,Contents
Chapter 01 Role Transitions ................................................................................................................................. 3
Chapter 02: Personal Management: Time and Self-Care Strategies.................................................................... 14
Chapter 03: Mentorship, Preceptorship, and Nurse Residency Programs .......................................................... 24
Chapter 04: Employment Considerations: Opportunities, Resumes, and Interviewing ...................................... 32
Chapter 05: NCLEX-RN® and the New Graduate ................................................................................................ 42
Chapter 06: Historical Perspectives: Influences on the Present .......................................................................... 51
Chapter 07: Nursing Education ........................................................................................................................... 60
Chapter 08: Nursing Theory ................................................................................................................................ 70
Chapter 09: Image of Nursing: Influences on the Present .................................................................................. 78
Chapter 10: Nursing Management and Leadership ........................................................................................... 84
Chapter 11: Building Nursing Management Skills ............................................................................................... 95
Chapter 12: Effective Communication, Team Building, and Interprofessional Practice ........................................ 106
Chapter 13: Conflict Management ................................................................................................................... 115
Chapter 14: Delegation in the Clinical Setting ................................................................................................... 125
Chapter 15: The Health Care Organization and Patterns of Nursing Care Delivery ......................................... 137
Chapter 16: Economics in the Health Care Delivery System ............................................................................ 147
Chapter 17: Political Action in Nursing ............................................................................................................. 158
Chapter 18: Collective Bargaining: Traditional (Union) and Nontraditional Approaches ................................ 169
Chapter 19: Ethical Issues ................................................................................................................................. 180
Chapter 20: Legal Issues ................................................................................................................................... 191
Chapter 21: Cultural and Spiritual Awareness ................................................................................................. 205
Chapter 22: Quality Patient Care ...................................................................................................................... 215
Chapter 23: Nursing Informatics ...................................................................................................................... 227
Chapter 24: Using Evidence-Based Practice and Nursing Research ................................................................. 237
Chapter 25: Workplace Issues .......................................................................................................................... 247
Chapter 26: Emergency Preparedness ............................................................................................................. 258
,1. A nurse manager is giving a presentation at a local community college. The nurse manager
understands the job expectations of a new graduate when making which of the following
statements?
a. “A graduate nurse should be able to perform as independently as was demonstrated
the last semester of nursing.”
b. “A graduate nurse should be able to function competently as a registered nurse at
the entry level.”
c. “A graduate nurse should be able to function in the role that was described in the
curriculum for the school of nursing.”
d. “A graduate nurse should be able to be able to functionabiirnbd.ceop
me/tn
esdt ently with ability
to make clinical nursing judgments.”
ANS: B
The job expectations of a new graduate nurse are those of aabnirbe.cnotmry/te-slet vel new employee. This
frequently includes an extended orientation to assist the new graduate to transition into the
independent role of the nurse. The new graduate nurse is not expected to function
independently with the ability to make clinical nursing judgments. School curriculum and how
one functioned the last semester of school are usually not considered in the job expectations of
a new graduate.
PTS: 1 DIF: Cognitive Level: Comprehension/aUbinrbd.ceorm
st/atensdt ing
REF: p. 12 OBJ: Discuss the concepts of transitions.
TOP: Successful transitions MSC: NCLEX®: Not applicable
2. Which action by the graduate nurse shows that a successfu albitrbra.cnom
si/tteiostn to nursing has been
made?
a. The nurse begins to work with the nursing team and functions as others expect.
b. The nurse begins to objectively evaluate work experienabcierbs.caom nd/tesetnjoy the humor of
clinical situations.
c. The nurse believes everything is great, patients are wonderful, and the new unit is
so nice.
d. The nurse meets regularly with other new graduates toacbiorbm .copm
a/rtestand discuss
problems.
ANS: B
Objectivity and humor are two of the characteristics of a saubcircbe.csosmf/utelst ransition. “Going native”
occurs when the graduate begins to provide care in the manner that the team or group wants it
done, not necessarily the correct way. The “honeymoon phase” is when everything is going
great. Meeting with other new graduates can be productivea,bibrbu.ctom it/tiessta part of the transition and
not an indication of successful transition.
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: p. 8 OBJ: Compare and contrast the phases oabf irbe.acolimty/tessht ock.
TOP: Characteristics of a successful transition MSC: NCLEX®: Not applicable
3. A student nurse is in the last semester of nursing school. Which action by the nursing student
indicates appropriate preparation for the transition experieanbcireb?.
a. The nursing student requests additional experiences in performing skills and
procedures.
b. The nursing student maintains close contact with a nurasbiinrbg.coinms/ttersu
t ctor to observe
nursing procedures.
, c. The nursing student practices nursing assessments and care on one or two patients
to become more competent.
d. The nursing student increases communication with a naubrirsbi.ncogmi/tnest ructor to maintain
a resource person after graduation.
ANS: A
Students should get all the experience, not just observationa,biyrbo.cuomc/atenst before graduation. Ask to
perform procedures and skills and request feedback from staff nurses and instructors. Students
should also begin to build resources that will be available after graduation. It is during the last
semester that students begin to care for more complex patients (and more patient numbers) to
gain experience in the “real world” of nursing managemenatbiarbn.cdomto/tehsat ve less reliance on the
nursing instructor as a resource person.
PTS: 1 DIF: Cognitive Level: Application/Appalbyiribn.g
REF: p. 13 OBJ: Describe methods to promote a successful transition.
TOP: Activities to promote successful transition before graduation
MSC: NCLEX®: Not applicable
4. A graduate nurse has been reviewing the NCSBN’s Transition to Practice model. The
graduate nurse understands the intention of the model when making which of the following
statements?
a. “The intention of the model is to mandate that all state boards of nursing provide a
regulatory model for transition to practice.”
b. “The intention of the model is to provide educational modules so that the new
graduate does not need to work with a preceptor.”
c. “The intention of the model is to have the new graduate take and pass the
NCLEX®, obtain employment, and then enter a transition program.”
d. “The intention of the model is to complete the formalizabeidrb.tcroamn/tseisttion program
within 6 weeks.”
ANS: C
The NCSBN’s Transition to Practice model is a regulatoryabm irbo.cdoeml/ttehstat is designed to promote
public safety by supporting the role-transition experience of newly licensed nurses. The new
graduate would first take and pass the NCLEX®, obtain employment, and then enter the
transition program. There are five transition modules with content focused on communication
and teamwork, patient-centered care, evidence-based practaibcireb,.cqomu/atelistt y improvement, and
informatics. The time period for completion of the program is 6 months with an expected
additional 6 months of ongoing support. Because of individual state’s rights, the NCSBN
encourages states to adopt this model; however, they do noabt irhba.cvom
e /tehset authority to mandate
adoption of the model. This model does not act as a replacement of a preceptor in the clinical
practice area.
PTS: 1 DIF: Cognitive Level: Comprehension/aUbinrbd.ceorm
st/atensdt ing
REF: pp. 16-17 OBJ: Describe methods to promote a successful transition.
TOP: Activities to promote successful transition before graduation
MSC: NCLEX®: Not applicable
5. The nurse has an adequate understanding of transitions when making which statement about
situational transitions?
a. “This type of transition can occur with leadership chanagbierb.”.
b. “This type of transition occurs only when one is dealing with a chronic illness.”
Chapter 01 Role Transitions ................................................................................................................................. 3
Chapter 02: Personal Management: Time and Self-Care Strategies.................................................................... 14
Chapter 03: Mentorship, Preceptorship, and Nurse Residency Programs .......................................................... 24
Chapter 04: Employment Considerations: Opportunities, Resumes, and Interviewing ...................................... 32
Chapter 05: NCLEX-RN® and the New Graduate ................................................................................................ 42
Chapter 06: Historical Perspectives: Influences on the Present .......................................................................... 51
Chapter 07: Nursing Education ........................................................................................................................... 60
Chapter 08: Nursing Theory ................................................................................................................................ 70
Chapter 09: Image of Nursing: Influences on the Present .................................................................................. 78
Chapter 10: Nursing Management and Leadership ........................................................................................... 84
Chapter 11: Building Nursing Management Skills ............................................................................................... 95
Chapter 12: Effective Communication, Team Building, and Interprofessional Practice ........................................ 106
Chapter 13: Conflict Management ................................................................................................................... 115
Chapter 14: Delegation in the Clinical Setting ................................................................................................... 125
Chapter 15: The Health Care Organization and Patterns of Nursing Care Delivery ......................................... 137
Chapter 16: Economics in the Health Care Delivery System ............................................................................ 147
Chapter 17: Political Action in Nursing ............................................................................................................. 158
Chapter 18: Collective Bargaining: Traditional (Union) and Nontraditional Approaches ................................ 169
Chapter 19: Ethical Issues ................................................................................................................................. 180
Chapter 20: Legal Issues ................................................................................................................................... 191
Chapter 21: Cultural and Spiritual Awareness ................................................................................................. 205
Chapter 22: Quality Patient Care ...................................................................................................................... 215
Chapter 23: Nursing Informatics ...................................................................................................................... 227
Chapter 24: Using Evidence-Based Practice and Nursing Research ................................................................. 237
Chapter 25: Workplace Issues .......................................................................................................................... 247
Chapter 26: Emergency Preparedness ............................................................................................................. 258
,1. A nurse manager is giving a presentation at a local community college. The nurse manager
understands the job expectations of a new graduate when making which of the following
statements?
a. “A graduate nurse should be able to perform as independently as was demonstrated
the last semester of nursing.”
b. “A graduate nurse should be able to function competently as a registered nurse at
the entry level.”
c. “A graduate nurse should be able to function in the role that was described in the
curriculum for the school of nursing.”
d. “A graduate nurse should be able to be able to functionabiirnbd.ceop
me/tn
esdt ently with ability
to make clinical nursing judgments.”
ANS: B
The job expectations of a new graduate nurse are those of aabnirbe.cnotmry/te-slet vel new employee. This
frequently includes an extended orientation to assist the new graduate to transition into the
independent role of the nurse. The new graduate nurse is not expected to function
independently with the ability to make clinical nursing judgments. School curriculum and how
one functioned the last semester of school are usually not considered in the job expectations of
a new graduate.
PTS: 1 DIF: Cognitive Level: Comprehension/aUbinrbd.ceorm
st/atensdt ing
REF: p. 12 OBJ: Discuss the concepts of transitions.
TOP: Successful transitions MSC: NCLEX®: Not applicable
2. Which action by the graduate nurse shows that a successfu albitrbra.cnom
si/tteiostn to nursing has been
made?
a. The nurse begins to work with the nursing team and functions as others expect.
b. The nurse begins to objectively evaluate work experienabcierbs.caom nd/tesetnjoy the humor of
clinical situations.
c. The nurse believes everything is great, patients are wonderful, and the new unit is
so nice.
d. The nurse meets regularly with other new graduates toacbiorbm .copm
a/rtestand discuss
problems.
ANS: B
Objectivity and humor are two of the characteristics of a saubcircbe.csosmf/utelst ransition. “Going native”
occurs when the graduate begins to provide care in the manner that the team or group wants it
done, not necessarily the correct way. The “honeymoon phase” is when everything is going
great. Meeting with other new graduates can be productivea,bibrbu.ctom it/tiessta part of the transition and
not an indication of successful transition.
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: p. 8 OBJ: Compare and contrast the phases oabf irbe.acolimty/tessht ock.
TOP: Characteristics of a successful transition MSC: NCLEX®: Not applicable
3. A student nurse is in the last semester of nursing school. Which action by the nursing student
indicates appropriate preparation for the transition experieanbcireb?.
a. The nursing student requests additional experiences in performing skills and
procedures.
b. The nursing student maintains close contact with a nurasbiinrbg.coinms/ttersu
t ctor to observe
nursing procedures.
, c. The nursing student practices nursing assessments and care on one or two patients
to become more competent.
d. The nursing student increases communication with a naubrirsbi.ncogmi/tnest ructor to maintain
a resource person after graduation.
ANS: A
Students should get all the experience, not just observationa,biyrbo.cuomc/atenst before graduation. Ask to
perform procedures and skills and request feedback from staff nurses and instructors. Students
should also begin to build resources that will be available after graduation. It is during the last
semester that students begin to care for more complex patients (and more patient numbers) to
gain experience in the “real world” of nursing managemenatbiarbn.cdomto/tehsat ve less reliance on the
nursing instructor as a resource person.
PTS: 1 DIF: Cognitive Level: Application/Appalbyiribn.g
REF: p. 13 OBJ: Describe methods to promote a successful transition.
TOP: Activities to promote successful transition before graduation
MSC: NCLEX®: Not applicable
4. A graduate nurse has been reviewing the NCSBN’s Transition to Practice model. The
graduate nurse understands the intention of the model when making which of the following
statements?
a. “The intention of the model is to mandate that all state boards of nursing provide a
regulatory model for transition to practice.”
b. “The intention of the model is to provide educational modules so that the new
graduate does not need to work with a preceptor.”
c. “The intention of the model is to have the new graduate take and pass the
NCLEX®, obtain employment, and then enter a transition program.”
d. “The intention of the model is to complete the formalizabeidrb.tcroamn/tseisttion program
within 6 weeks.”
ANS: C
The NCSBN’s Transition to Practice model is a regulatoryabm irbo.cdoeml/ttehstat is designed to promote
public safety by supporting the role-transition experience of newly licensed nurses. The new
graduate would first take and pass the NCLEX®, obtain employment, and then enter the
transition program. There are five transition modules with content focused on communication
and teamwork, patient-centered care, evidence-based practaibcireb,.cqomu/atelistt y improvement, and
informatics. The time period for completion of the program is 6 months with an expected
additional 6 months of ongoing support. Because of individual state’s rights, the NCSBN
encourages states to adopt this model; however, they do noabt irhba.cvom
e /tehset authority to mandate
adoption of the model. This model does not act as a replacement of a preceptor in the clinical
practice area.
PTS: 1 DIF: Cognitive Level: Comprehension/aUbinrbd.ceorm
st/atensdt ing
REF: pp. 16-17 OBJ: Describe methods to promote a successful transition.
TOP: Activities to promote successful transition before graduation
MSC: NCLEX®: Not applicable
5. The nurse has an adequate understanding of transitions when making which statement about
situational transitions?
a. “This type of transition can occur with leadership chanagbierb.”.
b. “This type of transition occurs only when one is dealing with a chronic illness.”
