,TABLE OF CONTENT
UNIT I: PROFESSIONAL GROWTH AND TRANSITION
1. Role Transitions
2. Personal Management: Time and Self-Care Strategies
3. Mentorship, Preceptorship, and Nurse Residency Programs
4. Employment Considerations:Opportunities, Resumes, and Interviewing
5. NCLEX-RN Exam® and the New Graduate
UNIT II: NURSING: A DEVELOPING PROFESSION
6. Historical Perspectives: Influences on the Present
7. Nursing Education
8. Nursing Theories
9. Professional Image of Nursing
UNIT III: NURSING MANAGEMENT
10. Challenges of Nursing Management and Leadership
11. Building Nursing Management Skills
12. Effective Communication, Team Building, and Interprofessional Practice
13. Conflict Management
14. Delegation in the Clinical Setting
UNIT IV: CURRENT ISSUES IN HEALTH CARE
15. The Health Care Organization and Patterns of Nursing Care Delivery
16. Economics of the Health Care Delivery System
17. Political Action in Nursing, 397
18. Collective Bargaining: Traditional (Union) and Nontraditional Approaches
19. Ethical Issues
20. Legal Issues
UNIT V: CONTEMPORARY NURSING PRACTICE
21. Cultural and Spiritual Awareness
22. Quality Patient Care
23. Nursing Informatics
24. Using Evidence-Based Practice and Nursing Research
25. Workplace Issues
26. Emergency Preparedness
,Chapter 01: Role Transitions
MULTIPLE CHOICE
1. A graduate nurse has been hired as a nurse at a local h o sp iat bai lr b. . T
co m /te s t
h e n e w 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
shock occurs when one moves into the workforce after several years of educational
preparation. Recovery and resolution occur when the g r ad aubai rtbe. c no mu /rt se es t 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
ANS: 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. Ra bei tr bu. rc no mi n/ t ge s tt o 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 opportuniat yb i r tbo.c ot mal/ kt estto 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/Appalbyiribn.gc om/test
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
, c. ―Going native‖
d. Changing jobs every 6 to 12 months
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. ―aGbiorbi.ncogmn/taestit 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.
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: p. 7 OBJ: Describe methods to promote a successful transition.
TOP: Reality shock
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
shock as it applies to nursing?
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.‖
c. ―Reality shock is the period from graduation to becomai bnigr b .ac onme/txe spt erienced nurse.‖
d. ―Reality shock is a transition phase that new graduates go through before changing
jobs.‖
ANS: A
―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 io 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
native.‖ When nurses move from one position to another, they have already experienced
reality shock. Becoming an experienced nurse takes time aa nb idr b .icso mn /ot et s pt art of the definition of
reality shock.
PTS: 1 DIF: Cognitive Level: Application/Applying
a b ir b . c o m /t es t
REF: p. 5 OBJ: Identify the characteristics of reali t y s h o ck .
TOP: Reality shock MSC: NCLEX®: Not applicable
5. A student in the last semester of nursing school has est abliasbhi 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.‖
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 min/ t se ts rt uctor to reduce
errors.‖
abirb.com/test
UNIT I: PROFESSIONAL GROWTH AND TRANSITION
1. Role Transitions
2. Personal Management: Time and Self-Care Strategies
3. Mentorship, Preceptorship, and Nurse Residency Programs
4. Employment Considerations:Opportunities, Resumes, and Interviewing
5. NCLEX-RN Exam® and the New Graduate
UNIT II: NURSING: A DEVELOPING PROFESSION
6. Historical Perspectives: Influences on the Present
7. Nursing Education
8. Nursing Theories
9. Professional Image of Nursing
UNIT III: NURSING MANAGEMENT
10. Challenges of Nursing Management and Leadership
11. Building Nursing Management Skills
12. Effective Communication, Team Building, and Interprofessional Practice
13. Conflict Management
14. Delegation in the Clinical Setting
UNIT IV: CURRENT ISSUES IN HEALTH CARE
15. The Health Care Organization and Patterns of Nursing Care Delivery
16. Economics of the Health Care Delivery System
17. Political Action in Nursing, 397
18. Collective Bargaining: Traditional (Union) and Nontraditional Approaches
19. Ethical Issues
20. Legal Issues
UNIT V: CONTEMPORARY NURSING PRACTICE
21. Cultural and Spiritual Awareness
22. Quality Patient Care
23. Nursing Informatics
24. Using Evidence-Based Practice and Nursing Research
25. Workplace Issues
26. Emergency Preparedness
,Chapter 01: Role Transitions
MULTIPLE CHOICE
1. A graduate nurse has been hired as a nurse at a local h o sp iat bai lr b. . T
co m /te s t
h e n e w 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
shock occurs when one moves into the workforce after several years of educational
preparation. Recovery and resolution occur when the g r ad aubai rtbe. c no mu /rt se es t 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
ANS: 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. Ra bei tr bu. rc no mi n/ t ge s tt o 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 opportuniat yb i r tbo.c ot mal/ kt estto 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/Appalbyiribn.gc om/test
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
, c. ―Going native‖
d. Changing jobs every 6 to 12 months
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. ―aGbiorbi.ncogmn/taestit 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.
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: p. 7 OBJ: Describe methods to promote a successful transition.
TOP: Reality shock
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
shock as it applies to nursing?
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.‖
c. ―Reality shock is the period from graduation to becomai bnigr b .ac onme/txe spt erienced nurse.‖
d. ―Reality shock is a transition phase that new graduates go through before changing
jobs.‖
ANS: A
―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 io 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
native.‖ When nurses move from one position to another, they have already experienced
reality shock. Becoming an experienced nurse takes time aa nb idr b .icso mn /ot et s pt art of the definition of
reality shock.
PTS: 1 DIF: Cognitive Level: Application/Applying
a b ir b . c o m /t es t
REF: p. 5 OBJ: Identify the characteristics of reali t y s h o ck .
TOP: Reality shock MSC: NCLEX®: Not applicable
5. A student in the last semester of nursing school has est abliasbhi 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.‖
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 min/ t se ts rt uctor to reduce
errors.‖
abirb.com/test
