TEST BANK
Nursing Today 10th Edition Zerwekh
,Table of content
Chapter 1: Role Transitions
Chapter 2: Personal Management: Time and Self-Care Strategies
Chapter 3: Mentorship, Preceptorship, and Nurse Residency Programs
Chapter 4: Employment Considerations: Opportunities, Resumes, and
Interviewing
Chapter 5: NCLEX-RN® Exam and the New Graduate
Chapter 6: Historical Perspectives: Influences on the Present
Chapter 7: Nursing Education
Chapter 8: Nursing Theories
Chapter 9: Professional Image of Nursing
Chapter 10: Challenges of Nursing Management and Leadership
Chapter 11: Building Nursing Management Skills
Chapter 12: Effective Communication, Team Building, and Interprofessional
Practice
Chapter 13: Conflict Management
Chapter 14: Delegation in the Clinical Setting
Chapter 15: The Health Care Organization and Patterns of Nursing Care Delivery
Chapter 16: Economics of the Health Care Delivery System
Chapter 17: Political Action in Nursing
Chapter 18: Collective Bargaining: Traditional (Union) and Nontraditional
Approaches
Chapter 19: Ethical Issues
Chapter 20: Legal Issues
Chapter 21: Cultural and Spiritual Awareness
Chapter 22: Quality Patient Care
Chapter 23: Nursing Informatics
Chapter 24: Using Evidence-Based Practice and Nursing Research
Chapter 25: Workplace Issues
Chapter 26: Emergency Preparedness
,Test Bank for Nursing Today 10th Edition Zerwekh (Test Bank PDF Files)
www.nursylab.com
Chapter 01: Role Transitions
Zerwekh: Nursing Today: Transition and Trends, 10th Edition
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.”
ANS: 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.
DIF: Cognitive Level: Application/Applying
OBJ: Identify the characteristics of transition 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 transition shock?
a. Networking GRADESLAB.COM
b. Obtaining a mentor
c. Returning to school
d. Joining a support group
ANS: C
The transition period is successfully managed when the graduate is able to evaluate the work
situation objectively and effectively predict the actions and reactions of other staff. Nurturing
the ability to see the 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.
DIF: Cognitive Level: Application/Applying
OBJ: Describe methods to promote a successful transition. TOP: Transition shock
MSC: NCLEX®: Safe and effective care environment—not applicable
3. A new nurse who has been off orientation for 4 months now 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”
www.nursylab.com
GARDESLAB.COM
, Test Bank for Nursing Today 10th Edition Zerwekh (Test Bank PDF Files)
www.nursylab.com
d. Changing jobs every 6 to 12 months
ANS: A
At this phase of the nurse’s career, he or she is in the Doing Stage of Transition. One common
characteristic of this phase is the inability to set reasonable boundaries related to work.
Constantly working overtime will lead the new nurse to 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.
DIF: Cognitive Level: Application/Applying
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
workforce.”
b. “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.”
ANS: A
“Reality shock” is a term oftenGused
RADtoEdescribe
SLAB.C OM
the reaction experienced when one moves into
the workforce after several years of educational preparation. The new graduate is caught in the
situation of moving from a familiar, comfortable educational environment into a new role in
the workforce where the expectations are not clearly defined or may not even be realistic. The
realization that practice and nursing school are not the same is often associated with “going
native.” When nurses move from one position to another, they have already experienced
reality shock. Becoming an experienced nurse takes time and is not part of the definition of
reality shock.
DIF: Cognitive Level: Application/Applying
OBJ: Identify the characteristics of reality shock. TOP: Reality shock
MSC: NCLEX®: Not applicable
5. A student in the last semester of nursing school has established a goal of making a successful
role transition to graduate nurse. Which statement by the student indicates his/her
understanding of how to achieve this goal?
a. “I should care for increased number of patients to enhance work organization
skills.”
b. “I will observe staff nurses as they perform nursing procedures to refine
technique.”
c. “I should seek increasingly close guidance from the nursing instructor to reduce
errors.”
d. “I will evaluate my progress every 7 weeks or more to allow time for growth.”
www.nursylab.com
GARDESLAB.COM
Nursing Today 10th Edition Zerwekh
,Table of content
Chapter 1: Role Transitions
Chapter 2: Personal Management: Time and Self-Care Strategies
Chapter 3: Mentorship, Preceptorship, and Nurse Residency Programs
Chapter 4: Employment Considerations: Opportunities, Resumes, and
Interviewing
Chapter 5: NCLEX-RN® Exam and the New Graduate
Chapter 6: Historical Perspectives: Influences on the Present
Chapter 7: Nursing Education
Chapter 8: Nursing Theories
Chapter 9: Professional Image of Nursing
Chapter 10: Challenges of Nursing Management and Leadership
Chapter 11: Building Nursing Management Skills
Chapter 12: Effective Communication, Team Building, and Interprofessional
Practice
Chapter 13: Conflict Management
Chapter 14: Delegation in the Clinical Setting
Chapter 15: The Health Care Organization and Patterns of Nursing Care Delivery
Chapter 16: Economics of the Health Care Delivery System
Chapter 17: Political Action in Nursing
Chapter 18: Collective Bargaining: Traditional (Union) and Nontraditional
Approaches
Chapter 19: Ethical Issues
Chapter 20: Legal Issues
Chapter 21: Cultural and Spiritual Awareness
Chapter 22: Quality Patient Care
Chapter 23: Nursing Informatics
Chapter 24: Using Evidence-Based Practice and Nursing Research
Chapter 25: Workplace Issues
Chapter 26: Emergency Preparedness
,Test Bank for Nursing Today 10th Edition Zerwekh (Test Bank PDF Files)
www.nursylab.com
Chapter 01: Role Transitions
Zerwekh: Nursing Today: Transition and Trends, 10th Edition
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.”
ANS: 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.
DIF: Cognitive Level: Application/Applying
OBJ: Identify the characteristics of transition 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 transition shock?
a. Networking GRADESLAB.COM
b. Obtaining a mentor
c. Returning to school
d. Joining a support group
ANS: C
The transition period is successfully managed when the graduate is able to evaluate the work
situation objectively and effectively predict the actions and reactions of other staff. Nurturing
the ability to see the 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.
DIF: Cognitive Level: Application/Applying
OBJ: Describe methods to promote a successful transition. TOP: Transition shock
MSC: NCLEX®: Safe and effective care environment—not applicable
3. A new nurse who has been off orientation for 4 months now 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”
www.nursylab.com
GARDESLAB.COM
, Test Bank for Nursing Today 10th Edition Zerwekh (Test Bank PDF Files)
www.nursylab.com
d. Changing jobs every 6 to 12 months
ANS: A
At this phase of the nurse’s career, he or she is in the Doing Stage of Transition. One common
characteristic of this phase is the inability to set reasonable boundaries related to work.
Constantly working overtime will lead the new nurse to 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.
DIF: Cognitive Level: Application/Applying
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
workforce.”
b. “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.”
ANS: A
“Reality shock” is a term oftenGused
RADtoEdescribe
SLAB.C OM
the reaction experienced when one moves into
the workforce after several years of educational preparation. The new graduate is caught in the
situation of moving from a familiar, comfortable educational environment into a new role in
the workforce where the expectations are not clearly defined or may not even be realistic. The
realization that practice and nursing school are not the same is often associated with “going
native.” When nurses move from one position to another, they have already experienced
reality shock. Becoming an experienced nurse takes time and is not part of the definition of
reality shock.
DIF: Cognitive Level: Application/Applying
OBJ: Identify the characteristics of reality shock. TOP: Reality shock
MSC: NCLEX®: Not applicable
5. A student in the last semester of nursing school has established a goal of making a successful
role transition to graduate nurse. Which statement by the student indicates his/her
understanding of how to achieve this goal?
a. “I should care for increased number of patients to enhance work organization
skills.”
b. “I will observe staff nurses as they perform nursing procedures to refine
technique.”
c. “I should seek increasingly close guidance from the nursing instructor to reduce
errors.”
d. “I will evaluate my progress every 7 weeks or more to allow time for growth.”
www.nursylab.com
GARDESLAB.COM
