Test Bank For Nursing Today: Transition and Trends 11th Edition by JoAnn Zerwekh, Ashley Garneau 9780323810159 Chapter 1-26 Complete Guide

TEST BANK - Nursing Today: Transition and Trends,
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f# 11th Edition (Zerwekh)
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Chapters 1 - 26 | All Chapters
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, Test f#Bank f#- f#Nursing f#Today: f#Transition f#and f#Trends, f#11th f#Edition f#




TABLE OF CONTENTS f# f#

,Chapter 01: Role Transitions
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abirb.com/test




MULTIPLE f#CHOICE

1. A f#graduate f#nurse f#has f#been f#hired f#as f#a f#nurse f#at f#a f#local f#hospital. f#The f#new
f#nurse f#is f#in#tf he f#. f#honeymoon f#phase f#of f#role f#transition f#when f#making f#which
f#of f#the f#following f#statements? f # a. f#“I f#am f#so f#nervous f#about f#being f#on f#my


f#own f#as f#a f#nurse.”


b. “This f#will f#be f#a f#great f#learning f#experience.” .

c. “I f#can’t f#wait f#to f#have f#a f#steady f#paycheck.”
d. “This f#job f#is f#perfect. f# I f#can f#finally f#do f#things f#my f#own f#way.”


ANSWER: f#D .
The f#honeymoon f#phase f#is f#when f#the f#student f#nurse f#sees f#the f#world f#of f#nursing f#as
f#quite f#rosy. f#Often, f#the f#new f#graduate f#is f#fascinated f#with f#the f#thrill f#of f#arriving f#in


f#the f#profession. f#Reality#fshock f#occurs f#when f#one f#moves f#into f#the f#workforce f#after


f#several f#years f#of f#educational f#preparation. f#Recovery f#and f#resolution f#occur f#when

. f#
f#the f#graduate f#nurse f#is f#able f#to f#laugh f#at f# encountered f#situations. f#During f#this
f#time, f#tension f#decreases, f#perception f#increases, f# and f#the#fnurse f#is f#able f#to f#grow f#as f#a


f#person.


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PTS: f#1 DIF: f#Cognitive f#Level: f#Application/Applying
REF: f#Table f#1.1 OBJ: f#Identify f#the f#characteristics f#of f#reality f#shock.
TOP: f#Reality f#shock MSC: f#NCLEX®: f#Safe f#and f#effective f#care f#environment
.

2. Which f#of f#the f#following f#actions f#by f#the f#graduate f#nurse f#is f#an f#inappropriate
methodology#tf o f # recover f#from f#reality f#shock?
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a. Networking .
b. Obtaining f#a f#mentor
c. Returning f#to f#school
d. Joining f#a f#support f#group
.
ANSWER: f#C
The f#transition f#period f#is f#successfully f#managed f#when f#the f#graduate f#is f#able f#to
f#evaluate f#the f#work f # situation f#objectively f#and f#predict f#effectively f#the f#actions f#and


f#reactions f#of f#other f#staff.


Nurturing
the f#ability f#to f#see f#humor f#in f#a f#situation f#may f#be f#a f#first f#step. f#Returning f#to f#school
f#is f#a f#positive#s
f tep f#. f#after f#the f#graduate f#has f#worked f#through f#role f#transition, f#has


f#some f#clinical f#experience,#fand f#is f#ready f#to f#focus f#on f#a f#new f#career f#objective.


f#Networking, f#obtaining f#a f#mentor, f#and f#joining f#a f#support f#group f#would f#give f#the


f#graduate f#nurse f#an f#opportunity f#to f#talk f#to f#others f#experiencing f#the f # .

, stress f#associated f#with f#reality f#shock. f#The f#nurse f#would f#benefit f#from f#“talking
f#through” f#issues#a
f nd f#learning f#how f#to f#cope.




PTS: f#1 DIF: f#Cognitive f#Level: f#Application/Applying f#.
REF: f#p. f#9 OBJ: f#Describe f#methods f#to f#promote f#a f#successful
f#transition.#fTOP: f#Reality f#shock

MSC: f#NCLEX®: f#Safe f#and f#effective f#care f#environment f#Not f#applicable
.

3. A f#nurse f#is f#trying f#to f#avoid f#burnout. f#Which f#of f#the f#following f#actions f#is f#a f#valid
f# way f#to f#achieve#tf his?
a. Refusing f#to f#constantly f#work f#extra f#shifts .
b. Withdrawing f#from f#peer f#support f#group
c. “Going f#native”
d. Changing f#jobs f#every f#6 f#to f#12 f#months f#.

ANSWER: f#A
One f#of f#the f#quickest f#ways f#to f#experience f#burnout f#is f#to f#“overwork f#the f#overtime.”
f#Set f#priorities f#with f#your f#mental f#and f#physical f#health f#being f#the f#highest f#priority.


f#Learning f#to f#say f#“no” f#to f#extra f#shifts f#is f#a f#positive f#means f#of f#coping f#of f#avoiding


f#burnout. f#“Going f#native” f#is f#the f#term f#that f#. f#describes f#how f#recent f#graduates f#begin


f#to f#copy f#and f#identify f#the f#reality f#of f#their#frole-transition f#experience f#by f#rejecting f#the


f#values f#from f#nursing f#school f#and f#functioning f#more f#like f#a f#team f#member f#at f#their


f#place f#of f#employment. f#Withdrawing f#from f#peer f#support f#groups, f#“going f#native,” f#.


f#and f#changing f#jobs f#every f#6 f#to f#12 f#months f#would f#increase f#the f#chance f#of f#the f#nurse


f#experiencing


burnout. f#The f#nurse f#should f#instead f#focus f#on f#his/her f#practice f#and f#seek f#out
f#support f#from#fother f # nurses.

.
PTS: f#1 DIF: f#Cognitive f#Level: f#Application/Applying
REF: f#p. f#7 OBJ: f#Describe f#methods f#to f#promote f#a f#successful
f#transition.#fTOP: f#Reality f#shock

MSC: f#NCLEX®: f#Safe f#and f#effective f#care f#environment f#Not f#applicable f# .


4. Which f#of f#the f#following f#statements f#by f#the f#graduate f#nurse f#shows f#an
understanding f#of#rf eality f # shock f#as f#it f#applies f#to f#nursing? f # .
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a. “Reality f#shock f#is f#the f#period f#when f#a f#person f#moves f#from f#school f#into f#the


b. workforce.”“Reality f#shock f#is f#the f#realization f#that f#practice f#and f#education f#are
f# not f#the#sf ame.”
c. “Reality f#shock f#is f#the f#period f#from f#graduation f#to f#becoming f#an f#experienced f#nurse.”.
d. “Reality f#shock f#is f#a f#transition f#phase f#that f#new f#graduates f#go f#through f#before
f# changing#jf obs.”

ANSWER: f#A .