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Test Bank For Nursing Today: Transition and Trends 11th Edition by JoAnn Zerwekh, Ashley Garneau /// Chapter 1-26 Complete Guide.

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Test Bank For Nursing Today: Transition and Trends 11th Edition by JoAnn Zerwekh, Ashley Garneau /// Chapter 1-26 Complete Guide.

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Institution Nursing Today: Transition And Trends 11th Edition

Course Nursing Today: Transition And Trends 11th Edition

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Test Bank For Nursing Today: Transition and Trends 11th Edition by JoAnn Zerwekh, Ashley Garneau 9780323810159 Chapter 1-26 Complete Guide. UNIT I: PROFESSIONAL GROWTH AND TRANSITION Table of Contents: 1. Role Transitions 2. Personal Management: Time and Self-Care Strategies 3. Mentorship, Preceptorship, and Nurse Residency Programs 4. Employment Considerations: Opportunities, Resumes, and Interviewing 5. NCLEX-RN Exam® and the New Graduate UNIT II: NURSING: A DEVELOPING PROFESSION 6. Historical Perspectives: Influences on the Present 7. Nursing Education 8. Nursing Theories 9. Professional Image of Nursing UNIT III: NURSING MANAGEMENT 10. Challenges of Nursing Management and Leadership 11. Building Nursing Management Skills 12. Effective Communication, Team Building, and Interprofessional Practice 13. Conflict Management 14. Delegation in the Clinical Setting UNIT IV: CURRENT ISSUES IN HEALTH CARE 15. The Health Care Organization and Patterns of Nursing Care Delivery 16. Economics of the Health Care Delivery System 17. Political Action in Nursing, 397 18. Collective Bargaining: Traditional (Union) and Nontraditional Approaches 19. Ethical Issues 20. Legal Issues UNIT V: CONTEMPORARY NURSING PRACTICE 21. Cultural and Spiritual Awareness 22. Quality Patient Care 23. Nursing Informatics 24. Using Evidence-Based Practice and Nursing Research 25. Workplace Issues 26. Emergency Preparedness

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,NURSING TODAY, 11TH EDITION. TRANSITION
c c c cc

AND TRENDS. EDITORS : JOANN ZERWEKH &
c c c c c cc c

ASHLEY GARNEAU TEST BANK ALL CHAPTERS
c c c c cc c

COVERED c

,Chapter 01: Role Transitions
c c c

MULTIPLE CHOICE c

1. A graduate nurse has been hired as a nurse at a local h o spiat bai lr b. . T
c c
c ohme/ t ens et w nurse is in the
c c c c c c c c c c
c
c c c c

honeymoon phase of role transition when making which of the following statements?
c c c c c c c c c c c c

a. ―I am so nervous about being on my own as a nurse.‖
c c c c c c c c c c c

b. ―This will be a great learning experience.‖
c c c c c c

c. ―I can‘t wait to have a steady paycheck.‖
c c c c c c c

d. ―This job is perfect. I can finally do things my own way.‖
c c c c c c c c c c c

ANS: D c

The honeymoon phase is when the student nurse sees the world of nursing as quite rosy.
c c c c c c c c c c c c c c c

Often, the new graduate is fascinated with the thrill of arriving in the profession. Reality
c c c c c c c c c c c c c c c

shock occurs when one moves into the workforce after several years of educational
c c c c c c c c c c c c c

preparation. Recovery and resolution occur when the gr a d aubai rtbe. c no mu /rt se es t is able to laugh at
c c c c c c c c
c
c c c c

encountered situations. During this time, tension decreases, perception increases, and the
c c c c c c c c c c c

nurse is able to grow as a person.
c c c c c c c c

PTS: 1 DIF: Cognitive Level: Application/Applying
c c c

REF: Table 1.1
c OBJ: Identify the characteristics of reality shock.
c c c c c c c c

TOP: Reality shock c MSC: NCLEX®: Safe and effective care environment
c c c c c c c

2. Which of the following actions by the graduate nurse is an inappropriate methodology to
c c c c c c c c c c c c c

recover from reality shock?
c c c c

a. Networking
b. Obtaining a mentor c c

c. Returning to school c c

d. Joining a support group c c c

ANS: C c

The transition period is successfully managed when the graduate is able to evaluate the work
c c c c c c c c c c c c c c

situation objectively and predict effectively the actions and reactions of other staff. Nurturing
c c c c c c c c c c c c c

the ability to see humor in a situation may be a first step. Ra bei tr bu. rc no mi n/ t ge s tt o school is a positive step
c c c c c c c c c c c c c c c c c c c

after the graduate has worked through role transition, has some clinical experience, and is
c c c c c c c c c c c c c c

ready to focus on a new career objective. Networking, obtaining a mentor, and joining a
c c c c c c c c c c c c c c c

support group would give the graduate nurse an opportuniatyb i rtbo.cot mal/ ktestto others experiencing the
c c c c c c c c c c c

stress associated with reality shock. The nurse would benefit from ―talking through‖ issues
c c c c c c c c c c c c c

and learning how to cope.
c c c c c

PTS: c 1
c DIF: Cognitive Level: Application/Appalbyiribn.gcom/test c c

REF: c p. 9 c OBJ: Describe methods to promote a successful transition. c c c c c c c

TOP:
c c Reality shock c

MSC: c NCLEX®: Safe and effective care environment Not applicable c c c c c c c

3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achieve
c c c c c c c c c c c c c c c c c

this?
c

a. Refusing to constantly work extra shifts c c c c c

b. Withdrawing from peer support group c c c c

, st

Connected book

JoAnn Zerwekh, JoAnn Zerwekh, MSN, EdD, RN, Ashley Zerwekh Garneau, PhD, RN Nursing Today

Publisher: Unknown ISBN: 9780323810159 Edition: Unknown

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Number of pages: 275
Written in: 2024/2025
Type: Exam (elaborations)
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