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