Med5C
, Chapter501:5Reality5Shoc
k5MULTIPLE5CHOICE
1. A5graduate5nurse5has5been5hired5as5a5nurse5at5a5local5hospital.5The5new5nurse5is5in5the5honeymoon5phase5
of5role5transition5when5making5which5of5the5following5statements?
a. ―I5am5so5nervous5about5being5on5my5own5as5a5nurse.‖
b. ―This5will5be5a5great5learning5experience.‖
c. ―I5can‘t5wait5to5have5a5steady5paycheck.‖
d. ―This5job5is5perfect.5I5can5finally5do5things5my5own5way.‖
ANS:5D
The5honeymoon5phase5is5when5the5student5nurse5sees5the5world5of5nursing5as5quite5rosy.5Often,5the5new5grad
uate5is5fascinated5with5the5thrill5of5arriving5in5the5profession.5Reality5shock5occurs5when5one5moves5into5the5
workforce5after5several5years5of5educational5preparation.5Recovery5and5resolution5occur5when5the5graduate5nu
rse5is5able5to5laugh5at5encountered5situations.5During5this5time,5tension5decreases,5perception5increases,5and5t
he5nurse5is5able5to5grow5as5a5person.
PTS:515DIF:5Cognitive5Level:5Application5REF:5p.57
OBJ:5Identify5the5characteristics5of5reality5shoN
ckU.5R
TSOIP
N:GRTeBa.lC
itO
y5M
shock
MSC:5NCLEX®:5Safe5and5effective5care5environment—management5of5care
2. Which5of5the5following5actions5by5the5graduate5nurse5is5an5inappropriate5methodology5to5recover5fro
m5reality5shock?
a. Networking c. Returning5to5school
b. Obtaining5a5mentor d. Joining5a5support5group
ANS:5C
The5transition5period5is5successfully5managed5when5the5graduate5is5able5to5evaluate5the5work5situation5objecti
vely5and5predict5effectively5the5actions5and5reactions5of5other5staff.5Nurturing5the5ability5to5see5humor5in5a5situ
ation5may5be5a5first5step.5Returning5to5school5is5a5positive5step5after5the5graduate5has5worked5through5role5tran
sition,5has5some5clinical5experience,5and5is5ready5to5focus5on5a5new5career5objective.5Networking,5obtaining5a5
mentor,5and5joining5a5support5group5would5give5the5graduate5nurse5an5opportunity5to5talk5to5others5experienci
ng5the5stress5associated5with5reality5shock.5The5nurse5would5benefit5from5‗talking5through‘5issues5and5learnin
g5how5to5cope.
PTS:515DIF:5Cognitive5Level:5Application5REF:5p.58
OBJ:5Describe5four5possible5resolutions5for5reality5shock.5TOP:5Reality5shock5MS
C:5NCLEX®:5Safe5and5effective5care5environment—management5of5care
Med5C
, 3. A5nurse5is5trying5to5avoid5burnout.5Which5of5the5following5actions5is5a5valid5way5to5achieve5this?
a. Refusing5to5constantly5work5extra5shifts
b. Withdrawing5from5peer5support5group
c. ―Going5native‖
d. Changing5jobs5every565to5125months
ANS:5A
One5of5the5quickest5ways5to5experience5burnout5is5to5―overwork5the5overtime.‖5Set5priorities5with5your5ment
al5and5physical5health5being5the5highest5priority.5Learning5to5say5―no‖5to5extra5shifts5is5a5positive5means5of5cop
ing5of5avoiding5burnout.5―Going5native‖5is5the5term5that5describes5how5recent5graduates5begin5to5copy5and5iden
tify5the5reality5of5their5role5transition5experience5by5rejecting5the5values5from5nursing5school5and5functioning5
more5like5a5team5member5at5their5place5of5employment.5Withdrawing5from5peer5support5groups,5―going5native
,‖5and5changing5jobs5every565to5125months5would5increase5the5chance5of5the5nurse5experiencing5burnout.5The5
nurse5should5instead5focus5on5his/her5practice5and5seek5out5support5from5other5nurses.
PTS:515DIF:5Cognitive5Level:5Application5REF:5p.59
OBJ:5Describe5four5possible5resolutions5for5reality5shock.5TOP:5Reality5shock5MS
C:5NCLEX®:5Safe5and5effective5care5environment—management5of5care
M
4.5Which5of5the5following5statements5by5an5undergraduate5nurse5describes5understanding5of5reality5shock5as5it5applies
to5nursing?
5
a. ―5Reality5shock5is5the5period5when5a5person5moves5from5school5into5the5workforce.
b. ―Reality5shock5is5the5realization5that5practice5and5education5are5not5the5same.‖
c. ―Reality5shock5is5the5period5from5graduation5to5becoming5an5experienced5nurse.‖
d. ―Reality5shock5is5a5transition5phase5that5new5graduates5go5through5before5changing5jobs.‖
ANS:5A
―Reality5shock‖5is5a5term5often5used5to5describe5the5reaction5experienced5when5one5moves5into5the5workforc
e5after5several5years5of5educational5preparation.5The5new5graduate5is5caught5in5the5situation5of5moving5from5a
5familiar,5comfortable5educational5environment5into5a5new5role5in5the5workforce5where5the5expectations5are5n
ot5clearly5defined5or5may5not5even5be5realistic.5The5realization5that5practice5and5nursing5school5are5not5the5sa
me5is5often5associated5with5―going5native.‖5When5nurses5move5from5one5position5to5another,5they5have5alread
y5experienced5reality5shock.5Becoming5an5experienced5nurse5takes5time5and5is5not5part5of5the5definition5of5rea
lity5shock.
PTS:515DIF:5Cognitive5Level:5Application5REF:5p.56
OBJ:5Compare5and5contrast5the5phases5of5reality5shock.5TOP:5Reality5shoc
k5MSC:5NCLEX®:5Not5applicable
Med5C
, 5. A5student5in5the5last5semester5of5nursing5school5has5established5a5goal5of5making5a5successful5role5transiti
on5to5graduate5nurse.5Which5statement5by5the5student5indicates5his/her5understanding5of5how5to5achieve5this5g
oal?
a. ―I5should5care5for5increased5numbers5of5patients5to5enhance5work5organization5skills.‖
b. ―I5will5observe5staff5nurses5as5they5perform5nursing5procedures5to5refine5technique.‖
c. ―I5should5seek5increasingly5close5guidance5from5the5nursing5instructor5to5reduce5errors.‖
d. ―I5will5evaluate5my5progress5every575weeks5or5more5to5allow5time5for5growth.‖
ANS:5A
It5is5important5for5the5student5to5start5taking5care5of5increased5numbers5of5patients5to5help5with5time5manage
ment5and5work5organization.5The5student5should5also5be5able5to5function5without5close5guidance5from5the5nu
rsing5instructor.5Although5it5is5good5for5students5to5observe5staff,5a5student5in5the5final5semester5should5be5ab
le5to5perform5tasks5with5minimal5observation5and5should5instead5focus5on5implementing5care5and5time5mana
gement.5Waiting575weeks5to5evaluate5progress5would5not5be5helpful5to5the5student.5Although5regular5self-
5evaluation5is5an5important5process,5it5is5the5actual5experience5of5taking5realistic5patient5assignments5and5wor
king5typical5shift5hours5that5assists5with5successful5role5transition.
PTS:515DIF:5Cognitive5Level:5Application5REF:5p.56
OBJ:5Describe5four5possible5resolutions5for5reality5shock.5TOP:5Reality5shoc
k5MSC:5NCLEX®:5Not5applicable
NURSINGTB.COM
6. A5new5graduate5of5less5than515year5describes5his/her5perception5of5a5staff5nurse5position,5stating:5―It5feel
s5great5to5be5a5nurse!5In5fact,5it‘s5a5snap!5I5can5hardly5believe5there‘s5no5instructor5looking5over5my5should
er.‖5What5phase5of5reality5shock5is5the5graduate5experiencing?
a. Recovery c. Honeymoon
b. Shock5and5rejection d. Transition
ANS:5C
In5the5first5phase5of5the5role5transition5process5(the5honeymoon5phase),5the5graduate5nurse5is5thrilled5with5co
mpleting5school5and5accepting5the5first5job.5Life5is5a5bed5of5roses5because5everyone5knows5nursing5school5is5
much5harder5than5nursing5practice.5Shock5and5rejection5occur5as5the5nurse5tries5to5understand5how5nursing5sc
hool5and5the5―real5world‖5come5together.5Transition5occurs5as5the5nurse5begins5the5move5from5student5to5nu
rse5and5refers5to5the5entire5process,5not5just5a5particular5phase.5The5recovery5phase5is5when5the5nurse5can5lau
gh5at5situations5that5he/she5is5in5and5is5able5to5cope5with5the5situations5that5are5being5faced.
PTS:515DIF:5Cognitive5Level:5Application5REF:5p.57
OBJ:5Compare5and5contrast5the5phases5of5reality5shock.5TOP:5Reality5shoc
k5MSC:5NCLEX®:5Not5applicable
Med5C
, Chapter501:5Reality5Shoc
k5MULTIPLE5CHOICE
1. A5graduate5nurse5has5been5hired5as5a5nurse5at5a5local5hospital.5The5new5nurse5is5in5the5honeymoon5phase5
of5role5transition5when5making5which5of5the5following5statements?
a. ―I5am5so5nervous5about5being5on5my5own5as5a5nurse.‖
b. ―This5will5be5a5great5learning5experience.‖
c. ―I5can‘t5wait5to5have5a5steady5paycheck.‖
d. ―This5job5is5perfect.5I5can5finally5do5things5my5own5way.‖
ANS:5D
The5honeymoon5phase5is5when5the5student5nurse5sees5the5world5of5nursing5as5quite5rosy.5Often,5the5new5grad
uate5is5fascinated5with5the5thrill5of5arriving5in5the5profession.5Reality5shock5occurs5when5one5moves5into5the5
workforce5after5several5years5of5educational5preparation.5Recovery5and5resolution5occur5when5the5graduate5nu
rse5is5able5to5laugh5at5encountered5situations.5During5this5time,5tension5decreases,5perception5increases,5and5t
he5nurse5is5able5to5grow5as5a5person.
PTS:515DIF:5Cognitive5Level:5Application5REF:5p.57
OBJ:5Identify5the5characteristics5of5reality5shoN
ckU.5R
TSOIP
N:GRTeBa.lC
itO
y5M
shock
MSC:5NCLEX®:5Safe5and5effective5care5environment—management5of5care
2. Which5of5the5following5actions5by5the5graduate5nurse5is5an5inappropriate5methodology5to5recover5fro
m5reality5shock?
a. Networking c. Returning5to5school
b. Obtaining5a5mentor d. Joining5a5support5group
ANS:5C
The5transition5period5is5successfully5managed5when5the5graduate5is5able5to5evaluate5the5work5situation5objecti
vely5and5predict5effectively5the5actions5and5reactions5of5other5staff.5Nurturing5the5ability5to5see5humor5in5a5situ
ation5may5be5a5first5step.5Returning5to5school5is5a5positive5step5after5the5graduate5has5worked5through5role5tran
sition,5has5some5clinical5experience,5and5is5ready5to5focus5on5a5new5career5objective.5Networking,5obtaining5a5
mentor,5and5joining5a5support5group5would5give5the5graduate5nurse5an5opportunity5to5talk5to5others5experienci
ng5the5stress5associated5with5reality5shock.5The5nurse5would5benefit5from5‗talking5through‘5issues5and5learnin
g5how5to5cope.
PTS:515DIF:5Cognitive5Level:5Application5REF:5p.58
OBJ:5Describe5four5possible5resolutions5for5reality5shock.5TOP:5Reality5shock5MS
C:5NCLEX®:5Safe5and5effective5care5environment—management5of5care
Med5C
, 3. A5nurse5is5trying5to5avoid5burnout.5Which5of5the5following5actions5is5a5valid5way5to5achieve5this?
a. Refusing5to5constantly5work5extra5shifts
b. Withdrawing5from5peer5support5group
c. ―Going5native‖
d. Changing5jobs5every565to5125months
ANS:5A
One5of5the5quickest5ways5to5experience5burnout5is5to5―overwork5the5overtime.‖5Set5priorities5with5your5ment
al5and5physical5health5being5the5highest5priority.5Learning5to5say5―no‖5to5extra5shifts5is5a5positive5means5of5cop
ing5of5avoiding5burnout.5―Going5native‖5is5the5term5that5describes5how5recent5graduates5begin5to5copy5and5iden
tify5the5reality5of5their5role5transition5experience5by5rejecting5the5values5from5nursing5school5and5functioning5
more5like5a5team5member5at5their5place5of5employment.5Withdrawing5from5peer5support5groups,5―going5native
,‖5and5changing5jobs5every565to5125months5would5increase5the5chance5of5the5nurse5experiencing5burnout.5The5
nurse5should5instead5focus5on5his/her5practice5and5seek5out5support5from5other5nurses.
PTS:515DIF:5Cognitive5Level:5Application5REF:5p.59
OBJ:5Describe5four5possible5resolutions5for5reality5shock.5TOP:5Reality5shock5MS
C:5NCLEX®:5Safe5and5effective5care5environment—management5of5care
M
4.5Which5of5the5following5statements5by5an5undergraduate5nurse5describes5understanding5of5reality5shock5as5it5applies
to5nursing?
5
a. ―5Reality5shock5is5the5period5when5a5person5moves5from5school5into5the5workforce.
b. ―Reality5shock5is5the5realization5that5practice5and5education5are5not5the5same.‖
c. ―Reality5shock5is5the5period5from5graduation5to5becoming5an5experienced5nurse.‖
d. ―Reality5shock5is5a5transition5phase5that5new5graduates5go5through5before5changing5jobs.‖
ANS:5A
―Reality5shock‖5is5a5term5often5used5to5describe5the5reaction5experienced5when5one5moves5into5the5workforc
e5after5several5years5of5educational5preparation.5The5new5graduate5is5caught5in5the5situation5of5moving5from5a
5familiar,5comfortable5educational5environment5into5a5new5role5in5the5workforce5where5the5expectations5are5n
ot5clearly5defined5or5may5not5even5be5realistic.5The5realization5that5practice5and5nursing5school5are5not5the5sa
me5is5often5associated5with5―going5native.‖5When5nurses5move5from5one5position5to5another,5they5have5alread
y5experienced5reality5shock.5Becoming5an5experienced5nurse5takes5time5and5is5not5part5of5the5definition5of5rea
lity5shock.
PTS:515DIF:5Cognitive5Level:5Application5REF:5p.56
OBJ:5Compare5and5contrast5the5phases5of5reality5shock.5TOP:5Reality5shoc
k5MSC:5NCLEX®:5Not5applicable
Med5C
, 5. A5student5in5the5last5semester5of5nursing5school5has5established5a5goal5of5making5a5successful5role5transiti
on5to5graduate5nurse.5Which5statement5by5the5student5indicates5his/her5understanding5of5how5to5achieve5this5g
oal?
a. ―I5should5care5for5increased5numbers5of5patients5to5enhance5work5organization5skills.‖
b. ―I5will5observe5staff5nurses5as5they5perform5nursing5procedures5to5refine5technique.‖
c. ―I5should5seek5increasingly5close5guidance5from5the5nursing5instructor5to5reduce5errors.‖
d. ―I5will5evaluate5my5progress5every575weeks5or5more5to5allow5time5for5growth.‖
ANS:5A
It5is5important5for5the5student5to5start5taking5care5of5increased5numbers5of5patients5to5help5with5time5manage
ment5and5work5organization.5The5student5should5also5be5able5to5function5without5close5guidance5from5the5nu
rsing5instructor.5Although5it5is5good5for5students5to5observe5staff,5a5student5in5the5final5semester5should5be5ab
le5to5perform5tasks5with5minimal5observation5and5should5instead5focus5on5implementing5care5and5time5mana
gement.5Waiting575weeks5to5evaluate5progress5would5not5be5helpful5to5the5student.5Although5regular5self-
5evaluation5is5an5important5process,5it5is5the5actual5experience5of5taking5realistic5patient5assignments5and5wor
king5typical5shift5hours5that5assists5with5successful5role5transition.
PTS:515DIF:5Cognitive5Level:5Application5REF:5p.56
OBJ:5Describe5four5possible5resolutions5for5reality5shock.5TOP:5Reality5shoc
k5MSC:5NCLEX®:5Not5applicable
NURSINGTB.COM
6. A5new5graduate5of5less5than515year5describes5his/her5perception5of5a5staff5nurse5position,5stating:5―It5feel
s5great5to5be5a5nurse!5In5fact,5it‘s5a5snap!5I5can5hardly5believe5there‘s5no5instructor5looking5over5my5should
er.‖5What5phase5of5reality5shock5is5the5graduate5experiencing?
a. Recovery c. Honeymoon
b. Shock5and5rejection d. Transition
ANS:5C
In5the5first5phase5of5the5role5transition5process5(the5honeymoon5phase),5the5graduate5nurse5is5thrilled5with5co
mpleting5school5and5accepting5the5first5job.5Life5is5a5bed5of5roses5because5everyone5knows5nursing5school5is5
much5harder5than5nursing5practice.5Shock5and5rejection5occur5as5the5nurse5tries5to5understand5how5nursing5sc
hool5and5the5―real5world‖5come5together.5Transition5occurs5as5the5nurse5begins5the5move5from5student5to5nu
rse5and5refers5to5the5entire5process,5not5just5a5particular5phase.5The5recovery5phase5is5when5the5nurse5can5lau
gh5at5situations5that5he/she5is5in5and5is5able5to5cope5with5the5situations5that5are5being5faced.
PTS:515DIF:5Cognitive5Level:5Application5REF:5p.57
OBJ:5Compare5and5contrast5the5phases5of5reality5shock.5TOP:5Reality5shoc
k5MSC:5NCLEX®:5Not5applicable
Med5C
