;lkjhgfdsa
TEST BANK
Nursing Today: Transition and Trends
by JoAnn Zerwekh, Ashley Zerwekh Garneau
9th Edition
N
U
R
SE
TE
ST
Poiuytrewq
,Chapter 01: Role Transitions ;lkjhgfdsa
Zerwekh: Evolve Resources for Nursing Today, 9th Edition
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.”
ANS: 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
N
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
U
nurse is able to grow as a person.
PTS: 1 DIF: Cognitive Level: Application/Applying
R
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
SE
recover from reality shock?
a. Networking
b. Obtaining a mentor
c. Returning to school
d. Joining a support group
ANS: C
TE
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
ST
support group would give the graduate nurse an opportunity to talk to others experiencing the
stress associated with reality shock. The nurse would benefit from “talking through” issues
and learning how to cope.
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: p. 9 OBJ: Describe methods to promote a successful transition.
TOP: Reality shock
MSC: NCLEX®: Safe and effective care environment Not applicable
3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achieve
this?
a. Refusing to constantly work extra shifts
b. Withdrawing from peer support group
Poiuytrewq
, ;lkjhgfdsa
c. “Going native”
d. Changing jobs every 6 to 12 months
abirb.com/test
ANS: A
One of the quickest ways to experience burnout is to “overwork the overtime.” Set priorities
with your mental and physical health being the highest priority. Learning to say “no” to extra
shifts is a positive means of coping of avoiding burnout. “ aGb oi r bi .nc ogmn/ t ae st it ve” is the term that
describes how recent graduates begin to copy and identify the reality of their role-transition
experience by rejecting the values from nursing school and functioning more like a team
member at their place of employment. Withdrawing from peer support groups, “going native,”
a bi rb .c o m /t es t
and changing jobs every 6 to 12 months would increase th e c h a n c e o f the nurse experiencing
burnout. The nurse should instead focus on his/her practice and seek out support from other
nurses.
abirb.com/test
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: p. 7 OBJ: Describe methods to promote a successful transition.
TOP: Reality shock
N
MSC: NCLEX®: Safe and effective care environment Not appalibcirabb.cloem/test
4. Which of the following statements by the graduate nurse shows an understanding of reality
U
shock as it applies to nursing? abirb.com/test
a. “Reality shock is the period when a person moves from school into the
workforce.”
b. “Reality shock is the realization that practice and education are not the same.”
R
c. “Reality shock is the period from graduation to becomai bni gr b . ac onme/ t xe spt erienced nurse.”
d. “Reality shock is a transition phase that new graduates go through before changing
jobs.”
SE
ANS: A abirb.com/test
“Reality shock” is a term often used to describe the reaction experienced when one moves into
the workforce after several years of educational preparation. The new graduate is caught in the
situation of moving from a familiar, comfortable educat i o na bai lr be. cno vmi/ treosnt ment into a new role in
the workforce where the expectations are not clearly defined or may not even be realistic. The
realization that practice and nursing school are not the same is often associated with “going
TE
native.” When nurses move from one position to another, they have already experienced
reality shock. Becoming an experienced nurse takes time aanb idr b .icso mn /ot et s pt art of the definition of
reality shock.
PTS: 1 DIF: Cognitive Level: Application/Applying
a b i rb . c o m /t es t
REF: p. 5 OBJ: Identify the characteristics of reali t y s h o ck .
ST
TOP: Reality shock MSC: NCLEX®: Not applicable
5. A student in the last semester of nursing school has establiasbhi r eb .dc oam /gt eos at l of making a successful
role transition to graduate nurse. Which statement by the student indicates his/her
understanding of how to achieve this goal?
a. “I should care for increased numbers of patients to enhance work organization
skills.” abirb.com/test
b. “I will observe staff nurses as they perform nursing procedures to refine
technique.”
c. “I should seek increasingly close guidance from the nuarbsi ribn. cgo mi n/ t se st rt uctor to reduce
errors.”
abirb.com/test
abirb.com/test
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Distribution of this document is illegal
, Stuvia.com - The Marketplace to Buy and Sell your Study Material
d. “I will evaluate my progress every 7 weeks or more to allow time for growth.”
ANS: A
It is important for the student to start taking care of increasa eb idr b .nc oumm/ t ebset rs of patients to help with
time management and work organization. The student should also be able to function without
close guidance from the nursing instructor. Although it is good for students to observe staff, a
student in the final semester should be able to perform taska bsi r w b . ci oth
m/m t e sit nimal observation and
should instead focus on implementing care and time management. Waiting 7 weeks to
evaluate progress would not be helpful to the student. Although regular self-evaluation is an
important process, it is the actual experience of taking realistic patient assignments and
ab ir b .c o m /t e s t
working typical shift hours that assists with successful role t r a n s it i o n .
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: p. 13 OBJ: Describe methods to promote a s uacbci rebs. cs of mul/ t et rsat nsition.
TOP: Reality shock MSC: NCLEX®: Not applicable
6. A new graduate of less than 1 year describes his/her perception of a staff nurse position,
N
stating: “It feels great to be a nurse! In fact, it’s a snap! I caabnirbh.caormd/lteystbelieve there’s no
instructor looking over my shoulder.” What phase of reality shock is the graduate
experiencing?
U
a. Recovery abirb.com/test
b. Shock and rejection
c. Honeymoon
d. Transition
R
abirb.com/test
ANS: C
In the first phase of the role transition process (the honeymoon phase), the graduate nurse is
SE
thrilled with completing school and accepting the first job. Life is a bed of roses because
everyone knows nursing school is much harder than nu rs i na bgi r bp. rc ao mct/ tiecset . Shock and rejection
occur as the nurse tries to understand how nursing school and the “real world” come together.
Transition occurs as the nurse begins the move from student to nurse and refers to the entire
process, not just a particular phase. The recovery phase is awb i hr be. cno mt h/ t ee s nt urse can laugh at
situations that he/she is in and is able to cope with the situations that are being faced.
TE
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: p. 7 OBJ: Compare and contrast the phases oa bf i rrbe. ac olimt y/ t essht ock.
TOP: Reality shock MSC: NCLEX®: Not applicable
7. A new graduate has worked on a busy unit for 6 months since graduating from nursing school.
The graduate tells a friend, “I’ve never been so upset in a l la bmi r by. c ol imf /et e! s Tt he care that some of the
ST
staff give our patients is outrageously bad. There’s practically no attention to the principles of
asepsis the way I learned them! The staff tell me that we have to cut corners if we’re going to
get all the work done. I can’t stand it!” What phase of real ai tbyi r bs. choomc/ tke s it s this graduate
experiencing?
a. Honeymoon
b. Shock and rejection
abirb.com/test
c. Recovery
d. Role transformation
ANS: B
abirb.com/test
abirb.com/test
abirb.com/test
Downloaded by: Kosimaa |
Distribution of this document is illegal
TEST BANK
Nursing Today: Transition and Trends
by JoAnn Zerwekh, Ashley Zerwekh Garneau
9th Edition
N
U
R
SE
TE
ST
Poiuytrewq
,Chapter 01: Role Transitions ;lkjhgfdsa
Zerwekh: Evolve Resources for Nursing Today, 9th Edition
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.”
ANS: 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
N
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
U
nurse is able to grow as a person.
PTS: 1 DIF: Cognitive Level: Application/Applying
R
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
SE
recover from reality shock?
a. Networking
b. Obtaining a mentor
c. Returning to school
d. Joining a support group
ANS: C
TE
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
ST
support group would give the graduate nurse an opportunity to talk to others experiencing the
stress associated with reality shock. The nurse would benefit from “talking through” issues
and learning how to cope.
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: p. 9 OBJ: Describe methods to promote a successful transition.
TOP: Reality shock
MSC: NCLEX®: Safe and effective care environment Not applicable
3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achieve
this?
a. Refusing to constantly work extra shifts
b. Withdrawing from peer support group
Poiuytrewq
, ;lkjhgfdsa
c. “Going native”
d. Changing jobs every 6 to 12 months
abirb.com/test
ANS: A
One of the quickest ways to experience burnout is to “overwork the overtime.” Set priorities
with your mental and physical health being the highest priority. Learning to say “no” to extra
shifts is a positive means of coping of avoiding burnout. “ aGb oi r bi .nc ogmn/ t ae st it ve” is the term that
describes how recent graduates begin to copy and identify the reality of their role-transition
experience by rejecting the values from nursing school and functioning more like a team
member at their place of employment. Withdrawing from peer support groups, “going native,”
a bi rb .c o m /t es t
and changing jobs every 6 to 12 months would increase th e c h a n c e o f the nurse experiencing
burnout. The nurse should instead focus on his/her practice and seek out support from other
nurses.
abirb.com/test
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: p. 7 OBJ: Describe methods to promote a successful transition.
TOP: Reality shock
N
MSC: NCLEX®: Safe and effective care environment Not appalibcirabb.cloem/test
4. Which of the following statements by the graduate nurse shows an understanding of reality
U
shock as it applies to nursing? abirb.com/test
a. “Reality shock is the period when a person moves from school into the
workforce.”
b. “Reality shock is the realization that practice and education are not the same.”
R
c. “Reality shock is the period from graduation to becomai bni gr b . ac onme/ t xe spt erienced nurse.”
d. “Reality shock is a transition phase that new graduates go through before changing
jobs.”
SE
ANS: A abirb.com/test
“Reality shock” is a term often used to describe the reaction experienced when one moves into
the workforce after several years of educational preparation. The new graduate is caught in the
situation of moving from a familiar, comfortable educat i o na bai lr be. cno vmi/ treosnt ment into a new role in
the workforce where the expectations are not clearly defined or may not even be realistic. The
realization that practice and nursing school are not the same is often associated with “going
TE
native.” When nurses move from one position to another, they have already experienced
reality shock. Becoming an experienced nurse takes time aanb idr b .icso mn /ot et s pt art of the definition of
reality shock.
PTS: 1 DIF: Cognitive Level: Application/Applying
a b i rb . c o m /t es t
REF: p. 5 OBJ: Identify the characteristics of reali t y s h o ck .
ST
TOP: Reality shock MSC: NCLEX®: Not applicable
5. A student in the last semester of nursing school has establiasbhi r eb .dc oam /gt eos at l of making a successful
role transition to graduate nurse. Which statement by the student indicates his/her
understanding of how to achieve this goal?
a. “I should care for increased numbers of patients to enhance work organization
skills.” abirb.com/test
b. “I will observe staff nurses as they perform nursing procedures to refine
technique.”
c. “I should seek increasingly close guidance from the nuarbsi ribn. cgo mi n/ t se st rt uctor to reduce
errors.”
abirb.com/test
abirb.com/test
Downloaded by: Kosimaa |
Distribution of this document is illegal
, Stuvia.com - The Marketplace to Buy and Sell your Study Material
d. “I will evaluate my progress every 7 weeks or more to allow time for growth.”
ANS: A
It is important for the student to start taking care of increasa eb idr b .nc oumm/ t ebset rs of patients to help with
time management and work organization. The student should also be able to function without
close guidance from the nursing instructor. Although it is good for students to observe staff, a
student in the final semester should be able to perform taska bsi r w b . ci oth
m/m t e sit nimal observation and
should instead focus on implementing care and time management. Waiting 7 weeks to
evaluate progress would not be helpful to the student. Although regular self-evaluation is an
important process, it is the actual experience of taking realistic patient assignments and
ab ir b .c o m /t e s t
working typical shift hours that assists with successful role t r a n s it i o n .
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: p. 13 OBJ: Describe methods to promote a s uacbci rebs. cs of mul/ t et rsat nsition.
TOP: Reality shock MSC: NCLEX®: Not applicable
6. A new graduate of less than 1 year describes his/her perception of a staff nurse position,
N
stating: “It feels great to be a nurse! In fact, it’s a snap! I caabnirbh.caormd/lteystbelieve there’s no
instructor looking over my shoulder.” What phase of reality shock is the graduate
experiencing?
U
a. Recovery abirb.com/test
b. Shock and rejection
c. Honeymoon
d. Transition
R
abirb.com/test
ANS: C
In the first phase of the role transition process (the honeymoon phase), the graduate nurse is
SE
thrilled with completing school and accepting the first job. Life is a bed of roses because
everyone knows nursing school is much harder than nu rs i na bgi r bp. rc ao mct/ tiecset . Shock and rejection
occur as the nurse tries to understand how nursing school and the “real world” come together.
Transition occurs as the nurse begins the move from student to nurse and refers to the entire
process, not just a particular phase. The recovery phase is awb i hr be. cno mt h/ t ee s nt urse can laugh at
situations that he/she is in and is able to cope with the situations that are being faced.
TE
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: p. 7 OBJ: Compare and contrast the phases oa bf i rrbe. ac olimt y/ t essht ock.
TOP: Reality shock MSC: NCLEX®: Not applicable
7. A new graduate has worked on a busy unit for 6 months since graduating from nursing school.
The graduate tells a friend, “I’ve never been so upset in a l la bmi r by. c ol imf /et e! s Tt he care that some of the
ST
staff give our patients is outrageously bad. There’s practically no attention to the principles of
asepsis the way I learned them! The staff tell me that we have to cut corners if we’re going to
get all the work done. I can’t stand it!” What phase of real ai tbyi r bs. choomc/ tke s it s this graduate
experiencing?
a. Honeymoon
b. Shock and rejection
abirb.com/test
c. Recovery
d. Role transformation
ANS: B
abirb.com/test
abirb.com/test
abirb.com/test
Downloaded by: Kosimaa |
Distribution of this document is illegal
