Medl#C
, Chapter01:RealityShock MULTIPL t
l# El#CHOICE
1. A graduatenursehas been hiredl#asa nurse at a localhospital.l#Thenewnurse is in the honeymoon
t t t t t t t t t t t
l#phaseofroletransi l#tionwhenmaking which ofthefollowingstatements? t t
a. ―Itamsotnervousaboutbeingontmyowntasatnurse.‖
b. ―Thiswillbetatgreatlearningtexperience.‖
c. ―Itcan‘ttwait l#tohavetasteadytpaycheck.‖
d. ―Thistjob#listperfect.tItcanl#finallydotthingstmyownl#way.‖
ANS:D
Thehoneymoonphase l#is l#whenthestudent nurseseestheworld ofnursing l#as l#quiterosy. l#Often, t t
l#thenewgraduate l#is l#fas l#cinated with l#thethrillofarriving l#in l#theprofession. t
l#Realityshock occurswhenonemoves intotheworkforceaftersev l#eralyearsofeducationalpreparation.
t t
l#Recoveryand l#resolutionoccurwhen l#the graduate nurse l#is l#able l#to l#laugh l#at l#enco l#unteredsituations. t t
l#During this time,l#tension decreases,l#perceptionincreases,l#andl#the nurse is#
t t t l ablel#tol#grow#
l asl#aperson t t
.
PTS:1DIF:Cognitive Level:l#ApplicationREF:p.7 t
OBJ:Identifythecharacteristicsofrealitysl#hl#o Nc l#kU.l#RT SOI PN:GRTeBa .l Cit yO M
t shock
t t
l# MSC:NCLEX®:Safeandeffectivecare environment—management ofcare t t
2. Which ofthefollowingactions bythe graduatenurse is an inappropriate#lmethodologyto
t t t t t t
lrecoverfromrealit l#yshock?
#
a. Networking c. Returningto l#school
b. Obtainingtatmentor d. Joiningtasupportgroup
ANS:C
The transitionperiod
t l#is l#successfullymanaged when the graduate is t t t t
l#able to evaluate the work situation objectivelyan
t t t l#dpredict effectivelytheactions
t t l#and reactions of
t t t t
l#otherstaff. l#Nurturingtheabilityto l#seehumor l#in l#asituationmaybeaf l#irst step. l#Returning t
l#to school
t l#is l#apositivestepafterthegraduatehasworked through roletransition, l#hassomeclinical t t
l#experience, l#and isreadyto focus l#ona newcareerobjective.
t l#Networking, l#obtaininga mentor,
t t t
l#and joining t l#asupport gro l#up wouldgivethegraduatenurse l#ant t
l#opportunityto talk to others experiencing l#thestressassociated with l#realityshock
t t t t t
.l#Thenursewould benefit from‗talking through‘l#issuesl#and learningl#howl#to cope.
t t t t t
l# PTS:1DIF:Cognitive Level:#lApplicationREF:p.8 t
OBJ:Describefourpossible resolutions forrealityshock. l#TOP:Realityshock MSC t t t
Medl#C
, : l#NCLEX®: l#Safe and l#effective care environment—management ofcare
t t t t
Medl#C
, 3. Anurse istrying l#to l#avoid burnout.Which ofthefollowingactionsisa valid waytoachieve l#this?
t t t t t
a. Refusingttotconstantlytworkextral#shifts
b. Withdrawingtfromtpeertsupportgroup
c. ―Going l#native‖
d. Changingtjobsevery6 l#tot12 l#months
ANS:A
One ofthequickest ways to experience#lburnout is#lto ―overwork the#lovertime.‖#lSet priorities withl#yourmental#l and ph
t t t t t t t t t t
l#ysicalhealthbeingthehighestpriority.#l Learning tosay―no‖toextra shiftsisa positive#lmeansofcopingofavoiding b t t t t
l#urnout.―Goingnative‖l#isthel#termthat describes howrecent graduates begin tol#copyandl#identifytherealityoftheirr
t t t t t
l#oletransition experiencebyrejecting thevaluesfromnursing school#
t land functioning# l morelikeateam memberat thei
t t t t t
l#rplaceofemployment. l#Withdrawingfrom peersupport groups,―going native,‖l#and l#changing jobseveryl#6 l#to l#12 mon t t t t t
l#thswouldincreasethel#chancel#ofthenurseexperiencing burnout.l#Thenurseshouldinsteadfocusonhis/herpractice a t t
l # ndseekoutsupportfromothernurses.
PTS:1DIF:Cognitive Level:l#ApplicationREF:p.9 t
OBJ:Describefourpossible resolutions forrealityshock. l#TOP:Realityshock MSC
t t t
: l#NCLEX®: l#Safe and l#effective care environment—management ofcare
t t t t
M
4. Which ofthe following statementsbyan undergraduate nurse
t t t t t
describesunderstanding ofrealityshock as itappliestonursi l#ng?
#
l t t t
a. ― l# Realityshocktistheperiodwhenapersontmovesfromschoolintotheworkforce.
b. ―Realityshockisthetrealizationtthatpracticetandteducationtaretnottthe l# same.‖
c. ―Realitytshockis l# thetperiod l# fromtgraduationttotbecoming l#antexperienced l# nurse.‖
d. ―Realitytshock l#is l# atransitionphasethatnewgraduatestgotthrough l# beforetchangingtjobs.‖
ANS:A
―Realityshock‖ l#is al#term oftenused tot t t
l#describethereactionexperiencedwhen onemovesintothe workforceafter l#se t t
l#veralyearsofeducational preparation. l#The newgraduate l#is caught in
t t t t
l#thesituationofmovingfrom a familiar, l#comfor l#tableeducationalenvironmentinto anewrole#
t t l in the t t
l workforcewhere the expectationsarenot clearlydefined ormay l#not evenberealistic.
# t t t t t
l#Therealizationthatpractice l#and nursing schoolare l#not thesame is l#often associated l#with ―goin
t t t t t t
l#gnative.‖ l#When l#nursesmovefrom oneposition l#to l#another, t
l#theyhavealreadyexperienced realityshock. l#Becominga l#nexperiencednursetakes timel#and
t t
l#is notpartofthel#definitionofrealityshock.
t
PTS:1DIF:Cognitive Level:l#ApplicationREF:p.6 t
OBJ:Compare#l andl#contrastthephasesofrealityshock.l#TOP:Realityshock MSC:l#N t
Medl#C
, Chapter01:RealityShock MULTIPL t
l# El#CHOICE
1. A graduatenursehas been hiredl#asa nurse at a localhospital.l#Thenewnurse is in the honeymoon
t t t t t t t t t t t
l#phaseofroletransi l#tionwhenmaking which ofthefollowingstatements? t t
a. ―Itamsotnervousaboutbeingontmyowntasatnurse.‖
b. ―Thiswillbetatgreatlearningtexperience.‖
c. ―Itcan‘ttwait l#tohavetasteadytpaycheck.‖
d. ―Thistjob#listperfect.tItcanl#finallydotthingstmyownl#way.‖
ANS:D
Thehoneymoonphase l#is l#whenthestudent nurseseestheworld ofnursing l#as l#quiterosy. l#Often, t t
l#thenewgraduate l#is l#fas l#cinated with l#thethrillofarriving l#in l#theprofession. t
l#Realityshock occurswhenonemoves intotheworkforceaftersev l#eralyearsofeducationalpreparation.
t t
l#Recoveryand l#resolutionoccurwhen l#the graduate nurse l#is l#able l#to l#laugh l#at l#enco l#unteredsituations. t t
l#During this time,l#tension decreases,l#perceptionincreases,l#andl#the nurse is#
t t t l ablel#tol#grow#
l asl#aperson t t
.
PTS:1DIF:Cognitive Level:l#ApplicationREF:p.7 t
OBJ:Identifythecharacteristicsofrealitysl#hl#o Nc l#kU.l#RT SOI PN:GRTeBa .l Cit yO M
t shock
t t
l# MSC:NCLEX®:Safeandeffectivecare environment—management ofcare t t
2. Which ofthefollowingactions bythe graduatenurse is an inappropriate#lmethodologyto
t t t t t t
lrecoverfromrealit l#yshock?
#
a. Networking c. Returningto l#school
b. Obtainingtatmentor d. Joiningtasupportgroup
ANS:C
The transitionperiod
t l#is l#successfullymanaged when the graduate is t t t t
l#able to evaluate the work situation objectivelyan
t t t l#dpredict effectivelytheactions
t t l#and reactions of
t t t t
l#otherstaff. l#Nurturingtheabilityto l#seehumor l#in l#asituationmaybeaf l#irst step. l#Returning t
l#to school
t l#is l#apositivestepafterthegraduatehasworked through roletransition, l#hassomeclinical t t
l#experience, l#and isreadyto focus l#ona newcareerobjective.
t l#Networking, l#obtaininga mentor,
t t t
l#and joining t l#asupport gro l#up wouldgivethegraduatenurse l#ant t
l#opportunityto talk to others experiencing l#thestressassociated with l#realityshock
t t t t t
.l#Thenursewould benefit from‗talking through‘l#issuesl#and learningl#howl#to cope.
t t t t t
l# PTS:1DIF:Cognitive Level:#lApplicationREF:p.8 t
OBJ:Describefourpossible resolutions forrealityshock. l#TOP:Realityshock MSC t t t
Medl#C
, : l#NCLEX®: l#Safe and l#effective care environment—management ofcare
t t t t
Medl#C
, 3. Anurse istrying l#to l#avoid burnout.Which ofthefollowingactionsisa valid waytoachieve l#this?
t t t t t
a. Refusingttotconstantlytworkextral#shifts
b. Withdrawingtfromtpeertsupportgroup
c. ―Going l#native‖
d. Changingtjobsevery6 l#tot12 l#months
ANS:A
One ofthequickest ways to experience#lburnout is#lto ―overwork the#lovertime.‖#lSet priorities withl#yourmental#l and ph
t t t t t t t t t t
l#ysicalhealthbeingthehighestpriority.#l Learning tosay―no‖toextra shiftsisa positive#lmeansofcopingofavoiding b t t t t
l#urnout.―Goingnative‖l#isthel#termthat describes howrecent graduates begin tol#copyandl#identifytherealityoftheirr
t t t t t
l#oletransition experiencebyrejecting thevaluesfromnursing school#
t land functioning# l morelikeateam memberat thei
t t t t t
l#rplaceofemployment. l#Withdrawingfrom peersupport groups,―going native,‖l#and l#changing jobseveryl#6 l#to l#12 mon t t t t t
l#thswouldincreasethel#chancel#ofthenurseexperiencing burnout.l#Thenurseshouldinsteadfocusonhis/herpractice a t t
l # ndseekoutsupportfromothernurses.
PTS:1DIF:Cognitive Level:l#ApplicationREF:p.9 t
OBJ:Describefourpossible resolutions forrealityshock. l#TOP:Realityshock MSC
t t t
: l#NCLEX®: l#Safe and l#effective care environment—management ofcare
t t t t
M
4. Which ofthe following statementsbyan undergraduate nurse
t t t t t
describesunderstanding ofrealityshock as itappliestonursi l#ng?
#
l t t t
a. ― l# Realityshocktistheperiodwhenapersontmovesfromschoolintotheworkforce.
b. ―Realityshockisthetrealizationtthatpracticetandteducationtaretnottthe l# same.‖
c. ―Realitytshockis l# thetperiod l# fromtgraduationttotbecoming l#antexperienced l# nurse.‖
d. ―Realitytshock l#is l# atransitionphasethatnewgraduatestgotthrough l# beforetchangingtjobs.‖
ANS:A
―Realityshock‖ l#is al#term oftenused tot t t
l#describethereactionexperiencedwhen onemovesintothe workforceafter l#se t t
l#veralyearsofeducational preparation. l#The newgraduate l#is caught in
t t t t
l#thesituationofmovingfrom a familiar, l#comfor l#tableeducationalenvironmentinto anewrole#
t t l in the t t
l workforcewhere the expectationsarenot clearlydefined ormay l#not evenberealistic.
# t t t t t
l#Therealizationthatpractice l#and nursing schoolare l#not thesame is l#often associated l#with ―goin
t t t t t t
l#gnative.‖ l#When l#nursesmovefrom oneposition l#to l#another, t
l#theyhavealreadyexperienced realityshock. l#Becominga l#nexperiencednursetakes timel#and
t t
l#is notpartofthel#definitionofrealityshock.
t
PTS:1DIF:Cognitive Level:l#ApplicationREF:p.6 t
OBJ:Compare#l andl#contrastthephasesofrealityshock.l#TOP:Realityshock MSC:l#N t
Medl#C
