, Test |Bank |- |Nursing |Today: |Transition |and |Trends, |11th |Edition
TABLE OF CONTENTS | |
,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.”
ANSWER: |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
.
ANSWER: |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
| joining |a |support | group |would |give |the |graduate |nurse |an |opportunity |to |talk |to |others
| experiencing |the | .
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| | | | | | |||
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, stress |associated |with |reality |shock. |The |nurse |would |benefit | from |“talking | through” | 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
|this?
a. Refusing |to |constantly |work |extra |shifts .
b. Withdrawing |from |peer |support |group
c. “Going |native”
d. Changing |jobs |every |6 |to |12 |months |.
ANSWER: |A
One |of |the |quickest | ways |to |experience |burnout |is |to |“overwork |the |overtime.” |Set
| priorities |with |your | mental |and |physical |health |being |the |highest | priority. | Learning |to |say
| “no” |to |extra |shifts | is |a |positive | means |of |coping |of |avoiding | burnout. |“Going | native” | is
| the |term |that | . |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, |“going | 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
| jobs.”
ANSWER: |A
TO GET ALL CHAPTERS EMAIL ME AT>>>>>
| | | | | | |||
|
.
TABLE OF CONTENTS | |
,Chapter 01: Role Transitions
| | |
abirb.com/test
.
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.”
ANSWER: |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
.
ANSWER: |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
| joining |a |support | group |would |give |the |graduate |nurse |an |opportunity |to |talk |to |others
| experiencing |the | .
TO GET ALL CHAPTERS EMAIL ME AT>>>>>
| | | | | | |||
|
, stress |associated |with |reality |shock. |The |nurse |would |benefit | from |“talking | through” | 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
|this?
a. Refusing |to |constantly |work |extra |shifts .
b. Withdrawing |from |peer |support |group
c. “Going |native”
d. Changing |jobs |every |6 |to |12 |months |.
ANSWER: |A
One |of |the |quickest | ways |to |experience |burnout |is |to |“overwork |the |overtime.” |Set
| priorities |with |your | mental |and |physical |health |being |the |highest | priority. | Learning |to |say
| “no” |to |extra |shifts | is |a |positive | means |of |coping |of |avoiding | burnout. |“Going | native” | is
| the |term |that | . |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, |“going | 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
| jobs.”
ANSWER: |A
TO GET ALL CHAPTERS EMAIL ME AT>>>>>
| | | | | | |||
|
.
