TEST BANK FOR NURSING TODAY
TRANSITION AND TRENDS 11 EDITION BY
TH
ZERWEKH- 100% VERIFIED- 2022/2023
All chapters
,Chapter 01: Role Transitions
MULTIPLE CHOICE
1. A graduate nurse has been hired as a nurse at a local hospital. The new
nurse is inthe . 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. Realityshock 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 thenurse 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
methodologyto 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. Returning to school is a
positivestep . 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”
issuesand learning how to cope.
PTS: 1 DIF: Cognitive Level: Application/Applying .
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
achievethis?
a. Refusing to constantly work extra shifts .
b. Withdrawing from peer support group
c. “Going native”
d. 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. “Going
native” is the term that . describes how recent graduates begin to copy and identify
the reality of theirrole-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 fromother 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 applicable .
4. Which of the following statements by the graduate nurse shows an
understanding ofreality shock as it applies to nursing? .
a. “Reality shock is the period when a person moves from school into the
b. workforce.”“Reality shock is the realization that practice and education are
not thesame.”
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
changingjobs.”
ANS: A .
, “Reality shock” is a term often used to describe the reaction experienced when one
movesinto 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
definitionof . reality shock.
PTS: 1 DIF: Cognitive Level: Application/Applying . REF: p. 5
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 indicateshis/her understanding of how to achieve this goal?
a. “I should care for increased numbers of patients to enhance work
organizationskills.” .
b. “I will observe staff nurses as they perform nursing procedures to
refinetechnique.”
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.”
ANS: A
It is important for the student to start taking care of increased numbers of patients to
help with . time management and work organization. The student should also be able
to functionwithout close guidance from the nursing instructor. Although it is good for
students to observe staff, a
student in the final semester should be able to perform tasks with minimal
observation and . should instead focus on implementing care and time management.
Waiting 7 weeks to evaluate progress would not be helpful to the student. Although
regular self-evaluation is animportant process, it is the actual experience of taking
realistic patient assignments and . working typical shift hours that assists with
successful role transition.
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: p. 13 OBJ: Describe methods to promote a successful transition. .
TOP: Reality shock MSC: NCLEX®: Not applicable
TRANSITION AND TRENDS 11 EDITION BY
TH
ZERWEKH- 100% VERIFIED- 2022/2023
All chapters
,Chapter 01: Role Transitions
MULTIPLE CHOICE
1. A graduate nurse has been hired as a nurse at a local hospital. The new
nurse is inthe . 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. Realityshock 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 thenurse 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
methodologyto 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. Returning to school is a
positivestep . 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”
issuesand learning how to cope.
PTS: 1 DIF: Cognitive Level: Application/Applying .
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
achievethis?
a. Refusing to constantly work extra shifts .
b. Withdrawing from peer support group
c. “Going native”
d. 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. “Going
native” is the term that . describes how recent graduates begin to copy and identify
the reality of theirrole-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 fromother 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 applicable .
4. Which of the following statements by the graduate nurse shows an
understanding ofreality shock as it applies to nursing? .
a. “Reality shock is the period when a person moves from school into the
b. workforce.”“Reality shock is the realization that practice and education are
not thesame.”
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
changingjobs.”
ANS: A .
, “Reality shock” is a term often used to describe the reaction experienced when one
movesinto 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
definitionof . reality shock.
PTS: 1 DIF: Cognitive Level: Application/Applying . REF: p. 5
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 indicateshis/her understanding of how to achieve this goal?
a. “I should care for increased numbers of patients to enhance work
organizationskills.” .
b. “I will observe staff nurses as they perform nursing procedures to
refinetechnique.”
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.”
ANS: A
It is important for the student to start taking care of increased numbers of patients to
help with . time management and work organization. The student should also be able
to functionwithout close guidance from the nursing instructor. Although it is good for
students to observe staff, a
student in the final semester should be able to perform tasks with minimal
observation and . should instead focus on implementing care and time management.
Waiting 7 weeks to evaluate progress would not be helpful to the student. Although
regular self-evaluation is animportant process, it is the actual experience of taking
realistic patient assignments and . working typical shift hours that assists with
successful role transition.
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: p. 13 OBJ: Describe methods to promote a successful transition. .
TOP: Reality shock MSC: NCLEX®: Not applicable
