TEST BANK - Nursing Today: Transition and Trends, 11th
z z z z z z z z
Edition (Zerwekh)
z z z
Chapters 1 - 26 | All Chapters
z z z z z z
, Test zBank z- zNursing zToday: zTransition zand zTrends, z11th zEdition z
TABLE OF CONTENTS z z
,Chapter 01: Role Transitions
z z z
.
abirb.com/test
MULTIPLE zCHOICE
1. A zgraduate znurse zhas zbeen zhired zas za znurse zat za zlocal zhospital. zThe znew znurse
zis zinzthe z. zhoneymoon zphase zof zrole ztransition zwhen zmaking zwhich zof zthe
zfollowing zstatements? z a. z“I zam zso znervous zabout zbeing zon zmy zown zas za znurse.”
b. “This zwill zbe za zgreat zlearning zexperience.” .
c. “I zcan’t zwait zto zhave za zsteady zpaycheck.”
d. “This zjob zis zperfect. z I zcan zfinally zdo zthings zmy zown zway.”
ANSWER: zD .
The zhoneymoon zphase zis zwhen zthe zstudent znurse zsees zthe zworld zof znursing zas zquite
zrosy. zOften, zthe znew zgraduate zis zfascinated zwith zthe zthrill zof zarriving zin zthe
zprofession. zRealityzshock zoccurs zwhen zone zmoves zinto zthe zworkforce zafter zseveral
zyears zof zeducational zpreparation. zRecovery zand zresolution zoccur zwhen zthe zgraduate
.z
znurse zis zable zto zlaugh zat z encountered zsituations. zDuring zthis ztime, ztension zdecreases,
zperception zincreases, zand ztheznurse zis zable zto zgrow zas za zperson.
.
PTS: z1 DIF: zCognitive zLevel: zApplication/Applying
REF: zTable z1.1 OBJ: zIdentify zthe zcharacteristics zof zreality zshock.
TOP: zReality zshock MSC: zNCLEX®: zSafe zand zeffective zcare zenvironment
.
2. Which zof zthe zfollowing zactions zby zthe zgraduate znurse zis zan zinappropriate
zmethodologyzto z recover zfrom zreality zshock?
a. Networking .
b. Obtaining za zmentor
c. Returning zto zschool
d. Joining za zsupport zgroup
.
ANSWER: zC
The ztransition zperiod zis zsuccessfully zmanaged zwhen zthe zgraduate zis zable zto zevaluate
zthe zwork z situation zobjectively zand zpredict zeffectively zthe zactions zand zreactions zof
zother zstaff.
Nurturing
the zability zto zsee zhumor zin za zsituation zmay zbe za zfirst zstep. zReturning zto zschool zis za
zpositivezstep z. zafter zthe zgraduate zhas zworked zthrough zrole ztransition, zhas zsome zclinical
zexperience,zand zis zready zto zfocus zon za znew zcareer zobjective. zNetworking, zobtaining za
zmentor, zand zjoining za zsupport zgroup zwould zgive zthe zgraduate znurse zan zopportunity zto
ztalk zto zothers zexperiencing zthe z .
, stress zassociated zwith zreality zshock. zThe znurse zwould zbenefit zfrom z“talking zthrough”
zissueszand zlearning zhow zto zcope.
PTS: z1 DIF: zCognitive zLevel: zApplication/Applying z.
REF: zp. z9 OBJ: zDescribe zmethods zto zpromote za zsuccessful
ztransition.zTOP: zReality zshock
MSC: zNCLEX®: zSafe zand zeffective zcare zenvironment zNot zapplicable
.
3. A znurse zis ztrying zto zavoid zburnout. zWhich zof zthe zfollowing zactions zis za zvalid zway zto
zachievezthis?
a. Refusing zto zconstantly zwork zextra zshifts .
b. Withdrawing zfrom zpeer zsupport zgroup
c. “Going znative”
d. Changing zjobs zevery z6 zto z12 zmonths z.
ANSWER: zA
One zof zthe zquickest zways zto zexperience zburnout zis zto z“overwork zthe zovertime.” zSet
zpriorities zwith zyour zmental zand zphysical zhealth zbeing zthe zhighest zpriority. zLearning zto
zsay z“no” zto zextra zshifts zis za zpositive zmeans zof zcoping zof zavoiding zburnout. z“Going
znative” zis zthe zterm zthat z. zdescribes zhow zrecent zgraduates zbegin zto zcopy zand zidentify zthe
zreality zof ztheirzrole-transition zexperience zby zrejecting zthe zvalues zfrom znursing zschool
zand zfunctioning zmore zlike za zteam zmember zat ztheir zplace zof zemployment. zWithdrawing
zfrom zpeer zsupport zgroups, z“going znative,” z. zand zchanging zjobs zevery z6 zto z12 zmonths
zwould zincrease zthe zchance zof zthe znurse zexperiencing
burnout. zThe znurse zshould zinstead zfocus zon zhis/her zpractice zand zseek zout zsupport
zfromzother z nurses.
.
PTS: z1 DIF: zCognitive zLevel: zApplication/Applying
REF: zp. z7 OBJ: zDescribe zmethods zto zpromote za zsuccessful
ztransition.zTOP: zReality zshock
MSC: zNCLEX®: zSafe zand zeffective zcare zenvironment zNot zapplicable z.
4. Which zof zthe zfollowing zstatements zby zthe zgraduate znurse zshows zan zunderstanding
zofrz eality z shock zas zit zapplies zto znursing? z .
a. “Reality zshock zis zthe zperiod zwhen za zperson zmoves zfrom zschool zinto zthe
b. workforce.”“Reality zshock zis zthe zrealization zthat zpractice zand zeducation zare znot
thezsame.”
z
c. “Reality zshock zis zthe zperiod zfrom zgraduation zto zbecoming zan zexperienced znurse.”.
d. “Reality zshock zis za ztransition zphase zthat znew zgraduates zgo zthrough zbefore
changingzjobs.”
z
ANSWER: zA .
z z z z z z z z
Edition (Zerwekh)
z z z
Chapters 1 - 26 | All Chapters
z z z z z z
, Test zBank z- zNursing zToday: zTransition zand zTrends, z11th zEdition z
TABLE OF CONTENTS z z
,Chapter 01: Role Transitions
z z z
.
abirb.com/test
MULTIPLE zCHOICE
1. A zgraduate znurse zhas zbeen zhired zas za znurse zat za zlocal zhospital. zThe znew znurse
zis zinzthe z. zhoneymoon zphase zof zrole ztransition zwhen zmaking zwhich zof zthe
zfollowing zstatements? z a. z“I zam zso znervous zabout zbeing zon zmy zown zas za znurse.”
b. “This zwill zbe za zgreat zlearning zexperience.” .
c. “I zcan’t zwait zto zhave za zsteady zpaycheck.”
d. “This zjob zis zperfect. z I zcan zfinally zdo zthings zmy zown zway.”
ANSWER: zD .
The zhoneymoon zphase zis zwhen zthe zstudent znurse zsees zthe zworld zof znursing zas zquite
zrosy. zOften, zthe znew zgraduate zis zfascinated zwith zthe zthrill zof zarriving zin zthe
zprofession. zRealityzshock zoccurs zwhen zone zmoves zinto zthe zworkforce zafter zseveral
zyears zof zeducational zpreparation. zRecovery zand zresolution zoccur zwhen zthe zgraduate
.z
znurse zis zable zto zlaugh zat z encountered zsituations. zDuring zthis ztime, ztension zdecreases,
zperception zincreases, zand ztheznurse zis zable zto zgrow zas za zperson.
.
PTS: z1 DIF: zCognitive zLevel: zApplication/Applying
REF: zTable z1.1 OBJ: zIdentify zthe zcharacteristics zof zreality zshock.
TOP: zReality zshock MSC: zNCLEX®: zSafe zand zeffective zcare zenvironment
.
2. Which zof zthe zfollowing zactions zby zthe zgraduate znurse zis zan zinappropriate
zmethodologyzto z recover zfrom zreality zshock?
a. Networking .
b. Obtaining za zmentor
c. Returning zto zschool
d. Joining za zsupport zgroup
.
ANSWER: zC
The ztransition zperiod zis zsuccessfully zmanaged zwhen zthe zgraduate zis zable zto zevaluate
zthe zwork z situation zobjectively zand zpredict zeffectively zthe zactions zand zreactions zof
zother zstaff.
Nurturing
the zability zto zsee zhumor zin za zsituation zmay zbe za zfirst zstep. zReturning zto zschool zis za
zpositivezstep z. zafter zthe zgraduate zhas zworked zthrough zrole ztransition, zhas zsome zclinical
zexperience,zand zis zready zto zfocus zon za znew zcareer zobjective. zNetworking, zobtaining za
zmentor, zand zjoining za zsupport zgroup zwould zgive zthe zgraduate znurse zan zopportunity zto
ztalk zto zothers zexperiencing zthe z .
, stress zassociated zwith zreality zshock. zThe znurse zwould zbenefit zfrom z“talking zthrough”
zissueszand zlearning zhow zto zcope.
PTS: z1 DIF: zCognitive zLevel: zApplication/Applying z.
REF: zp. z9 OBJ: zDescribe zmethods zto zpromote za zsuccessful
ztransition.zTOP: zReality zshock
MSC: zNCLEX®: zSafe zand zeffective zcare zenvironment zNot zapplicable
.
3. A znurse zis ztrying zto zavoid zburnout. zWhich zof zthe zfollowing zactions zis za zvalid zway zto
zachievezthis?
a. Refusing zto zconstantly zwork zextra zshifts .
b. Withdrawing zfrom zpeer zsupport zgroup
c. “Going znative”
d. Changing zjobs zevery z6 zto z12 zmonths z.
ANSWER: zA
One zof zthe zquickest zways zto zexperience zburnout zis zto z“overwork zthe zovertime.” zSet
zpriorities zwith zyour zmental zand zphysical zhealth zbeing zthe zhighest zpriority. zLearning zto
zsay z“no” zto zextra zshifts zis za zpositive zmeans zof zcoping zof zavoiding zburnout. z“Going
znative” zis zthe zterm zthat z. zdescribes zhow zrecent zgraduates zbegin zto zcopy zand zidentify zthe
zreality zof ztheirzrole-transition zexperience zby zrejecting zthe zvalues zfrom znursing zschool
zand zfunctioning zmore zlike za zteam zmember zat ztheir zplace zof zemployment. zWithdrawing
zfrom zpeer zsupport zgroups, z“going znative,” z. zand zchanging zjobs zevery z6 zto z12 zmonths
zwould zincrease zthe zchance zof zthe znurse zexperiencing
burnout. zThe znurse zshould zinstead zfocus zon zhis/her zpractice zand zseek zout zsupport
zfromzother z nurses.
.
PTS: z1 DIF: zCognitive zLevel: zApplication/Applying
REF: zp. z7 OBJ: zDescribe zmethods zto zpromote za zsuccessful
ztransition.zTOP: zReality zshock
MSC: zNCLEX®: zSafe zand zeffective zcare zenvironment zNot zapplicable z.
4. Which zof zthe zfollowing zstatements zby zthe zgraduate znurse zshows zan zunderstanding
zofrz eality z shock zas zit zapplies zto znursing? z .
a. “Reality zshock zis zthe zperiod zwhen za zperson zmoves zfrom zschool zinto zthe
b. workforce.”“Reality zshock zis zthe zrealization zthat zpractice zand zeducation zare znot
thezsame.”
z
c. “Reality zshock zis zthe zperiod zfrom zgraduation zto zbecoming zan zexperienced znurse.”.
d. “Reality zshock zis za ztransition zphase zthat znew zgraduates zgo zthrough zbefore
changingzjobs.”
z
ANSWER: zA .
