TEST BANK - Nursing Today: Transition and Trends,
11th Edition (Zerwekh)
Chapters 1 - 26 | All Chapters
, Test Bank - Nursing Today: Transition and Trends, 11th Edition
TABLE OF CONTENTS
,Chapter 01: Role Transitions
.
abirb.com/test
MULTIPLE CHOICE
1. A graduate nurse has been hired as a nurse at a local hospital. The new nurse is in
the . honeymoon phase of role transition when making which of the following
statements? a. “I am so nervous about being on my own as a nurse.”
b. “This will be a great learning experience.” .
c. “I can’t wait to have a steady paycheck.”
d. “This job is perfect. I can finally do things my own way.”
ANSWER: D .
The honeymoon phase is when the student nurse sees the world of nursing as quite rosy.
Often, the new graduate is fascinated with the thrill of arriving in the profession. Reality
shock occurs when one moves into the workforce after several years of educational
preparation. Recovery and resolution occur when the graduate nurse is able to laugh at .
encountered situations. During this time, tension decreases, perception increases, and the
nurse is able to grow as a person.
.
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: Table 1.1 OBJ: Identify the characteristics of reality shock.
TOP: Reality shock MSC: NCLEX®: Safe and effective care environment
.
2. Which of the following actions by the graduate nurse is an inappropriate methodology
to recover from reality shock?
a. Networking .
b. Obtaining a mentor
c. Returning to school
d. Joining a support group
.
ANSWER: C
The transition period is successfully managed when the graduate is able to evaluate the
work situation objectively and predict effectively the actions and reactions of other staff.
Nurturing
the ability to see humor in a situation may be a first step. Returning to school is a positive
step . after the graduate has worked through role transition, has some clinical experience,
and is ready to focus on a new career objective. Networking, obtaining a mentor, and
joining a support group would give the graduate nurse an opportunity to talk to others
experiencing the .
, stress iassociated iwith ireality ishock. iThe inurse iwould ibenefit ifrom i“talking ithrough”
iissuesiand ilearning ihow ito icope.
PTS: i1 DIF: iCognitive iLevel: iApplication/Applying i.
REF: ip. i9 OBJ: iDescribe imethods ito ipromote ia isuccessful
itransition.iTOP: iReality ishock
MSC: iNCLEX®: iSafe iand ieffective icare ienvironment iNot iapplicable
.
3. A inurse iis itrying ito iavoid iburnout. iWhich iof ithe ifollowing iactions iis ia ivalid iway ito
iachieveithis?
a. Refusing ito iconstantly iwork iextra ishifts .
b. Withdrawing ifrom ipeer isupport igroup
c. “Going inative”
d. Changing ijobs ievery i6 ito i12 imonths i.
ANSWER: iA
One iof ithe iquickest iways ito iexperience iburnout iis ito i“overwork ithe iovertime.” iSet
ipriorities iwith iyour imental iand iphysical ihealth ibeing ithe ihighest ipriority. iLearning ito
isay i“no” ito iextra ishifts iis ia ipositive imeans iof icoping iof iavoiding iburnout. i“Going
inative” iis ithe iterm ithat i. idescribes ihow irecent igraduates ibegin ito icopy iand iidentify ithe
ireality iof itheirirole-transition iexperience iby irejecting ithe ivalues ifrom inursing ischool
iand ifunctioning imore ilike ia iteam imember iat itheir iplace iof iemployment. iWithdrawing
ifrom ipeer isupport igroups, i“going inative,” i. iand ichanging ijobs ievery i6 ito i12 imonths
iwould iincrease ithe ichance iof ithe inurse iexperiencing
burnout. iThe inurse ishould iinstead ifocus ion ihis/her ipractice iand iseek iout isupport
ifromiother i nurses.
.
PTS: i1 DIF: iCognitive iLevel: iApplication/Applying
REF: ip. i7 OBJ: iDescribe imethods ito ipromote ia isuccessful
itransition.iTOP: iReality ishock
MSC: iNCLEX®: iSafe iand ieffective icare ienvironment iNot iapplicable i.
4. Which iof ithe ifollowing istatements iby ithe igraduate inurse ishows ian
iunderstanding iofireality i shock ias iit iapplies ito inursing? i.
a. “Reality ishock iis ithe iperiod iwhen ia iperson imoves ifrom ischool iinto ithe
b. workforce.”“Reality ishock iis ithe irealization ithat ipractice iand ieducation iare inot
itheisame.”
c. “Reality ishock iis ithe iperiod ifrom igraduation ito ibecoming ian iexperienced inurse.”.
d. “Reality ishock iis ia itransition iphase ithat inew igraduates igo ithrough ibefore
ichangingijobs.”
ANSWER: iA .
11th Edition (Zerwekh)
Chapters 1 - 26 | All Chapters
, Test Bank - Nursing Today: Transition and Trends, 11th Edition
TABLE OF CONTENTS
,Chapter 01: Role Transitions
.
abirb.com/test
MULTIPLE CHOICE
1. A graduate nurse has been hired as a nurse at a local hospital. The new nurse is in
the . honeymoon phase of role transition when making which of the following
statements? a. “I am so nervous about being on my own as a nurse.”
b. “This will be a great learning experience.” .
c. “I can’t wait to have a steady paycheck.”
d. “This job is perfect. I can finally do things my own way.”
ANSWER: D .
The honeymoon phase is when the student nurse sees the world of nursing as quite rosy.
Often, the new graduate is fascinated with the thrill of arriving in the profession. Reality
shock occurs when one moves into the workforce after several years of educational
preparation. Recovery and resolution occur when the graduate nurse is able to laugh at .
encountered situations. During this time, tension decreases, perception increases, and the
nurse is able to grow as a person.
.
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: Table 1.1 OBJ: Identify the characteristics of reality shock.
TOP: Reality shock MSC: NCLEX®: Safe and effective care environment
.
2. Which of the following actions by the graduate nurse is an inappropriate methodology
to recover from reality shock?
a. Networking .
b. Obtaining a mentor
c. Returning to school
d. Joining a support group
.
ANSWER: C
The transition period is successfully managed when the graduate is able to evaluate the
work situation objectively and predict effectively the actions and reactions of other staff.
Nurturing
the ability to see humor in a situation may be a first step. Returning to school is a positive
step . after the graduate has worked through role transition, has some clinical experience,
and is ready to focus on a new career objective. Networking, obtaining a mentor, and
joining a support group would give the graduate nurse an opportunity to talk to others
experiencing the .
, stress iassociated iwith ireality ishock. iThe inurse iwould ibenefit ifrom i“talking ithrough”
iissuesiand ilearning ihow ito icope.
PTS: i1 DIF: iCognitive iLevel: iApplication/Applying i.
REF: ip. i9 OBJ: iDescribe imethods ito ipromote ia isuccessful
itransition.iTOP: iReality ishock
MSC: iNCLEX®: iSafe iand ieffective icare ienvironment iNot iapplicable
.
3. A inurse iis itrying ito iavoid iburnout. iWhich iof ithe ifollowing iactions iis ia ivalid iway ito
iachieveithis?
a. Refusing ito iconstantly iwork iextra ishifts .
b. Withdrawing ifrom ipeer isupport igroup
c. “Going inative”
d. Changing ijobs ievery i6 ito i12 imonths i.
ANSWER: iA
One iof ithe iquickest iways ito iexperience iburnout iis ito i“overwork ithe iovertime.” iSet
ipriorities iwith iyour imental iand iphysical ihealth ibeing ithe ihighest ipriority. iLearning ito
isay i“no” ito iextra ishifts iis ia ipositive imeans iof icoping iof iavoiding iburnout. i“Going
inative” iis ithe iterm ithat i. idescribes ihow irecent igraduates ibegin ito icopy iand iidentify ithe
ireality iof itheirirole-transition iexperience iby irejecting ithe ivalues ifrom inursing ischool
iand ifunctioning imore ilike ia iteam imember iat itheir iplace iof iemployment. iWithdrawing
ifrom ipeer isupport igroups, i“going inative,” i. iand ichanging ijobs ievery i6 ito i12 imonths
iwould iincrease ithe ichance iof ithe inurse iexperiencing
burnout. iThe inurse ishould iinstead ifocus ion ihis/her ipractice iand iseek iout isupport
ifromiother i nurses.
.
PTS: i1 DIF: iCognitive iLevel: iApplication/Applying
REF: ip. i7 OBJ: iDescribe imethods ito ipromote ia isuccessful
itransition.iTOP: iReality ishock
MSC: iNCLEX®: iSafe iand ieffective icare ienvironment iNot iapplicable i.
4. Which iof ithe ifollowing istatements iby ithe igraduate inurse ishows ian
iunderstanding iofireality i shock ias iit iapplies ito inursing? i.
a. “Reality ishock iis ithe iperiod iwhen ia iperson imoves ifrom ischool iinto ithe
b. workforce.”“Reality ishock iis ithe irealization ithat ipractice iand ieducation iare inot
itheisame.”
c. “Reality ishock iis ithe iperiod ifrom igraduation ito ibecoming ian iexperienced inurse.”.
d. “Reality ishock iis ia itransition iphase ithat inew igraduates igo ithrough ibefore
ichangingijobs.”
ANSWER: iA .
