TEST BANK FOR NURSING TODAY TRANSITION AND TRENDS
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11TH EDITION BY ZERWEKH 100% verified
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TEST BANK TG
,Chapter 01: Role Transitions
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.
abirb.com/test
MULTIPLE CHOICE TG
1. A graduate nurse has been hired as a nurse at a local hospital. The new nur
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se is in the . honeymoon phase of role transition when making which of the f
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TG
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ollowing statements? a. “I am so nervous about being on my own as a nurse
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.”
b. “This will be a great learning experience.”
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c. “I can’t wait to have a steady paycheck.”
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d. “This job is perfect. I can finally do things my own way.”
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ANS: D TG .
The honeymoon phase is when the student nurse sees the world of nursing as quite r
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osy. Often, the new graduate is fascinated with the thrill of arriving in the profession.
TG TG TG TG TG TG TG TG TG TG TG TG TG TG
TGReality shock occurs when one moves into the workforce after several years of educ
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ational preparation. Recovery and resolution occur when the graduate nurse is able to
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Glaugh at . encountered situations. During this time, tension decreases, perception incre
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ases, and the nurse is able to grow as a person.
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.
PTS: 1 TG DIF: Cognitive Level: Application/Applying
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REF: Table 1.1 TG TG OBJ: Identify the characteristics of reality shock.
TG TG TG TG TG TG
TOP: Reality shockTG TG MSC: NCLEX®: Safe and effective care environment TG TG TG TG TG TG
.
2. Which of the following actions by the graduate nurse is an inappropriate method
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ology to recover from reality shock?
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a. Networking .
b. Obtaining a mentor TG TG
c. Returning to school TG TG
d. Joining a support group TG TG TG
.
ANS: C TG
The transition period is successfully managed when the graduate is able to evaluate
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the work situation objectively and predict effectively the actions and reactions of oth
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er staff.
TG
Nurturing
the ability to see humor in a situation may be a first step. Returning to school is a p
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ositive step . after the graduate has worked through role transition, has some clinical
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experience, and is ready to focus on a new career objective. Networking, obtaining
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Ga mentor, and joining a support group would give the graduate nurse an opportunity
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to talk to others experiencing the .
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, stress associated with reality shock. The nurse would benefit from “talking through” is
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sues and learning how to cope.
TG TG TG TG TG
PTS: 1 TG DIF: Cognitive Level: Application/Applying
TG TG TG TG .
REF: p. 9 TG TG
OBJ: Describe methods to promote a successful transiti
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on. TOP: Reality shock
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MSC: NCLEX®: Safe and effective care environment Not applicable
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.
3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to
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achieve this? TG
a. Refusing to constantly work extra shiftsTG TG TG TG TG .
b. Withdrawing from peer support group TG TG TG TG
c. “Going native” TG
d. Changing jobs every 6 to 12 months . TG TG TG TG TG TG TG
ANS: A TG
One of the quickest ways to experience burnout is to “overwork the overtime.” Set
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priorities with your mental and physical health being the highest priority. Learning t
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o say “no” to extra shifts is a positive means of coping of avoiding burnout. “Goin
TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG
g native” is the term that . describes how recent graduates begin to copy and identif
TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG
y the reality of their role-
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transition experience by rejecting the values from nursing school and functioning mo
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re like a team member at their place of employment. Withdrawing from peer suppor
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t groups, “going native,” . and changing jobs every 6 to 12 months would increase t
TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG
he chance of the nurse experiencing
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burnout. The nurse should instead focus on his/her practice and seek out support fro
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m other nurses.
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.
PTS: 1 TG DIF: Cognitive Level: Application/Applying
TG TG TG
REF: p. 7 TG TG
OBJ: Describe methods to promote a successful transiti TG TG TG TG TG TG TG
on. TOP: Reality shock
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MSC: NCLEX®: Safe and effective care environment Not applicable .
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4. Which of the following statements by the graduate nurse shows an understandi
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ng of reality shock as it applies to nursing? .
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a. “Reality shock is the period when a person moves from school into the
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b. workforce.”“Reality shock is the realization that practice and education are no TG TG TG TG TG TG TG TG TG TG
t the same.”
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c. “Reality shock is the period from graduation to becoming an experienced nurse.”.
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d. “Reality shock is a transition phase that new graduates go through before cha
TG TG TG TG TG TG TG TG TG TG TG TG
nging jobs.” TG
ANS: A TG .
, “Reality shock” is a term often used to describe the reaction experienced when one
TG TG TG TG TG TG TG TG TG TG TG TG TG TG
moves into the workforce after several years of educational preparation. The new gr
TG TG TG TG TG TG TG TG TG TG TG TG
aduate is caught in the situation of moving from a familiar, comfortable educational
TG TG TG TG TG TG TG TG TG TG TG TG
TGenvironment into a new role in . the workforce where the expectations are not clea
TG TG TG TG TG TG TG TG TG TG TG TG TG TG
rly defined or may not even be realistic. The realization that practice and nursing s
TG TG TG TG TG TG TG TG TG TG TG TG TG TG
chool are not the same is often associated with “going native.” When nurses move
TG TG TG TG TG TG TG TG TG TG TG TG TG TG
from one position to another, they have already experienced
TG TG TG TG TG TG TG TG
reality shock. Becoming an experienced nurse takes time and is not part of the defin
TG TG TG TG TG TG TG TG TG TG TG TG TG TG
ition of . reality shock.
TG TG TG TG
PTS: 1 TG
DIF: Cognitive Level: Application/Applying . REF:
TG TG TG TG TG TG
p. 5 OBJ: Identify the characteristics of reality shock.
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TOP: Reality shock TG TG MSC: NCLEX®: Not applicable
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5. A new graduate of less than 1 year describes his/her perception of a staff nurse p
TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG
osition, stating: “It feels great to be a nurse! In fact, it’s a snap! I can hardly belie
TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG
ve there’s no . instructor looking over my shoulder.” What phase of reality shock is
TG TG TG TG TG TG TG TG TG TG TG TG TG TG
the graduate experiencing?
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a. Recovery .
b. Shock and rejection TG TG
c. Honeymoon
d. Transition .
ANS: C TG
In the first phase of the role transition process (the honeymoon phase), the graduate nur
TG TG TG TG TG TG TG TG TG TG TG TG TG TG
se is thrilled with completing school and accepting the first job. Life is a bed of roses
TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG
because everyone knows nursing school is much harder than nursing practice. Shock and
TG TG TG TG TG TG TG TG TG TG TG TG
rejection . occur as the nurse tries to understand how nursing school and the “real worl
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TG
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d” come together. Transition occurs as the nurse begins the move from student to nurse
TG TG TG TG TG TG TG TG TG TG TG TG TG TG T
Gand refers to the entire process, not just a particular phase. The recovery phase is when
TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG
the nurse can laugh at . situations that he/she is in and is able to cope with the situati
TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG
ons that are being faced.
TG TG TG TG
PTS: 1 TG DIF: Cognitive Level: Application/Applying TG TG TG
REF: p. 7 TG OBJ: Compare and contrast the phases of reality shock.
TG TG TG TG TG TG TG TG TG TG .
TOP: Reality shock
TG MSC: NCLEX®: Not applicable
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6. A student in the last semester of nursing school has established a goal of ma
TG TG TG TG TG TG TG TG TG TG TG TG TG TG
king a successful . role transition to graduate nurse. Which statement by the stu
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dent indicates his/her understanding of how to achieve this goal?
TG TG T G TG TG TG TG TG TG
a. “I should care for increased numbers of patients to enhance work organiz
TG TG TG TG TG TG TG TG TG TG TG
ation skills.” . TG
b. “I will observe staff nurses as they perform nursing procedures to r
TG TG TG TG TG TG TG TG TG TG TG
efine technique.” TG
c. “I should seek increasingly close guidance from the nursing instructor to reduce
TG TG TG TG TG TG TG TG TG TG TG TG .
errors.”
d. “I will evaluate my progress every 7 weeks or more to allow time for growth.”
TG TG TG TG TG TG TG TG TG TG TG TG TG TG
TG TG TG TG TG TG TG TGTG
11TH EDITION BY ZERWEKH 100% verified
TG TG TG TG TG T G
TEST BANK TG
,Chapter 01: Role Transitions
TG TG TG
.
abirb.com/test
MULTIPLE CHOICE TG
1. A graduate nurse has been hired as a nurse at a local hospital. The new nur
TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG
se is in the . honeymoon phase of role transition when making which of the f
TG TG TG TG
TG
TG TG TG TG TG TG TG TG TG TG
ollowing statements? a. “I am so nervous about being on my own as a nurse
TG T G TG TG TG TG TG TG TG TG TG TG TG TG
.”
b. “This will be a great learning experience.”
TG TG TG TG TG TG .
c. “I can’t wait to have a steady paycheck.”
TG TG TG TG TG TG TG
d. “This job is perfect. I can finally do things my own way.”
TG TG TG TG TG TG TG TG TG TG TG
ANS: D TG .
The honeymoon phase is when the student nurse sees the world of nursing as quite r
TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG
osy. Often, the new graduate is fascinated with the thrill of arriving in the profession.
TG TG TG TG TG TG TG TG TG TG TG TG TG TG
TGReality shock occurs when one moves into the workforce after several years of educ
TG TG TG TG TG TG TG TG TG TG TG TG TG
ational preparation. Recovery and resolution occur when the graduate nurse is able to
TG TG TG TG TG TG TG TG TG TG TG TG T
Glaugh at . encountered situations. During this time, tension decreases, perception incre
TG TG TG TG TG TG TG TG TG TG TG
ases, and the nurse is able to grow as a person.
TG TG TG TG TG TG TG TG TG TG
.
PTS: 1 TG DIF: Cognitive Level: Application/Applying
TG TG TG
REF: Table 1.1 TG TG OBJ: Identify the characteristics of reality shock.
TG TG TG TG TG TG
TOP: Reality shockTG TG MSC: NCLEX®: Safe and effective care environment TG TG TG TG TG TG
.
2. Which of the following actions by the graduate nurse is an inappropriate method
TG TG TG TG TG TG TG TG TG TG TG TG
ology to recover from reality shock?
TG T G TG TG TG
a. Networking .
b. Obtaining a mentor TG TG
c. Returning to school TG TG
d. Joining a support group TG TG TG
.
ANS: C TG
The transition period is successfully managed when the graduate is able to evaluate
TG TG TG TG TG TG TG TG TG TG TG TG TG
the work situation objectively and predict effectively the actions and reactions of oth
TG TG TG TG TG TG TG TG TG TG TG TG
er staff.
TG
Nurturing
the ability to see humor in a situation may be a first step. Returning to school is a p
TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG
ositive step . after the graduate has worked through role transition, has some clinical
TG TG TG TG TG TG TG TG TG TG TG TG TG
experience, and is ready to focus on a new career objective. Networking, obtaining
TG TG TG TG TG TG TG TG TG TG TG TG TG T
Ga mentor, and joining a support group would give the graduate nurse an opportunity
TG TG TG TG TG TG TG TG TG TG TG TG TG
to talk to others experiencing the .
TG TG TG TG TG TG T G
, stress associated with reality shock. The nurse would benefit from “talking through” is
TG TG TG TG TG TG TG TG TG TG TG TG
sues and learning how to cope.
TG TG TG TG TG
PTS: 1 TG DIF: Cognitive Level: Application/Applying
TG TG TG TG .
REF: p. 9 TG TG
OBJ: Describe methods to promote a successful transiti
TG TG TG TG TG TG TG
on. TOP: Reality shock
TG TG TG
MSC: NCLEX®: Safe and effective care environment Not applicable
TG TG TG TG TG TG TG TG
.
3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to
TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG
achieve this? TG
a. Refusing to constantly work extra shiftsTG TG TG TG TG .
b. Withdrawing from peer support group TG TG TG TG
c. “Going native” TG
d. Changing jobs every 6 to 12 months . TG TG TG TG TG TG TG
ANS: A TG
One of the quickest ways to experience burnout is to “overwork the overtime.” Set
TG TG TG TG TG TG TG TG TG TG TG TG TG TG
priorities with your mental and physical health being the highest priority. Learning t
TG TG TG TG TG TG TG TG TG TG TG TG
o say “no” to extra shifts is a positive means of coping of avoiding burnout. “Goin
TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG
g native” is the term that . describes how recent graduates begin to copy and identif
TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG
y the reality of their role-
TG TG TG TG TG
transition experience by rejecting the values from nursing school and functioning mo
TG TG TG TG TG TG TG TG TG TG TG
re like a team member at their place of employment. Withdrawing from peer suppor
TG TG TG TG TG TG TG TG TG TG TG TG TG
t groups, “going native,” . and changing jobs every 6 to 12 months would increase t
TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG
he chance of the nurse experiencing
TG TG TG TG TG
burnout. The nurse should instead focus on his/her practice and seek out support fro
TG TG TG TG TG TG TG TG TG TG TG TG TG
m other nurses.
TG T G
.
PTS: 1 TG DIF: Cognitive Level: Application/Applying
TG TG TG
REF: p. 7 TG TG
OBJ: Describe methods to promote a successful transiti TG TG TG TG TG TG TG
on. TOP: Reality shock
TG TG TG
MSC: NCLEX®: Safe and effective care environment Not applicable .
TG TG TG TG TG TG TG TG TG
4. Which of the following statements by the graduate nurse shows an understandi
TG TG TG TG TG TG TG TG TG TG TG
ng of reality shock as it applies to nursing? .
TG TG T G TG TG TG TG TG TG
a. “Reality shock is the period when a person moves from school into the
TG TG TG TG TG TG TG TG TG TG TG TG
b. workforce.”“Reality shock is the realization that practice and education are no TG TG TG TG TG TG TG TG TG TG
t the same.”
TG TG
c. “Reality shock is the period from graduation to becoming an experienced nurse.”.
TG TG TG TG TG TG TG TG TG TG TG
d. “Reality shock is a transition phase that new graduates go through before cha
TG TG TG TG TG TG TG TG TG TG TG TG
nging jobs.” TG
ANS: A TG .
, “Reality shock” is a term often used to describe the reaction experienced when one
TG TG TG TG TG TG TG TG TG TG TG TG TG TG
moves into the workforce after several years of educational preparation. The new gr
TG TG TG TG TG TG TG TG TG TG TG TG
aduate is caught in the situation of moving from a familiar, comfortable educational
TG TG TG TG TG TG TG TG TG TG TG TG
TGenvironment into a new role in . the workforce where the expectations are not clea
TG TG TG TG TG TG TG TG TG TG TG TG TG TG
rly defined or may not even be realistic. The realization that practice and nursing s
TG TG TG TG TG TG TG TG TG TG TG TG TG TG
chool are not the same is often associated with “going native.” When nurses move
TG TG TG TG TG TG TG TG TG TG TG TG TG TG
from one position to another, they have already experienced
TG TG TG TG TG TG TG TG
reality shock. Becoming an experienced nurse takes time and is not part of the defin
TG TG TG TG TG TG TG TG TG TG TG TG TG TG
ition of . reality shock.
TG TG TG TG
PTS: 1 TG
DIF: Cognitive Level: Application/Applying . REF:
TG TG TG TG TG TG
p. 5 OBJ: Identify the characteristics of reality shock.
TG TG TG TG TG TG TG TG
TOP: Reality shock TG TG MSC: NCLEX®: Not applicable
TG TG TG
5. A new graduate of less than 1 year describes his/her perception of a staff nurse p
TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG
osition, stating: “It feels great to be a nurse! In fact, it’s a snap! I can hardly belie
TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG
ve there’s no . instructor looking over my shoulder.” What phase of reality shock is
TG TG TG TG TG TG TG TG TG TG TG TG TG TG
the graduate experiencing?
TG TG TG
a. Recovery .
b. Shock and rejection TG TG
c. Honeymoon
d. Transition .
ANS: C TG
In the first phase of the role transition process (the honeymoon phase), the graduate nur
TG TG TG TG TG TG TG TG TG TG TG TG TG TG
se is thrilled with completing school and accepting the first job. Life is a bed of roses
TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG
because everyone knows nursing school is much harder than nursing practice. Shock and
TG TG TG TG TG TG TG TG TG TG TG TG
rejection . occur as the nurse tries to understand how nursing school and the “real worl
TG TG
TG
TG TG TG TG TG TG TG TG TG TG TG TG TG
d” come together. Transition occurs as the nurse begins the move from student to nurse
TG TG TG TG TG TG TG TG TG TG TG TG TG TG T
Gand refers to the entire process, not just a particular phase. The recovery phase is when
TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG
the nurse can laugh at . situations that he/she is in and is able to cope with the situati
TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG TG
ons that are being faced.
TG TG TG TG
PTS: 1 TG DIF: Cognitive Level: Application/Applying TG TG TG
REF: p. 7 TG OBJ: Compare and contrast the phases of reality shock.
TG TG TG TG TG TG TG TG TG TG .
TOP: Reality shock
TG MSC: NCLEX®: Not applicable
TG TG TG TG
6. A student in the last semester of nursing school has established a goal of ma
TG TG TG TG TG TG TG TG TG TG TG TG TG TG
king a successful . role transition to graduate nurse. Which statement by the stu
TG TG T G TG TG TG TG TG TG TG TG TG TG
dent indicates his/her understanding of how to achieve this goal?
TG TG T G TG TG TG TG TG TG
a. “I should care for increased numbers of patients to enhance work organiz
TG TG TG TG TG TG TG TG TG TG TG
ation skills.” . TG
b. “I will observe staff nurses as they perform nursing procedures to r
TG TG TG TG TG TG TG TG TG TG TG
efine technique.” TG
c. “I should seek increasingly close guidance from the nursing instructor to reduce
TG TG TG TG TG TG TG TG TG TG TG TG .
errors.”
d. “I will evaluate my progress every 7 weeks or more to allow time for growth.”
TG TG TG TG TG TG TG TG TG TG TG TG TG TG
