NURSING TODAY TRANSITION AND TRENDS 9TH
II II II II II
EDITION ZERWEKH TEST BANK
II II II II
TEST BANK II
NURSING TEST BANKS
II II
, NURSING TODAY TRANSITION AND TRENDS 9TH EDITION ZERWEKH TEST II II II II II II II II
BANK
II
Chapter 01: Reality Shock II II II
II MULTIPLE CHOICE II
1. A graduate nurse has been hired as a nurse at a local hospital. The new nurse is in the honeymoon phase of
II II II II II II II II II II II II II II II II II II II II II
role transition when making which of the following statements?
II II II II II II II II II
a. “I am so nervous about being on my own as a nurse.”
II II II II II II II II II II II
b. “This will be a great learning experience.”
II II II II II II
c. “I can’t wait to have a steady paycheck.”
II II II II II II II
d. “This job is perfect. I can finally do things my own way.”
II II II II II II II II II II II
ANS: D II
The honeymoon phase is when the student nurse sees the world of nursing as quite rosy. Often, the new
II II II II II II II II II II II II II II II II II II
graduate is fascinated with the thrill of arriving in the profession. Reality shock occurs when one moves into
II II II II II II II II II II II II II II II II II II
the workforce after several years of educational preparation. Recovery and resolution occur when the graduate
II II II II II II II II II II II II II II II
nurse is able to laugh at encountered situations. During this time, tension decreases, perception increases, and
II II II II II II II II II II II II II II II II
the nurse is able to grow as a person.
II II II II II II II II II
PTS: 1 DIF: Cognitive Level: Application REF: p. 7
II II II II II II II II
OBJ: Identify the characteristics of reality s h o Nc kU. RTSOIPN:GRTeBa.lC
II II ityOM
shock II II II II I
MSC: NCLEX®: Safe and effective care environment—management of care
II II II II II II II II
2. Which of the following actions by the graduate nurse is an inappropriate methodology to recover from
II II II II II II II II II II II II II II II
reality shock?
II II
a. Networking c. Returning to school II II
b. Obtaining a mentor II II d. Joining a support group II II II
ANS: C II
The transition period is successfully managed when the graduate is able to evaluate the work situation
II II II II II II II II II II II II II II II
objectively and predict effectively the actions and reactions of other staff. Nurturing the ability to see humor
II II II II II II II II II II II II II II II II II
in a situation may be a first step. Returning to school is a positive step after the graduate has worked through
II II II II II II II II II II II II II II II II II II II II II
role transition, has some clinical experience, and is ready to focus on a new career objective. Networking,
II II II II II II II II II II II II II II II II II
obtaining a mentor, and joining a support group would give the graduate nurse an opportunity to talk to others
II II II II II II II II II II II II II II II II II II II
experiencing the stress associated with reality shock. The nurse would benefit from ‘talking through’ issues
II II II II II II II II II II II II II II
and learning how to cope.
II II II II II
PTS: 1 DIF: Cognitive Level: Application REF: p. 8
II II II II II II II II
OBJ: Describe four possible resolutions for reality shock. TOP: Reality shock
II II II II II II II II II II
II MSC: NCLEX®: Safe and effective care environment—management of care
II II II II II II II II
NURSINGTB.COM
, NURSING TODAY TRANSITION AND TRENDS 9TH EDITION ZERWEKH TEST II II II II II II II II
BANK
II
3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achieve this?
II II II II II II II II II II II II II II II II II II
a. Refusing to constantly work extra shifts II II II II II
b. Withdrawing from peer support group II II II II
c. “Going native” II
d. Changing jobs every 6 to 12 months II II II II II II
ANS: A II
One of the quickest ways to experience burnout is to “overwork the overtime.” Set priorities with your mental
II II II II II II II II II II II II II II II II II
and physical health being the highest priority. Learning to say “no” to extra shifts is a positive means of coping
II II II II II II II II II II II II II II II II II II II II
of avoiding burnout. “Going native” is the term that describes how recent graduates begin to copy and identify
II II II II II II II II II II II II II II II II II II
the reality of their role transition experience by rejecting the values from nursing school and functioning more
II II II II II II II II II II II II II II II II II
like a team member at their place of employment. Withdrawing from peer support groups, “going native,” and
II II II II II II II II II II II II II II II II II
changing jobs every 6 to 12 months would increase the chance of the nurse experiencing burnout. The nurse
II II II II II II II II II II II II II II II II II II
should instead focus on his/her practice and seek out support from other nurses.
II II II II II II II II II II II II II
PTS: 1 DIF: Cognitive Level: Application REF: p. 9
II II II II II II II II
OBJ: Describe four possible resolutions for reality shock. TOP: Reality shock
II II II II II II II II II II
MSC: NCLEX®: Safe and effective care environment—management of care
II II II II II II II II II
NURSINGTB.COM
4. Which of the following statements by the
graduate nurse shows an understanding of reality shock as it II II II II II II II II II II II II II II II
applies to nursing?
II II II
a. “ Reality shock is the period when a person moves from school into the workforce.
II II II II II II II II II II II II II II
b. “Reality shock is the realization that practice and education are not the same.”
II II II II II II II II II II II II
c. “Reality shock is the period from graduation to becoming an experienced nurse.”
II II II II II II II II II II II
d. “Reality shock is a transition phase that new graduates go through before changing jobs.”
II II II II II II II II II II II II II
ANS: A II
“Reality shock” is a term often used to describe the reaction experienced when one moves into the workforce
II II II II II II II II II II II II II II II II II
after several years of educational preparation. The new graduate is caught in the situation of moving from a
II II II II II II II II II II II II II II II II II II
familiar, comfortable educational environment into a new role in the workforce where the expectations are not
II II II II II II II II II II II II II II II II
clearly defined or may not even be realistic. The realization that practice and nursing school are not the same is
II II II II II II II II II II II II II II II II II II II II
often associated with “going native.” When nurses move from one position to another, they have already
II II II II II II II II II II II II II II II II
experienced reality shock. Becoming an experienced nurse takes time and is not part of the definition of reality
II II II II II II II II II II II II II II II II II II
shock.
II
PTS: 1 DIF: Cognitive Level: Application REF: p. 6
II II II II II II II II
OBJ: Compare and contrast the phases of reality shock. TOP: Reality shock
II II II II II II II II II II II
MSC: NCLEX®: Not applicable
II II II II
NURSINGTB.COM
, NURSING TODAY TRANSITION AND TRENDS 9TH EDITION ZERWEKH TEST II II II II II II II II
BANK
II
5. A student in the last semester of nursing school has established a goal of making a successful role transition
II II II II II II II II II II II II II II II II II II II
to graduate nurse. Which statement by the student indicates his/her understanding of how to achieve this goal?
II II II II II II II II II II II II II II II II II
a. “I should care for increased numbers of patients to enhance work organization skills.”
II II II II II II II II II II II II
b. “I will observe staff nurses as they perform nursing procedures to refine technique.”
II II II II II II II II II II II II
c. “I should seek increasingly close guidance from the nursing instructor to reduce errors.”
II II II II II II II II II II II II
d. “I will evaluate my progress every 7 weeks or more to allow time for growth.”
II II II II II II II II II II II II II II
ANS: A II
It is important for the student to start taking care of increased numbers of patients to help with time
II II II II II II II II II II II II II II II II II II
management and work organization. The student should also be able to function without close guidance from
II II II II II II II II II II II II II II II II
the nursing instructor. Although it is good for students to observe staff, a student in the final semester should
II II II II II II II II II II II II II II II II II II II
be able to perform tasks with minimal observation and should instead focus on implementing care and time
II II II II II II II II II II II II II II II II II
management. Waiting 7 weeks to evaluate progress would not be helpful to the student. Although regular self-
II II II II II II II II II II II II II II II II II
evaluation is an important process, it is the actual experience of taking realistic patient assignments and
II II II II II II II II II II II II II II II II
working typical shift hours that assists with successful role transition.
II II II II II II II II II II
PTS: 1 DIF: Cognitive Level: Application REF: p. 6
II II II II II II II II
OBJ: Describe four possible resolutions for reality shock. TOP: Reality shock
II II II II II II II II II II
MSC: NCLEX®: Not applicable II II II
NURSINGTB.COM
6. A new graduate of less than 1 year describes his/her perception of a staff nurse position, stating: “It feels
II II II II II II II II II II II II II II II II II II
great to be a nurse! In fact, it’s a snap! I can hardly believe there’s no instructor looking over my shoulder.”
II II II II II II II II II II II II II II II II II II II II II
What phase of reality shock is the graduate experiencing?
II II II II II II II II II
a. Recovery c. Honeymoon
b. Shock and rejection II II d. Transition
ANS: C II
In the first phase of the role transition process (the honeymoon phase), the graduate nurse is thrilled with
II II II II II II II II II II II II II II II II II
completing school and accepting the first job. Life is a bed of roses because everyone knows nursing school is
II II II II II II II II II II II II II II II II II II II
much harder than nursing practice. Shock and rejection occur as the nurse tries to understand how nursing
II II II II II II II II II II II II II II II II II
school and the “real world” come together. Transition occurs as the nurse begins the move from student to
II II II II II II II II II II II II II II II II II II
nurse and refers to the entire process, not just a particular phase. The recovery phase is when the nurse can
II II II II II II II II II II II II II II II II II II II II
laugh at situations that he/she is in and is able to cope with the situations that are being faced.
II II II II II II II II II II II II II II II II II II II
PTS: 1 DIF: Cognitive Level: Application REF: p. 7
II II II II II II II II
OBJ: Compare and contrast the phases of reality shock. TOP: Reality shock
II II II II II II II II II II II
MSC: NCLEX®: Not applicable
II II II II
NURSINGTB.COM
II II II II II
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II II II II
TEST BANK II
NURSING TEST BANKS
II II
, NURSING TODAY TRANSITION AND TRENDS 9TH EDITION ZERWEKH TEST II II II II II II II II
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II
Chapter 01: Reality Shock II II II
II MULTIPLE CHOICE II
1. A graduate nurse has been hired as a nurse at a local hospital. The new nurse is in the honeymoon phase of
II II II II II II II II II II II II II II II II II II II II II
role transition when making which of the following statements?
II II II II II II II II II
a. “I am so nervous about being on my own as a nurse.”
II II II II II II II II II II II
b. “This will be a great learning experience.”
II II II II II II
c. “I can’t wait to have a steady paycheck.”
II II II II II II II
d. “This job is perfect. I can finally do things my own way.”
II II II II II II II II II II II
ANS: D II
The honeymoon phase is when the student nurse sees the world of nursing as quite rosy. Often, the new
II II II II II II II II II II II II II II II II II II
graduate is fascinated with the thrill of arriving in the profession. Reality shock occurs when one moves into
II II II II II II II II II II II II II II II II II II
the workforce after several years of educational preparation. Recovery and resolution occur when the graduate
II II II II II II II II II II II II II II II
nurse is able to laugh at encountered situations. During this time, tension decreases, perception increases, and
II II II II II II II II II II II II II II II II
the nurse is able to grow as a person.
II II II II II II II II II
PTS: 1 DIF: Cognitive Level: Application REF: p. 7
II II II II II II II II
OBJ: Identify the characteristics of reality s h o Nc kU. RTSOIPN:GRTeBa.lC
II II ityOM
shock II II II II I
MSC: NCLEX®: Safe and effective care environment—management of care
II II II II II II II II
2. Which of the following actions by the graduate nurse is an inappropriate methodology to recover from
II II II II II II II II II II II II II II II
reality shock?
II II
a. Networking c. Returning to school II II
b. Obtaining a mentor II II d. Joining a support group II II II
ANS: C II
The transition period is successfully managed when the graduate is able to evaluate the work situation
II II II II II II II II II II II II II II II
objectively and predict effectively the actions and reactions of other staff. Nurturing the ability to see humor
II II II II II II II II II II II II II II II II II
in a situation may be a first step. Returning to school is a positive step after the graduate has worked through
II II II II II II II II II II II II II II II II II II II II II
role transition, has some clinical experience, and is ready to focus on a new career objective. Networking,
II II II II II II II II II II II II II II II II II
obtaining a mentor, and joining a support group would give the graduate nurse an opportunity to talk to others
II II II II II II II II II II II II II II II II II II II
experiencing the stress associated with reality shock. The nurse would benefit from ‘talking through’ issues
II II II II II II II II II II II II II II
and learning how to cope.
II II II II II
PTS: 1 DIF: Cognitive Level: Application REF: p. 8
II II II II II II II II
OBJ: Describe four possible resolutions for reality shock. TOP: Reality shock
II II II II II II II II II II
II MSC: NCLEX®: Safe and effective care environment—management of care
II II II II II II II II
NURSINGTB.COM
, NURSING TODAY TRANSITION AND TRENDS 9TH EDITION ZERWEKH TEST II II II II II II II II
BANK
II
3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achieve this?
II II II II II II II II II II II II II II II II II II
a. Refusing to constantly work extra shifts II II II II II
b. Withdrawing from peer support group II II II II
c. “Going native” II
d. Changing jobs every 6 to 12 months II II II II II II
ANS: A II
One of the quickest ways to experience burnout is to “overwork the overtime.” Set priorities with your mental
II II II II II II II II II II II II II II II II II
and physical health being the highest priority. Learning to say “no” to extra shifts is a positive means of coping
II II II II II II II II II II II II II II II II II II II II
of avoiding burnout. “Going native” is the term that describes how recent graduates begin to copy and identify
II II II II II II II II II II II II II II II II II II
the reality of their role transition experience by rejecting the values from nursing school and functioning more
II II II II II II II II II II II II II II II II II
like a team member at their place of employment. Withdrawing from peer support groups, “going native,” and
II II II II II II II II II II II II II II II II II
changing jobs every 6 to 12 months would increase the chance of the nurse experiencing burnout. The nurse
II II II II II II II II II II II II II II II II II II
should instead focus on his/her practice and seek out support from other nurses.
II II II II II II II II II II II II II
PTS: 1 DIF: Cognitive Level: Application REF: p. 9
II II II II II II II II
OBJ: Describe four possible resolutions for reality shock. TOP: Reality shock
II II II II II II II II II II
MSC: NCLEX®: Safe and effective care environment—management of care
II II II II II II II II II
NURSINGTB.COM
4. Which of the following statements by the
graduate nurse shows an understanding of reality shock as it II II II II II II II II II II II II II II II
applies to nursing?
II II II
a. “ Reality shock is the period when a person moves from school into the workforce.
II II II II II II II II II II II II II II
b. “Reality shock is the realization that practice and education are not the same.”
II II II II II II II II II II II II
c. “Reality shock is the period from graduation to becoming an experienced nurse.”
II II II II II II II II II II II
d. “Reality shock is a transition phase that new graduates go through before changing jobs.”
II II II II II II II II II II II II II
ANS: A II
“Reality shock” is a term often used to describe the reaction experienced when one moves into the workforce
II II II II II II II II II II II II II II II II II
after several years of educational preparation. The new graduate is caught in the situation of moving from a
II II II II II II II II II II II II II II II II II II
familiar, comfortable educational environment into a new role in the workforce where the expectations are not
II II II II II II II II II II II II II II II II
clearly defined or may not even be realistic. The realization that practice and nursing school are not the same is
II II II II II II II II II II II II II II II II II II II II
often associated with “going native.” When nurses move from one position to another, they have already
II II II II II II II II II II II II II II II II
experienced reality shock. Becoming an experienced nurse takes time and is not part of the definition of reality
II II II II II II II II II II II II II II II II II II
shock.
II
PTS: 1 DIF: Cognitive Level: Application REF: p. 6
II II II II II II II II
OBJ: Compare and contrast the phases of reality shock. TOP: Reality shock
II II II II II II II II II II II
MSC: NCLEX®: Not applicable
II II II II
NURSINGTB.COM
, NURSING TODAY TRANSITION AND TRENDS 9TH EDITION ZERWEKH TEST II II II II II II II II
BANK
II
5. A student in the last semester of nursing school has established a goal of making a successful role transition
II II II II II II II II II II II II II II II II II II II
to graduate nurse. Which statement by the student indicates his/her understanding of how to achieve this goal?
II II II II II II II II II II II II II II II II II
a. “I should care for increased numbers of patients to enhance work organization skills.”
II II II II II II II II II II II II
b. “I will observe staff nurses as they perform nursing procedures to refine technique.”
II II II II II II II II II II II II
c. “I should seek increasingly close guidance from the nursing instructor to reduce errors.”
II II II II II II II II II II II II
d. “I will evaluate my progress every 7 weeks or more to allow time for growth.”
II II II II II II II II II II II II II II
ANS: A II
It is important for the student to start taking care of increased numbers of patients to help with time
II II II II II II II II II II II II II II II II II II
management and work organization. The student should also be able to function without close guidance from
II II II II II II II II II II II II II II II II
the nursing instructor. Although it is good for students to observe staff, a student in the final semester should
II II II II II II II II II II II II II II II II II II II
be able to perform tasks with minimal observation and should instead focus on implementing care and time
II II II II II II II II II II II II II II II II II
management. Waiting 7 weeks to evaluate progress would not be helpful to the student. Although regular self-
II II II II II II II II II II II II II II II II II
evaluation is an important process, it is the actual experience of taking realistic patient assignments and
II II II II II II II II II II II II II II II II
working typical shift hours that assists with successful role transition.
II II II II II II II II II II
PTS: 1 DIF: Cognitive Level: Application REF: p. 6
II II II II II II II II
OBJ: Describe four possible resolutions for reality shock. TOP: Reality shock
II II II II II II II II II II
MSC: NCLEX®: Not applicable II II II
NURSINGTB.COM
6. A new graduate of less than 1 year describes his/her perception of a staff nurse position, stating: “It feels
II II II II II II II II II II II II II II II II II II
great to be a nurse! In fact, it’s a snap! I can hardly believe there’s no instructor looking over my shoulder.”
II II II II II II II II II II II II II II II II II II II II II
What phase of reality shock is the graduate experiencing?
II II II II II II II II II
a. Recovery c. Honeymoon
b. Shock and rejection II II d. Transition
ANS: C II
In the first phase of the role transition process (the honeymoon phase), the graduate nurse is thrilled with
II II II II II II II II II II II II II II II II II
completing school and accepting the first job. Life is a bed of roses because everyone knows nursing school is
II II II II II II II II II II II II II II II II II II II
much harder than nursing practice. Shock and rejection occur as the nurse tries to understand how nursing
II II II II II II II II II II II II II II II II II
school and the “real world” come together. Transition occurs as the nurse begins the move from student to
II II II II II II II II II II II II II II II II II II
nurse and refers to the entire process, not just a particular phase. The recovery phase is when the nurse can
II II II II II II II II II II II II II II II II II II II II
laugh at situations that he/she is in and is able to cope with the situations that are being faced.
II II II II II II II II II II II II II II II II II II II
PTS: 1 DIF: Cognitive Level: Application REF: p. 7
II II II II II II II II
OBJ: Compare and contrast the phases of reality shock. TOP: Reality shock
II II II II II II II II II II II
MSC: NCLEX®: Not applicable
II II II II
NURSINGTB.COM
