https://www.stuvia.com/
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Chapter 01: Role Transitions
gg gg gg
MULTIPLE CHOICE gg
1. A graduate nurse has been hired as a nurse at a local hospiatbai lr b. . T
gg gg wc ohme/ t enset
gg gg gg gg gg gg gg gg gg gg
gg gg
gg
gg gg gg gg g g
nurse is in the honeymoon phase of role transition when making which of the
gg gg gg gg yy gg gg gg gg gg gg gg gg gg
following statements?
gg gg
a. ―I am so nervous about being on my own as a nurse.‖
gg gg gg gg gg gg gg gg gg gg gg
b. ―This will be a great learning experience.‖
gg gg gg gg gg gg
c. ―I can‘t wait to have a steady paycheck.‖
gg gg gg gg gg gg gg
d. ―This job is perfect. I can finally do things my own way.‖
gg gg gg gg gg gg gg gg gg gg gg
ANS: D
The honeymoon phase is when the student nurse sees the world of nursing as quite
gg gg gg gg gg gg gg gg gg gg gg gg gg gg
rosy. Often, the new graduate is fascinated with the thrill of arriving in the
gg gg gg gg gg gg gg gg gg gg gg gg gg gg
profession. Reality shock occurs when one moves into the workforce after several
gg gg gg gg gg gg gg gg gg gg gg gg
years of educational preparation. Recovery and resolution occur when the gradaubai rtbe. cno mu
gg gg gg gg gg gg gg gg gg gg gg g
gg gg gg
/rt se es t is able to laugh at encountered situations. During this time, tension decreases,
g
gg gg gg g g
gg gg gg gg gg gg gg gg gg gg gg
perception increases, and the nurse is able to grow as a person.
gg gg gg gg gg gg gg gg gg gg gg gg
PTS: 1 DIF: Cognitive Level: Application/Applying gg gg
REF: Table 1.1 OBJ: Identify the characteristics of reality
gg gg gg gg gg gg gg
shock.
gg
TOP: Reality shock MSC: NCLEX®: Safe and effective care environment
gg gg gg gg gg gg
2. Which of the following actions by the graduate nurse is an inappropriate
gg gg gg gg gg gg gg gg gg gg gg
gg methodology to recover from reality shock? gg gg gg gg gg
a. Networking
b. Obtaining a mentor gg gg
c. Returning to school gg gg
d. Joining a support group gg gg gg
ANS: g g C
The transition period is successfully managed when the graduate is able to evaluate
gg gg gg gg gg gg gg gg gg gg gg gg
the work situation objectively and predict effectively the actions and reactions of
gg g g gg gg gg gg gg gg gg gg gg gg
other staff. Nurturing the ability to see humor in a situation may be a first step. Ra bei tr bu. rc no
gg gg gg gg gg gg gg gg gg gg gg gg gg gg gg gg gg
gg gg gg gg gg
min/ t ge s tto school is a positive step after the graduate has worked through role
gg
g
gg gg gg gg
g g gg gg gg gg gg gg gg gg gg gg gg
transition, has some clinical experience, and is ready to focus on a new career
gg gg gg gg gg gg gg gg gg gg gg gg gg gg
objective. Networking, obtaining a mentor, and joining a
gg gg gg gg gg gg gg gg
support group would give the graduate nurse an opportuni at yb i r tbo.c ot mal/ kt estto others
gg gg gg gg gg gg gg gg gg
experiencing the stress associated with reality shock. The nurse would benefit from
gg gg gg gg gg gg gg gg gg gg gg gg
―talking through‖ issues and learning how to cope.
gg gg gg gg gg gg gg gg
PTS: 1 DIF: Cognitive Level: gg
Application/Appalbyiribn.gc om/test REF: p. 9
gg OBJ: Describe methods gg gg g g gg
to promote a successful transition. TOP:
gg gg Reality shock
gg yy gg gg g g gg
MSC: NCLEX®: Safe and effective care environment Not applicable
gg g g gg gg yy gg gg gg gg
3. A nurse is trying to avoid burnout. Which of the following actions is a valid
gg gg gg gg gg gg gg gg gg gg gg gg gg gg
way to achieve this?
gg gg gg gg
a. Refusing to constantly work extra shifts gg gg gg gg gg
b. Withdrawing from peer support group gg gg gg gg
,https://www.stuvia.com/
st
,https://www.stuvia.com/
c. ―Going native‖ gg
d. Changing jobs every 6 to 12 months gg gg gg gg gg gg
ANS: g g A
One of the quickest ways to experience burnout is to ―overwork the overtime.‖ Set
gg gg gg gg gg gg gg gg gg gg gg gg gg
priorities with your mental and physical health being the highest priority. Learning
gg gg gg gg gg gg gg gg gg gg gg gg
to say ―no‖ to extra shifts is a positive means of coping of avoiding burnout.
gg gg gg gg gg gg gg gg gg gg gg gg gg gg gg
―aGbiorbi.ncogmn/taestit ve‖ is the term that describes how recent graduates begin to copy and
gg yy gg gg gg gg gg gg gg gg gg gg gg gg
identify the reality of their role- transition experience by rejecting the values from
gg gg gg gg gg gg gg gg gg gg gg gg gg
ggnursing school and functioning more like a team member at their place of
gg gg gg gg gg gg gg gg gg gg gg gg
employment. Withdrawing from peer support groups, ―going native,‖
gg gg gg gg gg gg gg gg
a bi rb .c o m /t es t yy
and changing jobs every 6 to 12 months would increase th e c h a n c e o f the nurse
gg gg gg gg gg gg gg gg gg gg gg gg
experiencing
gg
burnout. The nurse should instead focus on his/her practice and seek out support from
gg gg gg gg gg gg gg gg gg gg gg gg gg
other nurses.
gg gg
PTS: 1 DIF: Cognitive Level: Application/Applying gg gg
REF: p. 7
gg OBJ: Describe methods to promote
gg gg gg gg gg
a successful transition. TOP:
gg yy Reality shock gg gg g g gg
MSC: NCLEX®: Safe and effective care environment Not appalibcirabb.cloem/test
gg gg gg gg gg gg gg gg gg
4. Which of the following statements by the graduate nurse shows an
gg gg gg gg gg gg gg gg gg gg
understanding of reality shock as it applies to nursing?
gg gg gg gg gg gg gg gg gg
a. ―Reality shock is the period when a person moves from schoolgg gg gg gg gg gg gg gg gg gg
into the workforce.‖
gg gg gg
b. ―Reality shock is the realization that practice and education are not the same.‖
gg gg gg gg gg gg gg gg gg gg gg gg
c. ―Reality shock is the period from graduation to becomai bni gr b . ac onm e/ t xe spt erienced nurse.‖
gg gg gg gg gg gg gg gg
gg gg gg
gg
d. ―Reality shock is a transition phase that new graduates go through
gg gg gg gg gg gg gg gg gg gg
before changing jobs.‖
gg gg gg
ANS: A
―Reality shock‖ is a term often used to describe the reaction experienced when one
gg gg gg gg gg gg gg gg gg gg gg gg gg
moves into the workforce after several years of educational preparation. The new
gg gg gg gg gg gg gg gg gg gg gg gg
graduate is caught in the situation of moving from a familiar, comfortable educatio na bai lr be.
gg gg gg gg gg gg gg gg gg gg gg gg gg gg
gg gg gg
cno vmi/ treosnt
gg gg
ment into a new role in
gg g g
gg gg gg gg gg
the workforce where the expectations are not clearly defined or may not even be realistic.
gg gg gg gg gg gg gg gg gg gg gg gg gg gg
The
gg
realization that practice and nursing school are not the same is often associated with
gg gg gg gg gg gg gg gg gg gg gg gg gg
―going native.‖ When nurses move from one position to another, they have already
gg gg gg gg gg gg gg gg gg gg gg gg gg
experienced reality shock. Becoming an experienced nurse takes time aanb idr b .icso mn/ot ets pt
gg gg gg gg gg gg gg gg gg gg
gg gg gg gg
g
gg gg
g g
art of the definition of reality shock.
g g
gg gg gg gg gg gg
PTS: 1 DIF: Cognitive Level: gg
g Application/Applying REF:
g p. 5 OBJ: gg gg
Identify the characteristics of gg gg gg
a b i r b . c o m / t est
gg gg gg gg
reali t y sh o c k .
TOP: Reality shock MSC: NCLEX®: Not applicable
gg g g g g gg gg
5. A student in the last semester of nursing school has establiasbhi r eb .dc oam /gt eosat
gg yy gg gg l of
gg gg gg gg gg gg g gg gg gg gg gg gg g g gg
making a successful role transition to graduate nurse. Which statement by the
gg gg gg gg gg gg gg gg gg gg gg gg
student indicates his/her understanding of how to achieve this goal?
gg gg gg gg gg gg gg gg gg gg
a. ―I should care for increased numbers of patients to enhance work
gg gg gg gg gg gg gg gg gg gg
organization skills.‖
gg gg
b. ―I will observe staff nurses as they perform nursing procedures
gg gg gg gg gg gg gg gg gg
to refine technique.‖
gg gg gg
c. ―I should seek increasingly close guidance from the nuarbsi ribn. cgo min/ t se tsrt
yy gg gg gg gg gg gg gg g gg gg gg g gg gg gg
uctor to reduceerrors.‖
gg gg gg
abirb.com/test
Downloaded g g by: g g Kosimaa g g |
gg
Distribution of this document is illegal
,https://www.stuvia.com/
Chapter 01: Role Transitions
gg gg gg
MULTIPLE CHOICE gg
1. A graduate nurse has been hired as a nurse at a local hospiatbai lr b. . T
gg gg wc ohme/ t enset
gg gg gg gg gg gg gg gg gg gg
gg gg
gg
gg gg gg gg g g
nurse is in the honeymoon phase of role transition when making which of the
gg gg gg gg yy gg gg gg gg gg gg gg gg gg
following statements?
gg gg
a. ―I am so nervous about being on my own as a nurse.‖
gg gg gg gg gg gg gg gg gg gg gg
b. ―This will be a great learning experience.‖
gg gg gg gg gg gg
c. ―I can‘t wait to have a steady paycheck.‖
gg gg gg gg gg gg gg
d. ―This job is perfect. I can finally do things my own way.‖
gg gg gg gg gg gg gg gg gg gg gg
ANS: D
The honeymoon phase is when the student nurse sees the world of nursing as quite
gg gg gg gg gg gg gg gg gg gg gg gg gg gg
rosy. Often, the new graduate is fascinated with the thrill of arriving in the
gg gg gg gg gg gg gg gg gg gg gg gg gg gg
profession. Reality shock occurs when one moves into the workforce after several
gg gg gg gg gg gg gg gg gg gg gg gg
years of educational preparation. Recovery and resolution occur when the gradaubai rtbe. cno mu
gg gg gg gg gg gg gg gg gg gg gg g
gg gg gg
/rt se es t is able to laugh at encountered situations. During this time, tension decreases,
g
gg gg gg g g
gg gg gg gg gg gg gg gg gg gg gg
perception increases, and the nurse is able to grow as a person.
gg gg gg gg gg gg gg gg gg gg gg gg
PTS: 1 DIF: Cognitive Level: Application/Applying gg gg
REF: Table 1.1 OBJ: Identify the characteristics of reality
gg gg gg gg gg gg gg
shock.
gg
TOP: Reality shock MSC: NCLEX®: Safe and effective care environment
gg gg gg gg gg gg
2. Which of the following actions by the graduate nurse is an inappropriate
gg gg gg gg gg gg gg gg gg gg gg
gg methodology to recover from reality shock? gg gg gg gg gg
a. Networking
b. Obtaining a mentor gg gg
c. Returning to school gg gg
d. Joining a support group gg gg gg
ANS: g g C
The transition period is successfully managed when the graduate is able to evaluate
gg gg gg gg gg gg gg gg gg gg gg gg
the work situation objectively and predict effectively the actions and reactions of
gg g g gg gg gg gg gg gg gg gg gg gg
other staff. Nurturing the ability to see humor in a situation may be a first step. Ra bei tr bu. rc no
gg gg gg gg gg gg gg gg gg gg gg gg gg gg gg gg gg
gg gg gg gg gg
min/ t ge s tto school is a positive step after the graduate has worked through role
gg
g
gg gg gg gg
g g gg gg gg gg gg gg gg gg gg gg gg
transition, has some clinical experience, and is ready to focus on a new career
gg gg gg gg gg gg gg gg gg gg gg gg gg gg
objective. Networking, obtaining a mentor, and joining a
gg gg gg gg gg gg gg gg
support group would give the graduate nurse an opportuni at yb i r tbo.c ot mal/ kt estto others
gg gg gg gg gg gg gg gg gg
experiencing the stress associated with reality shock. The nurse would benefit from
gg gg gg gg gg gg gg gg gg gg gg gg
―talking through‖ issues and learning how to cope.
gg gg gg gg gg gg gg gg
PTS: 1 DIF: Cognitive Level: gg
Application/Appalbyiribn.gc om/test REF: p. 9
gg OBJ: Describe methods gg gg g g gg
to promote a successful transition. TOP:
gg gg Reality shock
gg yy gg gg g g gg
MSC: NCLEX®: Safe and effective care environment Not applicable
gg g g gg gg yy gg gg gg gg
3. A nurse is trying to avoid burnout. Which of the following actions is a valid
gg gg gg gg gg gg gg gg gg gg gg gg gg gg
way to achieve this?
gg gg gg gg
a. Refusing to constantly work extra shifts gg gg gg gg gg
b. Withdrawing from peer support group gg gg gg gg
,https://www.stuvia.com/
st
,https://www.stuvia.com/
c. ―Going native‖ gg
d. Changing jobs every 6 to 12 months gg gg gg gg gg gg
ANS: g g A
One of the quickest ways to experience burnout is to ―overwork the overtime.‖ Set
gg gg gg gg gg gg gg gg gg gg gg gg gg
priorities with your mental and physical health being the highest priority. Learning
gg gg gg gg gg gg gg gg gg gg gg gg
to say ―no‖ to extra shifts is a positive means of coping of avoiding burnout.
gg gg gg gg gg gg gg gg gg gg gg gg gg gg gg
―aGbiorbi.ncogmn/taestit ve‖ is the term that describes how recent graduates begin to copy and
gg yy gg gg gg gg gg gg gg gg gg gg gg gg
identify the reality of their role- transition experience by rejecting the values from
gg gg gg gg gg gg gg gg gg gg gg gg gg
ggnursing school and functioning more like a team member at their place of
gg gg gg gg gg gg gg gg gg gg gg gg
employment. Withdrawing from peer support groups, ―going native,‖
gg gg gg gg gg gg gg gg
a bi rb .c o m /t es t yy
and changing jobs every 6 to 12 months would increase th e c h a n c e o f the nurse
gg gg gg gg gg gg gg gg gg gg gg gg
experiencing
gg
burnout. The nurse should instead focus on his/her practice and seek out support from
gg gg gg gg gg gg gg gg gg gg gg gg gg
other nurses.
gg gg
PTS: 1 DIF: Cognitive Level: Application/Applying gg gg
REF: p. 7
gg OBJ: Describe methods to promote
gg gg gg gg gg
a successful transition. TOP:
gg yy Reality shock gg gg g g gg
MSC: NCLEX®: Safe and effective care environment Not appalibcirabb.cloem/test
gg gg gg gg gg gg gg gg gg
4. Which of the following statements by the graduate nurse shows an
gg gg gg gg gg gg gg gg gg gg
understanding of reality shock as it applies to nursing?
gg gg gg gg gg gg gg gg gg
a. ―Reality shock is the period when a person moves from schoolgg gg gg gg gg gg gg gg gg gg
into the workforce.‖
gg gg gg
b. ―Reality shock is the realization that practice and education are not the same.‖
gg gg gg gg gg gg gg gg gg gg gg gg
c. ―Reality shock is the period from graduation to becomai bni gr b . ac onm e/ t xe spt erienced nurse.‖
gg gg gg gg gg gg gg gg
gg gg gg
gg
d. ―Reality shock is a transition phase that new graduates go through
gg gg gg gg gg gg gg gg gg gg
before changing jobs.‖
gg gg gg
ANS: A
―Reality shock‖ is a term often used to describe the reaction experienced when one
gg gg gg gg gg gg gg gg gg gg gg gg gg
moves into the workforce after several years of educational preparation. The new
gg gg gg gg gg gg gg gg gg gg gg gg
graduate is caught in the situation of moving from a familiar, comfortable educatio na bai lr be.
gg gg gg gg gg gg gg gg gg gg gg gg gg gg
gg gg gg
cno vmi/ treosnt
gg gg
ment into a new role in
gg g g
gg gg gg gg gg
the workforce where the expectations are not clearly defined or may not even be realistic.
gg gg gg gg gg gg gg gg gg gg gg gg gg gg
The
gg
realization that practice and nursing school are not the same is often associated with
gg gg gg gg gg gg gg gg gg gg gg gg gg
―going native.‖ When nurses move from one position to another, they have already
gg gg gg gg gg gg gg gg gg gg gg gg gg
experienced reality shock. Becoming an experienced nurse takes time aanb idr b .icso mn/ot ets pt
gg gg gg gg gg gg gg gg gg gg
gg gg gg gg
g
gg gg
g g
art of the definition of reality shock.
g g
gg gg gg gg gg gg
PTS: 1 DIF: Cognitive Level: gg
g Application/Applying REF:
g p. 5 OBJ: gg gg
Identify the characteristics of gg gg gg
a b i r b . c o m / t est
gg gg gg gg
reali t y sh o c k .
TOP: Reality shock MSC: NCLEX®: Not applicable
gg g g g g gg gg
5. A student in the last semester of nursing school has establiasbhi r eb .dc oam /gt eosat
gg yy gg gg l of
gg gg gg gg gg gg g gg gg gg gg gg gg g g gg
making a successful role transition to graduate nurse. Which statement by the
gg gg gg gg gg gg gg gg gg gg gg gg
student indicates his/her understanding of how to achieve this goal?
gg gg gg gg gg gg gg gg gg gg
a. ―I should care for increased numbers of patients to enhance work
gg gg gg gg gg gg gg gg gg gg
organization skills.‖
gg gg
b. ―I will observe staff nurses as they perform nursing procedures
gg gg gg gg gg gg gg gg gg
to refine technique.‖
gg gg gg
c. ―I should seek increasingly close guidance from the nuarbsi ribn. cgo min/ t se tsrt
yy gg gg gg gg gg gg gg g gg gg gg g gg gg gg
uctor to reduceerrors.‖
gg gg gg
abirb.com/test
Downloaded g g by: g g Kosimaa g g |
gg
Distribution of this document is illegal
