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Chapter 01: Role Transitions
c c c
MULTIPLE cCHOICE
1. A cgraduate cnurse chas cbeen chired cas ca cnurse cat ca clocal ch o sp iat bai lr b. . T
c ohme/ t enset cw cnurse cis cin
thechoneymoon cphase cof crole ctransition cwhen cmaking cwhich cof cthe cfollowing
c
statements?
c
a. ―I cam cso cnervous cabout cbeing con cmy cown cas ca cnurse.‖
b. ―This cwill cbe ca cgreat clearning cexperience.‖
c. ―I ccan‘t cwait cto chave ca csteady cpaycheck.‖
d. ―This cjob cis cperfect. cI ccan cfinally cdo cthings cmy cown cway.‖
ANS: c D
The choneymoon cphase cis cwhen cthe cstudent cnurse csees cthe cworld cof cnursing cas cquite crosy.
cOften, cthe cnew cgraduate cis cfascinated cwith cthe cthrill cof carriving cin cthe cprofession. cReality
cshock coccurs cwhen cone cmoves cinto cthe cworkforce cafter cseveral c years cof ceducational
a b i r b . c o m / t e s t cis cable cto claugh cat
cpreparation. cRecovery cand cresolution coccur cwhen cthe cgr a d u a t e n u r s e
cencountered csituations. cDuring cthis ctime, ctension cdecreases, cperception cincreases, cand cthe
cnurse cis cable cto cgrow cas ca cperson.
PTS: c 1 DIF: Cognitive cLevel: cApplication/Applying
cREF: c Table c1.1 OBJ: cIdentify cthe ccharacteristics cof creality cshock.
TOP: c Reality cshock MSC: c NCLEX®: cSafe cand ceffective ccare cenvironment
2. Which cof cthe cfollowing cactions cby cthe cgraduate cnurse cis can cinappropriate cmethodology
to crecover cfrom creality cshock?
c
a. Networking
b. Obtaining ca cmentor
c. Returning cto cschool
d. Joining ca csupport cgroup
ANS: c C
The ctransition cperiod cis csuccessfully cmanaged cwhen cthe cgraduate cis cable cto cevaluate cthe
cwork csituation cobjectively cand cpredict ceffectively cthe cactions cand creactions cof cother cstaff.
a b i r b . c o m / t e s tt o cschool cis ca
cNurturing cthe cability cto csee chumor cin ca csituation cmaycbe ca cfirst cstep. cR e t u r n i n g
cpositive cstep cafter cthe cgraduate chas cworked cthrough crole ctransition, chas csome cclinical
cexperience, cand cis cready cto cfocus con ca cnew ccareer cobjective. cNetworking, cobtaining ca
cmentor, cand cjoining ca
support cgroup cwould cgive cthe cgraduate cnurse can copportuniatybi rtbo.c ot mal/ ktestto cothers cexperiencing cthe
cstress cassociated cwith creality cshock. cThe c nurse cwould cbenefit cfrom c―talking cthrough‖ cissues
cand clearning chow cto ccope.
PTS: c c 1 DIF: Cognitive cLevel: cApplication/Appalbyiribn.gc om/test
REF: c p. c9 OBJ: cDescribe cmethods cto cpromote ca csuccessful
ctransition. c TOP: c Reality cshock
MSC: c NCLEX®: cSafe cand ceffective ccare cenvironment cNot capplicable
3. A cnurse cis ctrying cto cavoid cburnout. cWhich cof cthe cfollowing cactions cis ca cvalid cway cto
achieve cthis?
c
a. Refusing cto cconstantly cwork cextra cshifts
b. Withdrawing cfrom cpeer csupport cgroup
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st
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c. ―Going cnative‖
d. Changing cjobs cevery c6 cto c12 cmonths
ANS: c A
One cof cthe cquickest cways cto cexperience cburnout cis cto c―overwork cthe covertime.‖ cSet cpriorities
cwith c your cmental cand cphysical chealth cbeing cthe chighest cpriority. c Learning cto csay c―no‖ cto
cextra cshifts cis ca cpositive cmeans c of ccoping cof c avoiding cburnout. c―aGbiorbi.ncogmn/taestitcve‖ cis c the cterm
cthat cdescribes chow crecent cgraduates cbegin cto ccopy cand cidentify cthe creality cof ctheir crole-
transition cexperience cby crejecting cthe cvalues cfrom cnursing cschool cand cfunctioning cmore clike ca
cteam cmember cat ctheir cplace cof cemployment. cWithdrawing cfrom cpeer csupport cgroups, c―going
cnative,‖
a bi rb .c o m /t es tc
and c changing cjobs c every c6 c to c 12 c months c would c increase c th e c h a n c e o f c the c nurse c experiencing
burnout. cThe cnurse cshould cinstead cfocus con chis/her cpractice cand cseek cout csupport cfrom cother
cnurses.
PTS: c c 1 DIF: Cognitive cLevel: cApplication/Applying
REF: c p. c7 OBJ: cDescribe cmethods cto cpromote ca csuccessful
ctransition. c TOP: c Reality cshock
MSC: c NCLEX®: cSafe cand ceffective ccare cenvironment cNot cappalibcirabb.cloem/test
4. Which cof cthe cfollowing cstatements cby cthe cgraduate cnurse cshows can cunderstanding cof
reality cshock cas cit capplies cto cnursing?
c
a. ―Reality cshock cis cthe cperiod cwhen ca cperson cmoves cfrom cschool cinto
the cworkforce.‖
c
b. ―Reality cshock cis cthe crealization cthat cpractice cand ceducation care cnot cthe csame.‖
c. ―Realitycshock cis cthe cperiod cfrom cgraduation cto cbecomai bni gr b .aconme/txespt erienced cnurse.‖
d. ―Reality cshock cis ca ctransition cphase cthat cnew cgraduates cgo cthrough cbefore
changing cjobs.‖
c
ANS: c A
―Reality cshock‖ cis ca cterm coften cused cto cdescribe cthe creaction cexperienced cwhen cone cmoves
cinto cthe cworkforce cafter cseveral c years cof ceducational cpreparation. cThe cnew cgraduate cis ccaught
cin cthe csituation cof cmoving cfrom ca cfamiliar, ccomfortable ce ducat io n a l e n v i r o n ment cinto ca cnew
a b i rb .c o m /t e s t c
crole cin
the cworkforce cwhere cthe cexpectations care cnot cclearly cdefined cor cmay cnot ceven cbe crealistic. cThe
realization cthat cpractice cand cnursing cschool care cnot cthe csame cis coften cassociated cwith c―going
cnative.‖ cWhen cnurses cmove cfrom cone cposition cto canother, cthey chave calready cexperienced
a b i r b .icso m
creality cshock. c Becoming c an c experienced c nurse ctakes ctime ca n d n /ot et s pt c art cof cthe cdefinition cof
creality c shock.
PTS: c 1 DIF: Cognitive cLevel: c Application/Applying
cREF: c p. c5 OBJ: c Identifyctheccharacteristics cof
a b i r b . c o m /t est
c reali t y s h o ck .
TOP: c Reality cshock MSC: c NCLEX®: cNot capplicable
5. A cstudent cin cthe clast csemester cof cnursing cschool chas ce st abl iasbhi r eb .dc oam /gt eos at cl cof cmakingca
successful crole ctransition cto cgraduate cnurse. cWhich cstatement cby cthe cstudent cindicates chis/her
c
understanding cof chow cto cachieve cthis cgoal?
c
a. ―I cshould ccare cfor cincreased cnumbers cof cpatients cto cenhance cwork corganization
skills.‖
b. ―I cwill cobserve cstaff cnurses cas cthey cperform cnursing cprocedures cto
crefine ctechnique.‖
c. ―Icshould cseek cincreasinglycclose cguidance cfrom cthe cnuarbsi ribn. cgo mi n/ t se ts rt cuctor cto
creducecerrors.‖
abirb.com/test
Downloaded cby: cKosimaa c|
Distribution cof cthis cdocument cis cillegal
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Chapter 01: Role Transitions
c c c
MULTIPLE cCHOICE
1. A cgraduate cnurse chas cbeen chired cas ca cnurse cat ca clocal ch o sp iat bai lr b. . T
c ohme/ t enset cw cnurse cis cin
thechoneymoon cphase cof crole ctransition cwhen cmaking cwhich cof cthe cfollowing
c
statements?
c
a. ―I cam cso cnervous cabout cbeing con cmy cown cas ca cnurse.‖
b. ―This cwill cbe ca cgreat clearning cexperience.‖
c. ―I ccan‘t cwait cto chave ca csteady cpaycheck.‖
d. ―This cjob cis cperfect. cI ccan cfinally cdo cthings cmy cown cway.‖
ANS: c D
The choneymoon cphase cis cwhen cthe cstudent cnurse csees cthe cworld cof cnursing cas cquite crosy.
cOften, cthe cnew cgraduate cis cfascinated cwith cthe cthrill cof carriving cin cthe cprofession. cReality
cshock coccurs cwhen cone cmoves cinto cthe cworkforce cafter cseveral c years cof ceducational
a b i r b . c o m / t e s t cis cable cto claugh cat
cpreparation. cRecovery cand cresolution coccur cwhen cthe cgr a d u a t e n u r s e
cencountered csituations. cDuring cthis ctime, ctension cdecreases, cperception cincreases, cand cthe
cnurse cis cable cto cgrow cas ca cperson.
PTS: c 1 DIF: Cognitive cLevel: cApplication/Applying
cREF: c Table c1.1 OBJ: cIdentify cthe ccharacteristics cof creality cshock.
TOP: c Reality cshock MSC: c NCLEX®: cSafe cand ceffective ccare cenvironment
2. Which cof cthe cfollowing cactions cby cthe cgraduate cnurse cis can cinappropriate cmethodology
to crecover cfrom creality cshock?
c
a. Networking
b. Obtaining ca cmentor
c. Returning cto cschool
d. Joining ca csupport cgroup
ANS: c C
The ctransition cperiod cis csuccessfully cmanaged cwhen cthe cgraduate cis cable cto cevaluate cthe
cwork csituation cobjectively cand cpredict ceffectively cthe cactions cand creactions cof cother cstaff.
a b i r b . c o m / t e s tt o cschool cis ca
cNurturing cthe cability cto csee chumor cin ca csituation cmaycbe ca cfirst cstep. cR e t u r n i n g
cpositive cstep cafter cthe cgraduate chas cworked cthrough crole ctransition, chas csome cclinical
cexperience, cand cis cready cto cfocus con ca cnew ccareer cobjective. cNetworking, cobtaining ca
cmentor, cand cjoining ca
support cgroup cwould cgive cthe cgraduate cnurse can copportuniatybi rtbo.c ot mal/ ktestto cothers cexperiencing cthe
cstress cassociated cwith creality cshock. cThe c nurse cwould cbenefit cfrom c―talking cthrough‖ cissues
cand clearning chow cto ccope.
PTS: c c 1 DIF: Cognitive cLevel: cApplication/Appalbyiribn.gc om/test
REF: c p. c9 OBJ: cDescribe cmethods cto cpromote ca csuccessful
ctransition. c TOP: c Reality cshock
MSC: c NCLEX®: cSafe cand ceffective ccare cenvironment cNot capplicable
3. A cnurse cis ctrying cto cavoid cburnout. cWhich cof cthe cfollowing cactions cis ca cvalid cway cto
achieve cthis?
c
a. Refusing cto cconstantly cwork cextra cshifts
b. Withdrawing cfrom cpeer csupport cgroup
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st
,https://www.stuvia.com/
c. ―Going cnative‖
d. Changing cjobs cevery c6 cto c12 cmonths
ANS: c A
One cof cthe cquickest cways cto cexperience cburnout cis cto c―overwork cthe covertime.‖ cSet cpriorities
cwith c your cmental cand cphysical chealth cbeing cthe chighest cpriority. c Learning cto csay c―no‖ cto
cextra cshifts cis ca cpositive cmeans c of ccoping cof c avoiding cburnout. c―aGbiorbi.ncogmn/taestitcve‖ cis c the cterm
cthat cdescribes chow crecent cgraduates cbegin cto ccopy cand cidentify cthe creality cof ctheir crole-
transition cexperience cby crejecting cthe cvalues cfrom cnursing cschool cand cfunctioning cmore clike ca
cteam cmember cat ctheir cplace cof cemployment. cWithdrawing cfrom cpeer csupport cgroups, c―going
cnative,‖
a bi rb .c o m /t es tc
and c changing cjobs c every c6 c to c 12 c months c would c increase c th e c h a n c e o f c the c nurse c experiencing
burnout. cThe cnurse cshould cinstead cfocus con chis/her cpractice cand cseek cout csupport cfrom cother
cnurses.
PTS: c c 1 DIF: Cognitive cLevel: cApplication/Applying
REF: c p. c7 OBJ: cDescribe cmethods cto cpromote ca csuccessful
ctransition. c TOP: c Reality cshock
MSC: c NCLEX®: cSafe cand ceffective ccare cenvironment cNot cappalibcirabb.cloem/test
4. Which cof cthe cfollowing cstatements cby cthe cgraduate cnurse cshows can cunderstanding cof
reality cshock cas cit capplies cto cnursing?
c
a. ―Reality cshock cis cthe cperiod cwhen ca cperson cmoves cfrom cschool cinto
the cworkforce.‖
c
b. ―Reality cshock cis cthe crealization cthat cpractice cand ceducation care cnot cthe csame.‖
c. ―Realitycshock cis cthe cperiod cfrom cgraduation cto cbecomai bni gr b .aconme/txespt erienced cnurse.‖
d. ―Reality cshock cis ca ctransition cphase cthat cnew cgraduates cgo cthrough cbefore
changing cjobs.‖
c
ANS: c A
―Reality cshock‖ cis ca cterm coften cused cto cdescribe cthe creaction cexperienced cwhen cone cmoves
cinto cthe cworkforce cafter cseveral c years cof ceducational cpreparation. cThe cnew cgraduate cis ccaught
cin cthe csituation cof cmoving cfrom ca cfamiliar, ccomfortable ce ducat io n a l e n v i r o n ment cinto ca cnew
a b i rb .c o m /t e s t c
crole cin
the cworkforce cwhere cthe cexpectations care cnot cclearly cdefined cor cmay cnot ceven cbe crealistic. cThe
realization cthat cpractice cand cnursing cschool care cnot cthe csame cis coften cassociated cwith c―going
cnative.‖ cWhen cnurses cmove cfrom cone cposition cto canother, cthey chave calready cexperienced
a b i r b .icso m
creality cshock. c Becoming c an c experienced c nurse ctakes ctime ca n d n /ot et s pt c art cof cthe cdefinition cof
creality c shock.
PTS: c 1 DIF: Cognitive cLevel: c Application/Applying
cREF: c p. c5 OBJ: c Identifyctheccharacteristics cof
a b i r b . c o m /t est
c reali t y s h o ck .
TOP: c Reality cshock MSC: c NCLEX®: cNot capplicable
5. A cstudent cin cthe clast csemester cof cnursing cschool chas ce st abl iasbhi r eb .dc oam /gt eos at cl cof cmakingca
successful crole ctransition cto cgraduate cnurse. cWhich cstatement cby cthe cstudent cindicates chis/her
c
understanding cof chow cto cachieve cthis cgoal?
c
a. ―I cshould ccare cfor cincreased cnumbers cof cpatients cto cenhance cwork corganization
skills.‖
b. ―I cwill cobserve cstaff cnurses cas cthey cperform cnursing cprocedures cto
crefine ctechnique.‖
c. ―Icshould cseek cincreasinglycclose cguidance cfrom cthe cnuarbsi ribn. cgo mi n/ t se ts rt cuctor cto
creducecerrors.‖
abirb.com/test
Downloaded cby: cKosimaa c|
Distribution cof cthis cdocument cis cillegal
