TEST BANK
Nursing Today: Transition and Trends, 10th Edition by
Joann zerwekh.
,Chapter`01:`Role`Transitions
.
MULTIPLE`CHOICE
1. A`graduate`nurse`has`been`hired`as`a`nurse`at`a`local`hospital.`The`new`nurse`is`in`t
he`.`honeymoon`phase`of`role`transition`when`making`which`of`the`following`statem
ents?` 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.`Ofte
n,`the`new`graduate`is`fascinated`with`the`thrill`of`arriving`in`the`profession.`Reality`shock`oc
curs`when`one`moves`into`the`workforce`after`several`years`of`educational`preparation.`Reco
very`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`t
o` 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`wor
k` 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`st
ep`.`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`joining`a`
support`group`would`give`the`graduate`nurse`an`opportunity`to`talk`to`others
, experiencing`stress`associated`with`reality`shock.`The`nurse`would`benefit`from`―talking`thro
ugh‖`issues`and`learning`how`to`cope.
PTS:`1 DIF:`Cognitive`Level:`Application/Applying`.
REF:`p.`9
OBJ:`Describe`methods`to`promote`a`successful`transition.`
TOP:`Reality`shock
MSC:`NCLEX®:`Safe`and`effective`care`environment`Not`applicable
.
3. A`nurse`is`trying`to`avoid`burnout.`Which`of`the`following`actions`is`a`valid`way`to`achieve`t
his?
a. Refusing`to`constantly`work`extra`shifts .
b. Withdrawing`from`peer`support`group
c. ―Going`native‖
d. Changing`jobs`every`6`to`12`months`.
ANS:`A
One`of`the`quickest`ways`to`experience`burnout`is`to`―overwork`the`overtime.‖`Set`prioritie
s`with`your`mental`and`physical`health`being`the`highest`priority.`Learning`to`say`―no‖`to`e
xtra`shifts`is`a`positive`means`of`coping`of`avoiding`burnout.`―Going`native‖`is`the`term`tha
t`.`describes`how`recent`graduates`begin`to`copy`and`identify`the`reality`of`their`role-
transition`experience`by`rejecting`the`values`from`nursing`school`and`functioning`more`like
`a`team`member`at`their`place`of`employment.`Withdrawing`from`peer`support`groups,`―goi
ng`native,‖`.`and`changing`jobs`every`6`to`12`months`would`increase`the`chance`of`the`nurse
`experiencing
burnout.`The`nurse`should`instead`focus`on`his/her`practice`and`seek`out`support`from`other
` nurses.
.
PTS:`1 DIF:`Cognitive`Level:`Application/Applying
REF:`p.`7
OBJ:`Describe`methods`to`promote`a`successful`transition.`
TOP:`Reality`shock
MSC:`NCLEX®:`Safe`and`effective`care`environment`Not`applicable`.
4. Which`of`the`following`statements`by`the`graduate`nurse`shows`an`understanding`of`
reality` shock`as`it`applies`to`nursing?`.
a. ―Reality`shock`is`the`period`when`a`person`moves`from`school`into`the
b. workforce.‖―Reality`shock`is`the`realization`that`practice`and`education`are`not`the`
same.‖
c. ―Reality`shock`is`the`period`from`graduation`to`becoming`an`experienced`nurse.‖.
d. ―Reality`shock`is`a`transition`phase`that`new`graduates`go`through`before`changing`j
obs.‖
ANS:`A .
, ―Reality`shock‖`is`a`term`often`used`to`describe`the`reaction`experienced`when`one`moves`i
nto`the`workforce`after`several`years`of`educational`preparation.`The`new`graduate`is`caug
ht`in`the`situation`of`moving`from`a`familiar,`comfortable`educational`environment`into`a`n
ew`role`in`.`the`workforce`where`the`expectations`are`not`clearly`defined`or`may`not`even`b
e`realistic.`The`realization`that`practice`and`nursing`school`are`not`the`same`is`often`associa
ted`with`―going`native.‖`When`nurses`move`from`one`position`to`another,`they`have`alread
y`experienced
reality`shock.`Becoming`an`experienced`nurse`takes`time`and`is`not`part`of`the`definition`of
`.`reality`shock.
PTS:`1
DIF:`Cognitive`Level:`Application/Applying`.`REF:`p.`5
`OBJ:`Identify`the`characteristics`of`reality`shock.
TOP:`Reality`shock MSC:`NCLEX®:`Not`applicable
5. A`student`in`the`last`semester`of`nursing`school`has`established`a`goal`of`making`a`su
ccessful` .`role`transition`to`graduate`nurse.`Which`statement`by`the`student`indicates`hi
s/her` understanding`of`how`to`achieve`this`goal?
a. ―I`should`care`for`increased`numbers`of`patients`to`enhance`work`organization`
skills.‖ .
b. ―I`will`observe`staff`nurses`as`they`perform`nursing`procedures`to`refine`t
echnique.‖
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`with
`.`time`management`and`work`organization.`The`student`should`also`be`able`to`function`withou
t`close`guidance`from`the`nursing`instructor.`Although`it`is`good`for`students`to`observe`staff,`
a
student`in`the`final`semester`should`be`able`to`perform`tasks`with`minimal`observation`and`.`sh
ould`instead`focus`on`implementing`care`and`time`management.`Waiting`7`weeks`to`evaluate`p
rogress`would`not`be`helpful`to`the`student.`Although`regular`self-
evaluation`is`an`important`process,`it`is`the`actual`experience`of`taking`realistic`patient`assign
ments`and`.`working`typical`shift`hours`that`assists`with`successful`role`transition.
PTS:`1 DIF:`Cognitive`Level:`Application/Applying
REF:`p.`13 OBJ:`Describe`methods`to`promote`a`successful`transition.`.
TOP:`Reality`shock MSC:`NCLEX®:`Not`applicable
Nursing Today: Transition and Trends, 10th Edition by
Joann zerwekh.
,Chapter`01:`Role`Transitions
.
MULTIPLE`CHOICE
1. A`graduate`nurse`has`been`hired`as`a`nurse`at`a`local`hospital.`The`new`nurse`is`in`t
he`.`honeymoon`phase`of`role`transition`when`making`which`of`the`following`statem
ents?` 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.`Ofte
n,`the`new`graduate`is`fascinated`with`the`thrill`of`arriving`in`the`profession.`Reality`shock`oc
curs`when`one`moves`into`the`workforce`after`several`years`of`educational`preparation.`Reco
very`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`t
o` 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`wor
k` 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`st
ep`.`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`joining`a`
support`group`would`give`the`graduate`nurse`an`opportunity`to`talk`to`others
, experiencing`stress`associated`with`reality`shock.`The`nurse`would`benefit`from`―talking`thro
ugh‖`issues`and`learning`how`to`cope.
PTS:`1 DIF:`Cognitive`Level:`Application/Applying`.
REF:`p.`9
OBJ:`Describe`methods`to`promote`a`successful`transition.`
TOP:`Reality`shock
MSC:`NCLEX®:`Safe`and`effective`care`environment`Not`applicable
.
3. A`nurse`is`trying`to`avoid`burnout.`Which`of`the`following`actions`is`a`valid`way`to`achieve`t
his?
a. Refusing`to`constantly`work`extra`shifts .
b. Withdrawing`from`peer`support`group
c. ―Going`native‖
d. Changing`jobs`every`6`to`12`months`.
ANS:`A
One`of`the`quickest`ways`to`experience`burnout`is`to`―overwork`the`overtime.‖`Set`prioritie
s`with`your`mental`and`physical`health`being`the`highest`priority.`Learning`to`say`―no‖`to`e
xtra`shifts`is`a`positive`means`of`coping`of`avoiding`burnout.`―Going`native‖`is`the`term`tha
t`.`describes`how`recent`graduates`begin`to`copy`and`identify`the`reality`of`their`role-
transition`experience`by`rejecting`the`values`from`nursing`school`and`functioning`more`like
`a`team`member`at`their`place`of`employment.`Withdrawing`from`peer`support`groups,`―goi
ng`native,‖`.`and`changing`jobs`every`6`to`12`months`would`increase`the`chance`of`the`nurse
`experiencing
burnout.`The`nurse`should`instead`focus`on`his/her`practice`and`seek`out`support`from`other
` nurses.
.
PTS:`1 DIF:`Cognitive`Level:`Application/Applying
REF:`p.`7
OBJ:`Describe`methods`to`promote`a`successful`transition.`
TOP:`Reality`shock
MSC:`NCLEX®:`Safe`and`effective`care`environment`Not`applicable`.
4. Which`of`the`following`statements`by`the`graduate`nurse`shows`an`understanding`of`
reality` shock`as`it`applies`to`nursing?`.
a. ―Reality`shock`is`the`period`when`a`person`moves`from`school`into`the
b. workforce.‖―Reality`shock`is`the`realization`that`practice`and`education`are`not`the`
same.‖
c. ―Reality`shock`is`the`period`from`graduation`to`becoming`an`experienced`nurse.‖.
d. ―Reality`shock`is`a`transition`phase`that`new`graduates`go`through`before`changing`j
obs.‖
ANS:`A .
, ―Reality`shock‖`is`a`term`often`used`to`describe`the`reaction`experienced`when`one`moves`i
nto`the`workforce`after`several`years`of`educational`preparation.`The`new`graduate`is`caug
ht`in`the`situation`of`moving`from`a`familiar,`comfortable`educational`environment`into`a`n
ew`role`in`.`the`workforce`where`the`expectations`are`not`clearly`defined`or`may`not`even`b
e`realistic.`The`realization`that`practice`and`nursing`school`are`not`the`same`is`often`associa
ted`with`―going`native.‖`When`nurses`move`from`one`position`to`another,`they`have`alread
y`experienced
reality`shock.`Becoming`an`experienced`nurse`takes`time`and`is`not`part`of`the`definition`of
`.`reality`shock.
PTS:`1
DIF:`Cognitive`Level:`Application/Applying`.`REF:`p.`5
`OBJ:`Identify`the`characteristics`of`reality`shock.
TOP:`Reality`shock MSC:`NCLEX®:`Not`applicable
5. A`student`in`the`last`semester`of`nursing`school`has`established`a`goal`of`making`a`su
ccessful` .`role`transition`to`graduate`nurse.`Which`statement`by`the`student`indicates`hi
s/her` understanding`of`how`to`achieve`this`goal?
a. ―I`should`care`for`increased`numbers`of`patients`to`enhance`work`organization`
skills.‖ .
b. ―I`will`observe`staff`nurses`as`they`perform`nursing`procedures`to`refine`t
echnique.‖
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`with
`.`time`management`and`work`organization.`The`student`should`also`be`able`to`function`withou
t`close`guidance`from`the`nursing`instructor.`Although`it`is`good`for`students`to`observe`staff,`
a
student`in`the`final`semester`should`be`able`to`perform`tasks`with`minimal`observation`and`.`sh
ould`instead`focus`on`implementing`care`and`time`management.`Waiting`7`weeks`to`evaluate`p
rogress`would`not`be`helpful`to`the`student.`Although`regular`self-
evaluation`is`an`important`process,`it`is`the`actual`experience`of`taking`realistic`patient`assign
ments`and`.`working`typical`shift`hours`that`assists`with`successful`role`transition.
PTS:`1 DIF:`Cognitive`Level:`Application/Applying
REF:`p.`13 OBJ:`Describe`methods`to`promote`a`successful`transition.`.
TOP:`Reality`shock MSC:`NCLEX®:`Not`applicable
