TEST BANK
UJ
,Chapter 01: Role Transitions
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.
abirb.com/test
MULTIPLE CHOICE UJ
1. A graduate nurse has been hired as a nurse at a local hospital. The new nurse
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is in the . honeymoon phase of role transition when making which of the follow
UJ UJ UJ
UJ
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ing statements? a. “I am so nervous about being on my own as a nurse.”
UJ U J UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
b. “This will be a great learning experience.”
UJ UJ UJ UJ UJ UJ .
c. “I can’t wait to have a steady paycheck.”
UJ UJ UJ UJ UJ UJ UJ
d. “This job is perfect. I can finally do things my own way.”
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ANS: D UJ .
The honeymoon phase is when the student nurse sees the world of nursing as quite rosy
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
. Often, the new graduate is fascinated with the thrill of arriving in the profession. Reali
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ty shock occurs when one moves into the workforce after several years of educational p
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
reparation. Recovery and resolution occur when the graduate nurse is able to laugh at .
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
encountered situations. During this time, tension decreases, perception increases, and the
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
nurse is able to grow as a person.
UJ UJ UJ UJ UJ UJ UJ
.
PTS: 1 UJ DIF: Cognitive Level: Application/Applying
UJ UJ UJ
REF: Table 1.1 UJ UJ OBJ: Identify the characteristics of reality shock.
UJ UJ UJ UJ UJ UJ
TOP: Reality shock UJ UJ MSC: NCLEX®: Safe and effective care environment UJ UJ UJ UJ UJ UJ
.
2. Which of the following actions by the graduate nurse is an inappropriate methodol
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ogy to recover from reality shock?
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a. Networking .
b. Obtaining a mentor UJ UJ
c. Returning to school UJ UJ
d. Joining a support group UJ UJ UJ
.
ANS: C UJ
The transition period is successfully managed when the graduate is able to evaluate the
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
work situation objectively and predict effectively the actions and reactions of other sta
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ff.
Nurturing
the ability to see humor in a situation may be a first step. Returning to school is a posi
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
tive step . after the graduate has worked through role transition, has some clinical expe
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
rience, and is ready to focus on a new career objective. Networking, obtaining a ment
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
or, and joining a support group would give the graduate nurse an opportunity to talk t
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
o others experiencing the .
UJ UJ UJ U J
, stress associated with reality shock. The nurse would benefit from “talking through” issu
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
es and learning how to cope.
UJ UJ UJ UJ UJ
PTS: 1 UJ DIF: Cognitive Level: Application/Applying
UJ UJ UJ UJ .
REF: p. 9 UJ UJ
OBJ: Describe methods to promote a successful transitio
UJ UJ UJ UJ UJ UJ UJ
n. TOP: Reality shock
UJ UJ UJ
MSC: NCLEX®: Safe and effective care environment Not applicable
UJ UJ UJ UJ UJ UJ UJ UJ
.
3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to ach
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ieve this? UJ
a. Refusing to constantly work extra shifts UJ UJ UJ UJ UJ .
b. Withdrawing from peer support group UJ UJ UJ UJ
c. “Going native” UJ
d. Changing jobs every 6 to 12 months . UJ UJ UJ UJ UJ UJ UJ
ANS: A UJ
One of the quickest ways to experience burnout is to “overwork the overtime.” Set pri
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
orities with your mental and physical health being the highest priority. Learning to say
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
“no” to extra shifts is a positive means of coping of avoiding burnout. “Going native”
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
is the term that . describes how recent graduates begin to copy and identify the reality
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ U
of their role-
J UJ UJ
transition experience by rejecting the values from nursing school and functioning more
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
like a team member at their place of employment. Withdrawing from peer support gr
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
oups, “going native,” . and changing jobs every 6 to 12 months would increase the ch
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ance of the nurse experiencing
UJ UJ UJ UJ
burnout. The nurse should instead focus on his/her practice and seek out support from
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
other nurses. U J
.
PTS: 1 UJ DIF: Cognitive Level: Application/Applying
UJ UJ UJ
REF: p. 7 UJ UJ
OBJ: Describe methods to promote a successful transitio UJ UJ UJ UJ UJ UJ UJ
n. TOP: Reality shock
UJ UJ UJ
MSC: NCLEX®: Safe and effective care environment Not applicable .
UJ UJ UJ UJ UJ UJ UJ UJ UJ
4. Which of the following statements by the graduate nurse shows an understanding
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
of reality shock as it applies to nursing? .
UJ UJ U J UJ UJ UJ UJ UJ UJ
a. “Reality shock is the period when a person moves from school into the
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
b. workforce.”“Reality shock is the realization that practice and education are not t UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
he same.”
UJ
c. “Reality shock is the period from graduation to becoming an experienced nurse.”.
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
d. “Reality shock is a transition phase that new graduates go through before chang
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ing jobs.” UJ
ANS: A UJ .
, “Reality shock” is a term often used to describe the reaction experienced when one mo
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ves into the workforce after several years of educational preparation. The new graduat
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
e is caught in the situation of moving from a familiar, comfortable educational enviro
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
nment into a new role in . the workforce where the expectations are not clearly define
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
d or may not even be realistic. The realization that practice and nursing school are no
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
t the same is often associated with “going native.” When nurses move from one positi
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
on to another, they have already experienced
UJ UJ UJ UJ UJ UJ
reality shock. Becoming an experienced nurse takes time and is not part of the definiti
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
on of . reality shock.
UJ UJ UJ UJ
PTS: 1 UJ
DIF: Cognitive Level: Application/Applying . REF: p.
UJ UJ UJ UJ UJ UJ
5 OBJ: Identify the characteristics of reality shock.
UJ UJ UJ UJ UJ UJ UJ UJ
TOP: Reality shock UJ UJ MSC: NCLEX®: Not applicable
UJ UJ UJ
5. A new graduate of less than 1 year describes his/her perception of a staff nurse posit
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ion, stating: “It feels great to be a nurse! In fact, it’s a snap! I can hardly believe ther
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
e’s no . instructor looking over my shoulder.” What phase of reality shock is the grad
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
uate experiencing?
UJ
a. Recovery .
b. Shock and rejection UJ UJ
c. Honeymoon
d. Transition .
ANS: C UJ
In the first phase of the role transition process (the honeymoon phase), the graduate nurse
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
is thrilled with completing school and accepting the first job. Life is a bed of roses becaus
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
e everyone knows nursing school is much harder than nursing practice. Shock and rejectio
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
n . occur as the nurse tries to understand how nursing school and the “real world” come to
UJ
UJ
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
gether. Transition occurs as the nurse begins the move from student to nurse and refers to
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
the entire process, not just a particular phase. The recovery phase is when the nurse can la
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ugh at . situations that he/she is in and is able to cope with the situations that are being fa
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ced.
PTS: 1 DIF: Cognitive Level: Application/Applying
UJ UJ UJ UJ
REF: p. 7 OBJ: Compare and contrast the phases of reality shock.
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ .
TOP: Reality shock UJ MSC: NCLEX®: Not applicable
UJ UJ UJ UJ
6. A student in the last semester of nursing school has established a goal of makin
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
g a successful . role transition to graduate nurse. Which statement by the student i
UJ UJ U J UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ndicates his/her understanding of how to achieve this goal?
UJ U J UJ UJ UJ UJ UJ UJ
a. “I should care for increased numbers of patients to enhance work organizati
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
on skills.” . UJ
b. “I will observe staff nurses as they perform nursing procedures to ref
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ine technique.”
UJ
c. “I should seek increasingly close guidance from the nursing instructor to reduce
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ .
errors.”
d. “I will evaluate my progress every 7 weeks or more to allow time for growth.”
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
UJ
,Chapter 01: Role Transitions
UJ UJ UJ
.
abirb.com/test
MULTIPLE CHOICE UJ
1. A graduate nurse has been hired as a nurse at a local hospital. The new nurse
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
is in the . honeymoon phase of role transition when making which of the follow
UJ UJ UJ
UJ
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ing statements? a. “I am so nervous about being on my own as a nurse.”
UJ U J UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
b. “This will be a great learning experience.”
UJ UJ UJ UJ UJ UJ .
c. “I can’t wait to have a steady paycheck.”
UJ UJ UJ UJ UJ UJ UJ
d. “This job is perfect. I can finally do things my own way.”
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ANS: D UJ .
The honeymoon phase is when the student nurse sees the world of nursing as quite rosy
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
. Often, the new graduate is fascinated with the thrill of arriving in the profession. Reali
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ty shock occurs when one moves into the workforce after several years of educational p
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
reparation. Recovery and resolution occur when the graduate nurse is able to laugh at .
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
encountered situations. During this time, tension decreases, perception increases, and the
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
nurse is able to grow as a person.
UJ UJ UJ UJ UJ UJ UJ
.
PTS: 1 UJ DIF: Cognitive Level: Application/Applying
UJ UJ UJ
REF: Table 1.1 UJ UJ OBJ: Identify the characteristics of reality shock.
UJ UJ UJ UJ UJ UJ
TOP: Reality shock UJ UJ MSC: NCLEX®: Safe and effective care environment UJ UJ UJ UJ UJ UJ
.
2. Which of the following actions by the graduate nurse is an inappropriate methodol
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ogy to recover from reality shock?
UJ U J UJ UJ UJ
a. Networking .
b. Obtaining a mentor UJ UJ
c. Returning to school UJ UJ
d. Joining a support group UJ UJ UJ
.
ANS: C UJ
The transition period is successfully managed when the graduate is able to evaluate the
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
work situation objectively and predict effectively the actions and reactions of other sta
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ff.
Nurturing
the ability to see humor in a situation may be a first step. Returning to school is a posi
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
tive step . after the graduate has worked through role transition, has some clinical expe
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
rience, and is ready to focus on a new career objective. Networking, obtaining a ment
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
or, and joining a support group would give the graduate nurse an opportunity to talk t
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
o others experiencing the .
UJ UJ UJ U J
, stress associated with reality shock. The nurse would benefit from “talking through” issu
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
es and learning how to cope.
UJ UJ UJ UJ UJ
PTS: 1 UJ DIF: Cognitive Level: Application/Applying
UJ UJ UJ UJ .
REF: p. 9 UJ UJ
OBJ: Describe methods to promote a successful transitio
UJ UJ UJ UJ UJ UJ UJ
n. TOP: Reality shock
UJ UJ UJ
MSC: NCLEX®: Safe and effective care environment Not applicable
UJ UJ UJ UJ UJ UJ UJ UJ
.
3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to ach
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ieve this? UJ
a. Refusing to constantly work extra shifts UJ UJ UJ UJ UJ .
b. Withdrawing from peer support group UJ UJ UJ UJ
c. “Going native” UJ
d. Changing jobs every 6 to 12 months . UJ UJ UJ UJ UJ UJ UJ
ANS: A UJ
One of the quickest ways to experience burnout is to “overwork the overtime.” Set pri
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
orities with your mental and physical health being the highest priority. Learning to say
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
“no” to extra shifts is a positive means of coping of avoiding burnout. “Going native”
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
is the term that . describes how recent graduates begin to copy and identify the reality
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ U
of their role-
J UJ UJ
transition experience by rejecting the values from nursing school and functioning more
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
like a team member at their place of employment. Withdrawing from peer support gr
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
oups, “going native,” . and changing jobs every 6 to 12 months would increase the ch
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ance of the nurse experiencing
UJ UJ UJ UJ
burnout. The nurse should instead focus on his/her practice and seek out support from
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
other nurses. U J
.
PTS: 1 UJ DIF: Cognitive Level: Application/Applying
UJ UJ UJ
REF: p. 7 UJ UJ
OBJ: Describe methods to promote a successful transitio UJ UJ UJ UJ UJ UJ UJ
n. TOP: Reality shock
UJ UJ UJ
MSC: NCLEX®: Safe and effective care environment Not applicable .
UJ UJ UJ UJ UJ UJ UJ UJ UJ
4. Which of the following statements by the graduate nurse shows an understanding
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
of reality shock as it applies to nursing? .
UJ UJ U J UJ UJ UJ UJ UJ UJ
a. “Reality shock is the period when a person moves from school into the
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
b. workforce.”“Reality shock is the realization that practice and education are not t UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
he same.”
UJ
c. “Reality shock is the period from graduation to becoming an experienced nurse.”.
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
d. “Reality shock is a transition phase that new graduates go through before chang
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ing jobs.” UJ
ANS: A UJ .
, “Reality shock” is a term often used to describe the reaction experienced when one mo
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ves into the workforce after several years of educational preparation. The new graduat
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
e is caught in the situation of moving from a familiar, comfortable educational enviro
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
nment into a new role in . the workforce where the expectations are not clearly define
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
d or may not even be realistic. The realization that practice and nursing school are no
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
t the same is often associated with “going native.” When nurses move from one positi
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
on to another, they have already experienced
UJ UJ UJ UJ UJ UJ
reality shock. Becoming an experienced nurse takes time and is not part of the definiti
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
on of . reality shock.
UJ UJ UJ UJ
PTS: 1 UJ
DIF: Cognitive Level: Application/Applying . REF: p.
UJ UJ UJ UJ UJ UJ
5 OBJ: Identify the characteristics of reality shock.
UJ UJ UJ UJ UJ UJ UJ UJ
TOP: Reality shock UJ UJ MSC: NCLEX®: Not applicable
UJ UJ UJ
5. A new graduate of less than 1 year describes his/her perception of a staff nurse posit
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ion, stating: “It feels great to be a nurse! In fact, it’s a snap! I can hardly believe ther
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
e’s no . instructor looking over my shoulder.” What phase of reality shock is the grad
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
uate experiencing?
UJ
a. Recovery .
b. Shock and rejection UJ UJ
c. Honeymoon
d. Transition .
ANS: C UJ
In the first phase of the role transition process (the honeymoon phase), the graduate nurse
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
is thrilled with completing school and accepting the first job. Life is a bed of roses becaus
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
e everyone knows nursing school is much harder than nursing practice. Shock and rejectio
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
n . occur as the nurse tries to understand how nursing school and the “real world” come to
UJ
UJ
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
gether. Transition occurs as the nurse begins the move from student to nurse and refers to
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
the entire process, not just a particular phase. The recovery phase is when the nurse can la
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ugh at . situations that he/she is in and is able to cope with the situations that are being fa
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ced.
PTS: 1 DIF: Cognitive Level: Application/Applying
UJ UJ UJ UJ
REF: p. 7 OBJ: Compare and contrast the phases of reality shock.
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ .
TOP: Reality shock UJ MSC: NCLEX®: Not applicable
UJ UJ UJ UJ
6. A student in the last semester of nursing school has established a goal of makin
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
g a successful . role transition to graduate nurse. Which statement by the student i
UJ UJ U J UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ndicates his/her understanding of how to achieve this goal?
UJ U J UJ UJ UJ UJ UJ UJ
a. “I should care for increased numbers of patients to enhance work organizati
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
on skills.” . UJ
b. “I will observe staff nurses as they perform nursing procedures to ref
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
ine technique.”
UJ
c. “I should seek increasingly close guidance from the nursing instructor to reduce
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ .
errors.”
d. “I will evaluate my progress every 7 weeks or more to allow time for growth.”
UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ UJ
