Test Bank For Nursing Today:Transition and Trends, T 11th Edition by Zerwekh | 9780323810159 | |Chapter 1-26 | All Chapters with Answers and Rationals

TestBank-NursingToday:TransitionandTrends,11thEdition
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TABLEOFCONTENTS

,Chapter01:RoleTransitions n n n


abirb.com/test
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MULTIPLECHOICE b




1. Agraduatenursehasbeenhiredasanurseatalocalhospital.Thenewnurseisin the.
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honeymoonphaseofroletransitionwhenmakingwhichofthefollowing statements? a. b b b b b b b b




―Iamso nervousabout being on myownas a nurse.‖
b b b n b b b b b




b. ―Thiswillbea great learning experience.‖ . b b b b n




c. ―Ican’t waitto have a steadypaycheck.‖
b b b b b b




d. ―This jobisperfect. Ican finallydo things myown way.‖
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.
Thehoneymoonphaseiswhenthestudentnurseseestheworldofnursingasquiterosy. Often, b b b b b b b b b b b




thenewgraduateisfascinatedwiththethrillofarrivingintheprofession.Reality shockoccurs
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whenonemovesintotheworkforceafterseveralyearsofeducational preparation.Recovery
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andresolutionoccurwhenthegraduatenurseisabletolaughat . encounteredsituations.
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b
b




Duringthistime,tensiondecreases,perceptionincreases,andthe nurseisabletogrowasa person.
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.
PTS:1 b DIF:CognitiveLevel:Application/Applying
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REF:Table1.1
b OBJ:Identifythecharacteristics ofrealityshock.
b b b




TOP:Realityshock MSC:NCLEX®:Safeandeffective care environment b b b n b




.

2. Whichofthefollowingactionsbythegraduatenurseisaninappropriatemethodology to
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recoverfromrealityshock?
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a. Networking .
b. Obtaininga mentor b b




c. Returningto school b b




d. Joiningasupportgroup b b




.


Thetransitionperiodissuccessfullymanagedwhenthegraduateisabletoevaluatethe work
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situationobjectivelyandpredicteffectivelytheactionsandreactionsofotherstaff.
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Nurturing
theabilityto seehumor ina situationmaybea first step. Returning to schoolisapositive step.
b b b b b b b b b n b b b b b b b b




b afterthegraduatehasworkedthroughroletransition,hassomeclinicalexperience, andisreadyto
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bfocusonanewcareerobjective.Networking,obtainingamentor,and joiningasupportgroup b b b b b b b b b b b




bwouldgivethegraduatenurseanopportunitytotalktoothers experiencingthe .
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TOGETALLCHAPTERSEMAILMEAT>>>>>
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, stressassociatedwithrealityshock.Thenursewouldbenefit from―talking through‖issues and
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learning howto cope.
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PTS:1 DIF:CognitiveLevel:Application/Applying.
b b b




REF:p.9 OBJ:Describemethodstopromoteasuccessfultransition.
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TOP:Realityshock
b




MSC:NCLEX®:Safe andeffectivecareenvironmentNotapplicable
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.

3. Anurseistryingtoavoidburnout.Whichofthefollowingactionsisavalidwayto achieve this?
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a. Refusingto constantlyworkextrashifts b b b b .
b. Withdrawingfrompeersupportgroup b b b




c. ―Goingnative‖ b




d. Changingjobsevery6to12months. b b b b b




Oneofthe quickest waysto experience burnout is to ―overwork theovertime.‖Set priorities with
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yourmentalandphysicalhealthbeingthehighestpriority.Learningtosay ―no‖toextrashiftsisa
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positivemeansofcopingofavoidingburnout.―Goingnative‖is thetermthat.describeshow
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recentgraduatesbegintocopyandidentifytherealityoftheir role-transitionexperienceby
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rejectingthevalues from nursingschooland functioning more likeateammemberattheirplace
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ofemployment.Withdrawingfrompeersupport groups,―goingnative,‖.andchangingjobs
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every6to12monthswouldincreasethe chanceofthenurseexperiencing
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burnout.Thenurseshouldinsteadfocusonhis/herpracticeandseekoutsupportfrom other nurses.
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.
PTS:1 DIF:CognitiveLevel: Application/Applying
b b




REF:p.7 OBJ:Describemethodstopromoteasuccessfultransition.
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TOP:Realityshock
b




MSC:NCLEX®:SafeandeffectivecareenvironmentNotapplicable.
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4. Whichofthe followingstatementsbythegraduatenurseshowsanunderstanding of
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reality shockasitappliestonursing? .
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a. ―Realityshock isthe period whenaperson moves fromschoolinto the b b b b b b b b




b. workforce.‖―Realityshockistherealizationthatpracticeandeducationare not the b b b b b b b b n




same.‖
b




c. ―Realityshock isthe period fromgraduation to becomingan experienced nurse.‖. b b b b b b b b




d. ―Realityshockisatransitionphasethat newgraduatesgothroughbeforechanging b b b b b b b b b b b




b jobs.‖




TOGETALLCHAPTERSEMAILMEAT>>>>>
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.

, ―Realityshock‖isaterm oftenusedtodescribethereactionexperiencedwhenonemoves into b b b n b b b b b b b b b b




theworkforceafterseveralyearsofeducationalpreparation.Thenewgraduateis caught inthe
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situationofmovingfromafamiliar,comfortableeducationalenvironment intoanewrolein.
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btheworkforcewheretheexpectationsarenotclearlydefinedormay notevenberealistic.The b b b b b b b b b b b b




realizationthatpracticeandnursingschoolarenotthesameis oftenassociatedwith―going
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native.‖Whennursesmovefromonepositiontoanother, theyhavealreadyexperienced
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realityshock. Becoming anexperienced nurse takes timeand is not part ofthe definition of.
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brealityshock.

PTS:1 DIF:CognitiveLevel:Application/Applying. REF:p.5
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OBJ:Identifythecharacteristicsofrealityshock.
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TOP:Realityshock MSC:NCLEX®:Notapplicable b b




5. Astudent in the last semester ofnursing schoolhas established a goalof making a b n b b b b b b b b b




successful .roletransitiontograduatenurse.Whichstatementbythestudentindicates
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his/her understandingofhowtoachievethisgoal?
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a. ―Ishouldcare forincreased numbersofpatientstoenhanceworkorganization
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skills.‖ . b




b. ―Iwillobservestaffnursesastheyperformnursingprocedurestorefine
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b technique.‖
c. ―Ishould seek increasinglyclose guidance fromthe nursing instructorto reduce . b b b b b b b b




errors.‖
d. ―Iwillevaluate myprogressevery7 weeksor moreto allowtime for growth.‖
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It is important forthe student to starttaking care of increased numbers ofpatients to help with . time
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b




bmanagement and work organization. Thestudent should also be able to function without b b n b b b b b b b b




bcloseguidancefromthenursinginstructor.Althoughitisgoodforstudentsto observestaff,a
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student inthe finalsemestershouldbeabletoperformtaskswithminimal observationand . should
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binsteadfocusonimplementingcareandtimemanagement.Waiting7weeksto evaluateprogress
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bwouldnotbehelpfultothestudent.Althoughregularself-evaluationisan importantprocess,itis the
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actualexperience oftaking realisticpatient assignments and . workingtypical shift hoursthat
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bassistswithsuccessfulroletransition. b b b




PTS:1 b DIF:CognitiveLevel: Application/Applying b




REF:p.13 b b OBJ:Describe methodstopromote a successfultransition.
b b n b b .


TOP:Realityshock MSC:NCLEX®:Notapplicable b b