Med
C
xv
, Chapter 01: Reality Shock xv xv xv
xv MULTIPLE CHOICE xv
1. A graduate nurse has been hired as a nurse at a local hospital. The new nurse is in the honeymoon
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
phase of role transition when making which of the following statements?
xv xv xv xv xv xv xv xv xv xv xv
a. ―I xvam xvso xvnervous xvabout xvbeing xvon xvmy xvown xvas xva xvnurse.‖
b. ―This xvwill xvbe xva xvgreat xvlearning xvexperience.‖
c. ―I xvcan‘t xvwait xvto xvhave xva xvsteady xvpaycheck.‖
d. ―This xvjob xvis xvperfect. xvI xvcan xvfinally xvdo xvthings xvmy xvown xvway.‖
ANS: D xv
The honeymoon phase is when the student nurse sees the world of nursing as quite rosy. Often, the
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
new graduate is fascinated with the thrill of arriving in the profession. Reality shock occurs when
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
one moves into the workforce after several years of educational preparation. Recovery and resolution
xv xv xv xv xv xv xv xv xv xv xv xv xv xv
occur when the graduate nurse is able to laugh at encountered situations. During this time, tension
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
decreases, perception increases, and the nurse is able to grow as a person.
xv xv xv xv xv xv xv xv xv xv xv xv xv
PTS: 1 DIF: Cognitive Level: Application REF: p. 7
xv xv xv xv xv xv xv xv
OBJ: Identify the characteristics of reality s h o Nc kU. RTSOIPN:GRTeBa.lC
xv xv xv ityOM
shock xv xv xv xv
MSC: NCLEX®: Safe and effective care environment—management of care
xv xv xv xv xv xv xv xv
2. Which of the following actions by the graduate nurse is an inappropriate methodology to
xv xv xv xv xv xv xv xv xv xv xv xv xv
recover from reality shock?
xv xv xv xv
a. Networking c. Returning xvto xvschool
b. Obtaining xva xvmentor d. Joining xva xvsupport xvgroup
ANS: C xv
The transition period is successfully managed when the graduate is able to evaluate the work situation
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
objectively and predict effectively the actions and reactions of other staff. Nurturing the ability to see
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
humor in a situation may be a first step. Returning to school is a positive step after the graduate has
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
worked through role transition, has some clinical experience, and is ready to focus on a new career
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
objective. Networking, obtaining a mentor, and joining a support group would give the graduate nurse
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
an opportunity to talk to others experiencing the stress associated with reality shock. The nurse would
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
benefit from ‗talking through‘ issues and learning how to cope.
xv xv xv xv xv xv xv xv xv xv
PTS: 1 DIF: Cognitive Level: Application REF: p. 8
xv xv xv xv xv xv xv xv
OBJ: Describe four possible resolutions for reality shock. TOP: Reality
xv xv xv xv xv xv xv xv xv
shock MSC: NCLEX®: Safe and effective care environment—
xv xv xv xv xv xv xv xv
management of care xv xv
Med
C
xv
, 3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achieve this?
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
a. Refusing xvto xvconstantly xvwork xvextra xvshifts
b. Withdrawing xvfrom xvpeer xvsupport xvgroup
c. ―Going xvnative‖
d. Changing xvjobs xvevery xv6 xvto xv12 xvmonths
ANS: A xv
One of the quickest ways to experience burnout is to ―overwork the overtime.‖ Set priorities with
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
your mental and physical health being the highest priority. Learning to say ―no‖ to extra shifts is a
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
positive means of coping of avoiding burnout. ―Going native‖ is the term that describes how recent
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
graduates begin to copy and identify the reality of their role transition experience by rejecting the
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
values from nursing school and functioning more like a team member at their place of employment.
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
Withdrawing from peer support groups, ―going native,‖ and changing jobs every 6 to 12 months
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
would increase the chance of the nurse experiencing burnout. The nurse should instead focus on
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
his/her practice and seek out support from other nurses.
xv xv xv xv xv xv xv xv xv
PTS: 1 DIF: Cognitive Level: Application REF: p. 9
xv xv xv xv xv xv xv xv
OBJ: Describe four possible resolutions for reality shock. TOP: Reality
xv xv xv xv xv xv xv xv xv
shock MSC: NCLEX®: Safe and effective care environment—
xv xv xv xv xv xv xv xv
management of care xv xv
M
4. Which of the following statements by an undergraduate nurse describes understanding of reality shock as it
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
applies to nursing?
xv xv xv
a. ― xvReality xvshock xvis xvthe xvperiod xvwhen xva xvperson xvmoves xvfrom xvschool xvinto xvthe xvworkforce.
b. ―Reality xvshock xvis xvthe xvrealization xvthat xvpractice xvand xveducation xvare xvnot xvthe xvsame.‖
c. ―Reality xvshock xvis xvthe xvperiod xvfrom xvgraduation xvto xvbecoming xvan xvexperienced xvnurse.‖
d. ―Reality xvshock xvis xva xvtransition xvphase xvthat xvnew xvgraduates xvgo xvthrough xvbefore xvchanging xvjobs.‖
ANS: A xv
―Reality shock‖ is a term often used to describe the reaction experienced when one moves into the
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
workforce after several years of educational preparation. The new graduate is caught in the situation
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
of moving from a familiar, comfortable educational environment into a new role in the workforce
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
where the expectations are not clearly defined or may not even be realistic. The realization that
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
practice and nursing school are not the same is often associated with ―going native.‖ When nurses
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
move from one position to another, they have already experienced reality shock. Becoming an
xv xv xv xv xv xv xv xv xv xv xv xv xv xv
experienced nurse takes time and is not part of the definition of reality shock.
xv xv xv xv xv xv xv xv xv xv xv xv xv xv
PTS: 1 DIF: Cognitive Level: Application REF: p. 6
xv xv xv xv xv xv xv xv
OBJ: Compare and contrast the phases of reality shock. TOP: Reality
xv xv xv xv xv xv xv xv xv xv
shock MSC: NCLEX®: Not applicable
xv xv xv xv xv
Med
, 5. A student in the last semester of nursing school has established a goal of making a successful role
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
transition to graduate nurse. Which statement by the student indicates his/her understanding of how to
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
achieve this goal?
xv xv xv
a. ―I xvshould xvcare xvfor xvincreased xvnumbers xvof xvpatients xvto xvenhance xvwork xvorganization xvskills.‖
b. ―I xvwill xvobserve xvstaff xvnurses xvas xvthey xvperform xvnursing xvprocedures xvto xvrefine xvtechnique.‖
c. ―I xvshould xvseek xvincreasingly xvclose xvguidance xvfrom xvthe xvnursing xvinstructor xvto xvreduce xverrors.‖
d. ―I xvwill xvevaluate xvmy xvprogress xvevery xv7 xvweeks xvor xvmore xvto xvallow xvtime xvfor xvgrowth.‖
ANS: A xv
It is important for the student to start taking care of increased numbers of patients to help with time
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
management and work organization. The student should also be able to function without close
xv xv xv xv xv xv xv xv xv xv xv xv xv xv
guidance from the nursing instructor. Although it is good for students to observe staff, a student in
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
the final semester should be able to perform tasks with minimal observation and should instead focus
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
on implementing care and time management. Waiting 7 weeks to evaluate progress would not be
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
helpful to the student. Although regular self- evaluation is an important process, it is the actual
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
experience of taking realistic patient assignments and working typical shift hours that assists with
xv xv xv xv xv xv xv xv xv xv xv xv xv xv
successful role transition.
xv xv xv
PTS: 1 DIF: Cognitive Level: Application REF: p. 6
xv xv xv xv xv xv xv xv
OBJ: Describe four possible resolutions for reality shock. TOP: Reality
xv xv xv xv xv xv xv xv xv
shock MSC: NCLEX®: Not applicable
xv xv xv xv xv
NURSINGTB.COM
6. A new graduate of less than 1 year describes his/her perception of a staff nurse position, stating:
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
―It feels great to be a nurse! In fact, it‘s a snap! I can hardly believe there‘s no instructor
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
looking over my shoulder.‖ What phase of reality shock is the graduate experiencing?
xv xv xv xv xv xv xv xv xv xv xv xv xv
a. Recovery c. Honeymoon
b. Shock xvand xvrejection d. Transition
ANS: C xv
In the first phase of the role transition process (the honeymoon phase), the graduate nurse is thrilled
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
with completing school and accepting the first job. Life is a bed of roses because everyone knows
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
nursing school is much harder than nursing practice. Shock and rejection occur as the nurse tries to
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
understand how nursing school and the ―real world‖ come together. Transition occurs as the nurse
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
begins the move from student to nurse and refers to the entire process, not just a particular phase.
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
The recovery phase is when the nurse can laugh at situations that he/she is in and is able to cope
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
with the situations that are being faced.
xv xv xv xv xv xv xv
PTS: 1 DIF: Cognitive Level: Application REF: p. 7
xv xv xv xv xv xv xv xv
OBJ: Compare and contrast the phases of reality shock. TOP: Reality
xv xv xv xv xv xv xv xv xv xv
shock MSC: NCLEX®: Not applicable
xv xv xv xv xv
Med
C
xv
, Chapter 01: Reality Shock xv xv xv
xv MULTIPLE CHOICE xv
1. A graduate nurse has been hired as a nurse at a local hospital. The new nurse is in the honeymoon
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
phase of role transition when making which of the following statements?
xv xv xv xv xv xv xv xv xv xv xv
a. ―I xvam xvso xvnervous xvabout xvbeing xvon xvmy xvown xvas xva xvnurse.‖
b. ―This xvwill xvbe xva xvgreat xvlearning xvexperience.‖
c. ―I xvcan‘t xvwait xvto xvhave xva xvsteady xvpaycheck.‖
d. ―This xvjob xvis xvperfect. xvI xvcan xvfinally xvdo xvthings xvmy xvown xvway.‖
ANS: D xv
The honeymoon phase is when the student nurse sees the world of nursing as quite rosy. Often, the
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
new graduate is fascinated with the thrill of arriving in the profession. Reality shock occurs when
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
one moves into the workforce after several years of educational preparation. Recovery and resolution
xv xv xv xv xv xv xv xv xv xv xv xv xv xv
occur when the graduate nurse is able to laugh at encountered situations. During this time, tension
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
decreases, perception increases, and the nurse is able to grow as a person.
xv xv xv xv xv xv xv xv xv xv xv xv xv
PTS: 1 DIF: Cognitive Level: Application REF: p. 7
xv xv xv xv xv xv xv xv
OBJ: Identify the characteristics of reality s h o Nc kU. RTSOIPN:GRTeBa.lC
xv xv xv ityOM
shock xv xv xv xv
MSC: NCLEX®: Safe and effective care environment—management of care
xv xv xv xv xv xv xv xv
2. Which of the following actions by the graduate nurse is an inappropriate methodology to
xv xv xv xv xv xv xv xv xv xv xv xv xv
recover from reality shock?
xv xv xv xv
a. Networking c. Returning xvto xvschool
b. Obtaining xva xvmentor d. Joining xva xvsupport xvgroup
ANS: C xv
The transition period is successfully managed when the graduate is able to evaluate the work situation
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
objectively and predict effectively the actions and reactions of other staff. Nurturing the ability to see
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
humor in a situation may be a first step. Returning to school is a positive step after the graduate has
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
worked through role transition, has some clinical experience, and is ready to focus on a new career
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
objective. Networking, obtaining a mentor, and joining a support group would give the graduate nurse
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
an opportunity to talk to others experiencing the stress associated with reality shock. The nurse would
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
benefit from ‗talking through‘ issues and learning how to cope.
xv xv xv xv xv xv xv xv xv xv
PTS: 1 DIF: Cognitive Level: Application REF: p. 8
xv xv xv xv xv xv xv xv
OBJ: Describe four possible resolutions for reality shock. TOP: Reality
xv xv xv xv xv xv xv xv xv
shock MSC: NCLEX®: Safe and effective care environment—
xv xv xv xv xv xv xv xv
management of care xv xv
Med
C
xv
, 3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achieve this?
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
a. Refusing xvto xvconstantly xvwork xvextra xvshifts
b. Withdrawing xvfrom xvpeer xvsupport xvgroup
c. ―Going xvnative‖
d. Changing xvjobs xvevery xv6 xvto xv12 xvmonths
ANS: A xv
One of the quickest ways to experience burnout is to ―overwork the overtime.‖ Set priorities with
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
your mental and physical health being the highest priority. Learning to say ―no‖ to extra shifts is a
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
positive means of coping of avoiding burnout. ―Going native‖ is the term that describes how recent
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
graduates begin to copy and identify the reality of their role transition experience by rejecting the
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
values from nursing school and functioning more like a team member at their place of employment.
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
Withdrawing from peer support groups, ―going native,‖ and changing jobs every 6 to 12 months
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
would increase the chance of the nurse experiencing burnout. The nurse should instead focus on
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
his/her practice and seek out support from other nurses.
xv xv xv xv xv xv xv xv xv
PTS: 1 DIF: Cognitive Level: Application REF: p. 9
xv xv xv xv xv xv xv xv
OBJ: Describe four possible resolutions for reality shock. TOP: Reality
xv xv xv xv xv xv xv xv xv
shock MSC: NCLEX®: Safe and effective care environment—
xv xv xv xv xv xv xv xv
management of care xv xv
M
4. Which of the following statements by an undergraduate nurse describes understanding of reality shock as it
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
applies to nursing?
xv xv xv
a. ― xvReality xvshock xvis xvthe xvperiod xvwhen xva xvperson xvmoves xvfrom xvschool xvinto xvthe xvworkforce.
b. ―Reality xvshock xvis xvthe xvrealization xvthat xvpractice xvand xveducation xvare xvnot xvthe xvsame.‖
c. ―Reality xvshock xvis xvthe xvperiod xvfrom xvgraduation xvto xvbecoming xvan xvexperienced xvnurse.‖
d. ―Reality xvshock xvis xva xvtransition xvphase xvthat xvnew xvgraduates xvgo xvthrough xvbefore xvchanging xvjobs.‖
ANS: A xv
―Reality shock‖ is a term often used to describe the reaction experienced when one moves into the
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
workforce after several years of educational preparation. The new graduate is caught in the situation
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
of moving from a familiar, comfortable educational environment into a new role in the workforce
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
where the expectations are not clearly defined or may not even be realistic. The realization that
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
practice and nursing school are not the same is often associated with ―going native.‖ When nurses
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
move from one position to another, they have already experienced reality shock. Becoming an
xv xv xv xv xv xv xv xv xv xv xv xv xv xv
experienced nurse takes time and is not part of the definition of reality shock.
xv xv xv xv xv xv xv xv xv xv xv xv xv xv
PTS: 1 DIF: Cognitive Level: Application REF: p. 6
xv xv xv xv xv xv xv xv
OBJ: Compare and contrast the phases of reality shock. TOP: Reality
xv xv xv xv xv xv xv xv xv xv
shock MSC: NCLEX®: Not applicable
xv xv xv xv xv
Med
, 5. A student in the last semester of nursing school has established a goal of making a successful role
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
transition to graduate nurse. Which statement by the student indicates his/her understanding of how to
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
achieve this goal?
xv xv xv
a. ―I xvshould xvcare xvfor xvincreased xvnumbers xvof xvpatients xvto xvenhance xvwork xvorganization xvskills.‖
b. ―I xvwill xvobserve xvstaff xvnurses xvas xvthey xvperform xvnursing xvprocedures xvto xvrefine xvtechnique.‖
c. ―I xvshould xvseek xvincreasingly xvclose xvguidance xvfrom xvthe xvnursing xvinstructor xvto xvreduce xverrors.‖
d. ―I xvwill xvevaluate xvmy xvprogress xvevery xv7 xvweeks xvor xvmore xvto xvallow xvtime xvfor xvgrowth.‖
ANS: A xv
It is important for the student to start taking care of increased numbers of patients to help with time
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
management and work organization. The student should also be able to function without close
xv xv xv xv xv xv xv xv xv xv xv xv xv xv
guidance from the nursing instructor. Although it is good for students to observe staff, a student in
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
the final semester should be able to perform tasks with minimal observation and should instead focus
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
on implementing care and time management. Waiting 7 weeks to evaluate progress would not be
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
helpful to the student. Although regular self- evaluation is an important process, it is the actual
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
experience of taking realistic patient assignments and working typical shift hours that assists with
xv xv xv xv xv xv xv xv xv xv xv xv xv xv
successful role transition.
xv xv xv
PTS: 1 DIF: Cognitive Level: Application REF: p. 6
xv xv xv xv xv xv xv xv
OBJ: Describe four possible resolutions for reality shock. TOP: Reality
xv xv xv xv xv xv xv xv xv
shock MSC: NCLEX®: Not applicable
xv xv xv xv xv
NURSINGTB.COM
6. A new graduate of less than 1 year describes his/her perception of a staff nurse position, stating:
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
―It feels great to be a nurse! In fact, it‘s a snap! I can hardly believe there‘s no instructor
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
looking over my shoulder.‖ What phase of reality shock is the graduate experiencing?
xv xv xv xv xv xv xv xv xv xv xv xv xv
a. Recovery c. Honeymoon
b. Shock xvand xvrejection d. Transition
ANS: C xv
In the first phase of the role transition process (the honeymoon phase), the graduate nurse is thrilled
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
with completing school and accepting the first job. Life is a bed of roses because everyone knows
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
nursing school is much harder than nursing practice. Shock and rejection occur as the nurse tries to
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
understand how nursing school and the ―real world‖ come together. Transition occurs as the nurse
xv xv xv xv xv xv xv xv xv xv xv xv xv xv xv
begins the move from student to nurse and refers to the entire process, not just a particular phase.
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The recovery phase is when the nurse can laugh at situations that he/she is in and is able to cope
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with the situations that are being faced.
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PTS: 1 DIF: Cognitive Level: Application REF: p. 7
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OBJ: Compare and contrast the phases of reality shock. TOP: Reality
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shock MSC: NCLEX®: Not applicable
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Med
