TEST BANK - Nursing Today: Transition and Trends, 11th
|| || || || || || || ||
Edition (Zerwekh)
|| || ||
Chapters 1 - 26 | All Chapters
|| || || || || ||
, Test ||Bank ||- ||Nursing ||Today: ||Transition ||and ||Trends, ||11th ||Edition ||
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 | | .
, 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 .
|| || || || || || || ||
Edition (Zerwekh)
|| || ||
Chapters 1 - 26 | All Chapters
|| || || || || ||
, Test ||Bank ||- ||Nursing ||Today: ||Transition ||and ||Trends, ||11th ||Edition ||
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 | | .
, 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 .
