Chapter 01: Role Transitions
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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.
.
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: Table 1.1 OBJ: Identify the characteristics of reality 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 reality 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 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
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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 “Reality shock” is a term often used to describe the reaction experienced when one moves
and learning how to cope. 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
PTS: 1 DIF: Cognitive Level: Application/Applying . into a new role in . the workforce where the expectations are not clearly defined or may
REF: p. 9 OBJ: Describe methods to promote a successful transition. not even be realistic. The realization that practice and nursing school are not the same is
TOP: Reality shock often associated with “going native.” When nurses move from one position to another,
MSC: NCLEX®: Safe and effective care environment Not applicable they have already experienced
.
reality shock. Becoming an experienced nurse takes time and is not part of the definition
3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achieve of . reality shock.
this?
a. Refusing to constantly work extra shifts . PTS: 1 DIF: Cognitive Level: Application/Applying . REF: p. 5
b. Withdrawing from peer support group OBJ: Identify the characteristics of reality shock.
c. “Going native” TOP: Reality shock MSC: NCLEX®: Not applicable
d. Changing jobs every 6 to 12 months .
ANS: A 5. A new graduate of less than 1 year describes his/her perception of a staff nurse position,
One of the quickest ways to experience burnout is to “overwork the overtime.” Set stating: “It feels great to be a nurse! In fact, it’s a snap! I can hardly believe there’s no .
priorities with your mental and physical health being the highest priority. Learning to say instructor looking over my shoulder.” What phase of reality shock is the graduate
“no” to extra shifts is a positive means of coping of avoiding burnout. “Going native” is experiencing?
the term that . describes how recent graduates begin to copy and identify the reality of their a. Recovery .
role-transition experience by rejecting the values from nursing school and functioning b. Shock and rejection
more like a team member at their place of employment. Withdrawing from peer support c. Honeymoon
groups, “going native,” . and changing jobs every 6 to 12 months would increase the d. Transition .
chance of the nurse experiencing ANS: C
burnout. The nurse should instead focus on his/her practice and seek out support from In the first phase of the role transition process (the honeymoon phase), the graduate nurse is
other nurses. thrilled with completing school and accepting the first job. Life is a bed of roses because
. everyone knows nursing school is much harder than nursing practice. Shock and rejection .
PTS: 1 DIF: Cognitive Level: Application/Applying occur as the nurse tries to understand how nursing school and the “real world” come together.
REF: p. 7 OBJ: Describe methods to promote a successful transition. Transition occurs as the nurse begins the move from student to nurse and refers to the entire
TOP: Reality shock process, not just a particular phase. The recovery phase is when the nurse can laugh at .
MSC: NCLEX®: Safe and effective care environment Not applicable .
situations that he/she is in and is able to cope with the situations that are being faced.
4. Which of the following statements by the graduate nurse shows an understanding of PTS: 1 DIF: Cognitive Level: Application/Applying
reality shock as it applies to nursing? . REF: p. 7 OBJ: Compare and contrast the phases of reality shock. .
a. “Reality shock is the period when a person moves from school into the TOP: Reality shock MSC: NCLEX®: Not applicable
b. workforce.”“Reality shock is the realization that practice and education are not the 6. A student in the last semester of nursing school has established a goal of making a
same.” successful . role transition to graduate nurse. Which statement by the student indicates
c. “Reality shock is the period from graduation to becoming an experienced nurse.”. his/her understanding of how to achieve this goal?
d. “Reality shock is a transition phase that new graduates go through before changing a. “I should care for increased numbers of patients to enhance work organization
jobs.” skills.” .
b. “I will observe staff nurses as they perform nursing procedures to refine
ANS: A . 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.”
ANS: A
, It is important for the student to start taking care of increased numbers of patients to help beginning sense of humor (usually the first sigh), a decrease in tension, and an increase in the
with . time management and work organization. The student should also be able to function
ability to cope with the situations that he/she is faced with. Role transformation is the process
without close guidance from the nursing instructor. Although it is good for students to
of transforming from student to nurse. .
observe staff, a
student in the final semester should be able to perform tasks with minimal observation and . PTS: 1 DIF: Cognitive Level: Application/Applying
should instead focus on implementing care and time management. Waiting 7 weeks to REF: p. 8 OBJ: Compare and contrast the phases of reality shock.
TOP: Reality shock MSC: NCLEX®: Not applicable.
evaluate progress would not be helpful to the student. Although regular self-evaluation is an
important process, it is the actual experience of taking realistic patient assignments and .
working typical shift hours that assists with successful role transition. 8. A graduate nurse has been out of school for 3 months and working in a staff nurse position for
the past 2 months. What type of transition is the nurse experiencing? .
PTS: 1 DIF: Cognitive Level: Application/Applying a. A developmental transition
b. An organizational transition
REF: p. 13 OBJ: Describe methods to promote a successful transition. .
c. A health-oriented transition
TOP: Reality shock MSC: NCLEX®: Not applicable d. A situational transition .
7. A new graduate has worked on a busy unit for 6 months since graduating from nursing school. ANS: D
The graduate tells a friend, “I’ve never been so upset in all my life! The care that some of the . A situational transition is a lifestyle change that occurs because of a new situation. Most often
staff give our patients is outrageously bad. There’s practically no attention to the principles of the changes are by choice—for instance, graduations, marriages, and new jobs. .
asepsis the way I learned them! The staff tell me that we have to cut corners if we’re going to Developmental transitions include becoming a parent or going through a midlife crisis. An
get all the work done. I can’t stand it!” What phase of reality shock is this graduate . organizational transition involves a change in leadership. A health-oriented transition involves
experiencing? dealing with an illness or health issue, such as coping with a chronic illness. .
a. Honeymoon
b. Shock and rejection PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 3 OBJ:
c. Recovery . Discuss the concepts of transitions.
TOP: Types of transitions MSC: NCLEX®: Not applicable.
d. Role transformation
ANS: B 9. The graduate nurse understands that transitions occur throughout life. What major factor does
. the nurse identify as influential in a successful transition from school to practice? a. Level of
The honeymoon phase for the new graduate nurse is short lived when the graduate identifies new knowledge and skills required in the new environment.
the conflicts between the way he/she was taught and the reality of what is done. Shock and b. Amount of classwork required to obtain a degree
rejection cause mental and emotional withdrawal, moral outrage, and a hypercritical attitude, . c. Personal history of previous developmental transitions
which are just some of the symptoms of the realization that the honeymoon is over. Excessive
d. Influence of classmates and their transitional experiences.
mistrust, frequent pains and illness, a decrease in energy and fatigue, feeling like a failure and
blaming oneself for every mistake, a hypercritical attitude, and feeling morally outraged are
ANS: A
characteristics of the shock and rejection phase. The recovery phase is characterized by a .
The transition from student to practice reflects a situational transition that is most often
affected by the anticipation of changes in the new work environment. Classwork no longer .
affects this transition. A personal history of previous developmental transitions and the
influence of classmates are not as prominent as the anticipated requirements to function in the
new environment of work.
.
PTS: 1 DIF: Cognitive Level: Comprehension/Understanding
, REF: p. 4 OBJ: Describe methods to promote a successful transition. TOP: great. Meeting with other new graduates can be productive, but it is a part of the transition and
Types of transitions MSC: NCLEX®: Not applicable . . not an indication of successful transition.
10. A nurse manager is giving a presentation at a local community college. The nurse manager PTS: 1 DIF: Cognitive Level: Application/Applying
understands the job expectations of a new graduate when making which of the following REF: p. 8 OBJ: Compare and contrast the phases of reality shock. .
statements? . TOP: Characteristics of a successful transition MSC: NCLEX®: Not applicable
a. “A graduate nurse should be able to perform as independently as was demonstrated the
last semester of nursing.” 12. A student nurse is in the last semester of nursing school. Which action by the nursing student
b. “A graduate nurse should be able to function competently as a registered nurse at the indicates appropriate preparation for the transition experience? .
entry level.” . a. The nursing student requests additional experiences in performing skills and
c. “A graduate nurse should be able to function in the role that was described in the procedures.
curriculum for the school of nursing.” b. The nursing student maintains close contact with a nursing instructor. to observe
d. “A graduate nurse should be able to be able to function independently with ability . nursing procedures.
c. The nursing student practices nursing assessments and care on one or two patients to
to make clinical nursing judgments.”
become more competent.
ANS: B d. The nursing student increases communication with a nursing instructor to maintain .
The job expectations of a new graduate nurse are those of an entry-level new employee. This . a resource person after graduation.
frequently includes an extended orientation to assist the new graduate to transition into the
ANS: A
independent role of the nurse. The new graduate nurse is not expected to function
independently with the ability to make clinical nursing judgments. School curriculum and Students should get all the experience, not just observation, you can before graduation. Ask to
. perform procedures and skills and request feedback from staff nurses and instructors.
how . one functioned the last semester of school are usually not considered in the job
expectations of a new graduate. Students should also begin to build resources that will be available after graduation. It is
during the last semester that students begin to care for more complex patients (and more
patient numbers) to . gain experience in the “real world” of nursing management and to have
PTS: 1 DIF: Cognitive Level: Comprehension/Understanding . REF: p. 12
OBJ: Discuss the concepts of transitions. less reliance on the nursing instructor as a resource person.
TOP: Successful transitions MSC: NCLEX®: Not applicable
PTS: 1 DIF: Cognitive Level: Application/Applying .
REF: p. 13 OBJ: Describe methods to promote a successful transition.
11. Which action by the graduate nurse shows that a successful transition to nursing has been .
TOP: Activities to promote successful transition before graduation
made?
MSC: NCLEX®: Not applicable
a. The nurse begins to work with the nursing team and functions as others expect. .
b. The nurse begins to objectively evaluate work experiences and enjoy the humor of . 13. A graduate nurse has been reviewing the NCSBN’s Transition to Practice model. The graduate
clinical situations. nurse understands the intention of the model when making which of the following statements?
c. The nurse believes everything is great, patients are wonderful, and the new unit is so .
nice. a. “The intention of the model is to mandate that all state boards of nursing provide a
d. The nurse meets regularly with other new graduates to. compare and discuss
b. regulatory model for transition“The intention of the model is to provide educational
problems.
modules so that the new to practice.” graduate does not need to work with a
ANS: B
Objectivity and humor are two of the characteristics of a successful transition. “Going native” preceptor.” .
.
occurs when the graduate begins to provide care in the manner that the team or group wants
c. “The intention of the model is to have the new graduate take and pass the
it done, not necessarily the correct way. The “honeymoon phase” is when everything is going
TEST BANK FOR NURSING TODAY TRANSITION AND TRENDS .
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11TH EDITION BY ZERWEKH 100% verified
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.
.
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: Table 1.1 OBJ: Identify the characteristics of reality 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 reality 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 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
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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 “Reality shock” is a term often used to describe the reaction experienced when one moves
and learning how to cope. 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
PTS: 1 DIF: Cognitive Level: Application/Applying . into a new role in . the workforce where the expectations are not clearly defined or may
REF: p. 9 OBJ: Describe methods to promote a successful transition. not even be realistic. The realization that practice and nursing school are not the same is
TOP: Reality shock often associated with “going native.” When nurses move from one position to another,
MSC: NCLEX®: Safe and effective care environment Not applicable they have already experienced
.
reality shock. Becoming an experienced nurse takes time and is not part of the definition
3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achieve of . reality shock.
this?
a. Refusing to constantly work extra shifts . PTS: 1 DIF: Cognitive Level: Application/Applying . REF: p. 5
b. Withdrawing from peer support group OBJ: Identify the characteristics of reality shock.
c. “Going native” TOP: Reality shock MSC: NCLEX®: Not applicable
d. Changing jobs every 6 to 12 months .
ANS: A 5. A new graduate of less than 1 year describes his/her perception of a staff nurse position,
One of the quickest ways to experience burnout is to “overwork the overtime.” Set stating: “It feels great to be a nurse! In fact, it’s a snap! I can hardly believe there’s no .
priorities with your mental and physical health being the highest priority. Learning to say instructor looking over my shoulder.” What phase of reality shock is the graduate
“no” to extra shifts is a positive means of coping of avoiding burnout. “Going native” is experiencing?
the term that . describes how recent graduates begin to copy and identify the reality of their a. Recovery .
role-transition experience by rejecting the values from nursing school and functioning b. Shock and rejection
more like a team member at their place of employment. Withdrawing from peer support c. Honeymoon
groups, “going native,” . and changing jobs every 6 to 12 months would increase the d. Transition .
chance of the nurse experiencing ANS: C
burnout. The nurse should instead focus on his/her practice and seek out support from In the first phase of the role transition process (the honeymoon phase), the graduate nurse is
other nurses. thrilled with completing school and accepting the first job. Life is a bed of roses because
. everyone knows nursing school is much harder than nursing practice. Shock and rejection .
PTS: 1 DIF: Cognitive Level: Application/Applying occur as the nurse tries to understand how nursing school and the “real world” come together.
REF: p. 7 OBJ: Describe methods to promote a successful transition. Transition occurs as the nurse begins the move from student to nurse and refers to the entire
TOP: Reality shock process, not just a particular phase. The recovery phase is when the nurse can laugh at .
MSC: NCLEX®: Safe and effective care environment Not applicable .
situations that he/she is in and is able to cope with the situations that are being faced.
4. Which of the following statements by the graduate nurse shows an understanding of PTS: 1 DIF: Cognitive Level: Application/Applying
reality shock as it applies to nursing? . REF: p. 7 OBJ: Compare and contrast the phases of reality shock. .
a. “Reality shock is the period when a person moves from school into the TOP: Reality shock MSC: NCLEX®: Not applicable
b. workforce.”“Reality shock is the realization that practice and education are not the 6. A student in the last semester of nursing school has established a goal of making a
same.” successful . role transition to graduate nurse. Which statement by the student indicates
c. “Reality shock is the period from graduation to becoming an experienced nurse.”. his/her understanding of how to achieve this goal?
d. “Reality shock is a transition phase that new graduates go through before changing a. “I should care for increased numbers of patients to enhance work organization
jobs.” skills.” .
b. “I will observe staff nurses as they perform nursing procedures to refine
ANS: A . 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.”
ANS: A
, It is important for the student to start taking care of increased numbers of patients to help beginning sense of humor (usually the first sigh), a decrease in tension, and an increase in the
with . time management and work organization. The student should also be able to function
ability to cope with the situations that he/she is faced with. Role transformation is the process
without close guidance from the nursing instructor. Although it is good for students to
of transforming from student to nurse. .
observe staff, a
student in the final semester should be able to perform tasks with minimal observation and . PTS: 1 DIF: Cognitive Level: Application/Applying
should instead focus on implementing care and time management. Waiting 7 weeks to REF: p. 8 OBJ: Compare and contrast the phases of reality shock.
TOP: Reality shock MSC: NCLEX®: Not applicable.
evaluate progress would not be helpful to the student. Although regular self-evaluation is an
important process, it is the actual experience of taking realistic patient assignments and .
working typical shift hours that assists with successful role transition. 8. A graduate nurse has been out of school for 3 months and working in a staff nurse position for
the past 2 months. What type of transition is the nurse experiencing? .
PTS: 1 DIF: Cognitive Level: Application/Applying a. A developmental transition
b. An organizational transition
REF: p. 13 OBJ: Describe methods to promote a successful transition. .
c. A health-oriented transition
TOP: Reality shock MSC: NCLEX®: Not applicable d. A situational transition .
7. A new graduate has worked on a busy unit for 6 months since graduating from nursing school. ANS: D
The graduate tells a friend, “I’ve never been so upset in all my life! The care that some of the . A situational transition is a lifestyle change that occurs because of a new situation. Most often
staff give our patients is outrageously bad. There’s practically no attention to the principles of the changes are by choice—for instance, graduations, marriages, and new jobs. .
asepsis the way I learned them! The staff tell me that we have to cut corners if we’re going to Developmental transitions include becoming a parent or going through a midlife crisis. An
get all the work done. I can’t stand it!” What phase of reality shock is this graduate . organizational transition involves a change in leadership. A health-oriented transition involves
experiencing? dealing with an illness or health issue, such as coping with a chronic illness. .
a. Honeymoon
b. Shock and rejection PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 3 OBJ:
c. Recovery . Discuss the concepts of transitions.
TOP: Types of transitions MSC: NCLEX®: Not applicable.
d. Role transformation
ANS: B 9. The graduate nurse understands that transitions occur throughout life. What major factor does
. the nurse identify as influential in a successful transition from school to practice? a. Level of
The honeymoon phase for the new graduate nurse is short lived when the graduate identifies new knowledge and skills required in the new environment.
the conflicts between the way he/she was taught and the reality of what is done. Shock and b. Amount of classwork required to obtain a degree
rejection cause mental and emotional withdrawal, moral outrage, and a hypercritical attitude, . c. Personal history of previous developmental transitions
which are just some of the symptoms of the realization that the honeymoon is over. Excessive
d. Influence of classmates and their transitional experiences.
mistrust, frequent pains and illness, a decrease in energy and fatigue, feeling like a failure and
blaming oneself for every mistake, a hypercritical attitude, and feeling morally outraged are
ANS: A
characteristics of the shock and rejection phase. The recovery phase is characterized by a .
The transition from student to practice reflects a situational transition that is most often
affected by the anticipation of changes in the new work environment. Classwork no longer .
affects this transition. A personal history of previous developmental transitions and the
influence of classmates are not as prominent as the anticipated requirements to function in the
new environment of work.
.
PTS: 1 DIF: Cognitive Level: Comprehension/Understanding
, REF: p. 4 OBJ: Describe methods to promote a successful transition. TOP: great. Meeting with other new graduates can be productive, but it is a part of the transition and
Types of transitions MSC: NCLEX®: Not applicable . . not an indication of successful transition.
10. A nurse manager is giving a presentation at a local community college. The nurse manager PTS: 1 DIF: Cognitive Level: Application/Applying
understands the job expectations of a new graduate when making which of the following REF: p. 8 OBJ: Compare and contrast the phases of reality shock. .
statements? . TOP: Characteristics of a successful transition MSC: NCLEX®: Not applicable
a. “A graduate nurse should be able to perform as independently as was demonstrated the
last semester of nursing.” 12. A student nurse is in the last semester of nursing school. Which action by the nursing student
b. “A graduate nurse should be able to function competently as a registered nurse at the indicates appropriate preparation for the transition experience? .
entry level.” . a. The nursing student requests additional experiences in performing skills and
c. “A graduate nurse should be able to function in the role that was described in the procedures.
curriculum for the school of nursing.” b. The nursing student maintains close contact with a nursing instructor. to observe
d. “A graduate nurse should be able to be able to function independently with ability . nursing procedures.
c. The nursing student practices nursing assessments and care on one or two patients to
to make clinical nursing judgments.”
become more competent.
ANS: B d. The nursing student increases communication with a nursing instructor to maintain .
The job expectations of a new graduate nurse are those of an entry-level new employee. This . a resource person after graduation.
frequently includes an extended orientation to assist the new graduate to transition into the
ANS: A
independent role of the nurse. The new graduate nurse is not expected to function
independently with the ability to make clinical nursing judgments. School curriculum and Students should get all the experience, not just observation, you can before graduation. Ask to
. perform procedures and skills and request feedback from staff nurses and instructors.
how . one functioned the last semester of school are usually not considered in the job
expectations of a new graduate. Students should also begin to build resources that will be available after graduation. It is
during the last semester that students begin to care for more complex patients (and more
patient numbers) to . gain experience in the “real world” of nursing management and to have
PTS: 1 DIF: Cognitive Level: Comprehension/Understanding . REF: p. 12
OBJ: Discuss the concepts of transitions. less reliance on the nursing instructor as a resource person.
TOP: Successful transitions MSC: NCLEX®: Not applicable
PTS: 1 DIF: Cognitive Level: Application/Applying .
REF: p. 13 OBJ: Describe methods to promote a successful transition.
11. Which action by the graduate nurse shows that a successful transition to nursing has been .
TOP: Activities to promote successful transition before graduation
made?
MSC: NCLEX®: Not applicable
a. The nurse begins to work with the nursing team and functions as others expect. .
b. The nurse begins to objectively evaluate work experiences and enjoy the humor of . 13. A graduate nurse has been reviewing the NCSBN’s Transition to Practice model. The graduate
clinical situations. nurse understands the intention of the model when making which of the following statements?
c. The nurse believes everything is great, patients are wonderful, and the new unit is so .
nice. a. “The intention of the model is to mandate that all state boards of nursing provide a
d. The nurse meets regularly with other new graduates to. compare and discuss
b. regulatory model for transition“The intention of the model is to provide educational
problems.
modules so that the new to practice.” graduate does not need to work with a
ANS: B
Objectivity and humor are two of the characteristics of a successful transition. “Going native” preceptor.” .
.
occurs when the graduate begins to provide care in the manner that the team or group wants
c. “The intention of the model is to have the new graduate take and pass the
it done, not necessarily the correct way. The “honeymoon phase” is when everything is going
