TEST BANK Nursing today Transition and trends 9th edition by Zerwekh All chapters 1-26 fully covered, ISBN: 9780323401685

TEST BANK
Nursing today Transition and trends
9th edition by Zerwekh
t
All chapters 1-26




NURSING TEST BANKS
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, NURSINGtTODAYtTRANSITIONtANDtTRENDSt9THtEDITIONtZERWEKHtTESTtBANK




Chaptert01:tRealitytShocktMULTIPLEtC

HOICE

1. Atgraduatetnursethastbeenthiredtastatnursetattatlocalthospital.tThetnewtnursetistintthethoneymoontphasetoftrol
ettransitiontwhentmakingtwhichtoftthetfollowingtstatements?

a. “Itamtsotnervoustabouttbeingtontmytowntastatnurse.”

b. “Thistwilltbetatgreattlearningtexperience.”

c. “Itcan’ttwaitttothavetatsteadytpaycheck.”

d. “Thistjobtistperfect.tItcantfinallytdotthingstmytowntway.”


ANS:tD

Thethoneymoontphasetistwhentthetstudenttnursetseestthetworldtoftnursingtastquitetrosy.tOften,tthetnewtgraduate
tistfascinatedtwithtthetthrilltoftarrivingtintthetprofession.tRealitytshocktoccurstwhentonetmovestintotthetworkforcet

aftertseveraltyearstofteducationaltpreparation.tRecoverytandtresolutiontoccurtwhentthetgraduatetnursetistablettotl
aughtattencounteredtsituations.tDuringtthisttime,ttensiontdecreases,tperceptiontincreases,tandtthetnursetistablet
totgrowtastatperson.

PTS:t1tDIF:tCognitivetLevel:tApplicationtREF:tp.t7

OBJ:tIdentifytthetcharacteristicstoftrealityts h o Nc kU. tRTSOIP
N:GRTeBa.lC
ityOM
shock

MSC:tNCLEX®:tSafetandteffectivetcaretenvironment—managementtoftcare

2. Whichtoftthetfollowingtactionstbytthetgraduatetnursetistantinappropriatetmethodologyttotrecovertfromtrea
litytshock?

a. Networking c. Returningttotschool

b. Obtainingtatmentor d. Joiningtatsupporttgroup


ANS:tC

Thettransitiontperiodtistsuccessfullytmanagedtwhentthetgraduatetistablettotevaluatetthetworktsituationtobjectively
tandtpredictteffectivelytthetactionstandtreactionstoftothertstaff.tNurturingtthetabilityttotseethumortintatsituationtma

ytbetatfirsttstep.tReturningttotschooltistatpositivetsteptaftertthetgraduatethastworkedtthroughtrolettransition,thastso
metclinicaltexperience,tandtistreadyttotfocustontatnewtcareertobjective.tNetworking,tobtainingtatmentor,tandtjoinin
gtatsupporttgrouptwouldtgivetthetgraduatetnursetantopportunityttottalkttotothers
experiencingtthetstresstassociatedtwithtrealitytshock.tThetnursetwouldtbenefittfromt‘talkingtthrough’tissuestandtl
earningthowttotcope.

PTS:t1tDIF:tCognitivetLevel:tApplicationtREF:tp.t8

OBJ:tDescribetfourtpossibletresolutionstfortrealitytshock.tTOP:tRealitytshocktMSC:

t NCLEX®:tSafetandteffectivetcaretenvironment—managementtoftcare


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3. Atnursetisttryingttotavoidtburnout.tWhichtoftthetfollowingtactionstistatvalidtwayttotachievetthis?

a. Refusingttotconstantlytworktextratshifts

b. Withdrawingtfromtpeertsupporttgroup

c. “Goingtnative”

d. Changingtjobsteveryt6ttot12tmonths


ANS:tA

Onetoftthetquickesttwaysttotexperiencetburnouttisttot“overworktthetovertime.”tSettprioritiestwithtyourtmentaltandt
physicalthealthtbeingtthethighesttpriority.tLearningttotsayt“no”ttotextratshiftstistatpositivetmeanstoftcopingtoftavoidi
ngtburnout.t“Goingtnative”tistthettermtthattdescribesthowtrecenttgraduatestbeginttotcopytandtidentifytthetrealityto
fttheirtrolettransitiontexperiencetbytrejectingtthetvaluestfromtnursingtschooltandtfunctioningtmoretliketatteamtme
mbertatttheirtplacetoftemployment.tWithdrawingtfromtpeertsupporttgroups,t“goingtnative,”tandtchangingtjobsteve
ryt6ttot12tmonthstwouldtincreasetthetchancetoftthetnursetexperiencingtburnout.tThetnursetshouldtinsteadtfocusto
nthis/hertpracticetandtseektouttsupporttfromtothertnurses.

PTS:t1tDIF:tCognitivetLevel:tApplicationtREF:tp.t9

OBJ:tDescribetfourtpossibletresolutionstfortrealitytshock.tTOP:tRealitytshocktMSC:

t NCLEX®:tSafetandteffectivetcaretenvironment—managementtoftcare
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4.tWhichtoftthetfollowingtstatements tby
graduate tthe tshows
tnurse

antunderstandingtoftrealitytshocktastitt
appliesttotnursing?

a. “tRealitytshocktistthetperiodtwhentatpersontmovestfromtschooltintotthetworkforce.

b. “Realitytshocktistthetrealizationtthattpracticetandteducationtaretnottthetsame.”

c. “Realitytshocktistthetperiodtfromtgraduationttotbecomingtantexperiencedtnurse.”

d. “Realitytshocktistattransitiontphasetthattnewtgraduatestgotthroughtbeforetchangingtjobs.”


ANS:tA

“Realitytshock”tistattermtoftentusedttotdescribetthetreactiontexperiencedtwhentonetmovestintotthetworkforcetafte
rtseveraltyearstofteducationaltpreparation.tThetnewtgraduatetistcaughttintthetsituationtoftmovingtfromtatfamiliar,tc
omfortableteducationaltenvironmenttintotatnewtroletintthetworkforcetwheretthetexpectationstaretnottclearlytdefin
edtortmaytnotteventbetrealistic.tThetrealizationtthattpracticetandtnursingtschooltaretnottthetsametistoftentassociate
dtwitht“goingtnative.”tWhentnursestmovetfromtonetpositionttotanother,ttheythavetalreadytexperiencedtrealitytshoc
k.tBecomingtantexperiencedtnursettakesttimetandtistnottparttoftthetdefinitiontoftrealitytshock.

PTS:t1tDIF:tCognitivetLevel:tApplicationtREF:tp.t6

OBJ:tComparetandtcontrasttthetphasestoftrealitytshock.tTOP:tRealitytshocktMSC:t

NCLEX®:tNottapplicable


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5.tAtstudenttintthetlasttsemestertoftnursingtschoolthastestablishedtatgoaltoftmakingtatsuccessfultrolettransitiontto
tgraduatetnurse.tWhichtstatementtbytthetstudenttindicatesthis/hertunderstandingtofthowttotachievetthistgoal?




a. “Itshouldtcaretfortincreasedtnumberstoftpatientsttotenhancetworktorganizationtskills.”

b. “Itwilltobservetstafftnursestasttheytperformtnursingtproceduresttotrefinettechnique.”

c. “Itshouldtseektincreasinglytclosetguidancetfromtthetnursingtinstructorttotreduceterrors.”

d. “Itwilltevaluatetmytprogressteveryt7tweekstortmorettotallowttimetfortgrowth.”


ANS:tA

Ittistimportanttfortthetstudentttotstartttakingtcaretoftincreasedtnumberstoftpatientsttothelptwithttimetmanagemen
ttandtworktorganization.tThetstudenttshouldtalsotbetablettotfunctiontwithouttclosetguidancetfromtthetnursingtinst
ructor.tAlthoughtittistgoodtfortstudentsttotobservetstaff,tatstudenttintthetfinaltsemestertshouldtbetablettotperformt
taskstwithtminimaltobservationtandtshouldtinsteadtfocustontimplementingtcaretandttimetmanagement.tWaitingt
7tweeksttotevaluatetprogresstwouldtnottbethelpfulttotthetstudent.tAlthoughtregulartself-
tevaluationtistantimportanttprocess,tittistthetactualtexperiencetofttakingtrealistictpatienttassignmentstandtworkin

gttypicaltshiftthourstthattassiststwithtsuccessfultrolettransition.

PTS:t1tDIF:tCognitivetLevel:tApplicationtREF:tp.t6

OBJ:tDescribetfourtpossibletresolutionstfortrealitytshock.tTOP:tRealitytshock

MSC:tNCLEX®:tNottapplicable
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6. Atnewtgraduatetoftlesstthant1tyeartdescribesthis/hertperceptiontoftatstafftnursetposition,tstating:t“Ittfeelstgr
eatttotbetatnurse!tIntfact,tit’statsnap!tItcanthardlytbelievetthere’stnotinstructortlookingtovertmytshoulder.”tWhatt
phasetoftrealitytshocktistthetgraduatetexperiencing?


a. Recovery c. Honeymoon

b. Shocktandtrejection d. Transition


ANS:tC

Intthetfirsttphasetoftthetrolettransitiontprocesst(thethoneymoontphase),tthetgraduatetnursetistthrilledtwithtcompl
etingtschooltandtacceptingtthetfirsttjob.tLifetistatbedtoftrosestbecauseteveryonetknowstnursingtschooltistmuchthar
dertthantnursingtpractice.tShocktandtrejectiontoccurtastthetnursettriesttotunderstandthowtnursingtschooltandtthe
t“realtworld”tcomettogether.tTransitiontoccurstastthetnursetbeginstthetmovetfromtstudentttotnursetandtrefersttott

hetentiretprocess,tnottjusttatparticulartphase.tThetrecoverytphasetistwhentthetnursetcantlaughtattsituationstthatth
e/shetistintandtistablettotcopetwithtthetsituationstthattaretbeingtfaced.

PTS:t1tDIF:tCognitivetLevel:tApplicationtREF:tp.t7

OBJ:tComparetandtcontrasttthetphasestoftrealitytshock.tTOP:tRealitytshocktMSC:t

NCLEX®:tNottapplicable




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