TEST BANK for Nursing Today: Transition and Trends, 9th Edition by JoAnn Zerwekh & Ashley Zerwekh Garneau | ISBN: 9780323401685 | All Chapters Covered | A+ Study Guide

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, Chapter 01: Reality Shock xv xv xv




xv MULTIPLE CHOICE xv




1. A graduate nurse has been hired as a nurse at a local hospital. The new nurse is in the honeymoon
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phase of role transition when making which of the following statements?
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a. ―I xvam xvso xvnervous xvabout xvbeing xvon xvmy xvown xvas xva xvnurse.‖

b. ―This xvwill xvbe xva xvgreat xvlearning xvexperience.‖

c. ―I xvcan‘t xvwait xvto xvhave xva xvsteady xvpaycheck.‖

d. ―This xvjob xvis xvperfect. xvI xvcan xvfinally xvdo xvthings xvmy xvown xvway.‖


ANS: D xv




The honeymoon phase is when the student nurse sees the world of nursing as quite rosy. Often, the
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new graduate is fascinated with the thrill of arriving in the profession. Reality shock occurs when
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one moves into the workforce after several years of educational preparation. Recovery and resolution
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occur when the graduate nurse is able to laugh at encountered situations. During this time, tension
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decreases, perception increases, and the nurse is able to grow as a person.
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PTS: 1 DIF: Cognitive Level: Application REF: p. 7
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OBJ: Identify the characteristics of reality s h o Nc kU. RTSOIPN:GRTeBa.lC
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shock xv xv xv xv




MSC: NCLEX®: Safe and effective care environment—management of care
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2. Which of the following actions by the graduate nurse is an inappropriate methodology to
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recover from reality shock?
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a. Networking c. Returning xvto xvschool

b. Obtaining xva xvmentor d. Joining xva xvsupport xvgroup


ANS: C xv




The transition period is successfully managed when the graduate is able to evaluate the work situation
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objectively and predict effectively the actions and reactions of other staff. Nurturing the ability to see
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humor in a situation may be a first step. Returning to school is a positive step after the graduate has
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worked through role transition, has some clinical experience, and is ready to focus on a new career
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objective. Networking, obtaining a mentor, and joining a support group would give the graduate nurse
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an opportunity to talk to others experiencing the stress associated with reality shock. The nurse would
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benefit from ‗talking through‘ issues and learning how to cope.
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PTS: 1 DIF: Cognitive Level: Application REF: p. 8
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OBJ: Describe four possible resolutions for reality shock. TOP: Reality
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shock MSC: NCLEX®: Safe and effective care environment—
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management of care xv xv




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, 3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achieve this?
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a. Refusing xvto xvconstantly xvwork xvextra xvshifts

b. Withdrawing xvfrom xvpeer xvsupport xvgroup

c. ―Going xvnative‖

d. Changing xvjobs xvevery xv6 xvto xv12 xvmonths


ANS: A xv




One of the quickest ways to experience burnout is to ―overwork the overtime.‖ Set priorities with
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your mental and physical health being the highest priority. Learning to say ―no‖ to extra shifts is a
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positive means of coping of avoiding burnout. ―Going native‖ is the term that describes how recent
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graduates begin to copy and identify the reality of their role transition experience by rejecting the
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values from nursing school and functioning more like a team member at their place of employment.
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Withdrawing from peer support groups, ―going native,‖ and changing jobs every 6 to 12 months
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would increase the chance of the nurse experiencing burnout. The nurse should instead focus on
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his/her practice and seek out support from other nurses.
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PTS: 1 DIF: Cognitive Level: Application REF: p. 9
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OBJ: Describe four possible resolutions for reality shock. TOP: Reality
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shock MSC: NCLEX®: Safe and effective care environment—
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management of care xv xv


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4. Which of the following statements by an undergraduate nurse describes understanding of reality shock as it
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applies to nursing?
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a. ― xvReality xvshock xvis xvthe xvperiod xvwhen xva xvperson xvmoves xvfrom xvschool xvinto xvthe xvworkforce.

b. ―Reality xvshock xvis xvthe xvrealization xvthat xvpractice xvand xveducation xvare xvnot xvthe xvsame.‖

c. ―Reality xvshock xvis xvthe xvperiod xvfrom xvgraduation xvto xvbecoming xvan xvexperienced xvnurse.‖

d. ―Reality xvshock xvis xva xvtransition xvphase xvthat xvnew xvgraduates xvgo xvthrough xvbefore xvchanging xvjobs.‖


ANS: A xv




―Reality shock‖ is a term often used to describe the reaction experienced when one moves into the
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workforce after several years of educational preparation. The new graduate is caught in the situation
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of moving from a familiar, comfortable educational environment into a new role in the workforce
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where the expectations are not clearly defined or may not even be realistic. The realization that
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practice and nursing school are not the same is often associated with ―going native.‖ When nurses
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move from one position to another, they have already experienced reality shock. Becoming an
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experienced nurse takes time and is not part of the definition of reality shock.
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PTS: 1 DIF: Cognitive Level: Application REF: p. 6
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OBJ: Compare and contrast the phases of reality shock. TOP: Reality
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shock MSC: NCLEX®: Not applicable
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, 5. A student in the last semester of nursing school has established a goal of making a successful role
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transition to graduate nurse. Which statement by the student indicates his/her understanding of how to
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achieve this goal?
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a. ―I xvshould xvcare xvfor xvincreased xvnumbers xvof xvpatients xvto xvenhance xvwork xvorganization xvskills.‖

b. ―I xvwill xvobserve xvstaff xvnurses xvas xvthey xvperform xvnursing xvprocedures xvto xvrefine xvtechnique.‖

c. ―I xvshould xvseek xvincreasingly xvclose xvguidance xvfrom xvthe xvnursing xvinstructor xvto xvreduce xverrors.‖

d. ―I xvwill xvevaluate xvmy xvprogress xvevery xv7 xvweeks xvor xvmore xvto xvallow xvtime xvfor xvgrowth.‖


ANS: A xv




It is important for the student to start taking care of increased numbers of patients to help with time
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management and work organization. The student should also be able to function without close
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guidance from the nursing instructor. Although it is good for students to observe staff, a student in
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the final semester should be able to perform tasks with minimal observation and should instead focus
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on implementing care and time management. Waiting 7 weeks to evaluate progress would not be
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helpful to the student. Although regular self- evaluation is an important process, it is the actual
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experience of taking realistic patient assignments and working typical shift hours that assists with
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successful role transition.
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PTS: 1 DIF: Cognitive Level: Application REF: p. 6
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OBJ: Describe four possible resolutions for reality shock. TOP: Reality
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shock MSC: NCLEX®: Not applicable
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6. A new graduate of less than 1 year describes his/her perception of a staff nurse position, stating:
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―It feels great to be a nurse! In fact, it‘s a snap! I can hardly believe there‘s no instructor
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looking over my shoulder.‖ What phase of reality shock is the graduate experiencing?
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a. Recovery c. Honeymoon

b. Shock xvand xvrejection d. Transition


ANS: C xv




In the first phase of the role transition process (the honeymoon phase), the graduate nurse is thrilled
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with completing school and accepting the first job. Life is a bed of roses because everyone knows
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nursing school is much harder than nursing practice. Shock and rejection occur as the nurse tries to
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understand how nursing school and the ―real world‖ come together. Transition occurs as the nurse
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begins the move from student to nurse and refers to the entire process, not just a particular phase.
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The recovery phase is when the nurse can laugh at situations that he/she is in and is able to cope
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with the situations that are being faced.
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PTS: 1 DIF: Cognitive Level: Application REF: p. 7
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OBJ: Compare and contrast the phases of reality shock. TOP: Reality
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shock MSC: NCLEX®: Not applicable
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