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NURSING TODAY TRANSITION AND TRENDS 9TH
n n n n n
EDITION ZERWEKH TEST BANK
n n n n
TEST BANK n
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n n
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, NURSING TODAY TRANSITION AND TRENDS 9TH EDITION ZERWEKH TESTn n n n n n n n
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Chapter 01: Reality Shock n n n
n MULTIPLE CHOICE n
1. A graduate nurse has been hired as a nurse at a local hospital. The new nurse is in the honeymoon phase
n n n n n n n n n n n n n n n n n n n n
of role transition when making which of the following statements?
n n n n n n n n n n
a. “I nam nso nnervous nabout nbeing non nmy nown nas na nnurse.”
b. “This nwill nbe na ngreat nlearning nexperience.”
c. “I ncan’t nwait nto nhave na nsteady npaycheck.”
d. “This njob nis nperfect. nI ncan nfinally ndo nthings nmy nown nway.”
ANS: D n
The honeymoon phase is when the student nurse sees the world of nursing as quite rosy. Often, the new
n n n n n n n n n n n n n n n n n n
graduate is fascinated with the thrill of arriving in the profession. Reality shock occurs when one moves into
n n n n n n n n n n n n n n n n n n
the workforce after several years of educational preparation. Recovery and resolution occur when the
n n n n n n n n n n n n n n
graduate nurse is able to laugh at encountered situations. During this time, tension decreases, perception
n n n n n n n n n n n n n n n
increases, and the nurse is able to grow as a person.
n n n n n n n n n n n
PTS: 1 DIF: Cognitive Level: Application REF: p. 7
n n n n n n n n
OBJ: Identify the characteristics of reality s h o Nc kU. RTSOIPN:GRTeBa.lC
n n ityOM
n shock n n n n
MSC: NCLEX®: Safe and effective care environment—management of care
n n n n n n n n
2. Which of the following actions by the graduate nurse is an inappropriate methodology to recover
n n n n n n n n n n n n n n
from reality shock?
n n n
a. Networking c. Returning nto nschool
b. Obtaining na nmentor d. Joining na nsupport ngroup
ANS: C n
The transition period is successfully managed when the graduate is able to evaluate the work situation
n n n n n n n n n n n n n n n
objectively and predict effectively the actions and reactions of other staff. Nurturing the ability to see humor
n n n n n n n n n n n n n n n n n
in a situation may be a first step. Returning to school is a positive step after the graduate has worked through
n n n n n n n n n n n n n n n n n n n n n
role transition, has some clinical experience, and is ready to focus on a new career objective. Networking,
n n n n n n n n n n n n n n n n n
obtaining a mentor, and joining a support group would give the graduate nurse an opportunity to talk to
n n n n n n n n n n n n n n n n n n
others
n
experiencing the stress associated with reality shock. The nurse would benefit from ‘talking through’ issues
n n n n n n n n n n n n n n
and learning how to cope.
n n n n n
PTS: 1 DIF: Cognitive Level: Application REF: p. 8
n n n n n n n n
OBJ: Describe four possible resolutions for reality shock. TOP: Reality shock
n n n n n n n n n n
MSC: NCLEX®: Safe and effective care environment—management of care
n n n n n n n n n
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, NURSING TODAY TRANSITION AND TRENDS 9TH EDITION ZERWEKH TEST
n n n n n n n n
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n
3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achieve this?
n n n n n n n n n n n n n n n n n n
a. Refusing nto nconstantly nwork nextra nshifts
b. Withdrawing nfrom npeer nsupport ngroup
c. “Going nnative”
d. Changing njobs nevery n6 nto n12 nmonths
ANS: A n
One of the quickest ways to experience burnout is to “overwork the overtime.” Set priorities with your
n n n n n n n n n n n n n n n n
mental and physical health being the highest priority. Learning to say “no” to extra shifts is a positive means
n n n n n n n n n n n n n n n n n n n
of coping of avoiding burnout. “Going native” is the term that describes how recent graduates begin to copy
n n n n n n n n n n n n n n n n n n
and identify the reality of their role transition experience by rejecting the values from nursing school and
n n n n n n n n n n n n n n n n n
functioning more like a team member at their place of employment. Withdrawing from peer support groups,
n n n n n n n n n n n n n n n n
“going native,” and changing jobs every 6 to 12 months would increase the chance of the nurse experiencing
n n n n n n n n n n n n n n n n n n
burnout. The nurse should instead focus on his/her practice and seek out support from other nurses.
n n n n n n n n n n n n n n n n
PTS: 1 DIF: Cognitive Level: Application REF: p. 9
n n n n n n n n
OBJ: Describe four possible resolutions for reality shock. TOP: Reality shock
n n n n n n n n n n
MSC: NCLEX®: Safe and effective care environment—management of care
n n n n n n n n n
NURSINGTB.COM
4. Which of the following statements by the
graduate nurse shows an understanding of reality shock as it
n n n n n n n nn n n n n n n
applies to nursing?
n n n
a. “ nReality nshock nis nthe nperiod nwhen na nperson nmoves nfrom nschool ninto nthe nworkforce.
b. “Reality nshock nis nthe nrealization nthat npractice nand neducation nare nnot nthe nsame.”
c. “Reality nshock nis nthe nperiod nfrom ngraduation nto nbecoming nan nexperienced nnurse.”
d. “Reality nshock nis na ntransition nphase nthat nnew ngraduates ngo nthrough nbefore nchanging njobs.”
ANS: A n
“Reality shock” is a term often used to describe the reaction experienced when one moves into the workforce
n n n n n n n n n n n n n n n n n
after several years of educational preparation. The new graduate is caught in the situation of moving from a
n n n n n n n n n n n n n n n n n n
familiar, comfortable educational environment into a new role in the workforce where the expectations are
n n n n n n n n n n n n n n n
not clearly defined or may not even be realistic. The realization that practice and nursing school are not the
n n n n n n n n n n n n n n n n n n n
same is often associated with “going native.” When nurses move from one position to another, they have
n n n n n n n n n n n n n n n n n
already experienced reality shock. Becoming an experienced nurse takes time and is not part of the definition
n n n n n n n n n n n n n n n n n
of reality shock.
n n n
PTS: 1 DIF: Cognitive Level: Application REF: p. 6
n n n n n n n n
OBJ: Compare and contrast the phases of reality shock. TOP: Reality shock
n n n n n n n n n n n
MSC: NCLEX®: Not applicable
n n n n
NURSINGTB.COM
NURSING TODAY TRANSITION AND TRENDS 9TH
n n n n n
EDITION ZERWEKH TEST BANK
n n n n
TEST BANK n
NURSING TEST BANKS
n n
,Email me at
, NURSING TODAY TRANSITION AND TRENDS 9TH EDITION ZERWEKH TESTn n n n n n n n
BANK
n
Chapter 01: Reality Shock n n n
n MULTIPLE CHOICE n
1. A graduate nurse has been hired as a nurse at a local hospital. The new nurse is in the honeymoon phase
n n n n n n n n n n n n n n n n n n n n
of role transition when making which of the following statements?
n n n n n n n n n n
a. “I nam nso nnervous nabout nbeing non nmy nown nas na nnurse.”
b. “This nwill nbe na ngreat nlearning nexperience.”
c. “I ncan’t nwait nto nhave na nsteady npaycheck.”
d. “This njob nis nperfect. nI ncan nfinally ndo nthings nmy nown nway.”
ANS: D n
The honeymoon phase is when the student nurse sees the world of nursing as quite rosy. Often, the new
n n n n n n n n n n n n n n n n n n
graduate is fascinated with the thrill of arriving in the profession. Reality shock occurs when one moves into
n n n n n n n n n n n n n n n n n n
the workforce after several years of educational preparation. Recovery and resolution occur when the
n n n n n n n n n n n n n n
graduate nurse is able to laugh at encountered situations. During this time, tension decreases, perception
n n n n n n n n n n n n n n n
increases, and the nurse is able to grow as a person.
n n n n n n n n n n n
PTS: 1 DIF: Cognitive Level: Application REF: p. 7
n n n n n n n n
OBJ: Identify the characteristics of reality s h o Nc kU. RTSOIPN:GRTeBa.lC
n n ityOM
n shock n n n n
MSC: NCLEX®: Safe and effective care environment—management of care
n n n n n n n n
2. Which of the following actions by the graduate nurse is an inappropriate methodology to recover
n n n n n n n n n n n n n n
from reality shock?
n n n
a. Networking c. Returning nto nschool
b. Obtaining na nmentor d. Joining na nsupport ngroup
ANS: C n
The transition period is successfully managed when the graduate is able to evaluate the work situation
n n n n n n n n n n n n n n n
objectively and predict effectively the actions and reactions of other staff. Nurturing the ability to see humor
n n n n n n n n n n n n n n n n n
in a situation may be a first step. Returning to school is a positive step after the graduate has worked through
n n n n n n n n n n n n n n n n n n n n n
role transition, has some clinical experience, and is ready to focus on a new career objective. Networking,
n n n n n n n n n n n n n n n n n
obtaining a mentor, and joining a support group would give the graduate nurse an opportunity to talk to
n n n n n n n n n n n n n n n n n n
others
n
experiencing the stress associated with reality shock. The nurse would benefit from ‘talking through’ issues
n n n n n n n n n n n n n n
and learning how to cope.
n n n n n
PTS: 1 DIF: Cognitive Level: Application REF: p. 8
n n n n n n n n
OBJ: Describe four possible resolutions for reality shock. TOP: Reality shock
n n n n n n n n n n
MSC: NCLEX®: Safe and effective care environment—management of care
n n n n n n n n n
NURSINGTB.COM
, NURSING TODAY TRANSITION AND TRENDS 9TH EDITION ZERWEKH TEST
n n n n n n n n
BANK
n
3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achieve this?
n n n n n n n n n n n n n n n n n n
a. Refusing nto nconstantly nwork nextra nshifts
b. Withdrawing nfrom npeer nsupport ngroup
c. “Going nnative”
d. Changing njobs nevery n6 nto n12 nmonths
ANS: A n
One of the quickest ways to experience burnout is to “overwork the overtime.” Set priorities with your
n n n n n n n n n n n n n n n n
mental and physical health being the highest priority. Learning to say “no” to extra shifts is a positive means
n n n n n n n n n n n n n n n n n n n
of coping of avoiding burnout. “Going native” is the term that describes how recent graduates begin to copy
n n n n n n n n n n n n n n n n n n
and identify the reality of their role transition experience by rejecting the values from nursing school and
n n n n n n n n n n n n n n n n n
functioning more like a team member at their place of employment. Withdrawing from peer support groups,
n n n n n n n n n n n n n n n n
“going native,” and changing jobs every 6 to 12 months would increase the chance of the nurse experiencing
n n n n n n n n n n n n n n n n n n
burnout. The nurse should instead focus on his/her practice and seek out support from other nurses.
n n n n n n n n n n n n n n n n
PTS: 1 DIF: Cognitive Level: Application REF: p. 9
n n n n n n n n
OBJ: Describe four possible resolutions for reality shock. TOP: Reality shock
n n n n n n n n n n
MSC: NCLEX®: Safe and effective care environment—management of care
n n n n n n n n n
NURSINGTB.COM
4. Which of the following statements by the
graduate nurse shows an understanding of reality shock as it
n n n n n n n nn n n n n n n
applies to nursing?
n n n
a. “ nReality nshock nis nthe nperiod nwhen na nperson nmoves nfrom nschool ninto nthe nworkforce.
b. “Reality nshock nis nthe nrealization nthat npractice nand neducation nare nnot nthe nsame.”
c. “Reality nshock nis nthe nperiod nfrom ngraduation nto nbecoming nan nexperienced nnurse.”
d. “Reality nshock nis na ntransition nphase nthat nnew ngraduates ngo nthrough nbefore nchanging njobs.”
ANS: A n
“Reality shock” is a term often used to describe the reaction experienced when one moves into the workforce
n n n n n n n n n n n n n n n n n
after several years of educational preparation. The new graduate is caught in the situation of moving from a
n n n n n n n n n n n n n n n n n n
familiar, comfortable educational environment into a new role in the workforce where the expectations are
n n n n n n n n n n n n n n n
not clearly defined or may not even be realistic. The realization that practice and nursing school are not the
n n n n n n n n n n n n n n n n n n n
same is often associated with “going native.” When nurses move from one position to another, they have
n n n n n n n n n n n n n n n n n
already experienced reality shock. Becoming an experienced nurse takes time and is not part of the definition
n n n n n n n n n n n n n n n n n
of reality shock.
n n n
PTS: 1 DIF: Cognitive Level: Application REF: p. 6
n n n n n n n n
OBJ: Compare and contrast the phases of reality shock. TOP: Reality shock
n n n n n n n n n n n
MSC: NCLEX®: Not applicable
n n n n
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