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
.
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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 mthe mgraduate mnurse mis man minappropriate
mmethodologymto m recover mfrom mreality mshock?
a. Networking .
b. Obtaining ma mmentor
c. Returning mto mschool
d. Joining ma msupport mgroup
.
ANSWER: mC
The mtransition mperiod mis msuccessfully mmanaged mwhen mthe mgraduate mis mable mto
mevaluate mthe mwork m situation mobjectively mand mpredict meffectively mthe mactions
mand mreactions mof mother mstaff.
Nurturing
the mability mto msee mhumor min ma msituation mmay mbe ma mfirst mstep. mReturning mto
mschool mis ma mpositivemstep m. mafter mthe mgraduate mhas mworked mthrough mrole
mtransition, mhas msome mclinical mexperience,mand mis mready mto mfocus mon ma mnew
mcareer mobjective. mNetworking, mobtaining ma mmentor, mand mjoining ma msupport
mgroup mwould mgive mthe mgraduate mnurse man mopportunity mto mtalk mto mothers
mexperiencing mthe m .
, stress massociated mwith mreality mshock. mThe mnurse mwould mbenefit mfrom m“talking
mthrough” missuesmand mlearning mhow mto mcope.
PTS: m1 DIF: mCognitive mLevel: mApplication/Applying m.
REF: mp. m9 OBJ: mDescribe mmethods mto mpromote ma msuccessful
mtransition.mTOP: mReality mshock
MSC: mNCLEX®: mSafe mand meffective mcare menvironment mNot mapplicable
.
3. A mnurse mis mtrying mto mavoid mburnout. mWhich mof mthe mfollowing mactions mis ma mvalid
mway mto machievemthis?
a. Refusing mto mconstantly mwork mextra mshifts .
b. Withdrawing mfrom mpeer msupport mgroup
c. “Going mnative”
d. Changing mjobs mevery m6 mto m12 mmonths m.
ANSWER: mA
One mof mthe mquickest mways mto mexperience mburnout mis mto m“overwork mthe
movertime.” mSet mpriorities mwith myour mmental mand mphysical mhealth mbeing mthe
mhighest mpriority. mLearning mto msay m“no” mto mextra mshifts mis ma mpositive mmeans mof
mcoping mof mavoiding mburnout. m“Going mnative” mis mthe mterm mthat m. mdescribes mhow
mrecent mgraduates mbegin mto mcopy mand midentify mthe mreality mof mtheirmrole-transition
mexperience mby mrejecting mthe mvalues mfrom mnursing mschool mand mfunctioning mmore
mlike ma mteam mmember mat mtheir mplace mof memployment. mWithdrawing mfrom mpeer
msupport mgroups, m“going mnative,” m. mand mchanging mjobs mevery m6 mto m12 mmonths
mwould mincrease mthe mchance mof mthe mnurse mexperiencing
burnout. mThe mnurse mshould minstead mfocus mon mhis/her mpractice mand mseek mout
msupport mfrommother m nurses.
.
PTS: m1 DIF: mCognitive mLevel: mApplication/Applying
REF: mp. m7 OBJ: mDescribe mmethods mto mpromote ma msuccessful
mtransition.mTOP: mReality mshock
MSC: mNCLEX®: mSafe mand meffective mcare menvironment mNot mapplicable m.
4. Which mof mthe mfollowing mstatements mby mthe mgraduate mnurse mshows man
munderstanding mofmreality m shock mas mit mapplies mto mnursing? m.
a. “Reality mshock mis mthe mperiod mwhen ma mperson mmoves mfrom mschool minto mthe
b. workforce.”“Reality mshock mis mthe mrealization mthat mpractice mand meducation
mare mnot mthemsame.”
c. “Reality mshock mis mthe mperiod mfrom mgraduation mto mbecoming man mexperienced
mnurse.”.
d. “Reality mshock mis ma mtransition mphase mthat mnew mgraduates mgo mthrough
mbefore mchangingmjobs.”
ANSWER: mA .
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 mthe mgraduate mnurse mis man minappropriate
mmethodologymto m recover mfrom mreality mshock?
a. Networking .
b. Obtaining ma mmentor
c. Returning mto mschool
d. Joining ma msupport mgroup
.
ANSWER: mC
The mtransition mperiod mis msuccessfully mmanaged mwhen mthe mgraduate mis mable mto
mevaluate mthe mwork m situation mobjectively mand mpredict meffectively mthe mactions
mand mreactions mof mother mstaff.
Nurturing
the mability mto msee mhumor min ma msituation mmay mbe ma mfirst mstep. mReturning mto
mschool mis ma mpositivemstep m. mafter mthe mgraduate mhas mworked mthrough mrole
mtransition, mhas msome mclinical mexperience,mand mis mready mto mfocus mon ma mnew
mcareer mobjective. mNetworking, mobtaining ma mmentor, mand mjoining ma msupport
mgroup mwould mgive mthe mgraduate mnurse man mopportunity mto mtalk mto mothers
mexperiencing mthe m .
, stress massociated mwith mreality mshock. mThe mnurse mwould mbenefit mfrom m“talking
mthrough” missuesmand mlearning mhow mto mcope.
PTS: m1 DIF: mCognitive mLevel: mApplication/Applying m.
REF: mp. m9 OBJ: mDescribe mmethods mto mpromote ma msuccessful
mtransition.mTOP: mReality mshock
MSC: mNCLEX®: mSafe mand meffective mcare menvironment mNot mapplicable
.
3. A mnurse mis mtrying mto mavoid mburnout. mWhich mof mthe mfollowing mactions mis ma mvalid
mway mto machievemthis?
a. Refusing mto mconstantly mwork mextra mshifts .
b. Withdrawing mfrom mpeer msupport mgroup
c. “Going mnative”
d. Changing mjobs mevery m6 mto m12 mmonths m.
ANSWER: mA
One mof mthe mquickest mways mto mexperience mburnout mis mto m“overwork mthe
movertime.” mSet mpriorities mwith myour mmental mand mphysical mhealth mbeing mthe
mhighest mpriority. mLearning mto msay m“no” mto mextra mshifts mis ma mpositive mmeans mof
mcoping mof mavoiding mburnout. m“Going mnative” mis mthe mterm mthat m. mdescribes mhow
mrecent mgraduates mbegin mto mcopy mand midentify mthe mreality mof mtheirmrole-transition
mexperience mby mrejecting mthe mvalues mfrom mnursing mschool mand mfunctioning mmore
mlike ma mteam mmember mat mtheir mplace mof memployment. mWithdrawing mfrom mpeer
msupport mgroups, m“going mnative,” m. mand mchanging mjobs mevery m6 mto m12 mmonths
mwould mincrease mthe mchance mof mthe mnurse mexperiencing
burnout. mThe mnurse mshould minstead mfocus mon mhis/her mpractice mand mseek mout
msupport mfrommother m nurses.
.
PTS: m1 DIF: mCognitive mLevel: mApplication/Applying
REF: mp. m7 OBJ: mDescribe mmethods mto mpromote ma msuccessful
mtransition.mTOP: mReality mshock
MSC: mNCLEX®: mSafe mand meffective mcare menvironment mNot mapplicable m.
4. Which mof mthe mfollowing mstatements mby mthe mgraduate mnurse mshows man
munderstanding mofmreality m shock mas mit mapplies mto mnursing? m.
a. “Reality mshock mis mthe mperiod mwhen ma mperson mmoves mfrom mschool minto mthe
b. workforce.”“Reality mshock mis mthe mrealization mthat mpractice mand meducation
mare mnot mthemsame.”
c. “Reality mshock mis mthe mperiod mfrom mgraduation mto mbecoming man mexperienced
mnurse.”.
d. “Reality mshock mis ma mtransition mphase mthat mnew mgraduates mgo mthrough
mbefore mchangingmjobs.”
ANSWER: mA .
