TEST BANK FOR Nursing Today: Transition and Trends 11th Edition by JoAnn Zerwekh , Ashley Zerwekh Garneau ISBN:978-0323810159 COMPLETE GUIDE WITH RATIONALES 100% VERIFIED A+ GRADE ASSURED!!!!!!NEW LATEST UPDATE!!!!!

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,Chapter 01: Role Transitions
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1. A graduate nurse has been hired as a nurse at a local hospital. The new nurse
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is in the . honeymoon phase of role transition when making which of the follow
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ing statements? a. “I am so nervous about being on my own as a nurse.”
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b. “This will be a great learning experience.”
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c. “I can’t wait to have a steady paycheck.”
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d. “This job is perfect. I can finally do things my own way.”
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ANS: D UJ .
The honeymoon phase is when the student nurse sees the world of nursing as quite rosy
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. Often, the new graduate is fascinated with the thrill of arriving in the profession. Reali
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ty shock occurs when one moves into the workforce after several years of educational p
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reparation. Recovery and resolution occur when the graduate nurse is able to laugh at .
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encountered situations. During this time, tension decreases, perception increases, and the
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nurse is able to grow as a person.
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.
PTS: 1 UJ DIF: Cognitive Level: Application/Applying
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REF: Table 1.1 UJ UJ OBJ: Identify the characteristics of reality shock.
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TOP: Reality shock UJ UJ MSC: NCLEX®: Safe and effective care environment UJ UJ UJ UJ UJ UJ

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2. Which of the following actions by the graduate nurse is an inappropriate methodol
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ogy to recover from reality shock?
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a. Networking .
b. Obtaining a mentor UJ UJ


c. Returning to school UJ UJ



d. Joining a support group UJ UJ UJ


.
ANS: C UJ


The transition period is successfully managed when the graduate is able to evaluate the
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work situation objectively and predict effectively the actions and reactions of other sta
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ff.
Nurturing
the ability to see humor in a situation may be a first step. Returning to school is a posi
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tive step . after the graduate has worked through role transition, has some clinical expe
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rience, and is ready to focus on a new career objective. Networking, obtaining a ment
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or, and joining a support group would give the graduate nurse an opportunity to talk t
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o others experiencing the .
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, stress associated with reality shock. The nurse would benefit from “talking through” issu
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es and learning how to cope.
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PTS: 1 UJ DIF: Cognitive Level: Application/Applying
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REF: p. 9 UJ UJ



OBJ: Describe methods to promote a successful transitio
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n. TOP: Reality shock
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MSC: NCLEX®: Safe and effective care environment Not applicable
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3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to ach
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ieve this? UJ



a. Refusing to constantly work extra shifts UJ UJ UJ UJ UJ .
b. Withdrawing from peer support group UJ UJ UJ UJ


c. “Going native” UJ


d. Changing jobs every 6 to 12 months . UJ UJ UJ UJ UJ UJ UJ




ANS: A UJ


One of the quickest ways to experience burnout is to “overwork the overtime.” Set pri
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orities with your mental and physical health being the highest priority. Learning to say
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“no” to extra shifts is a positive means of coping of avoiding burnout. “Going native”
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is the term that . describes how recent graduates begin to copy and identify the reality
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of their role-
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transition experience by rejecting the values from nursing school and functioning more
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like a team member at their place of employment. Withdrawing from peer support gr
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oups, “going native,” . and changing jobs every 6 to 12 months would increase the ch
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ance of the nurse experiencing
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burnout. The nurse should instead focus on his/her practice and seek out support from
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other nurses. U J


.
PTS: 1 UJ DIF: Cognitive Level: Application/Applying
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REF: p. 7 UJ UJ


OBJ: Describe methods to promote a successful transitio UJ UJ UJ UJ UJ UJ UJ


n. TOP: Reality shock
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MSC: NCLEX®: Safe and effective care environment Not applicable .
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4. Which of the following statements by the graduate nurse shows an understanding
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of reality shock as it applies to nursing? .
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a. “Reality shock is the period when a person moves from school into the
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b. workforce.”“Reality shock is the realization that practice and education are not t UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ


he same.”
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c. “Reality shock is the period from graduation to becoming an experienced nurse.”.
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d. “Reality shock is a transition phase that new graduates go through before chang
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ing jobs.” UJ




ANS: A UJ .

, “Reality shock” is a term often used to describe the reaction experienced when one mo
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ves into the workforce after several years of educational preparation. The new graduat
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e is caught in the situation of moving from a familiar, comfortable educational enviro
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nment into a new role in . the workforce where the expectations are not clearly define
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d or may not even be realistic. The realization that practice and nursing school are no
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t the same is often associated with “going native.” When nurses move from one positi
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on to another, they have already experienced
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reality shock. Becoming an experienced nurse takes time and is not part of the definiti
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on of . reality shock.
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PTS: 1 UJ



DIF: Cognitive Level: Application/Applying . REF: p.
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5 OBJ: Identify the characteristics of reality shock.
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TOP: Reality shock UJ UJ MSC: NCLEX®: Not applicable
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5. A new graduate of less than 1 year describes his/her perception of a staff nurse posit
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ion, stating: “It feels great to be a nurse! In fact, it’s a snap! I can hardly believe ther
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e’s no . instructor looking over my shoulder.” What phase of reality shock is the grad
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uate experiencing?
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a. Recovery .
b. Shock and rejection UJ UJ


c. Honeymoon
d. Transition .
ANS: C UJ


In the first phase of the role transition process (the honeymoon phase), the graduate nurse
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is thrilled with completing school and accepting the first job. Life is a bed of roses becaus
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e everyone knows nursing school is much harder than nursing practice. Shock and rejectio
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n . occur as the nurse tries to understand how nursing school and the “real world” come to
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gether. Transition occurs as the nurse begins the move from student to nurse and refers to
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the entire process, not just a particular phase. The recovery phase is when the nurse can la
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ugh at . situations that he/she is in and is able to cope with the situations that are being fa
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ced.

PTS: 1 DIF: Cognitive Level: Application/Applying
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REF: p. 7 OBJ: Compare and contrast the phases of reality shock.
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TOP: Reality shock UJ MSC: NCLEX®: Not applicable
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6. A student in the last semester of nursing school has established a goal of makin
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g a successful . role transition to graduate nurse. Which statement by the student i
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ndicates his/her understanding of how to achieve this goal?
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a. “I should care for increased numbers of patients to enhance work organizati
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on skills.” . UJ




b. “I will observe staff nurses as they perform nursing procedures to ref
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ine technique.”
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c. “I should seek increasingly close guidance from the nursing instructor to reduce
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errors.”
d. “I will evaluate my progress every 7 weeks or more to allow time for growth.”
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