TEST BANK FOR NURSING TODAY TRANSITION AND TRENDS 11TH EDITION BY ZERWEKH-100% verified

TEST BANK FOR NURSING TODAY TRANSITION AND TRENDS 11TH EDITION BY ZERWEKH-100% verified ed C Chapter 01: Reality Shock 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.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 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. PTS: 1 DIF: Cognitive Level: Application REF: p. 7 OBJ: Identify the characteristics of reality s h oNc kU. R TSOI PN:GRT eB a. lC itOy Ms h o c k 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 reality 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 objectively 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, 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. PTS: 1 DIF: Cognitive Level: Application REF: p. 8 OBJ: Describe four possible resolutions for reality shock. TOP: Reality shock MSC: NCLEX®: Safe and effective care environment—management of care ed C Med 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 and physical health being the highest priority. Learning to say ―noǁ to extra shifts is a positive means of coping of avoiding burnout. ―Going nativeǁ 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,ǁ 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. PTS: 1 DIF: Cognitive Level: Application REF: p. 9 OBJ: Describe four possible resolutions for reality shock. TOP: Reality shock MSC: 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 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.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 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.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