, Test tBank t- tNursing tToday: tTransition tand tTrends, t11th tEdition
TABLE OF CONTENTS t t
,Chapter 01: Role Transitions
t t t
abirb.com/test
.
MULTIPLE tCHOICE
1. A tgraduate tnurse thas tbeen thired tas ta tnurse tat t a tlocal thospital. tThe tnew t nurse t is tin
t the t. thoneymoon tphase tof trole ttransition twhen tmaking twhich tof tthe tfollowing
t statements? t a. t “I tam tso t nervous tabout tbeing ton tmy town tas ta tnurse.”
b. “This twill tbe ta tgreat tlearning texperience.” .
c. “I tcan’t t wait tto t have ta tsteady tpaycheck.”
d. “This tjob tis tperfect. t I tcan tfinally tdo t things t my town tway.”
ANSWER: tD .
The thoneymoon tphase t is twhen tthe tstudent t nurse t sees tthe tworld tof tnursing tas tquite trosy.
t Often, t the tnew tgraduate tis tfascinated twith tthe tthrill tof tarriving t in tthe tprofession. tReality
t shock toccurs twhen tone t moves t into tthe tworkforce tafter tseveral tyears tof teducational
t preparation. tRecovery tand tresolution toccur twhen tthe tgraduate tnurse t is table tto tlaugh tat t
.
t
encountered tsituations. tDuring tthis ttime, ttension tdecreases, tperception tincreases, tand tthe
t nurse tis table tto t grow tas ta tperson.
.
PTS: t1 DIF: tCognitive tLevel: tApplication/Applying
REF: tTable t1.1 OBJ: tIdentify tthe tcharacteristics tof treality tshock.
TOP: tReality tshock MSC: tNCLEX®: tSafe tand teffective tcare tenvironment
.
2. Which tof tthe t following tactions tby tthe tgraduate tnurse t is tan tinappropriate tmethodology
tto t recover tfrom treality tshock?
a. Networking .
b. Obtaining ta t mentor
c. Returning tto tschool
d. Joining ta tsupport t group
.
ANSWER: tC
The ttransition tperiod t is tsuccessfully tmanaged twhen tthe tgraduate tis table tto tevaluate tthe
t work t situation tobjectively tand tpredict t effectively tthe tactions tand treactions tof tother t staff.
Nurturing
the tability tto tsee thumor tin ta tsituation tmay tbe ta t first tstep. tReturning tto tschool tis ta tpositive
t step t. tafter tthe tgraduate thas tworked tthrough trole ttransition, thas tsome tclinical texperience,
t and t is tready tto t focus ton ta tnew tcareer t objective. tNetworking, t obtaining ta t mentor, tand
t joining ta tsupport t group twould tgive tthe tgraduate tnurse tan topportunity tto ttalk tto tothers
t experiencing tthe t .
TO tGET tALL tCHAPTERS tEMAIL tME tAT>>>>> t t t
t
, stress tassociated twith treality tshock. tThe tnurse twould tbenefit t from t“talking t through” t issues
and t learning thow tto tcope.
PTS: t1 DIF: tCognitive tLevel: tApplication/Applying t.
REF: tp. t9 OBJ: tDescribe tmethods tto tpromote ta tsuccessful ttransition.
TOP: tReality tshock
t
MSC: tNCLEX®: tSafe tand teffective tcare tenvironment tNot tapplicable
.
3. A tnurse t is ttrying tto t avoid tburnout. tWhich tof tthe t following tactions tis ta tvalid tway tto t achieve
tthis?
a. Refusing tto tconstantly twork textra tshifts .
b. Withdrawing tfrom tpeer tsupport tgroup
c. “Going tnative”
d. Changing tjobs tevery t6 tto t12 tmonths t.
ANSWER: tA
One tof tthe tquickest t ways tto texperience tburnout tis tto t“overwork tthe tovertime.” tSet t priorities
twith tyour t mental tand tphysical thealth tbeing tthe thighest t priority. t Learning tto tsay t “no” tto
textra tshifts t is ta tpositive t means tof tcoping tof tavoiding t burnout. t“Going t native” t is t the tterm
tthat t . tdescribes thow trecent t graduates tbegin tto t copy tand t identify tthe treality tof ttheir t role-
transition texperience t by trejecting tthe tvalues tfrom tnursing tschool tand t functioning t more t like
ta tteam tmember tat ttheir tplace tof temployment. tWithdrawing t from tpeer tsupport t groups,
t“going t native,” t . tand tchanging t jobs tevery t6 tto t 12 tmonths twould t increase tthe t chance tof tthe
tnurse texperiencing
burnout. tThe tnurse tshould tinstead tfocus ton this/her tpractice tand tseek tout tsupport t from
t other t nurses.
.
PTS: t1 DIF: tCognitive tLevel: tApplication/Applying
REF: tp. t7 OBJ: tDescribe tmethods tto tpromote ta tsuccessful ttransition.
t TOP: tReality tshock
MSC: tNCLEX®: tSafe tand teffective tcare tenvironment tNot tapplicable t.
4. Which tof tthe t following tstatements tby tthe tgraduate tnurse tshows tan tunderstanding t of
treality t shock tas tit t applies tto tnursing? t .
a. “Reality tshock t is tthe tperiod twhen ta tperson tmoves tfrom tschool tinto tthe
b. workforce.”“Reality tshock tis tthe trealization tthat t practice tand teducation tare tnot tthe
t same.”
c. “Reality tshock t is tthe tperiod t from tgraduation tto tbecoming tan texperienced tnurse.”.
d. “Reality tshock tis ta ttransition tphase tthat t new tgraduates tgo tthrough tbefore tchanging
t jobs.”
ANSWER: tA
TO tGET tALL tCHAPTERS tEMAIL tME tAT>>>>> t t t
t
.
TABLE OF CONTENTS t t
,Chapter 01: Role Transitions
t t t
abirb.com/test
.
MULTIPLE tCHOICE
1. A tgraduate tnurse thas tbeen thired tas ta tnurse tat t a tlocal thospital. tThe tnew t nurse t is tin
t the t. thoneymoon tphase tof trole ttransition twhen tmaking twhich tof tthe tfollowing
t statements? t a. t “I tam tso t nervous tabout tbeing ton tmy town tas ta tnurse.”
b. “This twill tbe ta tgreat tlearning texperience.” .
c. “I tcan’t t wait tto t have ta tsteady tpaycheck.”
d. “This tjob tis tperfect. t I tcan tfinally tdo t things t my town tway.”
ANSWER: tD .
The thoneymoon tphase t is twhen tthe tstudent t nurse t sees tthe tworld tof tnursing tas tquite trosy.
t Often, t the tnew tgraduate tis tfascinated twith tthe tthrill tof tarriving t in tthe tprofession. tReality
t shock toccurs twhen tone t moves t into tthe tworkforce tafter tseveral tyears tof teducational
t preparation. tRecovery tand tresolution toccur twhen tthe tgraduate tnurse t is table tto tlaugh tat t
.
t
encountered tsituations. tDuring tthis ttime, ttension tdecreases, tperception tincreases, tand tthe
t nurse tis table tto t grow tas ta tperson.
.
PTS: t1 DIF: tCognitive tLevel: tApplication/Applying
REF: tTable t1.1 OBJ: tIdentify tthe tcharacteristics tof treality tshock.
TOP: tReality tshock MSC: tNCLEX®: tSafe tand teffective tcare tenvironment
.
2. Which tof tthe t following tactions tby tthe tgraduate tnurse t is tan tinappropriate tmethodology
tto t recover tfrom treality tshock?
a. Networking .
b. Obtaining ta t mentor
c. Returning tto tschool
d. Joining ta tsupport t group
.
ANSWER: tC
The ttransition tperiod t is tsuccessfully tmanaged twhen tthe tgraduate tis table tto tevaluate tthe
t work t situation tobjectively tand tpredict t effectively tthe tactions tand treactions tof tother t staff.
Nurturing
the tability tto tsee thumor tin ta tsituation tmay tbe ta t first tstep. tReturning tto tschool tis ta tpositive
t step t. tafter tthe tgraduate thas tworked tthrough trole ttransition, thas tsome tclinical texperience,
t and t is tready tto t focus ton ta tnew tcareer t objective. tNetworking, t obtaining ta t mentor, tand
t joining ta tsupport t group twould tgive tthe tgraduate tnurse tan topportunity tto ttalk tto tothers
t experiencing tthe t .
TO tGET tALL tCHAPTERS tEMAIL tME tAT>>>>> t t t
t
, stress tassociated twith treality tshock. tThe tnurse twould tbenefit t from t“talking t through” t issues
and t learning thow tto tcope.
PTS: t1 DIF: tCognitive tLevel: tApplication/Applying t.
REF: tp. t9 OBJ: tDescribe tmethods tto tpromote ta tsuccessful ttransition.
TOP: tReality tshock
t
MSC: tNCLEX®: tSafe tand teffective tcare tenvironment tNot tapplicable
.
3. A tnurse t is ttrying tto t avoid tburnout. tWhich tof tthe t following tactions tis ta tvalid tway tto t achieve
tthis?
a. Refusing tto tconstantly twork textra tshifts .
b. Withdrawing tfrom tpeer tsupport tgroup
c. “Going tnative”
d. Changing tjobs tevery t6 tto t12 tmonths t.
ANSWER: tA
One tof tthe tquickest t ways tto texperience tburnout tis tto t“overwork tthe tovertime.” tSet t priorities
twith tyour t mental tand tphysical thealth tbeing tthe thighest t priority. t Learning tto tsay t “no” tto
textra tshifts t is ta tpositive t means tof tcoping tof tavoiding t burnout. t“Going t native” t is t the tterm
tthat t . tdescribes thow trecent t graduates tbegin tto t copy tand t identify tthe treality tof ttheir t role-
transition texperience t by trejecting tthe tvalues tfrom tnursing tschool tand t functioning t more t like
ta tteam tmember tat ttheir tplace tof temployment. tWithdrawing t from tpeer tsupport t groups,
t“going t native,” t . tand tchanging t jobs tevery t6 tto t 12 tmonths twould t increase tthe t chance tof tthe
tnurse texperiencing
burnout. tThe tnurse tshould tinstead tfocus ton this/her tpractice tand tseek tout tsupport t from
t other t nurses.
.
PTS: t1 DIF: tCognitive tLevel: tApplication/Applying
REF: tp. t7 OBJ: tDescribe tmethods tto tpromote ta tsuccessful ttransition.
t TOP: tReality tshock
MSC: tNCLEX®: tSafe tand teffective tcare tenvironment tNot tapplicable t.
4. Which tof tthe t following tstatements tby tthe tgraduate tnurse tshows tan tunderstanding t of
treality t shock tas tit t applies tto tnursing? t .
a. “Reality tshock t is tthe tperiod twhen ta tperson tmoves tfrom tschool tinto tthe
b. workforce.”“Reality tshock tis tthe trealization tthat t practice tand teducation tare tnot tthe
t same.”
c. “Reality tshock t is tthe tperiod t from tgraduation tto tbecoming tan texperienced tnurse.”.
d. “Reality tshock tis ta ttransition tphase tthat t new tgraduates tgo tthrough tbefore tchanging
t jobs.”
ANSWER: tA
TO tGET tALL tCHAPTERS tEMAIL tME tAT>>>>> t t t
t
.
