................................................................ 128
Chapter 15: The Health Care Organization and Patterns of Nursing Care Delivery ...................................... 141
Chapter 16: Economics of the Health Care Delivery System ......................................................................... 151
Chapter 17: Political Action in Nursing........................................................................................................... 161
Chapter 18: Collective Bargaining: Traditional (Union) and Nontraditional Approaches .............................. 172
Chapter 19: Ethical Issues ................................................................................................................................ 182
Chapter 20: Legal Issues .................................................................................................................................. 192
Chapter 21: Cultural and Spiritual Awareness................................................................................................. 205
Chapter 22: Quality Patient Care ..................................................................................................................... 215
Chapter 23: Nursing Informatics ..................................................................................................................... 226
Chapter 24: Using Evidence-Based Practice and Nursing Research .............................................................. 235
Chapter 25: Workplace Issues ......................................................................................................................... 244
Chapter 26: Emergency Preparedness ............................................................................................................. 254
,Chapter 01: Role Transitions
Zerwekh: Nursing Today: Transition and Trends, 11th Edition
MULTIPLE CHOICE
1. A graduate nurse has been hired as a nurse at a local hospital. The new nurse is in the
honeymoon phase of role transition when making which of the following statements?
a. “I am so nervous about being on my own as a nurse.”
b. “This will be a great learning experience.”
c. “I can‘t wait to have a steady paycheck.”
d. “This job is perfect. I can finally do things my own way.”
ANS: D
The honeymoon phase is when the student nurse sees the world of nursing as quite rosy.
Often, the new graduate is 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 laugh at
encountered situations. During this time, tension decreases, perception increases, and the
nurse is able to grow as a person.
DIF: Cognitive Level: Application/Applying
OBJ: Identify the characteristics of transition shock. TOP: Reality shock
MSC: NCLEX®: Safe and effective care environment
2. Which of the following actions by the graduate nurse is an inappropriate methodology to
recover from transition shock?
a. Networking
b. Obtaining a mentor
c. Returning to school
d. Joining a support group
ANS: C
The transition period is successfully managed when the graduate is able to evaluate the work
situation objectively and effectively predict the actions and reactions of other staff. Nurturing
the ability to see the humor in a situation may be a first step. Returning to school is a positive
step after the graduate has worked through role transition, has some clinical experience, and is
ready to focus on a new career objective. Networking, obtaining a mentor, and joining a
support group would give the graduate nurse an opportunity to talk to others experiencing the
stress associated with reality shock. The nurse would benefit from “talking through” issues
and learning how to cope.
DIF: Cognitive Level: Application/Applying
OBJ: Describe methods to promote a successful transition. TOP: Transition shock
MSC: NCLEX®: Safe and effective care environment—not applicable
3. A new nurse who has been off orientation for 4 months now 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 native”
, d. Changing jobs every 6 to 12 months
ANS: A
At this phase of the nurse‘s career, he or she is in the Doing Stage of Transition. One common
characteristic of this phase is the inability to set reasonable boundaries related to work.
Constantly working overtime will lead the new nurse to burnout. “Going native” is the term
that describes how recent graduates begin to copy and identify the reality of their
role-transition experience by rejecting the values from nursing school and functioning more
like a team member at their place of employment. Withdrawing from peer support groups,
“going native,” and changing jobs 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.
DIF: Cognitive Level: Application/Applying
OBJ: Describe methods to promote a successful transition. TOP: Reality shock
MSC: NCLEX®: Safe and effective care environment—not applicable
4. Which of the following statements by the graduate nurse shows an understanding of reality
shock as it applies to nursing?
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.”
c. “Reality shock is the period from graduation to becoming an experienced nurse.”
d. “Reality shock is a transition phase that new graduates go through before changing
jobs.”
ANS: A
“Reality shock” is a term often used to describe the reaction experienced when one moves into
the workforce after 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 defined or may not even be realistic. The
realization that practice and nursing school are not the same is often associated with “going
native.” 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.
DIF: Cognitive Level: Application/Applying
OBJ: Identify the characteristics of reality shock. TOP: Reality shock
MSC: NCLEX®: Not applicable
5. A student in the last semester of nursing school has established a goal of making a successful
role transition to graduate nurse. Which statement by the student indicates his/her
understanding of how to achieve this goal?
a. “I should care for increased number of patients to enhance work organization
skills.”
b. “I will observe staff nurses as they perform nursing procedures to refine
technique.”
c. “I should seek increasingly close guidance from the nursing instructor to reduce
errors.”
d. “I will evaluate my progress every 7 weeks or more to allow time for growth.”
