TESTBANK
NURSING TODAY: TRANSITION AND TRENDS 11TH EDITION BY JOANN ZERWEKH EDD
D MSN RN (EDITOR), ASHLEY ZERWEKH GARNEAU PHD RN (EDITOR) ALL CHAPTERS
D INCLUDED| VERIFIED QUESTIONS & ANSWERS WITH RATIONALES GRADED A+
,TABLE OF CONTENT d d
UNIT I: PROFESSIONAL GROWTH AND TRANSITION
d d d d d
1. Role Transitions
d d
2. Personal Management: Time and Self-Care Strategies
d d d d d d
3. Mentorship, Preceptorship, and Nurse Residency Programs
d d d d d d
4. Employment Considerations:Opportunities, Resumes, and Interviewing
d d d d d
5. NCLEX-RN Exam® and the New Graduate
d d d d d d
UNIT II: NURSING: A DEVELOPING PROFESSION
d d d d d
6. Historical Perspectives: Influences on the Present
d d d d d d
7. Nursing Education
d d
8. Nursing Theories
d d
9. Professional Image of Nursing
d d d d
UNIT III: NURSING MANAGEMENT
d d d
10. Challenges of Nursing Management and Leadership
d d d d d d
11. Building Nursing Management Skills
d d d d
12. Effective Communication, Team Building, and Interprofessional Practice
d d d d d d d
13. Conflict Management
d d
14. Delegation in the Clinical Setting
d d d d d
UNIT IV: CURRENT ISSUES IN HEALTH CARE
d d d d d d
15. The Health Care Organization and Patterns of Nursing Care Delivery
d d d d d d d d d d
16. Economics of the Health Care Delivery System
d d d d d d d
17. Political Action in Nursing, 397
d d d d d
18. Collective Bargaining: Traditional (Union) and Nontraditional Approaches
d d d d d d d
19. Ethical Issues
d d
20. Legal Issues
d d
UNIT V: CONTEMPORARY NURSING PRACTICE
d d d d
21. Cultural and Spiritual Awareness
d d d d
22. Quality Patient Care
d d d
23. Nursing Informatics
d d
24. Using Evidence-Based Practice and Nursing Research
d d d d d d
25. Workplace Issues
d d
26. Emergency Preparedness
d d
,Chapter 01: Role Transitions
d d d
MULTIPLE CHOICE d
1. A graduate nurse has been hired as a nurse at a local h o spiat bai lr b. . T
d
c ohme/ t ens et w nurse is in the
d d d d d d d d d d d
d
d d d d
honeymoon phase of role transition when making which of the following statements?
d d d d d d d d d d d d
a. “I am so nervous about being on my own as a nurse.”
d d d d d d d d d d d
b. “This will be a great learning experience.” d d d d d d
c. “I can’t wait to have a steady paycheck.”
d d d d d d d
d. “This job is perfect. I can finally do things my own way.” d d d d d d d d d d d
ANS: D d
The honeymoon phase is when the student nurse sees the world of nursing as quite rosy. Often, the
d d d d d d d d d d d d d d d d d
new graduate is fascinated with the thrill of arriving in the profession. Reality shock occurs when
d d d d d d d d d d d d d d d d
one moves into the workforce after several years of educational preparation. Recovery and
d d d d d d d d d d d d d
resolutionoccur whenthe gr a d aubai rtbe. c no mu /rt se es t is able to laugh at encountered situations. During this
d d d d d
d
d d d d d d d d
time, tension decreases, perception increases, and the nurse is able to grow as a person.
d d d d d d d d d d d d d d d
PTS: 1 DIF: Cognitive Level: Application/Applying
d d d
REF: Table 1.1
d OBJ: Identify the characteristics of reality shock.
d d d d d d d d
TOP: Reality shock d MSC: NCLEX®: Safe and effective care environment d d d d d d d
2. Which of the following actions by the graduate nurse is an inappropriate methodology to
d d d d d d d d d d d d d
recover from reality shock?
d d d d
a. Networking
b. Obtaining a mentor d d
c. Returning to school d d
d. Joining a support group d d d
ANS: C d
The transition period is successfully managed when the graduate is able to evaluate the work
d d d d d d d d d d d d d d
situation objectively and predict effectively the actions and reactions of other staff. Nurturing the
d d d d d d d d d d d d d d
ability to see humor in a situation maybe a first step. Ra bei tr bu. rc no mi n/ t ge s tt o school is a positive stepafter the
d d d d d d d d d d d d d d d d d d d d
graduate has worked through role transition, has some clinical experience, and is ready to focus
d d d d d d d d d d d d d d d
on a new career objective. Networking, obtaining a mentor, and joining a
d d d d d d d d d d d d
support group would give the graduate nurse an opportuniatyb i rtbo.c ot mal/ ktestto others experiencing the
d d d d d d d d d d d
stress associated with reality shock. The nurse would benefit from “talking through” issues and
d d d d d d d d d d d d d d
learning how to cope.
d d d d
PTS: d 1
d DIF: Cognitive Level: Application/Appalbyiribn.gcom/test d d
REF: d p. 9 OBJ: Describe methods to promote a successful transition.
d d d d d d d d
TOP:
d d Reality shock d
MSC: d NCLEX®: Safe and effective care environment Not applicable d d d d d d d
3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achieve this?
d d d d d d d d d d d d d d d d d d
a. Refusing to constantly work extra shifts d d d d d
b. Withdrawing from peer support group d d d d
, c. “Going native” d
d. Changing jobs every 6 to 12 months d d d d d d
ANS: A d
One of the quickest ways to experience burnout is to “overwork the overtime.” Set priorities with
d d d d d d d d d d d d d d d
your mental and physical health being the highest priority. Learning to say “no” to extra shifts is a
d d d d d d d d d d d d d d d d d d
positive means of coping of avoiding burnout. “aGbiorbi.ncogmn/taestitve” is the term thatdescribes how
d d d d d d d d d d d d d d d
recent graduates begin to copy and identify the reality of their role-transition experience by
d d d d d d d d d d d d d d
rejecting the values from nursing school and functioning more like a team member at their place of
d d d d d d d d d d d d d d d d d
employment. Withdrawing from peer support groups, “going native,”
d d d d d d d d
a bi rb .c o m /t es t
and changing jobs every 6 to 12 months would increase th e c h a n c e o f the nurse experiencing
d
d d d d d d d d d d d d d
burnout. The nurse should instead focus on his/her practice and seek out support from other nurses.
d d d d d d d d d d d d d d d
PTS: d 1
d DIF: Cognitive Level: Application/Applying d d
REF: d p. 7 OBJ: Describe methods to promote a successful transition.
d d d d d d d d
TOP:
d d Reality shock d
MSC: d NCLEX®: Safe and effective care environment Not appalibcirabb.cloem/test d d d d d d d
4. Which of the following statements by the graduate nurse shows an understanding of reality
d d d d d d d d d d d d d
shock as it applies to nursing?
d d d d d d
a. “Reality shock is the period when a person moves from school into the d d d d d d d d d d d d
workforce.” d
b. “Reality shock is the realization that practice and education are not the same.” d d d d d d d d d d d d
c. “Realityshock is the period from graduation to becomai bni gr b.ac onme/txespt erienced nurse.” d d d d d d d d d
d. “Reality shock is a transition phase that new graduates go through before changing d d d d d d d d d d d d
jobs.” d
ANS: A d
“Reality shock” is a term often used to describe the reaction experienced when one moves into the
d d d d d d d d d d d d d d d d
workforce after several years of educational preparation. The new graduate is caught in the situation
d d d d d d d d d d d d d d d
ofmoving from afamiliar, comfortableedu cat i o na bai lr be. cno vmi/ treosnt ment into anew rolein
d d d d d d d
d
d d d d d
the workforce where the expectations are not clearly defined or may not even be realistic. The
d d d d d d d d d d d d d d d
realization that practice and nursing school are not the same is often associated with “going d d d d d d d d d d d d d d
native.” When nurses move from one position to another, they have already experienced reality
d d d d d d d d d d d d d d
shock. Becoming an experienced nurse takes time aanb idr b .icso mn /ot et s pt art of the definition ofreality
d d d d d d d d
d
d d d d d
shock.
d
PTS: 1 DIF: Cognitive Level: Application/Applying
d d d
a b i rb . c o m /t est
REF: p. 5
d OBJ: Identify the characteristics of reali t y s h o ck .
d d d d d d d
TOP: Reality shock d MSC: NCLEX®: Not applicable d d d d
5. A student in the last semester of nursing school has establiasbhi r eb .dc oam /gt eos at l of making a successfulrole
d d d d d d d d d d d d d d d d
transition to graduate nurse. Which statement by the student indicates his/her understanding of
d d d d d d d d d d d d d
how to achieve this goal?
d d d d d
a. “Ishould care for increased numbers of patients to enhance work organization
d d d d d d d d d d d
skills.”
b. “I will observe staff nurses as they perform nursing procedures to refine
d d d d d d d d d d d
technique.” d
c. “Ishould seek increasingly close guidance from the nuarbsi ribn. cgo mi n/ t se ts rt uctor to reduce
d d d d d d d d d d d
errors.” d
abirb.com/test
NURSING TODAY: TRANSITION AND TRENDS 11TH EDITION BY JOANN ZERWEKH EDD
D MSN RN (EDITOR), ASHLEY ZERWEKH GARNEAU PHD RN (EDITOR) ALL CHAPTERS
D INCLUDED| VERIFIED QUESTIONS & ANSWERS WITH RATIONALES GRADED A+
,TABLE OF CONTENT d d
UNIT I: PROFESSIONAL GROWTH AND TRANSITION
d d d d d
1. Role Transitions
d d
2. Personal Management: Time and Self-Care Strategies
d d d d d d
3. Mentorship, Preceptorship, and Nurse Residency Programs
d d d d d d
4. Employment Considerations:Opportunities, Resumes, and Interviewing
d d d d d
5. NCLEX-RN Exam® and the New Graduate
d d d d d d
UNIT II: NURSING: A DEVELOPING PROFESSION
d d d d d
6. Historical Perspectives: Influences on the Present
d d d d d d
7. Nursing Education
d d
8. Nursing Theories
d d
9. Professional Image of Nursing
d d d d
UNIT III: NURSING MANAGEMENT
d d d
10. Challenges of Nursing Management and Leadership
d d d d d d
11. Building Nursing Management Skills
d d d d
12. Effective Communication, Team Building, and Interprofessional Practice
d d d d d d d
13. Conflict Management
d d
14. Delegation in the Clinical Setting
d d d d d
UNIT IV: CURRENT ISSUES IN HEALTH CARE
d d d d d d
15. The Health Care Organization and Patterns of Nursing Care Delivery
d d d d d d d d d d
16. Economics of the Health Care Delivery System
d d d d d d d
17. Political Action in Nursing, 397
d d d d d
18. Collective Bargaining: Traditional (Union) and Nontraditional Approaches
d d d d d d d
19. Ethical Issues
d d
20. Legal Issues
d d
UNIT V: CONTEMPORARY NURSING PRACTICE
d d d d
21. Cultural and Spiritual Awareness
d d d d
22. Quality Patient Care
d d d
23. Nursing Informatics
d d
24. Using Evidence-Based Practice and Nursing Research
d d d d d d
25. Workplace Issues
d d
26. Emergency Preparedness
d d
,Chapter 01: Role Transitions
d d d
MULTIPLE CHOICE d
1. A graduate nurse has been hired as a nurse at a local h o spiat bai lr b. . T
d
c ohme/ t ens et w nurse is in the
d d d d d d d d d d d
d
d d d d
honeymoon phase of role transition when making which of the following statements?
d d d d d d d d d d d d
a. “I am so nervous about being on my own as a nurse.”
d d d d d d d d d d d
b. “This will be a great learning experience.” d d d d d d
c. “I can’t wait to have a steady paycheck.”
d d d d d d d
d. “This job is perfect. I can finally do things my own way.” d d d d d d d d d d d
ANS: D d
The honeymoon phase is when the student nurse sees the world of nursing as quite rosy. Often, the
d d d d d d d d d d d d d d d d d
new graduate is fascinated with the thrill of arriving in the profession. Reality shock occurs when
d d d d d d d d d d d d d d d d
one moves into the workforce after several years of educational preparation. Recovery and
d d d d d d d d d d d d d
resolutionoccur whenthe gr a d aubai rtbe. c no mu /rt se es t is able to laugh at encountered situations. During this
d d d d d
d
d d d d d d d d
time, tension decreases, perception increases, and the nurse is able to grow as a person.
d d d d d d d d d d d d d d d
PTS: 1 DIF: Cognitive Level: Application/Applying
d d d
REF: Table 1.1
d OBJ: Identify the characteristics of reality shock.
d d d d d d d d
TOP: Reality shock d MSC: NCLEX®: Safe and effective care environment d d d d d d d
2. Which of the following actions by the graduate nurse is an inappropriate methodology to
d d d d d d d d d d d d d
recover from reality shock?
d d d d
a. Networking
b. Obtaining a mentor d d
c. Returning to school d d
d. Joining a support group d d d
ANS: C d
The transition period is successfully managed when the graduate is able to evaluate the work
d d d d d d d d d d d d d d
situation objectively and predict effectively the actions and reactions of other staff. Nurturing the
d d d d d d d d d d d d d d
ability to see humor in a situation maybe a first step. Ra bei tr bu. rc no mi n/ t ge s tt o school is a positive stepafter the
d d d d d d d d d d d d d d d d d d d d
graduate has worked through role transition, has some clinical experience, and is ready to focus
d d d d d d d d d d d d d d d
on a new career objective. Networking, obtaining a mentor, and joining a
d d d d d d d d d d d d
support group would give the graduate nurse an opportuniatyb i rtbo.c ot mal/ ktestto others experiencing the
d d d d d d d d d d d
stress associated with reality shock. The nurse would benefit from “talking through” issues and
d d d d d d d d d d d d d d
learning how to cope.
d d d d
PTS: d 1
d DIF: Cognitive Level: Application/Appalbyiribn.gcom/test d d
REF: d p. 9 OBJ: Describe methods to promote a successful transition.
d d d d d d d d
TOP:
d d Reality shock d
MSC: d NCLEX®: Safe and effective care environment Not applicable d d d d d d d
3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achieve this?
d d d d d d d d d d d d d d d d d d
a. Refusing to constantly work extra shifts d d d d d
b. Withdrawing from peer support group d d d d
, c. “Going native” d
d. Changing jobs every 6 to 12 months d d d d d d
ANS: A d
One of the quickest ways to experience burnout is to “overwork the overtime.” Set priorities with
d d d d d d d d d d d d d d d
your mental and physical health being the highest priority. Learning to say “no” to extra shifts is a
d d d d d d d d d d d d d d d d d d
positive means of coping of avoiding burnout. “aGbiorbi.ncogmn/taestitve” is the term thatdescribes how
d d d d d d d d d d d d d d d
recent graduates begin to copy and identify the reality of their role-transition experience by
d d d d d d d d d d d d d d
rejecting the values from nursing school and functioning more like a team member at their place of
d d d d d d d d d d d d d d d d d
employment. Withdrawing from peer support groups, “going native,”
d d d d d d d d
a bi rb .c o m /t es t
and changing jobs every 6 to 12 months would increase th e c h a n c e o f the nurse experiencing
d
d d d d d d d d d d d d d
burnout. The nurse should instead focus on his/her practice and seek out support from other nurses.
d d d d d d d d d d d d d d d
PTS: d 1
d DIF: Cognitive Level: Application/Applying d d
REF: d p. 7 OBJ: Describe methods to promote a successful transition.
d d d d d d d d
TOP:
d d Reality shock d
MSC: d NCLEX®: Safe and effective care environment Not appalibcirabb.cloem/test d d d d d d d
4. Which of the following statements by the graduate nurse shows an understanding of reality
d d d d d d d d d d d d d
shock as it applies to nursing?
d d d d d d
a. “Reality shock is the period when a person moves from school into the d d d d d d d d d d d d
workforce.” d
b. “Reality shock is the realization that practice and education are not the same.” d d d d d d d d d d d d
c. “Realityshock is the period from graduation to becomai bni gr b.ac onme/txespt erienced nurse.” d d d d d d d d d
d. “Reality shock is a transition phase that new graduates go through before changing d d d d d d d d d d d d
jobs.” d
ANS: A d
“Reality shock” is a term often used to describe the reaction experienced when one moves into the
d d d d d d d d d d d d d d d d
workforce after several years of educational preparation. The new graduate is caught in the situation
d d d d d d d d d d d d d d d
ofmoving from afamiliar, comfortableedu cat i o na bai lr be. cno vmi/ treosnt ment into anew rolein
d d d d d d d
d
d d d d d
the workforce where the expectations are not clearly defined or may not even be realistic. The
d d d d d d d d d d d d d d d
realization that practice and nursing school are not the same is often associated with “going d d d d d d d d d d d d d d
native.” When nurses move from one position to another, they have already experienced reality
d d d d d d d d d d d d d d
shock. Becoming an experienced nurse takes time aanb idr b .icso mn /ot et s pt art of the definition ofreality
d d d d d d d d
d
d d d d d
shock.
d
PTS: 1 DIF: Cognitive Level: Application/Applying
d d d
a b i rb . c o m /t est
REF: p. 5
d OBJ: Identify the characteristics of reali t y s h o ck .
d d d d d d d
TOP: Reality shock d MSC: NCLEX®: Not applicable d d d d
5. A student in the last semester of nursing school has establiasbhi r eb .dc oam /gt eos at l of making a successfulrole
d d d d d d d d d d d d d d d d
transition to graduate nurse. Which statement by the student indicates his/her understanding of
d d d d d d d d d d d d d
how to achieve this goal?
d d d d d
a. “Ishould care for increased numbers of patients to enhance work organization
d d d d d d d d d d d
skills.”
b. “I will observe staff nurses as they perform nursing procedures to refine
d d d d d d d d d d d
technique.” d
c. “Ishould seek increasingly close guidance from the nuarbsi ribn. cgo mi n/ t se ts rt uctor to reduce
d d d d d d d d d d d
errors.” d
abirb.com/test
