TEST BANK FOR NURSING TODAY TRANSITION AND TRENDS 10TH EDITION BY ZERWEKH LATEST
UPDATED 2024
,CONTENTS
CHAPTER 01: ROLE TRANSITIONS ....................................................................................................................3
CHAPTER 02: PERSONAL MANAGEMENT: TIME AND SELF-CARE STRATEGIES ............................................ 22
CHAPTER 03: MENTORSHIP, PRECEPTORSHIP, AND NURSE RESIDENCY PROGRAMS .................................. 40
CHAPTER 04: EMPLOYMENT CONSIDERATIONS: OPPORTUNITIES, RESUMES, AND INTERVIEWING .......... 55
CHAPTER 05: NCLEX-RN® AND THE NEW GRADUATE .................................................................................. 74
CHAPTER 06: HISTORICAL PERSPECTIVES: INFLUENCES ON THE PRESENT .................................................. 94
CHAPTER 07: NURSING EDUCATION........................................................................................................... 110
CHAPTER 08: NURSING THEORY ................................................................................................................. 127
CHAPTER 09: PROFESSIONAL IMAGE OF NURSING .................................................................................... 142
CHAPTER 10: CHALLENGES OF NURSING MANAGEMENT AND LEADERSHIP ............................................. 154
CHAPTER 11: BUILDING NURSING MANAGEMENT SKILLS ......................................................................... 176
CHAPTER 12: EFFECTIVE COMMUNICATION, TEAM BUILDING, AND INTERPROFESSIONAL PRACTICE ..... 196
CHAPTER 13: CONFLICT MANAGEMENT .................................................................................................... 213
CHAPTER 14: DELEGATION IN THE CLINICAL SETTING ............................................................................... 231
CHAPTER 15: THE HEALTH CARE ORGANIZATION AND PATTERNS OF NURSING CARE DELIVERY ............. 253
CHAPTER 16: ECONOMICS IN THE HEALTH CARE DELIVERY SYSTEM ......................................................... 271
CHAPTER 17: POLITICAL ACTION IN NURSING ............................................................................................ 289
CHAPTER 18: COLLECTIVE BARGAINING: TRADITIONAL (UNION) AND NON-TRADITIONAL APPROACHES 308
CHAPTER 19: ETHICAL ISSUES ..................................................................................................................... 326
CHAPTER 20: LEGAL ISSUES ........................................................................................................................ 345
CHAPTER 21: CULTURAL AND SPIRITUAL AWARENESS .............................................................................. 369
CHAPTER 22: QUALITY PATIENT CARE ........................................................................................................ 385
CHAPTER 23: NURSING INFORMATICS ....................................................................................................... 407
CHAPTER 24: USING EVIDENCE-BASED PRACTICE AND NURSING RESEARCH ............................................ 423
CHAPTER 25: WORKPLACE ISSUES .............................................................................................................. 439
CHAPTER 26: EMERGENCY PREPAREDNESS................................................................................................ 458
,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 PAY CHECK.”
d. “THIS JOB IS PERFECT. I CAN FINALLY DO THINGS MY OWN WAY.”
ANS:D .
THE HONEYMOON PHASE IS WHEN THE STUDENT NURSE SEES THE WORLD OF NURSING AS QUITE ROSY.
OFTEN, THE NEW GRADUATE IS FASCINATED WITH THE THRILL OF ARRIVING IN THE PROFESSION. REALITY
SHOCK OCCURS WHEN ONE MOVES INTO THE WORKFORCE AFTER SEVERAL YEARS OF EDUCATIONAL
PREPARATION. RECOVERY AND RESOLUTION OCCUR WHEN THE GRADUATE NURSE IS ABLE TO LAUGH AT .
ENCOUNTERED SITUATIONS. DURING THIS TIME, TENSION DECREASES, PERCEPTION INCREASES, AND THE
NURSE IS ABLE TO GROW AS A PERSON.
.
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
METHODOLOGY TO RECOVER FROM REALITY SHOCK?
a. NETWORKING .
b. OBTAINING A MENTOR
c. RETURNING TO SCHOOL
d. JOINING A SUPPORT GROUP
.
,ANS:C
THE TRANSITION PERIOD IS SUCCESSFULLY MANAGED WHEN THE GRADUATE IS ABLE TO EVALUATE THE
WORK SITUATION OBJECTIVELY AND PREDICT EFFECTIVELY THE ACTIONS AND REACTIONS OF OTHER STAFF.
NURTURING
THE ABILITY TO SEE HUMOR IN A SITUATION MAY BE A FIRST STEP. RETURNING TO SCHOOL IS A POSITIVE
STEP . AFTER THE GRADUATE HAS WORKED THROUGH ROLE TRANSITION, HAS SOME CLINICAL
EXPERIENCE, AND IS READY TO FOCUS ON A NEW CAREER OBJECTIVE. NETWORKING, OBTAINING A
MENTOR, AND JOINING A SUPPORT GROUP WOULD GIVE THE GRADUATE NURSE AN OPPORTUNITY TO
TALK TO OTHERS
EXPERIENCING THE .
STRESS ASSOCIATED WITH REALITY SHOCK. THE NURSE WOULD BENEFIT FROM “TALKING THROUGH” ISSUES
AND LEARNING HOW TO COPE.
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 NOT APPLICABLE
.
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
ONE OF THE QUICKEST WAYS TO EXPERIENCE BURNOUT IS TO “OVERWORK THE OVERTIME.” SET
PRIORITIES WITH YOUR MENTAL AND PHYSICAL HEALTH BEING THE HIGHEST PRIORITY. LEARNING TO
SAY “NO” TO EXTRA SHIFTS IS A POSITIVE MEANS OF COPING OF AVOIDING BURNOUT. “GOING
NATIVE” IS THE TERM THAT . DESCRIBES HOW RECENT GRADUATES BEGIN TO COPY AND IDENTIFY THE
,REALITY OF THEIR ROLE-TRANSITION EXPERIENCE BY REJECTING THE VALUES FROM NURSING SCHOOL
AND FUNCTIONING MORE LIKE A TEAM MEMBER AT THEIR PLACE OF EMPLOYMENT. WITHDRAWING
FROM PEER SUPPORT GROUPS, “GOING NATIVE,” . AND CHANGING JOBS EVERY 6 TO 12 MONTHS
WOULD INCREASE THE CHANCE OF THE NURSE EXPERIENCING BURNOUT. THE NURSE SHOULD
INSTEAD FOCUS ON HIS/HER PRACTICE AND SEEK OUT SUPPORT FROM OTHER NURSES.
.
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 NOT APPLICABLE .
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
b. WORKFORCE.”“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 TERM OFTEN USED TO DESCRIBE THE REACTION EXPERIENCED WHEN ONE MOVES
INTO THE WORKFORCE AFTER SEVERAL YEARS OF EDUCATIONAL PREPARATION. THE NEW GRADUATE IS
CAUGHT IN THE SITUATION OF MOVING FROM A FAMILIAR, COMFORTABLE EDUCATIONAL
ENVIRONMENT INTO A NEW ROLE IN . THE WORKFORCE WHERE THE EXPECTATIONS ARE NOT CLEARLY
DEFINED OR MAY NOT EVEN BE REALISTIC. THE REALIZATION THAT PRACTICE AND NURSING SCHOOL ARE
NOT THE SAME IS OFTEN ASSOCIATED WITH “GOING NATIVE.” WHEN NURSES MOVE FROM ONE
POSITION TO ANOTHER, THEY HAVE ALREADY EXPERIENCED
, REALITY SHOCK. BECOMING AN EXPERIENCED NURSE TAKES TIME AND IS NOT PART OF THE DEFINITION
OF . REALITY SHOCK.
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
IT IS IMPORTANT FOR THE STUDENT TO START TAKING CARE OF INCREASED NUMBERS 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 TASKS WITH MINIMAL 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 . WORKING TYPICAL SHIFT HOURS THAT ASSISTS WITH SUCCESSFUL ROLE TRANSITION.
PTS: 1 DIF: COGNITIVE LEVEL: APPLICATION/APPLYING
UPDATED 2024
,CONTENTS
CHAPTER 01: ROLE TRANSITIONS ....................................................................................................................3
CHAPTER 02: PERSONAL MANAGEMENT: TIME AND SELF-CARE STRATEGIES ............................................ 22
CHAPTER 03: MENTORSHIP, PRECEPTORSHIP, AND NURSE RESIDENCY PROGRAMS .................................. 40
CHAPTER 04: EMPLOYMENT CONSIDERATIONS: OPPORTUNITIES, RESUMES, AND INTERVIEWING .......... 55
CHAPTER 05: NCLEX-RN® AND THE NEW GRADUATE .................................................................................. 74
CHAPTER 06: HISTORICAL PERSPECTIVES: INFLUENCES ON THE PRESENT .................................................. 94
CHAPTER 07: NURSING EDUCATION........................................................................................................... 110
CHAPTER 08: NURSING THEORY ................................................................................................................. 127
CHAPTER 09: PROFESSIONAL IMAGE OF NURSING .................................................................................... 142
CHAPTER 10: CHALLENGES OF NURSING MANAGEMENT AND LEADERSHIP ............................................. 154
CHAPTER 11: BUILDING NURSING MANAGEMENT SKILLS ......................................................................... 176
CHAPTER 12: EFFECTIVE COMMUNICATION, TEAM BUILDING, AND INTERPROFESSIONAL PRACTICE ..... 196
CHAPTER 13: CONFLICT MANAGEMENT .................................................................................................... 213
CHAPTER 14: DELEGATION IN THE CLINICAL SETTING ............................................................................... 231
CHAPTER 15: THE HEALTH CARE ORGANIZATION AND PATTERNS OF NURSING CARE DELIVERY ............. 253
CHAPTER 16: ECONOMICS IN THE HEALTH CARE DELIVERY SYSTEM ......................................................... 271
CHAPTER 17: POLITICAL ACTION IN NURSING ............................................................................................ 289
CHAPTER 18: COLLECTIVE BARGAINING: TRADITIONAL (UNION) AND NON-TRADITIONAL APPROACHES 308
CHAPTER 19: ETHICAL ISSUES ..................................................................................................................... 326
CHAPTER 20: LEGAL ISSUES ........................................................................................................................ 345
CHAPTER 21: CULTURAL AND SPIRITUAL AWARENESS .............................................................................. 369
CHAPTER 22: QUALITY PATIENT CARE ........................................................................................................ 385
CHAPTER 23: NURSING INFORMATICS ....................................................................................................... 407
CHAPTER 24: USING EVIDENCE-BASED PRACTICE AND NURSING RESEARCH ............................................ 423
CHAPTER 25: WORKPLACE ISSUES .............................................................................................................. 439
CHAPTER 26: EMERGENCY PREPAREDNESS................................................................................................ 458
,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 PAY CHECK.”
d. “THIS JOB IS PERFECT. I CAN FINALLY DO THINGS MY OWN WAY.”
ANS:D .
THE HONEYMOON PHASE IS WHEN THE STUDENT NURSE SEES THE WORLD OF NURSING AS QUITE ROSY.
OFTEN, THE NEW GRADUATE IS FASCINATED WITH THE THRILL OF ARRIVING IN THE PROFESSION. REALITY
SHOCK OCCURS WHEN ONE MOVES INTO THE WORKFORCE AFTER SEVERAL YEARS OF EDUCATIONAL
PREPARATION. RECOVERY AND RESOLUTION OCCUR WHEN THE GRADUATE NURSE IS ABLE TO LAUGH AT .
ENCOUNTERED SITUATIONS. DURING THIS TIME, TENSION DECREASES, PERCEPTION INCREASES, AND THE
NURSE IS ABLE TO GROW AS A PERSON.
.
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
METHODOLOGY TO RECOVER FROM REALITY SHOCK?
a. NETWORKING .
b. OBTAINING A MENTOR
c. RETURNING TO SCHOOL
d. JOINING A SUPPORT GROUP
.
,ANS:C
THE TRANSITION PERIOD IS SUCCESSFULLY MANAGED WHEN THE GRADUATE IS ABLE TO EVALUATE THE
WORK SITUATION OBJECTIVELY AND PREDICT EFFECTIVELY THE ACTIONS AND REACTIONS OF OTHER STAFF.
NURTURING
THE ABILITY TO SEE HUMOR IN A SITUATION MAY BE A FIRST STEP. RETURNING TO SCHOOL IS A POSITIVE
STEP . AFTER THE GRADUATE HAS WORKED THROUGH ROLE TRANSITION, HAS SOME CLINICAL
EXPERIENCE, AND IS READY TO FOCUS ON A NEW CAREER OBJECTIVE. NETWORKING, OBTAINING A
MENTOR, AND JOINING A SUPPORT GROUP WOULD GIVE THE GRADUATE NURSE AN OPPORTUNITY TO
TALK TO OTHERS
EXPERIENCING THE .
STRESS ASSOCIATED WITH REALITY SHOCK. THE NURSE WOULD BENEFIT FROM “TALKING THROUGH” ISSUES
AND LEARNING HOW TO COPE.
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 NOT APPLICABLE
.
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
ONE OF THE QUICKEST WAYS TO EXPERIENCE BURNOUT IS TO “OVERWORK THE OVERTIME.” SET
PRIORITIES WITH YOUR MENTAL AND PHYSICAL HEALTH BEING THE HIGHEST PRIORITY. LEARNING TO
SAY “NO” TO EXTRA SHIFTS IS A POSITIVE MEANS OF COPING OF AVOIDING BURNOUT. “GOING
NATIVE” IS THE TERM THAT . DESCRIBES HOW RECENT GRADUATES BEGIN TO COPY AND IDENTIFY THE
,REALITY OF THEIR ROLE-TRANSITION EXPERIENCE BY REJECTING THE VALUES FROM NURSING SCHOOL
AND FUNCTIONING MORE LIKE A TEAM MEMBER AT THEIR PLACE OF EMPLOYMENT. WITHDRAWING
FROM PEER SUPPORT GROUPS, “GOING NATIVE,” . AND CHANGING JOBS EVERY 6 TO 12 MONTHS
WOULD INCREASE THE CHANCE OF THE NURSE EXPERIENCING BURNOUT. THE NURSE SHOULD
INSTEAD FOCUS ON HIS/HER PRACTICE AND SEEK OUT SUPPORT FROM OTHER NURSES.
.
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 NOT APPLICABLE .
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
b. WORKFORCE.”“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 TERM OFTEN USED TO DESCRIBE THE REACTION EXPERIENCED WHEN ONE MOVES
INTO THE WORKFORCE AFTER SEVERAL YEARS OF EDUCATIONAL PREPARATION. THE NEW GRADUATE IS
CAUGHT IN THE SITUATION OF MOVING FROM A FAMILIAR, COMFORTABLE EDUCATIONAL
ENVIRONMENT INTO A NEW ROLE IN . THE WORKFORCE WHERE THE EXPECTATIONS ARE NOT CLEARLY
DEFINED OR MAY NOT EVEN BE REALISTIC. THE REALIZATION THAT PRACTICE AND NURSING SCHOOL ARE
NOT THE SAME IS OFTEN ASSOCIATED WITH “GOING NATIVE.” WHEN NURSES MOVE FROM ONE
POSITION TO ANOTHER, THEY HAVE ALREADY EXPERIENCED
, REALITY SHOCK. BECOMING AN EXPERIENCED NURSE TAKES TIME AND IS NOT PART OF THE DEFINITION
OF . REALITY SHOCK.
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
IT IS IMPORTANT FOR THE STUDENT TO START TAKING CARE OF INCREASED NUMBERS 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 TASKS WITH MINIMAL 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 . WORKING TYPICAL SHIFT HOURS THAT ASSISTS WITH SUCCESSFUL ROLE TRANSITION.
PTS: 1 DIF: COGNITIVE LEVEL: APPLICATION/APPLYING
