NURSING TODAY TRANSITION AND TRENDS 9TH
tp tp tp tp tp
EDITION ZERWEKH TEST BANK
tp tp tp tp
TEST BANK tp
NURSING TEST BANKS
tp tp
, NURSING tpTODAY tpTRANSITION tpAND tpTRENDS tp9TH tpEDITION tpZERWEKH tpTEST
BANK
Chapter tp01: tpReality tpShock
tp MULTIPLE tpCHOICE
1. A tpgraduate tpnurse tphas tpbeen tphired tpas tpa tpnurse tpat tpa tplocal tphospital. tpThe tpnew tpnurse tpis tpin tpthe
tphoneymoon tpphase tpof tprole tptransition tpwhen tpmaking tpwhich tpof tpthe tpfollowing tpstatements?
a. ―I tpam tpso tpnervous tpabout tpbeing tpon tpmy tpown tpas tpa tpnurse.‖
b. ―This tpwill tpbe tpa tpgreat tplearning tpexperience.‖
c. ―I tpcan‘t tpwait tpto tphave tpa tpsteady tppaycheck.‖
d. ―This tpjob tpis tpperfect. tpI tpcan tpfinally tpdo tpthings tpmy tpown tpway.‖
ANS: tpD
The tphoneymoon tpphase tpis tpwhen tpthe tpstudent tpnurse tpsees tpthe tpworld tpof tpnursing tpas tpquite tprosy. tpOften, tpthe
tpnew tpgraduate tpis tpfascinated tpwith tpthe tpthrill tpof tparriving tpin tpthe tpprofession. tpReality tpshock tpoccurs tpwhen
tpone tpmoves tpinto tpthe tpworkforce tpafter tpseveral tpyears tpof tpeducational tppreparation. tpRecovery tpand tpresolution
tpoccur tpwhen tpthe tpgraduate tpnurse tpis tpable tpto tplaugh tpat tpencountered tpsituations. tpDuring tpthis tptime, tptension
tpdecreases, tpperception tpincreases, tpand tpthe tpnurse tpis tpable tpto tpgrow tpas tpa tpperson.
PTS: tp1 tpDIF: tpCognitive tpLevel: tpApplication tpREF: tpp. tp7
OBJ: tpIdentify tpthe tpcharacteristics tpof tpreality tps h o Nc kU. tpRTSOIPN:GRTeBa.lC
ityOM
shock
MSC: tpNCLEX®: tpSafe tpand tpeffective tpcare tpenvironment—management tpof tpcare
2. Which tpof tpthe tpfollowing tpactions tpby tpthe tpgraduate tpnurse tpis tpan tpinappropriate tpmethodology tpto
tprecover tpfrom tpreality tpshock?
a. Networking c. Returning tpto tpschool
b. Obtaining tpa tpmentor d. Joining tpa tpsupport tpgroup
ANS: tpC
The tptransition tpperiod tpis tpsuccessfully tpmanaged tpwhen tpthe tpgraduate tpis tpable tpto tpevaluate tpthe tpwork tpsituation
tpobjectively tpand tppredict tpeffectively tpthe tpactions tpand tpreactions tpof tpother tpstaff. tpNurturing tpthe tpability tpto tpsee
tphumor tpin tpa tpsituation tpmay tpbe tpa tpfirst tpstep. tpReturning tpto tpschool tpis tpa tppositive tpstep tpafter tpthe tpgraduate
tphas tpworked tpthrough tprole tptransition, tphas tpsome tpclinical tpexperience, tpand tpis tpready tpto tpfocus tpon tpa tpnew
tpcareer tpobjective. tpNetworking, tpobtaining tpa tpmentor, tpand tpjoining tpa tpsupport tpgroup tpwould tpgive tpthe
tpgraduate tpnurse tpan tpopportunity tpto tptalk tpto tpothers
experiencing tpthe tpstress tpassociated tpwith tpreality tpshock. tpThe tpnurse tpwould tpbenefit tpfrom tp‗talking tpthrough‘
tpissues tpand tplearning tphow tpto tpcope.
PTS: tp1 tpDIF: tpCognitive tpLevel: tpApplication tpREF: tpp. tp8
OBJ: tpDescribe tpfour tppossible tpresolutions tpfor tpreality tpshock. tpTOP: tpReality
shock tpMSC: tpNCLEX®: tpSafe tpand tpeffective tpcare tpenvironment—
tp
management tpof tpcare
NURSINGTB.COM
, NURSING tpTODAY tpTRANSITION tpAND tpTRENDS tp9TH tpEDITION tpZERWEKH tpTEST
BANK
3. A tpnurse tpis tptrying tpto tpavoid tpburnout. tpWhich tpof tpthe tpfollowing tpactions tpis tpa tpvalid tpway tpto tpachieve tpthis?
a. Refusing tpto tpconstantly tpwork tpextra tpshifts
b. Withdrawing tpfrom tppeer tpsupport tpgroup
c. ―Going tpnative‖
d. Changing tpjobs tpevery tp6 tpto tp12 tpmonths
ANS: tpA
One tpof tpthe tpquickest tpways tpto tpexperience tpburnout tpis tpto tp―overwork tpthe tpovertime.‖ tpSet tppriorities tpwith
tpyour tpmental tpand tpphysical tphealth tpbeing tpthe tphighest tppriority. tpLearning tpto tpsay tp―no‖ tpto tpextra tpshifts tpis tpa
tppositive tpmeans tpof tpcoping tpof tpavoiding tpburnout. tp―Going tpnative‖ tpis tpthe tpterm tpthat tpdescribes tphow tprecent
tpgraduates tpbegin tpto tpcopy tpand tpidentify tpthe tpreality tpof tptheir tprole tptransition tpexperience tpby tprejecting tpthe
tpvalues tpfrom tpnursing tpschool tpand tpfunctioning tpmore tplike tpa tpteam tpmember tpat tptheir tpplace tpof tpemployment.
tpWithdrawing tpfrom tppeer tpsupport tpgroups, tp―going tpnative,‖ tpand tpchanging tpjobs tpevery tp6 tpto tp12 tpmonths
tpwould tpincrease tpthe tpchance tpof tpthe tpnurse tpexperiencing tpburnout. tpThe tpnurse tpshould tpinstead tpfocus tpon
tphis/her tppractice tpand tpseek tpout tpsupport tpfrom tpother tpnurses.
PTS: tp1 tpDIF: tpCognitive tpLevel: tpApplication tpREF: tpp. tp9
OBJ: tpDescribe tpfour tppossible tpresolutions tpfor tpreality tpshock. tpTOP: tpReality
tp shock tpMSC: tpNCLEX®: tpSafe tpand tpeffective tpcare tpenvironment—
management tpof tpcare
NURSINGTB.COM
4. tpWhich tpof tpthe tpfollowing tpstatements
graduate tpby tpthe an tpunderstanding tpof tpreality tpshock tpas
tpnurse
it tpapplies tpto tpnursing?
tp shows
a. ― tpReality tpshock tpis tpthe tpperiod tpwhen tpa tpperson tpmoves tpfrom tpschool tpinto tpthe tpworkforce.
b. ―Reality tpshock tpis tpthe tprealization tpthat tppractice tpand tpeducation tpare tpnot tpthe tpsame.‖
c. ―Reality tpshock tpis tpthe tpperiod tpfrom tpgraduation tpto tpbecoming tpan tpexperienced tpnurse.‖
d. ―Reality tpshock tpis tpa tptransition tpphase tpthat tpnew tpgraduates tpgo tpthrough tpbefore tpchanging tpjobs.‖
ANS: tpA
―Reality tpshock‖ tpis tpa tpterm tpoften tpused tpto tpdescribe tpthe tpreaction tpexperienced tpwhen tpone tpmoves tpinto tpthe
tpworkforce tpafter tpseveral tpyears tpof tpeducational tppreparation. tpThe tpnew tpgraduate tpis tpcaught tpin tpthe tpsituation
tpof tpmoving tpfrom tpa tpfamiliar, tpcomfortable tpeducational tpenvironment tpinto tpa tpnew tprole tpin tpthe tpworkforce
tpwhere tpthe tpexpectations tpare tpnot tpclearly tpdefined tpor tpmay tpnot tpeven tpbe tprealistic. tpThe tprealization tpthat
tppractice tpand tpnursing tpschool tpare tpnot tpthe tpsame tpis tpoften tpassociated tpwith tp―going tpnative.‖ tpWhen tpnurses
tpmove tpfrom tpone tpposition tpto tpanother, tpthey tphave tpalready tpexperienced tpreality tpshock. tpBecoming tpan
tpexperienced tpnurse tptakes tptime tpand tpis tpnot tppart tpof tpthe tpdefinition tpof tpreality tpshock.
PTS: tp1 tpDIF: tpCognitive tpLevel: tpApplication tpREF: tpp. tp6
OBJ: tpCompare tpand tpcontrast tpthe tpphases tpof tpreality tpshock. tpTOP: tpReality
tp shock tpMSC: tpNCLEX®: tpNot tpapplicable
NURSINGTB.COM
, NURSING tpTODAY tpTRANSITION tpAND tpTRENDS tp9TH tpEDITION tpZERWEKH tpTEST
BANK
5. tpA tpstudent tpin tpthe tplast tpsemester tpof tpnursing tpschool tphas tpestablished tpa tpgoal tpof tpmaking tpa tpsuccessful tprole
tptransition tpto tpgraduate tpnurse. tpWhich tpstatement tpby tpthe tpstudent tpindicates tphis/her tpunderstanding tpof tphow tpto
tpachieve tpthis tpgoal?
a. ―I tpshould tpcare tpfor tpincreased tpnumbers tpof tppatients tpto tpenhance tpwork tporganization tpskills.‖
b. ―I tpwill tpobserve tpstaff tpnurses tpas tpthey tpperform tpnursing tpprocedures tpto tprefine tptechnique.‖
c. ―I tpshould tpseek tpincreasingly tpclose tpguidance tpfrom tpthe tpnursing tpinstructor tpto tpreduce tperrors.‖
d. ―I tpwill tpevaluate tpmy tpprogress tpevery tp7 tpweeks tpor tpmore tpto tpallow tptime tpfor tpgrowth.‖
ANS: tpA
It tpis tpimportant tpfor tpthe tpstudent tpto tpstart tptaking tpcare tpof tpincreased tpnumbers tpof tppatients tpto tphelp tpwith tptime
tpmanagement tpand tpwork tporganization. tpThe tpstudent tpshould tpalso tpbe tpable tpto tpfunction tpwithout tpclose
tpguidance tpfrom tpthe tpnursing tpinstructor. tpAlthough tpit tpis tpgood tpfor tpstudents tpto tpobserve tpstaff, tpa tpstudent tpin
tpthe tpfinal tpsemester tpshould tpbe tpable tpto tpperform tptasks tpwith tpminimal tpobservation tpand tpshould tpinstead
tpfocus tpon tpimplementing tpcare tpand tptime tpmanagement. tpWaiting tp7 tpweeks tpto tpevaluate tpprogress tpwould tpnot
tpbe tphelpful tpto tpthe tpstudent. tpAlthough tpregular tpself- tpevaluation tpis tpan tpimportant tpprocess, tpit tpis tpthe tpactual
tpexperience tpof tptaking tprealistic tppatient tpassignments tpand tpworking tptypical tpshift tphours tpthat tpassists tpwith
tpsuccessful tprole tptransition.
PTS: tp1 tpDIF: tpCognitive tpLevel: tpApplication tpREF: tpp. tp6
OBJ: tpDescribe tpfour tppossible tpresolutions tpfor tpreality tpshock. tpTOP: tpReality tpshock
MSC: tpNCLEX®: tpNot
NURSINGTB.COM
tpapplicable
6. A tpnew tpgraduate tpof tpless tpthan tp1 tpyear tpdescribes tphis/her tpperception tpof tpa tpstaff tpnurse tpposition,
tpstating: tp―It tpfeels tpgreat tpto tpbe tpa tpnurse! tpIn tpfact, tpit‘s tpa tpsnap! tpI tpcan tphardly tpbelieve tpthere‘s tpno tpinstructor
tplooking tpover tpmy tpshoulder.‖ tpWhat tpphase tpof tpreality tpshock tpis tpthe tpgraduate tpexperiencing?
a. Recovery c. Honeymoon
b. Shock tpand tprejection d. Transition
ANS: tpC
In tpthe tpfirst tpphase tpof tpthe tprole tptransition tpprocess tp(the tphoneymoon tpphase), tpthe tpgraduate tpnurse tpis tpthrilled
tpwith tpcompleting tpschool tpand tpaccepting tpthe tpfirst tpjob. tpLife tpis tpa tpbed tpof tproses tpbecause tpeveryone tpknows
tpnursing tpschool tpis tpmuch tpharder tpthan tpnursing tppractice. tpShock tpand tprejection tpoccur tpas tpthe tpnurse tptries tpto
tpunderstand tphow tpnursing tpschool tpand tpthe tp―real tpworld‖ tpcome tptogether. tpTransition tpoccurs tpas tpthe tpnurse
tpbegins tpthe tpmove tpfrom tpstudent tpto tpnurse tpand tprefers tpto tpthe tpentire tpprocess, tpnot tpjust tpa tpparticular tpphase.
tpThe tprecovery tpphase tpis tpwhen tpthe tpnurse tpcan tplaugh tpat tpsituations tpthat tphe/she tpis tpin tpand tpis tpable tpto tpcope
tpwith tpthe tpsituations tpthat tpare tpbeing tpfaced.
PTS: tp1 tpDIF: tpCognitive tpLevel: tpApplication tpREF: tpp. tp7
OBJ: tpCompare tpand tpcontrast tpthe tpphases tpof tpreality tpshock. tpTOP: tpReality
shock tpMSC: tpNCLEX®: tpNot tpapplicable
tp
NURSINGTB.COM
tp tp tp tp tp
EDITION ZERWEKH TEST BANK
tp tp tp tp
TEST BANK tp
NURSING TEST BANKS
tp tp
, NURSING tpTODAY tpTRANSITION tpAND tpTRENDS tp9TH tpEDITION tpZERWEKH tpTEST
BANK
Chapter tp01: tpReality tpShock
tp MULTIPLE tpCHOICE
1. A tpgraduate tpnurse tphas tpbeen tphired tpas tpa tpnurse tpat tpa tplocal tphospital. tpThe tpnew tpnurse tpis tpin tpthe
tphoneymoon tpphase tpof tprole tptransition tpwhen tpmaking tpwhich tpof tpthe tpfollowing tpstatements?
a. ―I tpam tpso tpnervous tpabout tpbeing tpon tpmy tpown tpas tpa tpnurse.‖
b. ―This tpwill tpbe tpa tpgreat tplearning tpexperience.‖
c. ―I tpcan‘t tpwait tpto tphave tpa tpsteady tppaycheck.‖
d. ―This tpjob tpis tpperfect. tpI tpcan tpfinally tpdo tpthings tpmy tpown tpway.‖
ANS: tpD
The tphoneymoon tpphase tpis tpwhen tpthe tpstudent tpnurse tpsees tpthe tpworld tpof tpnursing tpas tpquite tprosy. tpOften, tpthe
tpnew tpgraduate tpis tpfascinated tpwith tpthe tpthrill tpof tparriving tpin tpthe tpprofession. tpReality tpshock tpoccurs tpwhen
tpone tpmoves tpinto tpthe tpworkforce tpafter tpseveral tpyears tpof tpeducational tppreparation. tpRecovery tpand tpresolution
tpoccur tpwhen tpthe tpgraduate tpnurse tpis tpable tpto tplaugh tpat tpencountered tpsituations. tpDuring tpthis tptime, tptension
tpdecreases, tpperception tpincreases, tpand tpthe tpnurse tpis tpable tpto tpgrow tpas tpa tpperson.
PTS: tp1 tpDIF: tpCognitive tpLevel: tpApplication tpREF: tpp. tp7
OBJ: tpIdentify tpthe tpcharacteristics tpof tpreality tps h o Nc kU. tpRTSOIPN:GRTeBa.lC
ityOM
shock
MSC: tpNCLEX®: tpSafe tpand tpeffective tpcare tpenvironment—management tpof tpcare
2. Which tpof tpthe tpfollowing tpactions tpby tpthe tpgraduate tpnurse tpis tpan tpinappropriate tpmethodology tpto
tprecover tpfrom tpreality tpshock?
a. Networking c. Returning tpto tpschool
b. Obtaining tpa tpmentor d. Joining tpa tpsupport tpgroup
ANS: tpC
The tptransition tpperiod tpis tpsuccessfully tpmanaged tpwhen tpthe tpgraduate tpis tpable tpto tpevaluate tpthe tpwork tpsituation
tpobjectively tpand tppredict tpeffectively tpthe tpactions tpand tpreactions tpof tpother tpstaff. tpNurturing tpthe tpability tpto tpsee
tphumor tpin tpa tpsituation tpmay tpbe tpa tpfirst tpstep. tpReturning tpto tpschool tpis tpa tppositive tpstep tpafter tpthe tpgraduate
tphas tpworked tpthrough tprole tptransition, tphas tpsome tpclinical tpexperience, tpand tpis tpready tpto tpfocus tpon tpa tpnew
tpcareer tpobjective. tpNetworking, tpobtaining tpa tpmentor, tpand tpjoining tpa tpsupport tpgroup tpwould tpgive tpthe
tpgraduate tpnurse tpan tpopportunity tpto tptalk tpto tpothers
experiencing tpthe tpstress tpassociated tpwith tpreality tpshock. tpThe tpnurse tpwould tpbenefit tpfrom tp‗talking tpthrough‘
tpissues tpand tplearning tphow tpto tpcope.
PTS: tp1 tpDIF: tpCognitive tpLevel: tpApplication tpREF: tpp. tp8
OBJ: tpDescribe tpfour tppossible tpresolutions tpfor tpreality tpshock. tpTOP: tpReality
shock tpMSC: tpNCLEX®: tpSafe tpand tpeffective tpcare tpenvironment—
tp
management tpof tpcare
NURSINGTB.COM
, NURSING tpTODAY tpTRANSITION tpAND tpTRENDS tp9TH tpEDITION tpZERWEKH tpTEST
BANK
3. A tpnurse tpis tptrying tpto tpavoid tpburnout. tpWhich tpof tpthe tpfollowing tpactions tpis tpa tpvalid tpway tpto tpachieve tpthis?
a. Refusing tpto tpconstantly tpwork tpextra tpshifts
b. Withdrawing tpfrom tppeer tpsupport tpgroup
c. ―Going tpnative‖
d. Changing tpjobs tpevery tp6 tpto tp12 tpmonths
ANS: tpA
One tpof tpthe tpquickest tpways tpto tpexperience tpburnout tpis tpto tp―overwork tpthe tpovertime.‖ tpSet tppriorities tpwith
tpyour tpmental tpand tpphysical tphealth tpbeing tpthe tphighest tppriority. tpLearning tpto tpsay tp―no‖ tpto tpextra tpshifts tpis tpa
tppositive tpmeans tpof tpcoping tpof tpavoiding tpburnout. tp―Going tpnative‖ tpis tpthe tpterm tpthat tpdescribes tphow tprecent
tpgraduates tpbegin tpto tpcopy tpand tpidentify tpthe tpreality tpof tptheir tprole tptransition tpexperience tpby tprejecting tpthe
tpvalues tpfrom tpnursing tpschool tpand tpfunctioning tpmore tplike tpa tpteam tpmember tpat tptheir tpplace tpof tpemployment.
tpWithdrawing tpfrom tppeer tpsupport tpgroups, tp―going tpnative,‖ tpand tpchanging tpjobs tpevery tp6 tpto tp12 tpmonths
tpwould tpincrease tpthe tpchance tpof tpthe tpnurse tpexperiencing tpburnout. tpThe tpnurse tpshould tpinstead tpfocus tpon
tphis/her tppractice tpand tpseek tpout tpsupport tpfrom tpother tpnurses.
PTS: tp1 tpDIF: tpCognitive tpLevel: tpApplication tpREF: tpp. tp9
OBJ: tpDescribe tpfour tppossible tpresolutions tpfor tpreality tpshock. tpTOP: tpReality
tp shock tpMSC: tpNCLEX®: tpSafe tpand tpeffective tpcare tpenvironment—
management tpof tpcare
NURSINGTB.COM
4. tpWhich tpof tpthe tpfollowing tpstatements
graduate tpby tpthe an tpunderstanding tpof tpreality tpshock tpas
tpnurse
it tpapplies tpto tpnursing?
tp shows
a. ― tpReality tpshock tpis tpthe tpperiod tpwhen tpa tpperson tpmoves tpfrom tpschool tpinto tpthe tpworkforce.
b. ―Reality tpshock tpis tpthe tprealization tpthat tppractice tpand tpeducation tpare tpnot tpthe tpsame.‖
c. ―Reality tpshock tpis tpthe tpperiod tpfrom tpgraduation tpto tpbecoming tpan tpexperienced tpnurse.‖
d. ―Reality tpshock tpis tpa tptransition tpphase tpthat tpnew tpgraduates tpgo tpthrough tpbefore tpchanging tpjobs.‖
ANS: tpA
―Reality tpshock‖ tpis tpa tpterm tpoften tpused tpto tpdescribe tpthe tpreaction tpexperienced tpwhen tpone tpmoves tpinto tpthe
tpworkforce tpafter tpseveral tpyears tpof tpeducational tppreparation. tpThe tpnew tpgraduate tpis tpcaught tpin tpthe tpsituation
tpof tpmoving tpfrom tpa tpfamiliar, tpcomfortable tpeducational tpenvironment tpinto tpa tpnew tprole tpin tpthe tpworkforce
tpwhere tpthe tpexpectations tpare tpnot tpclearly tpdefined tpor tpmay tpnot tpeven tpbe tprealistic. tpThe tprealization tpthat
tppractice tpand tpnursing tpschool tpare tpnot tpthe tpsame tpis tpoften tpassociated tpwith tp―going tpnative.‖ tpWhen tpnurses
tpmove tpfrom tpone tpposition tpto tpanother, tpthey tphave tpalready tpexperienced tpreality tpshock. tpBecoming tpan
tpexperienced tpnurse tptakes tptime tpand tpis tpnot tppart tpof tpthe tpdefinition tpof tpreality tpshock.
PTS: tp1 tpDIF: tpCognitive tpLevel: tpApplication tpREF: tpp. tp6
OBJ: tpCompare tpand tpcontrast tpthe tpphases tpof tpreality tpshock. tpTOP: tpReality
tp shock tpMSC: tpNCLEX®: tpNot tpapplicable
NURSINGTB.COM
, NURSING tpTODAY tpTRANSITION tpAND tpTRENDS tp9TH tpEDITION tpZERWEKH tpTEST
BANK
5. tpA tpstudent tpin tpthe tplast tpsemester tpof tpnursing tpschool tphas tpestablished tpa tpgoal tpof tpmaking tpa tpsuccessful tprole
tptransition tpto tpgraduate tpnurse. tpWhich tpstatement tpby tpthe tpstudent tpindicates tphis/her tpunderstanding tpof tphow tpto
tpachieve tpthis tpgoal?
a. ―I tpshould tpcare tpfor tpincreased tpnumbers tpof tppatients tpto tpenhance tpwork tporganization tpskills.‖
b. ―I tpwill tpobserve tpstaff tpnurses tpas tpthey tpperform tpnursing tpprocedures tpto tprefine tptechnique.‖
c. ―I tpshould tpseek tpincreasingly tpclose tpguidance tpfrom tpthe tpnursing tpinstructor tpto tpreduce tperrors.‖
d. ―I tpwill tpevaluate tpmy tpprogress tpevery tp7 tpweeks tpor tpmore tpto tpallow tptime tpfor tpgrowth.‖
ANS: tpA
It tpis tpimportant tpfor tpthe tpstudent tpto tpstart tptaking tpcare tpof tpincreased tpnumbers tpof tppatients tpto tphelp tpwith tptime
tpmanagement tpand tpwork tporganization. tpThe tpstudent tpshould tpalso tpbe tpable tpto tpfunction tpwithout tpclose
tpguidance tpfrom tpthe tpnursing tpinstructor. tpAlthough tpit tpis tpgood tpfor tpstudents tpto tpobserve tpstaff, tpa tpstudent tpin
tpthe tpfinal tpsemester tpshould tpbe tpable tpto tpperform tptasks tpwith tpminimal tpobservation tpand tpshould tpinstead
tpfocus tpon tpimplementing tpcare tpand tptime tpmanagement. tpWaiting tp7 tpweeks tpto tpevaluate tpprogress tpwould tpnot
tpbe tphelpful tpto tpthe tpstudent. tpAlthough tpregular tpself- tpevaluation tpis tpan tpimportant tpprocess, tpit tpis tpthe tpactual
tpexperience tpof tptaking tprealistic tppatient tpassignments tpand tpworking tptypical tpshift tphours tpthat tpassists tpwith
tpsuccessful tprole tptransition.
PTS: tp1 tpDIF: tpCognitive tpLevel: tpApplication tpREF: tpp. tp6
OBJ: tpDescribe tpfour tppossible tpresolutions tpfor tpreality tpshock. tpTOP: tpReality tpshock
MSC: tpNCLEX®: tpNot
NURSINGTB.COM
tpapplicable
6. A tpnew tpgraduate tpof tpless tpthan tp1 tpyear tpdescribes tphis/her tpperception tpof tpa tpstaff tpnurse tpposition,
tpstating: tp―It tpfeels tpgreat tpto tpbe tpa tpnurse! tpIn tpfact, tpit‘s tpa tpsnap! tpI tpcan tphardly tpbelieve tpthere‘s tpno tpinstructor
tplooking tpover tpmy tpshoulder.‖ tpWhat tpphase tpof tpreality tpshock tpis tpthe tpgraduate tpexperiencing?
a. Recovery c. Honeymoon
b. Shock tpand tprejection d. Transition
ANS: tpC
In tpthe tpfirst tpphase tpof tpthe tprole tptransition tpprocess tp(the tphoneymoon tpphase), tpthe tpgraduate tpnurse tpis tpthrilled
tpwith tpcompleting tpschool tpand tpaccepting tpthe tpfirst tpjob. tpLife tpis tpa tpbed tpof tproses tpbecause tpeveryone tpknows
tpnursing tpschool tpis tpmuch tpharder tpthan tpnursing tppractice. tpShock tpand tprejection tpoccur tpas tpthe tpnurse tptries tpto
tpunderstand tphow tpnursing tpschool tpand tpthe tp―real tpworld‖ tpcome tptogether. tpTransition tpoccurs tpas tpthe tpnurse
tpbegins tpthe tpmove tpfrom tpstudent tpto tpnurse tpand tprefers tpto tpthe tpentire tpprocess, tpnot tpjust tpa tpparticular tpphase.
tpThe tprecovery tpphase tpis tpwhen tpthe tpnurse tpcan tplaugh tpat tpsituations tpthat tphe/she tpis tpin tpand tpis tpable tpto tpcope
tpwith tpthe tpsituations tpthat tpare tpbeing tpfaced.
PTS: tp1 tpDIF: tpCognitive tpLevel: tpApplication tpREF: tpp. tp7
OBJ: tpCompare tpand tpcontrast tpthe tpphases tpof tpreality tpshock. tpTOP: tpReality
shock tpMSC: tpNCLEX®: tpNot tpapplicable
tp
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