Test Bank for Nursing Today:
Transition and Trends, 10th
Edition by Zerwekh
,e.
Chapter 01: Role Transitions
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 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 characterized by a new nurse’s excitement and idealistic view of the profession.
The nurse may feel a sense of fascination with entering the profession and see the role through an overly
positive lens. This phase contrasts with the “reality shock” that can occur once the nurse begins to face the
challenges of the workforce. Over time, the nurse moves through recovery and resolution, developing the
ability to laugh at difficult situations and reducing stress while gaining professional growth.
,f.
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 method to recover from reality
shock?
a. Networking
b. Obtaining a mentor
c. Returning to school
d. Joining a support group
ANS: C
Returning to school is a positive step for career advancement but is better suited for a nurse who has
already gained experience and adjusted to the role. During the role transition period, it is more beneficial
for the nurse to engage in supportive activities like networking, finding a mentor, and joining a support
group. These activities provide opportunities to process experiences, learn coping strategies, and address
the stress of reality shock in a supportive environment.
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
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
c. “Going native”
d. Changing jobs every 6 to 12 months
ANS: A
Avoiding burnout involves setting limits and prioritizing mental and physical health, which includes saying
“no” to excessive overtime. “Going native,” a term describing when new graduates abandon school values
to adapt fully to their work environment, can increase stress and contribute to burnout. Similarly,
withdrawing from support groups and frequently changing jobs can heighten the risk of burnout. A better
approach is to engage with peer support and establish healthy work-life boundaries.
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
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 becoming an experienced nurse.”
d. “Reality shock is a transition phase that new graduates go through before changing jobs.”
ANS: A
Reality shock is a common experience among new nurses as they transition from the academic
environment to the workforce. This period is marked by the realization that the structured, supportive
,g.
learning environment of nursing school contrasts with the less-defined and challenging realities of clinical
practice. It involves adjusting expectations and aligning them with the workplace.
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 indicates his/her understanding of how to achieve this
goal?
a. “I should care for increased numbers of patients to enhance work organization skills.”
b. “I will observe staff nurses as they perform nursing procedures to refine technique.”
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
In preparation for a successful transition, it’s essential for the nursing student to handle increasing patient
loads, which helps build time management and organizational skills. While observation can be beneficial,
final-semester students should be actively performing tasks and focusing on practical experience.
Evaluation should occur more frequently than every 7 weeks to encourage continual self-assessment and
realistic goal setting for skill development.
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
6. A new graduate of less than 1 year describes his/her perception of a staff nurse position, stating: “It feels
great to be a nurse! In fact, it’s a snap! I can hardly believe there’s no instructor looking over my shoulder.”
What phase of reality shock is the graduate experiencing?
a. Recovery
b. Shock and rejection
c. Honeymoon
d. Transition
ANS: C
The honeymoon phase is typically the initial period after graduation when new nurses are enthusiastic and
view their job optimistically. During this time, the graduate nurse may feel liberated and optimistic, as the
structure of nursing school has been replaced with perceived independence. The phases of shock and
rejection follow, in which the nurse begins to see the differences between school and clinical practice.
Transition refers to the entire period from student to nurse, and recovery is when the nurse starts coping
effectively with the role.
PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 7 OBJ: Compare and contrast the phases of
reality shock. TOP: Reality shock MSC: NCLEX®: Not applicable
7. A new graduate has worked on a busy unit for 6 months since graduating from nursing school. The
graduate tells a friend, “I’ve never been so upset in all my life! The care that some of the staff give our
Transition and Trends, 10th
Edition by Zerwekh
,e.
Chapter 01: Role Transitions
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 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 characterized by a new nurse’s excitement and idealistic view of the profession.
The nurse may feel a sense of fascination with entering the profession and see the role through an overly
positive lens. This phase contrasts with the “reality shock” that can occur once the nurse begins to face the
challenges of the workforce. Over time, the nurse moves through recovery and resolution, developing the
ability to laugh at difficult situations and reducing stress while gaining professional growth.
,f.
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 method to recover from reality
shock?
a. Networking
b. Obtaining a mentor
c. Returning to school
d. Joining a support group
ANS: C
Returning to school is a positive step for career advancement but is better suited for a nurse who has
already gained experience and adjusted to the role. During the role transition period, it is more beneficial
for the nurse to engage in supportive activities like networking, finding a mentor, and joining a support
group. These activities provide opportunities to process experiences, learn coping strategies, and address
the stress of reality shock in a supportive environment.
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
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
c. “Going native”
d. Changing jobs every 6 to 12 months
ANS: A
Avoiding burnout involves setting limits and prioritizing mental and physical health, which includes saying
“no” to excessive overtime. “Going native,” a term describing when new graduates abandon school values
to adapt fully to their work environment, can increase stress and contribute to burnout. Similarly,
withdrawing from support groups and frequently changing jobs can heighten the risk of burnout. A better
approach is to engage with peer support and establish healthy work-life boundaries.
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
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 becoming an experienced nurse.”
d. “Reality shock is a transition phase that new graduates go through before changing jobs.”
ANS: A
Reality shock is a common experience among new nurses as they transition from the academic
environment to the workforce. This period is marked by the realization that the structured, supportive
,g.
learning environment of nursing school contrasts with the less-defined and challenging realities of clinical
practice. It involves adjusting expectations and aligning them with the workplace.
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 indicates his/her understanding of how to achieve this
goal?
a. “I should care for increased numbers of patients to enhance work organization skills.”
b. “I will observe staff nurses as they perform nursing procedures to refine technique.”
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
In preparation for a successful transition, it’s essential for the nursing student to handle increasing patient
loads, which helps build time management and organizational skills. While observation can be beneficial,
final-semester students should be actively performing tasks and focusing on practical experience.
Evaluation should occur more frequently than every 7 weeks to encourage continual self-assessment and
realistic goal setting for skill development.
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
6. A new graduate of less than 1 year describes his/her perception of a staff nurse position, stating: “It feels
great to be a nurse! In fact, it’s a snap! I can hardly believe there’s no instructor looking over my shoulder.”
What phase of reality shock is the graduate experiencing?
a. Recovery
b. Shock and rejection
c. Honeymoon
d. Transition
ANS: C
The honeymoon phase is typically the initial period after graduation when new nurses are enthusiastic and
view their job optimistically. During this time, the graduate nurse may feel liberated and optimistic, as the
structure of nursing school has been replaced with perceived independence. The phases of shock and
rejection follow, in which the nurse begins to see the differences between school and clinical practice.
Transition refers to the entire period from student to nurse, and recovery is when the nurse starts coping
effectively with the role.
PTS: 1 DIF: Cognitive Level: Application/Applying REF: p. 7 OBJ: Compare and contrast the phases of
reality shock. TOP: Reality shock MSC: NCLEX®: Not applicable
7. A new graduate has worked on a busy unit for 6 months since graduating from nursing school. The
graduate tells a friend, “I’ve never been so upset in all my life! The care that some of the staff give our
