Nursing Today: Transition and Trends 11th Edition Test Bank | Zerwekh

TESTBANK FOR NURSING TODAY TRANSITION AND
TRENDS 11TH EDITION BY JOANN ZERWEKH EDD MSN RN
(EDITOR), ASHLEY ZERWEKH GARNEAU PHD RN (EDITOR)
FULL TESTBANK ALL CHAPTERS INCLUDED|| LATEST AND
COMPLETE UPDATE GRADED A+

,1_|_P_ a_ g_ e


TESTBANK_FOR_NURSING_TODAY_TRANSITION_AND_TREN
DS_11TH_EDITION_BY_JOANN_ZERWEKH_EDD_MSN_RN_(EDIT
OR),_ASHLEY_ZERWEKH_GARNEAU_PHD_RN_(EDITOR)_FULL
_TESTBANK_ALL_CHAPTERS_INCLUDED||_LATEST_AND_COM

PLETE_UPDATE_GRADED_A+
Chapter_01:_Reality_Shock_
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_statem
ents?


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._Ofte
n,_the_new_graduate_is_fascinated_with_the_thrill_of_arriving_in_the_profession._Reality_shock_oc
curs_when_one_moves_into_the_workforce_after_several_years_of_educational_preparation._Recov
ery_and_resolution_occur_when_the_graduate_nurse_is_able_to_laugh_at_encountered_situations._D
uring_this_time,_tension_decreases,_perception_increases,_and_the_nurse_is_able_to_grow_as_a_per
son.


PTS:_1_DIF:_Cognitive_Level:_Application_REF:_p._7


OBJ:_Identify_the_characteristics_of_reality_s_h_oNc_kU._RTSOIPN:GRTeBa.lCityOMshock_MS
C:_NCLEX®:_Safe_and_effective_care_environment—management_of_care

,2_|_P_ a_ g_ e


2. Which_of_the_following_actions_by_the_graduate_nurse_is_an_inappropriate_methodology
_to_recover_from_reality_shock?




a. Networking c. Returning_to_school


b. Obtaining_a_mentor d. Joining_a_support_group


-_ANSWER-_ C


The_transition_period_is_successfully_managed_when_the_graduate_is_able_to_evaluate_the_work_
situation_objectively_and_predict_effectively_the_actions_and_reactions_of_other_staff._Nurturing_t
he_ability_to_see_humor_in_a_situation_may_be_a_first_step._Returning_to_school_is_a_positive_ste
p_after_the_graduate_has_worked_through_role_transition,_has_some_clinical_experience,_and_is_re
ady_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_a
ssociated_with_reality_shock._The_nurse_would_benefit_from_‗talking_through‘_issues_and_learni
ng_how_to_cope.


PTS:_1_DIF:_Cognitive_Level:_Application_REF:_p._8


OBJ:_Describe_four_possible_resolutions_for_reality_shock._TOP:_Reality_shock_MSC:_NCLEX
®:_Safe_and_effective_care_environment—management_of_care




DOCSCHOLAR


3. A_nurse_is_trying_to_avoid_burnout._Which_of_the_following_actions_is_a_valid_wa
y_to_achieve_this?

, 3_|_P_ a_ g_ e


a. Refusing_to_constantly_work_extra_shifts


b. Withdrawing_from_peer_support_group


c. ―Going_native‖


d. Changing_jobs_every_6_to_12_months


-_ANSWER-_ A


One_of_the_quickest_ways_to_experience_burnout_is_to_―overwork_the_overtime.‖_Set_priorities_
with_your_mental_and_physical_health_being_the_highest_priority._Learning_to_say_―no‖_to_extr
a_shifts_is_a_positive_means_of_coping_of_avoiding_burnout._―Going_native‖_is_the_term_that_de
scribes_how_recent_graduates_begin_to_copy_and_identify_the_reality_of_their_role_transition_exp
erience_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_ch
anging_jobs_every_6_to_12_months_would_increase_the_chance_of_the_nurse_experiencing_ burno
ut._The_nurse_should_instead_focus_on_his/her_practice_and_seek_out_support_from_other_nurses.


PTS:_1_DIF:_Cognitive_Level:_Application_REF:_p._9
OBJ:_Describe_four_possible_resolutions_for_reality_shock._TOP:_Reality_shock_MSC:_NCLEX
®:_Safe_and_effective_care_environment—management_of_care
4. Which_of_the_following_statements_by_an_undergraduate_nurse_describes_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.‖