TEST BANK FOR NURSING TODAY TRANSITION
AND TRENDS 11TH EDITION BY ZERWEKH All
chapters.
Distribution of this document is illegal extra per year?
,Table of contents
UNIT I: PROFESSIONAL GROWTH AND TRANSITION
1. Role Transitions
2. Personal Management: Time and Self-Care Strategies
3. Mentorship, Preceptorship, and Nurse Residency Programs
4. Employment Considerations:Opportunities, Resumes, and Interviewing
5. NCLEX-RN Exam® and the New Graduate
UNIT II: NURSING: A DEVELOPING PROFESSION
6. Historical Perspectives: Influences on the Present
7. Nursing Education
8. Nursing Theories
9. Professional Image of Nursing
UNIT III: NURSING MANAGEMENT
10. Challenges of Nursing Management and Leadership
11. Building Nursing Management Skills
12. Effective Communication, Team Building, and Interprofessional Practice
13. Conflict Management
14. Delegation in the Clinical Setting
UNIT IV: CURRENT ISSUES IN HEALTH CARE
15. The Health Care Organization and Patterns of Nursing Care Delivery
16. Economics of the Health Care Delivery System
17. Political Action in Nursing, 397
18. Collective Bargaining: Traditional (Union) and Nontraditional Approaches
19. Ethical Issues
20. Legal Issues
UNIT V: CONTEMPORARY NURSING PRACTICE
21. Cultural and Spiritual Awareness
22. Quality Patient Care
23. Nursing Informatics
24. Using Evidence-Based Practice and Nursing Research
25. Workplace Issues
26. Emergency Preparedness
,chapter 01: role transitions
multiple choice
1. a graduate nurse has been hired as a nurse at a local h o s piatbailrb. .ctohme/tenset w 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
g radaubai rtbe. cno mu /rtse est 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 the graduate nurse is an inappropriate
methodology to recover from reality shock?
a. networking
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 predict effectively the actions and reactions of other staff.
nurturing the ability to see humor in a situation may be a first step. rabeitrbu. rcno mi n/tgestto
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 opportuniat yb i rtbo. c ot ma l/ tke stt o others
experiencing the stress associated with reality shock. the nurse would benefit from
—talking through‖ issues and learning how to cope.
pts: 1 dif: cognitive level: application/appalbyiribn. cgo m/t es t
,https://www.stuvia.com/
Stuuv iaa.c oom
S m - Thh e M
Marrketpplacc e
e too BBuuyyaanndd SSeelyyoouur SStuuddyyMaatteerriiaall
ref: p. 9 obj: describe methods to promote a successful
transition. top: reality shock
msc: nclex®: safe and effective care environment not applicable
3. a nurse 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
—going native‖
c. changing jobs every 6 to 12 months
ans: 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 extra shifts is a positive means of coping of avoiding burnout.
—agbio rbi.ncogmn/taestit ve‖ 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 thaebicrbh.caonmc/teesotf the nurse experiencing
burnout. the nurse should instead focus on his/her practice and seek out support from
other nurses.
pts: 1 dif: cognitive level: application/applying ref:
p. 7 obj: describe methods to promote a successful
transition. top: reality shock
msc: nclex®: safe and effective care environment not appalibcirabb.cloem/test
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 b ecom ai bn i rgb . ac onme/ t xe spt erienced nurse.‖
d. —reality shock is a transition phase that new graduates go through
before changing jobs.‖
ans: a
—reality shock‖ is a term often used to describe 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
educati o nabailrbe. cnovmi/treosnt ment 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
aanbidrb.icso mn /ot etspt art of the definition of reality shock.
pts: 1 dif: cognitive level: application/applying
ref: p. 5 obj: identify the characteristics of
a b i r b . c o m / t e st
real i t y s h o c k .
top: reality shock msc: nclex®: not applicable
5. a student in the last semester of nursing school has establiasbhi reb.dc oam/gteosat l of making
a successful role transition to graduate nurse. which statement by the student
AND TRENDS 11TH EDITION BY ZERWEKH All
chapters.
Distribution of this document is illegal extra per year?
,Table of contents
UNIT I: PROFESSIONAL GROWTH AND TRANSITION
1. Role Transitions
2. Personal Management: Time and Self-Care Strategies
3. Mentorship, Preceptorship, and Nurse Residency Programs
4. Employment Considerations:Opportunities, Resumes, and Interviewing
5. NCLEX-RN Exam® and the New Graduate
UNIT II: NURSING: A DEVELOPING PROFESSION
6. Historical Perspectives: Influences on the Present
7. Nursing Education
8. Nursing Theories
9. Professional Image of Nursing
UNIT III: NURSING MANAGEMENT
10. Challenges of Nursing Management and Leadership
11. Building Nursing Management Skills
12. Effective Communication, Team Building, and Interprofessional Practice
13. Conflict Management
14. Delegation in the Clinical Setting
UNIT IV: CURRENT ISSUES IN HEALTH CARE
15. The Health Care Organization and Patterns of Nursing Care Delivery
16. Economics of the Health Care Delivery System
17. Political Action in Nursing, 397
18. Collective Bargaining: Traditional (Union) and Nontraditional Approaches
19. Ethical Issues
20. Legal Issues
UNIT V: CONTEMPORARY NURSING PRACTICE
21. Cultural and Spiritual Awareness
22. Quality Patient Care
23. Nursing Informatics
24. Using Evidence-Based Practice and Nursing Research
25. Workplace Issues
26. Emergency Preparedness
,chapter 01: role transitions
multiple choice
1. a graduate nurse has been hired as a nurse at a local h o s piatbailrb. .ctohme/tenset w 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
g radaubai rtbe. cno mu /rtse est 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 the graduate nurse is an inappropriate
methodology to recover from reality shock?
a. networking
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 predict effectively the actions and reactions of other staff.
nurturing the ability to see humor in a situation may be a first step. rabeitrbu. rcno mi n/tgestto
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 opportuniat yb i rtbo. c ot ma l/ tke stt o others
experiencing the stress associated with reality shock. the nurse would benefit from
—talking through‖ issues and learning how to cope.
pts: 1 dif: cognitive level: application/appalbyiribn. cgo m/t es t
,https://www.stuvia.com/
Stuuv iaa.c oom
S m - Thh e M
Marrketpplacc e
e too BBuuyyaanndd SSeelyyoouur SStuuddyyMaatteerriiaall
ref: p. 9 obj: describe methods to promote a successful
transition. top: reality shock
msc: nclex®: safe and effective care environment not applicable
3. a nurse 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
—going native‖
c. changing jobs every 6 to 12 months
ans: 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 extra shifts is a positive means of coping of avoiding burnout.
—agbio rbi.ncogmn/taestit ve‖ 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 thaebicrbh.caonmc/teesotf the nurse experiencing
burnout. the nurse should instead focus on his/her practice and seek out support from
other nurses.
pts: 1 dif: cognitive level: application/applying ref:
p. 7 obj: describe methods to promote a successful
transition. top: reality shock
msc: nclex®: safe and effective care environment not appalibcirabb.cloem/test
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 b ecom ai bn i rgb . ac onme/ t xe spt erienced nurse.‖
d. —reality shock is a transition phase that new graduates go through
before changing jobs.‖
ans: a
—reality shock‖ is a term often used to describe 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
educati o nabailrbe. cnovmi/treosnt ment 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
aanbidrb.icso mn /ot etspt art of the definition of reality shock.
pts: 1 dif: cognitive level: application/applying
ref: p. 5 obj: identify the characteristics of
a b i r b . c o m / t e st
real i t y s h o c k .
top: reality shock msc: nclex®: not applicable
5. a student in the last semester of nursing school has establiasbhi reb.dc oam/gteosat l of making
a successful role transition to graduate nurse. which statement by the student
