NUR 272 Final Exam Study Guide with Correct Answers Chamberlain College of Nursing
A |nursing |manager |has |just |hired |several |new |graduates |on |an |inpatient |unit. |Having |heard |of |the
|"honeymoon |phase" |of |transitioning |into |nursing, |which |action |by |the |manager |would |be |most |
helpful?
A. |Educate |the |graduates |on |phases |of |reality |shock.
B. |Help |the |graduates |concentrate |on |principles |of |safe |care.
C. |Offer |social |events |for |new |and |seasoned |nursing |staff.
D. |Remind |the |graduates |that |they |should |keep |their |positive |attitudes. |- |answersA. |Educate |the |
graduates |on |phases |of |reality |shock.
A |nurse |with |15 |years' |experience |has |been |working |in |the |intensive |care |unit |(ICU) |for |two |months. |
The |nurse's |preceptor |is |expressing |frustration |to |the |unit |manager |because |the |new |nurse |follows |all
|the |rules |"to |the |letter" |and |is |inflexible. |Which |action |by |the |manager |is |most |helpful?
A. |Encourage |the |preceptor |to |be |patient |and |give |the |new |nurse |easier |assignments.
B. |Explain |that |as |a |nurse |new |to |the |ICU |setting, |this |rule-bound |practice |is |expected.
C. |Discuss |the |situation |with |the |new |nurse |and |emphasize |the |nurse's |years |of |experience.
D. |Mediate |a |conversation |with |the |nurses |where |performance |expectations |are |reviewed. |- |
answersB. |Explain |that |as |a |nurse |new |to |the |ICU |setting, |this |rule-bound |practice |is |expected.
A |nurse |is |preparing |to |give |a |performance |review |to |a |new |graduate |who |has |worked |on |the |unit |
for |one |year. |Which |action |by |the |nurse |leads |the |manager |to |conclude |that |a |successful |professional
|transition |is |occurring |for |the |new |nurse?
A. |Staff |members |relay |that |the |nurse |is |easy |to |work |with |and |is |cooperative
B. |Has |not |called |in |sick |or |been |late |during |the |entire |time |of |employment
C. |Picks |up |extra |shifts |and |frequently |works |overtime |to |care |for |"my |patients"
D. |Able |to |adjust |to |workload |without |compromising |safety |or |quality |care |- |answersD. |Able |to |adjust
|to |workload |without |compromising |safety |or |quality |care
A |nurse |manager |is |teaching |a |seminar |for |managers |on |reality |shock |experienced |by |new |graduates. |
What |information |does |the |nurse |manager |provide? |(Select |all |that |apply.)
A. |Honeymoon |phase: |seems |energetic |and |fascinated |with |nursing
B. |Shock |and |rejection |phase: |blames |everyone |else |for |any |mistakes
C. |Shock |and |rejection |phase: |nurses |may |complain |of |minor |illnesses
,D. |Shock |and |rejection |phase: |uses |black |humor |to |cope |with |work
E. |Recovery |phase: |no |longer |catches |contagious |illnesses |to |which |he |or |she |is |exposed |- |answersA. |
Honeymoon |phase: |seems |energetic |and |fascinated |with |nursing
C. |Shock |and |rejection |phase: |nurses |may |complain |of |minor |illnesses
A |nursing |manager |wants |to |plan |a |program |to |help |decrease |new |graduates' |stress. |Which |activities |
should |the |nurse |manager |include |in |this |program? |(Select |all |that |apply.)
A. |Creating |a |master |plan |for |increasing |responsibilities |of |new |staff
B. |Ensuring |that |new |staff |understand |the |unit's |formal |chain |of |command
C. |Including |formal |skills |practice |and |competency |testing |in |a |skills |or |scenario |lab
D. |Providing |an |orientation |to |facility |benefits |and |time-off |policies
E. |Reviewing |proper |communication |techniques |for |calling |physicians |- |answersA. |Creating |a |master |
plan |for |increasing |responsibilities |of |new |staff
C. |Including |formal |skills |practice |and |competency |testing |in |a |skills |or |scenario |lab
D. |Providing |an |orientation |to |facility |benefits |and |time-off |policies
What |could |be |the |consequences |if |a |new |graduate |RN |does |not |appropriately |work |through |the |
phases |of |reality |shock?
A. |The |new |graduate |may |not |pass |the |NCLEX |RN
B. |The |new |graduate |may |become |aggressive |
C. |The |new |graduate |may |leave |the |profession
D. |The |new |graduate |may |adjust |to |their |position |as |a |nurse |- |answersC. |The |new |graduate |may |
leave |the |profession
Which |statement |best |reflects |reality |shock?
A. |I |didn't |expect |nursing |to |be |quite |like |this
B. |I |don't |want |to |be |a |pediatric |nurse
C. |I |think |I |was |to |stay |in |school |forever
D. |I |know |nursing |is |the |perfect |career |for |me |- |answersA. |I |didn't |expect |nursing |to |be |quite |like |this
A |student |in |the |last |semester |of |nursing |school |has |established |a |goal |of |making |a |successful |role |
transition |to |graduate |nurse. |What |activity |will |most |effectively |promote |attainment |of |this |goal?
A. |Caring |for |increased |numbers |of |patients |to |enhance |work |organization |skills
B. |Spending |hours |a |day |in |the |OR |observing |the |OR |team
C. |Practicing |IV |starts |in |the |nursing |school |laboratory
,D. |Reviewing |sample |NCLEX |questions |every |day |- |answersA. |Caring |for |increased |numbers |of |patients
|to |enhance |work |organization |skills
A |new |graduate |has |worked |on |a |busy |unit |for |6 |months |since |graduating |from |nursing |school. |He |
tells |a |friend |"I've |never |been |so |upset |in |all |my |life! |The |care |that |some |of |the |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 |reality |shock |is |this |graduate |experiencing?
A. |Honeymoon
B. |Shock |and |rejection
C. |Recovery |
D. |Role |transformation |- |answersB. |Shock |and |rejection
A |graduate |nurse |has |been |out |of |school |for |3 |months |and |working |in |a |staff |nurse |position |for |the |
last |2 |months. |What |type |of |transition |is |the |nurse |experiencing?
A. |A |growth |transition
B. |An |organizational |transition |
C. |A |health |-oriented |transition |
D. |A |situations |transition |- |answersD. |A |situations |transition
What |statement |by |a |potential |new |graduate |nurse |should |cause |the |most |concern |for |someone |
looking |to |hire |this |individual?
A. |I |just |don't |know |if |I |can |remember |everything |about |the |RN |job
B. |I |won't |need |an |orientation |period |because |I |did |my |school |clinical |rotation |on |this |unit
C. |Sometimes |what |they |tell |us |in |school |might |be |different |than |the |actual |job
D. |I |am |trying |to |become |more |organized |in |all |areas |of |my |life |- |answersB. |I |won't |need |an |
orientation |period |because |I |did |my |school |clinical |rotation |on |this |unit
According |to |Patricia |Benner, |a |nurse |at |the |beginning |of |their |career |is |known |as |
A. |Novice
B. |Competent
C. |Proficient
D. |Expert |- |answersA. |Novice
By |the |end |of |nine |capstone |shifts, |most |students |have |attained |this |level: |
A. |Novice
B. |Advanced |beginner
, C. |Proficient
D. |Expert |- |answersB. |Advanced |beginner
While |there |are |many |ways |of |facing |stress, |which |particular |method |is |considered |beneficial?
A. |Learning |what |to |expect
B. |Refusing |to |take |on |more |responsibility |
C. |Taking |medication |to |handle |the |situation |
D. |Delegating |tasks |that |are |time |consuming |- |answersA. |Learning |what |to |expect
A |student |wants |constructive |criticism |from |their |capstone |preceptor. |What |question |denotes |a |
willingness |to |receive |feedback |appropriately?
A. |I |know |I |messed |up |so |just |tell |me |all |the |things |I |did |wrong
B. |Don't |emphasize |the |negative |factors |about |this |job |or |I |will |have |a |nervous |breakdown
C. |Please |let |me |know |as |soon |as |possible |I |need |to |change |my |actions
D. |I |will |function |much |better |if |you |give |me |positive |feedback |at |all |times |- |answersC. |Please |let |me |
know |as |soon |as |possible |I |need |to |change |my |actions
A |new |graduate |nurse |is |paired |with |a |registered |nurse |during |work |shifts. |The |registered |nurse |
understands |the |professional |role |to |be |focused |on |socialization, |role |transition, |clinical |decision-
making, |and |prioritization. |What |relationship |does |this |describe?
A. |Coaching
B. |Mentoring
C. |Precepting
D. |Role |Modeling |- |answersC. |Precepting
A |registered |nurse |has |been |mentoring |a |new |graduate |for |four |weeks |out |of |a |five-week |formal |
mentoring |program. |The |graduate |nurse |is |caring |for |a |group |of |patients, |including |one |with |complex |
needs, |and |is |having |trouble |organizing |the |required |tasks. |Which |action |by |the |mentor |is |most |
helpful?
A. |Give |the |graduate |a |schedule |of |the |activities |that |the |graduate |must |complete
B. |Have |the |graduate |work |with |the |complex |patient |only |as |a |good |learning |experience.
C. |Let |the |graduate |work |through |the |process |unless |patient |care |is |compromised
D. |Offer |advice |on |different |methods |of |organizing |a |shift |with |a |complex |patient |- |answersC. |Let |the |
graduate |work |through |the |process |unless |patient |care |is |compromised
A |nursing |manager |has |just |hired |several |new |graduates |on |an |inpatient |unit. |Having |heard |of |the
|"honeymoon |phase" |of |transitioning |into |nursing, |which |action |by |the |manager |would |be |most |
helpful?
A. |Educate |the |graduates |on |phases |of |reality |shock.
B. |Help |the |graduates |concentrate |on |principles |of |safe |care.
C. |Offer |social |events |for |new |and |seasoned |nursing |staff.
D. |Remind |the |graduates |that |they |should |keep |their |positive |attitudes. |- |answersA. |Educate |the |
graduates |on |phases |of |reality |shock.
A |nurse |with |15 |years' |experience |has |been |working |in |the |intensive |care |unit |(ICU) |for |two |months. |
The |nurse's |preceptor |is |expressing |frustration |to |the |unit |manager |because |the |new |nurse |follows |all
|the |rules |"to |the |letter" |and |is |inflexible. |Which |action |by |the |manager |is |most |helpful?
A. |Encourage |the |preceptor |to |be |patient |and |give |the |new |nurse |easier |assignments.
B. |Explain |that |as |a |nurse |new |to |the |ICU |setting, |this |rule-bound |practice |is |expected.
C. |Discuss |the |situation |with |the |new |nurse |and |emphasize |the |nurse's |years |of |experience.
D. |Mediate |a |conversation |with |the |nurses |where |performance |expectations |are |reviewed. |- |
answersB. |Explain |that |as |a |nurse |new |to |the |ICU |setting, |this |rule-bound |practice |is |expected.
A |nurse |is |preparing |to |give |a |performance |review |to |a |new |graduate |who |has |worked |on |the |unit |
for |one |year. |Which |action |by |the |nurse |leads |the |manager |to |conclude |that |a |successful |professional
|transition |is |occurring |for |the |new |nurse?
A. |Staff |members |relay |that |the |nurse |is |easy |to |work |with |and |is |cooperative
B. |Has |not |called |in |sick |or |been |late |during |the |entire |time |of |employment
C. |Picks |up |extra |shifts |and |frequently |works |overtime |to |care |for |"my |patients"
D. |Able |to |adjust |to |workload |without |compromising |safety |or |quality |care |- |answersD. |Able |to |adjust
|to |workload |without |compromising |safety |or |quality |care
A |nurse |manager |is |teaching |a |seminar |for |managers |on |reality |shock |experienced |by |new |graduates. |
What |information |does |the |nurse |manager |provide? |(Select |all |that |apply.)
A. |Honeymoon |phase: |seems |energetic |and |fascinated |with |nursing
B. |Shock |and |rejection |phase: |blames |everyone |else |for |any |mistakes
C. |Shock |and |rejection |phase: |nurses |may |complain |of |minor |illnesses
,D. |Shock |and |rejection |phase: |uses |black |humor |to |cope |with |work
E. |Recovery |phase: |no |longer |catches |contagious |illnesses |to |which |he |or |she |is |exposed |- |answersA. |
Honeymoon |phase: |seems |energetic |and |fascinated |with |nursing
C. |Shock |and |rejection |phase: |nurses |may |complain |of |minor |illnesses
A |nursing |manager |wants |to |plan |a |program |to |help |decrease |new |graduates' |stress. |Which |activities |
should |the |nurse |manager |include |in |this |program? |(Select |all |that |apply.)
A. |Creating |a |master |plan |for |increasing |responsibilities |of |new |staff
B. |Ensuring |that |new |staff |understand |the |unit's |formal |chain |of |command
C. |Including |formal |skills |practice |and |competency |testing |in |a |skills |or |scenario |lab
D. |Providing |an |orientation |to |facility |benefits |and |time-off |policies
E. |Reviewing |proper |communication |techniques |for |calling |physicians |- |answersA. |Creating |a |master |
plan |for |increasing |responsibilities |of |new |staff
C. |Including |formal |skills |practice |and |competency |testing |in |a |skills |or |scenario |lab
D. |Providing |an |orientation |to |facility |benefits |and |time-off |policies
What |could |be |the |consequences |if |a |new |graduate |RN |does |not |appropriately |work |through |the |
phases |of |reality |shock?
A. |The |new |graduate |may |not |pass |the |NCLEX |RN
B. |The |new |graduate |may |become |aggressive |
C. |The |new |graduate |may |leave |the |profession
D. |The |new |graduate |may |adjust |to |their |position |as |a |nurse |- |answersC. |The |new |graduate |may |
leave |the |profession
Which |statement |best |reflects |reality |shock?
A. |I |didn't |expect |nursing |to |be |quite |like |this
B. |I |don't |want |to |be |a |pediatric |nurse
C. |I |think |I |was |to |stay |in |school |forever
D. |I |know |nursing |is |the |perfect |career |for |me |- |answersA. |I |didn't |expect |nursing |to |be |quite |like |this
A |student |in |the |last |semester |of |nursing |school |has |established |a |goal |of |making |a |successful |role |
transition |to |graduate |nurse. |What |activity |will |most |effectively |promote |attainment |of |this |goal?
A. |Caring |for |increased |numbers |of |patients |to |enhance |work |organization |skills
B. |Spending |hours |a |day |in |the |OR |observing |the |OR |team
C. |Practicing |IV |starts |in |the |nursing |school |laboratory
,D. |Reviewing |sample |NCLEX |questions |every |day |- |answersA. |Caring |for |increased |numbers |of |patients
|to |enhance |work |organization |skills
A |new |graduate |has |worked |on |a |busy |unit |for |6 |months |since |graduating |from |nursing |school. |He |
tells |a |friend |"I've |never |been |so |upset |in |all |my |life! |The |care |that |some |of |the |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 |reality |shock |is |this |graduate |experiencing?
A. |Honeymoon
B. |Shock |and |rejection
C. |Recovery |
D. |Role |transformation |- |answersB. |Shock |and |rejection
A |graduate |nurse |has |been |out |of |school |for |3 |months |and |working |in |a |staff |nurse |position |for |the |
last |2 |months. |What |type |of |transition |is |the |nurse |experiencing?
A. |A |growth |transition
B. |An |organizational |transition |
C. |A |health |-oriented |transition |
D. |A |situations |transition |- |answersD. |A |situations |transition
What |statement |by |a |potential |new |graduate |nurse |should |cause |the |most |concern |for |someone |
looking |to |hire |this |individual?
A. |I |just |don't |know |if |I |can |remember |everything |about |the |RN |job
B. |I |won't |need |an |orientation |period |because |I |did |my |school |clinical |rotation |on |this |unit
C. |Sometimes |what |they |tell |us |in |school |might |be |different |than |the |actual |job
D. |I |am |trying |to |become |more |organized |in |all |areas |of |my |life |- |answersB. |I |won't |need |an |
orientation |period |because |I |did |my |school |clinical |rotation |on |this |unit
According |to |Patricia |Benner, |a |nurse |at |the |beginning |of |their |career |is |known |as |
A. |Novice
B. |Competent
C. |Proficient
D. |Expert |- |answersA. |Novice
By |the |end |of |nine |capstone |shifts, |most |students |have |attained |this |level: |
A. |Novice
B. |Advanced |beginner
, C. |Proficient
D. |Expert |- |answersB. |Advanced |beginner
While |there |are |many |ways |of |facing |stress, |which |particular |method |is |considered |beneficial?
A. |Learning |what |to |expect
B. |Refusing |to |take |on |more |responsibility |
C. |Taking |medication |to |handle |the |situation |
D. |Delegating |tasks |that |are |time |consuming |- |answersA. |Learning |what |to |expect
A |student |wants |constructive |criticism |from |their |capstone |preceptor. |What |question |denotes |a |
willingness |to |receive |feedback |appropriately?
A. |I |know |I |messed |up |so |just |tell |me |all |the |things |I |did |wrong
B. |Don't |emphasize |the |negative |factors |about |this |job |or |I |will |have |a |nervous |breakdown
C. |Please |let |me |know |as |soon |as |possible |I |need |to |change |my |actions
D. |I |will |function |much |better |if |you |give |me |positive |feedback |at |all |times |- |answersC. |Please |let |me |
know |as |soon |as |possible |I |need |to |change |my |actions
A |new |graduate |nurse |is |paired |with |a |registered |nurse |during |work |shifts. |The |registered |nurse |
understands |the |professional |role |to |be |focused |on |socialization, |role |transition, |clinical |decision-
making, |and |prioritization. |What |relationship |does |this |describe?
A. |Coaching
B. |Mentoring
C. |Precepting
D. |Role |Modeling |- |answersC. |Precepting
A |registered |nurse |has |been |mentoring |a |new |graduate |for |four |weeks |out |of |a |five-week |formal |
mentoring |program. |The |graduate |nurse |is |caring |for |a |group |of |patients, |including |one |with |complex |
needs, |and |is |having |trouble |organizing |the |required |tasks. |Which |action |by |the |mentor |is |most |
helpful?
A. |Give |the |graduate |a |schedule |of |the |activities |that |the |graduate |must |complete
B. |Have |the |graduate |work |with |the |complex |patient |only |as |a |good |learning |experience.
C. |Let |the |graduate |work |through |the |process |unless |patient |care |is |compromised
D. |Offer |advice |on |different |methods |of |organizing |a |shift |with |a |complex |patient |- |answersC. |Let |the |
graduate |work |through |the |process |unless |patient |care |is |compromised
