Chapter c01: cRole cTransitions
.
MULTIPLE cCHOICE
1. A cgraduate cnurse chas cbeen chired cas ca cnurse cat ca clocal chospital. cThe cnew
cnurse cis cin cthe c. c honeymoon cphase cof crole ctransition cwhen cmaking cwhich cof
cthe cfollowing cstatements? c a. c―I cam cso cnervous cabout cbeing con cmy cown cas ca
cnurse.‖
b. ―This cwill cbe ca cgreat clearning cexperience.‖ .
c. ―I ccan‘t cwait cto chave ca csteady cpaycheck.‖
d. ―This cjob cis cperfect. cI ccan cfinally cdo cthings cmy cown cway.‖
ANS: cD .
The choneymoon cphase cis cwhen cthe cstudent cnurse csees cthe cworld cof cnursing cas cquite
crosy. cOften, cthe cnew cgraduate cis cfascinated cwith cthe cthrill cof carriving cin cthe
cprofession. cReality cshock coccurs cwhen cone cmoves cinto cthe cworkforce cafter cseveral
cyears cof ceducational cpreparation. cRecovery cand cresolution coccur cwhen cthe cgraduate
cnurse cis cable cto claugh cat c. cencountered csituations. cDuring cthis ctime, ctension cdecreases,
cperception cincreases, cand cthe cnurse cis cable cto cgrow cas ca cperson.
.
PTS: c1 DIF: cCognitive cLevel: cApplication/Applying
REF: cTable c1.1 OBJ: cIdentify cthe ccharacteristics cof creality cshock.
TOP: cReality cshock MSC: cNCLEX®: cSafe cand ceffective ccare cenvironment
.
2. Which cof cthe cfollowing cactions cby cthe cgraduate cnurse cis can cinappropriate
cmethodology cto c recover cfrom creality cshock?
a. Networking .
b. Obtaining ca cmentor
c. Returning cto cschool
d. Joining ca csupport cgroup
Downloaded cby: ckishe c|
Distribution cof cthis cdocument cis cillegal
, .
ANS: cC
The ctransition cperiod cis csuccessfully cmanaged cwhen cthe cgraduate cis cable cto cevaluate
cthe cwork c situation cobjectively cand cpredict ceffectively cthe cactions cand creactions cof
cother cstaff.
Nurturing
the cability cto csee chumor cin ca csituation cmay cbe ca cfirst cstep. cReturning cto cschool cis ca
cpositive cstep c. c after cthe cgraduate chas cworked cthrough crole ctransition, chas csome
cclinical cexperience, cand cis c ready cto cfocus con ca cnew ccareer cobjective. cNetworking,
cobtaining ca cmentor, cand cjoining ca c support cgroup cwould cgive cthe cgraduate cnurse can
copportunity cto ctalk cto cothers cexperiencing cthe c .
Downloaded cby: ckishe c|
Distribution cof cthis cdocument cis cillegal
, stress cassociated cwith creality cshock. cThe cnurse cwould cbenefit cfrom c―talking cthrough‖
cissues cand clearning chow cto ccope.
PTS: c1 DIF: cCognitive cLevel: cApplication/Applying c.
REF: cp. c9 OBJ: cDescribe cmethods cto cpromote ca csuccessful
ctransition. cTOP: cReality cshock
MSC: cNCLEX®: cSafe cand ceffective ccare cenvironment cNot capplicable
.
3. A cnurse cis ctrying cto cavoid cburnout. cWhich cof cthe cfollowing cactions cis ca cvalid cway cto
cachieve cthis?
a. Refusing cto cconstantly cwork cextra cshifts .
b. Withdrawing cfrom cpeer csupport cgroup
c. ―Going cnative‖
d. Changing cjobs cevery c6 cto c12 cmonths c.
ANS: cA
One cof cthe cquickest cways cto cexperience cburnout cis cto c―overwork cthe covertime.‖ cSet
cpriorities c with cyour cmental cand cphysical chealth cbeing cthe chighest cpriority. cLearning
cto csay c―no‖ cto cextra c shifts cis ca cpositive cmeans cof ccoping cof cavoiding cburnout.
c―Going cnative‖ cis cthe cterm cthat c. cdescribes chow crecent cgraduates cbegin cto ccopy cand
cidentify cthe creality cof ctheir crole-transition c experience cby crejecting cthe cvalues cfrom
cnursing cschool cand cfunctioning cmore clike ca cteam c member cat ctheir cplace cof
cemployment. cWithdrawing cfrom cpeer csupport cgroups, c―going cnative,‖ c . cand
cchanging cjobs cevery c6 cto c12 cmonths cwould cincrease cthe cchance cof cthe cnurse
cexperiencing
burnout. cThe cnurse cshould cinstead cfocus con chis/her cpractice cand cseek cout csupport
cfrom cother c nurses.
.
PTS: c1 DIF: cCognitive cLevel: cApplication/Applying
REF: cp. c7 OBJ: cDescribe cmethods cto cpromote ca csuccessful
ctransition. cTOP: cReality cshock
MSC: cNCLEX®: cSafe cand ceffective ccare cenvironment cNot capplicable c.
4. Which cof cthe cfollowing cstatements cby cthe cgraduate cnurse cshows can
cunderstanding cof creality c shock cas cit capplies cto cnursing? c .
a. ―Reality cshock cis cthe cperiod cwhen ca cperson cmoves cfrom cschool cinto cthe
b. workforce.‖―Reality cshock cis cthe crealization cthat cpractice cand ceducation care
cnot cthe csame.‖
c. ―Reality cshock cis cthe cperiod cfrom cgraduation cto cbecoming can cexperienced cnurse.‖.
d. ―Reality cshock cis ca ctransition cphase cthat cnew cgraduates cgo cthrough cbefore
cchanging cjobs.‖
ANS: cA .
Downloaded cby: ckishe c|
Distribution cof cthis cdocument cis cillegal
, ―Reality cshock‖ cis ca cterm coften cused cto cdescribe cthe creaction cexperienced cwhen cone
cmoves cinto c the cworkforce cafter cseveral cyears cof ceducational cpreparation. cThe cnew
cgraduate cis ccaught cin cthe c situation cof cmoving cfrom ca cfamiliar, ccomfortable
ceducational cenvironment cinto ca cnew crole cin c . cthe cworkforce cwhere cthe
cexpectations care cnot cclearly cdefined cor cmay cnot ceven cbe crealistic. cThe c realization
cthat cpractice cand cnursing cschool care cnot cthe csame cis coften cassociated cwith c―going
c native.‖ cWhen cnurses cmove cfrom cone cposition cto canother, cthey chave calready
cexperienced
reality cshock. cBecoming can cexperienced cnurse ctakes ctime cand cis cnot cpart cof cthe
cdefinition cof c. creality cshock.
PTS: c1 DIF: cCognitive cLevel: cApplication/Applying c . c REF:
cp. c5 cOBJ: cIdentify cthe ccharacteristics cof creality cshock.
TOP: cReality cshock MSC: cNCLEX®: cNot capplicable
5. A cstudent cin cthe clast csemester cof cnursing cschool chas cestablished ca cgoal cof
cmaking ca csuccessful c . crole ctransition cto cgraduate cnurse. cWhich cstatement cby cthe
cstudent cindicates chis/her c understanding cof chow cto cachieve cthis cgoal?
a. ―I cshould ccare cfor cincreased cnumbers cof cpatients cto cenhance cwork
corganization cskills.‖ .
b. ―I cwill cobserve cstaff cnurses cas cthey cperform cnursing cprocedures cto
crefine ctechnique.‖
c. ―I cshould cseek cincreasingly cclose cguidance cfrom cthe cnursing cinstructor cto creduce c.
errors.‖
d. ―I cwill cevaluate cmy cprogress cevery c7 cweeks cor cmore cto callow ctime cfor cgrowth.‖
ANS: cA
It cis cimportant cfor cthe cstudent cto cstart ctaking ccare cof cincreased cnumbers cof cpatients cto
chelp cwith c. c time cmanagement cand cwork corganization. cThe cstudent cshould calso cbe cable
cto cfunction cwithout c close cguidance cfrom cthe cnursing cinstructor. cAlthough cit cis cgood
cfor cstudents cto cobserve cstaff, ca
student cin cthe cfinal csemester cshould cbe cable cto cperform ctasks cwith cminimal cobservation
cand c. cshould cinstead cfocus con cimplementing ccare cand ctime cmanagement. cWaiting c7
cweeks cto cevaluate cprogress cwould cnot cbe chelpful cto cthe cstudent. cAlthough cregular cself-
evaluation cis can cimportant cprocess, cit cis cthe cactual cexperience cof ctaking crealistic cpatient
cassignments cand c . cworking ctypical cshift chours cthat cassists cwith csuccessful crole
ctransition.
PTS: c1 DIF: cCognitive cLevel: cApplication/Applying
REF: cp. c13 OBJ: cDescribe cmethods cto cpromote ca csuccessful ctransition. c.
TOP: cReality cshock MSC: cNCLEX®: cNot capplicable
Downloaded cby: ckishe c|
Distribution cof cthis cdocument cis cillegal
.
MULTIPLE cCHOICE
1. A cgraduate cnurse chas cbeen chired cas ca cnurse cat ca clocal chospital. cThe cnew
cnurse cis cin cthe c. c honeymoon cphase cof crole ctransition cwhen cmaking cwhich cof
cthe cfollowing cstatements? c a. c―I cam cso cnervous cabout cbeing con cmy cown cas ca
cnurse.‖
b. ―This cwill cbe ca cgreat clearning cexperience.‖ .
c. ―I ccan‘t cwait cto chave ca csteady cpaycheck.‖
d. ―This cjob cis cperfect. cI ccan cfinally cdo cthings cmy cown cway.‖
ANS: cD .
The choneymoon cphase cis cwhen cthe cstudent cnurse csees cthe cworld cof cnursing cas cquite
crosy. cOften, cthe cnew cgraduate cis cfascinated cwith cthe cthrill cof carriving cin cthe
cprofession. cReality cshock coccurs cwhen cone cmoves cinto cthe cworkforce cafter cseveral
cyears cof ceducational cpreparation. cRecovery cand cresolution coccur cwhen cthe cgraduate
cnurse cis cable cto claugh cat c. cencountered csituations. cDuring cthis ctime, ctension cdecreases,
cperception cincreases, cand cthe cnurse cis cable cto cgrow cas ca cperson.
.
PTS: c1 DIF: cCognitive cLevel: cApplication/Applying
REF: cTable c1.1 OBJ: cIdentify cthe ccharacteristics cof creality cshock.
TOP: cReality cshock MSC: cNCLEX®: cSafe cand ceffective ccare cenvironment
.
2. Which cof cthe cfollowing cactions cby cthe cgraduate cnurse cis can cinappropriate
cmethodology cto c recover cfrom creality cshock?
a. Networking .
b. Obtaining ca cmentor
c. Returning cto cschool
d. Joining ca csupport cgroup
Downloaded cby: ckishe c|
Distribution cof cthis cdocument cis cillegal
, .
ANS: cC
The ctransition cperiod cis csuccessfully cmanaged cwhen cthe cgraduate cis cable cto cevaluate
cthe cwork c situation cobjectively cand cpredict ceffectively cthe cactions cand creactions cof
cother cstaff.
Nurturing
the cability cto csee chumor cin ca csituation cmay cbe ca cfirst cstep. cReturning cto cschool cis ca
cpositive cstep c. c after cthe cgraduate chas cworked cthrough crole ctransition, chas csome
cclinical cexperience, cand cis c ready cto cfocus con ca cnew ccareer cobjective. cNetworking,
cobtaining ca cmentor, cand cjoining ca c support cgroup cwould cgive cthe cgraduate cnurse can
copportunity cto ctalk cto cothers cexperiencing cthe c .
Downloaded cby: ckishe c|
Distribution cof cthis cdocument cis cillegal
, stress cassociated cwith creality cshock. cThe cnurse cwould cbenefit cfrom c―talking cthrough‖
cissues cand clearning chow cto ccope.
PTS: c1 DIF: cCognitive cLevel: cApplication/Applying c.
REF: cp. c9 OBJ: cDescribe cmethods cto cpromote ca csuccessful
ctransition. cTOP: cReality cshock
MSC: cNCLEX®: cSafe cand ceffective ccare cenvironment cNot capplicable
.
3. A cnurse cis ctrying cto cavoid cburnout. cWhich cof cthe cfollowing cactions cis ca cvalid cway cto
cachieve cthis?
a. Refusing cto cconstantly cwork cextra cshifts .
b. Withdrawing cfrom cpeer csupport cgroup
c. ―Going cnative‖
d. Changing cjobs cevery c6 cto c12 cmonths c.
ANS: cA
One cof cthe cquickest cways cto cexperience cburnout cis cto c―overwork cthe covertime.‖ cSet
cpriorities c with cyour cmental cand cphysical chealth cbeing cthe chighest cpriority. cLearning
cto csay c―no‖ cto cextra c shifts cis ca cpositive cmeans cof ccoping cof cavoiding cburnout.
c―Going cnative‖ cis cthe cterm cthat c. cdescribes chow crecent cgraduates cbegin cto ccopy cand
cidentify cthe creality cof ctheir crole-transition c experience cby crejecting cthe cvalues cfrom
cnursing cschool cand cfunctioning cmore clike ca cteam c member cat ctheir cplace cof
cemployment. cWithdrawing cfrom cpeer csupport cgroups, c―going cnative,‖ c . cand
cchanging cjobs cevery c6 cto c12 cmonths cwould cincrease cthe cchance cof cthe cnurse
cexperiencing
burnout. cThe cnurse cshould cinstead cfocus con chis/her cpractice cand cseek cout csupport
cfrom cother c nurses.
.
PTS: c1 DIF: cCognitive cLevel: cApplication/Applying
REF: cp. c7 OBJ: cDescribe cmethods cto cpromote ca csuccessful
ctransition. cTOP: cReality cshock
MSC: cNCLEX®: cSafe cand ceffective ccare cenvironment cNot capplicable c.
4. Which cof cthe cfollowing cstatements cby cthe cgraduate cnurse cshows can
cunderstanding cof creality c shock cas cit capplies cto cnursing? c .
a. ―Reality cshock cis cthe cperiod cwhen ca cperson cmoves cfrom cschool cinto cthe
b. workforce.‖―Reality cshock cis cthe crealization cthat cpractice cand ceducation care
cnot cthe csame.‖
c. ―Reality cshock cis cthe cperiod cfrom cgraduation cto cbecoming can cexperienced cnurse.‖.
d. ―Reality cshock cis ca ctransition cphase cthat cnew cgraduates cgo cthrough cbefore
cchanging cjobs.‖
ANS: cA .
Downloaded cby: ckishe c|
Distribution cof cthis cdocument cis cillegal
, ―Reality cshock‖ cis ca cterm coften cused cto cdescribe cthe creaction cexperienced cwhen cone
cmoves cinto c the cworkforce cafter cseveral cyears cof ceducational cpreparation. cThe cnew
cgraduate cis ccaught cin cthe c situation cof cmoving cfrom ca cfamiliar, ccomfortable
ceducational cenvironment cinto ca cnew crole cin c . cthe cworkforce cwhere cthe
cexpectations care cnot cclearly cdefined cor cmay cnot ceven cbe crealistic. cThe c realization
cthat cpractice cand cnursing cschool care cnot cthe csame cis coften cassociated cwith c―going
c native.‖ cWhen cnurses cmove cfrom cone cposition cto canother, cthey chave calready
cexperienced
reality cshock. cBecoming can cexperienced cnurse ctakes ctime cand cis cnot cpart cof cthe
cdefinition cof c. creality cshock.
PTS: c1 DIF: cCognitive cLevel: cApplication/Applying c . c REF:
cp. c5 cOBJ: cIdentify cthe ccharacteristics cof creality cshock.
TOP: cReality cshock MSC: cNCLEX®: cNot capplicable
5. A cstudent cin cthe clast csemester cof cnursing cschool chas cestablished ca cgoal cof
cmaking ca csuccessful c . crole ctransition cto cgraduate cnurse. cWhich cstatement cby cthe
cstudent cindicates chis/her c understanding cof chow cto cachieve cthis cgoal?
a. ―I cshould ccare cfor cincreased cnumbers cof cpatients cto cenhance cwork
corganization cskills.‖ .
b. ―I cwill cobserve cstaff cnurses cas cthey cperform cnursing cprocedures cto
crefine ctechnique.‖
c. ―I cshould cseek cincreasingly cclose cguidance cfrom cthe cnursing cinstructor cto creduce c.
errors.‖
d. ―I cwill cevaluate cmy cprogress cevery c7 cweeks cor cmore cto callow ctime cfor cgrowth.‖
ANS: cA
It cis cimportant cfor cthe cstudent cto cstart ctaking ccare cof cincreased cnumbers cof cpatients cto
chelp cwith c. c time cmanagement cand cwork corganization. cThe cstudent cshould calso cbe cable
cto cfunction cwithout c close cguidance cfrom cthe cnursing cinstructor. cAlthough cit cis cgood
cfor cstudents cto cobserve cstaff, ca
student cin cthe cfinal csemester cshould cbe cable cto cperform ctasks cwith cminimal cobservation
cand c. cshould cinstead cfocus con cimplementing ccare cand ctime cmanagement. cWaiting c7
cweeks cto cevaluate cprogress cwould cnot cbe chelpful cto cthe cstudent. cAlthough cregular cself-
evaluation cis can cimportant cprocess, cit cis cthe cactual cexperience cof ctaking crealistic cpatient
cassignments cand c . cworking ctypical cshift chours cthat cassists cwith csuccessful crole
ctransition.
PTS: c1 DIF: cCognitive cLevel: cApplication/Applying
REF: cp. c13 OBJ: cDescribe cmethods cto cpromote ca csuccessful ctransition. c.
TOP: cReality cshock MSC: cNCLEX®: cNot capplicable
Downloaded cby: ckishe c|
Distribution cof cthis cdocument cis cillegal
