Nursing today transition and trends 9th edition zerwekh test bank

NURSING TODAY TRANSITION AND TRENDS 9THE
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DITION ZERWEKH TEST BANK
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TEST BANK n




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, NURSINGnTODAYnTRANSITIONnANDnTRENDSn9THnEDITIONnZERWEKHnTESTnBANK




Chaptern01:nRealitynShockn

MULTIPLEnCHOICE

1. Angraduatennursenhasnbeennhirednasnannursenatnanlocalnhospital.nThennewnnursenisninnthenhoneymoonnphasenofn
rolentransitionnwhennmakingnwhichnofnthenfollowingnstatements?

a. “Inamnsonnervousnaboutnbeingnonnmyn ownnasnannurse.”

b. “Thisnwillnbenangreatnlearningnexperience.”

c. “Incan’tnwaitntonhavenansteadynpaycheck.”

d. “Thisnjobnisnperfect.nIncannfinallyndonthingsnmynownnway.”


ANS:nD

Thenhoneymoonnphasenisnwhennthenstudentnnursenseesnthenworldnofnnursingnasnquitenrosy.nOften,nthennewngradua
tenisnfascinatednwithnthenthrillnofnarrivingninnthenprofession.nRealitynshocknoccursnwhennonenmovesnintonthenwork
forcenafternseveralnyearsnofneducationalnpreparation.nRecoverynandnresolutionnoccurnwhennthengraduatennursenisna
blentonlaughnatnencounterednsituations.nDuringnthisntime,ntensionndecreases,nperceptionnincreases,nandnthennurseni
snablentongrownasnanperson.

PTS:n1nDIF:nCognitivenLevel:nApplicationnREF:np.n7

OBJ:nIdentifynthencharacteristicsnofnrealitynshoN
ckU.nR
TSOIP
N:GRTeBa.lC
ityOM
shock

MSC:nNCLEX®:nSafenandneffectivencarenenvironment—managementnofncare

2. Whichnofnthenfollowingnactionsnbynthengraduatennursenisnanninappropriatenmethodologyntonrecovernfromn
realitynshock?

a. Networking c. Returningntonschool

b. Obtainingnanmentor d. Joiningnansupportngroup


ANS:nC

Thentransitionnperiodnisnsuccessfullynmanagednwhennthengraduatenisnablentonevaluatenthenworknsituationnobjective
lynandnpredictneffectivelynthenactionsnandnreactionsnofnothernstaff.nNurturingnthenabilityntonseenhumorninnansituation
nmaynbenanfirstnstep.nReturningntonschoolnisnanpositivenstepnafternthengraduatenhasnworkednthroughnrolentransition,n

hasnsomenclinicalnexperience,nandnisnreadyntonfocusnonnannewncareernobjective.nNetworking,nobtainingnanmentor,na
ndnjoiningnansupportngroupnwouldngiventhengraduatennursenannopportunityntontalkntonothers
experiencingnthenstressnassociatednwithnrealitynshock.nThennursenwouldnbenefitnfromn‘talkingnthrough’nissuesn
andnlearningnhowntoncope.

PTS:n1nDIF:nCognitivenLevel:nApplicationnREF:np.n8

OBJ:nDescribenfournpossiblenresolutionsnfornrealitynshock.nTOP:nRealitynshockn

MSC:nNCLEX®:nSafenandneffectivencarenenvironment—managementnofncare




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3. Annursenisntryingntonavoidnburnout.nWhichnofnthenfollowingnactionsnisnanvalidnwayntonachieventhis?

a. Refusingntonconstantlynworknextranshifts

b. Withdrawingnfromnpeernsupportngroup

c. “Goingnnative”

d. Changingnjobsneveryn6nton12nmonths


ANS:nA

Onenofnthenquickestnwaysntonexperiencenburnoutnisnton“overworknthenovertime.”nSetnprioritiesnwithnyournmentalna
ndnphysicalnhealthnbeingnthenhighestnpriority.nLearningntonsayn“no”ntonextranshiftsnisnanpositivenmeansnofncopingno
fnavoidingnburnout.n“Goingnnative”nisnthentermnthatndescribesnhownrecentngraduatesnbeginntoncopynandnidentifynth
enrealitynofntheirnrolentransitionnexperiencenbynrejectingnthenvaluesnfromnnursingnschoolnandnfunctioningnmorenlik
enanteamnmembernatntheirnplacenofnemployment.nWithdrawingnfromnpeernsupportngroups,n“goingnnative,”nandncha
ngingnjobsneveryn6nton12nmonthsnwouldnincreasenthenchancenofnthennursenexperiencingnburnout.nThennursenshould
ninsteadnfocusnonnhis/hernpracticenandnseeknoutnsupportnfromnothernnurses.




PTS:n1nDIF:nCognitivenLevel:nApplicationnREF:np.n9

OBJ:nDescribenfournpossiblenresolutionsnfornrealitynshock.nTOP:nRealitynshockn

MSC:nNCLEX®:nSafenandneffectivencarenenvironment—managementnofncare
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4.nWhichnofnthenfollowingnstatements nbynthe
graduatennurse nshows

annunderstandingnofnrealitynshocknasnitnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnn
nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnappliesntonnursing?




a. “nRealitynshocknisnthenperiodnwhennanpersonnmovesnfromnschoolnintonthenworkforce.

b. “Realitynshocknisnthenrealizationnthatnpracticenandneducationnarennotnthensame.”

c. “Realitynshocknisnthenperiodnfromngraduationntonbecomingnannexperiencednnurse.”

d. “Realitynshocknisnantransitionnphasenthatnnewngraduatesngonthroughnbeforenchangingnjobs.”


ANS:nA

“Realitynshock”nisnantermnoftennusedntondescribenthenreactionnexperiencednwhennonenmovesnintonthenworkforcenaf
ternseveralnyearsnofneducationalnpreparation.nThennewngraduatenisncaughtninnthensituationnofnmovingnfromnanfamil
iar,ncomfortableneducationalnenvironmentnintonannewnroleninnthenworkforcenwherenthenexpectationsnarennotnclearl
yndefinednornmaynnotnevennbenrealistic.nThenrealizationnthatnpracticenandnnursingnschoolnarennotnthensamenisnoftenn
associatednwithn“goingnnative.”nWhennnursesnmovenfromnonenpositionntonanother,ntheynhavenalreadynexperienced
nrealitynshock.nBecomingnannexperiencednnursentakesntimenandnisnnotnpartnofnthendefinitionnofnrealitynshock.




PTS:n1nDIF:nCognitivenLevel:nApplicationnREF:np.n6

OBJ:nComparenandncontrastnthenphasesnofnrealitynshock.nTOP:nRealitynshockn

MSC:nNCLEX®:nNotnapplicable




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5. Anstudentninnthenlastnsemesternofnnursingnschoolnhasnestablishednangoalnofnmakingnansuccessfulnrolentransitionnt
ongraduatennurse.nWhichnstatementnbynthenstudentnindicatesnhis/hernunderstandingnofnhowntonachieventhisngoal?

a. “Inshouldncarenfornincreasednnumbersnofnpatientsntonenhancenworknorganizationnskills.”

b. “Inwillnobservenstaffnnursesnasntheynperformnnursingnproceduresntonrefinentechnique.”

c. “Inshouldnseeknincreasinglynclosenguidancenfromnthennursingninstructorntonreducenerrors.”

d. “Inwillnevaluatenmynprogressneveryn7nweeksnornmorentonallowntimenforngrowth.”


ANS:nA

Itnisnimportantnfornthenstudentntonstartntakingncarenofnincreasednnumbersnofnpatientsntonhelpnwithntimenmanageme
ntnandnworknorganization.nThenstudentnshouldnalsonbenablentonfunctionnwithoutnclosenguidancenfromnthennursingn
instructor.nAlthoughnitnisngoodnfornstudentsntonobservenstaff,nanstudentninnthenfinalnsemesternshouldnbenablentonper
formntasksnwithnminimalnobservationnandnshouldninsteadnfocusnonnimplementingncarenandntimenmanagement.nW
aitingn7nweeksntonevaluatenprogressnwouldnnotnbenhelpfulntonthenstudent.nAlthoughnregularnself-
nevaluationnisnannimportantnprocess,nitnisnthenactualnexperiencenofntakingnrealisticnpatientnassignmentsnandnworki

ngntypicalnshiftnhoursnthatnassistsnwithnsuccessfulnrolentransition.

PTS:n1nDIF:nCognitivenLevel:nApplicationnREF:np.n6

OBJ:nDescribenfournpossiblenresolutionsnfornrealitynshock.nTOP:nRealitynshock

MSC:nNCLEX®:nNotnapplicable
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6. Annewngraduatenofnlessnthann1nyearndescribesnhis/hernperceptionnofnanstaffnnursenposition,nstating:n“Itnfeelsn
greatntonbenannurse!nInnfact,nit’snansnap!nIncannhardlynbelieventhere’snnoninstructornlookingnovernmynshoulder.”n
Whatnphasenofnrealitynshocknisnthengraduatenexperiencing?

a. Recovery c. Honeymoon

b. Shocknandnrejection d. Transition


ANS:nC

Innthenfirstnphasenofnthenrolentransitionnprocessn(thenhoneymoonnphase),nthengraduatennursenisnthrillednwithncomp
letingnschoolnandnacceptingnthenfirstnjob.nLifenisnanbednofnrosesnbecauseneveryonenknowsnnursingnschoolnisnmuchn
hardernthannnursingnpractice.nShocknandnrejectionnoccurnasnthennursentriesntonunderstandnhownnursingnschoolnan
dnthen“realnworld”ncomentogether.nTransitionnoccursnasnthennursenbeginsnthenmovenfromnstudentntonnursenandnref
ersntonthenentirenprocess,nnotnjustnanparticularnphase.nThenrecoverynphasenisnwhennthennursencannlaughnatnsituatio
nsnthatnhe/shenisninnandnisnablentoncopenwithnthensituationsnthatnarenbeingnfaced.

PTS:n1nDIF:nCognitivenLevel:nApplicationnREF:np.n7

OBJ:nComparenandncontrastnthenphasesnofnrealitynshock.nTOP:nRealitynshockn

MSC:nNCLEX®:nNotnapplicable




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