ST
TE
SE
R
U
N
, ST
TE
SE
R
U
N
, ST
TE
SE
R
U
N
, LKJHGFDSA
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 increasa eb idr b .nc oumm/ t ebset rs of patients to help with
time management and work organization. The student should also be able to function without
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 taska bsi r w b . ci oth
m/m t e sit nimal 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 an
important process, it is the actual experience of taking realistic patient assignments and
ab ir b .c o m /t e s t
working typical shift hours that assists with successful role t r a n s it i o n .
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: p. 13 OBJ: Describe methods to promote a s uacbci rebs. cs of mul/ t et rsat nsition.
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,
N
stating: “It feels great to be a nurse! In fact, it’s a snap! I caabnirbh.caormd/lteystbelieve there’s no
instructor looking over my shoulder.” What phase of reality shock is the graduate
experiencing?
U
a. Recovery abirb.com/test
b. Shock and rejection
c. Honeymoon
d. Transition
R
abirb.com/test
ANS: C
In the first phase of the role transition process (the honeymoon phase), the graduate nurse is
SE
thrilled with completing school and accepting the first job. Life is a bed of roses because
everyone knows nursing school is much harder than nu rs i na bgi r bp. rc ao mct/ tiecset . Shock and rejection
occur as the nurse tries to understand how nursing school and the “real world” come together.
Transition occurs as the nurse begins the move from student to nurse and refers to the entire
process, not just a particular phase. The recovery phase is awb i hr be. cno mt h/ t ee s nt urse can laugh at
situations that he/she is in and is able to cope with the situations that are being faced.
TE
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: p. 7 OBJ: Compare and contrast the phases oa bf i rrbe. ac olimt y/ t essht ock.
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 a l la bmi r by. c ol imf /et e! s Tt he care that some of the
ST
staff give our patients is outrageously bad. There’s practically no attention to the principles of
asepsis the way I learned them! The staff tell me that we have to cut corners if we’re going to
get all the work done. I can’t stand it!” What phase of real ai tbyi r bs. choomc/ tke s it s this graduate
experiencing?
a. Honeymoon
b. Shock and rejection
abirb.com/test
c. Recovery
d. Role transformation
ANS: B
abirb.com/test
abirb.com/test
lKJHGFDSA
TE
SE
R
U
N
, ST
TE
SE
R
U
N
, ST
TE
SE
R
U
N
, LKJHGFDSA
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 increasa eb idr b .nc oumm/ t ebset rs of patients to help with
time management and work organization. The student should also be able to function without
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 taska bsi r w b . ci oth
m/m t e sit nimal 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 an
important process, it is the actual experience of taking realistic patient assignments and
ab ir b .c o m /t e s t
working typical shift hours that assists with successful role t r a n s it i o n .
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: p. 13 OBJ: Describe methods to promote a s uacbci rebs. cs of mul/ t et rsat nsition.
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,
N
stating: “It feels great to be a nurse! In fact, it’s a snap! I caabnirbh.caormd/lteystbelieve there’s no
instructor looking over my shoulder.” What phase of reality shock is the graduate
experiencing?
U
a. Recovery abirb.com/test
b. Shock and rejection
c. Honeymoon
d. Transition
R
abirb.com/test
ANS: C
In the first phase of the role transition process (the honeymoon phase), the graduate nurse is
SE
thrilled with completing school and accepting the first job. Life is a bed of roses because
everyone knows nursing school is much harder than nu rs i na bgi r bp. rc ao mct/ tiecset . Shock and rejection
occur as the nurse tries to understand how nursing school and the “real world” come together.
Transition occurs as the nurse begins the move from student to nurse and refers to the entire
process, not just a particular phase. The recovery phase is awb i hr be. cno mt h/ t ee s nt urse can laugh at
situations that he/she is in and is able to cope with the situations that are being faced.
TE
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: p. 7 OBJ: Compare and contrast the phases oa bf i rrbe. ac olimt y/ t essht ock.
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 a l la bmi r by. c ol imf /et e! s Tt he care that some of the
ST
staff give our patients is outrageously bad. There’s practically no attention to the principles of
asepsis the way I learned them! The staff tell me that we have to cut corners if we’re going to
get all the work done. I can’t stand it!” What phase of real ai tbyi r bs. choomc/ tke s it s this graduate
experiencing?
a. Honeymoon
b. Shock and rejection
abirb.com/test
c. Recovery
d. Role transformation
ANS: B
abirb.com/test
abirb.com/test
lKJHGFDSA
